高中英语 Unit 16说课稿 新人教版 教案 16页

高一下Unit16Scientistsatwork说课稿一.教学背景分析1．学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。2.单元背景分析随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。二．教学目标分析1．语言知识词汇：学习并使用一些与science和scientists有关的词汇。语法：进一步了解一词多义现象与合成词的构成。功能：学习如何就某一事物给予别人指导与说明。话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。2．语言技能听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。3．情感态度与文化意识（1）.进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。（2）.引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。（3）.指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。（4）.意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。4．学习策略\n指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。三.教学内容分析本单元的中心话题是scienceandscientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。Warmingup设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglevtrain,cloning,nuclearenergy,computer与spaceflight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lightingandelectricityarethesame的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。LanguageStudy是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。Integratingskills通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。四.教学重点与难点1.重点（1）.掌握如何就某一话题给予别人指示与说明，能熟练运用Don’tdo…/Don’tforgetto…/Makesure…/Rememberthat…/Dobecarefulof…等结构进行讨论、对话与表演。（2）.能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“It’sgood/bad/harmfulfor…/It’sdangerous/expensive/important/unnecessary/Itbringspeople…/Itcanhelppeople…（3）.能继续运用各种阅读微技能进行有效的阅读，同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。\n（4）.能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。（5）.能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentativeessay的写作。2．难点（1）.如何有效的让学生就giventopic进行合作，分析问题的利弊，并掌握相关的词汇。（2）.如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。（3）.如何更加有效的掌握并运用一些keywordsandexpressions,suchasmake/doanexperimenton…,comfort,conduct,charge,agreatof,prove,tear,sharp,explain,pickout,teston,doubt,conclusionandsoon.（4）.如何能使议论性作文表达的更加完整与流畅。（5）.指导学生通过各种渠道如图书馆、网络等资源查找资料。五、教学原则（1）以任务型教学(Task-basedLanguageTeaching)作为课堂教学设计之理念，具体采用情景教学法（SituationalApproach），交际教学法（CommunicativeApproach），整体语言教学法（WholeLanguageTeaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。（3）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。（4）贯彻“教中学，学中用”策略，真正使学生学以致用。六.教材与任务安排本单元计划为六课时：Warmingup&Listening（1课时），Speaking(1课时)，Reading(2课时)，Grammar(1课时)，Integratingskills（1课时）。同时本单元安排的三大任务是（1）.为学校理化生实验室拟订英语实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）.科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学的共同评判下选出最佳故事及选手。（3）.当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。\nTeachingPlanPeriod1Warmingup&ListeningLearningAims1.Toencouragethestudentstothinkandtalkabouttheirsciencesubjectsandactivatetheirrelevantvocabularyatthesametime.2.Tolearnwhatshouldbepaidattentiontowhendoinganexperimentinalabandhowtogiveinstructionstoothers.3.Totrainthestudents’abilityoflisteningforinformation.LearningProceduresStep1WarmingupToday,wearegoingtotalksomethingaboutthesubjectsyouarelearning.Q1:Howmanysubjectsareyoulearningnow?Q2:Whatarethesubjectsinwhichyoulearnscience?Isiteasyforyoutolearnthem?1).GroupworkDividethewholeclassintotwogroups,onegroupisgoingtotalkaboutthequestion“Whatdoyoulearnaboutforeachfieldofscience?”,andtheother“Howareyoulearningthesesubjects?”Writedowntheresultofthediscussioninacard,andchoosethebestmembertodothereport.2).ClassworkEnjoysomepicturesaboutthefacilitiesinlabsandstudentsdoingexperimentsinlabs.Q:Whichsubjectsareconnectedwiththesepictures?Doyouoftendoexperimentsinthelab?Step2Pre-listening1).GroupworkIsitnecessaryforyoutodoexperimentsinthelab?Listthereasonsinthecardandseewhichgroupcanfindmore.2).ClassworkDoyoustillrememberwhatyourteacheroftenremindyoubefore,whenandafteryoudoanexperiment?Dividethewholeintoseveralgroupstohaveacompetitioninclassandseewhichgroupwillwinthegame.Step3Listening1).ListentowhatMr.Zhuistalkingtohisstudentsforthefirsttime,focusingonthesubjectsmentionedinthe\npassage.2).Listentothetapeforthesecondtimetowritedownsomekeywordstothequestionsandcheckwiththepartners.3).Listentothetapeforthethirdtime.Understandthewholepassagefullyandcheckiftheanswersarecomplete,especiallypayattentiontodifferentstructuresofgivinginstructions.DOSDON’TSFollow/teacher’s/instructionsDon’tcomeinto/without…Becarefulabout/when…Don’ttouch…/unless…Alwayslistencarefullyto…Don’tthrow…/unless…Clean…awayandleave…cleanandneatDon’tforgetto…Youshouldtie…upNeverput/nosedirectlyinto…Rememberthat…Neverput/fingersinto/andtaste…Makesurethat…Step4Post-listening1).GroupworkListwhatyoucandoandcan’tdoinalabasmuchaspossibleingroups.2).IndividualworkKnowingtherulesinalabisverynecessaryforthesakeofoursafety.Supposeyouareachemistryteacher,andyouaregoingtomakeanannouncementtoyourstudentstogivethemsomeinstructionsbeforeanexperiment.3).GroupworkDesigntherulesforthechemistrylabofyourschoolingroupsandputitonthewallintheclassroom.Homework:Task1.Haveadiscussiontofindoutthebestrulesforthelabandrecommendittotheschoolleader.Task2.PreviewSpeakingandtrytosearchforsomeinformationaboutthenewinventionsanddiscoveries.Period2SpeakingLearningAims1.Tolearntocooperatewithpartnerstoanalysisaproblemindifferentviews.\n2.Enablestudentstodescribetheadvantagesanddisadvantagesofsomethinginspecificwords.LearningProceduresStep1Warming-upDailyreport1).ClassworkWatchavideoaboutthesuccessfullaunchofShenZhouVmannedspaceflightinChina.Nowadays,moreandmorenewinventionsanddiscoveriesaremadeallovertheworld.2).BrainstormingListthewordsthey’velearnedaboutthenewscientificinventionsanddiscoveries.ThenhaveashortintroductiontoMaglevtrain.Step2Pre-speaking1).PairworkReadthedialoguealoudtofinishthefollowingform:inventionsadvantagesdisadvantagesMaglevtrain2).GroupworkDiscusshowyoucantalkabouttheadvantagesanddisadvantagesaboutsomenewinventionsandlisttherelevantwordsandphrasesanmanyaspossible.AdvantagesDisadvantagesIt’sgoodfor…ItistooexpensiveItcanhelp…Itisdangerousto…Itisimportantfor…Itisunnecessaryto..Itbringspeople…Somepeoplewilluseitfor…Itdoesn’tpollute…Itisbad/orharmfulfor…Step3Whilespeaking1).GroupworkEnjoysomepicturesaboutsomenewinventions.(Cloning,Nuclearenergy,ComputersandSpaceflight)Eachgroupistochooseoneofthemtohaveadiscussionandlisttheadvantagesanddisadvantages.Exchangetheideaswiththewholeclass.2).Pairwork\nMakeadialogueinpairtotalkaboutoneoftheinventions,usingthestructurestoshowyouragreementanddisagreement,suchasI’mafraid…/Ican’tagreewithyou./Idon’tthinkso./Inmyopinion…Andthenactitout.Step4Post-speaking1).DebateThescientifictechnologiesareimprovingveryfast.Someofthemarewidelyacceptedandapplied,whilesomearestillbeingarguedaboutbypeople.Cloninghumansisstilloneofthem.Inyouropinion,doyouthinkitgoodtodosoallovertheworld?Dividethewholeclassintotwogroupstohaveadebateandseewhichgroupwillperformbetter.2).ImaginationIfyouwereascientistmanyyearslaterafteryougraduatedfromuniversities.Doyouthinkwhatyouwouldtrytoinventordiscover?Andwhydoyouthinkso?Homework:Task1.Readthefollowingpoem,andthentrytoimitateitandwritedownasimilarone,ofcourse,aboutotherinventions.ComputeAcomputeisamachine.Acomputerisinteresting.Amachineisuseful.Icanstudyacomputer.Icanuseit.Whomadeit?Humansbeingmadeit.Iamahumanbeing.amwarm.Iamwise.Ihaveempathiesforanimalsandpeople.Iconductoracomputer.Acomputerdoesnotconductorme.Task2Findoutoneinterestingstoryaboutsomefamousscientistsandretellitinyourownwords.Period3&4ReadingLearningAims1.Togettoknowsomethingaboutthestoryoffamousscientists.2.Enablestudentstounderstandthegivenmaterialbetterusingdifferentreadingskills.3.Tohaveabetterunderstandingabouttheimportanceofexperimentsinscience.LearningProceduresStep1WarmingupDailyreport:Shareyourpoemswiththeotherstudents.\n1).GroupcompetitionInthe18thand19thcentury,scientistsallovertheworldmademanyimportantdiscoveriesandinventionsindifferentfieldsofphysics,chemistry,medicine,biologyandsoon.Dividethewholeclassintofourgroupstonamesomeofthem.Physicschemistrymedicinebiology2).GroupworkAmatchcompetition.MatchColumnBwithColumnAcorrectly.ColumnAColumnBAlexanderBelltheTheoryofRelativityThomasEdisonthefirsttelephoneWrightBrotherstheelectriclampMadameCurieblackholesinUniverseHeinrichDreserelectricityFranklinthefirstplaneStevenHawkingtheTheoryofGravityElbertEinsteinRadiumIsaacNewtonaspirin3)ClassworkQ1.Isiteasyforthescientiststomaketheseinventionsanddiscoveries?Q2.Howcouldtheysucceedintheirresearch?Itisreallydifficultforthescientiststoachievetheirgoal,andonlyaftertensofthousandsofattempts,experiments,thinkingandfailurecantheybesuccessfulintheirresearch.Today,wearegoingtolearnoneexampleofthem:Franklin’sfamouskiteexperiment.Step2Reading1).IndividualworkSkimming:ReadthematerialfasttofindouttherightpictureaboutFranklin’sexperiment.2).IndividualworkScanning:Listentothetapepartbyparttofindoutthetopicforeachone.Para1-3thedescriptionoftheexperimentPara4theequipmentoftheexperimentPara5-6thestepsoftheexperimentListenwiththequestionsbelow:\n(1).WhydidFranklindothisexperiment?(2).Wastheexperimentsuccessful?(3).Whatwereneededwhenitwasbeingdone?(4).Howmanystepswerementioned?(5).Whatshouldbepaidgreatattentionstowhenitwasbeingdone?Step3Acting1).ClassworkWithalltheequipmentready(ahandkerchiefmadeofsilk,twopiecesoflightwood,strings,asharppieceofmetal,akey,asilkribbon),onestudentactsasthehosttoconducttwostudentshowtomakeakiteastheonemadebyFranklin.2).IndividualworkAfterthat,allthestudentstrytotellhowtomakesuchakiteintheirownwordswiththehelpofthepicturesonthescreen.Step4Furtherunderstanding1).PairworkReadthroughthepassagetofillintheblanksintheforminpairs.equipmentusageakiteakeyacondenserasharpmetalstringsasilkribbon2).ClassworkListentosomesentencestojudgewhethertheyaretrueorfalse.(1).In1752scientistsalreadyknewwhatelectricityis.(2).Franklinwashelpedbyafriendtodotheexperiment.(3).Franklinmadethekiteofsilkbecausewetsilkdoesnotconductelectricity.(4).Acondenserwasusedintheexperimenttostoreelectricity.(5).Thekeytiedtothestringwasputintothedoortostopthekitefromflyingaway.(6).Theexperimentcanbedoneatanytime.(7).Youcanfeelclearelectricshockifyoutouchthestringwithyourfingersafterthekiteisflyinginthesky.