1、牛津高中英语教学设计教材：牛津高中英语(模块五)高二上学期文档内容：教学设计教案单元：Unit 3 Science and nature板块：Project作 者：贺惠芬Thoughts on the design:本节主要目标是让学生学会如何辩论，要对从辩论题目的确定到最终辩论的呈现的每一步进行简单而又有效的指导。由于Project部分有两篇阅读文章，内容上有一定的难度，且第二篇文章对学生来说是本单元的一个全新的内容，因此，基于学生对于新授知识的接受过程和思维的顺序性，教学过程中以如何准备一个辩论作为主要线索，把第58页的内容作为整体教学的一个有机部分穿插其中，帮助学生学会如何使用素材。通过
2、头脑风暴、小组讨论、以及辩论片段展示等手段让学生充分感受到真正的辩论是怎样的，当场运用课本58页的内容进行迷你辩论，让学生亲身感受辩论是怎样的和应该注意什么问题。最后再给出任务，让学生以课本59页的内容即转基因食品带来的是希望还是危险让学生在课后查询资料，给学生充足的时间进行课后准备，并进行课堂辩论以检验学习效果。当学生从中获益时他们下次进行类似活动的积极性会更高。Teaching aims: After learning Project, students will be able to 1. search for relative information 2. come up with g
3、ood points by reasonably dealing with the information3. argue and argue against4. take nature more seriously5. learn the importance and necessity of cooperatingTeaching procedures: Step 1 Lead in (PPT4)1. Briefly review the previous lessons about cloning. 2. Relate them to the theme of the unitScien
4、ce and nature. Lead students to think about the relationship between them. Tell students: How far science can go depends on humans. Science is the tool of humans against nature. 3. There has been much argument about the relationship between man and nature. - concept of “DEBATE”. 经过前面几个课时的学习，学生对于自然与科
5、学的关系一定已经有了更深的感悟。而人是科学的核心，由这一点引入人与自然的话题。如果说科学对于学生来说可能有一点专业比较难表达的话，把话题引导人和自然的关系就与学生很贴近，能表达的内容也很丰富。无论学生表达的怎么样，都可以通过表扬或鼓励的方式很快转到本节课的主要任务：辩论。Step 2 About debate (PPT5-8)1. Definition. A debate is a formal argument or discussion of a question eg. at a public meeting or in Parliament, with two or more oppo
6、sing speakers, and often ending in a vote. 2. Why having a debate. Through having a debate, students can learn to think more thoroughly about one issue and will be clearer about it. Of course students speaking ability will be improved greatly, etc.3. To have a debate, what preparations should be mad
7、e? 这一步不仅要让学生明白辩论需要至少两方对立的观点，而且还要让学生产生对辩论的兴趣和动力。学生或多或少对辩论有点了解，因此让他们利用已有的知识积累来推进课堂的进展是很有好处的。让学生展示已有的知识是对他们的肯定，也是对其他同学的激励。Step 3 Guidance on procedures (PPT9-13)1. Planning1) Grouping. Divide the whole class into 12 groups.2) Topic: man and nature 3) Information searching. Where to find information. By
8、 interviewing or reading. eg. (brainstorming) What have humans do to benefit of harm nature?4) Sample reading. Read the article on page 58.2. PreparingHow to deal with the information? 1) Make a list of the points that your group comes up with. Ask students to make a list of how human development ha
9、s harmed nature according to P58.2) Make a list of the points that you think the opposite members will think of and get ready to argue back. Ask students to make a list of how nature has held back the development of humans.3) Ask student to have a discussion with their group members and make a list
10、of their points. The more, the better. 4) Ask students to decide what information to start their debate. Usually the opening debate comes as a short speech, stating clearly their position.5) Oral reports.3. Producing1) Play a short video to show what a real debate is like and what students should pa
11、y attention to while doing a debate such as manners, points and voices.2) Ask students to practice their debate after class and get prepared before coming back.4. Presenting/ debateA 5-minute debate on the theme of man and nature to see if students have known what to do and how to do.一般来说每个班会有50人左右，
12、分成12组则每组4至5人，保证每个学生都能发挥作用。书本第58页的内容正好作为辅助材料帮助指导学生如何取舍材料、罗列观点。在学生小组讨论过他们的观点后，播放一段辩论赛的录像，可以让学生观察一下辩手是如何表现的，需要在辩论过程中注意什么，不需要老师多说学生自然可以体会的到，这就避免学生做无用功。用4-5分钟的时间让学生进行迷你辩论，小试牛刀。Step 4 Homework (PPT14)1. Read the passage on page 59 about GM food2. Collect as much information as possible about GM food.3. Make a pro and anti list, prepared for a coming debate.要求学生课后对一个并不熟悉的话题查找资料，为真正的辩论做好准备，这是对于课堂知识的运用，也是巩固。