Using LanguageⅠ教案（名师）

Unit１Book2 Cultural Relics Using language

Teaching Plan 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.

Enable the students to learn some useful new words and expressions : trail, consider, evidence, prove, agree with, rather than 2.

Get the students to tell the difference between a fact and an opinion. 3.

Enable the students to understand the listening material and make notes quickly. 4.

Enable the students to have the ability of talking cultural relics and ways to protect them Ability aims: After the class, the students will be able to 1. understand the difference between a fact and an opinion. 2. find out clues to identify a fact or an opinion. 3. listen for key words and specific information. Emotional aims: 1. Arouse the students’ interest in making judgment on a story.

2. Cultivate the students’ good habits of predicting before listening according to what they know in the incomplete sentences.

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.

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

How to train the students to speak out their opinions. 3.

How to train students’ ability to grasp key information while listening.

V. Teaching aids:

Multi-media, a projector and a blackboard.

VI. Teaching methods:

Task-based learning; Pair & group work

VII. Teaching procedures: Step 1 Lead-in

Students are given some pictures showing some interesting and unbelievable information about certain animals and some photos with sentences describing Liu Wen and students have to judge whether it is true or not.

Here are some animals you guys are quite familiar with. And today I’ll give you some information about them which you may think it’s ridiculous. Your task is to judge whether it is true after reading the information.

【Purpose: to lead in the topic as well as arouse students’

interest in the topic and develop the ability to make a judgement.】

Step 2 Skimming

Read the passage A FACT OR AN OPINION? and answer the following questions:

What is a fact? What is an opinion? What is evidence?

(individual work) 【Purpose: to grasp the definitions of a fact and an opinion.】

Step 3

Revision 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 reading, let’s have a quick review about what happened to the Amber Room before it completely lost its trace. 【Purpose: to review what the students have known about the Amber Room and to lead in the next part.】

Step 4

Reading & Comprehending Fill in the table about Jan Hasek’s story after reading. (individual work)

Name Place What he heard What he saw What he believes

Decide whether the story Jan Hasek tells is a fact or an opinion, discuss with their partners and give the reasons, using the following structure:

I think it is

because

Job Time

【Purpose: to put into practice what they have known about the difference between a fact and an opinion. Help them to express logically.】

Step 5

Pre-Listening

Let the students go through the directions and exercises, guessing what the listening text is about. Explain new words: treasure, attack, melt, sink.

(class work)

Lead the students to use abbreviations for help in listening, such as A R for the

Amber Room. Encourage them to form their own style. 【Purpose: to teach the students to form good habits of predicting and using abbreviations, thus enhancing their confidence in listening.】

Step 6

Listening

Listen for specific information. After they check the answers in groups, report them to the class. Pause and repeat the key sentences if necessary. (group work) 1. Listen to Part A and write down where the Amber Room was lost. 2. Listen to Part B and write down how the Amber Room was lost. Part A Name One Hans Braun Job a sailor Place Konigsberg night He was told to _________ put some ______ onto the ship. during the The soldiers said that the heavy boxes _____________________. war The ship _________. On the voyage, the ship ______ and sank. Almost ________. He had to swim three kilometers before ______________.

Part B Name Anna Petrove Job a maid Place Konigsberg One night in ________ came to the castle with ________. 1941 ________ took the boxes into the castle. She heard that a special ____ in the castle was shown to _______.

At the end She heard _______, and she saw ____________. of She found some melted pieces of something that looked like______. August,1944 The soldiers told her that the melted pieces could have come from ___________.

【Purpose: to

improve their listening ability for specific information about what, who, where】

Step 7

Discussion Discuss in pairs which person gave the best evidence according to the information in the former tables, using the following sentence pattern:

It can be proved that ______ gave the best evidence because _____________.Then discuss in groups about what measures we should take to protect the cultural relics.

【Purpose: to train students’ ability to speak out their opinions logically and fluently based on the information they get.】