Learning about Language教案（名师）

BOOK2 Unit 1

Cultural relics The Second Period

Integrating skills 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能力目标

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

Teaching methods教学方法

Learning and practicing

Teaching aids教具准备

Some slides and a projector

Teaching procedures 教学过程

Step I Reading and listening 1. Reading Ask the students to read this passage A FACT OR AN OPINION?

to learn what is a fact and what is an opinion.

2.After reading Ask: what is a fact?

A fact is anything that can be proved. What is an opinion?

An opinion is what someone believes is true but has not been proved.

3. judge whether the sentences on the slide are facts or opinions. Show the following on the slide. 1)Mr. Jones has two sons and one daughter. 2)That picture is by Rembrandt. 3)Her house is really beautiful. 4)My friend has six fingers on one hand. 5)That boy is the nicest person in the school. 6)The group will stop in Denver overnight. 7) L. Frank Baum wrote "The Wizard of Oz". 8) I will finish before the rest of the class. 9). The Bulls are better than the Knicks. 10) Nine plus one equals ten.

4. 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 students 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_____________________. 5.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

6.. Listening The Amber Room and some gold are buried in the mine. 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

Asking for opinions and giving opinions The objective now has changed: students must decide which person has given the best evidence, not the most evidence. Before students begin to discuss the forms, ask them: How should you decide which person gave the best evidence?

Give the students some time to do this and get familiar with the expressions, and then do the next task: ( What is the best evidence?

The best evidence is factual and is given by a person who is believable.)

Step III . Reading and writing This integrated activity again offers students guided practice in expressing their opinions on cultural relics. Students may choose to either agree or disagree with Johann. Johann’s letter again poses a moral dilemma, i.e. whether it is right to keep what one has found without trying to find the rightful owner. Of course, this dilemma was also presented to students in the previous activity. It is a moral choice that is faced whenever decisions are made about what to do with cultural relics. Teachers must be aware that there is no wrong answer, and students should be encouraged to work out their answers by themselves. 1. Reading

First let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found. 1)Who is the writer? A student at a high school in Berlin. 2)What’s his opinion? Where can you find it? The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it.

3)What’s his reason for that?

His reason is that the search has cost the hunters a lot of time and money.

4)By the way, what does “think highly of” in the first line mean? It means to admire or respect someone or something. 5) Do you agree with Johann? Now discuss the questions on the right side of the letter. Think of some reasons for your ideas.

Step IV Moral education and homework Before ending the class, teacher can inform the students some common knowledge about the law of the People's Republic of China on the Protection of Cultural Relics.

T: Cultural relics are part of our history and they are carriers of our rich culture. Cultural relics belong to our country and it’s everyone’s duty to protect them.

Homework: Write a report based on the debate, using the guidance given.