Using LanguageⅠ教学实录及点评

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….? 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. 2. Listening 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. Step II Speaking

Asking for opinions and giving opinions

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.

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. Step IV Moral education and homework Before end the class, teacher can inform the students some common knowledge about the law

of the People's Republic of China on the Protection of Cultural Relics. For example:

(1)

Hiding cultural relics discovered underground, in inland waters, in territorial

seas or in other places and failing to report and deliver them to the state, for which the persons involved shall be warned or fined by a public security department and the cultural relics illegally acquired by them shall be recovered; (2)

Buying or selling cultural relics without the approval of the departments for cultural administration, for which the persons involved shall be warned or fined

by the departments for the administration of industry and commerce, and their illegal

earnings and the cultural relics illegally handled by them may be confiscated; or