小學(xué)語(yǔ)文微課教案
發(fā)表時(shí)間：2020-11-14Unit 3 Life in the future Period 6 Language Focusing?。
Period6LanguageFocusing?
TheGeneralIdeaofThisPeriodThisisthesixthPeriod.Theteachingandstudyingactivitieswillcenteronlanguagestudyinginthisperiod.Languagestudyingwillcontainallthathasbeenlearnedinthisunit.Asusual,theteachershouldcheckthestudents’homeworkandofferchancesforthestudentstogooverwhattheylearntinthelastperiodsatthebeginningoftheclass.Inthisperiod,theemphasiswillbeputonthelearningthewords,phrasesandsentencestructures.Inordertoletthestudentsunderstandstheseexpressionsthoroughly,theteacherfirstgetsthestudentstounderstandtheirmeaninginthecontext,thentheteachergivessomeexplanationsaboutthem,laterofferssomepracticetomakethestudentsknowhowtousethem.Atlastletthestudentsdosomeexercisesforfeedback.Inordertoenablestudentstousetheselanguagepointsbothorallyandinwrittenform,theteacherisexpectedtocarefullydesignittoencouragethestudentstobeactiveinclass.Makesurethatthestudentsarewillingtotakepartinactivitiesinclassandgetreadytocooperatewitheachother.TeachingImportantPointsTolearnthefollowingwordsandphrases:lag,constantly,vehicle,takeup,remind,beoptimisticabout,asaresult,sufferfrom,besimilarto,wellknownfor,lie,getlost,losesightof,catchsightof,sweepup,providesomethingwithsomething,fallfastasleep,searchfor,assistin,gosoft,dependon,require,speedup,switch,impression,sweepup.?Tostudythefollowingsentencestructures:(1)Thesehoveringcarriagesfloatabovethegroundandbybendingandpressingdownonthedrivingstickstronglyonecanmoveswiftly.?(2)Igotlostwhenwereachedwhatlookedlikealargemarketbecauseofthepeopleflyinginalldirections.?(3)WangPing’smotherappeared,flashedaswitchonacomputerscreen,andatableandchairsrosefromunderthefloorasifbymagic.?(4)Neitherofthesecreaturesiseasytotalkto.?(5)Confusedbythenewsurroundings,Iwashitbythelackoffreshair.?TeachingDifficultiesHowtoletthestudentslearntousethesephrasesandsentencesstructuresinwrittenandoralEnglish.TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?
ThreeDimensionalTeachingAimsKnowledgeAimsTolearntheusefulexpressionsandsentencestructuresintheunit.?AbilityAimsToenablethestudentstousetheselanguagepointsbothorallyandinwrittenform.?EmotionalAimsTofurtherunderstandtheimportanceofexploringthefutureandtorealizethevalue?ofscientificimagination.?
TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,MissWang.?Step2ReviewingtheGrammar:thePastParticiple?T:Completeeachsentencebychoosingtherightverbandputtingitinthecorrectform.
intendconnectmentioncarrylosefoldfrightengive
1.Theroom,__________totherestofthehousebyalongpassage,wascompletelyempty.?2.Hewaswalkingaroundwiththeletter__________inhispocket.?3.Scientificexperiments__________outbystudentswithouttheteacher’sinstructionscanbedangerous.4.Themane__________intheletterwasunknowntome.?5.Thebook,__________asasurpriseforhissister,waslostinthemail.?6.Hisnephew,__________atseawhenhewasfifteen,hadbeenhisonlyrelative.?7.__________bythenoiseinthenight,thegirldidnotdaresleepinherroom.?8.__________advicebythefamousdetective,theyoungladywasnolongerafraid.(Theteachershouldgiveenoughtimeforthestudentstoconsider,andthenasktoshowtheiranswerstothewholeclass.Iftheystillhavedifficultyunderstanding,theteachershouldoffersomeexplanation.)?Suggestedanswers:1.connected2.folded3.carried4.mentioned5.intended6.lost7.Frightened8.GivenT:Nowlet’shaveacompetition.Usethesesentencestomakeupastory.Ifnecessary,youcanchangetheexpressionsofthesentences.Youhadbettermakeyourstoryinterestingandcomplete.Ifyoucanproperlyusethepastparticiplesinthestory,therewillbemorechancesforyoutowinthecompetition.Firstdiscussmakingupastorywithyourpartners,thentellyourstorytoanotherpairnearyou.Latercombineyourstorywithanotherpair’stomakeupanewstory,whichmustbebetterthanthefirsteditionofyourstory.Intheend,tellthewholeclassthestorywhichhasbeenmadeupbyyourgroup.Let’sseewhichgroupwilldothebest.?