作为杰出的教学工作者，能够保证教课的顺利开展，教师要准备好教案，这是老师职责的一部分。教案可以让学生能够听懂教师所讲的内容，帮助教师有计划有步骤有质量的完成教学任务。关于好的教案要怎么样去写呢？下面的内容是小编为大家整理的Unit 3 Life in the future Period 2 Reading教案，大家不妨来参考。希望您能喜欢！

Period2Reading

TheGeneralIdeaofThisPeriodThisisthesecondperiodofthisunit.Thisperiodcentersonthereadingpassage,whichisaboutfirstimpressionsinthefuture.Atthebeginningoftheperiod,theteachercandesignsomeactivitiestodrawthestudents’attentiontoread.Inordertoattractthestudents’attention,theteacherhadbetterofferthestudentstheopportunitiestohaveacompetitionaboutpreparingknowledgeoffuture.Thentheteachercanmakefulluseofthepicturespresentinthetext.Askthestudentstopredictwhatthepassagemaybemainlyabout.Thisstepisdesignedtomakeforpreparingforunderstandingthepassage.Readingskillsareveryimportantforseniorstudents.Forthefirstreading,weintendtocultivateSs’skimmingabilityandscanningability.Firstaskthestudentstoscanitandfindoutcharactersmentioned.Thenletthestudentsreadfasttofindoutmainideaofeachparagraph.InordertostimulateSstotakepartintheclassactivitymoreactively,theteachercanorganizeagroupcompetitiontoseewhichgroupcanfinishthetaskfastestandbest.Forthesecondreading,thestudentsareexpectedtoknowsomedetailsaboutthepassage.Lateron,theteacherwillpresentfivestatementsforthestudentstojudgeandasksomequestions.Thethirdtimeistoreadforstudyfurtherinformation.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole,thatis,togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.TodevelopSs’furtherunderstandingability,theteachercandesignsomequestions,whoseanswersarebeyondlines.Sotheteacherwillhelpthemtoreadbetweenthelines,thusSscangraduallygettheabilitytounderstandthewriter’simpliedmeanings.Inthisstep,theteachercanalsodesigntheexerciseofguessingthemeaningofnewwordsorphrases.TheteacherasksSstoreaditagaininordertomakethemthinkabouttheorganizationofthewholepassage,andthismethodcanhelpthemnotonlyintheirunderstandingbutalsoinwritingapassage.Toconsolidatethecontentofthepassage,Ssarerequiredtoretellitaccordingtomainidea.InordertoarousetheSsinterest;theteachercanholdacompetitionbetweengroups.?TeachingImportantPointsHaveagoodunderstandingofthetextthroughtheexercises.?Getthestudentstolearndifferentreadingskills,especiallygistreadingandunderstandingbeyondlines.?TeachingDifficultiesKnowthemeaningsbetweenlinesandbeyondlines.?Learndifferentreadingskillsfordifferentreadingpurposes.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?

ThreeDimensionalTeachingAimsKnowledgeAimsHaveagoodunderstandingofthetextthroughtheexercises.?AbilityAimsGraspsomereadingskills.?Developtheabilitytodescribewhattoseeandhear.?EmotionalAimsStirthestudents’imaginationforthefuturelifetoencouragethemtoworkhardforthebrightfuture.?

TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,MissWang?Step2Welcomingtothetopic?FirstTalkingaboutwhattosee

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--(Theteacherhadbetterpreparesomepicturesormoviesaboutgreatchanges,whichhavehappened,comparedwiththeancienttime.)T:Nowletusenjoysomepicturesfirstandtellmewhatyouthinkofthem.?S:Inthepastflyingintotheskywasonlyadream,whilenowithascometrue.Shenzhou6safelytookoffonOct.12thandreturnedtotheearthonOct.17thsuccessfully.S:Whathashappenedtodayisquitedifferentfromtheancienttime.?

