一名优秀的教师在每次教学前有自己的事先计划，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生们充分体会到学习的快乐，帮助高中教师在教学期间更好的掌握节奏。那么怎么才能写出优秀的高中教案呢？小编特地为大家精心收集和整理了“Unit 3 Life in the future Period 5 Grammar教案”，相信您能找到对自己有用的内容。

Period5Grammar
TheGeneralIdeaofThisPeriod
Thisisthefifthperiod,whichwillcenteronthegrammar:usingthepastparticipleastheadverbialandattribute.Atthebeginningoftheperiod,theteachershouldoffersometimetogooverwhatthestudentslearnedinthelastperiod.?
Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheadverbialandattributeonpurposebyaskingthestudentstodosomeexercises.Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem,theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Whiledoingit,thestudentsshouldbegivensomeexplanationabouthowtousethepastparticiple.?
Thefollowingstepistopractisemoreaboutthegrammar.Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises.Forexample,combinethetwosentencesusingthepastparticipleastheadverbialandattribute.Thenaskthemstudentstomakesomesentencesusingthepastparticiple.?
Besidesthat,theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple.Intheend,letthemwriteapassageusingthepastparticipleproperly.?
Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencebetweenthepastparticipleandthepresentparticiple.Inordertohavethestudentsmasterit,theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar.?
TeachingImportantPoints
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.?
TeachingDifficulties
Toknowthedifferencebetweenthepastparticipleandthepresentparticiple.?
TeachingAids
Multi-mediaclassroomandothernormalteachingtools.?
ThreeDimensionalTeachingAims
KnowledgeAims
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.?
AbilityAims
Tousethepastparticipleusedastheadverbialandtheattributefreelyandproperlyinspeakingandwriting.?
EmotionalAims
Encouragethestudentstostudybythemselves.?
Makethemknowonlybydoingmoreexercisescantheylearnthegrammarwell.?
TeachingProcedure
Step1Greeting?
T:Hello,myfriends.?
Ss:Hello,MissWang.?
Step2Revision?
T:Doyoustillrememberwhatyoulearnedinthisunit?Pleasesaysomethingaboutthelifeinthefuture.
S:Thelifeinthefutureisquitedifferentfromthepresentlife.?
S:Peopleinthefuturewilltravelbyhoveringcarriage,whichwillbedrivenbycomputer.?
S:Peoplewillsufferfromthelackoffreshair,buttheywillwearmaskstofeelmuchbetter.
S:Inthefuture,equipmentwillmakelifemuchmoreconvenientthannow.?
Ss:...?
T:Good.Nowpleaseanswersomequestionsaccordingtothepassage:IHaveSeenAmazingThings.
Wheredidhevisitinthefirstplace?Whatdidhefindthere??
S:Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate,whichspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Inside,itisdividedintozoneswithextraordinarilydifferentatmospheresandgravities.Therethealiencreatureslivewhiletheyworkwithhumanspacescientistssearchingfornewworlds.?
T:Excellent.Wouldyoupleasedescribethefriendliestcreatureshemet??
S:Thefriendliestcreaturesarethemu-mu,afamilyfromthePleiadesgroupofstars.Theycanseeinthedarksotheyliveinanareawithoutlightofanykind.TheyhaveassistedinthediscoveryofplanetsroundthefourthstarinthePleiadessystem.Theyspeakinwhispersandeatfoodthatcontainscarbon.Theyhavesixarmsandoneshell-coveredleg.Theymovedforwardbyslowlyshakingfromsidetosideandtheyaretallandthinwithwhiteandblackfaces.?
T:Youdidagoodjob.Whataboutthemostinterestingcreatures??
S:ThemostinterestingcreaturesarethetinydimpodsfromagalaxynearNGC6240.Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation.Theyrequirethesameatmosphereashumansandaregreatengineers.Theywillbeabletotravelmanylightyearsawayfromtheearth.Theyalsocanproduceaspecialliquidfromtheirbodies.Theyarenoteasytotalkto,becauseyouhavetousealanguage-changertohelpandtheyshoutloudlyinyourear.Theyareverysmallwithmanyarmsandlegs.Theyarepurpleorblueandthecolorchangesdependingontheirmood.?
