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1、Unit 2 Crossing limits I．單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲Talk about exploring the world ▲Practise judging situations and making decisions ▲Review the predicate ▲Write a persuasive essay II．目標(biāo)語(yǔ)言 功 能 句 式 Expressions to judge situations and make decisions: a. Expressions used to judge

2、 situations: 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… b. Expression

3、s used to make decisions: 1. It’s hard to decide… however, 2. Take everything into consideration, I … 3. In spite of…, I still believe… 4. I am likely to think… because… 5. My choice will be… 詞 匯 1. 四會(huì)詞匯 evaluate, various, key, origin, equip, puzzle, wealthy, Asian, African, am

4、bassador, wander, motherland, existence, accurate, navy, treasure, command, royal, embassy, zebra, volunteer, radium, dam, suggest, accomplish, sickness, unable, sacred, refer, aircraft, arise, evidence, chairman, praise 2. 認(rèn)讀詞匯 Christopher Columbus, endeavor, Marco Polo, spice, Ceylon, Arab, west

5、ernmost, Roman, empire, rhinoceros, horn, Shanga, awareness, fleet, symbolic, sum, horizon, navigation, Korea, the Himalayas, Sherpa, Tibet, honesty, dedication, ideal, technological 3. 詞組 in the name of, in exchange for, set sail, in return, bring up, apart from, refer to, run out 4. 重點(diǎn)詞匯 va

6、rious, key, wealthy, accurate, wander, suggest, accomplish, arise, praise 語(yǔ) 法 Review the Predicate: 1. A team of scientists discovers an important ancient grave near the village of native people. 2. I was reading a book about Marco Polo when you called. 3. We can send robots equip

7、ped with cameras and other tools to do observations for us. 4. The world map was a great puzzle to people of early civilizations. 5. A small bronze statue of lion has been found in the Swahili town of Shanga. 重 點(diǎn) 句 子 1. Trade and curiosity have often formed the foundation for mank

8、ind’s greatest endeavor. 2. The Arabic contacts to the African coast led to the next meeting between black people and a Chinese. 3. The contacts between China and Africa over the centuries had led to the awareness of each other’s existence, but still no accurate maps of the countries around the I

9、ndian Ocean existed. 4. In the years between 1405 and 1433, seven large treasure fleets sailed westwards on voyages of trade and exploration. 5. The fleet made several expeditions before the exploration was stopped, probably for economic reasons. III.教材分析與教材重組 1． 教材分析 本單元的話題是Crossing limits，話題涉

10、及的歷史和地理知識(shí)龐雜，給學(xué)生理解文章帶來(lái)了較大難度。Pre-reading, Reading和Post-reading部分涉及了許多背景知識(shí)，這會(huì)給學(xué)生精讀文章帶來(lái)障礙。Warming Up, Listening和Integrating Skills部分涉及到Exploration話題的空間跨度很大，因此解決好中外、過(guò)去和現(xiàn)在Exploration的關(guān)系可以促進(jìn)學(xué)生理解話題——跨越極限。Speaking和Writing以判斷和勸誘為主題，旨在通過(guò)理解和學(xué)習(xí)話題，發(fā)展學(xué)生理解觀點(diǎn)和形成自主判斷，促進(jìn)學(xué)生的自主決策能力。 1．1 WARMING UP 以４位中外航海家的圖片為引線，引出了本單元

11、人物和話題。４個(gè)任務(wù)設(shè)計(jì)層層深入，首先由人物事跡逐漸導(dǎo)向單元話題——Exploration。最后一個(gè)任務(wù)把話題引向具體的單元話題的目標(biāo)語(yǔ)言。 1．2 LISTENING包括Pre-listening, While-listening和Post-listening三個(gè)部分。Pre-listening的目的是培養(yǎng)學(xué)生聽(tīng)前預(yù)測(cè)的能力，這就使得聽(tīng)的過(guò)程目的性很強(qiáng)。Post-listening的兩個(gè)任務(wù)設(shè)計(jì)各有側(cè)重，任務(wù)１強(qiáng)調(diào)對(duì)聽(tīng)力內(nèi)容的整體理解，任務(wù)２則側(cè)重對(duì)話題思想的理解，重在培養(yǎng)學(xué)生解決問(wèn)題的能力。整體上來(lái)看，Listening的設(shè)計(jì)旨在培養(yǎng)學(xué)生預(yù)測(cè)、選擇、判斷和深層加工信息的能力。 1．3

