新课标必修2教案Unit1 Cultural relics

②. Why it is called the Amber Room and how many tons of amber were used to make the Amber Room?
(Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)
③. What did CatherineⅡ do with the Amber Room?
(She had the Amber Room moved to the palace outside St Petersburg and transformed it.)
④. What happen to the Amber Room during World WarⅡ?
(It was stolen by the Nazi and it was taken apart and missing in World WarⅡ)

Step Three: Intensive Reading
Skimming and identifying the general idea of each paragraph
Now please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.
1st paragraph: the introduction of the Amber Room
(The Amber Room had a strange history and something about its design, color, shape and material.)
2nd paragraph: the gift to the Czar
(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)
3rd paragraph: the relocation of the Amber Room in CatherineⅡ time
(CatherineⅡ had the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)
4th paragraph: the missing of the Amber Room
(the German Nazi stole the Amber Room secretly during the World WarⅡ,and what really happen to the Amber Room remain a mystery)
5th paragraph: the rebuilding of the Amber Room
(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)

Step Four: Discussing
Closing down by having a discussion
A. Can you imagine the fate of the Amber Room? What is it?
B. Do you think if it is worthwhile to reproduce the Amber Room? Why?
Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible answers.
Keys for reference:
A: I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.
B: I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.

Step Five: New words teaching
Read the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.
gift(present), ton, stone, heat, design, fancy, style, jewel, in return, reception, light(lit), mirror, wonder, at war, remove, furniture, wooden(wood), doubt, remain,
Especially pay attention to the words and phrases underlined.

Step Six: Grammar points in this text
Let the students try to find out the Attributive clause in warming up and the reading part.
1. A cultural relic is something that has survived for a long time.
2. It is your job to look into any reports of cultural relics that have been found in China.
3. You are sent to a small town where you find a relic that was stolen from a palace.
4. The man who has it insists that it belongs to his family.
5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.
6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.
7. In 1770, the room was completed the way she wanted it.
8. This was a time when the two countries were at war.
Have the students judge whether they are the same as those we had learnt before. Especially the 5th one. This will be the homework after class.

The Third Period  (Learning about Language, 1-2 classes)

Teaching Aims:
1. To learn some useful words and expressions
2. To learn some useful structures
3. To learn the Restrictive and Non—Restrictive Attributive Clause
Teaching Important Point
Learn how to use the Attributive Clause with that/which/who/where/when
Teaching Difficult Point:
⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses.
⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive Clause

Teaching Design
Step One: Retelling (Can be chosen)
Retell the story of the Amber Room in their own words.

Step Two: Exercising 1 (Exercise 1 &2 on Page 3)
⑴. Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task.
Here are the keys to Ex1:

1. rare
2. vase
3. in return
4. in search of
5. belong to
6. heat
7. remain
8. gift
9. doubt
10. remove

⑵. Look, think and compare
Read over the materials in Ex2 carefully and try to find out the different meanings and usages of the phrase belong to, and try to match the meaning with the given sentences.
Keys:
1. to be the property of; The coat belongs to me.
2. to be a part of, be connected with; That top belongs to this desk.

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