Unit 16 Scientists at work
浙江省宁波市鄞州正始中学 王 勇
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
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science and scientists。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。
Warming up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Maglev train, cloning, nuclear energy, computer 与 space flight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Lighting and electricity are the same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。
Language Study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。
Integrating skills 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’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…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’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
（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。
（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argumentative essay的写作。
2．难点
（1）.如何有效的让学生就given topic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-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）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：Warming up & Listening （1课时）， Speaking (1课时) ，Reading (2课时)， Grammar (1课时)， Integrating skills（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。
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 skin
Part 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.
比较说明常用词语：
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…
对比说明常用词语：
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…
举例常用词语：
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….
表示总结的常用词语：
in a word, generally speaking, in my opinion, to sum up, on the whole ,
Homework:
Task 1. 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.
Task 2. Fill in the assessment form below:
Self-assessment
Learner log for unit 16 Class Name No:
In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below?
1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable
Skills Comfort level
Talk about science and scientists 1 2 3 4 General assessment
Learn how to give instructions 1 2 3 4
Study some rules of word formation 1 2 3 4
Use new words and expressions 1 2 3 4
Learn to write an argumentative essay 1 2 3 4
Reflection
What is the most important thing you have learned in this unit?
What do you think you did best in this unit?
What do you find the most difficult in this unit?
Where do you see the best improvement?
Where do you need to work hard?
Group assessment
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