Using LanguageⅠ教案和课堂实录

Unit 1 Cultural Relics ---Using languageⅠ

(Teaching design)

【Aims】

Knowledge: To help students to learn the definition of fact, opinion and evidence. Ability:

1. To help students judge what is a fact and an opinion according to what one says and reads.

2. To help students sum up the general idea of the story according to listening. Emotion:

To help students use the fact and opinion correctly when debating. 【Important Points】

1.

To enable students to master the definition of fact and opinion. 2.

To improve the students’ listening ability. 【Difficult Points】

1.

How to help students learn to tell facts from opinions. 2.

How to improve the students’ listening ability. 【Procedures】

StepⅠRevision Ask students to spell the words according to the picture. 1. honey

2. wooden

3. judge

4. treasure

5. castle

6. sinking

7. explode

8. entrance

9. melt Purpose: Make students master the new words better so that they will have no difficulty in understanding the passage.

The topic is familiar to students, which will attract students’

interest.

By reading the passage, students can easily find the definition of a fact and an opinion. Then students can tell the differences between a fact and an opinion.

It’s clear for students to find the basic information of Hasek. So they can judge whether Hasek gave the best evidence or not.

StepⅡLead-in 1. Is it a fact or an opinion? Class 6 is made up of 47students. (

) I think everyone in Classis clever and hard-working. (

)

2. Ask students to read Part 1 and answer: 1) What is a fact?

________________________________________________________ 2) What is an opinion?

________________________________________________________ StepⅢUsing language Reading

Task1：Ask students to read the man's story in Part 2 and match 1, 2 and 3 with A, B, and C . Name Jan Hasek Job A miner Place

Czech Republic

Time

1. What he heard

2. What he saw

3.What he believed

April,1945

A. The Amber Room and some gold were buried in the mine. B. Some German soldiers put wooden boxes in the mine, but later the entrance to the mine was closed.

C. Something exploded at midnight. 1

Task2：Draw a mind map The teacher help students draw a mind map according to Jan Hasek’s story.

heard believed

Jans Hasek

saw

Listening

Task 1: Ask students to listen to Part A. 1. Write down where the Amber room was lost. __________. 2. Listen to the tape again and fill in the blanks.

Name Hans Braun Job

A sailor Place Konigsberg One night during the war He was told to help German _______ put some wooden ______ onto the ship. The soldiers said that the heavy boxes were full of ________.The ship went out to _______. On the voyage, the ship was attacked and ________. Almost everyone ________. He had to swim three kilometres before he was saved by a German ship.

Task2: Ask students to listen to Part B. 1. Write down how the Amber Room was lost. __________ 2. Listen to Anna’s story again and put the right sentences into the passage.

Hello, my name is Anna Petrov. I was a maid at the castle in Konigsberg between 1940 and 1945. One night in 1941 many trucks came to the castle with large boxes. ______. Later we heard that a special art treasure in the castle was shown to important visitors. _____. Then at the end of August 1944. ______. When I looked outside I saw that the castle was on fire. The next morning I found some melted pieces of something that looked like honey. Russian soldiers later told me it was amber and it could have come from the Amber Room. A. Perhaps it was the Amber Room but I never saw it. B. I heard something explode. C. The German soldiers took the boxes into the castle. D. I heard someone crying. E. The German soldiers bury the boxes in the land.

2

The mind map is a good way to help students find the key words of the information. Students will have a good understanding of the story. They can easily tell facts from opinions according to the mind map.

Students can know the general idea of the story for the first listening.

For the second listening, students should pay more attention to the details of the story.

For the first listening, students can get the general idea of the story.

For the second time, students can get more details of the story.

Step

Ⅳ

Group work

Ask students to draw a mind map according to listening in groups.

did

believed

Hans Braun

saw heard

saw

found

Anna Petrov

heard

Step

Ⅴ

Report 1. Ask students to judge which eyewitness gave/didn't give the best evidence with the help of their mind map. 2. Write down the reasons 3. Then report their results to the class. Step

Ⅵ

Summary Today we are all detectives. We learn to tell facts from opinions. Most importantly, we learn a learning strategy: a mind map, which is very useful.

Step

Ⅶ

Homework Write an article on Which Eyewitness Gave/Didn't Give the Best Evidence.

Working in groups can strengthen students’

awareness of cooperation. By drawing a mind map, students can easily find the basic information of the eyewitness so that students can find more evidence according to the facts.

On the one hand, the report will train students’

speaking ability. On the other hand, students’

writing ability will be improved.

Summary can make students understand the lesson better.

Based on the report, students can easily complete the article. It will improve students’

writing ability and make students master the lesson better.

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