Step3Presentation
T:Canyoufindthefollowingsentenceinthereadingpassage??
Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.?
T:Inthissentencethepastparticipleisusedasanadverbialphrase.Itisawayofjoiningtwoclausestogether:AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.Nowpleasepickoutthreemoresentencesfromthereadingpassageswithpastparticiplesusedastheadverbial.Youareallowedtofindasmanysentencesaspossibleintwominutes.?
(Twominuteslater,askthestudentstoreportwhattheyhavefound.)?
S:Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.?
S:Confusedbythenewsurroundings,Iwashitbythelackoffreshair.?
S:Exhausted,Islidintobedandfellfastasleep.?
S:Describedasanenormousroundplate,itspinsslowlyinspacetoimitatethepulloftheearth’sgravity.?
T:Good.Youjustfoundallthesentencescontainingthepastparticiplesusedastheadverbials?.Besidesusingastheadverbials,thepastparticiplescanalsobeusedastheattributes.Canyoufindthesentenceswithpastparticiplesusedasattributes?Finishitintwominutes.?
(Twominuteslater,letthestudentsreadthesesentenceswithpastparticiplesastheattributes.)
S:Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.?
S:Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.?
S:SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedriven?bycomputer.?
S:Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.?
S:Themu-mudrinkastrangemixtureofcarrotjuiceandcocoa,whilethedimpodsdrinklemonademixedwithherbs.?
S:Theymoveforwardbyslowlyshakingfromsidetosideonashell-covered“leg”.?
Step4Practising
T:Fromthesentencesmentionedjustnow,whatdoyouknowabouttheusageofpastparticiplesasadverbialsandattributes??
S:Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether,whichisanattributiveclause.?
T:Yes.过去分词作定语,在语态上,表被动;在时间上,表示动作已经发生或完成,与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时,所修饰的名词在逻辑上相当于被动句中的主语,过去分词相当于谓语。?
过去分词作定语表示动作在谓语动作之前发生,已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来,因为只有及物动词才有被动意义。例如:
Heisateacherlovedbyhisstudents.他是个很受学生爱戴的老师。?
也有用不及物动词的过去分词作定语的情况,一般作前置定语,它不表示被动意义,只表示主动意义,强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如:
fallenleaves落叶?
retiredworkers退休工人?
therisensun升起的太阳?
T:Nowcombinethesetwosentencesusingthepastparticipleastheattribute.?
Soonwelostsightofthatfamousastronomer.HeiscalledLiQiang.?
S:SoonwelostsightofthatfamousastronomercalledLiQiang.?
T:Iamgoingtobuyapainting.ItiscopiedfromVincentVanGogh.?
S:IamgoingtobuyapaintingcopiedfromVincentVanGogh.?
T:Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.?
S:Ilikethatoldprivatehousebuiltofwoodandmud.?
T:Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.
S:Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty.?
T:Thequeenwassittinginaroyalcarriage.Thecarriagewasdrawnbyfourhorses.?
S:Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.?
T:Thevehicleismentionedinthebook.Thevehicleisunknowntome.?
S:Thevehiclementionedinthebookisunknowntome.?
T:Thecastleisunderrepair.Itwasbuiltin1432.?
S:Thecastlebuiltin1432isunderrepair.?
T:Justnowwepracticedpastparticiplesusedasattributes.Therearestillsomenotesweshouldpayattentionto.?
注意下面过去分词作定语的几种情况:?
1.单个的过去分词作定语一般放在被修饰的名词之前。例如:?
Weneededmuchmorequalifiedworkers.我们需要更多的合格工人。?
Myfriendisareturnedstudent.我的朋友是个归国的留学生。?
单个分词也可以作后置定语,用以强调动作。例如:?
Theydecidedtochangethematerialused.他们决定更换使用的材料。?
2.过去分词短语作定语要放在被修饰的名词后面,作后置定语,其作用相当于一个定语从句。例如:?
Thestudentdressedinwhiteismydaughter.(=Thestudentwhoisdressedinwhiteismydaughter.)穿白色衣服的学生是我的女儿。?
