人教版必修二Unit1Cultural relics教案

Unit1Culturalrelics

I.單元教學(xué)目標(biāo)

★Talkaboutculturalrelicsandculturalrelicsprotection.

★L(fēng)earntoaskforopinionsandgiveadvice.

★Reviewattributiveclauses,includingrestrictiveandnon-restrictiveattributive

clauses.

★ReadabouttheAmberRoom.

★Writeareportofdebate.

II.目標(biāo)語(yǔ)言

Askingforopinions

Do/don'tyouthinkthat...?

Wouldyouconsider...?

Why/Whynot...?

功Doyouhaveanyideaabout...?

Howdoyouknowthat?

能Areyousurethathe/shewastellingthetruth?

Whatdoyouthink?

句Whatdoyouthinkof...?

What'syouridea/opinionof...?

式Whatwouldyousay...?

Howdoyoufeelabout...?

Whodoyouthinkwas...?

Whatareyourreasonsforsayingthat?

Givingopinions

Ithink/don^thinkthat

Sorry,Idon'tagreewithyou.Inmyopinion

Itcanbeproved.

Thatcan'tbetrue.

Idon'tbelieve...,because

Ithink...istellingthetruthbecause

1.四會(huì)詞

rare,survive,valuable,dynasty,vase,amaze,amazing,select,honey,design,

fancy,style,decorate,jewel,artist,belong,troop,reception,remove,wooden,

doubt,former,worth,local,apart,painting,castle,trail,evidence,explode,

entrance,sailor,sink,maid,informal,debate

詞2.認(rèn)讀詞

匯cultural,relic,Tajmahal,ivory,dragon,amber,FrederickWilliamI,Prussia,

PetertheGreat,Czar,StPetersberg,Catherine,Konigsberg,theBaltilSea,

rebuild,Leningrad,Windsor,eyewitness,JanHasek,AnnaPetrov,mystery

Berlin,JohannWebber

1.短語(yǔ)和詞組

insearchof,belongto,inreturn,atwar,lessthan,thinkhighlyof

語(yǔ)1.限制性定語(yǔ)從句(Restrictiveattributiveclause)

法2.非限制性定語(yǔ)從句(Non-restrictiveattributiveclause)

1.FrederickWilliamI,thekingofPrussiacouldneverhaveimaginedthathis

greatestgifttotheRussianpeoplewouldhavesuchanamazinghistory.Pl

2.Onceitisheated,theambercanbemadeintoanyshape.Pl

3.ItwasmadeforthepalaceofFrederickI.Pl

重4.In1716,FrederickWilliamIgaveittoPetertheGreat,asagiftoffriendship

點(diǎn)fromthePrussiantotheRussianPeople.Pl

句5.Inreturn,theCzargavethekingofPrussia55ofhisbestsoldiers.Pl

6.TheAmberRoomsoonbecamepartoftheCzar'sPalaceinStPetersburg.Pl

7.Later,CatherineIIhadtheAmberRoommovedtothepalaceoutsideSt

Petersburgwhereshespenthersummers.P2

8.Thiswasatimewhenthetwocountrieswereatwar.P2

9.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,at

thattimeaGermancityontheBalticSea.P2

10.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P2

11.1thinkhighlyofthosewhoaresearchingfortheAmberRoom.P2

II.教材分析與教材重組

1.教材分析

本單元以culturalrelics為話題，旨在通過(guò)單元教學(xué)使學(xué)生了解世界文化遺

產(chǎn)，學(xué)會(huì)描述它們的起源，發(fā)展和保護(hù)等方面的情況，復(fù)習(xí)并掌握定語(yǔ)從句，能

就如何保護(hù)和處理世界文化遺產(chǎn)給出自己的觀點(diǎn)。

1.1Warmingup熱身部分提供了四幅圖片，設(shè)計(jì)了三個(gè)問(wèn)題讓學(xué)生交流對(duì)

于culturalrelic的了解，并就此進(jìn)行討論。這部分的目的是呈現(xiàn)本單元的中心話

題“文化遺產(chǎn)”。

1.2Pre-reading是Reading的熱身部分，提供了ambers的圖片并就此此設(shè)

