一. 教學背景分析
1．學生情況分析
本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關系。并且，他們也已經形成并培養了一定的小組合作學習及自主學習的能力。
2. 單元背景分析
隨著科學技術的發展，各種各樣新的發明和發現都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應用心去體會并感受科技和發明創造者給生活帶來的變化，進而能聯想到他們平時所學的學科及知識，并用英語為媒介進行知識的整合與串聯。同時從另一個角度來說，科技進步的同時，我們的社會也產生了各種各樣的矛盾與爭論，因此如何正確的看待或處理這些問題，也成為廣大學生應該了解并掌握的知識。
二．教學目標分析
1． 語言知識
詞匯：學習并使用一些與science 和scientists有關的詞匯。
語法：進一步了解一詞多義現象與合成詞的構成。
功能：學習如何就某一事物給予別人指導與說明。
話題：掌握有關實驗說明的話題表達以及如何從正反兩方面對某一話題進行分析討論。
2． 語言技能
聽：在聽懂教師向學生講述實驗中注意事項基礎上，繼續學習并強化捕捉特定信息的能力，以及確定全文主要話題的概括能力。
說：應能在了解一定的現代科技發明基礎上，思考并學習如何對一種新的事物進行描述。同時能與他人進行交流，敘述事物的利與弊端。
讀：強化略讀、查讀等閱讀微技能，訓練通過尋找關鍵詞，主題句等方式更快速并準確的確定文章的段落大意，理清文章的總體框架與脈絡。繼續運用已經掌握的基本猜詞技巧猜測部分單詞，并在上下文體驗中感受某些佳句給讀者帶來的深層含義。
寫：學習在對事物進行理性思考的基礎上，運用恰當的句型與詞匯描述對事物正反面的不同觀點，同時更應注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，并應熟悉議論性作文的基本寫作框架。
3． 情感態度與文化意識
（1).進一步培養小組合作學習的能力，通過調查、采訪、討論等活動完成任務，取長補短，加強團體協作意識。
（2).引導學生用英語進行不同學科特點的思考，體會學科之間的聯系與區別。通過話題啟發學生積極思考，調動學生的學習興趣。
（3).指導學生用批判的思維去接受新的事物，增強他們的辯論意識與能力。
（4).意識到科技工作的艱苦以及所必需的個人品質與素質，鼓勵學生在學習過程中的創新精神與實踐能力。
4． 學習策略
指導學生運用已學會的抓重點、做記號、摘筆記等方式對所學內容進行整理與歸納，并鼓勵學生增加與教師和同學交流、合作，繼續培養正確的自我評價與相互評價的習慣，從而總結交流學習所得，進一步形成有效的學習方法。并指導學生把英語學習從課堂延伸到課外，發揮已掌握的使用工具書，查找資料、上網等方式增加用英語思維與表達的能力，了解實驗對于科學研究的重要性，樹立正確的向上的學習態度，形成具有批判性的看問題習慣。
三. 教學內容分析
本單元的中心話題是science and scientists。話題依附于聽力、對話、閱讀與寫作等語言載體中。本單元的話題內容與學生的日常學習有著密切的關系，應該說是以英語為媒體讓學生表達他們對平時理化生等理科課程，特別是相關實驗，所想到及感受到的內容。因此，盡管本單元的話題對學生而言有著一定的難度，但卻有體現出了以學生為中心，貼近學生生活而又富有時代氣息的特點。
Warming up設計了四幅與學生的理科課程有關的圖片，學生通過對日常熟悉的相干實驗工具及場地的識別，展開相關學科特點與學習的討論。同時在此基礎上，要求學生們在Listening部分能熟悉某些實驗室的規則及注意事項，掌握如何給予別人指導與說明，并能抓住文章的中心話題，捕捉相關細節內容，回答有關的問題。
Speaking則是一個極富時代氣息的討論練習。要求學生們能對現在熱門的尖端科技有所了解，（練習中提供了諸如Maglev train, cloning, nuclear energy, computer 與 space flight等內容）然后能就這些新的科學技術與工具進行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時也能發現其中所存在的不足與弊端，并能通過討論、對話等形式發表自己的觀點與想法。這一部分也應該是本單元寫作內容的一個鋪墊。
Reading講述的是科學家Franklin著名的風箏實驗，從而證明Lighting and electricity are the same的故事。學生在理解文章的基礎上，能充分感受到實驗對于科學工作的重要性及科學家是如何獲得事業上的成功的。同時能落實材料中所出現的一些單詞與短語的使用。
Language Study是在本單元詞匯學習的基礎上，讓學生進一步了解并掌握一定的構詞法。主要是兼類詞、一詞多義現象及合成詞的構成。
Integrating skills 通過學生對科學家是否應利用動物進行實驗，從而達到發明新產品現象的討論，理性的從正反兩個方面看待這一問題。同時在閱讀、思考與討論的基礎上，寫下一篇闡明自己觀點、立場與看法的短文。
四. 教學重點與難點
1. 重點
（1）.掌握如何就某一話題給予別人指示與說明，能熟練運用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等結構進行討論、對話與表演。
（2）.能就某一話題進行合理的分析，并從不同的角度去分析問題，展示一個物體的利與弊兩個方面。同時能在討論時學會運用哪些結構與單詞對事物進行評價，諸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
（3）.能繼續運用各種閱讀微技能進行有效的閱讀， 同時能在閱讀中繼續培養猜測單詞詞義的能力。同時掌握文中出現的單詞與短語的使用。
（4）.能進一步了解一詞多義及合成詞的知識。以便能更好的區別單詞詞義與猜測單詞詞義，利用構詞法知識擴充詞匯量，并能真正做到為閱讀服務。
（5）.能把事物的正反利益和理性的思考落實到筆頭，即能清晰地就某一爭論性話題發表自己的立場，闡明原因。并能進一步運用基本的協作技能學會argumentative essay的寫作。
2．難點
