step 2 summary

Step 3 Homework

After class, let the Ss review the key points repeatedly.

Make sentences of these key points.

Period 3  Grammar (2課時(shí))

Teaching goals 教學(xué)目標(biāo)

1. Target language目標(biāo)語(yǔ)言

重點(diǎn)詞匯和短語(yǔ)

swiftly, unsettle, speed up

2. Ability goals 能力目標(biāo)

Enable the Ss to use the past participle as the adverbial and the past participles as the attribute.

3. Learning ability goals 學(xué)能目標(biāo)

Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute.

Teaching important ＆ difficult points 教學(xué)重難點(diǎn)

Distinguish the usage of the past participle as the adverbial and the past participle as the attribute.

Teaching methods 教學(xué)方法

Practice.

Teaching aids 教具準(zhǔn)備

A computer, a projector and a blackboard.

Teaching procedures ＆ ways 教學(xué)過程與方式

Step I Word Study

This part is a consolidation of the words learnt in this unit.

Ask the Ss to do the Exx. 1 ＆ 2 on pages 20 ＆ 21 and exercises in USING WORDS AND EXPRESSIONS in Workbook independently. Then check the answers.

Step II Grammar

The Ss will learn the usage of the past participle in different situations.

Task 1 Make clear to the Ss the usage of the past participle as the adverbial.

T: Now please look at the sentence:

Worried about the journey, I was unsettled for the first few days.

= As I was worried about the journey, I was unsettled for the first few days.

過去分詞作狀語(yǔ)：

用作狀語(yǔ)的過去分詞通常來自及物動(dòng)詞。過去分詞用作狀語(yǔ)時(shí)，修飾主句的謂語(yǔ)動(dòng)詞，意義上相當(dāng)于狀語(yǔ)從句，表示時(shí)間、條件、原因、伴隨狀況等。過去分詞作狀語(yǔ)，前邊往往可以加when, while, as if, as though。一般說來，這種結(jié)構(gòu)的邏輯主語(yǔ)必須與主句的主語(yǔ)一致。例如：

Whenever praised, she blushes.（作時(shí)間狀語(yǔ)）

= Whenever she is praised, she blushes.

United, we stand; divided, we fall.（作條件狀語(yǔ)）

= If we are united, we stand; if we are divided, we fall.

Written in great haste, this book is full of errors.（作原因狀語(yǔ)）

= Because this book is written in great haste, it is full of errors.

Mary was reading a love story, completely lost to the romantic life.（作伴隨狀語(yǔ)）

= Mary was reading a love story, and she was completely lost to the romantic life.

Although born in Germany, John lives and works in U.S.A.（作讓步狀語(yǔ)）

= Although John was born in Germany, he lives and works in U.S.A.

Task 2 Make clear to the Ss the usage of the past participle as the attribute.

T: Now please look at these two sentences:

1. I followed him to collect a hovering carriage driven by computer.

= I followed him to collect a hovering carriage that / which was driven by computer.

2. Tomorrow you will be ready for some visits organized by the company.

= Tomorrow you will be ready for some visits that / which was organized by the company.

過去分詞作定語(yǔ)：

a. 用作前置定語(yǔ)的過去分詞通常來自及物動(dòng)詞，帶有被動(dòng)意義和完成意義。例如：

We like skating in the frozen lake in the winter.

= We like skating in the lake which has been frozen in the winter.

How many finished products have you got up to now?

= How many products that have been finished have you got up to now?

來自不及物動(dòng)詞的過去分詞很少能單獨(dú)用作前置定語(yǔ)，能作這樣用的僅限以下幾個(gè)詞，這時(shí)僅表示完成意義，不表示被動(dòng)意義：

a retired worker = a worker who has retired

an escaped prisoner = a prisoner who has escaped

a faded / withered flower = a flower that has faded / withered

fallen leaves = leaves that have fallen

the risen sun = the sun that has just risen

a returned student = a student who has returned

vanished treasure = treasure that has vanished

b. 用作后置定語(yǔ)的過去分詞通常也來自及物動(dòng)詞，表示被動(dòng)意義和完成意義。這明相當(dāng)于一個(gè)定語(yǔ)從句。例如：

Things seen are better than things heard.

