必修二 Unit1 Cultural relics
Period4 Using language
I. Teaching aims:
1.To learn the differences between the fact and the opinion. 2.Learn to tell facts from opinions.
3. Train the students’ reading ability: scanning. 4. To master the following expressions:
take apart; prove; trial; agree with; rather than; to one’s surprise/ amazement / joy/ delight /sorrow/ excitement / disappointment; the entrance to… ; by oneself; think highly of; debate; take turns to do sth;
3. To do the listening exercises in this unit.
II. Teaching methods:
Reading; Listening , speaking and writing
III. Teaching important and difficult points:
Important points :
Learn the expressions in this part:
take apart; prove; trial; agree with; rather than; to one’s surprise/ amazement / joy/ delight /sorrow/ excitement / disappointment; the entrance to… ; by oneself; think highly of; debate; take turns to do sth; Difficult points:
Understand the passage “The rest of Elias’s story”better.
IV. Teaching procedures:
Step 1 Revision
Check the answers to the homework Step 2 Lead-in Question:
If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?
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 uesd 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. Task 1
Read the passage and think about the differences between a fact and an opinion. (ppt 4) A fact is anything that can be proved.
An opinion is what someone believe is true but has not been proved. According to the passage, please answer the question:
What makes a judge decide which eyewitness he can believe and which not?
Whether the eyewitness has given true information, which must be the fact rather than the opinion.
Have known the differences between a fact and an opinion. Let’s come to next task. Task 2
Read a man’s story about what happened to the Amber Room quickly. Do you think it is a fact or an opinion? Give your reasons.
(Students may say like this:I think it is an opinion that what is in boxes is gold or the Amber Room. Because Jan Hasek did not see what was in the boxes. He listened to other people’s ideas of what might have been inside. So his evidence is an opinion.) Task 3
Read the story again and fill in the table. (On Page 5) Step 3 Listening
Now you are going to hear another two people talk about what happened to the Amber Room. Task 1.
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. _______ Task 2
1. Listen to part A once again and fill in the first blanks on page 6.
2. Listen to part B once again and fill in the second blanks on page 6. 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. take apart: 拆开 take sth apart tell sth apart: 区分, 分别…
apart from =except / besides 除了…之外(还) 2. prove: vt 证明, 证实 (1) prove +n. / pron
(2) prove+n.+(to be) + n. /adj. 证明......是.... (3) prove +宾语从句 3. trial n. 审判/审讯/试验 trial and error 反复试验, 不断摸索 make a trial 试一下, 进行试验
4. agree with
5. rather than 而不是, 连接两个并列成分
6. to one’s surprise/ amazement / joy/ delight /sorrow/ excitement / disappointment 7. the entrance to… ...的入口 8. by oneself 独自地 / 独自一人 9. think highly of = think well / much of
对某人评价好 / 看重…
think lowly /badly/ ill / little/poorly of 对某人评价不好 /轻视… 10. debate n / v 争论, 辩论
11. take turns to do sth =take turns (at) doing sth=do sth by turns 轮流做某事 in turn 依次, 一个一个地 by turns 轮流, 交替 Step 5 Speaking & Writing
1. 2. 3. 4.
Discussion: let the students have a discussion in pairs about which person gave the best evidence, using the expressions on page 6. Try to write their resons. Share with other students.
Read the letter from a German newspaper. The writer gives his opinion about what should be done with a cultural relic that has been found. Read it carefully and see if you agree with him. 5. 6.
Try to write a replay letter.
Debating: have a debate about doing with the found amber room.
Step 6 Homework 1. Finish writing the letter 2. Review the whole unit
3. Read the passage on workbook( page 45) and complete exercise 1 and 2 after it.