3.如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词those等时,即使一个单一的分词作形容词用,也要放在被修饰词的后面。例如:
Isthereanythingunsolved?还有没解决的问题吗？
ThereisnotingchangedheresinceIleftthistown.?
自从我离开这个城镇以来,几乎没有什么变化。?
4.单个过去分词前加一个名词或副词,常用连字符将它们连接起来构成一个复合形容词,放在其修饰的名词前,作前置定语。分词前加的名词表示分词的动作或行为主体,所加的副词表示方式、时间、程度、性质等意义。例如:?
Thisisastate-ownedfactory.这是一家国有工厂。?
Thisisourschool-runfactory.这是我们的校办工厂。?
T:Nowlet’slearnpastparticiplesusedasadverbials.?
分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。?
例如:??
Accompaniedbyhisfriend,hewenttotherailwaystation.?
Givenbetterattention,theplantscouldgrowbetter.?
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.?
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如:?
1.Nothavingenoughhands,weturnedtothemforhelp.(Wedon’thaveenoughhands.)?
2.Taughtbymistakesandsetbacks,wehavebecomewiserandhandledouraffairsbetter?.(Wearetaughtbymistakesandsetbacks.)?
3.InspiredbytheInternational,theworkingpeopleofallcountrieshavebeenfightingfortheirfinalliberation.(Theworkingpeoplewereinspired/inspiretheworkingpeople.)?
4.Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.(CET-41995,6)
A.performing
B.performed
C.tobeperformed
D.beingperformed?
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
5.__________asitwasatsuchatime,hisworkattractedmuchattention.(CET-41996,1)?
A.Beingpublished
B.Published
C.Publishing
D.Tobepublished
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
T:Nowlet’scombinethesetwosentencesusingthepastparticipleastheadverbial.?
Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening.?
S:Frightenedbytheloudnoise,Iwenttoseewhatwashappening.?
T:Hewashitbythelackoffreshair.Hegotabadheadache.?
S:Hitbythelackoffreshair,hegotabadheadache.?
T:Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.
S:Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation.?
T:Thelittlegirlwasfrightenedbythenoiseoutside.Thelittlegirldarednotsleepinherbedroom.
S:Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.?
T:Themuseumwasbuiltin1910.Themuseumisalmost100yearsold.?
S:Builtin1910,themuseumisalmost100yearsold.?
T:Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworried?abouthisscientificexperimentanymore.?
S:Givensomeadvicebythefamousscientist,thestudentwasnotworriedabouthisscientific?experimentanymore.?
Step5Applying(output)?
T:Nowlet’sdosomeexercisestoapplypastparticiples.?
1.Once__________(recover),hethrewhimselfintohisworkandmadeeveryefforttodoitwell.
2.If__________(translate)wordbyword,thepassagewillbedifficulttounderstand.?
3.Afteranight__________(spend)inexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.?
4.Hewalkedupanddown,__________(lose)inthought.?
5.Susanseldomspeaksinclassuntil__________(speak)to.?
6.Withthewaterpipe__________(choke),therewasn’tanymorewaterforuse.?
7.Withoutanything__________(leave)inthekitchen,theWangsdecidedtoeatout.?
(Theteachershouldletthestudentsdoitfirstandthenchecktheanswers.)?
Suggestedanswers:
1～7:recovered,translated,spent,lost,spoken,choked,left?
Step6Consolidation
T:Inthisperiod,wemainlyfocusonthepastparticipleusedasadverbialsandattributes.Afterclass,wouldyoupleasewriteapassagecontainingpastparticiplesandpresentparticiples,whichshowsthatyouhaveknownhowtousepastparticiplesproperly?Besidesthat,youwillalsohavetofinishtheexercisesonPages57and58topractiseusingthepastparticiple.?
TheDesignoftheWritingontheBlackboard
Unit3Lifeinthefuture
Period5Grammar
PastparticiplesusedasadverbialsPastparticiplesusedasattributes.
1.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.
2.Givenmoretime,theslowlearnerswouldhavedonebetter.
3.Exhausted,Islidintobedandfellfastasleep.
4.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.1.Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.
2.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.
