Using LanguageⅠ优质课教案内容

Book2 Unit１Cultural Relics Using language

Lesson Type

Content

Using language I Reading and listening Analysis of 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 Material passages and a listening task. This period is aimed at improving students’ Analysis

judgment on people’s statements, deciding what to believe or not and listening for specific words.

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. Teaching 2. Find out clues to identify a fact or an opinion. 3. Listen for key words and specific information. objectives

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. In this period, the students will be cultivated to hold a positive attitude towards using computers.

Important Points: 1.

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

2.

Get the students to focus on some specific information while listening (who, where, what). Lead the students to make notes quickly while listening, using abbreviation Points

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. Teaching Aids

Multi-media, a projector and a blackboard. Teaching methods Task-based learning; Pair & group work; Practicing through activities. Teaching Procedures

Teacher’s Activities

Step 1

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

Many people are curious about the Amber

The students will be interested to explore the Students’ Activities

Designing Purpose

To attract the students’ attention quickly, and to review what the students have known about the Amber Room so as to lead in a new topic.

Room. Till today, many people are hunting for stories and have a guess.

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.

Step 2

Skimming (3 minutes)

Individual work

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

What is a fact? What is an opinion?

Step 3

Comprehending (10 minutes) Group work Show some sentences to check whether

The students will try to find out the answers and volunteer to say out the answers.

The students will try to tell whether the statement is a fact or an opinion mentioned in the passage. They will also discuss in groups to confirm their answers.

To grasp the definitions of a fact and an opinion.

1)

To check the students’

comprehension of the passage. 2)

To help the students grasp the general guide for deciding if a statement is a fact or an opinion. A fact can be checked; an opinion cannot.

To put into practice what they have known about the difference between a fact and an opinion. Help them the students understand the difference according to the definition between a fact and an opinion.

1)

I have a happy family. 2)

Our art festival will be a success. 3)

The sun is in the centre of the

universe. 4)

Liu Xiang is the most handsome man.

5)

Nine plus one equals ten.

Ask the students to compare their ideas

and discuss the sentences when they disagree.

Then help them to conclude.

Step 4

Consolidation (5 minutes) Individual work

Fill in the table about Jan Hasek’s story after reading. Decide whether the story Jan Hasek tells is a fact or an opinion and give the reasons, using

The students are required to read the story and make their judgment. They will try to express their ideas

the following structure:

I think it is

with the supporting because

Step 5

Pre-Listening (4 minutes)

Let the students go through the directions expressions.

The students are supposed to express logically

To teach the students to form good habits of and exercises, guessing what the listening text to go through the directions predicting and using abbreviations, is about. Explain new words: treasure, attack, and learn some new words. thus enhancing

melt, sink. their confidence in The students will learn to

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

for the

Amber

To

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

To check the students’ understanding of the reading passage; to encourage the students to evaluate Room. Encourage them to form their own

style.

Step 6

Listening (12 minutes) Group work Listen for specific information. After they The students are required check the answers in groups, report them to to listen to the tape and the class. Pause and repeat the key sentences write down the necessary information. Then they if necessary.

discuss their answers in

Step 7

Discussion (4 minutes) 1. Pair work. Tell each other a piece of groups and make a report in class.

The students will have a better understanding of a giving and judging statements. news in our school and judge whether it is a fact and an opinion by fact or an opinion.

2. Ask several students to report their

sentences in class. Others give comments.

Homework

Ask the students to decide best evidence, not the most evidence. Ask them: How should you decide which person gave the best evidence? Let them give their reasons. They may start like these:

“I think …is telling the truth because…”

“I don’t believe…because…”

their own performances and learn from their peers.

students interested and creative.

2)

To offer the students a chance to consolidate the learning and express themselves.

which person has given the 1)

To make the Unit 1

Using Language

A FACT OR AN OPINION?

A fact: anything that can be proved.

An opinion: what someone believes is true. Blackboard Design

Evidence: true information; facts.

A Reflection on Teaching

The passage in this part is an exposition which deals with the definition of fact and opinion. The teaching needs to be effective and also interesting enough to attract the students. As far as this class is concerned, it is effective. It is based on Task-based Learning method, including tasks such as “finding out definitions”, “judging statements” and “listening for information”, etc. I try to make the student the center and act as an organizer and instructor. In this way, they have a better understanding of facts and opinions; meanwhile, their communication skills have got improved. Furthermore, they develop cooperative learning, as well as independent learning.

Teaching Reflection

When dealing with the information, the students get time to scan the passage to get answers. Then they find it easier to obtain the needed information.

Several statements are offered to check whether they have masters the definitions or not. Pair work made it more interesting for them to learn cooperatively. A discussion is held to help the students think creatively. Then the students are assigned to express themselves. Their listening and speaking skills have improved a lot.

Finally, there is also something remaining to be improved. Firstly, "generating” should be emphasized while fully preparing “presetting”. Secondly, more attention should be paid to “non-preset”, as the unexpected situation will accidentally arise in the class. Anyway, the teacher needs teaching wits to organize the class.