小學語文微課教案

Unit 3 Life in the future Period 4 Reading and Writing。

俗話說，居安思危，思則有備，有備無患。作為教師就要在上課前做好適合自己的教案。教案可以讓學生更容易聽懂所講的內(nèi)容，幫助教師能夠井然有序的進行教學。您知道教案應(yīng)該要怎么下筆嗎？急您所急，小編為朋友們了收集和編輯了“Unit 3 Life in the future Period 4 Reading and Writing”，歡迎閱讀，希望您能夠喜歡并分享！

Period4ReadingandWriting

TheGeneralIdeaofThisPeriodThisperiodteachingandstudyingwillcenteronreadingandwriting.Asusual,theteachercanbegintheteachingwithrevisiontheformerknowledge,thatistosay,thecontentofFirstImpressions.Thispartcanbealsoregardedasthelead-in,becausethepassagetobelearnedisthecontinuedpartofFirstImpression.ItwilldescribeamazingthingsthatLiQianghasseeninthefutureAD3005.?Astoreadingtraining,thepurposeofdoingitistohelpthestudentstoformthegoodhabitofreadingwithsomestrategy.Theteachershoulddevelopthestudents’abilityofscanningandskimming,includingtheimpliedmeaningbeyondlines.Soatthebeginning,getthestudentstoprepareknowledgeforreading.Inordertoreachthatpurpose,theteacherfirstlywillasksomequestionsaboutwhattheyhavelearnedinthesecondperiod,andthenletthemtalkaboutwhattheycanseeinthepicture.Thenletthestudentsscanthepassageandfindwhatamazingthingsarementioned.Later,theteacherwillaskthestudentstoskimitandfindoutthemainideaforeachparagraph.Thepurposeofdoingtheseistohelpthestudentstoformthegoodhabitofreading.Whenreadingapassage,wehadbetterfirstreaditaswhole,thatis,understandthestructureofthepassageandcatchthemainideawiththehelpofstructureandtitle.?Thefollowingstepistoreadthepassageforthedetails.Theteachercandesignsometeachingactivitiestohelpthestudentstoknowaboutmoreandmoreinformationbytakingpartinthereadingactivities.Asaresult,theteachershouldbecareful,cautiousandcreativewhendesigningthereadingactivities.Thereadingactivitieshadbetterbevarious,whichcancausemorestudents’attention.Attheendofreading,someactivitiesshouldbedesignedtoleadthestudentstounderstandtheimpliedmeaningbeyondthepassage.Atthesametime,letthestudentsconsiderthewritingpurpose,whichservesthepurposeoftheauthorwritingit.?Besidesreading,theclassisalsoexpectedtolearnandpractisewritingskill.Bystudyingthepassage,thestudentsshouldlearntheabilityofdescribingthethingsandwhattheyimagineimitatingthepassage.Theteachershouldgivethestudentssomeadviceonhowtosucceedindescribingthethingsandwhattheyimagine.TeachingImportantPointsMastertheskillofgistreading.?Developthestudents’abilityofunderstandingtheimpliedmeaning.?Improvethestudents’writingability.?TeachingDifficultiesDevelopthestudents’abilityofunderstandingtheimpliedmeaning.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools?

ThreeDimensionalTeachingAimsKnowledgeAimsGetthestudentstoknowaboutwhatLiQiangfoundinthefutureinAD3005.?Learntheknowledgeabouthowtowriteapassageaboutdescriptionofthethings.?AbilityAimsMastertheskillofgistreading.?Developthestudents’abilityofunderstandingtheimpliedmeaning.?Improvethestudents’writingability.?EmotionalAimsReadingthepassageistoattempttocultivatestudents’spiritofexploringscienceandfuture.

TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,MissWang.?Step2RevisionT:Doyoustillrememberwhatwelearnedinthesecondperiod??S:FirstImpressions.?T:HowdidLiQiangtraveltotheearthinAD3005??S:Withthehelpofhisfriend,hetraveledbytimecapsuletotheearthbutonethousandyearsinthefuture.?T:Howdidhefeelwhenhefoundhiminacompletelystrangeworld??S:Hewasconfusedbythenewsurroundings.?T:Good.Nowlet’smakesomesentenceswith“LiQiang”todescribewhathesawandexperienced.?S:LiQiangsufferedfromthelackoffreshaironhisarrivalatthenewworldinthefuture?.S:LiQiangfeltmuchbetterafterputtingonaspecialmask,thoughtheairseemedthinthere.S:LiQianggotseparatedfromhisfriendwhentheyreachedwhatlookedlikealargemarket.Ss:...?Step3Pre-reading?T:Youdidagoodjob.Mostofyoureviewedwhatwelearned.NowletusguesswhatLiQiangwouldgoonvisiting.?S:Hewastovisitotherplanetsbytimecapsule.?S:Iguesshewouldgotovisitsomeinterestingplaces.?S:Ithinkhewouldpayavisittoafamilyandaschool.?Ss:...T:Ifyouweretheauthorofthepassage,whatwouldyouliketointroducetoreaders??S:Imightintroducethealienswhohemetinthefuture.?S:IthinkIwoulddescribethewayoffuturelife.?S:IfIweretheauthor,Iwouldprefertowritesomethingaboutfutureschool.?T:Somestudentsseemtohavethesameopinionastheauthor,whilesomemightbeabletowriteanewpassageforustoenjoy.Iamgladtoknowyouallhaveusedyourheadstohavevariousanswers.NowstudythepictureonPage21totellmewhatyoucanseeinthepicture.?S:Icanseeastrangethingisworkinginaspecialplace.?S:Thestrangethinghassixhandsandoneleg,butitsheadissimilartoours.?S:Thereisanothercreature,whichisverysmallwithmanyhands,comparedwiththebigone.?Ss:...?Step4FastReading?T:Nowletusreadthetitletogether.?T:Canyoupredictwhatthepassagemaybeabout??S:Itmaybeaboutwhathehadseen,especiallyabouttheamazingthingsinthefuture.?T:Youareright.Asweallknow,thebesttitleistheonewhichcanshowthemainideaofthereadingpassage.Asaconsequence,weshouldreadthetitlewhenwebegintoreadone,whichwillhelpustounderstandapassage.Now,readthepassagequicklytofindwhatamazingthingsarementionedinit.?(Afteroneminute.)?S:apacestation,somealiencreatures,mu-mu,dimpods?T:Yes.Pleaselookthroughitagainandfindoutmainideaforeachparagraph.You’dbetterfinishitintwominutes.?(Twominuteslater,askthestudentstoshowtheiropiniontothewholeclass.Thendiscuss?itanddecidethebestanswer.Theteachershouldtellthemtheanswerintheend.)?Suggestedanswers:Para!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--.1aspacestationconsideredthemostmoderninthispartofspace?Pare.2thefriendliestcreatures,mu-mu?Para.3themostinterestingcreatures,dimpods?Para.4thedifferencesandsimilaritiesbetweenthem?Step5CarefulReading?T:PleasereadPara.oneandanswerthequestions:Wheredidhefirstvisit?Describetheplace.(Afteroneminute.)?S:Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate,anditspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Insideofit,itisdividedintozoneswithextraordinarilydifferatmospheresandgravities.?T:Right.Whatotherstrangethingscanbefound??S:Therelivethealiencreatureswhiletheyworkwithhumanspacescientistssearchingfornewworlds.?T:Nowpleasereadthenexttwoparagraphstotellthefollowingsentencestrueorfalse.?1.Thefriendliestcreaturesarethetinydimpods,whilethemostinterestingcreaturesarethemu-mu.2.Themu-mumustwearrednightlightsonthehelmetssothattheycanseeinthedark.?3.TheWorldSpaceAgencywillsendaspaceshiptoexaminethefourthstarinthePleiadessystemnextyear.?4.Themu-mucanskiparoundthepipesandbetweenthewoodenwallsofthespacestation.5.Thetinydimpodsaregreatengineers,whichrequirethesamethesameatmospheresashumans.?6.Thetinydimpodsvanproducealiquidfromtheirbodies,whichmeltsmetalandveryusefulfortheoutsideforspaceships.?(Givestudentsfourminutestoreadandconsiderthestatements.)?T:Let’schecktheanswers.Ifitiswrong,pleasecorrectit.?S:1.Ithinkthefirstsentenceiswrong.Thetwoobjectsshouldbeexchanged.Thatistosay,thefriendliestcreaturesarethemu-mu,whilethemostinterestingcreaturesarethetinydimpods.T:Right.Whataboutthenext??S:2.Itisfalse.Humanbeingsmustwearrednightlightsonthehelmetssothattheycanseeinthedark.Butthemu-musdon’tneeditbecausetheycanseeinthedark.?T:Good.Isthethirdonewrong??S:3.Ithinkitisright.?T:Right.Whataboutthenextone??S:4.Itiswrong.Thetinydimpodscanskiproundthepipesandbetweenthewoodenwallsofthespacestation.?T:Iagreewithyou.?S:5.Thefifthandthesixthareright.?T:Excellent.Now,let’sreadthelastparagraphandcombinewhatwejustreadtofinishthefollowingchart.NameofcreatureMu-muDimpodsSizeBigTinyAppearanceTheyaretallandthinwithshell-covered“l(fā)eg”.Theyaresmall,justthesizeofalittlecat.ColorTheyhaveblackandwhitefaces.Theyarepurpleorblueandthecolorchangesdependingontheirmood.Personality1.Theyseeinthedarksotheyliveinanareawithoutlightofanykind.?2.Theyarecleversothattheyhaveassistedinthescientificdiscovery?.?3.Theyarenoteasytotalktosothatyouhavetousealanguage-changertohelp.Themu-musonlyspeakinwhispers.4.Theyeatfoodthatcontainscarbonanddrinkastrangemixtureofcarrotjuiceandcocoa.1.Theyrequirethesameatmosphereashumans.2.Theyaregreatengineersandveryclever.3.Theyareabletotravelmanylightyearsawayfromtheearth,whichcanproduceastrangeliquidfromtheirbodies.?4.Theyaredifficulttotalktosothatyouhavetousealanguage-changertohelp.Thedimpodsshoutloudlyinyourear.?5.Theyeatfoodthatcontainscarbon,whichdrinklemonademixedwithherbs.NumberofarmsSixarmsManyarmsNumberoflegsAshell-coveredlegManylegsHowitmovesTheymoveforwardbyslowlyshakingfromsidetosideonashell-coveredleg.Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation.Step6Post-reading?T:What’sthemainidea??S:Thepassagemainlytellsusthestrangethingsthathesawinthefuture.?T:Right.Whatisthepurposeofwritingthepassage??S:Writingthepassageistoletusknowwhatwillhappeninadvance.?S:Ithinktheauthorattemptedtoencourageustobebraveenoughtosearchforthefuture?tospeedupthedevelopmentofscience.?T:Whatacleverhead!Weshouldhaveacreativespirittoexplorethedevelopmentofthefuturetobuildupoursociety.Weshouldworkhardtomakecontributionstoourcountry,tryingtomakeourhomelandhighlydeveloped.?T:Nowlet’simaginetoaddtwoextracharacteristicsofthecreatures.Discusswhatanaliencreatureofyourownmightbelikewithyourpartners.?(Aboutthreeminutes,asksomestudentstodescribewhatanaliencreaturemightbelikeintheirminds.)Step7WritingT:Justnowyoudiscusswhatanaliencreatureofyourownmightbelike.Nowpleasedrawapictureofyouralien.Thenwriteadescriptionbasedonyourdrawingandthenotesinthechart.Showyourdrawingtoyourclassmatesandreadyourdescriptiontothem.(Givethemtenminutestodoit.First,letthemdoitbythemselves.Latergetthemtoexchangewiththeirdeskmates.Finallyasksomestudentstoshowtheirworktothewholeclass.Duringdoingit,theteachercandesignacompetitiontoarousetheirinterest.Ifpossible,getsomeexcellentworksshowntothewholeschooltoencouragestudentstohaveacreativespirit.)?Step8Consolidation?T:Inthisperiod,wemainlyfocusonreadingthepassage:IHaveSeenAmazingThings.Wouldyoupleasemakeasentencewith“WhatIhaveseen...”?(Inordertogetmorestudentstotakepartinthisactivity,theteachercanletthemhaveacompetitionbetweengroups.)?Step9HomeworkT:AfterclasswriteapassagetitledAnAlieninMyMind,imitatingthepassage.Inyourdescriptiontherewillbenameofcreature,size,appearance,color,howtomove,personality?andsoon.?