(Theteacherwillgivethemfiveminutestomakeupastory.Afterthat,letvolunteersshowtheirstory.Thegroupwillbethewinneriftheycantellthemostinterestingstoryandexpressionsareveryfluentwithoutmistakes.Afterthecompetition,theteacherhadbetterpraisethewinner,andencouragetheotherstotrytosucceednexttime.)?Step3LearningaboutWordsandExpressions?T:WhatdidLiQiangnotbelieve??S:Hecan’tbelievethatheistakinguphisprizethatwaswonlastyear.?T:Right.Whatdoes“takingup”meaninthesentence??S:Startorbeginsomething.?T:Yes.Takingupmeansstartingorbeginningsomething,especiallyajob.Forexample?,“Shetakesupherdutiesnextweek.Infact,ithasmanymeanings.”?takeup開(kāi)始做（工作）;占用;選修;從事;打斷了某人的話（以反駁和批評(píng)）;提交議論等。例如:Whendoestheincomingmanagertakeuphisjob??新來(lái)的經(jīng)理什么時(shí)候開(kāi)始工作？?Thecopyingofthesedocumentstookupthewholemorning.?復(fù)印這些文件用了一個(gè)早上的時(shí)間。?Hehastakenupartincollege.他在大學(xué)里學(xué)習(xí)藝術(shù)。?Thetabletakesuptoomuchroom.這桌子占了很大空間。?ShetookmeupsharplywhenIsuggestedthatthejobwasonlysuitableforaman.?我提出這工作只適宜男人做,她不容我說(shuō)完就把我斥責(zé)一番。?T:Nowlet’slearnsomeusageabout“remind”.Whatphrasesdoweoftenuse??S:remind...of/remind...todo?T:Good.remindsomebodyofsomething是指“使某人回憶起過(guò)去的事情”。而remind?somebodytodosomething是指“提醒某人去做某事”。例如:?1.Itremindsmeofwhatawomanoncesaidofhim.?2.Remindmetotakemymedicinetomorrow.?3.Mrs.Whiteremindedhersontogotothestoreafterschool.?T:Canyouuseittomakesomesentences??S:1.Herappearanceremindedmeofachildhoodfriendofmine.?S:2.Iforgottoremindhimofthemeeting.?S:3.Hismotheroftenremindshimtopayattentiontotrafficlightswhilecrossingtheroad.?T:Beautifulsentences.Wouldyoupleaseuseanotherphrasetoexplainthephrase“asaresult”?S:asaconsequence?T:Yes.“Asaresult”isalmostthesameas“asaconsequence”.Forexample:Heworkedhard,andasaresult,hegotpromotedquickly.?HeusedtobelazytoreadEnglish,asaresult,hefailedtopasstheexaminationsagain?andagain,whichledtohisfailuretogotocollege.?T:Doyoustillremembersomeotherphrasesrelatedto“result”??S:asaresultof...作為……的結(jié)果;resultfrom由……造成,因……而產(chǎn)生;resultin引起導(dǎo)致;inresult結(jié)果,引起;withoutresult毫無(wú)結(jié)果。?T:Let’strytoknowthedifferencebetween“puton”and“wear”.Pleasefindthesentences?containingthem.?S:Putonthismask.?S:Ifyoutothere,youmustwearrednightlightsonyourhelmetssothatyoucansee.?T:Fromthesetwosentences,wecanknowthedifferencebetweenthem.?Puton指穿的動(dòng)作,可用于穿鞋、穿衣服、戴帽子等,其反義詞是takeoff;wear穿著,指穿著的狀態(tài)。可以用進(jìn)行時(shí)。賓語(yǔ)除鞋衣物還可以指首飾、眼鏡、發(fā)型等。例如:?Putonmoreclothes,foritisextremelycold.?Sheisalwayswearinggloveswherevershegoes.?Shejustworeaflowertoattendtheparty.T:Payattentiontootherphrases;wearout使……破損或使人筋疲力盡;wearsomebody/somethingdown削弱;wearoff變?nèi)?wearon指時(shí)間慢慢消逝?Children’sshoesarewornout.?Sheworeherselfoutwalkinghomewiththeheavybags.?T:Therearesomeotherexpressionswhichhavethesimilarmeaningsto“wear”.Haveon,bein,dress,bedressedin.T:Canyouusethemtomakesomesentences??S:Heisoldenoughtodresshimselfnow.?S:Sheusedtobeinwhitewhenshewasyoung,whileshelikestobedressedinrednow.?S:Alittleboysuddenlycriedout,“Heishavingnothingon.”?S:Doingthesamethingdayafterdaymakesherwornout.?S:Thismorning,hegotuplateandhurriedtoputonhisclothes,andasaresult,heiswearinghisclothesindisorder.?T:Excellent.Now,let’slookatthescreentogethertolearnmoreexpressions.(referringtothefollowingmaterial)?Step4LearningSomeSentenceStructures?T:Nowlet’slearnsomesentencestructures.Canyoufindthefollowingsentenceinthepassage?CanyoutranslateitintoChinese?“Confusedbythenewsurroundings,Iwashitbythelackoffreshair.”S:新的環(huán)境把我弄得心煩意亂的,由于缺新鮮的空氣,我感到受不了。?T:Good.過(guò)去分詞confused在句中作狀語(yǔ),表示與主句中動(dòng)作伴隨發(fā)生的狀況。Forexample,Exhausted,Islidintobedandfellfastasleepsoon.Canyoumakesomesentences?imitatingit?S:Worriedaboutthejourney,Iwasnotcomfortableforfirstfewdays.?S:Heworkeddayandnight,tiredbutexcited.?S:Thegirllikessittinginherstudy,lostinthought.?T:Good.Wouldyoupleasefindthesentenceandunderstandit.?