Using LanguageⅠ教学设计(教案)

Instructional Design of Unit１Book2 Cultural Relics Using language

I. Analysis of the teaching material:

This teaching material is the fourth part of Unit1, Book2 Cultural Relics, the topic of which is cultural relics protection. It is made up of two short reading passages and a listening task. This period is aimed at improving students’ judgment on people’s statements; deciding what to believe or not and listening for specific words.

II. Teaching aims: Knowledge aims: 1.

Get the students to tell the difference between a fact and an opinion. 2.

Enable the students to understand the listening material and make notes quickly. Ability aims: After the class, the students will be able to 1. understand the difference between a fact and an opinion. 2. find out clues to identify a fact or an opinion. 3. listen for key words and specific information. Emotional aims: 1. Arouse the students’ interest in making judgment on a story.

2. Cultivate the students’ good habits of predicting before listening according to what they know in the incomplete sentences.

III. Teaching important points: 1.

Help the students to find out how to make judgment on whether a story is a fact or an opinion. 2.

Get the students to focus on some specific information while listening (who, where, what).

3.

Lead the students to make notes quickly while listening, using abbreviation. IV. Teaching difficult points: 1. Help students learn how to tell a fact from an opinion.

2. How to predict the whole story with incomplete sentences, thus lessening their anxiety.

V. Teaching aids:

Multi-media, a projector and a blackboard.

VI. Teaching methods:

Task-based learning; Pair & group work; Practicing through activities

VII. Teaching procedures: Step 1

Lead-in (2 minutes) Talk freely about the disappearance of the Amber Room.

Many people are curious about the Amber Room. Till today, many people are hunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Today we will read or listen to 3 stories about what happened to the Amber Room, and find if a story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is. 【Purpose: to review what the students have known about the Amber Room and to lead in new topic.】

Step 2

Skimming (3 minutes)

Read this passage A FACT OR AN OPINION? and answer the following questions:

What is a fact? What is an opinion?

(individual work) 【Purpose: to grasp the definitions of a fact and an opinion.】

Step 3

Comprehending (4 minutes) Show some sentences to check whether the students understand the difference between a fact and an opinion.

1)

D-series high-speed train can go faster than 100 kms an hour. 2)

I think it’s the best car for a family.

3)

I think driving a car is wrong because it causes damage to the environment. 4)

I don’t like public transport because it’s so crowded.

5)

More countries than ever before will be coming to take part in the Olympic Games. 6)

It will be very hot when the Olympic Games are being held. Ask the students to compare their ideas and discuss the sentences when they disagree. Then help them to conclude. (group work) 【Purpose: to help the students grasp the general guide for deciding if a statement is this: To see is to believe. A fact can be checked; an opinion cannot.】

Step 4

Consolidation (5 minutes)

Fill in the table about Jan Hasek’s story after reading. (individual work)

Decide whether the story Jan Hasek tells is a fact or an opinion and give the reasons, using the following structure:

I think it is

because

【Purpose: to put into practice what they have known about the difference between a fact and an opinion. Help them to express logically.】

Step 5

Pre-Listening (4 minutes)

Let the students go through the directions and exercises, guessing what the listening text is about. Explain new words: treasure, attack, melt, sink.

(class work)

Lead the students to use abbreviations for help in listening, such as A R for the

Amber Room. Encourage them to form their own style. 【Purpose: to teach the students to form good habits of predicting and using abbreviations, thus enhancing their confidence in listening.】

Step 6

Listening (12 minutes) Listen for specific information. After they check the answers in groups, report them to the class. Pause and repeat the key sentences if necessary. (group work) 【Purpose: to

improve their listening ability for specific information about what, who, where】

Step 7

Speaking (3 minutes) Discuss and find out which person gave the best evidence. (pair work) 【Purpose: to check the students’ understanding of the reading passage and the listening materials; to encourage the students to express their opinions and use evidences to support them.】

Step 8

Reading and Writing (7 minutes) Read the letter and discuss the following questions: (pair work) 1) Who do you think the Amber Room belongs to? 2) What should you do with things you have found even if the search cost you time and money? 3) Do you agree with Johann’s idea?

Write a report on your debate, using the following guidance. Paragraph 1: State the question. Paragraph 2: Give the ideas that agree with the question and the reasons. Paragraph 3: Give the ideas that disagree with the question and the reasons. Paragraph 4: Give your opinion and the result of the class vote. 【Purpose: to check the students’ understanding of the letter; to encourage the students to express their opinions and use evidences to support them.】