Using LanguageⅠ课件配套优秀

Unit 1 cultural relics教案

Using language Teaching Goals:

1. Target language 目标语言

a. Key words and phrases (重点词汇和短语)

honey, wooden, detective, melt, maid, explode,sink

b. Key sentences (重点句型)

It is anything that can be proved. What someone believes is true but has not been proved .2. Ability goals能力目标

a. Enable students to learn to tell facts from opinions. b. Enable students to draw a memory tree. c. let students learn to analysis facts and opinions and use the passage pattern to state your own view . 3. Learning ability goals学能目标

After learning this part, students should have the ability of reading, listening and speaking, learn more languages about this topic and have the sense of analysising. Teaching important points 教学重点

a. learn to tell facts from opinions. b. Enable students to draw a memory tree. Teaching methods教学方法

Listening to the tape (individuals)

Group discussion and presentation (cooperative learning) Multi-functional teaching equipment (CAI) Teaching aids教具准备

A recorder, a projector and some slides Multi-functional teaching equipment (CAI) Teaching Procedures: Step 1 Warming up 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. 2. Read the passage (P5) and answer the following questions:

(1)What makes a judge decide which eyewitness he can believe and which not? Suggested Answers:

①Searching for facts. The more, the better. ②The evidences offered by the eyewitnesses. 3. Show more sentences and tell facts from opinions. 2. Scene creation (1)Combine Part 2 with Part 4 to make them a whole, then set a scene of detective work to analysis

three eyewitnesses’ statements.

(2) By a poster “Detective Wanted”

to lead in the next section---Reading, Listening and Speaking. Step 2 Guided reading Explain the detectives’ task is to seek the missing amber room and also review what amber is and the history of the amber room. Step 3. Word Guessing Detectives should overcome many difficulties, so they should make the first breakthrough——Words.(by showing some pictures to learning the new words.) Step 3. Reading(eyewitness I) 1.Read the passage part 2 and define what evidence is then fill in the table (P5). 2.Teach the Ss how to draw a memory tree according to what they saw, heard and believed and then tell facts from opinions.

Step4. Listening

As we know, people have never stopped searching for the Amber Room. This time we'll listen to what another two people say they know about the missing Amber Room. Eyewitness II 1. Get Ss to share their forms and check the answers. 2. Draw a memory tree in groups then present it and tell what are facts and what are opinions . Eyewitness III 1.Listen to Anna's story and put the right sentences into the passage. Step 5 Speaking

Purpose: 1

To learn how to identify facts and opinions.

2. To learn how to analysis and state your own opinions. 1. Group work (1) We often use some expressions to ask for opinions. What are they? What do you think of ...?

Do you believe ... ? How can you be sure of ...? How do you know that? (2) We often use some expressions to give opinions. What are they?

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

I don't agree that ... I suppose that ... 2. Judge which eyewitness gave/didn't give the best evidence.(with the help of memory tree) Step 6 Writing and presentation Write a report on your discussion to the class and choose the best detectives in class. Teacher can give Ss an example. 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 7. Summary 1.Today we are all detectives: 2.Telling facts from opinions; 3. 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.