人教新课标必修二Unit1Culturalrelics单元教案

Unit1CulturalRelicsTeachinggoals授课目的1).Abilitygoals能力目标a.LearnsomedetailedinformationabouttheAmberRoom.b.Improvethestudents’readingability.c.Trainthestudents’abilitytograspkeyinformationwhilelistening.d.Enablethestudentstohavetheabilityoftalkingculturalrelicsandwaystoprotectthem.2).Learningabilitygoals学能目标HelptheSstolearnhowtogiveopinionsclearlyaboutculturalrelics.3)Emotion:感情目标Trainthestudents’abilitytocooperatewithothers.EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints授课重点1).Thenewwordsandexpressions;2).LearnsomedetailedinformationabouttheAmberRoom;3).Trainthestudents’abilitytocooperatewithothers;4).Trainthestudents’speakingability.LearntodiscussandactouttheSs’opinionsaboutculturalrelics.Teachingimportantpoints授课难点1)Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;2)Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;3).Sentencepatterns:Thereisnodoubtthat⋯..ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomake．it4).Improvethestudents’readingability.Trainthestudents’abilitytograspkeyinformationwhilelistening.Howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics.Teachingmethods授课方法1).Watchsomevideosabouttheculturalrelics.(individuals)2).Haveadiscussion.(groupwork)3).Writeanarticleaboutthediscussion.(individuals)Teachingaids授课设备Acomputer,aprojectorandsomeslides.Teachingproceduresandways授课过程与方式Thefirst&secondperiod(Vocabulary,WarmingupandPre-reading)Teachinggoals:1.TargetlanguageCultural,survive,remain,state,rare,dynasty,vase,belongto2.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.TeachingimportantpointsTalkaboutculturalrelicsandwhatshouldbedonewiththem.Teachingdifficultpoints:Howtotalkaboutculturalrelics.Teachingmethods:Groupdiscussionandpresentation.(cooperativelearning)Thefirst&secondperiodTeachingprocedures:1/11Step1NewwordsteachingStep2Warming-upWhentalkingaboutculturalrelics,whatcomestoyourmind?S1:TheGreatWall.S2:ThePyramidsinEgypt.S3:⋯T:Welldone.TeacheraskstheSstolookatthethreegroupsofpicturesanddiscussthesequestions.Doyouknowtheseplaces?Ifyouknow,whatdoyouknowabouttheplaces?Whichonewouldyouliketovisit?Why?Asisknowntoall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofwhichareworldfamous.Nowlookatthepicturesandguesswhatheritagetheyare.Alltheseareculturalrelics.Doyouknowanyotherculturalrelicsintheworld?TshowstheSssomeculturalrelicsabroad.Task1:asktheSstomakeadialoguebysaying.Imagineyouhaveachancetotraveltheseplaces.Whichplacewouldyouliketogo?Why?whenareyoustartingoff?Howareyougettingthere?Howlongareyoustaying?Pleasemakeadialoguewithyourpartners.Thenstudentsanswerthefollowingquestions:Whatisyourfavoritecity?Why?Whatmakesacitygreatandfamous?(alonghistory;culturalrelics;manygreatpeople;importanteventstakingplacethere)T:Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Task2:Nowsupposethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthen’llIasksomeSstotellmeyouranswers.Step3Task3Speakingtaskonpage46DebateDoyouthinkChinashouldsaveallofitsculturalrelics?DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?Afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowingquestion:Whatisaculturalrelics?(SscanfindtheanswerfromtheWarmingup.)Step4Pre-readingOK,class,doyouthinktheseculturalrelicsarebeautiful?Ss:Yes,verybeautiful.Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?S1:Tryourbesttofindit.S2:Protecttheothersinorderthattheywillnotlost.