\nStep5Post-reading1).PairworkFranklinwasdoingtheexperimentwithhislittleson,andhewasabitcuriousaboutwhathisfatherwasdoing.Ontheotherhand,manypeoplewerewatchingFranklindoingtheexperiment.Dividetheclassintotwogroupstomakeadialogueinpairs,oneisbetweenFranklinandhisson,theotherFranklinandapersonwatchingtheexperiment.2).GroupworkDiscussthefollowingquestionsingroups:(1).WhydidFranklindohisexperimentwithakite?(2).Whythekitemadeofsilkisbetterthantheonemadeofpaper?(3).IsitdangerousforFranklintodotheexperiment?Whydothinkso?(4).WhatcanyoulearnfromtheexperimentandalsoFranklin?Step6Oralpractice1).IndividualworkAfteryoureadtheinterestingexperimentofFranklin,doyouthinkofoneofyourownexperiments?Isitaverysuccessfulone?Andwhatdoyoulearnafteryoudotheexperiment?Tellthestorytoyourgroupmembers,andthenchoosethebestonetoshareitwiththewholeclass.2).ClassworkDuringthelifetimeofmanyfamousscientists,therearealotofinterestingandinstructivestoriesforustoenjoy.Then,wearegoingtoholdastorytellingcompetitioninclass.Havesomejudgesamongthestudentsfirst,andtheneachgroupchooseonestudenttopresentthestoryinfrontoftheclassroom.Seewhocangetthefirstprizeinthecompetition.Step7Watching,readingandthinking1).ClassworkTheteacherisdingsuchanexperimentandshowingittoallthestudents:Preparefourglassesonthetable.Oneisfilledwithoil,onevinegar,andonespirit.Poursomeoftheliquidintoonebigglassandthenmixthemup.Diponefingerintothemixture,takeitoutthenandputitintothemouthtosuck.Thengiveasmiletothestudentstoshowthatittastesverydelicious.Showtheglassaroundtheclassandaskthestudentstodoeverythingastheteacherdoes.Q:Doesthemixturetastegood?Whydoyouhaveadifferenttastefrommine?2).IndividualworkReadthepassagetitled“LookcarefullyandLearn”tofindoutthereason.\nQ1:Whatdoyoulearnafteryoureadsuchastory?Q2:Doyouthinkwhatisthemostimportantwhenyouaredoinganexperimentinthelab?Q3:Ifyouwanttobeascientist,whatdoyouthinkarethemostimportantqualities?Homework:Readthefollowingpassagewiththequestionsbelow.Period5LanguagestudyLearningAimsEnablestudentstohaveabetterknowledgeoftherulesofword-formation.LearningProceduresStep1WarmingupDailyreport:Showyouropinionsaboutthetwoproblemsmentionedinthereadingpassage.IndividualworkShowatonguetwistertostudents:Ifonedoctordoctorsanotherdoctor,doesthedoctorwhodoctorsthedoctordoctorthedoctorthewaythedoctorheisdoctoring?Ordoeshedoctorthedoctorthewaythedoctorwhodoctorsdoctors?Practisethetonguetwisterforsometimesandseewhocansayitcorrectlyandfast.Q:Doall“doctors”inthissentencehavethesamemeaning?Conclusion:Themeaningofthesamewordvariesindifferentsentencesandsodoesthegender.Step2Readingandthinking1).PairworkReadthefollowingsentencestodistinguishthedifferentmeaningsofthesameword.HowmuchdoyouchargeforrepairingmyCDplayer?Thefrightenedanimalchargedintothetoyshop.Itusuallytakesonehourtogetmycallphonefullycharged.Themanwaschargedforbeingirresponsibleforthejobinthecourt.Wegaveherthechargeofthehousewhenwewereawayforholiday.Whatisthechargeforusingthehall?Theguideconductedthetouristsaroundthemuseum.Howwelldoesthismaterialconductelectricityorheat?TheconcertonthisSaturdayeveningwillbeconductedbyaworldfamousconductor.