In search of the Amber Room
1) Skills objectives
a)By the end of the class, Ss can predict the content of the passage based on the title. b)Ss can read th
e text correctly and fluently with the correct pronunciation and summarize the main idea of the passage. c)Ss can get information needed from the passage.
Ss are able to master key words and phrases of the passage (e.g. amazing ,fancy, less than ,in return...).
3)Objectives of affect and values
Ss will realize that the cultural relics are rare and precious and they will concern themselves with the issue of cultural relics' protection.
Ss will be able to broaden their mind by knowing something about the Amber Room.
Ss will cultivate the ability of individual learning and cooperative learning by doing activities.
2.Language focuses and anticipated difficulties
a)This is a reading period so the focuses are to cultivate the students' reading skill. The activities need to be designed to develop students' reading ability, such as predicting,
scanning ,skimming and summarizing. b)It is also important for Ss to master the new words and phrases.
a) Ss have a limited vocabulary, so they may have difficulties in understanding the passage. T will help them learn the new words and phrases. b)Ss may not hear the Amber Room before, so the teacher will tell them some background knowledge about it.
3. Teaching method
The-three model: Teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques are integrated to develop the students' efficiency in reading and reading strategies. The three stages are pre-reading, while-reading, and post-reading.
Using PPT documents to help Ss to understand the whole passage.
Step 1 Lead-in (2mins)
T gives a brief introduction to the Amber Room. Ss will know the Amber Room is a room which is made of amber and it is cultural relics in Russia. T:Today, we are going to learn cultural relics in Russia. It is a room made of amber . Do you know amber ?(T shows some pictures of amber and Ss get to know amber)
In this step, Ss first know some information of the Amber Room. The background information will make it easier for Ss to understand the passage.
Step 2 Pre-reading (2mins)
T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title. T:Please look at the title "in search of the Amber Room", what does "in search of "mean?(If the Ss can't give the answer, then the T explains it. ) T:"In search of "means "looking for". Why are people looking for it? Can you guess? What will the passage talk about?(Ss predict the content, but T will not give the answer here.)
T asks Ss to make prediction about the passage. The purpose is to help Ss to develop the reading skills of predicting.
Step 3 While reading(24mins) Activity 1.Skimming (4mins)
Ss skim the whole passage and find out the reason why people are looking for the Amber Room, check their prediction and summarize the main idea using their own words.
a)Please read the first three paragraphs and find out the functions of the Amber Room in different periods. b)Please read para.4 carefully and find out the reason why the Amber Room was lost? c)Please read para.5 carefully and catch as much information as possible. Later, T asks several Ss to answer questions one by one.
By doing some activities, Ss will develop their reading strategies and language efficiency. T helps the Ss study the passage paragraph and paragraph. Ss will learn some key words and phrases in the passage.
Step 4 Post-reading(11mins) Activity 1. Role play (5mins)
T creates a situation in which a student is the tour guide ,she/he needs to introduce the Amber Room to the tourists. Ss can collect information from five aspects (material, style, decoration, length and color).
Activity 2.Disscussion (6mins)
Ss have learned the rebuilding of the Amber Room. T asks the Ss to discuss whether people should rebuild the cultural relics. T gives the example of "Yuan Ming Yuan" in Beijing which is also cultural relics. Ss share their opinions on the issue and the reason.
These activities serve to be an output of the reading and an evaluation of their learning so as to develop the Ss' comprehensive language competence.
a)Go over what they have learned today and try to recite the passage. b)Surf the net and find the information needed about cultural relics.
By doing the homework, Ss can review the knowledge and learn more about cultural relics.