計(jì)了兩個(gè)問(wèn)題。這兩個(gè)問(wèn)題極易引起學(xué)生對(duì)amber的興趣，并能引導(dǎo)學(xué)生對(duì)課文

進(jìn)行predictiono

1.3Reading是關(guān)于尋找丟失了的普魯士國(guó)王威廉一世送給俄羅斯沙皇的那

個(gè)琥珀房子的建立、轉(zhuǎn)讓、被毀、重建的整個(gè)歷史。設(shè)計(jì)這篇文章的目的是讓學(xué)

生了解什么是文化遺產(chǎn)以及討論保護(hù)和重建文化從文化遺產(chǎn)的重要性和必要性。

1.4Comprehending既有知識(shí)性的問(wèn)題，同時(shí)又跳出了課文，對(duì)文章進(jìn)行整

體評(píng)價(jià)，由易到難，有較好的梯度，全面考查學(xué)生對(duì)文章的理解。Exercisers

人物及相關(guān)事件匹配，檢驗(yàn)學(xué)生對(duì)文章細(xì)節(jié)的理解；Exercise2將所給的問(wèn)題與

段落匹配，是段落大意理解題；Exercise3安排了對(duì)于重建lostculturalrelics的意

義進(jìn)行討論，使得學(xué)生能對(duì)本單元的主題進(jìn)行較為深入的探討。

1.5Learningaboutlanguage分Discoveringusefulwordsandexpressions和

Discoveringusefulstructures兩部分。其中第一部分的Exercise1著重訓(xùn)練對(duì)英語(yǔ)

單詞解釋的理解。Exercise2著重詞匯在短文中的用法練習(xí)。要求學(xué)生按所給的

語(yǔ)境填入所需的詞匯。Exercise3專練belongto的詞義和用法。在Discovering

usefulstructures中，分為四個(gè)練習(xí)，從課文中出現(xiàn)的定語(yǔ)從句入手，讓學(xué)生自主

學(xué)習(xí)限定性定語(yǔ)從句及非限定性定語(yǔ)從句的聯(lián)系和區(qū)別。再通過(guò)連句練習(xí)和造句

練習(xí)來(lái)鞏固本次所學(xué)定語(yǔ)從句的內(nèi)容。

1.6Usinglanguage分ReadingandListening>Speaking及Readingandwriting

三部分。以不同的學(xué)習(xí)形式：聽(tīng)、說(shuō)、讀、寫，從不同的角度圍繞本單元的目標(biāo)

語(yǔ)言：文化遺產(chǎn)，進(jìn)行語(yǔ)言的輸入和輸出的訓(xùn)練，旨在要求學(xué)生熟悉掌握必要的

語(yǔ)言，并能運(yùn)用它們。

1.7SUMMINGUP從四個(gè)角度：有用的動(dòng)詞、動(dòng)詞短語(yǔ)、其他的表達(dá)和新

句型結(jié)構(gòu)總結(jié)本單元內(nèi)容，并總結(jié)所學(xué)的有關(guān)文化遺產(chǎn)方面的知識(shí)。

1.8LEARNINGTIP建議學(xué)生親自去博物館看一些中國(guó)文化遺產(chǎn)，并主動(dòng)擔(dān)

當(dāng)導(dǎo)游向外國(guó)游客介紹這些文化遺產(chǎn)，同時(shí)練習(xí)英語(yǔ)口語(yǔ)，并向外國(guó)游客學(xué)習(xí)英

語(yǔ)同他們交朋友。

2.教材重組

2.1從話題內(nèi)容分析，Warmingup,Pre-reading,Reading,Comprehending和

LeaningaboutLanguage內(nèi)容一致，將其設(shè)計(jì)成一節(jié)閱讀課。

2.2將UsingLanguage設(shè)計(jì)成一節(jié)綜合技能課。

2.3將Workbook里的LISTENING和LISTENINGTASK整合成一節(jié)聽(tīng)力

課。

2.4將Workbook里的TALKING和SPEAKINGTASK及WRITINGTASK

設(shè)計(jì)成一節(jié)口語(yǔ)和寫作課。

2.5將Workbook里的READINGTASK設(shè)計(jì)成一節(jié)閱讀課。

2.6將Workbook里的USINGWORDSANDEXPRESSIONS與USING

STRUCTURES和UsingLanguage中的SUMMINGUP與LEARNINGTIP和

Workbook中的CHECKINGYOURSELF設(shè)計(jì)成一節(jié)復(fù)習(xí)課。

3.課型設(shè)計(jì)與課時(shí)分配。(經(jīng)教材分析，根據(jù)學(xué)情，本單元可用6課時(shí)完成)