“Thesehoveringcarriagesfloatabovethegroundandbybendingandpressingdownonthedrivingstickstronglyonecanmoveswiftly.”?S:這些氣墊車在地面上漂浮,只要用力把操縱桿打彎或壓下,你就可以迅速地移動(dòng)。?T:by+doing表示方式或手段等。Forexample,?Theyputoutthefirebypouringwateronit.Canyoumakesomesentences??S:Theytrytomakeupfortheirlackofattentionbygivingtheirchildrenmoney.?S:Theymakealivingbybeggingalldayandnight.?S:Theymoveforwardbyslowlyshakingfromsidetosideonashell-covered“l(fā)eg”.?T:Excellent.Thenextisthissentence:?“WangPing’smotherappeared,flashedaswitchonacomputerscreen,andatableandchairsrosefromunderthefloorasifbymagic.”PleasetransformitintoChinese?.?S:王平的母親出現(xiàn)了,電腦熒屏上的開(kāi)關(guān)閃了一下,于是一張桌子和幾把椅子就像魔術(shù)般地從地板下面升了起來(lái)。?T:asif/asthough:似乎,好像,常用來(lái)引導(dǎo)方式狀語(yǔ)。一般從句用虛擬語(yǔ)氣。有時(shí)從句用陳述語(yǔ)氣（如果表示真實(shí)情況）。Forexample,?Hetalksasif/thoughhekneweverything.?Itlookslikeasifitisgoingtorain.Nowpleasegivesomesentencescontaining“asif/though”.S:Sometimesheactedasifhedidn’thaveabraininhishead.?S:What’sthematter?Youlookasifyouhadseenaghost.?S:Theairseemedthinasthough/ifitscombinationofgaseshadlittleoxygenleft.?S:Itwillbeapityifwehavetoaskhertoleave,butitlooksasthough/ifwemayhaveto.?T:Howtounderstandthefollowing:Igotlostwhenwereachedwhatlookedlikealargemarketbecauseofthepeopleflyinginalldirections.?S:當(dāng)我們到了看起來(lái)像一個(gè)大集市的地方,我迷路了,因?yàn)槿藗儚乃拿姘朔斤w來(lái)飛去。Whatlookedlikealargemarket在句中作reach賓語(yǔ)。?T:Iagreewithyou.Here“whatlookedlikealargemarket”isusedasanobject.Forexample,Workhardandyouwillbeabletoobtainwhatyouareexpectingoneday.Let’smakesomesentencesbelongingtoobjectclauseswith“what”.S:DowhatIaskedyouto.S:Theyreachedwhattheythoughttheyhadbeendreamingof.?S:Whatwehaven’tgotseemsmuchbetterthanwhatwehavegot.?T:Wonderfulsentences.“inalldirections”is“從四面八方”inChinese.Forexample,Hearingthenoise,allbirdsonthetreesflewinalldirections.Thenhowtounderstand“becauseofthepeopleflyinginalldirections??S:Becauseof+something/doingsomething.?T:Right.Thereissomedifferencebetween“because”and“becauseof”.Asaresult,because?ofthepeopleflyinginalldirections=becausethepeoplewereflyinginalldirections?.?T:Pleasepayattentiontothenextsentence:?Neitherofthesecreaturesiseasytotalkto.Whatdoesthatsentencemean??S:跟他們倆交談都不容易。?T:Right.在英語(yǔ)里有些形容詞如:easy,hard,difficult,impossible當(dāng)它們用作表語(yǔ)時(shí),其后的動(dòng)詞不定式,如與主語(yǔ)存在語(yǔ)意上的動(dòng)賓關(guān)系,通常用主動(dòng)形式,而不用被動(dòng)形式。Forexample,?Thehorseisimpossibletocontrol.?Theproblemisnoteasytodealwith.?Haveyouunderstoodit?Nowlet’sfinishthefollowingsentences.?Thisroomis...?Englishis...?S:Theroomishardtoclean,becauseitistoodirty.?S:Theroomiscomfortabletolivein.?S:Englishisdifficulttolearnwell.?S:Infact,Englishisnotashardtolearnwellasyouthought.?T:Excellent.?Step5Consolidation(competition)?T:Wehavejustlearnedsomewords,phrasesandsomesentencestructures.Doyouhaveanyotherdifficulties?Nowlookthroughthepassagestounderstandmoreandfindoutyourownpuzzles.(Thestudentsshouldbeallowedtoreadit,whiletheteacherhadbettergivethemindividualhelpiftheyhavesome.Iftherearesomecommonproblems,theteachershouldexplaintheminthewholeclass.)?T:Sinceyouhavenoproblem,let’shaveacompetition.Fourstudentsmakeupagroup.Eachgroupmakeupastory,inwhichtherearethewords,phrases,andsentencestructureswehavejustlearned.Themore,thebetter.What’smore,youhadbettermakeyourstorymoreinterestingandattractive.Iwillgiveyoufiveminutestoprepareforit.?(Fiveminuteslater.)T:Onestudentrepresentsyourgrouptotellyourstory.Thecontentofastorycovers50percent;thephrases,wordsandsentencestructurescoveranother50percent?.Eachgroupchoosesonestudenttomarkothergroups’stories.Intheend,wecanfindthebestoneaccordingtotheaveragescore.?(Finallytheteachershouldsinghighlyofthewinner,andencourageotherstoworkhardtosucceednexttime.)?Step6Homework?T:Afterclass,pleasegooverwhatwehavelearnedtodayandwriteadiary,inwhichyouhadbettertrytousethem.Besidesthat,finishExercise3,4,5.?TheDesignoftheWritingontheBlackboard
Unit3Lifeinthefuture?