⋯⋯Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.Tcanpracticeitwithastudenttogiveanexample.Extendingquestions:Towhomdoculturalrelicsbelong?Step5Languagepoints1)survivesurvive:vi.continuetoliveorexist.2/11vt.Continuetoliveorexistinspiteofnearlybeingkilledordestroyedbysth.vt.Remainaliveaftersb.,liveorexistlongerthane.g:Manystrangecustomshavesurvivedfromearliertimes.Herparentsdiedintheaccident,butshesurvived.Fewbuildingssurvivedtheearthquake.Themansurvivedhissisterbythreeyears.2)(a)partofApartofthebookshavearrived.Alegisapartofthebody.HegavemebackonlypartofthemoneyIlenthim.Partofthehousewasburntinthefire.Partofthepassengerswereinjuredintheaccident.*Partofit_________good.*Partofthem_____________good.3)somethingif/weather从句中用anything。平时用于必定句，而在疑问句、否定句、Iwantsomethingtoeat.Idin’thaveanythingtoday.Isthereanythingwrongwiththisstove?*Wouldyoulikesomethingtoeat?但当说话者心中的必定意识较强时，或实质上表示央求建议时，一般不用something.4)remainAfterthefire,verylittleremainedofmyhouse.Muchworkremainedtobedone.I’llremaintoseetheendofthegame.Heremainedsilentafterclass.Thedoorremainedclosed.a.Therestofthebook___is______notveryinteresting.b.Therestofthegroup___are_____intheclassroom.5)therestof⋯⋯的其余部分6)imagine+n./doing/sbdoingsth/that-clauseCanyouimaginelifewithoutelectricity?Icouldhardlyimaginelivinginthatkindofplace.Ican’timaginehermarryinghim.CanyouimaginehowworriedIwasthen?IimaginethatIhavemetyousomewherebefore.7)lookinto检查、认识、研究Thepolicearelookingintoalltherecordsoftheman.Helooksintoherfacewithgreatinterest.I’lllookintothematterassoonaspossible.Justhavealittlepatience.8)insist+n/that⋯(should)do/that⋯insistondoingsth.a.Heinsistedthatthemoney__________________(return)tohimatonce.b.Heinsistedthathe______________(notsteal)themoney.Iinsistedonhis__________(go)thererightaway.9)belongto属于（P1L7）不可以用于被动语态，或进行时CorrectthemistakesThehousewasbelongedtoanoldlady.ChinaisacountrythatisbelongingtotheThirdWorld.Asawriter,hereallybelongsthe18thcentury.Thismapisbelongingonthetable.10)dowithIdidn’tknowwhattodowiththeoldtree.Thenewteacherdidn’tknowwhattodowiththeclass.

anything而用3/11Whathaveyoudonewiththepapersforthemeeting?Wehavenothingelsetoeat,youhavetodowithsomebread.Icannotdowithloudnoise.Whattodowiththeproblem?Howtodealwiththeproblem?Homework1.Previewthereading2.Dothecomprehendingexercises3.WritedowntheMainideaofeachparagraph4.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.Recordafterteaching:TheThirdPeriod(Readingandcomprehending)Knowledge:Learnsomenewphrasesandsomenewsentencepatterns.Ability:LearnsomedetailedinformationabouttheAmberRoom.Improvethestudents’readingability.Trainthestudents’abilitytograspkeyinformationwhilelistening.Trainthestudents’speakingability.Emotion:Trainthestudents’abilitytocooperatewithothers.EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints:1.Thenewwordsandexpressions;LearnsomedetailedinformationabouttheAmberRoom;Trainthestudents’abilitytocooperatewithothers;Trainthestudents’speakingability.Teachingdifficultpoints:Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;Sentencepatterns:Thereisnodoubtthat⋯..ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomake．it4.Improvethestudents’readingability.Trainthestudents’abilitytograspkeyinformationwhilelistening.Teachingmethods:Listeningtothetape.Learningandpracticing.Teachingprocedures:Step1Greetingsandlead-inT:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.Studentsgivetheiranswers.Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?Ss:TheAmberRoom.T:Yes,It’scalledtheAmberRoom.Whatdoyouknowabouttheculturalrelic“theAmberRoom?TshowstheSssomepicturesof“theAmberRoom”Step2Fastreading:DoyouwanttoknowmoreabouttheAmberRoom?WhatdoesthetexttellabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:4/11IttellsusthestrangehistoryoftheAmberRoom,aculturalrelicoftwocountries:GermanyandRussia.T:WhyisitcalledtheAmberRoom?