Using LanguageⅠ教学设计思路

Unit1 Cultural relics The third period: Using language.

Teaching aims:

A.

a.

Knowledge aims: let students learn the following new words and expressions in this period: trial, consider, evidence, prove, pretend, more than, even though. b. Get the students to know what a fact is? what an opinion is and the difference between them.

B. Ability aims: Develop students’

reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials. C.

Emotional aims: Develop students’ sense of group cooperation and teamwork.

Teaching important points: A.

: Develop students’

reading skills by extensive reading. B: Train students’

speaking ability by telling the difference between facts and opinions and talking about something which interests them and something which they are familiar with.

Teaching difficult points: Develop the students’ reading skills

such as skimming and

scanning. Get students to learn how to tell facts from opinions.

Teaching methods: A.

Task-based learning B.

Cooperative learning C.

Discussion

Teaching procedures: Step1. Revision

1 Check the homework exercises. 2 Ask student to review the restrictive and non restrictive attributive clauses.

Step2. Warming-up by question What is a fact? What is an opinion? What is evidence? 1 Do exercises about

fact

and

an opinion?

2 Get student to know question What is a fact? What is an opinion? What is evidence? Step3. Reading Task 1

Read the passage and find out the . What is a fact? What is an opinion? What is evidence?

Task 2: 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 your reasons

Task 3: Read the story again and fill in the table

Task 4. Read a man’s story about what happened to the Amber Room quickly. Do you think it is a fact or an opinion?

Step4.

Language

points A fact is anything that can be proved agree with rather than

Step5. Listening 1. Listen to Part A and write down where the Amber Room was lost. 2. Listen to Part B and write down how the Amber

Room was lost. Step6. Speaking Discuss in pairs which person gave the best evidence,

using the information in the former section. 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?

Step7. Discussion Do you think it is right for whoever finds valuable

cultural relics to keep them? Step8. Homework

1.

Review new words and expressions. 2.

Retell the whole text.