S:Ithinkgreatchangeshavetakenplace,whichismakingourlifeeasierandeasier.S:Ithinkpeopleusedtobreathefreshairanddrinkcleanwaterwhilewearesufferingfrompollutiontoday.SecondBrainstormingT:Iftodaywereadayof3000years,canyouimaginewhatyourlifewillbelikeinthefuture?Useyourheadsandgoodimaginationtodescribeyourfuturelife.Youcanrefertothequestionsifyoulike.Let’shaveadiscussion.?(Showingthequestionsonthescreen.)1.Wherewillyouliveinthefuture??2.Howwillyoutravelinthefuture??3.Wherewillyouworkandstudyinthefuture??4.Whatkindofmoneywillyouuse??5.Willyoustillgetsick??(Twominuteslater,askoneortwoofthestudentstosomethingaboutthefuturelife.)?S:Inthefuturepeoplewillcommunicatemoreeasilyandconveniently.Theycantalkonthephoneandsende-mailsontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.S:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.?S:Inthefuturepeoplewilltraveltodifferentplaces.Notonlydotheyenjoylocaltravelbutalsotheytravelabroad.Someevencanaffordtotravelinspace.?ThirdPresentationT:Ienjoyyourimaginationaboutfuture.Somepeoplearelookingforwardtothewonderful?future,whilesomearenotoptimisticaboutwhatwillhappeninthefuture.Nooneknowswhatwillreallyhappentomorrow.Timewilltellusall.Seeingisbelieving.Now,let’sreadanewpassage,inwhichthereisaboywhohasgonetothefutureinAD!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--3005inadvance.Hewilltellusthefirstimpressionswhathehasfoundinthefuture.?FourthTalkingaboutpicturesT:First,let’senjoysomepicturesonPage18.Canyoudescribewhatthepicturessay?Prepareforitintwominutes,andthenexchangeyourideawithyourpartner.Finallyyouwillshowyouropinioninthewholeclass.?(Theteacheristojoinintalkingwithstudents.Later,asksometoreportwhatthepicturesareabout.)T:Now,wouldyoupleasepredictwhatthepassagemightbemainlyaboutaccordingtopictures?S:IthinkitmaytellusthetriptothefutureinAD3005dependingonpictureone.S:Accordingtothesecondpicture,theauthorwillshowusaroundthefuture.S:Inthepicturethree,Icanseesomeequipmentinthefuturehome,soIthinkitwillintroducesomeadvancedhomeinthefuture.T:Excellent.Now,let’sreadtoseewhetherwhatyoupredictisright.Step3ReadingFirstScanningtofindoutmaincharactersT:Scanthepassageandfindoutwhoarementionedinthepassage.Whatistherelationshipbetweenthem?Iwillgiveyouoneminute.?S:LiQiang,WangPing,LiMengxi(WangPing’smother).WangPingisLiQiang’sfriendandguide.?T:ThepassageisanE-mailinfact.Whowrotethise-mail?Andwhoisthee-mailfor?Whatishise-mail??S:LiQiangwrotetohisparents.Hise-mailis[emailprotected]GreatAdventureSpace-Station.com.SecondSkimmingtofindoutmainideaforeachparagraphT:Skimeachparagraphandfindoutmainideaforeachone.Whenyouwanttofindmainideaofeachparagraph,youespeciallypayattentiontothefirstsentenceandthelastone,whichmayhelpyoufindthemainideaquickly.Iwillgiveyouthreeminutestodoit.?(Theteacheroffersthreeminutestothestudentstodoit.Laterasksomestudentstoanswer.)Suggestedanswers:Para1Hewasworriedaboutthejourney.?Para2Thejourneywascompleted.?Para3Hewasconfusedbythenewsurroundings.?Para4Hearrivedathisfriend’shomeinthefuture.?ThirdListeningtothetapetotellthefollowingstatementstrueorfalseT:Listentothetapetocatchsomeimportantinformationaboutthepassage.Thenyouwillbeaskedtotellthefollowingstatementsonthescreentrueorfalse.Ifitiswrong,wouldyoupleasecorrectthem??(Letthestudentslisten.Theteachershouldpresentthestatementsonthescreen.)?1.LiQiangwasveryexcitedtogoonthejourneytothefuture.?2.Theyarrivedontheotherplanetsonethousandinthefuture.?3.Hewasconfusedbythenewsurroundings.?4.HelostinsightofWangPingwhileflying.?5.WangPing’shomeissimilartoours.T:Sincewehavefinishedlisteningtoit,nowlet’stellthefollowingsentencestrueorfalse.Ifyouthinkitiswrong,pleasecorrectit.?S:Itiswrong.LiQiangwasveryworriedaboutthejourneyinsteadofbeingexcited.?T:Right.Whataboutthenextone??S:Itisalsowrong.Infacttheyarrivedontheearthbutonethousandyearsinthefuture.?T:Yes.Doyouagreeonit??S:Ithinkthethirdstatementisright.?S:Whileflyinghelostinsightofhisfriend.Ithinkitistrue.?T:Quitegood.Whataboutthelastone??S:Itiswrong.BecausehevisitedthehomeinthefutureinAD3005,itisquitedifferentfromours.T:Reasonable.Youdidaverygoodjob.?FourthCareful-readingtoanswerquestionsT:Now,let’sreadthepassagecarefullytolearnaboutmoredetails.LaterIwillletyouanswersomequestions.?1.HowdidhefeelaboutthejourneytotheyearAD3005??2.Whatistimelag??3.Howdidhisfriendhelphimtocompletethejourney??4.Saysomethingaboutthetriptoonethousandyearsinthefuture.?5.Whatdidhesufferfromthenewsurroundings?HowdidWangPinghelphim??6.Whenandwhydidhegetlost??7.Introducewhathefoundinhisfriend’shomeinthefuture.Suggestedanswers:1.Hewasverynervousaboutthejourneytothefuture.?2.Timelagissimilartothe“jetlag”yougetwhenflying,butinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.?3.WangPingwasveryunderstandingandgavehimsomegreentablets,whichhelpedalot.Later,hisparents’companynamed“FutureTours”transportedhimsafelyintothefutureinatimecapsule.4.Theyarrivedtherebytimecapsule.Theyclimbedinthroughtheroundopening.Theseatswerecomfortableandafteracalmingdrink,whichmadethemsleepy,theireyesclosed.Thecapsuleshook,astheylayrelaxed.Soundscamefrombelowtheirfeetastheyroseslowlyfromtheground.Afewminuteslaterthejourneywascomplete.?5.Hewashitbythelackoffreshair.Hisheadached.Hisfriendaskedhimtoputonthemask,whichmadehimfeelmuchbetter.?6.Hegotlostwhentheyreachedwhatlookedlikealargemarketbecauseofthepeopleflyingbyinalldirections.TheyweresomanycarriagesthathelostsightofWangPing.?7.Hefoundalargebright,cleanroomwithagreenwall,whichcanbemoved.Infactthereweretrees,whoseleavesprovidedthehousewithmuchneededoxygen.Atableandchairsrosefromunderthefloorasifbymagic.Spreadingsomefoodonthetable,WangPing’smotherproducedabedfromthefloor.?FifthReadingforfurtherunderstandingT:“IstillcannotbelievethatIamtakingupmyprizethatwaswonlastyear.”Whatdoes“takingup”meaninthesentence??S:Itmeans“tostartorbeginsomething”.?T:Right.“Takingup”means“gettingdowntodoingsomethingorstartodosomething.”Forexample,“Shewilltakeupherresponsibilitynextweek.”?T:Whatdoes“hit”meaninthesentence“Iwashitbythelackoffreshair.”?S:Ithinkitmeans“suffer”.?T:Yes,“hit”heremeans“haveabadorsuddeneffecton(apersonorsomething),causetosufferorexperience”.?T:ThereadingpassagedescribessomegoodandbadchangestolifeinAD3005.Inpairs,discusswhichchangesaregoodorbadandgivereasonsforyourchoices.Thenwritedownyourideasinthechart.Thereisnorightorwronganswer.?GoodchangesandreasonsBadchangesandreasonsTimetravelTransportHousesTownsAirquality(Theteachershouldgivethemaboutfiveminutestodiscuss,andjoininthediscussionatthesametime.Afterthat,thestudentswillbeaskedtoshowtheiropiniontothewholeclass.)?T:Haveaclassdiscussionanddecidewhetheryouthinkthewriterhasanoptimisticorapessimisticviewofthefuture.Takeafewminutestoreadthroughthepassageagain.Makenotestohelpyourememberyourreasons.Bepreparedtojoininaclassdiscussion.Trytopersuadeotherstoagreewithyou.(Thereisnofixedanswereither.Ifthestudentscansupporttheirideawithstronglyreasonablefacts,theyshouldbepraised.Inordertodrawmanystudentstojoininthediscussion,theteacherhadbetterdesignacompetitionbetweengroups.Iftheyvolunteertoshowtheiropinion,theywillbegivenastar.Iftheirideaiswonderful,twostarsshouldbegivenaspraise.)?SixthImaginationT:Nowlet’simagine.WhatwouldyouliketovisitifyouwereLiQiang??(Oneminutelater.)?S:IfIwereLiQiang,IwouldvisitsomeschoolsinthefutureinAD3005.?S:IfIwereLiQiang,Iwouldvisitsomeotherplanets.?S:IfIwereLiQiang,Iwouldgoonvisitstosomelabstofindoutwhatthepeopleinthefuture?arestudying.?S:IfIwereLiQiang,IwouldpayavisittotheHistoryMuseumtofindwhetherwhatweowntodaycouldbefoundthere.?Ss:...?Step4ConsolidationT:Inthisperiod,wehavevisitedthefutureinAD3005withLiQiang.Whathaveyoulearnedfromthefirstimpressions?Canyousumupitinseveralsentences?Iwillgiveyoutwominutestoprepareforit.(Aftertwominutes.)?S:Atthebeginningofthetraveltothefuture,LiQiangfeltverynervous.Withhisfriend,WangPing,helped,theyarrivedsafelyontheearthbutonethousandyearsinthefuturebytimecapsule.Onarriving,hewasconfusedbythenewsurroundings.Whenhewashitbythelackoffreshair,hisfriendadvisedhimtowearamask,whichmadehimfeelmuchbettersoon.Later,theyvisitedsomeplacesbyhoveringcarriagesdrivenbycomputer,whichfloatabovetheground.Intheend,theyarrivedathisfriend’shome,wherealmosteverythingwascontrolledbycomputer,sothelifethereseemedveryconveniently.?T:Excellent.PleasewriteapassageaboutthefirstimpressionsofthefutureifyouwereLiQiang,whoweretovisitthefuture.Thisisyourhomework.?

