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Unit 1 Cultural relics Using language A FACT OR AN OPINION? 教材：人教版必修二unit1 Cultural Relics (A FACT OR AN OPINION?) 课时: 一课时

课型：阅读课

教材分析: Analysis of Teaching Material This unit is the first unit of compulsory two in senior high school English. In the central position of this unit, there are some professional terms in reading materials, which the students should get the hang of. The section describes the definition of fact, opinion and evidence. In the second story, it makes the students know what happened to the Amber Room according to Jan Hasek, which enables students to become interested in it. In this lesson, I weaken the simple imparting of language points and grammar knowledge, and use task based teaching method and group cooperative inquiry learning method to enlarge the input quantity of classroom language and the output of students' language, and exercise students' listening and speaking 学情分析: Analysis of the students

Last semester, the first semester of senior students had preliminarily developed a basic reading strategy, such as prediction, skimming, skipping and other reading skills. However, many students have relatively poor English foundation and relatively weak communicative competence, especially listening ability. Many students are interested in computer topics, desire to be active and strong, but some students are lack of initiative and fear. This article has many professional terms, so I carefully designed the activities that interest them and use task based activities to mobilize students' enthusiasm and complete teaching tasks and achieve goals in the process of interaction between teachers and 教学目标: Teaching aims:

1. Understand the differences between a fact and an opinion. 2. Improve the listening ability. 3. Know the usage of some words and phrases. 教学重难点(Teaching important and difficult points) Important points : 1.Understand the differences between a fact and an opinion. 2.Know the usage of “agree to…, agree with…, agree on…”and some other words. Difficult points: 1. Improve the students’ reading, speaking and listening ability. 教学方法(Teaching methods)

Reading; Listening ,speaking and writing 教学媒体(Teaching media)

the blackboard and the multimedia

教学过程( Teaching procedures) Step 1 Lead-in Judge whether the following sentences are facts or opinions. 1 China has the largest population in the world. 2. Some students think that it’s easier to learn Chemistry than Physics. 3. I don’t like public transport because it’s so crowed. 4. I think driving a car is frightening. 5. ZhuTing is 198 centimeters tall. (To attract the students’

attention quickly, and bring out the topic of this class in coordination with the title of the text.) Step 2 Task 1

Skimming Ask one or two students’ opinion and express my suggestion: to collect as much the evidences as we can. Because not all the evidences can be used in a trial. Some are true while some are false. Then, stimulate the students to read the first passage carefully to get the definition of the fact, the opinion, and the evidence. By answering the following questions”

What is a fact? What is an opinion? What is an evidence? Can you give a definition to them? (using attributive clause) A fact is anything that can be proved. An opinion is something that someone believe is true but has not been proved. An evidence is (It is used to illuminate the teaching importance and will help the students have a clear idea of their definition.) Task 2 listening

When in a court, a judge will hear different people say different things. He must decide which to believe and which not. How can he decide? Listen to the passage, please answer the questions: Whether the eyewitness has given true information, which must be the fact rather than the opinion. (make the students more familiar with the differences between a fact and an opinion. Meanwhile, improve the students listening ability) Task 3 reading Read a man’s story about what happened to the Amber Room quickly. Read the story again and fill in the blanks. (On Page 5) Name Place What he heard What he saw What he believes

Job

Time

Task 4 a Mini-debate Hold a debate “Do you think what happened to the Amber Room according to Jan Hasek is a fact or an opinion? Why?” Divide the class into different groups to discuss. Suggest students can use the following sentence structure “I think it is a fact / his opinion that the Amber Room … because …. So his evidence is …

(Students may say like this: I think it is his opinion that the Amber Room and some gold were buried in the mine because Jan Hasek didn’t see what was in the boxes. He just heard about what might have been inside. So his evidence is an opinion.) (1 To practice the students’ oral English.2. To encourage the students to use the cooperative learning method making the class lively.3.To develop the students’ communication skills.) Step 3 Listening Now you are going to hear another two people talk about what happened to the Amber Room. Task 1. Listen to Part A and write down where the Amber Room was lost. _______ Listen to Part B and write down how the Amber Room was lost. _______ Task 2 Listen to part A once again and fill in the first blanks on page 6.