TheDesignoftheWritingontheBlackboard

Unit3Lifeinthefuture

Period4ReadingandWritingStructureComparison

Para1aspacestationconsideredthemostmoderninthispartofspace?

Pare2thefriendliestcreatures,mu-mu?

Para3themostinterestingcreatures,dimpods?

Para4thedifferencesandsimilaritiesbetweenthem

Size

Appearance

Color

Personality

Numberofarms

Numberoflegs

Howitmoves

ResearchandActivitiesGetthestudentstoparticipateinacompetitionaboutdesigningthefuture.Thethemeofthecompetitionisrobotsinthefuturehome.Thestudentsareaskedtoworkingroupsoffourtodesigntherobotsintheirminds.Theywilldrawthepicturesoftherobotsandalsodescribethesize,appearance,personalityandhowtowork.Inordertoattractmoreattention,thedesignersshouldgiveavividdescriptionaboutitsoutstandingadvantagesandfunction.Inadditiontobeautifulappearanceandextraordinaryfunction,thedesigningshouldalsobefullofimagination.Thegroupwhosedescriptioniswonderful,togetherwithimaginative,beautifulandfunctionaldesign,willbethewinner.

ReferenceforTeaching

Spaceprograminthefuture

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Therisktakersandvisionariesofthisagencyhaveexpandedhumanknowledge,haverevolutionizedourunderstandingoftheuniverse,andproducedtechnologicaladvancesthathavebenefitedallofhumanity.Inspiredbyallthathascomebefore,andguidedbyclearobjectives,todaytheysetanewcourseforAmerica’sspaceprogram.TheywillgiveNASAanewfocusandvisionforfutureexploration.Theywillbuildnewshipstocarrymanforwardintotheuniverse,togainanewfootholdonthemoon,andtopreparefornewjourneystoworldsbeyondtheirown.Theircurrentprogramsandvehiclesforexploringspacehavebroughtthemfar.TheSpaceShuttlehasflownmorethanahundredmissions.Ithasbeenusedtoconductimportantresearchandtoincreasethesumofhumanknowledge.Shuttlecrews,andthescientistsandengineerswhosupportthem,havehelpedtobuildtheInternationalSpaceStation.?Telescopes—includingthoseinspace—haverevealedmorethan100planetsinthelastdecadealone.ProbeshaveshownthemstunningimagesoftheringsofSaturnandtheouterplanetsofoursolarsystem.Roboticexplorershavefoundevidenceofwater—akeyingredientforlife—onMarsandonthemoonsofJupiter.Atthisveryhour,theMarsExplorationRoverSpiritissearchingforevidenceoflifebeyondtheEarth.?ItistimeforAmericatotakethenextsteps.TheirfirstgoalistocompletetheInternationalSpaceStationby2010.Theywillfocustheirfutureresearchaboardthestationonthelong-termeffectsofspacetravelonhumanbiology.Theenvironmentofspaceishostiletohumanbeings.Radiationandweightlessnessposedangerstohumanhealth,andwehavemuchtolearnabouttheirlong-termeffectsbeforehumancrewscanventurethroughthevastvoidsofspaceformonthsatatime.ResearchonboardthestationandhereonEarthwillhelpusbetterunderstandandovercometheobstaclesthatlimitexploration.Throughtheseeffortswewilldeveloptheskillsandtechniquesnecessarytosustainfurtherspaceexploration.Thesecondgoalistodevelopandtestanewspacecraft,theCrewExplorationVehicle,by2008,andtoconductthefirstmannedmissionnolaterthan2014.TheCrewExplorationVehiclewillbecapableofferryingastronautsandscientiststotheSpaceStationaftertheshuttleisretired.Butthemainpurposeofthisspacecraftwillbetocarryastronautsbeyondourorbittootherworlds.ThiswillbethefirstspacecraftofitskindsincetheApolloCommandModule.Thethirdgoalistoreturntothemoonby2020,asthelaunchingpointformissionsbeyond.Beginningnolaterthan2008,theywillsendaseriesofroboticmissionstothelunarsurfacetoresearchandprepareforfuturehumanexploration.UsingtheCrewExplorationVehicle,theywillundertakeextendedhumanmissionstothemoonasearlyas2015,withthegoaloflivingandworkingthereforincreasinglyextendedperiods.Withtheexperienceandknowledgegainedonthemoon,manwillthenbereadytotakethenextstepsofspaceexploration:humanmissionstoMarsandtoworldsbeyond.Yetthehumanthirstforknowledgeultimatelycannotbesatisfiedbyeventhemostvividpictures,orthemostdetailedmeasurements.Andonlyhumanbeingsarecapableofadaptingtotheinevitableuncertaintiesposedbyspacetravel.

GalaxyAnyofthesystemsofstarsandinterstellarmattermakesuptheCosmos.Manysuchassemblagesaresoenormousthattheycontainhundredsofbillionsofstars.Naturehasprovidedanimmenselyvariedarrayofgalaxies,rangingfromfaint,diffusedwarfobjectstobrilliant,spiral-shapedgiants.Virtuallyallgalaxiesappeartohavebeenformedsoonaftertheuniversebegan,andtheypervadespace,evenintothedepthsofthefarthestreachespenetratedbypowerfulmoderntelescopes.Galaxiesusuallyexistinclusters,someofwhichinturnaregroupedintolargerclustersmeasuringhundredsofmillionsoflight-yearsacross.(Alight-yearisthedistancetraversedbylightinoneyear,travelingatavelocityof300000kilometerspersecond,or650000000milesperhour.)Theseso-calledsuperclustersareseparatedbynearlyemptyvoids,causingthegrossstructureoftheuniversetolooksomewhatlikeanetworkofsheetsandchainsofgalaxies.

Galaxiesdifferfromoneanotherinshape,withvariationsresultingfromthewayinwhichthesystemswereformed.Dependingontheinitialconditionsinthepregalacticgassome15000000000yearsago,galaxiesformedeitherasslowlyturning,smoothlystructured,roundsystemsofstarsandgasorasrapidlyrotatingpinwheelsofsuchentities.Otherdifferencesbetweengalaxieshavebeenobservedandarethoughttoreflectevolutionarychanges.Somegalaxiesarerifewithactivity:theyarethesitesofstarformationwithitsattendantglowinggasandcloudsofdustandmolecularcomplexes.Others,bycontrast,arequiescent,havinglongagoceasedtoformnewstars.Perhapsthemostconspicuousevolutionarychangesingalaxiesoccurintheirnuclei,whereevidencesuggeststhatinmanycasessupermassiveobjects—probablyblackholes—formedwhenthegalaxieswereyoung.Suchphenomenaoccurredseveralbillionyearsagoandarenowobservedasbrilliantobjectscalledquasars.Theexistenceofgalaxieswasnotrecognizeduntiltheearly20thcentury.Sincethen,however,galaxieshavebecomeoneofthefocalpointsofastronomicalinvestigation.Thenotabledevelopmentsandachievementsinthestudyofgalaxiesaresurveyedhere.Includedinthediscussionaretheexternalgalaxies(i.e.,thoselyingoutsidetheMilkyWayGalaxy,thelocalgalaxytowhichtheSunandEarthbelong),theirdistributioninclustersandsuperclusters,andtheevolutionofgalaxiesandquasars.ForfurtherdetailsontheMilkyWayGalaxy,seeMilkyWayGalaxy.Forspecificsaboutthecomponentsofgalaxies,seestar,nebula,andCosmos.?

