小學(xué)語文微課教案

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(xué)生能夠聽懂教師所講的內(nèi)容，幫助教師提前熟悉所教學(xué)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.

精選閱讀

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 The Second Period教案

一名優(yōu)秀負責的教師就要對每一位學(xué)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(xué)生們在上課時能夠更好的聽課，有效的提高課堂的教學(xué)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
__________________________________________
___________________________________________
____________________________________________

Unit 3 Life in the future The Third Period教案

TheThirdPeriod
TeachingAims：
1．Reviewthewordsandexpressionslearnedinthelasttwoperiods．
2．LearnandmastertheNounClauseusedastheSubject．ObjectandPredicative．
TeachingImportantPoints：
1．Howtoguessthemissingwordaccordingtothegivensentence．
2．HowtomastertheusagesoftheNounClauseusedastheSubject，ObjectandPredicative．
TeachingDifficultPoints：
1．Thechoiceoftheconnectives．
2．ThewordorderintheNounClausesusedastheSubject。ObjectandPredicative．
TeachingMethods：
1．Reviewmethodtoconsolidatethewordsandexpressionslearnedinthelasttwope-riods．
2.ExplanationandinductivemethodstomakethestudentsmastertheusagesoftheNounClausesusedastheSubject，ObjectandPredicative．
3．Individualorpairworktomakeeverystudentworkinclass．
TeachingAids：
l.aprojector
2．theblackboard
TeachingProcedures：
StepIGreetingsandRevision
Greetthewholeclassasusual.
T：Yesterdaywelearntapassageaboutlifeinthefuture．Whocantellmewhatthefuturewillbe1ike?
S：Letmetry．Inthefuture,wewilltravelbycar，taxi，busortrainthatwontpollutetheairanymore．We’llbuythingsontheInternetinsteadofintheshop．
Andwe’llbeabletoenjoyalon-gerandhealthierlife…
StepⅡWordStudy
T：Verygood．Inthetext．wealsolearntsomeimportantwordsandexpres-sions．Nowlet’shaveadictation．Takeoutapieceofpaperandwritethemdownonit．
(Teacherdictatesthewordsandex-pressionslearntinthelasttwoperi-ods.
includingforcast，trend．urbanconsumer，tiny，customer,cash，regu-larly．effort，andphysician．Afterthat，letthestudentshandthemin．)
T：OK．NowlookatLanguageStudyonPage45．FirstlookatEx．IinWordstudy．Readthesentencesandfindawordfromwhatwedicatatedjustnowtocompleteeach.Youaregivenfiveminutestodoit．Readfirstandthencompletethesentencesaccordingtothemeaningofthem．Isthatclear?
Ss：Yes．
T：OK．Firstdoitbyyourselves．Thendiscusstheminpairs．Afterawhile，I’llasksomeofyoutosayyou’rean-swersandgivetheChinesemeaningofeachsentence．
(Afterawhile，teachercheckstheiranswersandcorrectsthemistakeifany．Teachercangivesomeexplana-tions．)
Suggestedanswers：
1．forecast你聽天氣預(yù)報了嗎?明天天氣會怎么樣?
2．trend在中國許多地方使用信用卡已成為一種趨勢。
3．urban許多人想在都市工作而在農(nóng)村生活。
4．consumers根據(jù)中國法律，被廠家欺騙的顧客可以得到兩倍賠償。
5．customers因特網(wǎng)有助于廠家和顧客保持聯(lián)系。
6．tiny計算機越來越小，有一天我們會在脖子或手腕上帶上計算機。
7．cash旅游時帶許多現(xiàn)金是不好的，你最好用銀行卡。
8．regularly這兩位女孩以前定期見面,但自從其中一個搬到另一個省后．她們就不能見面了。
9.physician內(nèi)科醫(yī)師就是給病人看病開藥方的醫(yī)生。
lO.efforts學(xué)習(xí)外語需要付出很大努力。
T：Welldone．NowlookatEx2．Choosethecorrectphrasetofillineachblank．Firstlookatthephrasesinthebox．Let’srevisethemeaningsofthemto-gether．(StudentssaytheChinesemeaningsofthephrasestogether．)Nowyouregiventhreeminutestofin-ishit．
(Afterawhile，teachercheckstheiranswers.)
Suggestedanswers：
Ingeneral,instore,keepintouchwith,leadto,payingnoattentionto
T：Nowreadthispassageagainandtrytocontinuethestory．Writeanendingtothestory．Afterawhile，Illasksomeofyoutoreadoutyourstory．
(Afterawhile，asksomestudentstoreadouttheirownendingtothesto-ry．)
StepⅢGrammar
T：Thankyouforyourstories．Nowpleaselookatthesentencesontheblackboard．
(Whilethestudentsarepreparingtheirstories，theteacherwritesthefollowingsentencesontheblack-boardandunderlinestheclauseswithcolouredchalk．)
(Bb：1．Whoboughtthebookisun-known?
2．Theyknowthatthehabitmaykillthem．
3．AllIcansayisthathehasalwaysbeengoodtome．)
T：Whocantellmethefunctionoftheclauseineachsentence?Anyvolun-teers?OK．WangLi，please．