1stperiodWarmingupandReading(I)

2ndperiodIntegratingSkills

3rdperiodListening

4thperiodSpeakingandWriting

5thperiodReading(II)

6thperiodComprehensiveRevision

(以上課時(shí)分配與教材重組，僅供參考，教師可因時(shí)因地因人而異，不必拘

泥于此。)

III.分課時(shí)教案

TheFirstPeriodWarmingupandReading（I）

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語(yǔ)言

a.Keywordsandphrases（重點(diǎn)詞匯和短語(yǔ)）

rare,survive,valuable,dynasty,vase,amaze,amazing,select,honey,design,fancy,

style,decorate,jewel,artist,belong,troop,reception,remove,wooden,doubt,

former,worth

b.Keysentences（重點(diǎn)句型）

Theamberwhichwasselectedhadabeautifulyellow-browncolorhoney.

Itwasalsoatreasuredecoratedwithgoldandjewels,whichtookthecountry'sbest

artistsabouttenyearstomake.

Later,CatherineIIhadtheAmberRoommovedtoapalaceoutsideSTPetersburg

whereshespenthersummers.

In1770theroomwascompletedthewayshewanted.

Thiswasatimewhenthetwocountrieswereaywar.

ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,atthat

timeaGermancityontheBalticSea.

Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.

In2003itwasreadyforthepeopleofStPetersburgwhentheycelebratedthe300lh

birthdayoftheircity.

2.Abilitygoals能力目標(biāo)

EnablestudentstolearnaboutthehistoryofAmberRoom.

Enablestudentstogiveopinionsonrebuildinglostculturalrelics.

3.Learningabilitygoals學(xué)能目標(biāo)

Afterlearningthisreadingpassage,studentsshouldhavetheabilityofreading

passagesaboutculturalrelics,learnmorelanguagesaboutthistopicandhavethe

senseofprotectingculturalrelics.

Teachingimportantpoints教學(xué)重點(diǎn)

Themainideaofeachparagraph.

Teachingmethods教學(xué)方法

Listeningtothetape(individuals)

Groupdiscussionandpresentation(cooperativelearning)

Multi-functionalteachingequipment(CAI)

Teachingaids教具準(zhǔn)備

Arecorder,aprojectorandsomeslides

Multi-functionalteachingequipment(CAI)

Teachingproceduresandways教學(xué)過(guò)程與方式

StepIWarmingup

Thewarming-upexerciseraisesstudents1awarenessthattherearesomewell-known

culturalrelicsbothathomeandabroad.Askthestudentstotrytheirbesttothinkof

theculturalrelicsthattheyknow.

T:Doyouknowwhataculturalrelicis?

SI:Culturalrelicissomethingthathasalonghistory.

S2:1knowMountEmeiandtheLeShanGiantBuddhaisaculturalrelic.

T:Good.Althoughwedon'tknowwhatexactlyaculturalrelicis,wereallyknow

someculturalrelicsbothinchinaandotherplaces.NowpleaseanswerQuestion2:

Doesaculturalrelicalwayshavetoberareandvaluable?

S3:1don》thinkso.Someoldandshabbybuildingscanbeculturalrelicsbecause

theyrepresentpartofourhistory.

T:Isitenoughtohavesurvivedforalongtime?

S4:Notenough.Asaculturalrelic,italsohastobetypicalaridcontainsomecultural

ormeaning.

T:Question3.Areculturalrelicsonlyobjectslikevasesorcantheybebuildingstoo?

