Using LanguageⅠ教案2

Book2, Unit 1

Cultural relics

（

Using language ）

汕头市实验学校

卢雪红

Teaching 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 opinions Do/don’t 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….? What’s 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 opinions

I think/don’t think that….

Sorry, I don’t agree with you. In my opinion…. It can be proved.

That can’t be true. I don’t 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 practicing Teaching aids教具准备

Some slides and a projector

Teaching procedures and ways教学过程与方式

Step 1 Warming up Purpose: To get Ss to know the difference between a fact and an opinion. 1. Definition A fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved. 2. Read the passage (P5) and answer the following questions: (1) If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first? (2) What makes a judge decide which eyewitness he can believe and which not? Suggested Answers:

(1) Searching for facts. The more, the better. (2) The evidences offered by the eyewitnesses. T: 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.

I don’t like public transport because it’s so crowed

5.

.I know that driving a car spoils the air in Beijing. 6.

. The Beijing Olympic Games will be the best ever. 7.

L. Frank Baum wrote "The Wizard of Oz".

8.

More countries than ever before will be coming to take part in the Olympic Games 9.

The Bulls are better than the Knicks.

10.

Nine plus one equals ten.

Step 2

Reading

T: 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 man’s story about what happened to the Amber Room, and find if the story is a fact or just an opinion. After reading T: Now imagine that you are a judge; you have to make a decision whether a story is a fact or it’s just an opinion. Look at Exercise 2.

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 didn’t 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. NAME PLACE Jan Hasek Job A miner April, 1945 A mine in Czech Time Republic What he heard What he saw Something exploded He saw some German soldiers putting boxes in the mine; and a week later he saw the entrance to the mine was closed.

What he believes

Step 3. Listening The Amber Room and some gold are buried in the mine. T: 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 4

Moral education

Before end the class, inform the students some common knowledge about the law of the People's Republic of China on the Protection of Cultural Relics. For example:

(1)

Hiding cultural relics discovered underground, in inland waters, in territorial

seas or in other places and failing to report and deliver them to the state, for which the persons involved shall be warned or fined by a public security department and the cultural relics illegally acquired by them shall be recovered; (2)

Buying or selling cultural relics without the approval of the departments for cultural administration, for which the persons involved shall be warned or fined

by the departments for the administration of industry and commerce, and their illegal earnings and the cultural relics illegally handled by them may be confiscated;

(3)

Selling cultural relics in private collections to foreigners without permission, for

which the persons involved shall be fined by the departments for the administration of industry and commerce, and the cultural relics in question and the illegal earnings derived there from may be confiscated.

T: Cultural relics are part of our history and they are carriers of our rich culture. Cultural relics belong to our country and it’s everyone’s duty to protect them.

Step 5

Homework: Finish the exercises in the workbook so as to consolidate what has been learned.