（1）.如何有效的讓學生就given topic進行合作，分析問題的利弊，并掌握相關的詞匯。
（2）.如何能就課文內容完成一些開放性的話題討論，能把課文的內容得以延伸與拓展。
（3）.如何更加有效的掌握并運用一些key words and expressions, such as make /do an experiment on…, comfort, conduct,
charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.
（4）.如何能使議論性作文表達的更加完整與流暢。
（5）.指導學生通過各種渠道如圖書館、網絡等資源查找資料。
五、教學原則
（1）以任務型教學 (Task-based Language Teaching)作為課堂教學設計之理念，具體采用情景教學法（Situational Approach），交際教學法（Communicative Approach），整體語言教學法（Whole Language Teaching）等教學方法。從一定程度上說，人們使用語言是為了完成各種各樣的任務，而任務型的教學活動就是讓學習者通過運用所學語言來完成各種各樣的交際活動。學習者通過表達、溝通、交涉、解釋、詢問等各種語言形式來學習和掌握語言，實現目標，感受成功。
（2）在教學中突出交際性，注重讀寫的實用性；同時適時進行情感與策略調整，以形成積極的學習態度，促進語言實際運用能力的提高。
（3）堅持“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環節教師應扮演自身作為“設計者，研究者，組織者，促進者，協調者”的角色。
（4）貫徹“教中學，學中用”策略，真正使學生學以致用。
六. 教材與任務安排
本單元計劃為六課時：Warming up & Listening （1課時）， Speaking (1課時) ，Reading (2課時)， Grammar (1課時)， Integrating skills（1課時）。同時本單元安排的三大任務是（1）.為學校理化生實驗室擬訂英語實驗室規則。并以墻報的形式進行比較后，選出其中最佳的規則，然后上報給學校。（2）.科學家創造發明故事比賽。要求學生在課外收集國內外發明家的故事，經過整理后，能以故事、小品、對話等不同形式表演出來。在全班同學 的共同評判下選出最佳故事及選手。（3）.當地熱點爭論問題討論。搜集本地目前人們所爭論的一些問題，并能采集到不同的人對于這一問題的不同看法與見解，并能進行思考后，發表自己的立場與觀點。然后寫一封書信給當地相應的管理機構或政府部門。
Teaching Plan
Period 1 Warming up & Listening
Learning Aims
1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.
2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.
3.To train the students’ ability of listening for information.
Learning Procedures
Step 1 Warming up
Today, we are going to talk something about the subjects you are learning.
Q1: How many subjects are you learning now?
Q2: What are the subjects in which you learn science? Is it easy for you to learn them?
1). Group work
Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.
2). Class work
Enjoy some pictures about the facilities in labs and students doing experiments in labs.
Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?
Step2 Pre-listening
1).Group work
Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.
2).Class work
Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.
Step 3 Listening
1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.
2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.
3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.
DOS
DON’TS
Follow / teacher’s /instructions
Don’t come into / without …
Be careful about / when…
Don’t touch… / unless…
Always listen carefully to…
Don’t throw… / unless…
Clean…away and leave …clean and neat
Don’t forget to…
You should tie…up
Never put / nose directly into…
Remember that…
Never put /fingers into/ and taste…
Make sure that…
Step 4 Post-listening
1). Group work
List what you can do and can’t do in a lab as much as possible in groups.
