Using LanguageⅠ教学设计第二课时

Unit 1

cultural relics

教材分析

I．教学内容分析

本单元的话题是“文化遗产”。

Warming up部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是文物，建筑物算不算文物”这个问题。

Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览文章。

Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。

Learning about Language

部分首先安排了根据英语释义搭配词汇的练习，力求巩固学生对新词汇的理解和记忆；此外，针对本单元的语法重点----定语从句，该部分还包含了相当分量的练习，让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句，同时引入非限制性定语从句的教学与训练。

Using Language

部分的Reading and listening和speaking主要通过对evidence, fact和opinion三个词的讲解辨析，同时结合琥珀屋离奇失踪这一事件，对学生进行听力训练，有效地帮助学生将所学内容与实际判断能力的培养结合起来。紧随其后的reading and writing对一封信进行讨论之后，根据所给出的提示写一封回信，这一部分通过展示不同人对待国家文化遗产的不同态度，引发学生思考，让他们发表自己的看法，具有现实意义。

Learning Tips

部分鼓励学生去参观博物馆或文化遗产胜地，学习有关的知识，尽力为外国游客提供导游服务，一方面可以借此机会锻炼自己的英语口语，另一方面也可以结交朋友。

II．教学重点和难点

1．教学重点

(1) 本单元的生词和短语。

(2)

掌握限制性与非限制性定语从句的用法，理解两者有何不同。

(3)

了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识。

2．教学难点

(1) 学会区别事实与观点，锻炼思维分析能力。

(2)

用英语表达自己的看法或征求别人的看法。

III．教学计划

本单元分五课时：

第一、二课时：Warming Up，Pre-reading, Reading, Comprehending 第三、四课时：

Learning about Language 第五、六、七课时：

Using Language

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IV．教学步骤：

Periods 5-7

Using language

Teaching Goals:

1. To learn to tell facts from opinions. 2. To write a reply letter. 3. To learn to talk about cultural relics. Teaching Procedures: Step 1 Warming up Purpose: To get Ss to know the difference between a fact and an opinion. 1. Definition

A fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved. 2. Read the passage (P5) and answer the following questions: (1) If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first? (2) What makes a judge decide which eyewitness he can believe and which not? Suggested Answers:

(1) Searching for facts. The more, the better. (2) The evidences offered by the eyewitnesses. Step 2 Guided reading 1. Read the passage and define what evidence is. 2. Read the passage and translate each paragraph into Chinese. 3. Read and underline all the useful expressions or collocations in the part. Suggested Answers:

Collocation from Using Language on page 5 in a trial, rather than, more than, to tell the truth, agree with, It can be proved that ..., no reason to, a reply to, think highly of, search for, return…to…

Step 3. Note taking Listen to the tape and fill in the forms (P5).

As we know, people have never stopped searching for the Amber Room. This time we'll listen to what three people say they know about the missing Amber Room. Get Ss to share their forms and tell what are facts and what are opinions in the three forms. Step 4 Speaking

Purpose: 1. To learn how to ask for or give opinions.

2. To learn how to write a letter of suggestions. 1. Group work (1) We often use some expressions to ask for opinions. What are they? What do you think of ...?

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Do you believe ... ? How can you be sure of ...? How do you know that? (2) We often use some expressions to give opinions. What are they?

I think ... I don't think ...

I don't agree that ... I suppose that ...

Suggested Answers:

Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.

Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.

Hans Braun is also less believable, because somebody has asked him for help.

2. Individual work (1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter (P7) and see what's Johann’s choice and opinion. Answer the following questions. ①

What's Johann’s opinion about the Amber Room? ②

Do you agree with Johann? Step 5. Debate Divide Ss into two groups and organize a debate. Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote. ①

When you write your letter, you may choose to agree or not agree with the writer. ②

You must give a reason why you agree or don't agree with the writer. ③

Be sure to give an example from your own life so that the reader can better understand your opinion. Step 6 Writing

Write a report on your debate according to the demand of part 4 of P7. Step 6. Homework Finish the exercises in the workbook so as to consolidate what has been learned.

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