Using LanguageⅠ名师教学实录

Book2 Unit 1 –Using Language A FACT OR AN OPINION教学设计

长子一中

宋丁香

设计理念：

《高中英语课程标准》中指出“高中英语课程应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力”。本节课的中心话题是“事实与观点”，在设计上力求体现新课标的基本理念。运用了任务教学法，结合个人独立思考和小组合作，此外设计了学生个人观点的展示，使学生能在学习过程中发展综合语言运用能力，并激发兴趣、培养自信心。发挥学生学习的主动性和创造性。

一、教学内容分析

本节课以“事实与观点”为话题。练习1是让学生对事实和观点有正确的认识，能够区别事实和观点。练习2和3就“是事实还是观点”这个话题来训练学生的逻辑思维能力以及清晰条理地表达思想的能力。

二、学习者特征分析

高一的大多数学生有一定的英语基础，少数学生基础极其薄弱。学生想表现但又不敢大胆展示，所以教师要多鼓励，搭建好平台，帮助他们积极参与进来。本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，预期会引起他们的表达欲望和学习兴趣。

三、教学目标

（1）学生理解事实、观点和证据的三个概念，能够判断所听到或者读到的内容是事实还是观点。

（2）认识到区别事实和观点在工作和生活中有很重要的现实意义。

四、教学策略的选择与设计

教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂活动贯穿整个课时。

五、教学重点及难点

1.学生阅读能力的培养，运用文中信息解决问题的能力；

2.运用所学能正确地区分事实和观点，并能够清晰条理地表达自己的思想。

六、教学过程

Step1 Leading-in The teacher lists 8 sentences and asks the students to make a judgment ------whether the statements are facts or opinions. The students can discuss with each other and even debate with each other. Then ask some students to express their ideas and reasons..

(设计意图：激发学习兴趣，自然引入课题。学生在讨论和争辩中对“事实”和“观点”形成初步的认识，为后续的学习做好铺垫。)

Step2 Reading the passage Task1: Read the passage and find out the definition of facts and the definition of opinions. A fact is anything that can be proved. An opinion is what someone believes is true but has not been proved.

Task2: Look for the words ”fact” and “opinion” in an English dictionary to get their English definitions. opinion: your feelings or thoughts about somebody or something, rather than a fact. ( In other words, it is based on your own idea. Different people may have different ideas. Therefore, opinions are debatable.) fact: something that is always true and can be proved. (So facts are not debatable.) (设计意图：读文章，查找事实和观点的定义，以锻炼学生查找信息的能力；查字典找fact和opinion的英文解释是为了使学生对事实和观点有更深刻的理解和认识。) Step3: Making it clear how to distinguish facts and opinions When you decide whether a statement is a fact or an opinion, you can ask yourself some questions. Question1: Can the statement be debated? (yes---opinion或no---fact) Question2: Is it known for certain to be true?(yes---fact或no---opinion)

Besides, there are some verbal clues to identifying an opinion, such as

I think that…, It is my opinion that…, My view is…, I understand that…, Some people say…, I don’t like…, He was very unkind/nasty/cruel/mean, and so on.

Step4: Having a trying (牛刀小试) The teacher lists another four statements and asks them to decide whether they are facts or opinions.

Step5: Discussion and Showing themselves （练习2&3）

Task1: Read a man’s story about what happened to the Amber Room quickly. Do you think it is a fact or an opinion? Give your reasons. Task2: Fill in the table. (设计意图: 练习的目标主要是训练学生的逻辑思维能力以及清晰条理地表达思想的能力。另外，通过填表也锻炼了学生的笔头表达的能力。)

Step6: Summary

(Make the students know the meaning of knowing the difference between facts and opinions)

The difference between facts and opinions is very important and useful when you make big decisions, solve complex problems, judge a case and so on.

In a trial, the judge cares about evidence. Evidence is true information, which must be facts rather than opinions. (设计意图：让学生明白学习事实和观点的区别的意义。)