Using LanguageⅠ优质课教案设计

Unit 1 Cultural relics

Using Language II. 教材分析

Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标语言：文化遗产，进行语言的输入和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。

The Second Period

Using

Language Teaching goals 教学目标

1.Target language语言目标

a. Key words and phrases 重点词汇和短语

trial, eyewitness, consider, prove, tell the truth, pretend, think highly of, besides

b. Key sentences 重点句型

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能力目标

Enable students to ask for opinions and give opinions. Enable students to write a report on a debate.

3. Learning ability goals学能目标

Help students learn how to tell a fact from an opinion.

Teaching methods教学方法

Learning and practicing Teaching aids教具准备

Some slides and a projector Teaching procedures and ways教学过程与方式

Step I Reading and listening 1. Reading 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_____________________. Suggested answer: I think it is an opinion because the man didn’t see the Amber Room with his own eyes. He just saw some German soldiers putting wooden boxes in the mine. He heard about the news that the Amber Room and some gold were buried in the mine. But that may be a rumour.

Then let students complete the table in Exercise 3. NAME PLACE Jan Hasek Job A miner April, 1945 A mine in Czech Time Republic What he heard What he saw Something exploded He saw some German soldiers putting boxes in the mine; and a week later he saw the entrance to the mine was closed.

What he believes 2. Listening The Amber Room and some gold are buried in the mine. T: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the

Amber Room. Play the tape, and ask the students to pay attention to the two questions:

For Part A: Where was the Amber Room lost?

For Part B: How was the Amber Room lost?

And then finish the two blanks in Exercise 4. This is a good time to train the students to listen and catch the key information in the passages. Exercise 5 gets students to listen for specific information. Play the tape again. Stop after each part and fill in the blanks. 2. Listening

Talk about “dam” and the advantages and disadvantages of building a dam.

Show pictures of dam to students. T: What are these things called in English? S1: dam. T: Why do people build dams? Or in another word, what is the function of dam? S2: Dams are built to stop the water from flowing, especially in order to make a lake or produce electricity. T: Now discuss with your partner about the advantages and disadvantages of building a dam. I’ll give you 3 minutes. Now please begin!

About three minutes later T: OK, which pair would like to show your discussion? How about you two? S1: OK, just as you say, building a dam can provide electricity for its people and control a great river. This is its advantages, but the dam can also cause many problems, just as when our country built the Three Gorges Dam. Many villages had to leave their hometown, and many cultural relics faced being damaged. Our government had to spend large amounts of money to settle the problem. T: Good idea! Anything else? S2: Maybe the dam can make difficulty to the living things in the river. T: You are right. Perhaps the scientists who designed the dam would think of the problem and made a good design. OK, now will have a listening about a dam in Egypt. When the dam was built, it faced the same problem more than three decades

ago. You will hear the key words in 2. Listen and number them.

Play the tape for the students, and ask them to find out what happened when a dam was built in Egypt. Number the key words as they hear them.

Deal with Exercise 3 in the same way.

Finally play Part A and B as a whole and then let students answer the questions in 4.

3. Listening Task

This activity provides listening practice with a cultural relic in China, the Forbidden City.

First let students discuss the questions about Forbidden City in 1.

Some useful information about the Forbidden City: 

Lying at the center of Beijing, the Forbidden City, called Gu Gong, in Chinese, was the imperial palace during the Ming and Qing dynasties. Now known as the Palace Museum, it is to the north of Tiananmen Square.



It is the world's largest palace complex and covers 74 hectares.



Surrounded by a six meter deep moat and a ten meter high wall are 9,999 buildings.



The wall has a gate on each side. Opposite the Tiananmen Gate, to the north is the Gate of Devine Might (Shenwumen), which faces Jingshan Park. The distance between these two gates is 960 meters, while the distance between the gates in the east and west walls is 750 meters.



The Forbidden City is divided into two parts. The southern section or the Outer Court was where the emperor exercised his supreme power over the nation. The northern section, or the Inner Court was where he lived with his royal family.



Until 1924 when the last emperor of China was driven from the Inner Court, fourteen emperors of the Ming dynasty and ten emperors of the Qing dynasty had reigned here.



Having been the imperial palace for some five centuries, it houses numerous rare treasures and curiosities. Listed by UNESCO as a World Cultural Heritage

Site in 1987, the Palace Museum is now one of the most popular tourist attractions world wide. 