AfuturevehicleWhilemanytechnologicaladvancesoccurinanevolutionarymanner,occasionallyarevolutionarytechnologicalappearsonthehorizonthatcreatesstartlingnewconditionsandprofoundchanges.SuchisthecasewiththeprivatelydevelopedMollerSkycar,whichisnamedafteritsinventor.?TheLAMVisaverticaltake-offandlandingaircraftthatcanflyinaquick,quiet,andagilemanner.Itisanewtypeofvehiclethatcombinesthespeedofanairplaneandtheverticaltake-offcapabilityofahelicopterwithsomecharacteristicsofagroundvehicle,butwithoutthelimitationsofanyofthoseexistingmodesoftransportation.?TheLAMVisnotoperatedliketraditionalfixed—orrotary-wingaircraft.Ithasonlytwohand-operatorusestodirecttheredundantcomputercontroltwiststoselectthedesiredoperatingaltitudeandmovesforeandafttoselecttherateofclimb.Theright-handcontroltwiststoselectthevehicle’sdirectionandmovesside-to-sidetoprovidetransverse(crosswise)movementduringthehoverandearly-transition-to-flightphasesofoperation;italsomovesforeandafttocontrolspeedandbraking.Simplyput,theLAMVisuserfriendly.?TheLAMVofthefuturewillbe18feetlong,10feetwide,and6feethighandweight2200pounds.Itwillholdfourpassengersandapayloadof875pounds(includingfuel).Thevehiclewillhaveamaximumrateofclimbof6400feetperminuteandanoperationalceilingof30000feet.Itwillattainatopspeedof390milesperhouratanaltitudeof6000feetandacruisingspeedof350milesperhourat25000feet,anditwillhaveamaximumrangeof900milesat80passengermilespergallon.TheLAMValsowillbequietenoughtofunctionasanacoustic“stealth”planeat500feet.Itwillhaveaverticaltake-offandlandingcapabilityandemergencyairframeparachutes,anditwillbecapableofusingvariousfuels.?ThepotentialeconomicadvantagesoftheLAMVareworthmentioning.Itsfuel-efficientenginesandabilitytooperateonvariousfuelswilllowfuelcosts.TheLAMVusesone-fourthofthefuelperpassengermileusedbythetilt-rotorV-22Ospreyorhighperformancehelicopters.TheLAMV’spotentialmilitaryuseswillbenumerous.?However,oncetheLAMVtechnologymatures,itsmilitarypossibilitiesarestartling.WeintheArmycombatservicesupport“futures”arenaareencouragedbythedevelopmentssofarandhopethattheLAMVwillbereadyforArmyfieldingaround2010.TheLAMVcanbecomearealityinourArmyandpossibilityintheotherarmedservicesaswell.Withoutanydoubt,thistechnologicalinnovationwillsucceedinternationallyinntheprivate,commercial,andmilitarysectors.IhopethattheUSArmywillbethefirstarmyintheworldtoembraceandexploitthistechnology.Butsoonerratherthanlater,thisaerialvehicletechnologywillaffectallofourlives.Itisjustoverthehorizon.

相關(guān)知識

Unit 3 Life in the future The Fifth Period教案

TheFifthPeriod
TeachingAims：
SummarizetheusagesoftheNounClauses.
TeachingImportantPoints：
1．LetstudentsmasterthefunctionsoftheNounClauses．
2．Letstudentsknowhowtochoosethecon-nectivesandthedifferencesamongthe
connectives．
3．LetstudentscorrectlyusethewordorderintheNounClauses．
TeachingDifficultPoints：
1．Thechoiceoftheconnectives．
2．Thedifferencesbetween“that”and“what”．
3．Thedifferencesbetween“if”and“wheth-er”．
TeachingMethods：
1．Reviewmethodtomasterwhatstudentslearntbefore．
2．Explanationandcomparativemethodstomastertheimportantanddifficultpoints．
3．PracticemethodtomakestudentsusetheNounClausescorrectly．
TeachingAids：
1．a(chǎn)computerandacourseware
2．a(chǎn)projector
TeachingProcedures：
StepIGreetings
Greetthewholeclassasusual．
StepⅡRevision
T：Todaywe’llreviewtheNounClauses．
(Bb：TheNounClauses)Firstlet’sdosomeexercises．
(Teachershowstheexerciseonthescreen．)
Choosethebestanswers．
1．___________theyareleavingforParishasnotbeendecidedyet．
A．WhenB．Where
C．ThatD．Why
2．Goandgetyourcoat．It’s_________youleftit．
A．thereB．where
C．therewhereD．wherethere
3．Lastnightweheardthenews_________theBritishPrimeMinisterwasonathree-dayvisittoChina．
A．whichB．what
C．whateverD．that
4．Itisgenerallyconsideredunwisetogiveachild________heorshewants．
A．howeverB．whichever
C．wheneverD．whatever
T：Pleaselookatthescreen．I’llasksomeofvoutotellmetheanswersonebyone．Anyvolunteers?
S1：ThefirstanswerisA．
S2：ThesecondanswerisB．
S3：ThethirdanswerisD．
S4：ThelastanswerisD．
T：Welldone!Sitdown，please．Whocantellmewhatclausestheyare?
S5：…
Suggestedanswers：
l.theSubjectClause
2．thePredicativeC1ause
3．theAppositiveClause
4．theObiectClause
StepⅢExplanationandSummary
T：Asweallknow，theNounClausescanbeclassifiedintotheSubjectC1ause,thePredicativeClause，theObjectClauseandtheAppositiveClauseac-cordingtothefunctionofeachclauseinthemainclause．
(Bb：theSubjectClause．thePredica-tiveClause，theObjectClauseandtheAppositiveClause)
T：Nowlookatthesentencesonthescreen．
I．theSubjectClause
1．Whetherhehasenoughtimetofinishtheworkisstillaquestion．
2．Itisstillaquestionwhetherhehasenoughtimetofinishthework.
3.Whodidthatisunknowntoall.
Ⅱ.thePredicativeClause
1.Thequestioniswhocandotheexperlment.
2．Helookedasifhewasgoingtocry．
3．Thereasonforhislatenesswasthathegotuplate．
4．Thatwasbecausehegotuplate．
Ⅲ．theObjectClause
1．Ididn’tknowthatPierceBrosnanisfromIreland.
2．IfindithardthatIlearnEnglishwell．
Ⅳ．theAppositiveClause
1．SomeseniorofficialseatchickeninpublicinordertoremovetheChi-nesecitizen’sfearthatitisnotsafetoeatchicken．
2．WordhascomefromhissisterthatshewillarriveonFriday．
T：Attention，please．1．Inordertokeepthesentencebalanced．Weoftenuse“it”astheformalsubject,whichre-placestherealsubject．Forexample,theNo．2sentenceinthecolumnoftheSubject．2．“Asif”“asthough”and“be-cause”canalsobeusedtointroducethePredicativeClause．Forexample,theNo．2andtheNo．4sentencesinthecolumnofthePredicativeClause．3．Inthesentenceiftheverbis“make／find／think／believe…”,wecan“it”astheformalobject,whichreplacestherealobject．WeputtherealobjectbehindtheObjectcomplement．Thatistosay，
Sub．+find／make／think／believe…+it+ObjectComplement+thatclause．Forexample，Ithoughtitstrangethathefailedtocallme．Nowwehaveknownabouttheusagesandthefunc-tionsoftheNounClauses．ButwemustpayattentiontotheconneetivesintroducingtheNounClauses．Nowpleaselookatthediagramonthescreen．You’dbetterrememberthem．
(Teachershowsthediagramonthescreen．)

