3. learn some words about cultural relics by classification

4. retell the story of the amber room in the Ss' own words

I. Warming up

1. Ask the Ss to enjoy 3 groups of pictures and talk about which place they want to visit most.

The Ss should show their reasons.

（列举3组文化遗产的画，让学生对学习本文产生兴趣，并逐渐与本课话题关联，并引出下面的话题）

2．Ask the Ss to talk about the definition of a cultural relic.

(让学生自己阐述文化遗产的概念，试探学生对文化遗产的理解，再是老师给出相关概念，让学生在对比中学习)

3. Ask the Ss to name some other cultural relics at home and abroad.

(这一步是对上面文化遗产认识的延伸和运用，查看学生是否已经对文化遗产有了大致了解)

4．Ask the Ss to discuss the following questions:

How would you feel if it got lost? Why?

　If you find a cultural relic, what will you do with it?

(通过上述问题的讨论，培养学生对文化遗产的热爱)

5．Ask the Ss to talk about: How should we treat cultural relics?

(树立学生保护所剩文化遗产的意识)

II Reading

1. Pre-reading

1). Ask the Ss to get familiar with amber and the amber room.

2) Ask the Ss to answer the three questions with the help of the words list.

(学生大致了解琥珀；借助词汇表，按要求回答问题，让学生接触课文所涉及词汇，扫除学生学习本文的词汇障碍，同时也避免学生学习课文时查阅生词表，从而浪费时间)

2．Fast reading

1) Ask the Ss to talk about The characteristics of the passage.

(本文是叙事性说明文，通过填词练习，让学生认识文体特点)

2) Ask the Ss to finish Ex. 2 on P2 and then answer the questions to further learn about the passage.

3) Ask the Ss to fill in the blanks to get the general idea for each paragraph.

(上述2步是阅读技巧训练题，也是学生阅读中的难点和重点。前一步为后一步服务，降低学生提取主旨大意的难度)

3. Careful reading

　 1) Ask the Ss to read the passage and finish Ex. 1 on P2

　 (了解琥珀屋的历史是本文的重点和难点，借助书上练习，降低学生阅读难度，并为下一步深入阅读作铺垫。通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。)

2）Ask the Ss to talk about what happened to the amber room with the help of the table. And try to retell it with the help of the years and key words mentioned in the table.

(进一步了解琥珀屋的历史，并能告知同学。通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。)