S：Inthefirstsentence，“who-clause”isusedastheSubject．“That—clause”inthesecondsentenceisanobjectclausewhileinthelastsentence“that-clause”isapredicativeclause．
T：Iswhatshesaidright?
Ss：Yes．
T：Verygood．IntheObjectClause“that”isoptionalandcanbeomitted．ButinthePredicativeandSubjectClauses，“that”isnecessaryandcannotbeomitted．Youmustrememberthat．Areyouclear?
Ss：Yes．
T：OK．LookatthesentencesonthescreenandtellwhichparttheNounClauseactas．
(Showthefollowingonthescreen．)
1．Whatlifewillbelikeinthefutureisdifficultotpredict．
2．Theyarecarefulaboutwhattheyeatandexerciseregularly．
3．Theschoolsofthefuturewillproba-blybequitedifferentfromwhattheyaretoday．
4．Wecannotbesurewhetherourdreamswillcometrue，butwecanatleastbehopefulthat…
5．Ifwelearntoacceptchangeandap-preciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore．
(Teacherasksthestudentstodoitonebyone．)
S1：“Whatlifewillbelikeinthefuture”isusedasthesubject．
S2：“Whattheyeatandexerciseregular-ly”istheobjectofpreposition“about”．
S3：“Whattheyaretoday”istheobjectofpreposition“from”．
S4：“Whetherourdreamswillcometrue”isusedasthepredicative．
S5：“Whatisnewanddifferent”isusedastheobjectofverb“appreciate”and
“whateverthefuturemayhaveinstore”servesastheobjectofpreposi-tion“for”
StepⅣPractice
T：OK．LookatPart2onPage46．Usetheexpressionsintherightboxtochangeyourquestionsaboutthefu-tureintheleftboxintoNounClauses．Youmaydolikethis．
e.g．Howweshouldusemoderntech-nologyisabigissue．ButyoushouldpayattentiontothewordorderintheNotmClause．Normalwordorderisusedinit.Doyouunderstand?
Ss：Yes．
(Givethestudentsthreeminutestopractiseandthenasksomeofthestudentstoreadouttheirsentences．
Onestudent,onesentence．)
Suggestedanswers：
1.Ican’timaginewhattheadvantagesofe-schoolsare．
2．Scientistshave(not)foundanswerstothequestionwhythereisnolifeonthemoon.
3．Theproblemishowweshouldusemoderntechnology．
4．Wecannotbesurewhenwe’llbeabletotravelinspace．
5．Theyareworriedaboutwhetherrobotswillbesmarterthanpeople．
6．Wecannotbesurewhetherthefuturewillbebetter．
T：Nowlet’sdotheexerciseinPart3．Themainpurposeofthisexerciseisto
helpyouunderstandthedifferencesbetweenaNounClauseandanAttrib-utiveC1ause．Who’dliketotellmethedifferencesbetweenthem?
S：I’dIiketotry．ANounClauseisusedasasubject，object，predicativeorop-
positiveinthemainclause．AnAttrib-utiveClauseservesasanattributeto
somenounorpronouninthemainclause，anditisoftenplacedafterthisnounorpronoun．TheAttributiveClauseisintroducedbytherelativepronounsandtherelativeadverbs．
T：Verygood．Sitdownplease．NowpleasereadthesentencesinPart3first．Thenidentifythetypeofclauseinthesentences．IfitisaNounC1ause，write“NC”；ifitisanAttributiveC1ause，write“AC”．Areyouclear?
Ss：Yes．
T：Nowyouaregiventhreeminutestoprepareit．
(Threeminutes1ater，askfivestudentstosaytheiranswersonebyone．)
Suggestedanswers!
1．NC2．NC3．AC4．AC5．NC
T：Welldone．NowlookatPart4．Re-writethesentencessothattheybe-comethetypeofnounclausesinbrackets．Ifyouhaveanyproblem，youcanlookattheexample．
(Teachergivesthemfourminutestofinishit．Afterthat,askthestudentstoreadouttheirsentences．)
Suggestedanswers：
1．Wemustmakesurewhatisneededtoopenanonlinestore．
2．Howwecandeveloptransportationwithoutpollutingtheenvironmentisstillaproblem．
3．Wedon’tknowwhenwe’llhavethemedicinethatcancureanydisease．
4．AllIwanttoknowiswhosebookyouarereading．
5．Whyitisimportantforustobecomelifelonglearnersisbeingdiscussed．
Thatiswhyitisimportantforustobe-comelifelonglearners．Hehastoldmewhyitisimportantforustobecomelifelonglearners．
StepVSummaryandHomework
T：OK．Todaywe’vereviewedthewordsandphraseswelearnedinthelasttwoperiods．We’vealsolearnedtheNounClausesastheSubject，ObjectandPredicative．YoushouldpayattentiontothewordorderintheNounClauseandthedifferencesbetweenaNounClauseandanAttributiveClause．Af-terclass，reviewthecontentwelearnt，especiallytheAttributiveClauseandtheNounClauseastheSubject，ObjectandPredicative．Timeisup．That’sallfortoday．
StepⅥTheDesignoftheWritingontheBlackboard