TheDesignoftheWritingontheBlackboard

Unit3Lifeinthefuture

Period2ReadingStructureDifficultsentencesPara.1Hewasworriedaboutthejourney.?Para.2Thejourneywascompleted.?Para.3Hewasconfusedbythenewsurroundings.Para.4Hearrivedathisfriend’shomeinthefuture.1.IstillcannotbelievethatIamtakingupmyprizethatwaswonlastyear.?2.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.

ResearchandActivitiesUseyourimaginationtowriteashortpassageaboutwhatmaybehappeninthefuture.Imagineifyouweretovisitthefutureinonethousandyears,howwouldyougoonthejourneyandwhatwouldyoupayavisitto?Youwilldescribeyourexperiencesandsurroundings.Youcanimitatethestructureofthereadingpassage,butyoumustmakefulluseofyourimaginationtowritewhatisdifferentfromFirstImpressions.

ReferenceforTeaching

FirstChinesespaceherosafelyreturntoearthWrappingupahistoricdayinspace,theShenzhou5returncapsuleparachutedtoasofttouchdowntoday,bringingtoanendChina’sfirstmannedvoyageintospaceandopeningthedoorforawidevarietyoffutureplansinthefinalfrontier.?Touchdowncameat6:23a.m.localtimeThursday(22:23GMT;6:23p.m.EDTWednesday),accordingtothecentralChinesetelevisionnetworkCCTVandtheXinhuanewsorganization.Videofromthelandingsiteshowedthecraft’ssingleoccupant—Lt.ColonelYangLiwei—wavingtoacrowdassembledaroundthecapsuleasitlayonitssideminutesafterlanding.