S5:Somepeoplesaidthatculturalrelicsaremorethanworksofart.Accordingtothis,

Ithinkthatculturalrelicmaybeanythingthataresymbolsofhistoryandthe

peoplewholivedinthepastforexampletheGreatWall.

T:Nowlookatthepicturesanddiscusswhattheyareandwhethertheyarecultural

relicsornot.

Withtheactivitiesabove,studentswillhaveaclearideaofwhataculturalrelicis.

StepIIPre-reading

Thepre-readingactivityhastwofunctions.Question1isawarmingupactivityto

checkstudents9understandingofamber,andmeanwhileleadthemtothetopicofthe

readingpassage一AmberRoom.

Question2givesthestudentsachancetopredictthemainideaofthepassageand

thenskimit.

T:Lookatthepicture.Haveyoueverseenapieceofamber?Whatdoyouknow

aboutit?

Someinformationaboutamber:

Amberisasemi-preciousstoneusedinjewelryandartwork.Amberisreallythe

fossilformofresin（樹(shù)脂）fromtrees.Ithasgotitsshapeafteraprocessthathas

takenmillionsofyearstocomplete.Treesinveryancientforestsproducedthis

resin,whichslowlydroppedfromtreesandwasburied.

Prediction

T:Nowlookatthetitleandthepicturesofthereadingpassage.Whatdoyouthinkit

ismainlyabout?

Studentsmayhavedifferentpredictions.

T:Nowskimthepassagequicklyandseeifyouwereright.

StepIIIReading

ThisreadingpassagetellstheamazinghistoryoftheAmberRoom.

1.Skimming

Askthestudentstoreadthetextquicklyandgraspthemainideaofthepassage.

Afterreading

T:What'sthemainideaofthepassage?Itmaybedifficulttosummarize.Butifyou

cangraspthemainideaofeachparagraph,youwilleasilygetthemainideaofthe

wholepassage.LookatExercise2onpage2.Thefollowingfivequestions

summarizethemainideaofthefiveparagraphsinthepassage.Matchthequestions

withtheparagraphs.

Aftertheyfinish,checktheiranswers.

T:Haveyoufinished?Whocantellmeyouranswer?

SI:Letmetry.Paragraph7,HowwastheAmberRoommade.Paragraph2,Whydid

thekingofPrussiagivetheAmberRoomtotheCzarofRussiaasagift?

Paragraph3,HowdidtheAmberRoombecomeoneoftheworld?Paragraph4,

HowdidtheAmberroomgetlost?Paragraph5,HowwasanewAmberRoom

built?

T:Good!Nowtrytoanswerthesequestions.

Asksomestudentstoanswerthesequestionsonebyone.

2.Scanning

T:Nowlet'slookatExercise2,jointhecorrectpartsofthesentencestogether.

Thenchecktheanswers.

3.Newwordsandstructures

1)TheGermantitleforkingwasKaiser,butkingisusedtointroduceatargetword.

Likewise,theRussiantitleforqueenisCzarina.IntheEuropeanroyaltradition,the

rulertouseacertaingivennamelikeWilliamwascalledWilliamI,whichissaidas

"WilliamtheFirst".ThusFrederickIIisbetterknowninhistoryasFrederickthegreat.

SoPeterIisalsoPetertheGreatandCatherineIIwasCatherinetheGreat.Toavoid

translationproblemsfromEnglishtoChinese,Romannumbershavebeenusedinthis

passage.

2)Thedesignoftheroomwasinthefancystylepopularinthosedays.Thisisa

referencetotheBaroquestyle(巴洛克藝術(shù)風(fēng)格)ofthe17thand18thcenturyinmuch

ofEurope.

3)TheAmberRoomis“awonderoftheworld^^butnotoneoftheSevenGreat

WondersoftheWorld,suchasEgypt'spyramidsofChina'sGreatWall.Havestudents

comparethemeaningofwonderasanoun(asitisusedhere)andasaverb.

4)Thereisnodoubtisaphrasethatmeans“itisclear"or"beyondargument”that

somethinghappened.Ifsomethingis“beyonddoubt“inacourtoflaw,itmeansthat

enoughevidenceexiststosaythatitistrue.