2). Individual work
Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.
3). Group work
Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.
Homework:
Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.
Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.
Period 2 Speaking
Learning Aims
1. To learn to cooperate with partners to analysis a problem in different views.
2. Enable students to describe the advantages and disadvantages of something in specific words.
Learning Procedures
Step 1 Warming-up
Daily report
1). Class work
Watch a video about the successful launch of ShenZhou V manned space flight in China.
Nowadays, more and more new inventions and discoveries are made all over the world.
2). Brainstorming
List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.
Step 2 Pre-speaking
1). Pair work
Read the dialogue aloud to finish the following form:
inventions
advantages
disadvantages
Maglev train
2). Group work
Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.
Advantages
Disadvantages
It’s good for…
It is too expensive
It can help…
It is dangerous to…
It is important for…
It is unnecessary to..
It brings people…
Some people will use it for…
It doesn’t pollute…
It is bad / or harmful for…
Step 3 While speaking
1). Group work
Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.
2). Pair work
Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.
Step 4 Post-speaking
1). Debate
The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?
Divide the whole class into two groups to have a debate and see which group will perform better.
2). Imagination
If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?
Homework:
Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.
Compute
A compute is a machine. A computer is interesting.
A machine is useful. I can study a computer.
I can use it.
Who made it? Humans being made it.
I am a human being. am warm. I am wise.
I have empathies for animals and people.
I conductor a computer. A computer does not conductor me.
Task 2 Find out one interesting story about some famous scientists and retell it in your own words.
Period 3 & 4 Reading
Learning Aims
1. To get to know something about the story of famous scientists.
2. Enable students to understand the given material better using different reading skills.
3. To have a better understanding about the importance of experiments in science.
Learning Procedures
Step 1 Warming up
Daily report: Share your poems with the other students.
1). Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.
Physics
chemistry
medicine
biology
2). Group work
A match competition. Match Column B with Column A correctly.
Column A Column B
Alexander Bell the Theory of Relativity
Thomas Edison the first telephone
Wright Brothers the electric lamp
Madame Curie black holes in Universe
Heinrich Dreser electricity
Franklin the first plane
Steven Hawking the Theory of Gravity
Elbert Einstein Radium
Isaac Newton aspirin
3) Class work
Q1. Is it easy for the scientists to make these inventions and discoveries?
Q2. How could they succeed in their research?
It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.
Step 2 Reading
1). Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
2). Individual work
Scanning: Listen to the tape part by part to find out the topic for each one.
Para 1-3 the description of the experiment
Para 4 the equipment of the experiment
Para 5-6 the steps of the experiment
Listen with the questions below:
(1). Why did Franklin do this experiment?
(2). Was the experiment successful?
(3). What were needed when it was being done?
(4). How many steps were mentioned?
(5). What should be paid great attentions to when it was being done?
Step 3 Acting
1). Class work
With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.
2). Individual work
After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.
Step4 Further understanding
1). Pair work
Read through the passage to fill in the blanks in the form in pairs.
equipment
usage
a kite
a key
a condenser
a sharp metal
strings
a silk ribbon
2). Class work
Listen to some sentences to judge whether they are true or false.
(1). In 1752 scientists already knew what electricity is.
(2). Franklin was helped by a friend to do the experiment.
(3). Franklin made the kite of silk because wet silk does not conduct electricity.
(4). A condenser was used in the experiment to store electricity.
(5). The key tied to the string was put into the door to stop the kite from flying away.
(6). The experiment can be done at any time.
(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.
Step 5 Post-reading
1). Pair work
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.
2). Group work
Discuss the following questions in groups:
(1). Why did Franklin do his experiment with a kite?
(2). Why the kite made of silk is better than the one made of paper?
(3). Is it dangerous for Franklin to do the experiment? Why do think so?
(4). What can you learn from the experiment and also Franklin?
Step 6 Oral practice
1). Individual work
After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.
2). Class work
During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.
Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.
Step 7 Watching, reading and thinking
1). Class work
The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.
Q: Does the mixture taste good? Why do you have a different taste from mine?
2). Individual work
Read the passage titled “Look carefully and Learn” to find out the reason.
Q 1: What do you learn after you read such a story?
Q 2: Do you think what is the most important when you are doing an experiment in the lab?
Q 3: If you want to be a scientist, what do you think are the most important qualities?
Homework:
Read the following passage with the questions below.
Flossie Wong-Staal
An interview with Emilio Alvarez and Ann Crystal Angeles
Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).
Emilio: How did you decide that you wanted to become scientist?
Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.
Emilio: What was your high school like?
Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.
Anne Crystal: Would you explain your research?
Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.
Anne Crystal: Do you always enjoy your job in the laboratory?
Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.
Anne Crystal: What would you tell students who would like to become research scientists?
Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !
1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.
2. Look back over the reading to find the following information:
(1). Where Wong-Staal was born: (2). What she is studying in her research:
(3). What she was the first person to do:
(4). This article is primarily about______________.
A. the scientist Wong- Staal B. making an AIDS vaccine
C. preventing the spread of disease
(5). Which question is NOT answered in the reading?
A.What college did Wong- Staal attend
B. What type of biology did she specialize in
C.Where does she work now
(6). You can infer that Wong- Staal
A. didn’t want to become a scientist
B. is happy she becomes a research scientist
C. plans to retire soon
3. Write about the following two questions in your journal.
(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?
(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?
Period 5 Language study
Learning Aims
Enable students to have a better knowledge of the rules of word-formation.
Learning Procedures
Step 1 Warming up
Daily report: Show your opinions about the two problems mentioned in the reading passage.
Individual work
Show a tongue twister to students:
If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?
Practise the tongue twister for some times and see who can say it correctly and fast.
Q: Do all “doctors” in this sentence have the same meaning?
Conclusion: The meaning of the same word varies in different sentences and so does the gender.
Step 2 Reading and thinking
1). Pair work
Read the following sentences to distinguish the different meanings of the same word.
How much do you charge for repairing my CD player?
The frightened animal charged into the toy shop.
It usually takes one hour to get my call phone fully charged.
The man was charged for being irresponsible for the job in the court.
We gave her the charge of the house when we were away for holiday.
What is the charge for using the hall?
The guide conducted the tourists around the museum.
How well does this material conduct electricity or heat?
The concert on this Saturday evening will be conducted by a world famous conductor.
The teacher scolded him because of his bad conduct.
The manager conducted the business carefully.
He was surprise to see so many crosses marked in his Maths homework.
This fruit is a cross between an apple an d appear.
The river was too deep to cross.
The two main roads cross in the center of the town.
He crossed his name off the list.
2). Group work
Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.
Step 3 Imagination
Group work
Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.
Step 4 Compound words
Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:
Blackboard is compounded with two words:
Part 1= a kind of deep color Part 2= a piece of thin wood
Show the students the formulation: Part 1 + Part 2 = ?
1). Class work
The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.
Part 1= part of the body used when we talk Part 2= a round thing to play with
Part 1= water of ten degrees below zero Part 2= medicine to put on your skinPart 1= a liquid you need to make tea
Part 2= moving in snow with wooden thing tied to your shoes
2). Group work
Discuss to think of some some compound words in groups and then do the same game with the partners.
3) Class work
Have a competition about word guessing and see which team can give the most wonderful performance.
Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound
words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so
that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they
can find out which team have guessed more words than the others.
Step 5 Post-learning
Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.
Homework:
Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.
Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.
Period 6 Integrating skills
Learning Aims
1. Get the students to have reading extension for scientific experiments.
2. Enable students to write an argumentative essay by discussion.
Learning Procedures
Step 1 warming- up
(1). Class work
Daily report: A short play about the relationship between humans and animals.
Q: What do you learn from it?
(2). Class work
Enjoy some pictures about animals killed by humans:
Q: Why do people kill so many animals? Can it be avoided?
(3). Class work
Q: Why do scientists do experiments on animals?
What would often be the result? Can it be avoided?
Step 2 Reading
(1). Individual work
Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.
Q: How many questions are mentioned?
( Does animals testing work? Do people have the right to use animals?)
(2). Individual work
People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?
Prepare to make a short speech and speak it out.
(3). Group work
As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.
(4). Group work
It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.
Step 3 Writing
(1). Pair work
Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.
(2). Individual work
Read the tips carefully to check if you have the same idea.
Title
Choose a clear Pro or Contra animal testing title
Introduction
Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?
Second Paragraph: Arguments Pro
Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.
Third Paragraph: Arguments Contra
Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons
Conclusion
Write what we should do with animals experiments in the future and why.
(3). Individual work
Then Write down your answers to the questions listed in the form one by one.
Why are animals used in the experiments?
Are you on which side of them?
Which views do you agree with? Why?
Which views don’t you agree with? Why?
What other ways can you think of to solve the problem in the future?
(4). Individual work
Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.
(5). Class work
To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.
比較說明常用詞語：
similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…
對比說明常用詞語：
nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…
舉例常用詞語：
for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….
表示總結的常用詞語：
in a word, generally speaking, in my opinion, to sum up, on the whole ,
Homework:
Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.