Chinesemediaalsoreportedthelandingpointwasjust4.8kilometersfromthetargetedtouchdownsiteinInnerMongolia.?Yangwascarriedawayfromthespacecraftinaseatandlookedabitwobblyanddazedonstatetelevisioncoverageoftheevent.OfficialreportsfromXinhuasayYang“wasconfirmedtoremainingoodhealth”afterhis21-hourstintinorbit.AfteritslaunchearlyWednesdayfromtheJiuquanspacecenteraboardaLongMarch2Frocket,theShenzhou5spacecraftenteredorbitwithpassengerYangLiwei,a38-yearoldChinesefighterpilotthatfoundhimselfthrustintotheinternationalspotlightwithhisselectionfortheinauguralmannedflight.?Throughouthishistoric21-hourjourney,the5-foot,6-inchtaikonaut—oryuhangyuan—reportednoilleffectsandnotechnicalproblemswiththespacecraftwerereported.ConversationswiththegroundcontrolcenterinBeijingreportedlywentasexpectedascommunicationswasrelayedthroughtrackingstationsandseavesselsscatteredaroundtheworld.Asexpected,Shenzhou5’sentryandservicemoduleswerejettisonedfromtheorbitalmoduleasthetimenearedforthepivotalde-orbitburntobringthetaikonautbacktoEarth.ThrusterswerethenfiredtonudgethecraftoutoforbitandtoputitonatrajectorytolandinthesteppesofInnerMongolia,about1000kilometersfromthelaunchsiteatJiuquan.Theorbitalmoduleremainedbehindinspacetocompleteitsownmissionoverthenextseveralmonths?Inall,themissionlastedapproximately21hours,23minutesfromliftofftotouchdown.Thehistoricflightcompleted14orbitsofEarthandtraveledabout600000kilometers.“Yang’sreturntolandfromouterspacesignifiescompletionofthefirststeptakenbyChinatoimplementitsplansforspaceexploration.Morestepsaretofollow—attemptsforspacewalk,rendezvousanddockingofspaceshipsandsettingupofaspacelab,”Xinhuareported?Wednesdaynight.?“Sometimefromnow,upinthespace,highupovertheEarth,therewillbeaspacestation?which,likeShenzhou5thathasjustmadehistory,willbedesigned,builtandmannedbytheChinese,”theagencysaid.

WearableHalfkeyboard

It’squiteinterestingtouseapocketablekeyboardwithaPalmorPPCtowritesomething.IborrowedaPalmoneTungstenTandaLogitechTypeAwayKeyboardfromaboyyesterday.TheKeyboardusestheuniversalporttoconnectthepalm.ItisaPalmVxonthekeyboard:ThewearableHalfkeyboardwasdesignedtoletyouturnyourPDAintoawearablecomputer.

DrugsdeliveredbyrobotsinthebloodA3millimetre-longswimmingrobotconstructedbyChinesescientistscouldeventuallybeusedfordrugdeliveryortocleararteriesinhumans.

Thecraftispropelledbyanexternalmagneticfieldwhichcontrolsitsfins.Thefinsaremadefromanalloythatcontractsinresponsetoapplicationofthefield.Thenextstageistobuildarobotwithfinsthatrespondtodifferentmagneticfieldresonance.Thiswouldenableanoperatortocontrolthefinseparatelyandsteertherobotaround.Theprojectisatanearlystagebutinthefutureremotecontrolledmachinescouldbeusedtodeliverdrugstoaparticularpartofthebody.

Thewatchremindsyou’veforgottenthekeys

GaetanoBorriello,aUniversityofWashingtoncomputerscientisthasdevelopedaworkingprototypeofasmartswatchsystem.Likeprettyanythingcalled“smart”thesedays,itworkswithRFIDtags.Thewristwatchactsasaninterface,drivenbyapersonalserverthewearercancarryinapocket,butwhichwilleventuallybeapartofthewristwatchitself.ImportantitemsarelabeledwithRFIDtagsandRFIDreadersareinstalledatvariouslocationstoreadthetags.TheUWsmartwatchsystemworksasfollows:anRFIDreadersensesthetagson,say,yourbooks,relaysthedatatothepersonalserverinyourpocket.Theserverchecksifanythinghasbeenforgotten,andifso,itsendsaprompttothewristwatchtoalertyou.Theserveralsotakesintoaccountthelastknownlocationofitems,yourcalendarandwhereyoumaybegoing.“ThisisreallypartofalargerefforttocreateanRFID-enabledbuilding,asortofmicrocosmofwhatsocietywouldbelikeifthesethingstakeoff,”saidBorriellowhohopestohaveabuilding-widesystemupandrunningwithinayear.

相关知识

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“lifeinthefuture”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:China

AD2005: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,onland

Onthemoon,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(娱乐)ofyoungandold.?Whatarepeopleeatingnow?Peoplearestilleatingfood.Theyhaven’tyetstartedtotakeonheir(继承)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.?注释..................①Let’smakebelieveitisaboutsixtyyearsfromnow.让我们假设现在是大约60年以后。词组makebelieve的意思是“假装;虚构”。?②Itispossibletorunthefarmbyjustpushingafewbuttonsnowandthen.只是通过不时按几个按钮来管理整个农场已成为可能。?

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

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

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

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

Unit 3 Life in the future The 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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