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111The First Period Warming up and Reading (I)Teaching goals 教学目标1. Target language 目标语言a. Key words and phrases (重点词汇和短语) rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth b. Key sentences (重点句型) The amber which was selected had a beautiful yellow-brown color honey.It was also a treasure decorated with gold and jewels, which took the countrys best artists about ten years to make.Later, Catherine had the Amber Room moved to a palace outside ST Petersburg where she spent her summers. In 1770 the room was completed the way she wanted. This was a time when the two countries were ay war. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. After that, what really happened to the Amber Room remains a mystery. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city. 2. Ability goals能力目标 Enable students to learn about the history of Amber Room.Enable students to give opinions on rebuilding lost cultural relics. 3. Learning ability goals学能目标After learning this reading passage, students should have the ability of reading passages about cultural relics, learn more languages about this topic and have the sense of protecting cultural relics.Teaching important points 教学重点The main idea of each paragraph.Teaching methods教学方法Listening to the tape (individuals) Group discussion and presentation (cooperative learning)Multi-functional teaching equipment (CAI)Teaching aids教具准备A recorder, a projector and some slidesMulti-functional teaching equipment (CAI)Teaching procedures and ways教学过程与方式Step I Warming upThe warming-up exercise raises students awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics that they know. T: Do you know what a cultural relic is?S1: Cultural relic is something that has a long history.S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic.T: Good. Although we dont know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and valuable?S3: I dont think so. Some old and shabby buildings can be cultural relics because they represent part of our history. T: Is it enough to have survived for a long time?S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning.T: Question 3. Are cultural relics only objects like vases or can they be buildings too?S5: Some people said that cultural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall.T: Now look at the pictures and discuss what they are and whether they are cultural relics or not.With the activities above, students will have a clear idea of what a cultural relic is. Step II Pre-reading The pre-reading activity has two functions. Question 1 is a warming up activity to check students understanding of amber, and meanwhile lead them to the topic of the reading passage Amber Room. Question 2 gives the students a chance to predict the main idea of the passage and then skim it.T: Look at the picture. Have you ever seen a piece of amber? What do you know about it?Some information about amber:Amber is a semi-precious stone used in jewelry and art work. Amber is really the fossil form of resin(树脂) from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried.PredictionT: Now look at the title and the pictures of the reading passage. What do you think it is mainly about?Students may have different predictions. T: Now skim the passage quickly and see if you were right. Step III ReadingThis reading passage tells the amazing history of the Amber Room. 1. SkimmingAsk the students to read the text quickly and grasp the main idea of the passage. After readingT: Whats the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questions summarize the main idea of the five paragraphs in the passage. Match the questions with the paragraphs. After they finish, check their answers. T: Have you finished? Who can tell me your answer?S1: Let me try. Paragraph 1, How was the Amber Room made. Paragraph 2, Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3, How did the Amber Room become one of the world? Paragraph 4, How did the Amber room get lost? Paragraph 5, How was a new Amber Room built?T: Good! Now try to answer these questions. Ask some students to answer these questions one by one. 2. ScanningT: Now lets look at Exercise 2, join the correct parts of the sentences together. Then check the answers. 3. New words and structures1) The German title for king was Kaiser, but king is used to introduce a target word. Likewise, the Russian title for queen is Czarina. In the Europe an royal tradition, the ruler to use a certain given name like William was called William I，which is said as “William the First”. Thus Frederickis better known in history as Frederick the great. So Peter I is also Peter the Great and Catherine was Catherine the Great. To avoid translation problems from English to Chinese, Roman numbers have been used in this passage. 2) The design of the room was in the fancy style popular in those days. This is a reference to the Baroque style (巴洛克艺术风格) of the 17th and 18th century in much of Europe.3) The Amber Room is “a wonder of the world” but not one of the Seven Great Wonders of the World, such as Egypts pyramids of Chinas Great Wall. Have students compare the meaning of wonder as a noun (as it is used here) and as a verb.4) There is no doubt is a phrase that means “it is clear” or “beyond argument” that something happened. If something is “beyond doubt” in a court of law, it means that enough evidence exists to say that it is true.5) In 2003, it was ready for the people of St Petersburg when they celebrate the 300th birthday of their city. The 300th anniversary of an event is also called its tri-centennial. Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room. St Petersburg is both the current and original name of one of Russias oldest, largest and most beautiful cities. During the period of the Soviet Union, the city was named Leningrad. It is sometimes nicknamed the “Venice of the East” because of its many canals.4. Discussion1) Do you think the Amber Room is a cultural relic?2) Why the history of Amber Room is an amazing one?3) Why would Frederick William I like to give Amber Room to Peter the Great?4) Whats the authors attitude towards the Amber Room? How do you know?5) Is it worth rebuilding lost cultural relic such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.Suggested answers:1) I think the Amber Room is a cultural relic because of its artistic design and historic value.2) The history of the Amber Room is an amazing one. First it had several famous owners, from Frederick William, to Peter the Great, to Catherine , to the Nazi army and finally to the Russians and Germans. Second, in fact, the room was not made to be a gift, but designed for the palace. Third, as a gift, it built friendship between Frederick William and Peter the Great. Fourth, today it is a symbol of friendship between the Russians and Germans. Fifth, even now, several teams of treasure hunters continue to search for it. So the history of Amber Room is an amazing one.3) I think its a way of making friends with other countries. So Frederick Williams gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too.4) From the first paragraph we can see that Amber Room is valuable. From the second paragraph, we know that its a symbol of friendship between Frederick William and Peter the Great. It should be remembered. From the third paragraph, we know that the Amber Room was considered one of the wonders of the world, but it is now missing. From the last paragraph, we know the Russians and Germans have built a new Amber Room. All the facts show us that the Amber Room is worth rebuilding or finding. I think this is what the author wanted to tell us.5) (This question can be treated as a debate. Students fall into two groups and debate with each other.)Step IV Learning about language Discovering useful words and expressions Ask students to read the instructions of each part of the Discovering useful words and expressions, and then finish these three exercises quickly. A few minutes later, check the answers with the whole class.Later, the teacher gives the answers, using a slide projector.Discovering useful structures T: From Reading, pick out the sentences that use the attributive clause with that/which/who/where/when. 1 The gift was the Amber Room, which was given this name because several tons of amber were used to make it.2 The amber which was selected had a beautiful yellow-brown colour like honey.3 It was also a treasure decorated with gold and jewels, which took the countrys best artist about ten years to make.4 However, the next King of Prussia, Fredrick William I, to whom the Amber Room belonged, decided not to keep it.5 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers. 6 In 1770 the room was completed the way she wanted.7 This was a time when the two countries were at war.8 there is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. 9 In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city. First let students read the sentences they underlined. Then show the correct sentences using a slide projector and let students analyze them. T: Observe these sentences carefully. Some contain commas before the relative pronouns, for example 3, 4 and 8. These sentences are different from the others. How are they different? Can you tell me? Students try to tell the differences in their own words.T: We call these three sentences non-restrictive clauses. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. Now finish Exercise 3. Judge whether restrictive or non-restrictive clauses are required. Later, the teacher gives the answers, using a slide projector.Exercise 4 also provides semi-open practice with the grammar. After they complete the sentences, first let them check with each other. Then let some read their sentences and check them with the whole class.Step V HomeworkReview the key sentences in this part.The Second Period Integrating skillsTeaching goals 教学目标1.Target language语言目标a. Key words and phrases 重点词汇和短语trial, eyewitness, consider, prove, tell the truth, pretend, think highly of, besides b. Key sentences 重点句型Asking for opinionsDo/dont you think that.? Would you consider.? Why/Why not.?Do you have any idea about.? How do you know that? Are you sure that he /she was telling the truth?What do you think? What do you think of.?Whats your idea/opinion of.?What would you say.? How do you feel about.?Who do you think was.? What are your reasons for saying that?Giving opinionsI think/dont think that. Sorry, I dont agree with you. In my opinion，It can be proved. That cant be true.I dont believe, because. I think is telling the truth because.2. Ability goals能力目标Enable students to ask for opinions and give opinions.Enable students to write a report on a debate. 3. Learning ability goals学能目标Help students learn how to tell a fact from an opinion. Teaching methods教学方法Learning and practicingTeaching aids教具准备Some slides and a projectorTeaching procedures and ways教学过程与方式Step I Reading and listening1. ReadingT: Yesterday we learned something about Amber Room and we know that the one that we now can see is a rebuilt one. Till today, many people are haunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Is there anyone know the mystery? Is there any eyewitnesses? Today we will read a mans story about what happened to the Amber Room, and find if the story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is.Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion.After readingT: Now who can tell us what is a fact?S1: A fact is anything that can be proved.T: How about an opinion? S2: An opinion is what someone believes is true but has not been proved.T: Now judge whether the sentences on the slide are facts or opinions.Show the following on the slide.1. Mr. Jones has two sons and one daughter.2. That picture is by Rembrandt.3. Her house is really beautiful.4. My friend has six fingers on one hand.5. That boy is the nicest person in the school.6. The group will stop in Denver overnight.7. L. Frank Baum wrote The Wizard of Oz.8. I will finish before the rest of the class.9. The Bulls are better than the Knicks.10. Nine plus one equals ten.T: Now imagine that you are a judge; you have to make a decision whether a story is a fact or its just an opinion. Look at Exercise 2. Let them read a mans story about what happened to the Amber Room quickly. And according to what they have known about a fact and an opinion to decide what the story is and give their reason, using the structure: I think it is a_ because_.Suggested answer:I think it is an opinion because the man didnt see the Amber Room with his own eyes. He just saw some German soldiers putting wooden boxes in the mine. He heard about the news that the Amber Room and some gold were buried in the mine. But that may be a rumour. Then let students complete the table in Exercise 3.NAMEJan HasekJobA minerPLACEA mine in Czech RepublicTimeApril, 1945What he heardSomething explodedWhat he sawHe saw some German soldiers putting boxes in the mine; and a week later he saw the entrance to the mine was closed. What he believesThe Amber Room and some gold are buried in the mine.2. ListeningT: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the Amber Room.Play the tape, and ask the students to pay attention to the two questions: For Part A: Where was the Amber Room lost?For Part B: How was the Amber Room lost?And then finish the two blanks in Exercise 4. This is a good time to train the students to listen and catch the key information in the passages.Exercise 5 gets students to listen for specific information. Play the tape again. Stop after each part and fill in the blanks.Step II Speaking Asking for opinions and giving opinionsThe objective now has changed: students must decide which person has given the best evidence, not the most evidence. Before students begin to discuss the forms, ask them: How should you decide which person gave the best evidence? However, at this point, do not tell them what they should consider in making a decision. This step requires students to convert or change the date from the form into a list of reasons. Knowing how to interpret and convert date is an essential skill for students to learn in this age of information.T: Now we will use the information in the former section, and discuss in pairs which person gave the best evidence. While discussing, make use of the expressions given. Now read the expressions and tell me which are used to ask for opinion and which give opinions. Give the students some time to do this and get familiar with the expressions, and then do the next task:T: What is the best evidence?S1: The best evidence is factual and is given by a person who is believable.T: Right. But how can we know which eyewitness is most believable?S2: In my opinion, the most believable eyewitness is the one who has nothing to gain from telling a lie.T: Thats quite right .Now, lets have a discussion in pairs and decide which person gave the best evidence.A Sample discussion:A: Do you have any idea about which person gave the best evidence?B: Im not sure, but in my opinion, I think Anna Petrov gave the best evidence.A: How do you know that? B: I think she is telling the truth.A: Are you sure that?B: Yes. It can be proved that she gave the best evidence because she has no selfish reason for saying what she has said.Then deal with Exercise 2. T: Now you all have your own choice. Write down a short list of reasons for your choice. Begin with this: It can be proved that _because_.After finishing the two exercises, teacher can ask the students to share their ideas with another group and choose the answer with the best reasons. At last present the discussion to the class. Suggested answer:1) Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore, she is the most believable.2) The truth is not easy to know, especially when all the facts are not known. Most of these events also happened a long time ago. Perhaps people cannot remember things so clearly either. I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. In my opinion, she is the most believable.Step III Reading and writingThis integrated activity again offers students guided practice in expressing their opinions on cultural relics. Students may choose to either agree or disagree with Johann. Johanns letter again poses a moral dilemma, i.e. whether it is right to keep what one has found without trying to find the rightful owner. Of course, this dilemma was also presented to students in the previous activity. It is a moral choice that is faced whenever decisions are made about what to do with cultural relics. Teachers must be aware that there is no wrong answer, and students should be encouraged to work out their answers by themselves.1. Reading First let students read the letter and find out the writers opinion about what should be done with the cultural relic that has been found.T: Who is the writer?S1: A student at a high school in Berlin.T: Whats his opinion? Where can you find it?S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it. T: What
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