5)In2003,itwasreadyforthepeopleofStPetersburgwhentheycelebratethe300th

birthdayoftheircity.The300thanniversaryofaneventisalsocalleditstri-centennial.

Interestingly,thesmallartobjectsandfurniturerescuedbyRussiansoldiersbeforethe

NazisarrivedarenowonceagainondisplayinthereproducedAmberRoom.St

PetersburgisboththecurrentandoriginalnameofoneofRussia'soldest,largestand

mostbeautifulcities.DuringtheperiodoftheSovietUnion,thecitywasnamed

Leningrad.Itissometimesnicknamedthe“VeniceoftheEast“becauseofitsmany

canals.

4.Discussion

1)DoyouthinktheAmberRoomisaculturalrelic?

2)WhythehistoryofAmberRoomisanamazingone?

3)WhywouldFrederickWilliamIliketogiveAmberRoomtoPetertheGreat?

4)What'stheauthor'sattitudetowardstheAmberRoom?Howdoyouknow?

5)IsitworthrebuildinglostculturalrelicsuchastheAmberRoomorYuanMing

YuaninBeijing?Giveyourreasons.

Suggestedanswers:

1)IthinktheAmberRoomisaculturalrelicbecauseofitsartisticdesignandhistoric

value.

2)ThehistoryoftheAmberRoomisanamazingone.Firstithadseveralfamous

owners,fromFrederickWilliamI,toPetertheGreat,toCatherineII,totheNazi

armyandfinallytotheRussiansandGermans.Second,infact,theroomwasnot

madetobeagift,butdesignedforthepalace.Third,asagift,itbuiltfriendship

betweenFrederickWilliamIandPetertheGreat.Fourth,todayitisasymbolof

friendshipbetweentheRussiansandGermans.Fifth,evennow,severalteamsof

treasurehunterscontinuetosearchforit.SothehistoryofAmberRoomisan

amazingone.

3)Ithinkit'sawayofmakingfriendswithothercountries.SoFrederickWilliam's

giftoftheAmberRoomtoPetertheGreatwasasignthatthetwowerealliesand

wouldco-operateinotherwaystoo.

4)FromthefirstparagraphwecanseethatAmberRoomisvaluable.Fromthesecond

paragraph,weknowthatit'sasymboloffriendshipbetweenFrederickWilliamand

PetertheGreat.Itshouldberemembered.Fromthethirdparagraph,weknowthat

theAmberRoomwasconsideredoneofthewondersoftheworld,butitisnow

missing.Fromthelastparagraph,weknowtheRussiansandGermanshavebuilta

newAmberRoom.AllthefactsshowusthattheAmberRoomisworthrebuilding

orfinding.Ithinkthisiswhattheauthorwantedtotellus.

5)(Thisquestioncanbetreatedasadebate.Studentsfallintotwogroupsanddebate

witheachother.)

StepIVLearningaboutlanguage

Discoveringusefulwordsandexpressions

AskstudentstoreadtheinstructionsofeachpartoftheDiscoveringusefulwordsand

expressions,andthenfinishthesethreeexercisesquickly.Afewminuteslater,check

theanswerswiththewholeclass.

Later,theteachergivestheanswers,usingaslideprojector.

Discoveringusefulstructures

T:FromReading,pickoutthesentencesthatusetheattributiveclausewith

that/which/who/where/when.

1ThegiftwastheAmberRoom,whichwasgiventhisnamebecauseseveraltonsof

amberwereusedtomakeit.

2Theamberwhichwasselectedhadabeautifulyellow-browncolourlikehoney.

3Itwasalsoatreasuredecoratedwithgoldandjewels,whichtookthecountry\best

artistabouttenyearstomake.

4However,thenextKingofPrussia,FredrickWilliamI,towhomtheAmberRoom

belonged,decidednottokeepit.

5Later,CatherineIIhadtheAmberRoommovedtoapalaceoutsideStPetersburg

whereshespenthersummers.

6In1770theroomwascompletedthewayshewanted.

7Thiswasatimewhenthetwocountrieswereatwar.

8thereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,whichwas

atthattimeaGermancityontheBalticSea.

