Unit 3 Life in the future The Fifth Period教案。

作为杰出的教学工作者，能够保证教课的顺利开展，高中教师要准备好教案，这是教师工作中的一部分。教案可以让学生更好的消化课堂内容，让高中教师能够快速的解决各种教学问题。我们要如何写好一份值得称赞的高中教案呢？为此，小编从网络上为大家精心整理了《Unit 3 Life in the future The Fifth Period教案》，仅供参考，希望能为您提供参考！

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
____________________________________
____________________________________
____________________________________
____________________________________

延伸阅读

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
____________________________________
____________________________________
____________________________________
_____________________________________

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
_________________________________
_________________________________
__________________________________
__________________________________

Unit 3 Life in the future Period 3 Listening and Speaking

一名优秀的教师就要对每一课堂负责，作为教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，帮助教师提前熟悉所教学的内容。那么怎么才能写出优秀的教案呢？下面是小编为大家整理的“Unit 3 Life in the future Period 3 Listening and Speaking”，相信您能找到对自己有用的内容。

Period3ListeningandSpeaking

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

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

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

Possibleareatosellquilts?Why?

!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--London,UKHumidallyearroundToronto,CanadaVerycold,drywintersCapeTown,SouthAfricaHot,drysummersMombasa,KenyaHot,humidsummersYakutat,NorthUSAVerycold,humidwinters(Ifthestudentshavesomedifficulty,letthemlistentothetapeathirdtime.Thengivethemaboutthreeminutestoconsideranddiscusswiththeirpartners.Finallychecktheanswersandexchangetheiropinion.)?Step5Speaking?Task1Lead-inT:Boysandgirls,areyousurewhatwillhappentoyoutomorrow??S:No.Nooneknowswhatwillhappentomorrow.?T:Iagreewithyou.Whenweexpresswhatwillhappen,whatexpressionsdoweoftenuse??S:Isitpossiblethat...??S:Supposethat...?T:Good.Weoftenusethemtoexpressourimagination.Besidesthose,wealsousethefollowing:?Iwonderif...Doyouimaginethat...?Iwonderif...Isitlikely/unlikelythat...??Doyousupposethat...?Perhaps/Maybe/Possibly...Mostlylikely...Probably...?Task2PracticeT:Nowpleaseusetheseexpressionstolistsomequestionsaboutwhatlifewillbelikeinyourhometownin1000years’time.Thenexchangeyourquestionswithyourpartner.Afterthat,gettogetherwithanotherpairandanswertheirquestionsandaskthemyourquestions.Fourstudentsmakeupagroup.Byaskingandanswering,youfourchoosethebestquestionsandanswers.Finallyeachgroupwillchoosearepresentativetogiveatalktotheclass.?Task3TalkingT:Nowlet’sworkinpairs.Imagineyouaretwoinventorsandyouhavedesignedanewproduct,whichyouwanttosell.First,youneedtodecideonyourproduct.Itcanbeanythingthatpeoplemightfindusefulinthefuture.Itmightsavethemtime,makepeople’sworkeasierorhelpincommunication.Second,youwillhavetoexplaintotheclassexactlyhowyourproductworks.Itcanuseanybranchofscience.Third,youneedtoshowthatpeoplewillbewillingtouseit.Thesedescriptionsofsomeimaginaryproductsmayhelpyou.?1.These“flyingboots”areoperatedbyasmallcomputerchip.Theywillrisestraightupfromthegroundandhoverormovequicklyforwardsorbackwards.Presstheswitchinyourhandoncetostartandtwicetostop.?2.Anothertime-savinginvention.Thisisashirtthatcleansitselfasyouwearit.Heatfromyourbodywarmstheshirtanditattractswatervaporfromtheair.Whenthereisenoughwatertheshirtreleaseschemical,whichcleansitselfasyouwearit.?3.Neverpayforelectricityagain!Thislightbulbabsorbslightfromthesunandstoresit.Whenyouturnitonatnight,thelightisreleasedsothebulbgivesoff“free”light.?(Asusual,theteacherwon’tforgettogivecommentsonwhatthestudentsdo,includingtheteacher’swordspraisingwhattheyaredoinginthefirstfewstages.Onlyinthiswayarethestudentsencouragedtotalkfreelyaboutwhattheywanttosayandwhytheythinkso.)?Step6SummaryT:Inthisperiod,wemainlyfocusonthespeakingandlisteningabilities.Ifyoufeellistening?orspeakingpoor,youhadbetterpracticemore.Practicemakesperfect.Afterclass,wouldyoupleasedoso?Today’shomeworkistoinventwhatyouwanttoowninthefuture.Thenpreparefordescriptionofhowitwillworkandwhatadvantagesofusingit.?

TheDesignoftheWritingontheBlackboard

Unit3Lifeinthefuture

Period3ListeningandSpeaking

Usefulexpressionsondiscussingimagination

Isitpossiblethat...?Supposethat...Iwonderif...?Doyouimaginethat...?Iwonderif...Isitlikely/unlikelythat...?Doyousupposethat...??Perhaps/Maybe/Possibly...Mostlylikely...Probably...

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

ReferenceforTeaching

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

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

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

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