Learning about Language课件配套优秀

The Second Period

Integrating skills 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

Some slides and a projector Teaching procedures and ways教学过程与方式

Step I Reading and listening 1. Reading T: Yesterday we learned something about Amber Room and we know that the one that we now can see is a rebuilt one. Till today, many people are haunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Is there anyone know the mystery? Is there any eyewitnesses? Today we will read a man’s story about what happened to the Amber Room, and find if the story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is. Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion. After reading T: Now who can tell us what is a fact? S1: A fact is anything that can be proved. T: How about an opinion?

S2: An opinion is what someone believes is true but has not been proved. T: Now judge whether the sentences on the slide are facts or opinions. Show the following on the slide. 1.

Mr. Jones has two sons and one daughter. 2. That picture is by Rembrandt. 3. Her house is really beautiful. 4. My friend has six fingers on one hand. 5. That boy is the nicest person in the school. 6. The group will stop in Denver overnight. 7. L. Frank Baum wrote "The Wizard of Oz". 8. I will finish before the rest of the class. 9. The Bulls are better than the Knicks. 10. Nine plus one equals ten. T: Now imagine that you are a judge; you have to make a decision whether a story is a fact or it’s just an opinion. Look at Exercise 2.

Let them read a man’s story about what happened to the Amber Room quickly. And according to what they have known about a fact and an opinion to decide what the story is and give their reason, using the structure:

I think it is a______________ because_____________________. Suggested answer: 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 Jan Hasek Job A miner April, 1945 A mine in Czech Time Republic What he heard What he saw 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. T: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the Amber Room. 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?

However, at this point, do not tell them what they should consider in making a decision. This step requires students to convert or change the date from the form into a list of reasons. Knowing how to interpret and convert date is an essential skill for students to learn in this age of information. T: Now we will use the information in the former section, and discuss in pairs which person gave the best evidence. While discussing, make use of the expressions given. Now read the expressions and tell me which are used to ask for opinion and which give opinions.

Give the students some time to do this and get familiar with the expressions, and then do the next task: T: What is the best evidence? S1: The best evidence is factual and is given by a person who is believable. T: Right. But how can we know which eyewitness is most believable? S2: In my opinion, the most believable eyewitness is the one who has nothing to gain from telling a lie. T: That’s quite right .Now, let’s have a discussion in pairs and 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.

Suggested answer: 1) Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore, she is the most believable. 2) The truth is not easy to know, especially when all the facts are not known. Most of these events also happened a long time ago. Perhaps people cannot remember things so clearly either. I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. In my opinion, she is the most believable. Step III Reading and writing This integrated activity again offers students guided practice in expressing their opinions on cultural relics. Students may choose to either agree or disagree with Johann. Johann’s letter again poses a moral dilemma, i.e. whether it is right to keep what one has found without trying to find the rightful owner. Of course, this dilemma was also presented to students in the previous activity. It is a moral choice that is faced whenever decisions are made about what to do with cultural relics. Teachers must be aware that there is no wrong answer, and students should be encouraged to work out their answers by themselves.

1. Reading

First let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found. T: Who is the writer? S1: A student at a high school in Berlin. T: What’s his opinion? Where can you find it? S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it.

T: What’s his reason for that? S2: His reason is that the search has cost the hunters a lot of time and money.

T: By the way, what does “think highly of” in the first line mean? S3: It means to admire or respect someone or something. T: Do you agree with Johann? Now discuss the questions on the right side of the letter. Think of some reasons for your ideas. Sample ideas and reasons:

1) I must say that I agree with Johann Weber. If you find something, it should belong to you because you are the person who found it. People need to understand that when they lose something, they lose the right to own it.

2) I must say that I don’t agree with you. Though you find something, it doesn’t mean it belongs to you. If you can find out who it belong to, you should try to return it. I’m sure you would want someone to do the same for you. If you really can not find the owner, try to donate the thing to charities to help the poor. With these help, maybe they can build some schools, and their children can go to school, and they have money to enjoy medicine care and so on. Remember when you are helping others; you are in fact helping yourself. Good cause, good effect. 3) Any cultural relics lost should not belong to the person or the country that finds it. The finder has no right to deal with it at will. Instead he should spare no efforts to protect it from being damaged. It’s the responsibility and duty of the finder to send it back to its owner. The fact should be aware of that, in a way, cultural relics don’t belong to a single man; it belongs to the whole world and the human beings.

2. Class debate Organize a class debate following the tips.

Step IV Moral education and homework Before end 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.