12、SPEAKING 部分包括三個(gè)Situations。三個(gè)Situations都是以科學(xué)發(fā)現(xiàn)和探測(cè)為主題，提出問(wèn)題情境，旨在培養(yǎng)學(xué)生對(duì)問(wèn)題情境的判斷能力和運(yùn)用語(yǔ)言解決問(wèn)題的能力。問(wèn)題的情境設(shè)計(jì)具有思辨性特征，學(xué)習(xí)者只有對(duì)問(wèn)題情境的深刻理解，才能做出準(zhǔn)確的判斷，在此基礎(chǔ)上形成決策。 1．4 READING部分包括Pre-reading, Reading 和Post-reading三個(gè)部分。 Pre-reading以Silk Road為主題，輸入背景知識(shí)，促進(jìn)學(xué)生對(duì)Reading的深刻理解。Reading講述了海上絲綢之路開(kāi)辟的背景、發(fā)展和繁榮，文章的后半部分重點(diǎn)記敘了鄭和下西洋的過(guò)程和意義。Re

13、ading的主題內(nèi)容明確，此主題是培養(yǎng)學(xué)生民族自豪感的好材料。Reading的語(yǔ)言材料不難，但是由于文章所記敘的內(nèi)容時(shí)間跨度很大，關(guān)系略顯復(fù)雜，學(xué)生不易把握文章的結(jié)構(gòu)。教學(xué)中處理好背景知識(shí)輸入和讀懂文章整體結(jié)構(gòu)的任務(wù)設(shè)計(jì)，就基本可以很好地完成教學(xué)任務(wù)。Post-reading是對(duì)Reading內(nèi)容的熟練和主題的拓展，最后一個(gè)任務(wù)升華了主題。這些任務(wù)設(shè)計(jì)都要求學(xué)生跨越段落尋找信息，因此教學(xué)設(shè)計(jì)中要適當(dāng)補(bǔ)充和重新設(shè)計(jì)Tasks，以使得大多數(shù)學(xué)生都能讀透文章。 1．5 LANGUAGE STUDY 分詞匯和語(yǔ)法兩部分。其中，Word study的前兩個(gè)練習(xí)序列性很強(qiáng)，兩個(gè)練習(xí)設(shè)計(jì)注重詞性拓展和運(yùn)用

14、。任務(wù)中基本涉及到本單元重點(diǎn)詞匯和常見(jiàn)詞匯，但是對(duì)學(xué)生而言，僅依靠這樣兩個(gè)任務(wù)設(shè)計(jì)是不能夠達(dá)到熟練的目的，因此應(yīng)該適當(dāng)?shù)脑贖omework或者Integrating Skills部分運(yùn)用恰當(dāng)?shù)娜蝿?wù)設(shè)計(jì)來(lái)達(dá)到使學(xué)生能夠熟練運(yùn)用這些詞匯的目標(biāo)。Word Study的第三個(gè)練習(xí)訓(xùn)練學(xué)生在語(yǔ)境中運(yùn)用詞匯的能力，材料內(nèi)容補(bǔ)充了本單元話題的背景知識(shí)。Word Study基本上呈現(xiàn)出了本單元的重點(diǎn)詞匯，任務(wù)形式以訓(xùn)練為載體，強(qiáng)調(diào)了語(yǔ)言知識(shí)的運(yùn)用能力，因此教學(xué)中要細(xì)處理。Grammar 則分成兩個(gè)Parts. Part 1要求學(xué)生要學(xué)會(huì)識(shí)別和判斷Predicate；Part２強(qiáng)調(diào)了Predicate在語(yǔ)篇中的