= Things that / which are seen are better than things that / which are heard.

The lobster broiled over charcoal was delicious.

= The lobster that / which was broiled over charcoal was delicious.

Then let the Ss do Exx. 1－4 on pages 20 ＆ 21 and exercises in USING STRUCTURES in Workbook to consolidate what they have learnt. And check the answers. If time permits, let the Ss learn the following usage of the past participle in the class.

過去分詞作表語(yǔ)：

過去分詞作表語(yǔ)表示主語(yǔ)所處的狀態(tài)。用作表語(yǔ)的過去分詞大多來自及物動(dòng)詞；不及物動(dòng)詞的過去分詞能作表語(yǔ)的只限于少數(shù)表示位置轉(zhuǎn)移的動(dòng)詞，如go, come, assemble等，它們用在聯(lián)系動(dòng)詞之后，表示完成意義，無(wú)被動(dòng)意義。例如：

The man looked quite disappointed.

He is greatly discouraged by her refusal.

His hair is nearly all gone.

已經(jīng)形容化了的過去分詞大多可作表語(yǔ)，常見的有:

accomplished, amazed, amused, astonished, broken, closed, completed, complicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested, lost, satisfied, surprised, worried等。

過去分詞作賓語(yǔ)補(bǔ)足語(yǔ)：

a. see, hear, feel, find, think等表示感覺和心理狀態(tài)的動(dòng)詞可以帶過去分詞作賓語(yǔ)補(bǔ)足語(yǔ)。例如：

Tom found himself involved in an awkward situation.

I saw Tom dressed like a beggar in the street.

Everybody thought the match lost until the last minute.

b. make, get, have, keep等表示“致使”意義的動(dòng)詞可以帶過去分詞作賓語(yǔ)補(bǔ)足語(yǔ)。例如：

I have my clothes washed everyday.

Don’t get your schedule changed; stay with us in the class.

He’s trying to make himself understood.

Please keep us informed of the latest price.

c. like, want, wish, order等表示希望、要求、命令等意義的動(dòng)詞可以帶過去分詞作賓語(yǔ)補(bǔ)足語(yǔ)。例如：We don’t like such topics (to be) discussed in class.

I wish this problem (to be) solved this week.

Step Ⅳ Homework

T: After class, please review what we’ve learnt this class and do more exercises. Then preview the READING TASK in Workbook.

Period 4  Listening  (1課時(shí))

Teaching goals 教學(xué)目標(biāo)

1. Target language 目標(biāo)語(yǔ)言

重點(diǎn)詞匯和短語(yǔ)

extraordinarily, atmosphere, gravity, assist in

2. Ability goals 能力目標(biāo)

Enable the Ss to tell the differences between two kinds of alien creatures.

Enable the Ss to understand the facilities in “Wonderworld”.

3. Learning ability goals 學(xué)能目標(biāo)

Help the Ss learn how to promote a new invention by analyzing different situations.

Teaching important ＆ difficult points 教學(xué)重難點(diǎn)

Listen to the material about the new invention and find out its special qualities.

Teaching methods 教學(xué)方法

Discussion; listening; cooperative learning.

Teaching aids 教具準(zhǔn)備

A computer, a projector and a recorder.

Teaching procedures ＆ ways  教學(xué)過程與方式

Step Ⅰ Lead-in

Let the Ss discuss the following two questions:

1. Do you think time travel is possible?

2. If you have the chance to have a time travel, which places would you like to visit? And why?

T: Glad to see you, everyone. Last time we learnt something about Li Qiang’s travel to the future. It’s fantastic, right? In our daily life, we also read lots of novels and watch many films about time travel. Can you name some great movies about time travel?

S: Matrix!

T: Yes. Good. Do you think time travel is possible?