Unit6Lifeinthefuture
TheThirdPeriod
Grammar：theNounClause
1．Whoboughtthebookisunknown．
theSubjectClause
2．Theyknowthatthehabitmaykillthem.
theObjectClause
3．AllIcansayis
thathehasalwaysbeengoodtome.
thePredicativeClause
StepⅦRecordafterTeaching
____________________________________
____________________________________
____________________________________
_____________________________________

Unit 3 Life in the future The Fourth Period教案

TheFourthPeriod
TeachingAims：
1．Reviewtheusefulexpressionslearntinthisunitbydoingsomeexercises．
2．DosomeexercisestoconsolidatetheNounClause．
3．Dosomereadingandwritingpracticetoimprovethestudents’integratingskills．
TeachingImportantPoints：
1．HelpthestudentsmastertheNounClausebetter．
2．Helpthestudentslearntowriteadefini-tionparagraph．
3．Improvethestudents’integratingskills．
TeachingDiffcultPOint：
Howtoimprovethestudents’integratingskills.
TeachingMethods：
1．Revisionmethodtohelpthestudentsmas-tertheusefulexpressionsandtheNounClausebetter．
2．Asking-and-answeringactivitytogothroughthereadingmaterial．
3．Individual，pairorgroupworktomakeev-erystudentworkinclass．
TeachingAids：
1．a(chǎn)projector
2．a(chǎn)taperecorder
3．theblackboard
TeachingProcedures：
StepIGreetings
Greetthewholeclassasusual.
StepⅡRevision
T：Yesterdaywelearnedgrammar--theNounClause．Firstlookatthescreen，please．
(Showthefollowingonthescreen．)
1．Whatlifewillbe1ikeinthefutureisthetopicfortoday’sclassdiscussion．
2．Canyouimaginewhatlifewillbelikeinthefuture?
3．Oneofthequestionsthatfewpeoplecangiveanswertoiswhatlifewillbe
likeinthefuture．
T：StudythesentencesandfindoutwhatkindofNounClausetheunderlinedpartineachsentenceis．
(Thestudentsprepareforacoupleofminutes．Thentheteachermayasksomestudenttosaytheiranswers．)
Suggestedanswers：
1．SubjectClause
2．ObjectClause
3．PredicativeClause
T：Good．Butgenerallyspeaking，itishardforyoutochooseconnectiyesin-troducingtheNounClause．OnlywhenyouknowthefunctionsoftheconnectivescanyouusetheNounClauseastheSubject,Object，Predi-cativeandAppositivefreely．Nowlet’sdosomeexercisestoconsolidatewhatyouhavelearnt．
(Showthefollowingonthescreen．)
Fillintheblankswithsuitableconnec-tives．
1．_______compositionisthebestisknowntousa11.
2．Hewondered________hewasnotal-lowedtogooutalone．
3．______istotakeLiMing’splaceisbeingdiscussed．
4．Igotveryangrywith______hesaid．
5．Myideais_________weshouldgermorepeopletofinishthework．
6．Iwonder_________itistrueornot．
7．Theproblemis___________wecouldhelpsmokerskicktheirhabit．
8．Thenews__________wehadwoninthematchexcitedall．
9．Wehavenoidea_________shewasborn．
10．That’s________wedecidedtoputthemeetingoff.
Suggestedanswers：
1．Whose2．why3．Who4．what5．that6．whether7．how8．that9．when／wherelO．why
T：Inthisunit，we’vealsolearnedsomeusefulexpressions．Doyourememberthem?Nowlet’sdoanexercisetore-visethem．pleaselookatthescreen．
(Showthefollowingonthescreen．)
Completethesentences，usingtheex-pressionslearntinthisunit．
1．_______hisworkhasbeengood，butthisessayisterrible．
2．Youshould________yourfriendbylet-ter．
3．Please_________whatIamsaying．
4．Healwayskeepsseveralbasketsofapples________．
5．Themisprint________greatconfusion．
6．He_______herbeforeshevanished(消失)intothecrowd．
7．Hisdreamofbeingafamoussinger________atlast．
Suggestedanswers：
1．Ingeneral2．keepintouchwith
3．payattentionto4．instore
5．ledto6．caughtaglimpseof
