Unit 1 Cultural relicsThe Third Period ReadingI. Teaching aims1. Ability aims1) Get the students to comprehend the text, the Amber Room.2) Get the students to be able to talk about or retell the Amber Room with their own words.3) Get the students to be able to search for more information, either past or today, of theAmber Room through their own possible ways.2. Language aims1). Enable the students to understand key sentences in this passage.2). Enable the students to use key sentence structures in key sentences.II. Teaching important points1. Get the students to understand the history of the Amber Room, the world cultural relics andstrengthen their realization of the cultural relics’ protection.2. Get the students to learn to tell the facts and views, toughen their ability of thinking analysis.III. Teaching methodsCognitive approach and task-based method.IV. Teaching aidsA tape-recorder, a computer connected with the Internet and a projectorV. Teaching proceduresStep 1 RevisionAsk the students some questions:1.What is a cultural relic?2.Can you think of any cultural relics you know?3.What shall do to protect cultural relics?4.What will you do if you have find a cultural relic?Step 2 Leading-inShow some pictures of the Amber Room to stir the students’ stimulation on sensory, arousing their interest in reading the passage and sympathy. These pictures will also help the students comprehend the Amber Room. Meanwhile, we might as well give them some questions to help them read the text with purpose.1.What does the text tell us about amber?2.How many tone of amber were used to make the Amber Room?3.What else were used to make the room besides amber?4.Why was the Amber Room first built?5.When and why did Frederick William I give the Amber Room to Peter the Great?6.What did Peter give in return?7.What did Catherine the Great do with the Amber Room?8.When and how was the Amber Room supposed to have been lost?Step 3 Reading comprehension1.Get the students to read the text quickly and silently.2.Ask the students the question “What does the text tell about the Amber Room?”(Ittells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.) besides the ones given in Leading-in.3.Get the students to read the text carefully again.4.Ask some more questions about the Amber Room.1)What could the King of Prussia never think of his present to the Russian?He could never think of his present would have such a strange history.2)Why was the gift given the name the Amber Room?Because about seven thousand tons of amber were melt to make it.3)What shape can the amber be made into when heated?Any shape.4)Is the Amber Room pure amber made with?No. It’s also made with gold and jewels.5)Was the Amber Room specially made to be a gift?No, it wasn’t.6)What was the Amber Room made for?For the palace of Frederick I.7)What did the Czar give the King of Prussia as a repayment?55 of his best soldiers.8)Where was the Amber Room first placed?In the Czar’s winter palace in St Petersburg.9)What did Catherine II do to the Amber Room?She had her artists add more details to its design.10)Is the Amber Room still in Russia?No, it isn’t.11)Where is it now?No one knows. It remains a mystery.12)What happened to the Amber Room?It was stolen by the Nazis and is missing now.13)When did the Amber Room disappear?During the Second World War.14)What were saved from the Amber Room?The furniture and small art objects.15)How old is St Petersburg now?3╳╳years old now.5.Play the tape for the students to listen and follow.prehending exercises.1)SB Page 2.2)SB Page 3.Step 4 Language pointsGo through the text and deal with the language points in it. There are some important sentences for the students to grasp.1. Frederick William I, …, could never have imagined that his great gift …情态动词+ have done 表示对过去发生的事情的推测、批评、反悔等意。

如：You should have told him about it yesterday.The ground is wet everywhere. It must have rained last night.Complete the following:●I could have lent him money (我本可以把钱借给他) but he didn’t tell me he needed it.●You must felt very nervous (你一定感到很紧张) when you spoke in front of so manypeople.2. •••, it easily melts when heated.when heated = when it is heated. 这是状语从句的省略，省略部分是“主语+be”，省略的主语应与从句的主语相同。

例如：While walking the dog, you were careless ••• (B1 P1)When brainstorming, you can follow these steps. (B1 P15)Exx.●Once seen (一旦见到), the beautiful scenery can be never forgotten.●I won’t attend their party even if invited (即使被邀请).●She will remain silent unless spoken to her (如果不跟她说话).●I called on them when staying (逗留) in London.●When first introduced (当第一次介绍) to us, he looked shy.2. The design for the room was of the fancy style popular in those days.a.“be + of + 名词(词组)” , 表示主语的某种形状、特性或特征。