Using LanguageⅠ第二课时教学实录

Using Language Reading and listening Teaching objectives: Knowledge objective: Students can understand the content of the passage and know the related words and expressions related to the passage. Ability objective: Students can get the definition of the passage and use the definition to judge whether it is true or not, whether the given sentence is a fact, or maybe it is an opinion. Emotional objective: Students can have more interests to learn English and understand the content and the types of sentences. Teaching key points and difficult points: Teaching key points: The teacher helps students to know the content of the passage and the definition of a fact and an opinion. Teaching difficult points: How to guide students to use the knowledge of the difference between a fact and an opinion to judge whether it is an opinion or not. Teaching aids: PPT Teaching procedures: Step 1 Greetings (2 minutes) The teacher greets students and create a good atmosphere for students to learn English. Step 2 Review (3 minutes) The teacher checks students’ homework, whether they have finished the homework in the workbook. Then the teacher reviews what was learned in the last class, especially the words and phrases related to using language text. Step 3 Pre-reading (3 minutes) Before reading the passage, the teacher provides students with some sentences: (1) He went out yesterday. (fact) (2) I think it’s the best car for a family. (opinion)

(3) I know that driving a car pollutes the air in Beijing (fact)

(4) The Beijing Olympic Games will be the best forever. (opinion) Then the teacher asks students to judge whether the sentence given are facts or opinions. Then the teacher encourages students to give their own ideas about the definition of a fact and opinion. The content may contain the sentence that a fact can be checked while an opinion cannot. In our life, we may meet many things, including the things that survive and the ideas or one’s views. The former is what we call facts, and the later is what we call opinions, so the teacher let students guess what will be talked in the passage. It may mainly talk about the difference between a fact and an opinion. The teacher gives students the time to think and let them read the passage. Step 4 While-reading (20 minutes) Task 1: The teacher asks students to read the passage and answer the questions below. First: The definition of a fact Second: The definition of an opinion Then the teacher asks students to read paragraph 3 more carefully and summarize what is evidence. Students may summarize as in a trial, the true information which are facts rather than opinions that have been given by eyewitnesses is called evidence. Task 2: The teacher provides students with the information both contain facts and opinions and asks students to judge. Task 3: The teacher asks students to read the man’s story and fill in the table.

Name: Jan Hasek

Job: miner Place: the Czech Republic

Time: April 1945 What he heard something exploded at midnight What he saw (1) some German soldiers put wooden boxes in the mine

(2) the entrance to the mine was closed What he believes The Amber Room and some gold were buried in the mine Step 5 Post-reading (3 minutes) The teacher asks students to discuss with their partners about their idea about what happened to the Amber Room. They should judge it is a fact or an opinion. It is actually an opinion because Jan Hasek did not see what was in the boxes. He also listened to other people’s saying about what might have been inside. So his evidence is an opinion.

Step 6 One more activity (5 minutes) The teacher asks students what they have learned in the class and let them finish the homework on the workbook. Blackboard design:

Reflection: The process of reading and finishing the task is smoother than what the teacher expected, and the teacher should have more sense of knowing the pace of class.