7．cametrue
T：Inthisunit，we’vealsoreadapassageaboutlifeinthefuture．Nowplease
thinkoutsomewordsyoucanusetodescribelifeinthefuture．
(Afterawhile，asksomestudentstosayoutthewords．)
StepⅢReadingandWriting
T：OK．Asweknow，people’slifehas
beenchanging．It’sgettingbetterandbetter．Whatdoyouthinklifeinthe3lst
centurywillbelike?willitbethesameasthattoday?
Ss：No．Wethinklifeinthe3lstcenturywillbeverydifferentfromthatinthiscentury．We’lllivemoreeasilythantoday．We’llhaveamachinedowhatwewantthemto．Theonlythingweneedtodoistopressthebuttonsonthecomputer．
T：OK．Thankyou．Todaywe’regoingtoreadaletteraboutthewaypeoplewill
livemorethanonethousandyearslat-erandwecanknowwhatthelifeinthe3lstcenturywillbelike．Firstletmeexplainsomephrasestoyou：keepsb．Company,abitandclearup．
(Showthefollowingonthescreen．)
1.keepsb．company：remainwithsb．sothatheisnotalone．
e.g.Hestayedathometokeephiswifecompany．
I’llstayhereandkeepyoucompany．
2．a(chǎn)bit：rather
e.g．Heisfeelingabittired．
Thebookcostsabitmuch．
3．clearup：putinorder／makesth．Tidy
e.g．Clearupyourdeskbeforeyouleavetheclassroom．
Wouldyoupleaseclearupthecup-board?
(Bb：keepsb．Company,abit，clearup)
T：NowopenyourbooksatPage47．LookatReadingandWriting．HereisaletterfromMekanika．Nowyou’regivenfourminutestoreadit．Thenanswersomequestionsundertheletter．
(Thestudentsbegintoread．Afterawhile．teachercheckstheircompre-hension．)
T：Who’dliketotellmewhatyouwoulduseane-friendfor，ifyouhadone?
(Onestudentsstandsup．)
S：Letmetry．IfIhadane-friend．IwouldlethimhelpmewithwhatIcouldntdo，keepmecompany,talkwithmeandhelpmewithmyhomework．
(Anotherstudentbeginstogivetheanswer．)
S：IthinkIwouldhavethee-friendhelpmetakenoteswhenIwaslisteningtoalectureandplaychesswithme．Fur-thermor，Iwouldletmye-friendhelpmeifIwasintrouble．
T：Thankyou．Nowthesecondquestion：WhyisitsometimesdifficultforMek-anikatoknowwhatisrealandwhatisanimage?Anyvolunteer?
S：Becausetheworldandpeopleareimi-tatedsowellthatwecanseethem，hearthem，touchthem，talktothemandfeelthem．Theyarejustliketherealworldandrealpeople．
T：OK．Thelastquestion：Howisour1ifedifferentfromthewaypeoplelivedonethousandyearsago?
S：Nowlifeismucheasierandmorecon-venientthaninthepast．Wecankeepintouchwitheachotherbycellphoneorbycomputerinsteadofbywritingletters．
S：Wecantravelbycarinsteadofonfoot．WecanbuythingsontheInter-net．Wecanalsogetthelatestinfor-mationbysurfingtheInternet．
…
StepⅣListeningandReadingAloud
T：Nowlet’slistentothetape．WhenIplayitforthefirsttime，justlistencarefully．WhenIplayitforthesecondtime，pleaselistenandrepeat．Thenreadthepassagealoud．Payattentiontoyourintonation．Areyouclear?
S：Yes．
(Playthetapeforthestudentstolis-ten．Thenwhenthestudentsreadthepassage．theteachergoesamongthemandcorrectstheirmistakesinpronun-ciation，intonationandstress．)
StepVWriting
T：Wehaveknownwhatthelifewillbeintheyear3044．Imaginethatyouhavecomebackfromatriptothefuture．Youvisitedtheyear4367andyousawawonderfulinventioncalledaMogray．NowworkwithyourpartneranddecidewhataMograyis，whatitlookslikeandwhatitisusedfor．
(Teacherasksthestudentstodiscussthequestions．Andthencollecttheir
answers．Afterthat，theteachersaysthefollowing．)
T：Nowyouknowwhatitislike．PleasewriteaparagraphaboutwhataMograyis．Beforewriting，youhavetocompletetheoutlineonthescreen．
(Showthefollowingonthescreen．)
WhatcanaMogray
Beusedfor?WhatdoesaMogray
looklike?
Howdoesitwork?

