Using LanguageⅠ优秀教案内容

B2U1 Culture relics Using language 教学目标:

1. Help the students to tell the difference between facts and opinions and master some useful expressions. 2. Train the students’ ability to summarize a person’s information after reading and listening. 重难点: 1. Tell the difference between facts and opinions and decide what is evidence. 2. Train the students’ ability to summarize a person’s information after reading and listening. 3. Master useful expressions: take apart; prove; rather than; the entrance to; think highly of.

教学设计: Step1. Lead in Can you judge whether it is a fact or an opinion? 

A car can go faster than 100 kms an hour. 

I think it is the best car for a family. 

I think driving a car is wrong because it causes damage to the environment. 【设计意图】：让学生判断哪些句子属于事实，哪些属于观点，这有助于了解学生是否能区分事实与观点，为短文的学习做准备，也能引起学生的兴趣和注意。

Step2. Read and answer 1) What is a fact? 

A fact is anything that can be proved. 2) What is an opinion? 

An opinion is what someone believes is true but has not been proved. 3) What is evidence? 

Evidence is true information which must be facts rather than opinions. 4) How does the author develop the passage? A. By giving scientific explanations B. By giving definition and examples C. By following the order of time D. By showing the effect and result 【设计意图】提出问题，并根据学生的实际阅读水平限定时间，让学生快速阅读短文，然后回答问题，让学生理解事实与观点的概念，同时训练学生的阅读、查找信息的能力。

Step3. Read and fill in the blanks Name Jan Hasek Job A miner

Place Czech Time April, Republic

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.

Do you think the man’s story about what happened to the amber room is a fact or an opinion? 

I think it is an opinion that what is in the boxes is gold or the Amber Room because Jan Hasek did not see what was in the boxes. He listened to other people’s ideas of what might have been inside. So his evidence is an opinion. 【设计意图】要求学生快速扫描前面的文段，正确填写表格中的具体信息，训练学生跳读的阅读能力。接着，要求学生利用表格信息，判断关于琥珀屋的描述是属于fact还是opinion，并说明理由，

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训练学生的口头表达能力。

Step4. Listening 1. Now you are going to hear another people talk about what happened to the Amber Room. Listen to the tape and fill in the blanks. NAME

Hans Braun

JOB

A sailor

PLACE

Konigsberg

One night during He was told to ____________________ put some the war _______________ onto the ship.

The soldiers said that the heavy boxes __________________. The ship _____________. On the voyage, the ship ____________ and sank. Almost ____________. He had to swim three kilometres before ________________ ____________. 2. Listen to the tape and answer the questions. 1) What’s the passage mainly about?



The passage is mainly about a man’s story about what happened to the Amber Room. 2) According to the passage, where was the Amber Room lost? 

The Amber Room was lost at sea. 【设计意图】由于课堂时间有限，对听力材料做了取舍，只选取了Part A，采用了填表和回答问题的形式，训练学生听取、记录信息的能力。

Step5. Language study 1. take sth apart

拆开

The workers took the engine apart. 工人们将引擎拆开了。

tell sth. apart

区分，分辨

I can’t tell the twins apart.

2. prove

vt. 证实，证明

link-v. 结果是，证明是

He has proved his courage in the battle. The medicine proved satisfactory. 结果证明这药疗效令人满意。

She proved a very strict teacher. 结果证明她是一位非常严格的老师。

3. rather than 而不是（连接两个并列的结构）

我将呆在家里而不是出去散步。

I will stay home rather than

go out for a walk. 4. the entrance to ……

的入口

the answer to ……

的答案

the key to ……

的钥匙

/ ……

的关键

/ ……

的答案

the right to sth.

拥有某物的权利

the notes to the text

课文的注释

a reply to a letter

回信

5. think highly of …高度赞扬，对…评价很高

I think highly of those who are searching for the Amber Room.

政府高度赞扬那些帮忙保护文化遗产的人。

The government thought highly of those who help to protect the cultural relics. 【设计意图】在短文中出现了一些重要的单词、短语和常用结构，通过讲解、造句、拓展等方式，让学生掌握并懂得运用，为听说读写做积累。

Step6. Homework

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1. 《金版》P11-12 2. 课本P 42 EX1-2 3. 找出课文中的定语从句并预习P 86 (4) 【设计意图】通过课后作业对这节课的内容进行复习和加强，也为下一节课的内容做好预习。

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