15、運(yùn)用。由于是復(fù)習(xí)內(nèi)容，所以兩個(gè)Task的內(nèi)容設(shè)計(jì)顯得簡(jiǎn)單，可以適當(dāng)補(bǔ)充一些Tasks來(lái)強(qiáng)化學(xué)生在寫作過(guò)程中準(zhǔn)確運(yùn)用Predicate的能力。 1．6 INTEGRATING SKILLS分為2部分：Reading 和Writing。Reading記敘了中外Pioneers爬越珠穆朗瑪峰的過(guò)程，文章的語(yǔ)言內(nèi)容不難，不會(huì)對(duì)學(xué)生構(gòu)成整體的閱讀障礙，但文章中涉及到的一些細(xì)節(jié)知識(shí)需要學(xué)生細(xì)讀才能準(zhǔn)確把握，因此可利用本篇閱讀材料重點(diǎn)培養(yǎng)學(xué)生細(xì)節(jié)理解能力。閱讀材料后的四個(gè)任務(wù)設(shè)計(jì)都是圍繞細(xì)節(jié)理解展開(kāi)，任務(wù)設(shè)計(jì)采用口頭回答和Paraphrasing的形式，目的是訓(xùn)練學(xué)生的口頭表達(dá)能力。Writing部分的內(nèi)

16、容以閱讀材料為背景，以爬山是否應(yīng)該帶氧氣為主題形成討論，分為兩種觀點(diǎn)。題目設(shè)計(jì)同前面Speaking話題相同，訓(xùn)練學(xué)生的思維辨析能力，提高其運(yùn)用筆頭形式表達(dá)觀點(diǎn)的能力。寫作要求學(xué)生要拓展話題，了解更多的Mountain-climbing事實(shí)或?qū)嵗齺?lái)支持觀點(diǎn)。因此寫好文章的關(guān)鍵重在于事例和事實(shí)的采集、整理和分析。 1．7 Tips的主題內(nèi)容是閱讀指導(dǎo)，指導(dǎo)學(xué)生對(duì)于不同文體和主題的閱讀材料要選用不同的閱讀方法。閱讀策略訓(xùn)練一直都是閱讀指導(dǎo)的重點(diǎn)，因此可選用報(bào)刊選載、小說(shuō)和科技說(shuō)明文來(lái)指導(dǎo)學(xué)生利用Tips的建議閱讀，強(qiáng)化閱讀策略訓(xùn)練。 1．8 Checkpoint 2是本單元語(yǔ)言知識(shí)的反饋和強(qiáng)化

17、。分為謂語(yǔ)形式和單元話題詞匯與句式復(fù)習(xí)兩個(gè)部分，此項(xiàng)內(nèi)容可以作為反饋練習(xí)來(lái)強(qiáng)化單元知識(shí)。 2． 教材重組 2．1 教材的Warming Up和Listening兩部分內(nèi)容相關(guān)性很大，Warming Up的材料不僅可以導(dǎo)出單元話題，而且可以利用Warming Up的內(nèi)容為L(zhǎng)istening鋪墊必要的語(yǔ)言準(zhǔn)備。Workbook部分的Listening practice可以被用來(lái)補(bǔ)充更多的單元信息和訓(xùn)練學(xué)生的聽(tīng)力能力。因此可以整合這3部分內(nèi)容，上一節(jié)聽(tīng)力課。 2．2 Speaking的內(nèi)容以Exploration為題，重在培養(yǎng)學(xué)生運(yùn)用思維辨析、判斷和決策的能力，組織語(yǔ)言材料的難度較大。但可

18、以借助Warming Up的內(nèi)容和聽(tīng)力材料為輔助材料，運(yùn)用Mind-Map教學(xué)策略來(lái)幫助學(xué)生收集材料，降低難度，上一節(jié)口語(yǔ)課。 2．3 Pre-reading, Reading和Post-Reading三個(gè)教學(xué)環(huán)節(jié)序列性很強(qiáng)，互為補(bǔ)充。Integrating Skills的Talking部分同教材Reading部分內(nèi)容有很大相關(guān)性，整合這4個(gè)環(huán)節(jié)，可以設(shè)計(jì)一節(jié)文化背景輸入→閱讀→讀后反思→讀后討論的流線形精讀課。 2．4 LANGUAGE STUDY重在語(yǔ)言知識(shí)復(fù)習(xí)和強(qiáng)化，教學(xué)中通過(guò)合理設(shè)計(jì)任務(wù)，分類組合，設(shè)計(jì)一節(jié)以語(yǔ)言訓(xùn)練為載體的語(yǔ)言知識(shí)學(xué)習(xí)課。 2．5 INTEGRATING SKI