NAME PLACE One night during the war Hans Braun Konigsberg JOB

He was told to ________________ put some ________________ onto the ship. The soldiers said that the heavy boxes _________. The ship _____________. On the voyage, the ship ___________ and sank. Almost __________. He had to swim three kilometres before________ _________________________.

2. Listen to part B once again and fill in the second blanks on page 6. Name Place Anna Petrov JOB a maid Konigsberg

One

night in 1941 (students can fill in the blanks while listening to the tape to focus on the students’listening ability to discover the key words, then ask students check the answers..) Listening material: Part A: Hans Braun’s story Hello, I’m Hans Braun, an old German sailor. During the war my ship was at Konigsberg. One night I was told to help our soldiers put some big wooden boxes onto my ship. They were very heavy and the soldiers said they were full of treasure. The ship went out to sea. On our voyage, our ship was attacked and sank. Almost everyone died. I had to swim three kilometers before I was saved by a German ship. Nobody had time to save the boxes. They must still be buried in the sand. Now a group of people who are searching for the Amber Room have asked me to help them find the ship. Part B: Anna Petrov’s story 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. The German soldiers took the boxes into the castle. Later we heard that a special art treasure in the castle was shown to important visitors. Perhaps it was the Amber Room but I never saw it. Then at the end of August,1944, I heard something explode. 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. Step 4. Deal with the language points in this part.

1 agree with 同意某人/某人的话等词 agree with sb /sb’s words/ what sb said 我同意你所说的一切。 I agree with what you said. 2)与……保持一致His words do not agree with his actions 3)(气候,食物等)适合某人(of food, etc.) be suitable for sb. 她不宜吃太多肉。Too much meat doesn’t agree with her. agree to… (to是介词)表示同意某事,后面接建议/提议/办法/计划/安排/条件等词 plan / suggestion / proposal/ arrangement / terms (条件/条款)…

他同意我们关于这个假期的建议。

He has agreed to our suggestion about the holiday. agree on 就……达成一致的协议或取得一致的意见, 主语常是协商一件事人们或单位。

They agreed on the date for the meeting. 2 rather than 而不是, 连接两个并列成分

思考：宁愿……而不愿的常用结构有哪些？(ask students to think it over and then be voluntary to give the answers) would do A rather than do B would rather do A than do B prefer to do ... rather than do ... (Using the structures to make up sentences and take turns to translate them ) I would rather stay at home than go out. I would stay at home rather than go out. I prefer to stay at home rather than go out. (students read the given sentences to find the usage of these phrases improving the students’ speaking and analyzing abilities ) 3.read the following and learn them by heart the entrance to… ...的入口 the entrance to… …… 的入口

the answer to… ……

的答案

the key to… ……

的钥匙 / ……

的关键 the right to sth. 拥有某物的权利 the notes to the text 课文的注释

a reply to a letter 回信

Step 5 summary Give students a few minutes to read the text again and go over the points. Then invite a student to summarize what they have learned in this class Step 6 Homework 1. Search some information about evidence and opinion. 2. find out the points that you can’t understand. 3. prepare for the next class. 板书设计:

Unit 1 cultural relics 1 agree with @ @ @ 2.rather than would do sth. rather than do sth would rather do sth. than do sth. 3. the key/ answer/notes/entrance/right to…

作业设计: (Purpose: To find out whether the students have understood the differences between fact and opinion and after class the students can search for their difficult points as to the text) 教学反思：

A Reflection on Teaching An effective teaching is the key that every teacher should lay emphasis on in the course of the New Curriculum Reform. As far as this class is concerned, it is effective. I adopt Task-based Learning. Here are my two tasks, “guessing games” and “a mini-date”. I try to make the class student-centered and act as an organizer and instructor. Not only have the students improved their listening, speaking and communication skills but also they have experienced a positive emotion . In the meantime, they develop cooperative learning, as well as independent learning. In addition, I present the language important points. The students find it easier to obtain with the help of them. Last but not least, there also remains something to improve. On one hand, I should focus on "listening”, while fully fill in the blanks , on the other hand, I should pay attention to “homework”, as some students maybe don’t read the book or find out what they have never understood after class. Anyway, the teacher needs teaching wits to organize the class.