S: I think it is possible. In the past, people cannot travel to the moon, but now they can. So with the development of science, maybe one day, we can travel to the past or to the future. This is quite possible!

T: If you have the chance to have a time travel, where would you like to visit? Why?

S: I want to visit the space station. In the future, maybe we will find out some other creatures living in other planets. I would like to communicate with them and know something about them.

Step Ⅱ Listening

Task 1 Let the Ss listen to the material on page 23 twice. After listening for the first time, let them answer some simple questions to check their general understanding.

T: OK. We know that Li Qiang had a chance to travel to the future, today we are going to learn where he would visit. Don’t open your textbooks. Just listen. I will play the recording for you twice. For the first time, listen to the general idea

Listen again and check the answers.

1.      How can “Wonderworld” make sure there is enough oxygen?

2.      How can “Wonderworld” make sure there is enough water?

3.      What is the advantage of living in “Wonderworld”?

4.      Do you think people will be healthy living in “Wonderworld”? Why?

Task 3 Deal with the LISTENING on page 55.

T: There will be lots of new inventions in the future. Here we’ve got a new kind of quilt. Why is it special? Let’s listen to the tape and try to find it out. Meanwhile we should find out where these quilts are suitable to promote.

Play the tape for the Ss twice. Let them do Exx. 1－3 on page 55 and then check the answers.

Step Ⅲ Homework

After class, let the Ss listen to the three materials repeatedly.

Period 5  Extensive Reading (1課時(shí))

Teaching goals 教學(xué)目標(biāo)

1. Target language目標(biāo)語(yǔ)言

a. 重點(diǎn)詞匯和短語(yǔ)

imitate, spin, shuttle-submarine, destination, sensor, be essential for, contact

b. 重點(diǎn)句式

The sea bottom is deep and this makes it difficult to.. P58

Only the robot cleaner will be able to move objects. P58

2. Ability goals能力目標(biāo)

Enable the Ss to discuss the possibilities and the difficulties of living under the sea.

3. Learning ability goals 學(xué)能目標(biāo)

Help the Ss learn how to talk about the possibilities and the difficulties of living under the sea.

Teaching important ＆ difficult points 教學(xué)重難點(diǎn)

Talk about the possibilities of living under the sea.

Teaching methods 教學(xué)方法

Fast and careful reading; asking and answering activity; discussion.

Teaching aids 教具準(zhǔn)備

A computer and a projector.

Teaching procedures ＆ ways 教學(xué)過程與方式

Step I Warming up

Lead in the topic by discussing the possibilities of living under the sea. Encourage the Ss to use their imaginations.

T: Have you ever watched the movie “The Little Mermaid”? Do you like the sea? I myself like the sea very much. I always think that how great it will be if I have the chance to live under the sea! Do you think living under the sea is possible? Why? Now please work in pairs to discuss the three questions on the screen.

Show the following questions on the screen and hold a discussion.

1. Do you think living under the sea is possible?

2. Where are you going to live under the sea?

3. In the undersea cities, what equipments do you think are necessary?

Ten minutes later, ask some Ss to answer the questions.

T: Have you finished? Who would like to tell us your opinion? Volunteer?

S: I think it’s possible. Maybe in the future scientists will invent some kind of equipment that makes it possible for human being to live under the sea.

T: If it is possible, where are you going to live under the sea? There is all water and fishes around you.

S: Maybe in a special equipment which will provide us much-needed oxygen and can float in the water. In that case we can travel in the sea to enjoy the wonderful view of the sea.

T: Good. If you are going to live under the sea, what kind of equipment do you think is necessary for your living?

S: Oxygen provision and cleaning machine may be necessary.

Step Ⅱ Reading

Deal with the passage on page 58.

T: OK. From what you said, I know all of you are looking forward to living under the sea. Now a company just provides the very service! Please turn to page 58 and read the passage RISING TO A CHALLENGE. Let’s see what the life will be like in this undersea city. When you finish reading, complete the sentences on the screen.

Give the Ss 3 minutes to go through the whole passage.

