②Which paragraphs of the passage are the deions of thestudy？
③Which paragraphs of the passage present the result of the study？
④ What does D r.M cClearn m ean in the last paragraph？
⑤ Use asentence to sum up the research by D r.M cClearn and hiscolleagues and the result of this research.
该部分的目的之一是巩固学生对该类研究文章的阅读技巧，使他们进一步熟悉该类文章的写作特点，为今后该类文章的阅读奠定良好的基础。二是学会概括所读学术文章的研究及研究结果，同时也为下面的辩论和写作做好准备。
（2）Reading m aterial two ：
Q1.What are som e of the results produced by the study of heredityas m entioned in the passage？
Q2.What are the two view sheld by hereditarians？
Q3.How are these two view sclosely connected？
Q4.Can you think of som eother linking words or expressions toreplace “Further”？
Q5.How does the writer quote （引用） Galton's views to supportthe view of hereditarianism？
Q6.What is the opposite view of hereditarianism？
Q7.How is this paragraph connected with the previous paragraphs？
Q8.What are som eof the other linking words or expressions thatw ecan use here？
Q9.Whose views or theories are used to support behaviorists orsocial determ inists？
Q10.What words are used to quote L ocke’s and Waston’s theory？
问题1可以巩固学生阅读学术文章的技巧，问题3和问题7是为了让学生注意到两个连接手段（Further，On the opposite side...），问题4和问题8 让学生有机会复习学过的类似的连接词，为写作中连接词的运用奠定基础。问题5和问题10旨在让学生熟悉一些用来引述别人的观点或研究成果的用语（如：note，believe，state，assume，argue，claim等），为写作中语言的运用做好准备。
2.Where can we possibly get these supplem entary reading materials？
3.Dem onstrate the processes of locating the two passages on theInternet and encourage them to surf the Internet to get necessary information after class.
利用互联网获得更广泛的英语信息是英语学习策略之一，也是一种技能。演示信息查询的过程并鼓励他们课后自己去尝试可使学生形成利用网络等资源查找特定信息、拓展所学知识的意识和能力。
Step4：Debate （10minutes）
1.Organize students in two big groups to debate.
What determ ines the developm ent of hum an “intelligence”，heredity（genetics） or environm ent？
2. Within the two big groups， students are again divided intosm aller groups （four students ina group ）. Each group will be giventhree m inutes to prepare.Then som estudents are asked to debate.Theyare encouraged to use what they have learnt to support their points.
辩题与课文及补充阅读材料紧密相关，这有利于学生利用所学的知识综合运用英语。在四人小组讨论中，学生可以复习、深加工语言输入材料，启发思维，集思广益，同时也可以培养他们的合作精神。在辩论中，学生代表的发言为书面写作提供要点、遣词造句与谋篇布局的思路。
3.Sum up students’argum ents in atable.
小结学生辩论的结果可以为学生写作任务的顺利完成构建一个整体的框架，提供一些必需的写作要点。这符合高考对作文难度的要求。
Step5：Writing （4minutes）
1.Suppose you are asked tow rite to an English new spaper or m aga‐zine to introduce today’s debate objectively.U se the table on the screento help you.
2.How can we join the tw o opposing views of our debate in ourw riting？
3.What expressions can we use to link our supporting points？
4.When we want to quote （use） others’ views or research resultsto support us，what words can we use？
5.Write the letter and you may begin with the follow ing sentence：
Iam writing to tellyou about the debate we’ve had about whether itis heredity or environm ent that determ ines the developm ent of hum anintelligence...
设计写作任务：为一家英语报社或杂志社写一封信，客观地介绍辩论的情况。这可增加任务的真实性，提高学生的写作积极性。学生写之前再次简单地回顾写作中可能用到的连接词和语词，这样可以提高学生作文的连贯性和准确性。
Step6：Hom ew ork
1.Finish writing the letter and hand it in today.
2.Finish reading tw o reading com prehension passages from 2004and2005NMETpapers.
把写作任务延伸到课外，一是可以实现课内学习向课外自主学习过渡（学有余力的学生能有机会自己上网查找、阅读更多的相关信息，学习能力弱的同学也有机会复习所学的内容，从而更好地完成写作任务）。二是可以实现课内的读、说综合语言运用向课外读、写综合语言运用过渡。
课外作业把语言知识的巩固、阅读和写作技能的培养以及学习策略的运用有机地结合起来，有利于学生综合语言能力的发展。作业还安排了阅读理解训练，所选的两篇文章为高考全国卷2004年的E 篇和2005年的D 篇，让学生明白科研文章的读写能力是他们应该掌握的英语素养之一。
这样，学生就会认识到课外作业的现实价值和意义，更认真主动地去完成，从而更有效地达到本节课的教学目标。
附录：
1.课前补充阅读材料一
Role of Genes in Shaping Intelligence Is Lifelong，Study SaysBy M alcolm W.B row ne
（N.Y.T im es，June 6，1997）
Psychologists have long assum ed that the relative im portance ofgenes in shaping a person's intelligence declines over the years，becausethe other determ inant of intelligence，experience，increases asa personages.
Buta new study of 240pairs of tw ins，all older than 80，dem onstratesthat genes are just as im portant for cognitive function in old peopleas they are in m iddle‐age adults.
The investigation，which is being published Friday in the journal Science，found that the genetic contribution to an old person sintellect isabout 50percent，the balance being attributable to education，stress exposure，occupation，socioeconom ic status，geography，nutrition，diseaseand all the other environm ental factors that shape life.
The two‐year study was carried out bya team of Sw edish，Britishand Am erican scientists under the leadership of Dr. G erald E. Mc‐Clearn，director of the Center for Developm ental and H ealth Genetics atP ennsylvania State University，under a grant from the National Instituteon Aging.
Dr.McClearn and his collaborators at the University College ofH ealth Services in Jonkoping， Sw eden， the Karolinska Institute in Stockholm，the Institute of Psychiatry in London and Penn State chosetheir subjects from the Sw edish Tw in Registry.
Of the240pairs，110were of identical tw ins and 130w ere fraternal（兄弟的） same－sex pairs，whose genes w ere only as sim ilar to eachother as those of ordinary siblings.A llthe tw ins were born before WorldW arI，and their average age w as 83.
Each tw in in every pair was individually tested bya different nurseand was subjected toa dem anding 90‐minute battery of exam inationsaim ed at measuring not only generalintelligence，but also specific cognitiveabilities.
Those included tests of how long it took to com plete various cognitivetasks，synonym matching，manipulation of colored cubes to m atchpatterns presented on cards，identifying like and unlike figures，mem orizingstrings of num bers and recognizing pictures that had been show nearlier.