3.SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedrivenbycomputer.
ResearchandActivities
SupposeyouareSherlockHolmes,thegreatdetective.Youaretellingusthestorylikethis:
OnedayIwassittingatmydesk,absorbedbywhatIwasreadingwhenthedoorbellrang.Ayoungladycamein,frightenedandpuzzled,whichcouldbereadinhereyes.IaskedherwhatIcoulddoforher.ThenshebegantotellmeanaliencreaturecalledFuture,...Pleasecontinuethestorywithyourimagination.Becauseitisfictional,whateveryoumakeupispossible.Youhadbettermakeyourdescriptionsoundreasonableandattractiveonconditionthattherearesomesentenceswithpastparticiplesusedasadverbialsandattributes.?
ReferenceforTeaching
Grammar
现在分词和过去分词的用法?
现在分词和过去分词主要差别在于:现在分词表示“主动和进行”,过去分词表示“被动和完成”(不及物动词的过去分词不表示被动,只表示完成)。分词可以有自己的状语、宾语或逻辑主语等。?
1)分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。例如:
Hearingthenews,theyalljumpedwithjoy.?
Usingwhatyouknowofwordstemsandwordformations,youcanmakeaguessatthemeaningofanewword.?
Thestudentswentoutoftheclassroom,laughingandtalking.?
Accompaniedbyhisfriend,hewenttotherailwaystation.?
Givenbetterattention,theplantscouldgrowbetter.?
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.?
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如:?
1.__________theearthtobeflat,manyfearedthatColumbuswouldfallofftheedge.(CET-41996,6)
A.Havingbelieved
B.Believing
C.Believed
D.Beingbelieved?
本句意思为:相信地球是平的,许多人担心哥伦布会从边上掉下去。许多人与相信之间是主谓关系,及分词与主语之间为主谓关系。因此,应用现在分词,答案为B。?
2.Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.(CET-41995,6)
A.performing
B.performed?
C.tobeperformed
D.beingperformed?
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
3.__________asitwasatsuchatime,hisworkattractedmuchattention.(CET-41996,1)?
A.Beingpublished
B.Published
C.Publishing
D.Tobepublished?
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。
2)“while(when,once,until,if,though等连词)＋分词”结构现在分词或过去分词作状语时,有时可以在分词前加while,when,once,although,until,if等连词。例如:?
Whenleavingtheairport,shewavedagainandagaintous.
Whilewaitingforthetrain,Ihadalongtalkwithmysisteraboutherwork.?
Oncerecovered,hethrewhimselfintohisworkandmadeeveryefforttodoitwell.?
Althoughworkingveryhard,hefailedtopassthefinalexam.?
3)分词作定语分词作定语时,单个的分词通常放在被修饰的名词之前,分词短语一般置于所修饰的中心词后面。现在分词修饰的是发出该动作的名词(即与名词有主谓关系),过去分词修饰承受该动作的名词(即与名词是动宾关系)。例如:
1.Wewillgoonwithourexperimentassoonaswegettheaddedfund.?
2.Thisisreallyanexhaustingdaytoallofus!?
3.Wecanseethepartofthemoonlightedbysunlight.?
4.Afteranightspentinexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.?
5.Moreandmoredevelopingcountriesestablishedstrategicpartnershipwithdevelopedcountries.
6.TheyoungsittingbetweenmysisterandmybrotherismycousinJack.?
7.Asearlyas1649Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablished?ineverytown__________50householdsormore.(CET-41998,1)?
A.having
B.tohave
C.tohavehad
D.havinghad?
后面由分词作定语,而且town本身有50或以上人家,故town与分词间为主谓关系,应该用现在分词,答案为A。?
4)分词作宾语补足语现在分词在see,watch,hear,observe,notice,feel,find,glimpse,glance等感官动词和lookat,listento等短语动词以及have,keep,get,catch,leave,set,start,send等使役动词后面与名词或代词构成复合宾语,作宾语补语的成分。例如:
Onthetopofthehill,wecouldseesmokerisingfromthechimneysinthevillage.?
Thelittleboysatbesidetherailwaylineandwatchedthetrainsroaringby.?