1. The undersea city is so comfortable that it is described as ___________ .

2. The undersea city has the following advantages:

a. _____________

b. _____________

c. _____________

d. _____________

T: Can you find out some suitable sentences or words to fill in the blanks? What’re the advantages of living under the sea?

S: The undersea city is so comfortable that it is described as “a silk adventure”.

S: The undersea city has the following advantages: a. easy contact with the land surface; b. more personal space; c. complete personal security; d. no housework worries.

T: That’s great. You all have got the general idea of the passage. Now let’s look into some detailed aspects of the undersea city. First let’s look at its contact with the land surface. Who would like to tell me at the very beginning, what kind of problem were they facing? And how was the problem solved?

S: The sea bottom is so deep that it’s hard to contact with the land surface. But later they invented the one-person or family shuttle-submarines which will always be ready to take people to the surface.

T: So in that case people who live under the sea can easily contact with the land surface. Then com-paring with living on land, what advantage do you think can attract people to live under the sea?

S: We can get twice as much personal space as in flats on land.

T: Good! Then what kind of special equipment will be provided so as to realize all the advantages? Please read the text again and finish the following chart. You can work with your partners.

Show the chart on the screen and give the Ss 3 minutes to go through the whole text again to scan for the answer. A few minutes later, check the answers.

T: This undersea city is amazing. But I think designing such kind of undersea city is quite difficult! Do you want to meet its designer?  Now the designer of the city William Lee is being interview. Let’s listen to his interview and find out which two problems he came across and how he solved them. Then please finish the exercises on page 59.

...

Step Ⅲ Follow-up Activity

Set a scene for the Ss: The company is going to held a press conference and exhibition. Encourage the Ss to design a poster which will draw visitors’ attention and provide some useful information.

T: We know that all new products have to be promoted so that it can be well-known among people. Now a press conference and exhibition is going to be held to make the undersea city known to people. If you work in the company, can you design a special poster to draw visitors’ attention so that they will come to the press conference? Use your imagination and you can discuss with your group members.

A Sample poster:

Step Ⅳ Homework

T: After class, please listen to the tape repeatedly until you can retell it yourselves and pay attention to pronunciation.

Period 6  Speaking  (1課時(shí))

Teaching goals教學(xué)目標(biāo)

1. Target language目標(biāo)語(yǔ)言

Make predictions:

Suppose that...

I wonder if...

Is it likely / unlikely that...?

Do you imagine that...?

Is it possible that...?

Do you suppose that...?

2. Ability goals 能力目標(biāo)

Enable the Ss to talk about things at present and predict things in the future.

Enable the Ss to describe some imaginary products.

3. Learning ability goals 學(xué)能目標(biāo)

Help the Ss learn how to talk about things in the future and describe some imaginary products.

Teaching important ＆ difficult points教學(xué)重難點(diǎn)

Teach the Ss to make predictions and express their ideas about future.

Help the Ss make up their personal future plans.

Teaching methods教學(xué)方法

Pair work and group work; discussion and cooperation.

Teaching aids教具準(zhǔn)備

A computer and a projector.

Teaching procedures ＆ ways教學(xué)過程與方式

Step I Talking

Set a scene for the Ss: A man who is living in AD 2046 comes to visit your city and wants to know something about jobs in your city. Ask the Ss to work in pairs to make out an introduction plan. Make a comparison between jobs at present and jobs in the future, and find out the changes and why these changes take place.

T: In the first period of our unit, we discussed the changes between life in the past and life at present, also we make a prediction about our future, right? Today let’s still talk about the future. Suppose a man of AD 2046 comes to our city, he wants to know something about jobs in our city. How will you introduce the following two kinds of jobs to him? Teachers and farmers.

Give the Ss 1-2 minutes to discuss and then ask some of them to represent their opinions.

T: OK. Who would like to talk about the job as a farmer?

S: Nowadays farmers are still working very hard. Few of them use hi-tech machines, especially in developing countries. They have to work most by hand everyday. Sometimes they will use some machines such as trucks, seeding-machines, etc. In developed countries, agriculture has been computerized. Farmers in those countries are much easier.

