Using LanguageⅠ课时教学实录

Unit 1 cultural relics

------------Using language I. Analysis of the teaching material:

This teaching material is the fourth part of Unit1, Book2 Cultural Relics, the topic of which is cultural relics protection. It is made up of two short reading passages and a listening task. This period is aimed at improving students’ judgment on people’s

statements; deciding what to believe or not and listening for specific words. II. Teaching aims: Knowledge aims: 1. Get the students to tell the difference between a fact and an opinion. 2. Enable the students to understand the listening material and make notes quickly. Ability aims: 1. find out clues to identify a fact or an opinion. 2. listen for key words and specific information. Emotional aims: . Arouse the students’ interest in making judgment on a story.

III. Teaching important points: 1. Help the students to find out how to make judgment on whether a story is a fact or an opinion. 2. Get the students to focus on some specific information while listening (who, where, what). 3. Lead the students to make notes quickly while listening, using abbreviation. IV. Teaching difficult points: 1. Help students learn how to tell a fact from an opinion.

2. How to predict the whole story with incomplete sentences, thus lessening their anxiety. V. Teaching aids:

Multi-media, a projector and a blackboard. VI. Teaching methods:

Task-based learning; Pair & group work; Practicing through activities VII. Teaching procedures:

Step 1 Warming up--Talking

What is a fact? What is an opinion? (individual work) 【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. Step 2Lead-in (2 minutes) Talk freely about the disappearance of the Amber Room.

Many people are curious about the Amber Room. Till today, many people are hunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Today we will read or listen to 3 stories about what happened to the Amber

Room, and find if a story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is. 【Purpose: to review what the students have known about the Amber Room and to lead in new topic.】

Step 3 Pre-reading

Word guessing Step 4 Guided reading Competition Now you are the detectives.

3 eyewitnesses to the missing of Amber Room eyewitnessⅠ

Activity 1:Fast—reading A.Read the man's story in2 and match 1, 2 and 3 with A, B, and C . Read and match.(略) B.Let's draw a memory tree. eyewitness Ⅱ

Activity 2.

Part A. Listen to the tape and fill in the blanks. 【Purpose: to improve their listening ability for specific information about what, who, where】

Hello, my name is Anna Petrov. I was a maid at the castle in Konigsberg between 1940 and 1945. One night in 1941 many trucks came to the castle with large boxes. ________________

. Later we heard that a special art treasure in the castle was shown to important visitors. _____________________. Then at the end of August 1944. ___________________. When I looked outside I saw that the castle was on fire. The next morning I found some melted pieces of something that looked like honey. Russian soldiers later told me it was amber and it could have come from the Amber Room. A.Perhaps it was the Amber Room but I never saw it. B.I heard something explode. C.The German soldiers took the boxes into the castle. D.I heard someone crying. E.The German soldiers bury the boxes in the land. Part B .Draw a memory tree in groups. eyewitness Ⅲ

Part B 1.Listen to Anna's story and put the right sentences into the passage. Step 5

Consolidation (5 minutes) Who Are the Best Detectives Group work. Judge which eyewitness gave/didn't give the best evidence.(with the help of memory tree) Then report your results to the class Step 4 Speaking -----Debate Purpose: To learn how to ask for or give opinions.

Some language clues to help identify facts and opinions.

I saw... I heard...

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

I don't agree that ... I suppose that ... Example I am Group Myself.

I don't think Hans gave the best evidence.

Firstly, although the German soldiers said the heavy boxes were full of treasure. Jan Hasek did not see what was in the boxes. He listened to others' ideas. It can't be proved. So his evidence is an opinion. Secondly,... As a result, I don't think Hans gave the best evidence. Reference We are Group X. We think/don't think_____ gave the best evidence. Firstly, he__________. This can/can't be proved, so it is a fact/ an opinion.... Secondly, ___________. ...At last, ________.

As a result, we think.... Step 5

Summary

Today we are all detectives: Telling facts from opinions; A learning strategy: a memory tree Step 6. Homework 1.Draw and beautify your memory tree of eyewitness Ⅲ. 2.Write an article on Which Eyewitness Gave/Didn't Give the Best Evidence.