必修五英語Module 5 Unit 3 Life in the future教學設計
period 4. listening and speaking teaching aims: 1. train the students’ listening ability. 2. encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time. teaching methods: 1. listen to catch the main ideas 2. individual work and group work 3. cooperative study step1 display the design of the future humans the teacher chooses several students to come to the front and display their design of future humans to the class. appropriate evaluation is required. 【設計說明】 抽取幾位學生上臺通過powerpoint文件展示并講解自己在上節課對未來人類的設計與幻想，教師進行適當的點評，檢驗學生的設計成果，并進行總結：想象力是人類與生俱來的本能，也是人類進步的動力，人如果沒有想象力，世界必然一片空白，人生將會無限的單調乏味，因為有想象才有事實，有想象才能成功。為了拓展我們的生活領域，提高我們的生活品質，使未來的生活美夢成真，讓我們利用我們聰明的頭腦和靈巧的雙手去想象、去創造、去發明吧！ step2 lead-in the teacher displays a picture of the solar system to the students, and asks the following questions: q1: which planet would be the best residence for humans?
q2: what will life on mars be like? 【設計說明】 因聽力材料描繪了想象中一個在火星上充滿奇跡的wonderworld，在那個世界很多高新科技被應用于日常生活與工作中，故筆者從一張有關太陽系的圖片導入，引出聽力材料中的planet, oxygen, gravity, space creatures等生詞，然后向學生提出問題，太陽系中哪個星球比較適合人類生存，讓學生對火星生活作出預測，從而引出聽力材料。 step3 listening for main ideas □living on another planet □new discoveries in space □space creatures □why a space station spins □how to get water on mars □comets □houses in a town on mars □martian creatures □atmosphere and gravity keys: living on another planet, atmosphere and gravity, how to get water on mars, houses in a town on mars 【設計說明】 要求學生在聽錄音的同時提取聽力材料的主要內容，并在書中的練習一上打勾。培養學生聽取重要信息的能力。 step4 listening for details 1. how can “wonderworld” make sure there is enough oxygen? 2. how can “wonderworld” make sure there is enough water? 3. what is the advantage of living in “wonderworld”? 4. do you think people will be healthy living in “wonderworld”? why? keys: 1. “wonderworld” will provide a covered area for people to live in with a special air supply. 2.collect water from under the planet’s surface – cleaned and recycled – bacteria are used to clean the dirty water.