T：Attention,please.
1．IntheNounClauses，wemustusethenormalwordorder—Connective
+Subject+Verb．Thatistosay,thereisnoinversion．
e.g．Whetherheleftisunknown．
That’swhyhefelli11．
CanyoumakesurewhereAlicehasleftthegoldring?
Thefactthathehadn’tsaidany-thingsurprisedeveryone．
(Teacherwritesthefoursentencesontheblackboard．)
2．Don’tusedoubleconnectivesintheNounClauses．
3．Thesubordinateconjunction“wheth-er”canintroducealltheNounClau-ses，whilethesubordinateconjunc-tion“if”canonlyintroduceanOb-jectClauseusedastheobjectofaverb．Forexample，wecan’tsay“Italldependsoniftheywillsupportus”．Weshouldsay“Italldependsonwhethertheywillsupportus”．
4．Thesubordinateconjunction“that”hasnomeaninganddoesn’tactasanyomponentintheNounClau-ses．When“that”isintroducingaNounClauseastheobjectofaverb(believe，consider，hear，know，say，understandetc)，itcanbeomitted．
5．Theconjunctivepronoun“what”means“thethingthat／allthat”intheNounClauses．“what”intro-ducesaNounClause．Atthesametimeitcanbeusedasthesubject，theobjectorthepredicativeintheNounClause.Youmustpayatten-tiontothedifferencesbetween“that”and“what”．Nowlet’slookatthesesentencesonthescreen．
Thatshewasclosedmadeusveryhappy．
Whathedidquitesurprisesus．
Thisiswhatinterestsmemost．
Thereasonwasthathehadneverseenherbefore．
StcpⅣPracticeandConsolidation
T：NowyouhaveknownsomethingabouttheNounClauses．Let’sdosomeexer-cisessothatwecanusethemcorrectlyandfreely．Pleaselookatthescreen．
I．Correctthefollowingsentences
1．Thenewswhichourteamhadwonpleasedeveryone．
2．Idon’tdoubtwhetherhecanworkouttheproblem．
3．IhavebeenworryingaboutifIhavehurtherfeeling．
4．Idon’tknowthathewants．
5．Thereasonwhyhedidn’tcomeisbecausehewasill.
6．Whowalksaroundinsuchaheavyrainwillcatchacold．
7．IthinkimportantthatwelearnEnglishwell．
8．It’snotcertainthatthesportsmeetwillbeheld．
9．Thisisthesuggestionwhichwehaveatripthedayaftertomor-row．
lO．Chinaisagreatsocialistcountryiswellknown．
Suggestedanswers：
1．which→that2．whether→that
3．if→whether4．that→what
5．because→that6．Who→Whoever
7．important→itimportant
8．that→whether
9．which→that
10．China→ThatChina
Ⅱ．Choosethebestanswers
1．Thephotographswillshowyou_________.
A．whatdoesourvillagelooklike
B．whatourvillagelookslike
C．howdoesourvillagelooklike
D．howourvillagelookslike
2．Istillremember________thisusedtobeaquietplace．
A．whenB．how
C．whereD．what
3．________hesaidatthemeetingas-tonishedeverybodypresent．
A．WhatB．That
C．ThefactD．Thematter
4．一Doyouremember_________hecame?
一Yes,Ido．Hecamebycar．
A．howB．when
C．thatD．if
5．Sarahopestobecomeafriendof___________sharesherinterests．
A．a(chǎn)nyoneB．whomever
C．whoeverD．nomatterwho
6．________wecantgetseemsbetterthan_________wehave．
A．What；whatB．What；that
C．That；thatD．That；what
7．It’sgenerallyconsideredunwisetogiveachild_________heorshewants．
A．howeverB．whatever
C．whicheverD．whenever
8．Someoneisringingthedoorbell．Goandsee________．
A．whoisheB．whoheis
C．whoisitD．whoitis
9．_________shecouldntunderstandwas________fewerandfewerstudentsshowedinterestsinherlessons．
A．What；why
B．That；what
C．What；because
D．Why；that
lO．ThesewildflowersaresospecialthatIwoulddo________Icantosavethem．
A．whateverB．that
C．whichD．whichever
11．Eat___________cakeyoulikeandleavetheothersfor_________comesinlate．
A.any；who
B.every；whoever
C.whichever；whoever
D.either；whoever
12．_________hetoldyouisnottrue．Don’tbelieveit．
A．ThatB．What
C.IfD.When
13．Whatapity_________isthatyoudidn’tarrive．
A．thatB．this
C．thereD．it
14．_________heacceptsorrefusesthepresentisnoneofyourbusiness．
A．ThatB．If
C．WhetherD．Which
15．Hisgrandfatherwasamongthefirsttosettlein___________isnowafamous
holidaycenter．
A．whatB．which
C．whenD．that
Suggestcdanswers：
1.B2.A3.A4.A5.C6.A7.B8.D9.A10.A11.C12.B13.D14C15.A
StepVHomework
T：Inthisclass，wehavedonelotsofex-ercisesabouttheNounClauses．NowI’llgiveyousomemoreexercises．Dothemafterclass．
(Teachershowsthefollowingonthescreen．)
Completethefollowingsentences：
1．Doyoustillremember________(何時何地見到那位著名的歌唱家嗎)?
2．_________(無論是誰最后離開教室)
oughttoturnoffthelight．
3．_________(明天是否下雪)makesnodifferencetome．
4．Thisis__________(他出生的地方)．
5．Sheexpressedthehope_______(她將再來中國)．
6．___________(你不喜歡她)isnoneofmybusiness．
7.Oneofthemheldtheview_________(書中所說的是對的)
8．Thequestionis_________(這本書是否值得看)．
9.Shealwaysdo_________(她老師讓她做的)．
1O.Theywanttomakeitcleartothepublic_________(他們在做著一件重要的必不可少的工作)．
Suggestedanswers：
1．whenandwhereyoumetthefamoussinger
2．Whoeverleavestheclassroomlast
3．Whetheritwillsnowornottomorrow
4．wherehewasborn
5．thatshewouldcometoChinaagain
6．Thatyoudon’tlikeher
7．thatwhatthebooksaidwasright．
8．whetherthebookisworthreading
9．whatherteachertellshertodo
10．thattheyaredoinganimportantandnecessaryjob
StepⅥTheDesignoftheWritingontheBlackboard
Unit6Lifeinthefuture
TheFifthPeriod
Grammar：NounClauses
I．thesubjectClause
Whetherheleftisunknown．
Ⅱ．thePredicativeClause
That’swhvhefelli11．
Ⅲ．theObjectclause
CanyoumakesurewhereAlicehasleftthegoldring?
Ⅳ．theAppositiveclause
Thefactthatthehadntsaidany-thingsurprisedeveryone.
StepⅦRecordafterTeaching
____________________________________
____________________________________
____________________________________
____________________________________

Unit 3 Life in the future Period 1 教案

Unit3Lifeinthefuture

BriefStatementsBasedonThisUnitThetopicofthisunitisaboutlifeinthefuture,whichisfullofimagination.Theunitgivesusvividpicturesaboutthefirstimpressionin3005AD.Thefourskillsofreading,listening,speakingandwritingallcenteronthetopic,lifeinthefuture.Thisunitcanbedividedintosixparts—warmingup,reading,learningaboutlanguage,usinglanguage,listeningandspeaking,summingupandlearningtip.InWarming-up,studentsareexpectedtofillinachart.Letthestudentscomparedifferencesinlifebetweenin1005ADandin2005AD,andencouragethemtoimaginewhatwillhappenin3005AD.Thepurposeofdesigningthispartistopreparethestudentsfortheknowledgeoflifeinthefuture.InPre-reading,twoquestionsarepresented.Thefirstquestionistoaskthestudentstolistalltheproblemswearefacing.Theotheroneistogetthestudentstodiscusswhethertheproblemswillstillexistinthefutureandwillgetmuchmoreseriousinthefuture.?InReading,thestudentsaretoreadaletternamedFirstImpressions.Intheletter,LiQiangtoldhisparentsabouthowhetraveledtothelivingspacein3005ADandwhathesawthere.Inreading,itisnecessaryfortheteachertogetthestudentsawareofthestrategiesforreadingdescriptivearticles.Thepurposeofdesigningthispartistodevelopthestudents’readingability,togetthestudentstoknowmoreaboutthefutureandtoencouragethemtoexplorethefuture.?InPost-reading,threeexercisesarefollowed.Thestudentsareaskedtodiscusswhichchangesaregood,whileothersbelongtodisadvantages.Thenextoneistoaskthestudentstoinfertheauthor’sattitudetowardsthefuture.Atthesametime,thestudentsareexpectedtoshowtheirownopinionstothewholeclassandreasonthem,tryingtopersuadeothers?toacceptthem.Thethirdexerciseistoaskthestudentstoimaginewhattheywouldliketovisitifhe/shewereLiQiang.?InLearningaboutlanguage,therearetwoparts.Thefirstisaboutvocabulary,whichistoaskthestudentstoapplythewordsandphrasesfreely.Theotherexercisesareaboutthegrammar,thatistosay,thepastparticipleusedastheadverbialandattribute.?InUsinglanguagereading,speakingandwriting,thereisapassagetitledIhaveseenamazingthings.Teachingandlearningactivitiescanbefocusedonreading,speakingandwritingwiththepurposeofdevelopingthestudents’skills.?Inlistening,thelisteningmaterialisalsoaboutlifeinthefuture,whichisaboutlivinginWonderworld.Bylisteningtoit,arousethestudentstoimaginewhethersuchaworldisfitforlivingin.InSpeaking,theteachermainlyoffersthestudentsthechancetotalkaboutthefutureandlearntohowtoexpressprediction.?InWriting,thestudentsareexpectedtolearntodescribeapersonintheirimaginationtogetthestudentsnotonlytobefamiliarwithdescriptionbutalsotoformthegoodhabitofimagining.InSummingupandLearningtips,letthestudentslearntosumupwhattheyhavemasteredinthisunit,includingwords,expressions,grammarandwhattoknowaboutthefuture.Thepurposeofthisistogetthestudentstoknowwhattheyhavelearnedandwhatneedtobelearnedinthefuture.Besidesthat,someadviceisalsogiventothestudentsonhowtowritedownnotes.?Thenewwordsandexpressionstobelearnedinthisunitare:vehicle,carriage,private,settlement,impression,constant,constantly,previous,tablet,capsule,opening,surrounding,lack,ache,mask,bend,press,swift,master,sight,flash,optimistic,length,extraordinary,helmet,assist,agency,skip,require.takeup,remind...of,losesightof,catchsightof,speedup,assistin,spaceagency,asaresult,sufferfrom,besimilarto,bewell-knownfor,asthough,innotime,provide...with,fallfastasleep,searchfor,gosoft,speakinwhispers,mixwith,waveabout,shakefromsidetoside,dependon,puton,getlost,asifbymagic,plentyof,inalldirections.?Thefollowingsentencestobelearnedinthisunitare:?1.IttookmeonlyafewminutestomastertheideaandsoonIcouldflyasfastasWangPing.2.Igotlostwhenwereachedwhatlookedlikealargemarketbecauseofthepeopleflyingbyinalldirections.3.ThereweresomanycarriagesthatIlostsightofWangPing.?4.WangPing’smotherappeared,flashedaswitchonacomputerscreen,andatableandchairsrosefromunderthefloorasifbymagic.?5.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.?6.Thisissimilartothe“jetlag”yougetwhenflying,butinsteaditmeansyoukeepgetting?flashbacksfromyourprevioustimeperiod.?7.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.?Exhausted,Islidintobedandfellfastasleep.?Thisunitcanbedividedintosevenperiods,whichareasfollows:?Period1WelcometotheUnit?Period2Reading?Period3ListeningandSpeaking?Period4ReadingandWriting?Period5GrammarPeriod6LanguageFocusingPeriod7Assessment