T: Good. What about teachers?

S: Nowadays lots of students stay in the classrooms to listen to their teachers. And the teachers have to use chalk, and sometimes they use computers.

Set another scene.

T: So it seems that both these two kinds of jobs are very challenging. Will they change in the future? Now the man invites you to his city in the year 2046, what changes will you expect to find on these two jobs?

S: I think 40 years later, working as a farmer will be much easier than now. Farmers won’t have to work by hand, they can set a program in the computer and then the computer will finish all the tasks. It’s fantastic! And the harvest will be much better because of the science.

S: I think in the future we don’t have to come to school to study. Teachers will work on the Internet. We will have classes through the Internet. And unlike today’s teacher, in the future, a teacher can teach many subjects. And we will have robots do teaching jobs.

T: So maybe I should be born 40 years later, in that case, the job for me will be much interesting.

Step II Follow-up Activity

Encourage the Ss to predict their future life and make a short-term plan. Let them talk about their dreams and then write passages introducing these dreams.

T: Everyone, have you ever dreamt of your own future? Have you asked yourself what you will be? Now let’s make a prediction, or we can say, let’s make a plan for ourselves: What will I be in the future? You can discuss with your partners to fill in the following chart and then write a passage introducing your dreams.

Show the Ss the chart on the screen.

Give the Ss enough time to discuss. This will help them make clear of their own future. And then select some Ss to give a report to the whole class.

Step Ⅳ Homework

T: Imagine you are at your age of 30. Write a passage to describe your daily life or your experience.

A sample version:

       It is the year 2020 and I have just turned 30 years old. More than 10 years ago, I left high school and went to study at a good university. I was a history major and I also studied two foreign languages. After graduation, I was offered a job teaching history in a middle school. At first, I didn’t think I’d like to teach history. I thought the students would think history was too boring. My first year was very difficult. I didn’t know much about teaching and the students did not like my lessons. But I was lucky. One of the older teachers became my friend and taught me a lot.

Period 7  Writing

Teaching goals 教學(xué)目標(biāo)

1. Target language目標(biāo)語(yǔ)言

重點(diǎn)句式

Living ... has bad effects on...

One is a large classroom with all...

2. Ability goals 能力目標(biāo)

Enable the Ss to write a report to the company that built Saturation City.

3. Learning ability goals 學(xué)能目標(biāo)

Help the Ss learn how to write a report to the company that built Saturation City.

Teaching important ＆ difficult points教學(xué)重難點(diǎn)

Help the Ss find out the style of writing a report.

Teaching methods教學(xué)方法

Discussion and cooperation.

Teaching aids教具準(zhǔn)備

A computer and a projector.

Teaching procedures ＆ ways教學(xué)過程與方式

Sept 1  Writing style

Help the Ss find out the writing style of report by analyzing the text “Rising to a Challenge”. Summarize the basic points on the screen.

					The first paragraph (why you write a report)
	Structure
					Body (your own ideas on the item)
					Conclusion (how you think it will help)

Step2  Asample version:

Report About Entertainment on No.4 Floating Island, Saturation City

       The wonderful facilities in the entertainment center of No.4 Floating Island, Saturation City, mean that the company can offer a full and perfect programme of entertainments. There are all kinds of entertainments of all aspects so that everyone will be able to fully enjoy themselves.

       All entertainments are offered. If you go to the entertainment center, you can have the chance to practise dancing, singing, and playing musical instruments. Of course, you have the chance to enjoy wonderful concerts by different singers, such as pop concerts, classical concerts and operas. And also you can enjoy the latest films and TV operas.

       The company will organize some perfect performances. We will offer permanent band to play for dancing every night. Also we will invite different stage companies to come to our entertainment center to give wonderful plays.

       We hope that these programmes and facilities will help you relax yourselves. We hope that you will come and try our entertainment center for yourselves.

Step 3 Homework