(Teacherasksthestudentstowritetheoutlineintheirexercisebooks．Studentsmayhavevariousanswers．)
T：OK．Youhavefinishedyouroutline．Pleaseuseittowriteyourparagraph．
(Teachermayletthestudentshandtheminafterclass,iftimeislimited．)
Onepossibleversion：
Lifeintheyear4367isquitediffer-entfromlifeinthe21stcentury．Wewill
stilldomanythingswedotoday，butwedothemdifferently．Forexample，wecan
useaMogarytohelpus．AMogaryisanintelligentrobot，whichlooksexactlylikeahumanbeing．Itcanbeusedinmanyfields．suchasathome，inthefactoryorinnature．
TheMograycanbeeasilyandcon-venientlyusedathome．Ifyouwanttotravel，youcanturnitintoallkindsoftransportthatyoulike，suchasaplane，acaroratrain，whichusethesolarenergywithoutpollution．Whenitistoocoldor
toohot，theheadoftheMograycanbeusedasanair—conditioner,whichcankeepapropertemperature．Thereareallkindsofrecipesinitshead．Itcancookallkindsofhealthyanddeliciousfoodforyoiifyoupressthebuttonsonit．Whenyouarebored，itcanreadsomebooksforyou，whicharestoredinitsbrain．Itcanalsoplaychesswithyouorcommunicatewithyou．Ithasthoughtssimilartoyours,YourlifewillberichandcolorfulwithaMograycompanyingyou．
Itcanbeusedinmanyfields．Inaword，theearthwillbecomeevenmorebeautifulwiththehelpofit．
StepⅥSummaryandHomework
T：Today，we’velearnedapassageaboutthelifeintheyear3044．Atthesametime，wewroteapassageaboutthelifeintheyear4367．What’smore，we’verevisedtheNounClauseandtheusefulexpressionsinthisunit．suchasingeneral,keepintouchwith，instore…(Writethemontheblackboard．Afterclass，youshouldmasterthemfurtherbyrevisingwhatwe’velearntinthisunit．Don’tforgettoprepareforthenextunit．That’sallfortoday．Classisover．)
StepⅦTheDesignoftheWritingontheBlackboard
Unit6Lifeinthefuture
TheFourthPeriod
Usefulexpressions：
keepsb．companyabit
clearupingeneral
keepintouchwithinstore
payattentiontoleadto
catchaglimpseofcometrue
StepⅧRecordafterTeaching
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