Using LanguageⅠ教学设计第一课时

Unit 1 Cultural relics教学设计

1. 教材分析

本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。

2. Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标语言：文化遗产，进行语言的输入和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。

Using language 1 Teaching goals

1.Target language a. Key words and phrases

trial, eyewitness, consider, prove, tell the truth, pretend, think highly of, besides

b. Key sentences

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

Enable students to ask for opinions and give opinions. Enable students to write a report on a debate.

3. Learning ability goals Help students learn how to tell a fact from an opinion.

Teaching methods Learning and practicing Teaching aids Some slides and a projector Teaching procedures and ways Step I Reading and listening 1. 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. Before doing this, we should know what a fact is and what an opinion is. Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion. After reading 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. A VW Passat

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. I know that driving a car spoils the air in Beijing. 6. The Beijing Olympic Games will be the best ever. 7. It will be very hot when the Olympic Games are being held. 8. More countries than ever before will be coming to take part in the Olympic Games. 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.

Let them read a man’s story about what happened to the Amber Room quickly. 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 2. 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 II Speaking

Discuss in pairs which person gave the best evidence, using the information in the former section. Suggested answer might include:

the person whose information can be checked

the person who does not have anything to gain from his evidence Please list your reasons. The following expressions may help you.

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?

I think/don’t think that …

Sorry, I agree/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 …

Step

Ⅲ

Write down the reasons for your choice. EXAMPLE: It can be proved that Anna Petrov gave the best evidence because she saw something that could have come from the Amber Room and she has nothing to gain from her story. Step

Ⅳ

Pair work Share your ideas with another group and choose the one with the best reasons. Present your discussion to the class. Step

Ⅴ

Homework 1. Review what we have learned in this lesson. 2. Preview Writing.