Period1WelcometotheUnit

TheGeneralIdeaofThisPeriodThisisthefirstperiodofthisunit.Atthebeginningofthisperiod,theteachercanspendsometimetrainingthestudentstoreadnewwordsandexpressions.Thepurposeofthisistooffersomenewexpressionstothestudents,whicharehelpfulforthestudentstotalkaboutthetopic“l(fā)ifeinthefuture”andtohelpthestudentspronouncethemcorrectly.Thisunitisaboutlifeinthefuture,sotheteachercanletthestudentsbrainstormthewordsorphrasesaboutfuture.Intheirminds,whatwilllifeinthefuturebelike?Thestudentsarefreetosayanythingthattheycanimagine.Theyshouldbeencouragedtobebraveenoughtospeakoutwhattheydream.ThisactivitygivesSsachancetoexpresstheirimagination.Atthesametime,thisactivitycanstirthestudents’imagination.?LaterSsarerequiredtotalkingroupsoffouraboutthefollowingtopic:Thinkabouthowmanychangestherehavebeeninthelastonethousandyears.Nowthinkaboutwhatchangesyoumightexpecttofindinthenextonethousandyearsinthefollowingaspects:transport,houses,villages,towns,locationsandsettlement.?Thenaskstudentstodrawapictureaboutthetopic“myfuturefamily”.Afterthat,letsomeofthemshowwhattheyhavedesignedinthepicture.What’smore,theteachercanaskthemwhytheydesignitinthiswayandwhetheritispossibletorealizetheirdreaminthefuture.Iftheywantsuchdreamstocometrue,whatshouldtheydonow??Apartfromtheabove,theteachercandesignacompetition.Dividetheclassintofourgroups.Eachgroupshouldworktogethertolisttheproblemshumanbeingsarefacingtoday?.Thenletthemdiscusswhetherwhattheyhavelistedisreasonableornot.Thegroup,whichhaslistedthemostproblems,willbethebest.Followingthatcompetition,theteacherwillaskthestudentstoconsiderwhatproblemspeopleinthefuturewillhavetoovercomeandwhichoneswillstillexistthereormightbeevenworseinAD3005soastoleadinthetextmorecoherently.TheSsaresupposedtoanalyzethepossibilities,andalsoshowtheirreasonsforsuchimagination.Finally,theteacherhadbetterletthestudentsconsiderthisquestion“DoyouwanttoliveinAD3005ortoday?WhydoyouprefertoliveinAD3005ornowadays?”?TeachingImportantPointsHavethestudentsdiscussthechangesthathavetakenplaceforalmostonethousandyearsandwhatwillhappeninthecomingonethousandyears.?Encouragethestudentstopredictwhatproblemspeoplewillhavetoovercome.?Understandandlearnthefollowingwordsandexpressions:vehicle,carriage,private,settlement,impression,takeup,constant,remind,previous,tablet,capsule,surrounding,lack,mask,bend,press,swift,master,losesightof,catchsightof,sweep,switch,optimistic,length,speedup,extraordinary,helmet,assistin,agency,slip,require.?TeachingDifficultiesPredictwhatchangesmaytakeplace/befoundinthenextonethousandyears.?TeachingAidsCAIequipmentwithamulti-mediaclassroomandothernormalteachingtools?

ThreeDimensionalTeachingAimsKnowledgeAimsLearnaboutthechangesthathavehappenedforalmostonethousandyearsandwhatwillhappeninthecomingonethousandyears.?Listwhatproblemspeoplewillhavetoovercome.?Trytounderstandandlearnthefollowingwordsandexpressions:vehicle,carriage,private?,settlement,impression,takeup,constant,remind,previous,tablet,capsule,surrounding?,lack,mask,bend,press,swift,master,losesightof,catchsightof,sweep,switch,optimistic,length,speedup,extraordinary,helmet,assistin,agency,slip,require.?AbilityAimsDevelopthestudents’abilityofspeaking.?Encouragethestudentstoimaginewhatwillhappeninthefuturetocultivatethestudentsforcreativeness.?EmotionalAimsEncouragethestudentstobebraveenoughtoimaginewhatseemsimpossibletoday.Letthemrealizenothingisimpossibleandwecanmaketheimpossiblepossible.Havingcouragetoimaginesometimesleadstonewsuccessandnewbreakthroughsinthefuture.?

TeachingProcedureStep1GreetingT:Hello,myfriends.?S:Hello,MissWang.?Step2WordPuzzlesT:OpenyourbookstoPage94.Let’sreadthewordsandexpressionstogether.(Thestudentsreadthosewordsandexpressionstogether.Helpthempronouncethenewwordsandexpressionscorrectly.Latergivethemsometimetoremembersome.Ifsomestudentsarepoorinpronunciation,theteachershouldgivethemsomemorehelp.)T:Now,listentomecarefully.Iwillgiveyousomeexplanationsorsituationsforsomewordsandphrases.WhenItellyousomemeaningsorsituations,you’dbetterguesswhichwordsorphrasesIreferto.Getreadyforit.Let’sseewhowillbethefirsttofindoutthecorrectanswers.T:Whenwegotosomeplace,especiallytoaplacefarawayfromyou,whatdoyouneedthemost?S:VehicleT:Right.Youareclever.?T:Somethingbelongstooneparticularpersonorgrouponly,whichispersonal.Whatisit??S:Private.?T:Excellent.Canyouuseittomakeasentence??S:Thisismyfather’sownprivatechair,whichnooneelseisallowedtositon.?T:Whatabeautifulsentence.Nextoneiscomingbeforeintimeororder.Canyouguesswhatitis??S:Ithinkitisprevious.?T:Yes.Wouldyoupleasemakeasentenceusingit??S:Wehadmetonapreviousoccasionbefore...?T:Good.Ilikethebookverymuch,butIdon’thaveenoughmoneyonme.WhatdifficultydoIhavenow??S:Youarelackingmoney.?T:Youareclever.Ican’tbuythebookbecauseoflackofmoney.?T:Evenifheisinlackofmoneytobuyfoodtoeatandtobuyahousetolivein,heisstillconfidentandleadsanactivelife.Sowecansayheis...?S:Heisoptimistic,Ithink.?T:Quitegood.Hehasanoptimisticviewofevents.?Step3BrainstormingT:Asweallknow,noonecanstopthewheelofhistory.Oursocietykeepsadvancing,sowhatwillhappeninthefuture?Sureyouoftendreamofyourbeautifullifetomorrow.Now,I’dliketosharewithyouwhatyouhaveimaginedaboutthefuture.Youarefreetoshowyourdifferentimaginations.S:Peoplewillnothavetowork,becauseallofworkwillbedonebymachine.S:Peoplewillgotospaceveryeasily.Wecangotootherstarsjustaswevisitothercities?nowadays.S:Peoplewillliveforeverandnoonewilldie.?Ss:...?T:Nowlet’sfillinthefollowingchartaccordingtoyourimagination.?

Fields

Whatwillthe__________becomeinthefuture

Energy

Language

Farm

Factory

AD2005:ModernWorld

Bycar,bybus,bytrain,byair,bymotorbike,bybike,bymaglev,byship.

Farmersneedn’tgotowork,andtheywillliveinafoldedhousewitheverythingpeopleneed.Computerwilldoanythingtohelpvillagers.

Streetswillnotascrowdedasnow,becausetheentirevehiclecanflyinthesky.People?willtakewhatevertheyneedforfree.

Onthemoon,ontheotherplanets;underthesea.

TheDesignoftheWritingontheBlackboard

Unit3Lifeinthefuture

Period1WelcometotheUnitBrainstorming

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ResearchandActivitiesImagination?Oneday,youarewalkingthroughaforestalone.Suddenly,youhappentomeetastrangemanwholivesinAD3005.Atfirstsight,youfindhimkindandfriendly,soyoucometohaveatalkwithhim.Youaretalkingaboutthewayoflife,transport,houses,villages,towns,locationsofsettlement,education,cultureandcustoms.Now,imagineandwritedownthedialogue.?

ReferenceforTeaching

Thefastestelectricvehicle

LastweekanelectricandspeedvehicledesignedbyaOhioStateUniversity’sundergraduate,setnewUSandInternationallandspeedrecordsforelectricvehicles—!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--308mphand271mphrespectively.

HousingInruralareasthefloorsofdwellingsconsistofpoundedearthorconcrete,orelseofraisedwoodfloors,whilewoodenframingsupportswallsofwovenbamboomatting,andtheroofsareofdriedpalmfiberortiles.Inurbanareasfloorsareofcementortile,theframingofthedwellingsisofteak,thewallsareofbrickandplaster,andtheroofsoftileorshingle.Althoughmostofthepopulationisnonurban,themajorhousingproblemsareinthecities,wherenewarrivalscrowdintosqualidslums.Intheirdesiretoescapetherestraintsofthetraditionalrurallifeandseektheopportunitiesofthecities,mostimmigrantsfindlivingconditionsthatarelessattractivethanthoseofthecountry.?JakartaisthemostmoderncityinIndonesiaandalsotheonewiththegreatestproblems.Itlacksadependablesupplyofelectricity,gas,andwater,anadequatetelephonesystem,awaste-disposalsystem,andadequateschoolandhealthfacilities.Thereisaseverehousingshortage,withthegapbeingfilledbysubstandard,temporaryhousingthatdoesnotrequirebuildingpermits.Subsidizedhousingisprovidedlargelybyemployers,includinggovernmentministries,foralimitednumberofkeyemployees,althougheffortsbythegovernmentarebeingmadetoprovidemorelow-costhousingtoawidergroupofpeople.?