19、LLS 的Reading的內(nèi)容相對(duì)簡(jiǎn)單，但是在單元教學(xué)中作用很大。其內(nèi)容不僅是對(duì)單元話題的拓展，也是對(duì)后面寫作內(nèi)容的鋪墊。通過(guò)精處理，拓展話題理解，訓(xùn)練語(yǔ)言知識(shí)，就可以起到承前啟后的作用。 2．6 INTEGRATING SKILLS 部分的寫作設(shè)計(jì)是對(duì)單元話題的總結(jié)。語(yǔ)言的輸出方式以Essay載體，以單元主題為話題，既呼應(yīng)了SPEAKING，又升華了主題。 2．7 Work book 的Integrating Skills分為Reading和Writing兩部分內(nèi)容，Reading的內(nèi)容同教材部分Reading的內(nèi)容的文章結(jié)構(gòu)有相似之處，都是對(duì)歷史事件和歷史人物的記敘和評(píng)價(jià)；Writin

20、g以Essay writing 為主題，呼應(yīng)教材Speaking和Writing部分。因此可以這兩部分為載體，上一節(jié)綜合實(shí)踐課來(lái)強(qiáng)化本單元讀寫技能的實(shí)踐運(yùn)用。 3． 課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用7課時(shí)教完） 1st Period Listening 2nd Period Speaking 3rd Period Reading 4th Period Language study 5th Period Extensive reading 6th Period Writing 7th Period Integrat

21、ing skills IV.分課時(shí)教案 The First Period Listening Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 重點(diǎn)詞匯和短語(yǔ) explore, exploration, discover, discovery, face risks, face challenges, modern means, equipment 2. Ability goals 能力目標(biāo) Enable students to learn that exploring in the past and present

22、are quite different. 3. Learning ability goals 學(xué)能目標(biāo) Enable students to learn how to compare between the past and present exploring. Teaching important points 教學(xué)重點(diǎn) Enable students to fully understand the “problem-solution” part in Warming Up and Listening materials. Teaching difficult points 教

23、學(xué)難點(diǎn) By training listening strategies of prediction and doing shorthand, enable students to form a good habit of listening. Teaching methods 教學(xué)方法 1. Team work learning 2. Task-based learning Teaching aids 教具準(zhǔn)備 A projector and some slides Teaching procedures & ways 教學(xué)過(guò)程與方式 Step I Revision (G

24、ive reading materials before class) T: First, let’s check your homework to see how well you have prepared for the class. Now please do the quiz. Quiz: 1. Who was the first person that mapped the Indian coast? 2. Who was the first person that discovered the “New World”? 3. Why did Abel Tasman s

25、ail along the coast of Australia and many islands in the Pacific Ocean? 4. What was James Cook’s purpose of his voyage? Key: Zheng He Columbus Tasman was to answer questions about the nature of the geography of Pacific Ocean regions during his exploration. Cook was chosen by the Royal Society

26、 of London to undertake a scientific journey to Tahiti to observe and document the event as the planet Venus passed between the earth and the sun. His secret task was to find new landmasses in the south. StepⅡ Warming Up Task one: World map exploration T: Look at the map and tell me how many co

27、ntinents there are in the world. What are they? Show a world map through slide. S: There are seven continents in the world. They are Asia, Africa, Europe, Oceania, North America, South America and Antarctic. T: Observe the map carefully and find their separate positions. Tell me which ocean se

28、parates Asia from Oceania, and which separates Europe from America. Then tell me which oceans we have to cross if we take the shortest route from China to the east coast of Africa by sea. S: The Pacific Ocean separates Asia from Oceania and the Atlantic Ocean separates Europe from America. We have

29、to cross the Pacific Ocean and the Indian Ocean. Task two: Discuss and answer T: Work in pairs and discuss the following question? Question: What were the dangers and challenges that explorers had to face in the past while exploring the world? You can find answers in your reference handout or re