Period7LanguageFocusing?
Sentencestructures
Phrases
1.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.?2.Thesehoveringcarriagesfloatabovethegroundandbybendingandpressingdownonthedrivingstickstronglyonecanmoveswiftly.3.WangPing’smotherappeared,flashedaswitchonacomputerscreen,andatableandchairsrosefromunderthefloorasifbymagic.4.Igotlostwhenwereachedwhatlookedlikealargemarketbecauseofthepeopleflyinginalldirections.5.Neitherofthesecreaturesiseasytotalkto.1.takeup2.!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--3.4.ResearchandActivities1.Throughouttheworld,computerswillbeusedmoreandmoreinthefuture.Theyarealreadybeingusedinmanyfields.Nowconsiderhowacomputerworksnowinthefollowing?fieldsandhowacomputerwillworkinthefuture.Fillinthechart.?
Theuseofcomputer
FieldsHowacomputerworksnowHowacomputerwillworkinthefutureAgricultureandindustryPersonallivesTransportSpacetravelCommerceMediaEducationandhealth2.TalkingaboutseeingthroughthefutureAscientistinventedamachinethathelpspeopleseethroughtheirfuture.Somepeoplefoughtfortheinventioninthehopeofgettingafortuneoutofit.Doyouwanttoownthemachine?Whyorwhynot??Sample:Talkingaboutthisfuturething,IthinkIwillnevertradetheuncertaintyoffuturewithanythingintheworld.Whatcanbeworsethanlosingtherighttohope,therighttoguess,andmostimportantly,therighttofightforyourfuture,tofightforthethingsyouhaveyetowned??JAB88.cOMReferenceforTeaching1.speedup:causesomethingtoincreasespeed加快速度。Forexample,Theyhavespeededupproductionofthenewcar.Thetrainsoonspeededupthemomentitleftfromtherailwaystation.［習(xí)慣用語(yǔ)］atspeed飛快地,ataspeedof...以……的速度;atfulltopspeed以全速,withallspeed開(kāi)足馬力2.sweepup:remove(dust,dirt,etc.)withorasifwithabroomorbrush.Forexample,Therearefullofdeadleavesontheground.Pleasesweepthemup.Theleavesweresweptupintotheairbythewind.3.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.?lack:beshortofsomething.Itcanbeusedasaverboranoun.Forexample,?Hedidnotenteruniversitybecauseofalackofmoneyinhisfamily.?Heisgoodathisjobbutsometimesheseemstolackconfidence.?Thefemalebirdlacksthemale’sbrightcolors.4.sightofsomething/somebody:actionofseeingsomebody/something.Forexample,?Theirfirstsightoflandcameaftertendaysatsea.?［習(xí)慣用語(yǔ)］catchsightof;atfirstsight;besickofsightof;keep...insight;losesightof;outofsight.Forexample,Outofsight,outofmind.?眼不見(jiàn),心不煩。?Followthatmanandkeephiminsightalltime.?要跟著他,一直盯著他。?Youmustkeepsightofonefact:yourlifeisindanger.?有一件事你必須明白:你有生命危險(xiǎn)。?Wehappenedtocatchsightofaplanebutitcrushedlater,whichisthereasonwhywelostsightofit.5.switch?v.（動(dòng)詞）Toshift,transfer,ordivert:改變:轉(zhuǎn)變、轉(zhuǎn)移或改換;2Toexchange:交換;3Tocause(anelectriccurrentorappliance)tobeginorceaseoperation:開(kāi)啟;使（電流或電器）開(kāi)始或停止運(yùn)作?Acatswitchingitstail.一只猛揮尾巴的貓。?Theyswitchedtheconversationtoalightersubject.?把談話轉(zhuǎn)移到一個(gè)更輕松的話題。?Sheaskedherbrothertoswitchseatswithher.?請(qǐng)她的兄弟與她交換座位。?Switchthelightsonandoff.開(kāi)、關(guān)電燈?switchedonthecharm展現(xiàn)魅力?switchoff:Tostoppayingattention;loseinterest.?