Weshouldnotleavehimwonderingwhatheshoulddo.?
Iamsorrytohavekeptyouwaitingforsuchalongtime.?
Icaughthimdozingoffinclass.?
过去分词可以在allow,ask,consider,desire,expect,feel,find,get,have,hear,imagine,keep,like,make,observe,order,permit,prefer,remember,request,require,see,urge动词等后面作宾语补足语。例如:
Aftermyencounterwithher,Ifoundmyselfgreatlyshaken.Youshouldkeepherinformed?ofwhatisgoingonhere.?
Theteacherexpectedthestudentswellpreparedfortheexamination.?
在动词see,hear,feel,watch,notice,perceive,observe,listento,lookat后既可用现在分词作补语,也可用不定式作补语。用现在分词表示动作正在进行,用不定式表示的动作的全过程已经完成。例如:
IsawMr.Whitegetoffabus.?
IsawMr.Whitelookingintoashopwindow.?
—Doyouhearsomeoneknockingatthedoor??
—Yes,Idid.Iheardhimknockthreetimes.?
5)分词作表语分词作表语通常看作形容词来用。现在分词表示主语的性质,而且主语多为物;过去分词表示主语的感受或状态,主语多为人。例如:
Thefilm“PearlHarbor”isreallyexciting.Iamexcitedaboutit.?
Hisresponsetothequestionwasquitedisappointing.Ifeltdisappointedathisresponse.
具副词功能的过去分词短语?
和现在分词及短语一样,过去分词（pastparticiples）或过去分词短语（pastparticipialphrases）也可以充当副词,修饰谓语动词。?
过去分词短语可以表达下列四种意思:
(一)方法或活动方式,如:?
Hewalkedupanddown,lostinthought.?
Isatbeforethedeskuntilaftermid-night,absorbedinwriting.?
Surroundedbyahostoffans,thefilmstarlefttheairportexcitedly.?
(二)原因,如:?
Greatlydisappointed,somestaffdecidedtoleavetheplace.?
Takenbysurprise,theenemysurrendered.?
(三)时间,如:?
Bornandbredinaturbulentage,theoldergenerationofpeopleexperiencedallsortsofhardships.
Throwntothefloor,theboyregainedhisfootingafewminuteslater.?
(四)条件,如:?
Givenmoretime,theslowlearnerswouldhavedonebetter.?
Criticizedbysomeoneelse,Tonywouldnothaveflareduplikethat.?
除了直接修饰动词之外,过去分词或短语也可以和连词合组成短语,表示下列四种意思:
⒈由when,whenever,while,until等连词引导,表示“时间”,如:?
Whenaskedabouthispreviousjob,Billsaidhehadbeenamotormechanic.?
Susanseldomspeaksinclassuntilspokento.?
⒉由where,wherever连词引导,表示“地点”,如:
Mosquitoesshouldbecompletelyexterminatedwherefound.?
Retireesingoodhealthshouldbeinvitedtoreturntoworkwhereverneeded.?
⒊由if,unless引导,表示“条件”,如:
Ifkeptfortoolong,somemedicineswilllosetheireffectiveness.?
Wehavemadeapointofnotattackingunlessattacked.?
⒋由though,although,eventhough连词引导,表示“让步”,如:?
Thoughwarnedofthedanger,theystillwentmountaineering.
Eventhoughdefeatedforasecondtime,ourteamdidnotgiveuphopefortheultimatevictory.?
此外,过去分词短语还可以和介词“with”或“without”连用,具副词作用。如:?
Withthewaterpipechoked,therewasn’tanymorewaterforuse.?
Withoutanythingleftinthekitchen,theWangsdecidedtoeatout.?
最后,过去分词短语,在适当情况下,可以有自己的主语而变成独立结构（theabsoluteconstruction）,如:?
Theoldmanlistened,hisheadinclinedtooneside.?

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Unit 3 Life in the future The Fifth Period教案

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

T：Attention,please.
1．IntheNounClauses，wemustusethenormalwordorder—Connective
+Subject+Verb．Thatistosay,thereisnoinversion．
e.g．Whetherheleftisunknown．
That’swhyhefelli11．
CanyoumakesurewhereAlicehasleftthegoldring?