30、call them from your memory. S: There were a lot of dangers that made their exploration difficult. First, they had to struggle against big storms, icebergs and great rocks that lie unnoticed in the sea. Second, they may easily get ill without fresh vegetables on board. Third, they had to fight again

31、st pirates and unfriendly natives. Task three: List words and expressions T: Since we have known a lot about exploration at sea, now please recall the words and expressions we just used in talking about exploration. You can also think out these words and expression by using mind-map strategy. Stu

32、dents recall the words by using mind-map strategy and make the following list. Item Language Words with the meaning exploration and discovery Make a discovery, expedition, explore the unknown, exploration Purposes and experiences in the course of an expedition Do scientific research,

33、map the coast, find a new landmass, discover an island, hit a rock, meet with storms, fight against the natives, land, hide in a harbor Transport and communication set out for, set sail for, on board, by sea, on deck, by radio, by flag language, by telephone Step III Pre-listening Task one:

34、Prediction T: Now we are going to hear an interview between a reporter and a professor about exploring in the past and at present. Before listening, please think what sort of questions the reporter will ask and list at least three questions. S: He may ask the following three questions. 1. What com

35、municating tools did they use in the past? 2. How did they store enough fresh water? 3. How did they deal with sickness in the course of exploration in the past? T: If the reporter raises the above questions, what examples will the professor give to answer the questions? S: He may give an example

36、of a great explorer and explain the questions. Task two: Question and answer T: What modern means can explorers make use of today? S: They can send messages by radio and take pictures with advanced cameras in space travel. They can also use robots and other advanced equipment to accomplish some d

37、angerous tasks. Step IV While-Listening Task one: Listen for the first time and fill in the chart T: In the tape you are going to hear the differences of communication and transport used in the past and at present. Listen to the tape and fill the chart of exercise 2 on page 11. Students listen

38、and do the excercise. Task two: Do shorthand T: Listen to the tape for the second time and fill in the chart below. Before that you had better read the questions of exercise 3 carefully. Students listen to the tape and do shorthand. Risks in the past Solutions for modern explorers having no

39、map Similarities between the past expeditions and trips to Mars Step V Post-listening Task one: Discussion T: Exploration means advancement. It was Armstrong’s first step on the moon that enables people to know what the real moon is like. Meanwhile, explorations are not without dangers and c

40、hallenges. Recall your early experiences or choose one topic from the teacher’s list to discuss what dangers or difficulties you may have in the course of exploration. Work in groups of four and list all the possible dangers or difficulties. After that, please find out possible solutions to the prob

41、lems. Teacher’s list: Situations Exploring an uninhabited (無(wú)人居住的) island Going through a cave Discover a special plant Students discuss in groups and try to find out possible solutions. S: Take exploring an uninhabited island as an example, we may meet the following dangers and difficult

42、ies and we have found out possible solutions to them, as is shown in the below. Dangers and difficulties Solutions We may meet with big waves on the voyage Prepare a boat strong enough and listen to weather forecast before hand We may get lost in the island Take a compass and make marks along

43、 the way We may find it difficult to make meals Prepare enough food and fresh water and take some matches We may be attacked by the snakes Prepare a safe sleeping bag and some medicines Step Ⅵ Listening practice Task one: Choose the best answers T: Listen to the tape for the first time and

44、do exercise 2 on page 153. Students go through the requirement before listening and listen to get the answers. Task two: Listen and answer questions T: Listen to the tape for the second time and do exercise 3 on page 153. Students go through the requirement before listening and find answers to t

45、he questions. Step VII Homework Task one: Use the following words to make short phrases (eg: evaluate—evaluate the situation) Words and expressions: evaluate, various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available Task two:

46、Interview some of your classmates and find out if they would like to take part in “A Trip to an Uninhabited Small Island”. Then write a small passage showing different opinions and their reasons. At the end of the passage, you should express your own reason and opinion. Sample key: Yesterday I m

47、ade a survey among my classmates to see if they would like to take part in a trip to an uninhabited island. Their opinions are divided. About 60% of the students agree to take apart in the exploration. Some believe that exploration will build up their courage. Some girls think the exploration wil

48、l make their experience richer. And most students are curious about it and take it a good chance to test their ability of independence. About 40% of students disagree with the idea. The main reason is that it is too dangerous. The rest of the students take no interest in such activities. From