Construction of the palace complex began in 1407, the 5th year of the Yongle reign of the third emperor of the Ming dynasty. It was completed fourteen years later in 1420. It was said that a million workers including one hundred thousand artisans were driven into the long-term hard labor. 

Since yellow is the symbol of the royal family, it is the dominant color in the Forbidden City. Roofs are built with yellow glazed tiles; decorations in the palace are painted yellow; even the bricks on the ground are made yellow by a special process. However, there is one exception. Wenyuange, the royal library, has a black roof. The reason is that it was believed black represented water then and could extinguish fire. 

Nowadays, the Forbidden City, or the Palace Museum is open to tourists from home and abroad. Splendid painted decoration on these royal architectural wonders, the grand and deluxe halls, with their surprisingly magnificent treasures will certainly satisfy "modern civilians". Listen to the dialogue for the first time and summarize the main idea in one sentence. Listen to Part A again and fill in the chart with details. Then do the same with Part B.

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. A 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.

Suggested answer: 1) 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

he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore, she is the most believable. 2) The truth is not easy to know, especially when all the facts are not known. Most of these events also happened a long time ago. Perhaps people cannot remember things so clearly either. I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. In my opinion, she is the most believable. Step III Reading and writing This integrated activity again offers students guided practice in expressing their opinions on cultural relics. Students may choose to either agree or disagree with Johann. Johann’s letter again poses a moral dilemma, i.e. whether it is right to keep what one has found without trying to find the rightful owner. Of course, this dilemma was also presented to students in the previous activity. It is a moral choice that is faced whenever decisions are made about what to do with cultural relics. Teachers must be aware that there is no wrong answer, and students should be encouraged to work out their answers by themselves. 1. Reading

First let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found. T: Who is the writer? S1: A student at a high school in Berlin. T: What’s his opinion? Where can you find it? S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it.

T: What’s his reason for that? S2: His reason is that the search has cost the hunters a lot of time and money.

T: By the way, what does “think highly of” in the first line mean?

S3: It means to admire or respect someone or something. T: Do you agree with Johann? Now discuss the questions on the right side of the letter. Think of some reasons for your ideas. Sample ideas and reasons:

1) I must say that I agree with Johann Weber. If you find something, it should belong to you because you are the person who found it. People need to understand that when they lose something, they lose the right to own it.

2) I must say that I don’t agree with you. Though you find something, it doesn’t mean it belongs to you. If you can find out who it belong to, you should try to return it. I’m sure you would want someone to do the same for you. If you really can not find the owner, try to donate the thing to charities to help the poor. With these help, maybe they can build some schools, and their children can go to school, and they have money to enjoy medicine care and so on. Remember when you are helping others; you are in fact helping yourself. Good cause, good effect. 3) Any cultural relics lost should not belong to the person or the country that finds it. The finder has no right to deal with it at will. Instead he should spare no efforts to protect it from being damaged. It’s the responsibility and duty of the finder to send it back to its owner. The fact should be aware of that, in a way, cultural relics don’t belong to a single man; it belongs to the whole world and the human beings. 2. Writing Task T:

Now choose one cultural relic in your hometown that you think is worth saving.

You want to inform people that it is already in danger, so write a letter to your schoolmates to encourage them to join you and protect it. You can use the following model as a guide. A sample: （date）

Dear Classmates，

Do you know our local Buddhist temple Chongshansi？It is built of clay bricks which are falling down. It needs to be repaired immediately. As the wheels of time move forward, modern

generations can only get a glimpse (瞥) of their ancestors'(祖先的) life from the cultural relics of a people. Every cultural relic is just like a cord(绳子) which makes connections among blood ties as well as different regions（地区）. Cultural relics, like cultures themselves, vary (不同) from nation to nation. They are the embodiment of a nation’s history and culture, and serve as the evidence of its civilization. As Professor Zhou Xiaolu who’s from Beijing Normal University once commented, “Keeping the national cultural relics in its original(原来的) sites can create a favorable environment for the preservation(保存) and protection, and their value can be better reflected.”

But now the temple is in danger, and the government does give much attention to it. So we’d better do something to protect the beauty of the temple. We can write letters to inform the situation and prevent further damage, at the same time to encourage repairs. All of us are looking forward to the day when the temple reappear its beauty. It is not a long way to go.

Step II Homework Research for information about cultural relics in Tianjin.