不再注意;失去興趣?n.開(kāi)關(guān)Thereisaswitchonthewallforturningonthelights.?墻上有一開(kāi)電燈的開(kāi)關(guān)。6.master?7.require?Thefloorrequireswashing./tobewashed.?地板該洗了。?Irequiretwochildrentohelpme.?我需要兩個(gè)孩子來(lái)幫我的忙。?Allpassengersarerequiredtoshowtheirtickets.?所有乘客都必須出示車票。8.extraordinaryadj.(1)異常的;非凡的?PerhapsthemostextraordinarybuildingofthenineteenthcenturywastheCrystalPalace.也許19世紀(jì)最不尋常的建筑物要算“水晶宮”了。?Whatanextraordinaryidea!多么離奇的想法!?(2)特別的臨時(shí)的;額外的?anextraordinarysession臨時(shí)會(huì)議9.assistv.Togivehelporsupportto,especiallyasasubordinateorsupplement;aid:Forexample:I’llassistyouinanywaythatIcan.?Theclerkassistedthejudgebylookinguprelatedprecedents.?這位書記官協(xié)助那位法官查閱有關(guān)案例。?Herbreathingwasassistedbyarespirator.?她要靠呼吸器幫助呼吸。?Weallassistedinmendingtheroof.?我們都幫助修理屋頂。10.impressionn.aneffect,afeeling,oranimageretainedasaconsequenceofexperience.?印象,感想;作為經(jīng)歷的結(jié)果留下來(lái)的效果、感覺(jué)或者形象?Whatimpressiondoyoumakeuponothers??Shespokeveryeloquentlybecauseshewantedtomakeagreatimpressiononheremployer.Ihavetheimpressionthatwehavemetoncebefore.?我隱約記得我們以前曾經(jīng)見(jiàn)過(guò)面。11.optimisticadj.樂(lè)觀的;有信心的（反義詞pessimistic）?Sheisn’toptimisticabouttheoutcome.?optimism樂(lè)觀主義Hewasfullofoptimismforthefuturedespitehismanyproblems.?optimist樂(lè)觀主義者?Heissuchanoptimistthatheissurehewillsoonfindajob.12.providevt.（及物動(dòng)詞）?(1)tofurnish;supply供應(yīng),提供?Sheprovidesforherfamilybyworkinginahospital.?她靠在醫(yī)院工作來(lái)養(yǎng)家。?Providefoodandshelterforafamily.?為家庭提供食物和住宿。?Theyprovideuswithfood.他們供給我們食物。?Weprovidedfoodforthehungrychildren.我們?yōu)轲囸I的孩子們提供食物。?It’swisetosavesomemoneyandprovideforthefuture.?積蓄點(diǎn)錢,為將來(lái)使用作些準(zhǔn)備是明智的。?Hehasawifeandsevenchildrentoprovidefor.?他需要贍養(yǎng)妻子和七個(gè)孩子。?(2)tomakeavailable;afford使……能被得到;提供?ItisaroomthatprovidesamplesunlightthroughFrenchwindows.?一個(gè)有充足陽(yáng)光通過(guò)落地窗的房間。?［習(xí)慣用語(yǔ)］toprovidefoodandclothesforone’sfamily養(yǎng)家糊口13.dependon?(1)Torely,especiallyforsupportormaintenance依賴:依賴,尤指依靠支持或維持?Childrenmustdependontheirparents.?孩子們必須依賴他們的父母。?(2)Toplacetrustorconfidence信任,相信;對(duì)……信任或相信?Youcandependonhishonesty.你可以相信他的誠(chéng)實(shí)。?(3)Tobedetermined,conditioned,orcontingent決定于;被……決定、以……為條件或視……而定?Agradedependsontheresultsofthefinalexam.?分級(jí)由期終考試的結(jié)果而定。?(4)（常與on,upon連用）視情況而定?Thatdepends.視情形而定。?Italldependsonhowyoutackletheproblem.那要看你如何應(yīng)付這問(wèn)題而定。14.constant?n.Somethingthatisunchangingorinvariable.不變的事物;持久不變或始終如一的事物。Forexample:Breathingandeatingareunallowableandundeniableconstantinourlife.?15.previousadj.??16.swiftadj.17．lagv./n.?走得慢,落后,滯后?Heislaggingbehindabit—Ithinkwe’dbetterwaitforhimtocatchusup.?他有點(diǎn)落后了——我想我們最好等他趕上來(lái)吧。?Asfarasprisonreformisconcerned,welaggedbehindalotofothercountriesforyears.?就監(jiān)獄改革而言,我們落后于許多其他國(guó)家很多年。?Thereisoftenalagbetweenbecomingaffectedbythisillnessanditsfirstsigns.?受這種疾病的感染和出現(xiàn)癥狀之間經(jīng)常會(huì)間隔一段時(shí)間。?Theprojectissufferingfrom(a)severetimelag.?這個(gè)項(xiàng)目耽誤了很長(zhǎng)時(shí)間。?BackgroundInformation?