49、my point of view, I think life means to experience. And we can be more independent only when we take a positive attitude towards everything. Therefore, I will take part in it. The Second Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) evaluate, various, make a deci

50、sion, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available b. 交際用語(yǔ) Expressions used to express opinions: From my understanding, I find it possible that… In my opinion, nobody has the right to… For the sake of…, I believe… In respect for…, we shou

51、ld… Everything has two sides, but I … By no means should we … From my point of view, … 2. Ability goals能力目標(biāo) a. Enable students to properly express ideas and opinions. b. Enable students to collect facts or examples to support their opinions. 3. Learning ability goals學(xué)能目標(biāo) Teach students le

52、arn how to express their opinions and ideas in daily life. Teaching important points 教學(xué)重點(diǎn) Learn to collect enough information for speaking by brainstorming. Teaching difficult points 教學(xué)難點(diǎn) How to prepare for a debate. Teaching methods 教學(xué)方法 Task-based learning Debating strategy Co-operative

53、learning Teaching aids 教具準(zhǔn)備 A projector and some slides Teaching procedures & ways 教學(xué)過(guò)程與方式 Step I Revision Task one: Read and review the words and expressions T: First let’s check your homework and read the following phrases. evaluate the situation, various solutions, make a decision, in th

54、e name of the Chinese emperor, solve the energy problem, be rich in all kinds of resources, take possession of the land, damage the relic, disturb the sleeping child, everything is available Students read and consolidate the words and expressions. Step II Lead-in Task one: Get familiar with the t

55、opic T: Read the third topic of Speaking on page 11 and find what is talked about in the situation. Students read the third situation carefully and find the topic. S: The topic should be: Can We Use Robots to Take the Place of Human Beings? Step III Language preparation Task one: Collect inform

56、ation (brainstorm) T: After knowing what the topic is, let’s find enough information to carry out our talk on the topic. Now please look at these questions and show your opinions. Questions: 1. Can robots do all the jobs that human beings can do? 2. Can human beings live like robot on the planet

57、 of the Mars? 3. Why didn’t the scientists of the USA send robots instead of Armstrong and his two co-workers to the moon? 4. What possible dangers will human beings meet on the Mars? 5. Is the sacrifice worth doing for the sake of scientific advancement? 6. Are there any space disasters that yo

58、u have known? Sample keys: 1. No. Robot can not completely replace the work of human beings. 2. No. Human beings can only live in certain environment with air, water and proper weather, while robots can live in extreme conditions. 3. Because robots couldn’t meet the requirements of scientist at

59、that time. 4. Lack of air and the weather is extremely cold or hot on the surface of the Mars. (All of these may endanger people’s lives.) 5. Science means sacrifice, so it is worth doing for the advancement of science. 6. Russian spaceship crashed and killed several astronauts. Task Two: Presen

60、t opinions T: Work in groups (four in one). Each student presents your opinions to the other three. You are required to use the 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

61、 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… Students express their opinions to their group members. Task Three: List examples or facts T: Work in pairs and list your reasons to support your opinions. You

62、can do the practice following the sample below. Sample: In my opinion, robot can not replace human’s work because of the following reasons. First, … Second, … Third, … Step IV Discussion and oral practice Task one: Discussion T: Work in groups again (four in one). The group leader counts the po

63、sitive and negative opinions in your group. Then the whole group vote to decide to take only one opinion as your group’s opinion (positive or negative). Students work in groups and make a decision. Task two: Collect information T: Work in groups and try to collect enough information for a debate.

64、 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 T: 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 negati

65、ve stand. Those who take the positive stand will be in group A. And those who take negative stand will be in group B. Next you should take the following process to do the debate. Look at the chart below and see what the whole process is. Process Ⅰ 1. Each group chooses a representative and a secta

66、ry to do shorthand. 2. The representative from group A (positive group) presents the entire group’s opinions and reasons.（each student is limited to 1 minute） 3. The representative from group B (negative group) presents the entire group’s opinions and reasons.（each student is limited to 1 minute） Students do presentation by following the process above. Task two: Debate T: Two groups debate with each other by using the examples and facts you have collected just now. But each debater has to b