Using LanguageⅠPPT及课堂实录内容

Unit 1 Using Language Teaching Plan 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 way

Step I

Lead-in: Greetings and show some examples to have a talk with students. 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. 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_____________________. 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?

However, at this point, do not tell them what they should consider in making a decision. This step requires students to convert or change the date from the form into a list of reasons. Knowing how to interpret and convert date is an essential skill for students to learn in this age of information. T: Now we will use the information in the former section, and discuss in pairs which person gave the best evidence. While discussing, make use of the expressions given. Now read the expressions and tell me which are used to ask for opinion and which give opinions.

Give the students some time to do this and get familiar with the expressions, and then do the next task: T: What is the best evidence? S1: The best evidence is factual and is given by a person who is believable. T: Right. But how can we know which eyewitness is most believable? S2: In my opinion, the most believable eyewitness is the one who has nothing to gain from telling a lie. T: That’s quite right .Now, let’s have a discussion in pairs and decide which person gave the best evidence.

Sample discussion: A: Do you have any idea about which person gave the best evidence? B: I’m not sure, but in my opinion, I think Anna Petrov gave the best evidence. A: How do you know that?

B: I think she is telling the truth.

A: Are you sure that? B: Yes. It can be proved that she gave the best evidence because she has no selfish reason for saying what she has said. Then deal with Exercise 2.

T: Now you all have your own choice. Write down a short list of reasons for your choice. Begin with this:

It can be proved that _______ because _________. After finishing the two exercises, teacher can ask the students to share their ideas with another group and choose the answer with the best reasons. At last present the discussion to the class.

Step 3 Homework and reflection.