LifeintheFutureThroughouttheworld,computerswillbeusedmoreandmoreinthefuture.Theyarealreadybeingusedinagricultureandindustry.Forexample,manyfarmsnowusecomputerstocontrolthegrowingconditionsofvegetablesandotherplants.Inglasshouses,computerscontrolthewateringoftheplantsaswellasthelightandthetemperature.Itispossibletoworkoutwhetheryouwillsaveorlosemoneybyincreasingthetemperatureby!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1℃.Intheirpersonallivespeoplewillalsousecomputersmoreandmore.Insteadofgoingtothebank,theywilluseacomputerandatelephonetochangemoneyandtopaytheirelectricity?billsandsoon.Houseswillbecontrolledbyacentralcomputer.Lightswillgooffifnooneisintheroom.Theideathatcomputerscanrecognizehumanvoicessurprisesmanypeople.Youwillbeabletotelephonehomehalfanhourbeforereturningand,byspeakingintothetelephone,youwillbeabletotellthecomputertoturnontheheatingandthehotwater.Thecomputerwillrecognizeyourvoiceandcarryouttheinstructions.Thepossibilitythatthemajorityofthelaborforcewillworkathomeisoftendiscussed.Itwillbemuchmoreconvenientthanspendingalotoftimetravelingtoworkeveryday.Peoplewillbeabletousethevideophoneforconferences.Theywillbeabletododrawingsandsendthembymailorbyfax.Computerswillbeusedmoreandmoreintransport.RailwaysinJapanalreadyusethemtoworkoutthebestdistancebetweentrains.Trainswillbeoperatedbycomputerandmanyofthemwillhavenodrivers.Spacetravelwillbecomemuchcheaper.In1993anewspacerocketwithnowingswasdevelopedintheUSA.Thistypeofrocketisabletoreturntotheearthandlandonitslegs.Asaresult,costswillbereducedbyasmuchas90%.?Inthefieldsofeducation,healthandresearch,computerswillcontinuetoplayanimportant?part.Itwillbepartofeveryone’seducationtolearncomputerskills.Informationrecords,forexample,ofpatientswiththesameillness,arenowkeptoncomputer.Itispossibletohaveagroupoftheserecordscollectedandprinted.Computerprogramsforstoringwhiletextsarealreadywelldeveloped.Youcantypethenameofasubject,e.g.“PrintinginChina,”andthecomputerwillgiveyouaworldwidelistofmagazineandbooktitles.Thenextstepistosearchthetitleformoreinformation.Finallyyoucanchoosecertaintextsandreadthemonyourcomputerscreen.Ifyouwantacopyofthearticleorpage,itcanbeprintedoutandsenttoyou.?
相關(guān)推薦
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
(Fiveminuteslater,askthreeorfourSstoreport.)?S:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.?S:InthefuturepeoplewillspeakonlyEnglishandChinese.?S:Inthefuture,peoplecaneatanything.Peoplewon’tneedtoworryaboutthefoodproblemintheworld.S:Inthefuturepeoplecanfindmanywaystodealwithpollution,wecanliveinabetterenvironment.Peopleinthefuturewillexploreanewkindofenergy,whichwillneverbeusedup.Step4DiscussionT:Justnowyouofferedmeagoodchancetovividlyviewafutureworld.Itisfullofimaginationandwonders.Let’swaittogetherforitcomingasap(assoonaspossible).Nowlet’strytothinkaboutthemanychangestherehavebeeninthelastonethousandyears.Thenthinkaboutwhatchangesyoumightexpecttofindinthenextonethousandyears,especiallyconsiderthefollowingfields:transport,houses,villages,towns,locationandsettlement.Iwillbreakyouupintoseveralgroups.Eachgroupismadeupoffourstudents.Discussitingroups.Infiveminutes,onestudentinonegroupwillreportwhatyouhavediscussed.?(Theteacherhadbetterjoininthediscussionandgivethemsomeguidancewhen/whenevernecessary.Afterthediscussion,somestudentswillcometosummarizewhatthegrouphasdiscussed.)Someanswershereforreference:?AD1005:ChinaAD2005:ModernWorld
AD3005:YourideasTransportByhorseorbysimplevehiclesuchasacarriage.Bycar,bybus,bytrain,byair,bymotorbike,bybike,bymaglev,byship.
Byspaceship,orcapsule,byadvancedvehicletobeinvented.HousesMadeofwoodandmud:nobathrooms.Apartment,villa,SiheyuanSpecialhouseswithadvancedequipment,whichcanbemovedtoanyplace.VillagesManysmallhouseroundatempleandapond.Therearemanybuildingswithgardens,wideroadsandlargefields.Farmersneedn’tgotowork,andtheywillliveinafoldedhousewitheverythingpeopleneed.Computerwilldoanythingtohelpvillagers.
TownsStreetswithmarkets,smallshopsandprivatehouses.Therearecrowdedskyscrapersonbothsidesofmainstreetswithmallsandshoppingcenters.Streetswillnotascrowdedasnow,becausetheentirevehiclecanflyinthesky.People?willtakewhatevertheyneedforfree.
LocationofsettlementOntheearth;onlandOntheearth,onlandOnthemoon,ontheotherplanets;underthesea.