9In2003itwasreadyforthepeopleofStPetersburgwhentheycelebratedthe300th

birthdayoftheircity.

Firstletstudentsreadthesentencestheyunderlined.Thenshowthecorrectsentences

usingaslideprojectorandletstudentsanalyzethem.

T:Observethesesentencescarefully.Somecontaincommasbeforetherelative

pronouns,forexample3,4and8.Thesesentencesaredifferentfromtheothers.

Howaretheydifferent?Canyoutellme?

Studentstrytotellthedifferencesintheirownwords.

T:Wecallthesethreesentencesnon-restrictiveclauses.Therelativeclausecaixies

extrainfonnationthatisnotnecessarytoidentifythepersonorthingbeing

discussed.NowfinishExercise3.Judgewhetherrestrictiveornon-restrictive

clausesarerequired.

Later,theteachergivestheanswers,usingaslideprojector.

Exercise4alsoprovidessemi-openpracticewiththegrammar.Aftertheycomplete

thesentences,firstletthemcheckwitheachother.Thenletsomereadtheirsentences

andcheckthemwiththewholeclass.

StepVHomework

Reviewthekeysentencesinthispart.

TheSecondPeriodIntegratingskills

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage語(yǔ)言目標(biāo)

a.Keywordsandphrases重點(diǎn)詞匯和短語(yǔ)

trial,eyewitness,consider,prove,tellthetruth,pretend,thinkhighlyof,besides

b.Keysentences重點(diǎn)句型

Askingforopinions

Do/don'tyouthinkthat?Wouldyouconsider?Why/Whynot?

Doyouhaveanyideaabout?Howdoyouknowthat?

Areyousurethathe/shewastellingthetruth?

Whatdoyouthink?Whatdoyouthinkof?

What'syouridea/opinionof?

Whatwouldyousay?Howdoyoufeelabout?

Whodoyouthinkwas?Whatareyourreasonsforsayingthat?

Givingopinions

Ithink/don'tthinkthatSorry,Idon'tagreewithyou.Inmyopinion,...

Itcanbeproved.Thatcan'tbetrue.

Idon'tbelieve...,becauseIthink...istellingthetruthbecause

2.Abilitygoals能力目標(biāo)

Enablestudentstoaskforopinionsandgiveopinions.

Enablestudentstowriteareportonadebate.

3.Learningabilitygoals學(xué)能目標(biāo)

Helpstudentslearnhowtotellafactfromanopinion.

Teachingmethods教學(xué)方法

Learningandpracticing

Teachingaids教具準(zhǔn)備

Someslidesandaprojector

Teachingproceduresandways教學(xué)過(guò)程與方式

StepIReadingandlistening

1.Reading

T:YesterdaywelearnedsomethingaboutAmberRoomandweknowthattheonethat

wenowcanseeisarebuiltone.Tilltoday,manypeoplearehauntingforthelost

one,whichisnowstillamystery.Whereisitnow?Howdiditdisappear?Isthere

anyoneknowthemystery?Isthereanyeyewitnesses?Todaywewillreadaman's

storyaboutwhathappenedtotheAmberRoom,andfindifthestoryisafactorjust

anopinion.Beforedoingthis,weshouldknowwhatafactisandwhatanopinion

is.

AskthestudentstoreadthispassageAFACTORANOPINION?tolearnwhatisa

factandwhatisanopinion.

Afterreading

T:Nowwhocantelluswhatisafact?

SI:Afactisanythingthatcanheproved.

T:Howaboutanopinion?

S2:Anopinioniswhatsomeonebelievesistruehuthasnotbeenproved.

T:Nowjudgewhetherthesentencesontheslidearefactsoropinions.

Showthefollowingontheslide.

1.Mr.Joneshastwosonsandonedaughter.

2.ThatpictureisbyRembrandt.

3.Herhouseisreallybeautiful.

4.Myfriendhassixfingersononehand.

5.Thatboyisthenicestpersonintheschool.

6.ThegroupwillstopinDenverovernight.

7.L.FrankBaumwrote"TheWizardofOz”.

8.1willfinishbeforetherestoftheclass.

9.TheBullsarebetterthantheKnicks.