Thefactthathehadn’tsaidany-thingsurprisedeveryone．
(Teacherwritesthefoursentencesontheblackboard．)
2．Don’tusedoubleconnectivesintheNounClauses．
3．Thesubordinateconjunction“wheth-er”canintroducealltheNounClau-ses，whilethesubordinateconjunc-tion“if”canonlyintroduceanOb-jectClauseusedastheobjectofaverb．Forexample，wecan’tsay“Italldependsoniftheywillsupportus”．Weshouldsay“Italldependsonwhethertheywillsupportus”．
4．Thesubordinateconjunction“that”hasnomeaninganddoesn’tactasanyomponentintheNounClau-ses．When“that”isintroducingaNounClauseastheobjectofaverb(believe，consider，hear，know，say，understandetc)，itcanbeomitted．
5．Theconjunctivepronoun“what”means“thethingthat／allthat”intheNounClauses．“what”intro-ducesaNounClause．Atthesametimeitcanbeusedasthesubject，theobjectorthepredicativeintheNounClause.Youmustpayatten-tiontothedifferencesbetween“that”and“what”．Nowlet’slookatthesesentencesonthescreen．
Thatshewasclosedmadeusveryhappy．
Whathedidquitesurprisesus．
Thisiswhatinterestsmemost．
Thereasonwasthathehadneverseenherbefore．
StcpⅣPracticeandConsolidation
T：NowyouhaveknownsomethingabouttheNounClauses．Let’sdosomeexer-cisessothatwecanusethemcorrectlyandfreely．Pleaselookatthescreen．
I．Correctthefollowingsentences
1．Thenewswhichourteamhadwonpleasedeveryone．
2．Idon’tdoubtwhetherhecanworkouttheproblem．
3．IhavebeenworryingaboutifIhavehurtherfeeling．
4．Idon’tknowthathewants．
5．Thereasonwhyhedidn’tcomeisbecausehewasill.
6．Whowalksaroundinsuchaheavyrainwillcatchacold．
7．IthinkimportantthatwelearnEnglishwell．
8．It’snotcertainthatthesportsmeetwillbeheld．
9．Thisisthesuggestionwhichwehaveatripthedayaftertomor-row．
lO．Chinaisagreatsocialistcountryiswellknown．
Suggestedanswers：
1．which→that2．whether→that
3．if→whether4．that→what
5．because→that6．Who→Whoever
7．important→itimportant
8．that→whether
9．which→that
10．China→ThatChina
Ⅱ．Choosethebestanswers
1．Thephotographswillshowyou_________.
A．whatdoesourvillagelooklike
B．whatourvillagelookslike
C．howdoesourvillagelooklike
D．howourvillagelookslike
2．Istillremember________thisusedtobeaquietplace．
A．whenB．how
C．whereD．what
3．________hesaidatthemeetingas-tonishedeverybodypresent．
A．WhatB．That
C．ThefactD．Thematter
4．一Doyouremember_________hecame?
一Yes,Ido．Hecamebycar．
A．howB．when
C．thatD．if
5．Sarahopestobecomeafriendof___________sharesherinterests．
A．anyoneB．whomever
C．whoeverD．nomatterwho
6．________wecantgetseemsbetterthan_________wehave．
A．What；whatB．What；that
C．That；thatD．That；what
7．It’sgenerallyconsideredunwisetogiveachild_________heorshewants．
A．howeverB．whatever
C．whicheverD．whenever
8．Someoneisringingthedoorbell．Goandsee________．
A．whoisheB．whoheis
C．whoisitD．whoitis
9．_________shecouldntunderstandwas________fewerandfewerstudentsshowedinterestsinherlessons．
A．What；why
B．That；what
C．What；because
D．Why；that
lO．ThesewildflowersaresospecialthatIwoulddo________Icantosavethem．
A．whateverB．that
C．whichD．whichever
11．Eat___________cakeyoulikeandleavetheothersfor_________comesinlate．
A.any；who
B.every；whoever
C.whichever；whoever
D.either；whoever
12．_________hetoldyouisnottrue．Don’tbelieveit．
A．ThatB．What
C.IfD.When
13．Whatapity_________isthatyoudidn’tarrive．
A．thatB．this
C．thereD．it
14．_________heacceptsorrefusesthepresentisnoneofyourbusiness．
A．ThatB．If
C．WhetherD．Which
15．Hisgrandfatherwasamongthefirsttosettlein___________isnowafamous
holidaycenter．
A．whatB．which
C．whenD．that
Suggestcdanswers：
1.B2.A3.A4.A5.C6.A7.B8.D9.A10.A11.C12.B13.D14C15.A
StepVHomework
T：Inthisclass，wehavedonelotsofex-ercisesabouttheNounClauses．NowI’llgiveyousomemoreexercises．Dothemafterclass．
(Teachershowsthefollowingonthescreen．)
Completethefollowingsentences：
1．Doyoustillremember________(何时何地见到那位著名的歌唱家吗)?