(Infact,therearenofixedanswerstothequestionwhatthefuturewillbelike.Variousanswersarepossible.)Step5DreamingtheFutureFamily(competition)?T:Now,letushaveacompetitionaboutdesigningourfuturefamily.Fourstudentsmakeupagrouptodesignit.Makeasketchtogether.Afterthat,someofyouwillshowwhatyouhavedesignedinthepicture.Discussitfirstandthendrawit.Youareallowedtofinishitinsixminutes.(Theteachercanjoinintheirdesigningorjustgivethemsomehelpifnecessary.)?T:Haveyoufinishedit?It’stimeforyoutoshowyourpictures.Let’sseewhichgroupcanofferusthemostbeautifulpicturewiththemostwonderfulimagination.What’smore,youwillhavetodescribewhatyouhavedrawnandwhyyoudesignitinthisway.Intheend,youwillpredictwhetheritispossibletorealizeourdreaminthefuture,andanalyzewhyyouhavesuchview.Theruleisthatyourgroupwillbegivenonestarwhenyoufinishonestep.Ifyourdesignisextremelyexcellent,youwillbepraisedtogettwostars.Whenyougiveusavividandimaginativedescription,whichisalsoreasonable,youwillalsogaintwostarsforonestep.Let’sseewhichgroupwilldoitthebest.?(Theteachercanarrangeeveryonetotakepartinthisactivity.Onewillshowthepicture?,onewilldescribeit,onewilltellusthepurposeofdesigningit.Thelastonewilltelluswhetheritispossibletorealizethedreams.)?T:Youdidanexcellentjob.Ifyouwantsuchdreamstocometrue,whatshouldwedonow?S:Weshouldworkhardtobeknowledgeable.?S:Wehadbettermakeeffortstospeedupdevelopment.?S:Wewillhavetogetintouchwithaliens,whomaygiveushelp.?S:Weshouldhaveenoughcouragetoimaginewhatseemspossiblenow,whichmayleadtonewdiscoveriesandnewinventions.?Ss:...Step6Discussion(Competition)?T:Justnowyoudesignedabeautifuldream.Butasweknow,eachcoinhastwosides.Wemaymeetwithsomeproblemsinourdailylife.Discusswhatproblemswearefacing,andmakealistoftheproblemshumanbeingsarefacingtoday.Discussitingroups.?(Theteacherhadbetterjoinindiscussion.Thenasksomestudentstocometowriteproblemsontheblackboard.)?T:Lookattheblackboard,andpredictwhichproblemswillbeovercomeinthefutureandfindoutthewaystosolvetheproblems.?(Theteachershouldencouragethestudentstousetheirheadstofindoutasmanywaysaspossible.)?S:Ithinkscientistswillinventnewmedicinetodealwithsomeincurablediseases.People?willnotsufferfromcancer,AIDSandsoon.?S:Therewillbenowarandpeoplewillnotexperiencesocialandeconomicsunrest.Inmyopinion,peopleallovertheworldwillleadarichandhappylife,becauseourworldisbeinghighlydevelopedandallthepeoplewillbeeducatedtobefriendlyandkindtoothers.Ss:...T:Iamproudofyouroutstandingimagination.CanyoutellmewhichproblemswillstillbethereorevenworseinAD3005?Whydoyouthinkso?Youareexpectedtodiscussingroups.Ifwhatyouwillpresentisreasonableandexcellent,youwillbeofferedthreestars.?(Thestudentsshouldbegivenfiveminutestodiscussthem.Laterexchangethemwiththewholeclass.)?S:Ithinkpollutionwillstillbeaprobleminthefuture,whichwillbeevenworse.Because?populationwillbelargerandlarger,inturn,morepollutionwillbecaused.?S:Thebalanceofnaturewillbedestroyedworseandworse,becausealargenumberofanimalsandplantsaredyingoutdaybyday.Asaconsequence,humanbeingswillbeendangered.Ss:...T:Good,youknow.Everythinghasadvantagesanddisadvantages.Whatshouldwedotomakesurewewillhaveabrightfuture?S:Weshouldstudyhardandbealifelonglearners.?T:Good.Weshouldbelifelonglearnersandacceptthechange,appreciatewhatisnewanddifferent,makinggreateffortstomakeourdreamscometrue.?Step7SumupT:Inthisperiod,wehavetalkedalotaboutfuture.Youarefullofimaginationandclever.Inclass,youarealsoactive.Soallofusbringmevividpicturesandletmepreviewwhatthefutureislike.Afterclass,writeapassageaboutthefuture.Youarefreetowritewhatyouareinterestedin.Thetitleis“Futureinmyeyes”.?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(lè))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(guò)不時(shí)按幾個(gè)按鈕來(lái)管理整個(gè)農(nóng)場(chǎng)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(duì)每一課堂負(fù)責(zé)，作為教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生能夠聽(tīng)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(duì)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?