10.Nineplusoneequalsten.

T:Nowimaginethatyouareajudge;youhavetomakeadecisionwhetherastoryisa

factorit9sjustanopinion.LookatExercise2.

Letthemreadaman'sstoryaboutwhathappenedtotheAmberRoomquickly.And

accordingtowhattheyhaveknownaboutafactandanopiniontodecidewhatthe

storyisandgivetheirreason,usingthestructure:

Ithinkitisabecause.

Suggestedanswer:

Ithinkitisanopinionbecausethemandidn'tseetheAmberRoomwithhisowneyes.

HejustsawsomeGermansoldiersputtingwoodenboxesinthemine.Heheardabout

thenewsthattheAmberRoomandsomegoldwereburiedinthemine.Butthatmay

bearumour.

ThenletstudentscompletethetableinExercise3.

NAMEJanHasekJobAminer

PLACEAmineinCzechTimeApril,1945

Republic

WhatheheardSomethingexploded

WhathesawHesawsomeGermansoldiersputtingboxesinthemine;anda

weeklaterhesawtheentrancetotheminewasclosed.

WhathebelievesTheAmberRoomandsomegoldareburiedinthemine.

2.Listening

T:Infact,tillnowmanytheorieshavebeenputforthaboutthefateoftheAmber

Roomandithasbeenthesubjectofshortfilmsandbooks.Evennow,severalteams

oftreasurehunterscontinuetosearchforit.Sothesocalledeyewitnessesarevery

important.Nowwewillhearanothertwopeopletalkaboutwhathappenedtothe

AmberRoom.

Playthetape,andaskthestudentstopayattentiontothetwoquestions:

ForPartA:WherewastheAmberRoomlost?

ForPartB:HowwastheAmberRoomlost?

AndthenfinishthetwoblanksinExercise4.Thisisagoodtimetotrainthestudents

tolistenandcatchthekeyinformationinthepassages.

Exercise5getsstudentstolistenforspecificinformation.Playthetapeagain.Stop

aftereachpartandfillintheblanks.

StepIISpeaking

Askingforopinionsandgivingopinions

Theobjectivenowhaschanged:studentsmustdecidewhichpersonhasgiventhebest

evidence,notthemostevidence.Beforestudentsbegintodiscusstheforms,askthem:

Howshouldyoudecidewhichpersongavethebestevidence?

However,atthispoint,donottellthemwhattheyshouldconsiderinmakinga

decision.Thissteprequiresstudentstoconvertorchangethedatefromtheforminto

alistofreasons.Knowinghowtointerpretandconvertdateisanessentialskillfor

studentstolearninthisageofinformation.

T:Nowwewillusetheinformationintheformersection,anddiscussinpairswhich

persongavethebestevidence.Whilediscussing,makeuseoftheexpressionsgiven.

Nowreadtheexpressionsandtellmewhichareusedtoaskforopinionandwhich

giveopinions.

Givethestudentssometimetodothisandgetfamiliarwiththeexpressions,andthen

dothenexttask:

T:Whatisthebestevidence?

SI:Thebestevidenceisfactualandisgivenbyapersonwhoisbelievable.

T:Right.Buthowcanweknowwhicheyewitnessismostbelievable?

S2:Inmyopinion,themostbelievableeyewitnessistheonewhohasnothingtogain

fromtellingalie.

T:That'squiteright.Now,let'shaveadiscussioninpairsanddecidewhichperson

gavethebestevidence.

ASamplediscussion:

A:Doyouhaveanyideaaboutwhichpersongavethebestevidence?

B:I'mnotsure,butinmyopinion,IthinkAnnaPetrovgavethebestevidence.

A:Howdoyouknowthat?

B:Ithinksheistellingthetruth.

A:Areyousurethat?

B:Yes.Itcanbeprovedthatshegavethebestevidencebecauseshehasnoselfish

reasonfbrsayingwhatshehassaid.

ThendealwithExercise2.

T:Nowyouallhaveyourownchoice.Writedownashortlistofreasonsforyour

choice.Beginwiththis:

Itcanbeprovedthatbecause.

