following phrases in the box below.
1. From my understanding, I find it possible that….
2. In my opinion, nobody has the right to….
3. For the sake of …, I believe…
4. In respect for …, we should…
5. Everything has two sides, but I ….
6. By no means should we sacrifice people’s life in the name of science….
Sample: In my opinion, robots should not replace human’s work because of the following reasons. First,…Second,…Third,…
Step Ⅳ Discussion
Task one Discussion
Work in groups again. The group leader counts the positive and negative opinions in your group.
Then the whole group vote to take only one opinion as your group’s opinion.
Task two Collect information
Work in groups and try to collect enough information for a debate. You had better list as many
examples as possible. Students work together as a team to collect enough information for a debate.
Step Ⅴ Debate
Task one Presentation
Now the whole class will be divided into two large groups. One is to take the positive stand and the
other is to take the negative stand. Those who take the positive stand will be in group A. And those
who take the negative stand will be in Group B. Each group chooses a representative and a secretary
to do shorthand.
Task two Debate
Two groups debate with each other by using the examples and facts you have collected just now.
but each debater has to be brief and come to the point.
Task three Conclusion
Each group chooses a person to make a conclusion speech.
Step Ⅵ Homework
1. Preview the following words:
curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe,
command, renew, expedition
2. Read the handout and remember as much background information of Reading as possible.
The Third & Fourth Periods Reading
Teaching goals:
1. Words and expressions:
Curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe,
command, renew, expedition.
2. Enable the students to know Chinese contribution to world exploration in the 15th century.
3. Develop the students’ ability of basic reading strategies of bottom-up and top-down.
Students will understand the great contribution Zheng He had made to the world, thus they may take
these national heroes as example and follow them.
Teaching important points:
the explorers’ great contribution to world trade and economy.
Teaching difficult points:
Guide the students to pick out the main clue of the passage and the development method of the text.
Teaching methods:
team-work learning; task-based learning.
Teaching aids:
a projector and some slides.
Teaching procedures:
Step Ⅰ Revision
Check the homework exercises.
Step Ⅱ Lead-in
Task: Know about great explorers
Please look at the quiz and tick true or false after your reading.
1. Zheng He was a great explorer of the Ming Dynasty. His expedition to the Indian Ocean was 87
years later than Columbus’s exploration to the Atlantic Ocean. (F)
2. Zheng He’s purpose of expedition was to make trade and show friendship to other lands while Columbus was
to seek treasure. (T)
3. Marco Polo traveled from Italy to China and they stayed in the Ming court for a long time. After
that, they wrote stories about their travels in the Far East. Europeans were so inspired by Marco
Polo’s accounts that they began searching for sea routes to China, Japan, and the East India.
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