Using LanguageⅠ获奖说课稿

Book 2

Unit 1

Cultural Relics

Using language

Lin Xue, Ledong Huangliu High School of No. 2 High School of East China Normal University

The analysis of the teaching material：

This teaching period of this unit, using language, introduces students to what a fact is and what an opinion is. The main topic of this unit is about cultural relics. Focusing on the topic, this teaching period combines reading, speaking and writing to train students’ comprehensive abilities.

The analysis of students: The students of Grade 2 in high school are curious about everything. They have got certain reading, speaking and writing abilities, which still need improving. And in this period their abilities will be practised again. I will also arrange a variety of activities in the class to finish some tasks such as individual, pair or group work to let each of them have a chance to practise English and involve actively in the lesson.

Teaching aims: 1.

Students will be able to master some useful words and expressions. 2.

Students will be able to tell opinions from facts and judge whether the information is reliable or not and try to give the reasons.

3. Students will be able to develop their abilities of reading, speaking and writing.

4. Students will be able to arouse their sense of protecting cultural relics.

Teaching important points: 1.

Students will be able to understand the passage better. 2.

Students will be able to distinguish what is a fact and what is an opinion.

Teaching difficult points: 1.Students will be able to tell facts from opinions. 2. Students will be able to ask for opinions and express their own opinions.

Teaching methods：

1.

Task-based teaching method 2.

Situational teaching method

3.

Cooperative learning method

Teaching aids：

A projector, multimedia, a blackboard

1

Teaching procedures:

Step Ⅰ

Lead-in Show students the picture of the Amber Room to lead in the topic of this teaching period. The fact is that the Amber Room is missing. Where it is remains a mystery and people have different opinions about it.

Intensions: Focusing on the cultural relics, to arouse the interest of students in the topic of the teaching period. Let them make a preliminary understanding about facts and opinions.

Step Ⅱ

Reading

Task 1

Reading this passage and think about the difference between a fact and an opinion. Make definitions of a fact, an opinion and evidence.

1.

What is a fact? 2.

What is an opinion?

3.

What is evidence? Intensions: To enable students to tell the differences between a fact and an opinion and get a clear understanding of a fact, an opinion and evidence.

Task 2

Decide which one is a fact and which one is an opinion.

1.

The Amber Room was given to Peter the Great as a gift.

2.

Anne and her family hid away for nearly twenty months and were caught by Nazis at last.

3. The weather in the south is better than that in the north.

4. Mandela fought for the rights of black people. 5. I don’t like taking the bus because it’s so crowded. 6. Light travels much faster than sound. 7. In my view, playing basketball is easier than playing football.

8. Linda is our head teacher.

9. Linda is a beautiful and lovely teacher.

Intensions: To train the students’

ability to judge what is a fact and what is an opinion and let them deepen their understanding of facts and opinions.

Task 3

Fill in the blank and get a main idea of the reading passage.

The passage is about the 1.

(different) between a fact and an opinion. In the view of the writer,a fact is something that can 2 .

(prove), while 3.

opinion is only something 4.

someone believes is true. An opinion may be true, 5.

it is difficult to prove.Some people may agree 6.

one’ s opinion, but it can’t be good evidence in a trial. A judge must decide which eyewitnesses to believe and 7.

not to believe. He or she only 8.

(care) about whether the eyewitness has given true information, which must be facts rather than 9.

(opinion). This kind of information 10.

(call) evidence.

2

Intensions:

To get the main idea of the passage and consolidate the usage of some key words.

Task 4

Now read a man’s story about what happened to the Amber Room quickly.

Do you think it is a fact or an opinion? Give you reasons.

Discuss in groups of four which person gave the best evidence and explain why. Now imagine that you are a judge and you have to make a decision whether a story is a fact or it’s just an opinion. Then answer the question using the following structure:

I think it is a______________ because_____________________.

Intensions: To improve students’ ability to analyze and express their opinions.

Task 5

Now read the story again and fill in the table.

Name Place What he heard What he saw What he believes

Job Time

Intensions:

To train students’ ability to find the specific information quickly and accurately.

Step Ⅲ

Speaking and writing Task 6

Discussion Suppose the former Amber Room has been found, discuss in groups whether it is right for the finder to keep it. Discuss in groups and then make a report.

Maybe make a report beginning like this: In my opinion/view, ...... To my understanding, ...... As far as I’m concerned, ...... I agree that ...... Personally speaking ...... I must say that ...... There is no doubt that ......

Intensions:

To practise students’ ability to express their opinions using some fixed structures and train their spirit of cooperation.

Step Ⅳ

Summary Intensions:

To recall and consolidate what has been learnt.

3

Step Ⅴ

Homework Write a report about the debate, using the following guidance or structures.

Para. 1: State the question.

Para. 2: Give the ideas that agree with the question and the reasons.

Para. 3: Give the ideas that disagree with the question and the reasons.

Para. 4: Give your opinion.

Blackboard design:

Unit 1

Cultural Relics Using language

A fact: something true, which can be proved

An opinion: what someone believes true but hasn’t been proved

Discussion: Whether it is right for the finder to keep the Amber Room?

4