高一英語教案：《Unit 9 科技》優秀教學設計（二）

　　unit 9   technology

　　6th period

　　sub topic: attitude towards technology

　　focus using english

　　tasks 1. a debate to be a technology-driven human or not to be

　　2. a letter love is the everlasting topic of the world

　　3. a short essay

　　teaching aims: 1. to use the following sentences to continue the debate (absolutely. that’s exactly what i was thinking. that’s a good point. that’s just how i see it. that’s worth thinking about. i disagree. i’m afraid i don’t agree. well, it depends. well, i don’t know. well, i am not sure about that oh, i do so agree. absolutely right. definitely. i guess so. i can’t agree with you there. not really. not exactly. no way……)to express opinions in real situations

　　2.to learn to write an essay

　　moral focus: global sense

　　teaching aids: a tape recorder, a set of multi-media teaching system

　　teaching procedures:

　　step one warming up

　　1.greetings

　　2.chatting

　　compare china and the western countries in terms of technology with the help of the multi-media teaching system.

　　talk about the relationship between the young generation and the future of china

　　work out the qualities that the new generation should have in order to make the nation more powerful

　　step two investigation report

　　3. announce the results of the investigation

　　4. personal comments on the results of the investigation

　　5.share opinions with other groups

　　6.read and refine the language of the report

　　7.submit the report to the related department of the local government

　　step three a design

　　8.work in groups of five.

　　9.work out some regulations for the communities to keep the teenagers away from the cyber cafe.

　　10.contribute the regulations to the communities

　　step four thinking and judging

　　11.. prepare the students for the on-coming debate by asking them the following questions.

　　what helps us a lot in our teaching and learning?

　　did i use the multi-media teaching system in every class?

　　should we use the multi-media teaching system in every class?

　　why yes or no?

　　how should we make good use of the advanced facilities?

　　step five a debate

　　12. a debate: to be technology-driven human or not to be

　　13. divide the whole class into two and debate whether humans should be controlled by technology or not

　　explain why humans should be technology-driven and why not

　　cite examples to support the idea

　　persuasive language is strongly suggested

　　a final speech from each is expected

　　step six discussing

　　14. discuss about the result of the ill use of technology

　　impress the students with the sharp contrast between the abusing use and hailing promotion of technology by showing some of the pictures like中國移動拯救海難主人翁照片，heart-transplanting operation, antarctica expedition, the iraq war, the atomic bombing ,the nuclear weapon competition etc.

　　step seven reflective thinking

　　what would happen if we go on abusing technology?

　　17. imagine a world that is controlled by robots?

　　step eight language input

　　18. read the passage and think what is missing in this future world

　　step nine imagination

　　19. imagine that you are one of the students chosen to solve the problem. write a letter to q 12 in which you explain love and friendship. remember that q12 is a computer that does not understand how human beings feel and what human life is like. tell q12 about how we think, how we feel about each other, and try to give examples of love and friendship

　　tell your classmates about the examples that you are going to use

　　a letter to q12 love is the everlasting topic of the world

　　the following may help you with the writing

　　tell q12 who you are and why you are writing this letter

　　tell q12 about love and friendship and explain how love and friendship will make the world better

　　tell q12 what the world will be like with love and friendship

　　22. exhibit the writings

　　step ten tips for life

　　23. give remarks to cultivate some virtues that will be of practical value to the students at school, for subsequent careers and in their personal lives. e.g.