Lifein2060LetussupposeitisnowaboutA.D.2060.Let’smakebelieveitisaboutsixtyyearsfromnow①.Ofcourse,thingshavechangedandlifeisverydifferent.?Voyagestothemoonarebeingmadeeveryday.Itisaseasytotakeaholidayonthemoontodayasitwasforthepeoplein1960totakeaholidayinEurope.Atanumberofscenicspotsonthemoon,manyhotelshavebeenbuilt.Thehotelsareairconditioned,naturally.Inorderthateveryonecanenjoythebeautifulsceneryonthemoon,everyroomhasatleastonepicturewindow.Everythingimaginableisprovidedforentertainment(娛樂)ofyoungandold.?Whatarepeopleeatingnow?Peoplearestilleatingfood.Theyhaven’tyetstartedtotakeonheir(繼承)supplyofenergydirectlyaselectricalcurrentorasnuclearpower.Theymaysomeday.Butmanyfoodsnowcomeinpillform,andthefoodthatgoesintothepillcontinuestocomemainlyfromgreenplants.?Sincethereareseveraltimesasmanypeopleintheworldtodayastherewereahundredyearsago,mostofourplanet’ssurfacehastobefilled.Thedesertsareirrigatedwithwaterandcropsarenolongerdestroyedbypests.Theharvestisalwaysgood.?Farming,ofcourse,isveryhighlydeveloped.Veryfewpeoplehavetoworkonthefarm.Itispossibletorunthefarmbyjustpushingafewbuttonsnowandthen②.?Peoplearenowlargelyvegetarians(素食者).Yousee,asthenumberofpeopleincreases,thenumberofanimalsdecreases.Therefore,thepeoplehavetobevegetariansandwearehealthierbothinourbodiesandinourminds,andweknowthecausesandcureofdiseaseandpain,anditispossibletogetridofdiseases.Noonehastobeillanymore.?Suchwouldbeourlifein2060.?注釋..................①Let’smakebelieveitisaboutsixtyyearsfromnow.讓我們假設(shè)現(xiàn)在是大約60年以后。詞組makebelieve的意思是“假裝;虛構(gòu)”。?②Itispossibletorunthefarmbyjustpushingafewbuttonsnowandthen.只是通過不時按幾個按鈕來管理整個農(nóng)場已成為可能。?

MachineDreams!Adesklessfuture?Inan,interview,RayKurzweil,whohelpedinventtheITpresent,explainshowhumans?fitintotheITfuture:theimpactofautomationonjobs,biotechnology,slowingtheagingprocess,brainenhancement,etc.?Therewon’tbecomputersondesks.We’lleliminatemostofthatclutter,certainlybytheendofthisdecade.Futuretechnologywillbeverymobile;it’llbesosmallthatit’llbevirtuallyinvisible.Everybodywillbeonline.Imageswillbewrittenrighttoourretinas.Andeventually,we’regoingtohavesoftwareprocessesrunningclosetoourbodiesand,ultimately,insideourbodies,inourbrains.

ItremindedmeofanarticleIreadtwoweeksagointheFinancialTimes(“TheOfficeisFuture-Proof”,)explainingwhatourfutureofficewouldbelike.?AccordingtojournalistFionaHarvey,50yearsago,computerswerekeptinhugeback-rooms,butin50years’time,thingswillbemuchthesame.Computerswillbefarawayfromtheofficetheyserve,insilosontheoutskirtsofcities,likepowerplants.?Thesiloswillrunverypowerfulversionsofthedatabasesandprocessingsoftware.Fromtheirdesks,peoplewouldplugintotheseapplicationsonunobtrusivescreens,andcommunicatewithcolleaguesbylivevideos.?

SystemtomindyourpupilsizewhileyoudriveThefutureofdriversdoesn’tlookveryrock&roll.SwedenVolvowantstointroduceanewsafetysystemabletodetectandsignsofdrowsinessintruckdrivers.ThesystemwasfittedtoVolvo’sexperimentalSafetyTruck.

DevelopedbySeeingMachines,Facelabsystemreliesonacamerafittedinsidethetruck’scabthatscansthedriver’sretinaandmonitorsheadmovement.Bycountingthenumberofblinksperminuteaswellasthedistancebetweeneyeslids,itcanautomaticallydetectsignsoffatigueinthetruckdriver.Whenthedriverstartstonodoff,awarningmessageappearsonthedriver’sconsole,theseatvibratesandsmallwhitestrobelightsflashaway.?Thedeviceisalsoabletodetectlapsesinconcentration.Soifthedriverstaredstraightaheadfortoolong,itwouldtriggeranalarm.?Thesystemwilleventuallybeabletodetectifthetruckisapproachinganothervehicletoofastorwanderingacrosstheroadratherthanstayinginlane.?

Unit 3 Life in the future Period 3 Listening and Speaking

一名優(yōu)秀的教師就要對每一課堂負責，作為教師就要早早地準備好適合的教案課件。教案可以讓學生能夠聽懂教師所講的內(nèi)容，幫助教師提前熟悉所教學的內(nèi)容。那么怎么才能寫出優(yōu)秀的教案呢？下面是小編為大家整理的“Unit 3 Life in the future Period 3 Listening and Speaking”，相信您能找到對自己有用的內(nèi)容。

Period3ListeningandSpeaking

TheGeneralIdeaofThisPeriodThisisthethirdperiodofthisunit.Atthebeginningofthisperiod,theteachershoulddesignsomeexercisestoreviewwhatthestudentslearnedinthelastperiod.ThesecondperiodcentersontheunderstandingofthepassageFirstImpression.Theteachercanbeginwithaskingsomequestionsorhavingacompetitiontomakesomesentenceswith“firstimpressions”accordingtothepassage.Thisperiodmainlydealswithlisteningandspeaking.Atthebeginning,teachersfocusontrainingtheSs’listening.Thislisteningcontentisaboutlivingin“Wonderworld”andanewkindofquilt,whichXiaoFenghasinvented.Itcan“think”foritselfandbecomewarmerorcooleraccordingtotheweather.?WhentrainingtheSs’listeningability,teachersshouldstartwithpre-listening,thatislead-in.Ifitisnecessary,teachershadbetterintroducesomebackgroundknowledgeaboutthelisteningmaterial.Afterthat,askthestudentstopredictwhatthefollowinglisteningmaterialmaybeaboutaccordingtothegiveninformation.Teachingstudentstolisteninaproperwayistheaimofthisactivity.Agoodlistenershouldbeabletopredictaccordingtosomehintssuchasthetopic,thequestionslisted,etc.,tolistenwiththepurposeoffindingusefulinformationandtosummarize.Later,lettheSslistentoit.Atthesametime,teachersshoulddesignsomesimplequestions.Afterthat,theSshaveknownsomeaboutthelisteningmaterial,andthenteacherscanaskthemtolistentoitagaintobereadyformoredifficultquestions.Ifnecessary,theSscanbegivenanothertimetolisten.Whilepracticing,teachershadbettergivestudentssomeadviceonhowtodoitwell.Certainly,supposetherearemanynewwordsandexpressions,teachersdealwiththemfirstly.Afterpracticinglistening,theSsareexpectedtolearnsomeexpressionsaboutimagination.Thetopicisaboutwhatlifewillbelikewhatlifewillbelikeinyourhometownin1000years’time.Laterletthestudentsworkinpairs.Imagineyouaretwoinventorsandyouhavedesignedanewproduct,whichyouwanttosell.First,youneedtodecideonyourproduct.Itcanbeanythingthatpeoplemightfindusefulinthefuture.Itmightsavethemtime,makeworkeasierorhelpincommunication.Second,youwillhavetoexplaintotheclassexactlyhowyourproductworks.Itcanuseanybranchofscience.Third,youneedtoshowthatpeoplewillbewillingtouseit.?Duringthecourse,teachersshouldrankclassactivitiesfromtheeasytothedifficult.First,askthemtolearntheexpressions.Then,askthemtoimitateittohaveadialogue.Finally,thestudentsareexpectedtocreateadialogueordiscussthegiventopic,usingtheexpressionsaboutimagination.Thisperiodlaysemphasisonspeakingandlistening.Theteachershouldtryhisorherbesttoencouragethestudentstosaysomething.Don’talwayscorrectthemistakesthatthestudentswouldmakewhilespeaking.Otherwise,thestudentswouldfeelreluctanttospeakouttheiropinions.?TeachingImportantPointsTrainthestudents’speakingabilitybydescribing,talkinganddiscussion.?Helpthestudentsimprovetheirlisteningability.?TeachingDifficultiesTrainthestudents’listeningability.Especiallylistenandunderstandthekeywordsandunderstandthespeakers’intentionandattitude.?TeachingAidsataperecorder,aprojector,theblackboard?

ThreeDimensionalTeachingAimsKnowledgeAimsLettheSsknowaboutsomewonderfulimagination.?GettheSstolearnhowtoexpressimagination.?AbilityAimsTrainthestudents’speakingabilitybydescribing,talkinganddiscussion.?Trainthestudents’listeningability.?Developthestudents’imaginationability.?EmotionalAimsTrainthestudents’abilitytocooperatewithothers.?Developthestudents’imaginationability.?