(Itwasgiventhenamebecausealmostseventhousandtonsofamberwereusedtomakeit)WhathappenedtotheAmberRoom?(TheAmberRoomwasgiventotheRussianpeopleasagreatgiftbytheking)Readthetextquickly,tryingtogetthemainideaeachparagraph.Discussinyourgroupoffour.AskSstospeakouttheMainideaofeachparagraph:1.TheAmberRoomhasastrangehistoryandsomethingaboutitsdesignandbuilding.2.ThehistoryoftheAmberRoomanditsfunctionsinRussia.3.CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburganditbecameoneofthegreatwonders.4.TheNaziGermanarmystoletheAmberRoomin1941.Afterthatwhatreallyhappenedtoitremainsamystery.5.TheRussiansandGermanshavebuiltaNewAmberRoomatthesummerpalace,followingtheoldphotos.PairworkTorFquestions:TheAmberRoomwasnoteasytomake.CatherineIIdidn’tlikeeverythingabouttheAmberRoomwhenshefirstsawit.TheAmberRoomwastakentoKonigsbergandhiddentherein1941.TheRussiansdidn’tcareabouttheAmberRoom.TheRussiansdon’tthinktheAmberRoomwilleverbefound.Step3Carefulreading:Listentothetapeandfollowittoreadthetextandanswerthefollowingquestions:1.WhatcouldtheKingofPrussianeverthinkofhispresenttotheRussian?Hecouldneverthinkofhispresentwouldhavesuchastrangehistory.2.WhywasthegiftgiventhenametheAmberRoom?Becauseaboutseventhousandtonsofamberweremelttomakeit.Whatshapecantheamberbemadeintowhenheated?Anyshape.IstheAmberRoompureambermadewith?No.It’salsomadewithgoldandjewels.WastheAmberRoomspeciallymadetobeagift?No,itwasn’t.WhatwastheAmberRoommadefor?ForthepalaceofFrederickI.WhatdidtheCzargivetheKingofPrussiainreturn?55ofhisbestsoldiers.WherewastheAmberRoomfirstplaced?IntheCzar’swinterpalaceinStPetersburg.9.WhatdidCatherineIIdototheAmberRoom?Shehadherartistsaddmoredetailstoitsdesign.IstheAmberRoomstillinRussia?No,itisn’t.Whereisitnow?Nooneknows.Itremainsamystery.WhathappenedtotheAmberRoom?ItwasstolenbytheNazisandismissingnow.WhendidtheAmberRoomdisappear?DuringtheSecondWorldWar.WhatweresavedfromtheAmberRoom?Thefurnitureandsmallartobjects.Step4ComprehendingAfterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.Detailedinformation(Doex1&2onpage2&3)1.ThekingofPrussiawhogavetheAmberRoomasagifttoRussiawas_______.A.FrederickIB.FrederickWilliamIC.PetertheGreatD.CatherineII2.ThekingofPrussiagavetheAmberRoomtoRussiabecause_____.A.hewantedtomarryCatherineII.B.hewaskind.C.heneededbettersoldiersD.hewantedtomakefriends5/113.TheAmberRoomwasstolenby______.A.RussiansoldiersB.GermansoldiersC.PeopleinKonigsbergD.PeopleinStPetersburg4.In1941,thecityofKonigsbergwasin___.A.GermanyB.RussiaC.SwedenD.France5.TheRussiansdidn’thidetheAmberRoombecause______.A.theywereatwarB.thecouldn’tfindaplaceC.theGermansoldiersarrivedtoosoonD.notraincouldtakeitawayStep5Post-readingDiscussthefollowingtopicingroups,thenshowyouropinions:DoyouthinkitismeaningfultorebuildthenewAmberRoom?Why?Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.Step6HomeworkReadthetextseveraltimesandtrytofindoutthephrasesandkeypointsDoexercisesonPage3&4.Doexercise1onPage42(Ss’Book)Recordafterteaching:TheFourthPeriod(Textanalysesandlanguagepoints)Knowledge:1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;Sentencepatterns:In1770,theroomwascompletedtheway(that)shewanteditThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.Ability:Learntheusageofsomedifficultwordsandexpressions.Trainthestudents’abilitytoremovethedifficultieswhilereading.Emotion:1.Trainthestudents’abilitytocooperatewithothers.2.KnowwhathappenedtotheAmberRoom3.KnowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroomTeachingimportantpoints:Trainthestudents’abilitytoreaddifferentEnglishnames.Trainthestudents’abilitytocooperatewithothers.Teachingdifficulties:Theexplanationofsomedifficultwordsandexpressions.Trainthestudents’abilitytoremovethedifficultieswhilereading.Teachingprocedures:Step1RevisionT:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:BuiltinPrussia--FrederickWilliamISentittoPetertheGreat(Russian)--winterpalaceCzarCatherineIIMoveoutsideStPetersburg--Thewarbetween(R&G)NaziGermanSecretlystole--SenttoKonigsberg(G)—mysteryNowRebuiltStep2LearningaboutthelanguagepointsDifficultsentences:1.Althoughitfeelsashardasstone,iteasilymeltswhen（itis）heated.Feelheremeans:togiveorproducethestatedsensation(给人以某种感觉)2.Thedesignfortheroomwasofthefancystylepopularinthosedays.(在句中做表语)（定语后置）3.Thereisnodoubtthattheboxeswerethenputonatrainforkonigsberg,atthattimeaGermancityontheBalticSea.(同位语从句)6/11AskStoCheckupthephrasesyouhavefoundinthereadingtextwithyourpartner.Languagepoints:神情动词+havedone表示对过去发生的事情的推测、责怪、懊悔等意。如：Youshouldhavetoldhimaboutityesterday.couldhavedone可能做过；本来可以做（却未做）mighthavedone或许做过；本来或许会做mayhavedone或许做过wouldhavedone本来要做（却未做）musthavedone必定已做过（表推测）needn’thavedone本来没必要做（却已做）should(n’t)havedone本来（不）应该做（却做了）ought(n’t)tohavedone2.whenheated是whenitisheated的省略形式。状语从句中，若其主语和主句的主语一致，同时谓语动词含有系动词be,或itis/was结构，可省去该从句的主语和系动词be，留下其余部分。3.once为隶属连词，意为“一旦”Onceyouseeit,you’lllikeit.4.bemadeinto被制成由⋯⋯制成（能看出原资料）由⋯⋯制成（看不出原资料）由⋯⋯组成/组成产于，生产于（某地/某时）5.“be+of+名词(词组)”,表示主语的某种形状、特色或特色。e.g.I’mpleasedtohavebeenofhelptoyou.Alloftheboysintheclassareofthesameage.6.fancyvt.想象,推测,假想fancy+that-/one’sdoingsth/sbtobe⋯/sbas/sth/doingsthDon’tfancythatyoucansucceedwithouthardwork.Ican’tfancyhisdoingsuchathing.Ifanciedhimtobedead.Hefancieshimselfasagoodwriter.Doyoufancyaglassofcoffee?Idon’tfancywalkingintherain.7.inreturn(for):回报,作为酬金Whatcanwedofortheminreturnforallthehelptheyhavegivenus?Iurn轮流地,依次;反过来taketurns轮流地byturns轮流地,时而⋯时而⋯8.serveas担当，充当Heservedasawaiterthere.Whenyousleepintheopen,oldnewspaperscanserveasablanket.9.add⋯to⋯把⋯⋯加进⋯⋯里去Headdedthathewasverypleasedwithourwork.Pleaseaddsomesugartothemilk.Addthescoreup.Hisbeingabsentaddedtoourdifficulty.Themoneyhespentonedayaddeduptoabout$100.10.shewantedit是定语从句修饰theway,后边的关系代词可用that/inwhich/-ShecookschickeninthewayIlike.11.atwar处于战争状态，介词at可表示状态或动作。atpeaceatbreakfastatrestattableatworkatschool7/11atthepianoatone’sbest12.Thereisnodoubt=It’sclear=It’sbeyondargumentThereisnodoubt后接名词时，需用介词about/of,eg.Thereisnodoubtabout/ofhishonesty.doubt也可作不及物动词，“思疑，不信”,在必定句中常接whether/if从句，在否定句中常接that从句eg.Idoubtwhetherwecangetthefirstplaceinthecompetition.Idon’tdoubtthathewilltellusthetruth.Step3HomeworkInordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.TranslatethesentencesonPage43intoEnglish.WritetheEnglishsentencesinoneofyourexercisebookandhanditintomorrow.FinishtheReadingTaskonPage44.Recordafterteaching:TheFifththPeriod(LearningaboutLanguage)Knowledge:Learnsomenewwordsofthisunit.Dosomeexercisesofthisunit.Ability:LearntowriteoutthewordsaccordingtotheirexplanationinEnglish.Improvethestudents’abilityoftranslating.Emotion:Trainthestudents’abilitytocooperatewitheachother.Teachingimportantpoints:Learnthenewwords.Trainthestudents’translatingskills.Teachingdifficulties:Learntochoosethecorrectwordsaccordingtothemeanings.Howtoimprovethestudents’translatingskills.Teachingprocedures:Step1Revision.Checkthehomeworkexercises.Haveadictationofsomewordsandexpressionsofreadingpart.Step2LearningaboutLanguage.AsktheSstofindthewordthatmeanseachofthefollowing(Discoveringusefulwordsandexpressions.)fromthereadingpassage.TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheiranswersandgivethecorrectanswers.2.T:Lookatthedictionaryentryforthephrasalverb“belongto”,andmatchthemeaningswiththesentencesintherightbox.belongtophrv(T)tobethepropertyof:Thatcoatbelongstome.tobeapartof;beconnectedwith:Thattopbelongstothisbox.tobeamemberof:Hebelongstoalargefamily.Warning:“Belong”isnotusedinthecontinuoustenseorthepassivevoice.eg.Thecomputerisbelongingtomysister.(F)Thecomputerisbelongedtomysister(F)Thecomputerbelongstomysister.(T)TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.Afterseveralminutes,Tgivestheanswers.8/11Step3Translation(P43SB)DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.Step4Grammar:AttributiveClauseTask1:Ex.2(P4)Herearethefarmers.Theydiscoveredtheundergroundcitylastmonth.Herearethefarmerswho/thatdiscoveredtheundergroundcitylastmonth.Xi’anisoneofthefewcitieswithwalls.Itswallsremainasgoodasbefore.Xi’anisoneofthefewcitieswithwallswhosewalls/thewallsofwhich/ofwhichthewallsremainasgoodasbefore(3).ShanxiProvinceisaplacewithmanyculturalrelics.Itsrelicsarewelllookedafter.ShanxiProvinceisaplacewithculturalrelicswhoserelicsarewelllookedafter.(4).Thewomanrememberedtheday.ShesawNazisburyingsomethingnearherhome.ThewomanrememberedthedaywhenshesawNazisburyingsomethingnearherhome.(5).TheoldmansawsomeGermanstakingaparttheAmberRoomandmovingitaway.Youaretalkingtoanoldman.Theoldman(who/whom/that)youaretalkingtosawsomeGermanstakingaparttheAmberRoomandmovingitaway.Task2:Fillintheblanksusingwhich,as,when,who,whom,where,when,why,that.StPetersburgisaverybeautifulcity,________wasoncecalledLeningrad.InXi’an,Imetateacher,______hasastrongloveforculturalrelicsandtookmetovisitthehistorymuseum.Idon’trememberthesoldier,______toldmenottotellanyonewhatIhadseen.Mygrandfatherwasachildthen,_____peopledidn’tpaymuchattentiontoculturalrelicsintheolddays.Theymovedtheboxestoamine,_____theywantedtohidethem.Task3:Practice.Whatsurprisedmewasnotwhathesaidbuttheway____________hesaidit.We’rejusttryingtoreachapoint______bothsideswillsitdowntogetherandtalk.(06山东）____isoftenthecase,wehaveworkedouttheproductionplan.Thisistheveryhouse_______helivedNextwinter,_____youwillspendinHarbin,I’msure,willbeanotherexcitingholiday.That’sthereason______hewaslate.(7)Thepicturesbroughtthedaysbacktotheold______theyswamintheriver.Robertandhissongs_____werefamousintheU.S.arealsopopularinChina.Theyarealwayssmoking,_______ofcourse,willdoharmtotheirhealth.Thesituation______youusethewordsisveryclearinfact.Correctthemistakes:Thereasonwhyheexplainedatthemeetingsurprisedus.Icanrememberthedayswhenwespenttogether.Thewayinwhichyoutalkedaboutisveryimportantforus.4.Putthebookinwhichyoucaniteasily.Step5HomeworkFinishEx1onP4:findoutthesentenceswithattributiveclause.Afterclass,readthepassageonPage5.Recordafterteaching;.ThesixthperiodStep1RevisionDictation9/11Therewasnodoubtthatthehousebelongedtomygrandfather.Wewilllookintothemattertomorrow,whentheownerwillbeback.Iwon’tgothereifinvited.I’mpleasedtohavebeenofanyhelptoyou.Thegirlwashighlythoughtofforhergooddesign.Step2Reading,listeningandwritingDiscussion:Whatmustajudgedoinatrial?Whatarethedifferencesbetweenafactandanopinion?Step3ReadingP5Task1:ListentothetapeandmakesurewhatthethreepeoplesayaboutthemissingAmberRoomandtrytofindwhoisgivingthemostfacts.Task2:Readthepassageandfillintheforms.NAMEJanHasekJOBaminerPLACECzechRepubilcTIME1945;nowWhatheheardWhathesaw/seesWhathedid/doesWhathebeliev