1、第 1 页 共 3 页 Book 3 Unit 3 The world online Project Holding a debate about bringing mobile phones to school 一、一、教学目标教学目标 By the end of this section, students will be able to: 1. explore the advantages and disadvantages of bringing mobile phones to school; 2. know the rules of debate and different rol
2、es involved in a debate; 3. have a debate about whether students should be allowed to bring mobile phones to school; 4. evaluate and comment on each speakers performance. 二、二、教学重难点教学重难点 1. To explore the advantages and disadvantages of bringing mobile phones to school; 2. To have a debate about whet
3、her students should be allowed to bring mobile phones to school. 三、三、教学过程教学过程 步步 骤骤 教学活动教学活动 设计意图设计意图 互动时间互动时间/ /模式模式 Preparation Step 1 The teacher has students brainstorm together about the advantages and disadvantages of bringing mobile phones to school. 激活学生与“bringing mobile phones to school”话 题
4、相关的信息知识储备以 及语言知识储备， 为辩论扫 除明显的信息及语言障碍。 5 Class work Step 2 The teacher has students get to understand how a debate is organized by introducing the following procedure. 激活学生进行辩论所 必需的形式和流程知识储 备， 让学生知晓辩论的基本 形式和流程。 3 Group Work Step 3 The teacher has students work in groups of four and choose the “for” o
5、r “against” side of the 为使辩论顺利进行， 各 小组必须明确项目任务及 5 Group Work 第 2 页 共 3 页 debate about bringing mobile phones to school. Have students work in groups of four and do some research or interview teachers and schoolmates to collect information for their arguments. 组内每个成员的分工； 通过 讨论让学生明确自己的立 场和观点。 Implemen
6、tation & Evaluation Step 4 The teacher has students practice using the expressions introducing arguments and arguing against previous opposition speakers in Part B on Page 41. 1. How will the lead speaker introduce the topic and put forward arguments? 2. How will the second speaker argue against pre
7、vious opposition speaker and introduce new argument? 3. How will the third speaker argue against previous opposition speakers and build on key arguments? 4. How will the summary speaker summarize key arguments and conclude the debate? 通过全班学生对携带 手机上学利弊的讨论， 对涉 及辩论的相关句型的学习 和使用， 为他们接下来要进 行的辩论提供进一步的素 材及语
8、言支撑。 8 Group Work Step 5 The teacher has one group from the “for” side and another group from the “against” side come to the stage and debate “whether students should be allowed to bring mobile phones to school”. The teacher has all the students cast their votes on which side is the winning group. 在
9、全班展示之前， 请学 生示范展示， 为正式辩论提 供示例。 教师可针对范例中 出现的问题及时提醒， 并加 以纠正。 5 Group Work Step 6 The teacher has more groups from both sides come to the stage and debate whether students 在辩论展示环节， 学生 将相互合作、 整合性地运用 15 Group Work 第 3 页 共 3 页 should be allowed to bring mobile phones to school. The teacher has the whole cl
10、ass cast their votes on which sides are the winning groups. 所学语言知识和辩论知识， 创造性地表达观点， 提供强 有力的论据，完成辩论。 提升学生的合作意识、 组织能力、思辨能力、语言 表达能力。 通过对他组的过 程性评价， 培养学生独立思 考、 懂得倾听和欣赏他人的 品质。 Step 7 The teacher makes comments on the performances of each group. 教师点评帮助学生认 清自己的学习状况， 实现知 识的内化。 2 Class work Homework Write an essay after class on whether students should be allowed to bring mobile phones to school. 2