\nTheteacherscoldedhimbecauseofhisbadconduct.Themanagerconductedthebusinesscarefully.HewassurprisetoseesomanycrossesmarkedinhisMathshomework.Thisfruitisacrossbetweenanappleandappear.Theriverwastoodeeptocross.Thetwomainroadscrossinthecenterofthetown.Hecrossedhisnameoffthelist.2).GroupworkDiscussingroupstothinkaboutmorewordsofthiskindandmakesentencesaccordingtothedifferentmeanings.Thenreaditoutandtheotherstudentstrytoguessthemeaningofthesamewordindifferentsituations.Step3ImaginationGroupworkShowsomewordsonthescreen(suchasbank,tie,sharp,tear).Discussingroupstomakeashortstory,payinggreatattentiontothedifferentmeaningsandgenderofthesameword.Writeitdownonacardandshareitwiththewholeclass.Seewhichgroupdoesthebestjob.Step4CompoundwordsSometimesifweputtwodifferentwordstogether,wecanmakeanewone.Thesewordsarecalled“Compoundwords”.Showsomeexamples:Blackboardiscompoundedwithtwowords:Part1=akindofdeepcolorPart2=apieceofthinwoodShowthestudentstheformulation:Part1+Part2=?1).ClassworkTheteacherprovideexplanationstotwosinglewords.Askthestudentstocombinethemtogetherandthenguesswhatthenewwordis.Repeatitforseveralgroups.Part1=partofthebodyusedwhenwetalkPart2=aroundthingtoplaywithPart1=wateroftendegreesbelowzeroPart2=medicinetoputonyourskinPart1=aliquidyouneedtomaketeaPart2=movinginsnowwithwoodenthingtiedtoyourshoes2).GroupworkDiscusstothinkofsomesomecompoundwordsingroupsandthendothesamegamewiththepartners.3)Classwork\nHaveacompetitionaboutwordguessingandseewhichteamcangivethemostwonderfulperformance.Twostudentstomakeateamwithonefacingtheblackboardandtheotherfacingallthestudents.Theteacherlistssomecompoundwordsonthescreen.ThestudentsfacingtheBbexplainsthetwopartsofthecompoundwordasquicklyandexactlyaspossible,sothattheotheronecanjointhetwopartstogethertoguesswhichwordismentioned.Thegameislimitedintwominutesandthentheycanfindoutwhichteamhaveguessedmorewordsthantheothers.Step5Post-learningReadthestoryabout“Franklin’sfamouskiteexperiment”again,andtrytofindoutallthesimilarwordsasthoselearnedinthisclass.Homework:Task1.DesignanexercisetomatchthewordsinColumnAwiththoseinColumnBtomakesomecompoundwords.Exchangetheexercisesinclass.Task2.Preparetomakeupastoryabouttherelationshipofhumansandanimalsingroupsandthenacttheshortplayout.Period6IntegratingskillsLearningAims1.Getthestudentstohavereadingextensionforscientificexperiments.2.Enablestudentstowriteanargumentativeessaybydiscussion.LearningProceduresStep1warming-up(1).ClassworkDailyreport:Ashortplayabouttherelationshipbetweenhumansandanimals.Q:Whatdoyoulearnfromit?(2).ClassworkEnjoysomepicturesaboutanimalskilledbyhumans:Q:Whydopeoplekillsomanyanimals?Canitbeavoided?(3).ClassworkQ:Whydoscientistsdoexperimentsonanimals?Whatwouldoftenbetheresult?Canitbeavoided?Step2Reading(1).Individualwork\nCanscientistsmakeexperimentsonanimalstotestnewproducts?Peoplehavedifferentopinionsabouttheproblem.Let’sreadsuchapassagenow.Q:Howmanyquestionsarementioned?(Doesanimalstestingwork?Dopeoplehavetherighttouseanimals?)(2).IndividualworkPeoplearehavingaheatargumentabouttheproblem.Andifyouwereananimal,whatdoyouthinkwouldsaytohumansbeings?Preparetomakeashortspeechandspeakitout.(3).GroupworkAsahumanbeing,doyouagreewithwhichside?Areporterisveryinterestedinthisargument,andheishavinganinterviewwithsomepeople.Discusstheproblemingroups,oneasthereportertoholdtheinterview,oneasascientistwhostickstotestingonanimals,oneasanactivistwhoisagainsttheideaandtheotheronetriestomakesomesuggestionsandnotes.Exchangeideaswitheachotherwiththeinformationinthereadingmaterialaswellasyourownopinions.Dothereportandshareyourconclusionswiththewholeclass.