!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--London,UKHumidallyearroundToronto,CanadaVerycold,drywintersCapeTown,SouthAfricaHot,drysummersMombasa,KenyaHot,humidsummersYakutat,NorthUSAVerycold,humidwinters(Ifthestudentshavesomedifficulty,letthemlistentothetapeathirdtime.Thengivethemaboutthreeminutestoconsideranddiscusswiththeirpartners.Finallychecktheanswersandexchangetheiropinion.)?Step5Speaking?Task1Lead-inT:Boysandgirls,areyousurewhatwillhappentoyoutomorrow??S:No.Nooneknowswhatwillhappentomorrow.?T:Iagreewithyou.Whenweexpresswhatwillhappen,whatexpressionsdoweoftenuse??S:Isitpossiblethat...??S:Supposethat...?T:Good.Weoftenusethemtoexpressourimagination.Besidesthose,wealsousethefollowing:?Iwonderif...Doyouimaginethat...?Iwonderif...Isitlikely/unlikelythat...??Doyousupposethat...?Perhaps/Maybe/Possibly...Mostlylikely...Probably...?Task2PracticeT:Nowpleaseusetheseexpressionstolistsomequestionsaboutwhatlifewillbelikeinyourhometownin1000years’time.Thenexchangeyourquestionswithyourpartner.Afterthat,gettogetherwithanotherpairandanswertheirquestionsandaskthemyourquestions.Fourstudentsmakeupagroup.Byaskingandanswering,youfourchoosethebestquestionsandanswers.Finallyeachgroupwillchoosearepresentativetogiveatalktotheclass.?Task3TalkingT:Nowlet’sworkinpairs.Imagineyouaretwoinventorsandyouhavedesignedanewproduct,whichyouwanttosell.First,youneedtodecideonyourproduct.Itcanbeanythingthatpeoplemightfindusefulinthefuture.Itmightsavethemtime,makepeople’sworkeasierorhelpincommunication.Second,youwillhavetoexplaintotheclassexactlyhowyourproductworks.Itcanuseanybranchofscience.Third,youneedtoshowthatpeoplewillbewillingtouseit.Thesedescriptionsofsomeimaginaryproductsmayhelpyou.?1.These“flyingboots”areoperatedbyasmallcomputerchip.Theywillrisestraightupfromthegroundandhoverormovequicklyforwardsorbackwards.Presstheswitchinyourhandoncetostartandtwicetostop.?2.Anothertime-savinginvention.Thisisashirtthatcleansitselfasyouwearit.Heatfromyourbodywarmstheshirtanditattractswatervaporfromtheair.Whenthereisenoughwatertheshirtreleaseschemical,whichcleansitselfasyouwearit.?3.Neverpayforelectricityagain!Thislightbulbabsorbslightfromthesunandstoresit.Whenyouturnitonatnight,thelightisreleasedsothebulbgivesoff“free”light.?(Asusual,theteacherwon’tforgettogivecommentsonwhatthestudentsdo,includingtheteacher’swordspraisingwhattheyaredoinginthefirstfewstages.Onlyinthiswayarethestudentsencouragedtotalkfreelyaboutwhattheywanttosayandwhytheythinkso.)?Step6SummaryT:Inthisperiod,wemainlyfocusonthespeakingandlisteningabilities.Ifyoufeellistening?orspeakingpoor,youhadbetterpracticemore.Practicemakesperfect.Afterclass,wouldyoupleasedoso?Today’shomeworkistoinventwhatyouwanttoowninthefuture.Thenpreparefordescriptionofhowitwillworkandwhatadvantagesofusingit.?TheDesignoftheWritingontheBlackboard
Unit3Lifeinthefuture
Period3ListeningandSpeaking
Usefulexpressionsondiscussingimagination
Isitpossiblethat...?Supposethat...Iwonderif...?Doyouimaginethat...?Iwonderif...Isitlikely/unlikelythat...?Doyousupposethat...??Perhaps/Maybe/Possibly...Mostlylikely...Probably...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(fù)責(zé)的教師就要對(duì)每一位學(xué)生盡職盡責(zé)，作為教師就要精心準(zhǔn)備好合適的教案。教案可以保證學(xué)生們?cè)谏险n時(shí)能夠更好的聽(tīng)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(duì)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(lái)說(shuō)．男孩比女孩更喜歡踢足球。
S：2．透過(guò)火車車窗，我瞥見(jiàn)一座高樓。
S：3．王先生用手機(jī)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(huì)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(tīng)天氣預(yù)報(bào)了嗎?明天天氣會(huì)怎么樣?
2．trend在中國(guó)許多地方使用信用卡已成為一種趨勢(shì)。
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(guó)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(jì)算機(jī)越來(lái)越小，有一天我們會(huì)在脖子或手腕上帶上計(jì)算機(jī)。
7．cash旅游時(shí)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(jiàn)面,但自從其中一個(gè)搬到另一個(gè)省后．她們就不能見(jiàn)面了。
9.physician內(nèi)科醫(yī)師就是給病人看病開(kāi)藥方的醫(yī)生。
lO.efforts學(xué)習(xí)外語(yǔ)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
____________________________________
____________________________________
____________________________________
_____________________________________
