Using LanguageⅠ优秀公开课教案

Using Language

Book 2 unit 1

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

Computer and Blackboard Teaching procedures and ways教学过程与方式

Step I Talking Look at the sentences and talk about whether they are facts or opinions.

1. A VW Passat(大众帕萨特) can go faster than 100 Kms an hour. 2. I think it’s the best car for a family.

3. I think driving a car is wrong because it causes damage to the environment. 4. I don’t like public transport because it’s so crowded.

5. I know that driving a car spoils the air in Beijing. 6. The Beijing Olympic Games will be the best ever. 7. It will be very hot when the Olympic Games are being held. 8. More countries than ever before will be coming to take part in the Olympic Games. Reading:

Read the passage and then answer some questions. Verbal clues to identifying a fact:

What I told you is true because …

I know that you are wrong because …

They did it last year/month/week.

They didn’t do it if …

I think that …

It is my opinion that …

My view is …

I understand that …

He was very unkind/nasty/cruel/mean.

She is very kind/thoughtful/considerate.

I don’t like …

Some people say …

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 What he heard What he saw Jan Hasek A mine in Czech Republic 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. Job Time A miner April, 1945

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 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?

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.

Step IV Moral education and homework Before ending 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 (3)

Selling cultural relics in private collections to foreigners without permission, for

which the persons involved shall be fined by the departments for the administration of industry and commerce, and the cultural relics in question and the illegal earnings derived there from may be confiscated.

T: Cultural relics are part of our history and they are carriers of our rich culture. Cultural relics belong to our country and it’s everyone’s duty to protect them.

Homework: Write a report based on the debate, using the guidance given.