2．_________(无论是谁最后离开教室)
oughttoturnoffthelight．
3．_________(明天是否下雪)makesnodifferencetome．
4．Thisis__________(他出生的地方)．
5．Sheexpressedthehope_______(她将再来中国)．
6．___________(你不喜欢她)isnoneofmybusiness．
7.Oneofthemheldtheview_________(书中所说的是对的)
8．Thequestionis_________(这本书是否值得看)．
9.Shealwaysdo_________(她老师让她做的)．
1O.Theywanttomakeitcleartothepublic_________(他们在做着一件重要的必不可少的工作)．
Suggestedanswers：
1．whenandwhereyoumetthefamoussinger
2．Whoeverleavestheclassroomlast
3．Whetheritwillsnowornottomorrow
4．wherehewasborn
5．thatshewouldcometoChinaagain
6．Thatyoudon’tlikeher
7．thatwhatthebooksaidwasright．
8．whetherthebookisworthreading
9．whatherteachertellshertodo
10．thattheyaredoinganimportantandnecessaryjob
StepⅥTheDesignoftheWritingontheBlackboard
Unit6Lifeinthefuture
TheFifthPeriod
Grammar：NounClauses
I．thesubjectClause
Whetherheleftisunknown．
Ⅱ．thePredicativeClause
That’swhvhefelli11．
Ⅲ．theObjectclause
CanyoumakesurewhereAlicehasleftthegoldring?
Ⅳ．theAppositiveclause
Thefactthatthehadntsaidany-thingsurprisedeveryone.
StepⅦRecordafterTeaching
____________________________________
____________________________________
____________________________________
____________________________________

Unit 3 Life in the future The Second Period教案

一名优秀负责的教师就要对每一位学生尽职尽责，作为教师就要精心准备好合适的教案。教案可以保证学生们在上课时能够更好的听课，有效的提高课堂的教学效率。怎么才能让教案写的更加全面呢？下面是由小编为大家整理的“Unit 3 Life in the future The Second Period教案”，欢迎您参考，希望对您有所助益！

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．amultimedia
2．ataperecorder
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：1．一般来说．男孩比女孩更喜欢踢足球。
S：2．透过火车车窗，我瞥见一座高楼。
S：3．王先生用手机同他的老朋友保持联系。
S：4．你应多注意你的发音。
S：5．努力就会成功。
S：6．我有一些好消息要告诉你。
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你听天气预报了吗?明天天气会怎么样?
2．trend在中国许多地方使用信用卡已成为一种趋势。
3．urban许多人想在都市工作而在农村生活。
4．consumers根据中国法律，被厂家欺骗的顾客可以得到两倍赔偿。
5．customers因特网有助于厂家和顾客保持联系。
6．tiny计算机越来越小，有一天我们会在脖子或手腕上带上计算机。
7．cash旅游时带许多现金是不好的，你最好用银行卡。
8．regularly这两位女孩以前定期见面,但自从其中一个搬到另一个省后．她们就不能见面了。
9.physician内科医师就是给病人看病开药方的医生。
lO.efforts学习外语需要付出很大努力。
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
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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．aprojector
2．ataperecorder
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．abit：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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