TeachingProcedureStep1GreetingT:Hello,boysandgirls.?Ss:Hello,MissWang.?Step2RevisionT:Todaywewillbeginourlessonwithacompetitionbetweengroups.Inthelastperiod,welearntaboutane-mailwrittenbyLiQiang.Now,pleasesaysomethingthatyouknowaboutit.Ifyouofferacompletesentence,youwillbegiventenmarks.Yourgroupwillbegiventwentymarkswhenyourexpressionisespeciallybeautiful.S:LiQiangpaidavisittothefutureinAD3005.?S:Hefeltverynervousatfirst,buthefeltmuchbetteraftereatinggreentablets.?S:Hearrivedontheearthinonethousandyearsbycapsule.?Ss:...(Theteachershouldencouragemorestudentstojoininthecompetition.Attheendofthecompetition,theteachershouldannouncetheresultofthiscompetition.Praisethewinnerandencouragethelosers.)?Step3Listening(onPage23)?Task1Pre-listening?T:Let’sreadthefollowingphrasestogether.?spacecreatures,livingonanotherplanet,newdiscoveriesinspace,whyaspacestationspins,howtogetwateronMars,comets,housesinatownonMars,Martiancreatures,atmosphereandgravity?T:Canyouunderstandthosephrases?Pleasepredictwhatyouaregoingtolistenmaybeaboutaccordingtothephrases.Ss:Itmaybeaboutlifeontheotherplanet.?Task2FirstListening?T:Nowlet’slistentothetapetoseewhetherwhatyoupredictisrightornot.Atthesametime,youareaskedtotickthethingsthatyouhearonthetape?DoExerciseOneonPage23.?(Afterlistening,letthemchecktheanswers.)?Task3SecondListening?T:Thistime.You’dwritedowntheanswerstothefourquestions.Boysandgirls,howcanwewritetheanswersfastandcorrectly??S:Weshouldgothroughthequestionsfirstandkeeptheminmind.Whenwearelistening,wejustneedtopaymuchattentiontothesentencesrelatedtotheanswers.?S:Weneedn’twritedowneachwordoftheanswers.Wejustwritedownsomekeywords.Laterwecanwritedownthecompleteanswerswiththehelpofthesekeywords.?T:Youareclever.Nowpleasegetready.First,lookthroughtheintroductiontothelistening?material.Then,scanthequestions.?(Twominuteslater,theteacherplaysthetape.ThengiveSstimetoorganizetheirsentences.)T:Let’schecktheanswersonebyone.?(Ifstudentsmakesomecommonmistakesortheyseemtohavedifficultyinfindingoutanswers,teacherscangivethemsomehintsandletthemlistentoitagain.Afterthat,checktheanswers.Ifthestudentsfeelitdifficulttomakesenseaboutthekeywordsandunderstandthespeakers’intentionandattitude,theteachershouldgivethemsomehelp.)?Task4Post-listeningT:Afterlistening,wouldyoupleaseanswersomequestions??1.Whatdidyouhearonthetape??2.Doyouthinkpeopleinthefuturewillbeabletolivein“Wonderworld”?Whydoyouthinkso?(Atthisparttheteachermayhavethestudentspresentwhattheyhaveheardonthetapeandshowtheirownopiniononlivingin“Wonderworld”.Ifpossible,theteachermayhavesomeofthestudentsdothepresentationworkinclass.Bydoingthis,thestudentscangetfullunderstandingofwhatthetapeistalkingabout.)?Step4Post-listening(onPage55)?Task1Pre-reading?T:Nowlet’slearnaboutamagicquilt.XiaoFenghasinventedthisnewkindofquilt.Itcan“think”foritselfandbecomewarmerorcooleraccordingtotheweather.Let’sreadthefollowingwordsandphrasesonPage55.Trytopronouncethemcorrectly.?Task2FirstListening?T:Now,let’slistentothetapeandtickthethingsyouhearonthetape.?(Lateraskthestudentstochecktheanswers.)?Task3SecondListening?T:Justnowwehavelistenedtoitandknowsomeadvantagesofthisspecialquilt.Suppose?youaremarketingmanagerinthecompanythatmakesthequilts.Soyouhavebeenaskedtofindareasintheworldtosellthequilt.Listentothetapeagainandthinkoftheplaceswherethequiltwillworkbest.YouwillbeaskedtofinishExerciseTwo.Itwillworkbestin__________wintersand__________summers.(Afterlistening,letthestudentschecktheanswers.)?Task4Post-listening?T:Youdidaverygoodjobjustnow.Let’sgoontofillintheform.Useyouratlasifyouneedmoreinformation.Addtwootherplacesyouthinkwillbetherightplacestosellthequilt.?CountrySuitableclimate

Possibleareatosellquilts?Why?

TheDesignoftheWritingontheBlackboard

Unit3Lifeinthefuture

Period3ListeningandSpeaking

Usefulexpressionsondiscussingimagination

ResearchandActivitiesReadthefollowingmaterialaboutMars,andthenwriteapassageaboutwhetherpeopleinthefuturewillbeabletoliveontheMars.Inthepassage,youwillbeaskedtopresentyouropinionandtrytopersuadeotherstobelieveinyourimagination.BasicatmosphericdataTheMartianatmosphereiscomposedmainlyofcarbondioxide(CO2).Itisverythin(lessthan1percentoftheEarth’satmosphericpressure).Evidencesuggeststhattheatmospherewasmuchdenserintheremotepastandthatwaterwasoncemuchmoreabundantatthesurface.Onlysmallamountsofwaterarefoundintheloweratmospheretoday,occasionallyformingthinicecloudsathighaltitudesand,inseverallocalities,morningicefogs.Nitrogen,oxygen,carbonmonoxide,andtheraregases(neon,argon,krypton,andxenon)alsoarepresentinsmallquantities.Thecharacteristictemperatureintheloweratmosphereisabout200K,whichisgenerallycolderthantheaveragedaytimesurfacetemperature(250K).Itdecreasesupwardfromthesurfaceatabout1.5Kperverticalkilometer.UnlikethatoftheEarth,thetotalmass(andpressure)oftheatmosphereexperienceslargeseasonalvariations,ascarbondioxide“snowsout”atthewinterpole.Theannualvariationofsurfacepressurewasmeasuredtobeabout26percentofthemeanatmosphericpressure(7-8millibars)atthelandersites,equivalenttosome7.9×1012metrictonsofcarbondioxide?.AlthoughtheMartianatmosphereisthin,itsupportsavarietyofclouds.Whitecloudsarewaterice,whilethe“yellow”onesareduststormsthatthrowdustintotheatmospheretoheightsof10km(6miles)ormore.Evenintheabsenceofstorms,theatmosphereisneverclearofdust,whichgreatlyaffectsatmosphericstructure.

ReferenceforTeaching

ExploringtheplanetMarsPeopleonEarthhavealwaysbeeninterestedintheplanetMars.Recently,thatinteresthasincreasedbecauseseveralsuccessfulspacecrafthavebeenplacedinorbitaroundMars.TheseincludetheAmericanspaceagency’sMarsGlobalSurveyorandMarsOdysseyandtheEuropeanSpaceAgency’sMarsExpress.

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--PerhapsthemostexcitingeventtookplaceonJanuarythird.ThatiswhenthefirstoftwoMarsexplorationvehiclessuccessfullylandedontheRedPlanet.Thefirstlanderisnamed“Spirit”.ItcametorestinanareaofMarsnamedGusevCrater.MillionsofpeopleusedtheircomputerstolinkwithNASA’sInternetWebsitetoseephotographssentbackbySpirit.OnJanuaryfifteenth,NASAscientiststoldSpirittouseitssixwheelstomoveoffthelandingdevice.ItdidthissuccessfullyandrolledontothesurfaceofMars.ExcitedNASAofficialssaidSpiritwasnowreadytobeginitstaskofexploringthesurfaceoftheRedPlanet.

OnJanuarytwentieth,scientiststoldtheexplorationrovertouseoneofitstoolstostudythesoilneartherock.Thenextday,Spiritbeganhavingproblems.Itansweredradiosignals,butitwouldnotsendbackscientificinformation.?NASAofficialsbegantoworktocorrecttheproblemwithSpirit’scomputer.Thepartofthecomputerthatstoresinformationwasnotworkingcorrectly.OnFebruary1st,NASAannouncedthatSpirit’scomputermemoryhadbeensuccessfullyrepaired.Itwillbeginscientificexaminationsofrockslaterthisweek.Thesecondvehicleisnamed“Opportunity”.ItlandedinanareaofMarscalledMeridianiPlanum.NASAscientistssayOpportunitylandedinsidealargeholeinthesurfaceoftheplanet.PhotographsfromOpportunityshowseverallargeformationsofrock.Thephotographsclearlyshowthisrockisbelowthesurface.NASAscientistssaytherocktheyseeinthephotographsisnotlikeanythingtheyhaveeverseenbefore.?NASAofficialssaytheyhavediscoveredandconfirmedthatOpportunitylandedonanareaofMarsthatisrichinthemineralcrystallinehematite.OnEarthsuchhematiteusuallyformsinthepresenceofwater.ScientistswanttoknowifthehematiteonMarswasformedunderwatertoo.?SomeevidencesuggeststhatlongagotheMeridianiPlanumareaofMarswaswetandheldwater.Opportunitywillsearchformoreevidenceofwaterandanyevidencethatsomekindoflifecouldhaveexistedinthearea.Whentheygettoaninterestingareatheyreachoutwithamechanicalarmthatcarries?severaltools.Thearmcarriesthemicroscope,twoinstrumentsforidentifyingwhattherockismadeofandatoolforcuttingintotherock.ScientistssaythatSpiritandOpportunitywillexplorethesurfaceofMarsforaslongasninetydays.TheroverswillbeexploringthesurfaceinanefforttofindevidenceofwateronMars.WaterisextremelyimportanttoanyfuturehumanexplorationofMars.Thetwodevicesaretryingtodiscoverifwehavenotbeenaloneintheuniverse.Theyaretryingtoanswerthequestion:IsthereanyevidencethatlifeonceexistedontheRedPlanet??

UNcallsforgreatereffortstoprotectenvironment?U.N.SecretaryGeneralKofiAnnansaidthatthethemeofthisyear’sWorldEnvironmentDayisConnectwiththeWorldWideWebofLife,“achoicethatreflectstheneedforeveryoneofustorecognizeourroleinpreservingourfragileplanetandtheecosystems,resourcesandnaturalprocessthatbindusalltogether.”“Morethanever,lifeonEarthrequiresofusasenseofuniversalresponsibility—nationtonation,persontoperson,humantoallotherformsoflife,”hesaid.?KlausToepfer,executivedirectoroftheU.N.EnvironmentProgram,saidthattherichesoftheinformationagearebeingfeltbyeveryoneonearth,however,theworld’soldproblemsareenduringandurgent,citingtheloomingthreatsofinequalitiesbroughtaboutbytheforcesofglobalization,poverty,reducedfoodsecurity,theintricatebalancebetweenpopulation,resourcesandtheenvironment,thechallengeofsustainabledevelopmentandtherelationshipofallthesetothefutureofhumanityandtheenvironment.?“Thethemeofthisyear’sWorldEnvironmentDayisareminderthattheearthwithallitscomplex,interlockingecosystems,isthefoundationofourlives.Itisourcommonheritage.Thebountyofnatureisoneandindivisible.Itknowsnofrontiers,noterritorialborders,”hesaid.Henotedthathumanbeingsareapartofavastwebofinterconnectedspeciesandsystemsthatfittogetherinintricateways,enablingthewholesystemtocontinue.“Therearelimitstohowmuchourpopulationcangrow,andhowmuchwecanalteroursurroundingenvironment,withoutcausingchangesthatwillreverberatethroughoutthatwebandjeopardizeourownfuture,”hesaid.Hecalledongovernmentsandpeopleworldwidetojoinhandsandtakecommonstepstoprotectenvironmentsoastopassasafe,cleanworldtohuman’soffspring.