(4).GroupworkIt’sreallydifficultforustojudgewhoisrightorwrong.Soinordertoavoidsuchanargument,doyouhavesomebettersmethodstosolveproblem,especiallyinthefuture?Discusstheproblemingroupsandreachanconclusion.Step3Writing(1).PairworkNowit’stimeforyoutowriteaboutanargumentativeessayonthisproblem.Sowhatdoyouthinkyouaregoingtowriteaboutinyouressay?Discussinpairsandshowtheideastotheclass.(2).IndividualworkReadthetipscarefullytocheckifyouhavethesameidea.TitleChooseaclearProorContraanimaltestingtitleIntroductionExplainforwhatreasonsanimalsareusedinexperimentsandmakeclearonwhichsideyouare:IsanimaltestingOKorareyouananimalrightsactivist?SecondParagraph:ArgumentsProChoosetwoorthreeargumentsfromthereadingtosupportyourview,Explaintheminyourownwords:2—3pros.ThirdParagraph:ArgumentsContraChooseoneortwoargumentsfromthereadingthatdoagainstyourview.Explaintheminyourownwordsandshowthattheyarenottrue:1—2consConclusionWritewhatweshoulddowithanimalsexperimentsinthefutureandwhy.(3).Individualwork\nThenWritedownyouranswerstothequestionslistedintheformonebyone.Whyareanimalsusedintheexperiments?Areyouonwhichsideofthem?Whichviewsdoyouagreewith?Why?Whichviewsdon’tyouagreewith?Why?Whatotherwayscanyouthinkoftosolvetheprobleminthefuture?(4).IndividualworkJoinyouranswerstogethertomakeashortpassage.Dividethemintoseveraldifferentparagraphsaccordingtowhatyouwriteaboutineachone.Readitthroughwithyourpartnerstomakesurewhatshouldbecorrectedandimproved.(5).ClassworkTomakeyouressayreadwell,someusefulwordswillhelpyoualotwhenyourarewritinganargumentativeone.Readthesewordscarefully,andchoosetousesomeoftheminyouressayandthenreaditagaintoseewhathaschanged.比较说明常用词语：similarly,thesameas,similarto,equalto,appearthesame,bothseemto,inthesameway,inasimilarway,incomparisonwithshare…incommon/have….incommon,compare…with…,becomparedwith,makeacomparisonbetweenwith…therearesomesimilaritiesbetween…对比说明常用词语：nevertheless/nonethelessotherwise,whereasincontrast,onthecontraryoppositeto…,differentfrom,ontheotherhand,havelittle/nothingincommontherearesomedifferencebetween…举例常用词语：forexample/instance,asfollows,suchas,inparticularinthiscase,oneexampleis…andanotherexampleis…take….asanexample,thefollowingexampleswillshowthat…therearemanyexamplestoshowthat….表示总结的常用词语：inaword,generallyspeaking,inmyopinion,tosumup,onthewhole,Homework:Task1.Experiencethelifeinyourhometownwithheart,andfindoutwhatpeoplearetalkingaboutheatedly.Writethemdownandchooseonetowriteabout.Beforewriting,interviewsomepeople’sviewsaboutit,andthenjudgewhichsideyouareon.Writealettertothelocalgovernmenttoshowyouropinions.Task2.Fillintheassessmentformbelow:Self-assessmentLearnerlogforunit16ClassNameNo:Inthisunit,you’velearnedaboutscientistsandexperiments.Howcomfortabledoyoufeellikepracticingeachoftheskillsbelow?\n1=Notcomfortable2=Needmorepractice3=Comfortable4=VerycomfortableSkillsComfortlevelTalkaboutscienceandscientists1234GeneralassessmentLearnhowtogiveinstructions1234Studysomerulesofwordformation1234Usenewwordsandexpressions1234Learntowriteanargumentativeessay1234ReflectionWhatisthemostimportantthingyouhavelearnedinthisunit?Whatdoyouthinkyoudidbestinthisunit?Whatdoyoufindthemostdifficultinthisunit?Wheredoyouseethebestimprovement?Wheredoyouneedtoworkhard?Groupassessment姓名小组发言次数全班发言次数提出问题个数解决问题个数查找资料个数与人合作次数总体评价