Afterfinishingthetwoexercises,teachercanaskthestudentstosharetheirideaswith

anothergroupandchoosetheanswerwiththebestreasons.Atlastpresentthe

discussiontotheclass.

Suggestedanswer:

1)JanHasekislessbelievablebecauseheownsalittlerestaurantnearthemine.Ifthe

searchstopped,hisbusinesswouldsuffer.HansBraunisalsolessbelievablebecause

heisworkingforacompanytryingtofindtheshipwhichcarriedthetreasuresinthe

BalticSea.Ofthethreeeyewitnesses,onlyAnnaPetrovhasnoselfishreasonfor

sayingwhatshehassaid.Inparticular,sheisnotinvolvedinanycurrentefforttofind

thetreasure.Therefore,sheisthemostbelievable.

2)Thetruthisnoteasytoknow,especiallywhenallthefactsarenotknown.Mostof

theseeventsalsohappenedalongtimeago.Perhapspeoplecannotrememberthings

soclearlyeither.Ithinkthatalloftheseeyewitnesseshavesaidusefulthings.

However,onlyAnnaPetrovhasnoreasontolie.Sheisnotgettinganythingfrom

thosewhoaresearchingnowfortheAmberRoom.Inmyopinion,sheisthemost

believable.

StepIIIReadingandwriting

Thisintegratedactivityagainoffersstudentsguidedpracticeinexpressingtheir

opinionsonculturalrelics.Studentsmaychoosetoeitheragreeordisagreewith

Johann.Johann\letteragainposesamoraldilemma,i.e.whetheritisrighttokeep

whatonehasfoundwithouttryingtofindtherightfulowner.Ofcourse,thisdilemma

wasalsopresentedtostudentsinthepreviousactivity.Itisamoralchoicethatis

facedwheneverdecisionsaremadeaboutwhattodowithculturalrelics.Teachers

mustbeawai*ethatthereisnowronganswer,andstudentsshouldbeencouragedto

workouttheiranswersbythemselves.

1.Reading

Firstletstudentsreadtheletterandfindoutthewriter'sopinionaboutwhatshouldbe

donewiththeculturalrelicthathasbeenfound.

T:Whoisthewriter?

SI:AstudentatahighschoolinBerlin.

T:What'shisopinion?Wherecanyoufindit?

S2:Thelastsentenceintheletter:SoIthinkthatthosewhofindAmberRoom

shoulddecidewhatdotowithit.

T:What'shisreasonforthat?

S2:Hisreasonisthatthesearchhascostthehuntersalotoftimeandmoney.

T:Bytheway,whatdoes"thinkhighlyof9inthefirstlinemean?

S3:Itmeanstoadmireorrespectsomeoneorsomething.

T:DoyouagreewithJohann?Nowdiscussthequestionsontherightsideoftheletter.

Thinkofsomereasonsforyourideas.

Sampleideasandreasons:

1)ImustsaythatIagreewithJohannWeber.Ifyoufindsomething,itshouldbelong

toyoubecauseyouarethepersonwhofoundit.Peopleneedtounderstandthatwhen

theylosesomething,theylosetherighttoownit.

2)ImustsaythatIdon'tagreewithyou.Thoughyoufindsomething,itdoesn'tmean

itbelongstoyou.Ifyoucanfindoutwhoitbelongto,youshouldtrytoreturnit.I'm

sureyouwouldwantsomeonetodothesameforyou.Ifyoureallycannotfindthe

owner,trytodonatethethingtocharitiestohelpthepoor.Withthesehelp,maybe

theycanbuildsomeschools,andtheirchildrencangotoschool,andtheyhave

moneytoenjoymedicinecareandsoon.Rememberwhenyouarehelpingothers;

youareinfacthelpingyourself.Goodcause,goodeffect.

3)Anyculturalrelicslostshouldnotbelongtothepersonorthecountrythatfindsit.

Thefinderhasnorighttodealwithitatwill.Insteadheshouldsparenoeffortsto

protectitfrombeingdamaged.Ifstheresponsibilityanddutyofthefindertosendit

backtoitsowner.Thefactshouldbeawareofthat,inaway,culturalrelicsdon't

belong