Unit 3 Life in the future The Second Period教案

一名優(yōu)秀負責的教師就要對每一位學生盡職盡責，作為教師就要精心準備好合適的教案。教案可以保證學生們在上課時能夠更好的聽課，有效的提高課堂的教學效率。怎么才能讓教案寫的更加全面呢？下面是由小編為大家整理的“Unit 3 Life in the future The Second Period教案”，歡迎您參考，希望對您有所助益！

TheSecondPeriod
TeachingAims：
1.Learnandmasterthefollowingexpressions：
ingeneral，catchaglimpseof，keepintouchwith，payattentionto，leadto，instore
2．Improvethestudentsreadingability．
3．Letthestudentsknowsomethingaboutthelifeinthefuture．
TeachingImportantPoints：
1．Improvethestudentsreadingability．
2．Masterthefollowingphrases：
ingeneral,catchaglimpseof,keepintouchwith，payattentionto,1eadto,instore
3．Enablethestudentstounderstandthetextbetter.
TeachingDifficultPoint：
Howtomakethestudentsunderstandthereadingpassagebetter．
TeachingMethods：
1．Discussionbeforereadingtomakestudentsbecomeinterestedinwhattheywilllearn．
2．Scaningthetexttogetageneralideaofthetext．
3．Carefulreadingtogetthedetailedinformationinthetext．
4．Individual，pairorgroupworktomakeeverystudentworkinclass．
TeachingAids：
1．a(chǎn)multimedia
2．a(chǎn)taperecorder
3．theblackboard
TeachingProcedures：
StepIGreetingsandLead-in
Greetthewholeclassasusual．
T：Doyoulikewatchingplays?
Ss：Yes．
T：NowIllshowyouthreeplays．Watchcarefully.AfterthatIllaskyoua
question．
(Teachershowstheplays．Afterthat，teachersaysthefollowing．)
T：Whatdifferenceshaveyoufoundintheseplays?Who’dliketoanswerthisquestion?Anyvolunteers?
S：Ithinkthewaysthatpeopleworkaredifferent．Inthefirstplay，somepeopleareworkingbyhand．Inthesecondplay．somepeopleareworkingwithmachineswhilesomepeoplearegivingorderstorobotstoworkfortheminthelastone．
T:Yes．Oursocietyisdevelopingveryfast,soourlifehasalsochangedalot．
Withthedevelopmentofscienceandtechnology,ourlifenowisquitedif-ferentfromthatinthepast．Doyouwanttoknowwhatlifewi11belikeinthefuture?
Ss：Yes．
T：Todaywearegoingtoreadapassageaboutlifeinthefuture．
StepⅡPre—reading
T：NowfirstletslearnsomenewwordsonPage110．
(Teachthewordsandexplainthemtothestudents．Thenaskthestudentstoreadafterthetape．Atlastteachersaysthefollowing．)
T：OK．NowIwantyoutodiscussfourquestions.Lookatthescreen．
(Teacherusesthemultimediatoshowthequestionsonthescreen．)
1．Howwillpeopleshopinthefuture?
2．Howwillpeopletravelinthefuture?
3．Whatwillschoolsbelikeinthefu-ture?
4．Whatwillthefuturebelikeingener-a1?
(Teachergivesthestudentsfourminutestodiscussandthencollectstheiran-swers．Finallyaskthemtoreadthetexttofindouttheanswerstothequestions．)
StepⅢReading
T：OK．PleaseopenyourbooksatPage43．Readthepassagequicklytofindoutinwhichparagraphyoucanfindtheanswerstothequestionsdiscussedjustnow．
(Teachergivesthestudentsenoughtimetoreadthetextandthencollectstheiranswers．)
Suggestedanswers：
1．Howwillpeopleshopinthefuture?
Paragraph3
Peoplecandoonlineshopping(ontheInternet)andtheycangotoapleasantmallusingsmartcards．
2．Howwillpeopletravel／inthefuture?
Paragraph2
Welltravelbycar／taxi／bus／trainthatburnsnewfuelsandusesnewenginesthatwillletustravelwithoutworryingaboutwhetherwearepollutingtheen-vironment．
3．Whatwillschoolsbelikeinthefuture?
Paragraph5
Inthefuture，theremaybemore“schoolsontheair”and“e-schools”．Wecanstudyathomebywatchinged-ucatorsonTVoronacomputerscreen．
4．Whatwillthefuturebelikeingeneral?
Paragraph1
Ingeneral，thefuturewillbebrighterandourlifewillbemoreconvenient．
T：Nowreadthepassageagainandthenanswerthequestionsonthescreen．Thistime，youshouldreadslowlyandcarefully．
(Showthefollowingquestionsonthescreen．)
1．Whatwillhappeninthefieldofhealthandmedicineinthefuture?
2．Canyouexplainthemeaningofe-learning?
3．Whyisitimportanttobelifelonglearners?
4．Whatshouldwedotomakesurewewillhaveabrightfuture?
(Teachergivesthestudentsfiveminutestoreadthetextcarefully．Finallyasksomestudentstoanswerthequestionsonthescreen．Theycanhaveadiscussioninpairsifnecessary．)
T：Now，whocananswerthefirstques-tion?GuoLi，wouldyouliketohaveatry?
S：Peopleinthefuturewillbeabletoen-joyalongerandhealthierlifeandre-mainactiveeveninoldage。Peoplewi1lpaymoreattentiontotheimportanceofahealthydietandanactivelife．SomenewdiseasessuchasSARS，smallpoxhavealreadybeendefeatedbynewmedicines．
T：Good．Pleasesitdown.Now,let’san-swerthesecondquestion.Whowantstohaveatry?
S：Letmetry.“E-learning”meanstolearnontheInternet.Thatistosay,wecanstudybywatchingeducatorsonTVoronacomputerscreen,wheneverwehavetimeandwhereverweare．
T：Doyouagreewithhis／heranswer?
Ss：Yes．
T：OK．Now，whohasgottheanswertothethirdquestion?
S：Ihave．Becauseknowledgeischangingallthetime，itisimportantandneces-sarytobelifelonglearners．
T：Thatsright．Anybodyvolunteerstoanswerthe1astquestion?
S：Weshouldtrytolearntoacceptchangeandappreciatewhatisnewanddiffer-net．Andweshouldlearnmoreknowl-edgetofitinwiththeneedsoftheso-ciety．
StepⅣExplanation
T：Nowyouhaveknownthegeneralideaofthepassage．Butyoushouldalsopayattentiontosomeusefulphrases．Letslookattheirusages．
(Showthefollowingonthescreen．)
1．Ingeneral，boyslikeplayingfootballmorethangirls．
2．Icaughtaglimpseofahighbuildingfromthewindowofatrain．
3．Mr.．Wangkeptintouchwithhisoldfriendsbymobilephone．
4．Youshouldpaymoreattentiontoyourpronunciation.
5．Hardworkleadstosuccess．
6．Ihavesomegoodnewsinstoreforyou.
(Bb：ingeneral，catchaglimpseof,keepintouchwith,payattentionto，leadto，instore)
(Teacherexplainstheunderlinedphrases．ThenasksomestudentstotranslatethesesentencesintoChinese．Onestudent，onesentence．)
S：1．一般來說．男孩比女孩更喜歡踢足球。
S：2．透過火車車窗，我瞥見一座高樓。
S：3．王先生用手機同他的老朋友保持聯(lián)系。
S：4．你應(yīng)多注意你的發(fā)音。
S：5．努力就會成功。
S：6．我有一些好消息要告訴你。
StepVListeningandDiscussion
T：Nowlistentothetapeandfollowitinalowvoice．Payattentiontoyourpro-nunciationandintonation．
(Teacherplaysthetape．Afterthat,teachergivesthestudentsafewmi-nutestoreadthetextaloud．Atlastaskthestudentstohaveadiscussion．)
T:OK．Nowlookatthescreen．Igiveyouseveralminutestodiscusstheadvanta-gesanddisadvantagesofthefollowingthings：futuretransportation，smartcards，onlineshoppingande-schools．
Thenfillinthetableonthescreen．
(Showthescreen．)
advantagesdisadvantages
future
transportation
smartcards
onlineshopping
e-schools

(Studentsbegintohaveadiscussionandafterawhileteacheraskssomestudentstofillinthetable．)
Suggestedanswers:

StepⅥSummaryandHomework
T:Todaywevereadapassageaboutlifeinthefuture．We’velearnedwhatwill
happeninthefieldsoftransportation，business,healthandmedicineandedu-cationandknowledgeinthefuture．Atthesametime．wevealsolearnedsomeusefulphrases．Afterclass，readthepassageagainandagainuntilyoucanreciteit．Besides，dontforgettopre-view“WordstudyandGrammar”inthenextperiod．
Well,that’sallforto-day．Classisover．
StepⅦTheDesignoftheWritingontheBlackboard
Unit6Lifeinthefuture
TheSecondPeriod
Usefulphrases:
ingeneralcatchaglimpseof
leadtokeepintouchwith
StepⅧRecordafterTeaching
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