Using LanguageⅠ教学设计及教案分析

BOOK2 UNIT1

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

3. Learning ability goals Help students learn how to tell a fact from an opinion.

Teaching methods Learning and practicing Teaching aids Some slides and a projector Teaching procedures and ways

Reading and listening Step1. Reading T: Yesterday we learned something about Amber Room and we know that the one that we now can see is a rebuilt one. Till today, many people are haunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Is there anyone know the mystery? Is there any eyewitnesses? Today we will read a man’s story about what happened to the Amber Room, and find if the story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is. Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion. After reading T: Now who can tell us what is a fact? S1: A fact is anything that can be proved. T: How about an opinion?

S2: An opinion is what someone believes is true but has not been proved. T: Now 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. Step2 T: 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 them 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_____________________. Suggested answer: I think it is an opinion because the man didn’t see the Amber Room with his own eyes. He just saw some German soldiers putting wooden boxes in the mine. He heard about the news that the Amber Room and some gold were buried in the mine. But that may be a rumour.

Step3

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 2. Listening The Amber Room and some gold are buried in the mine. T: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the Amber Room. Step4 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. Step5 Exercise 5 gets students to listen for specific information. Play the tape again. Stop after each part and fill in the blanks.