Unit
3
Life
in
the
future
Writing
Teaching
goals
教学目标
1.
Target
language目标语言
重点句式
Living
...
has
bad
effects
on...
One
is
a
large
classroom
with
all...
2.
Ability
goals
能力目标
Enable
the
Ss
to
write
a
report
to
the
company
that
built
Saturation
City.
3.
Learning
ability
goals
学能目标
Help
the
Ss
learn
how
to
write
a
report
to
the
company
that
built
Saturation
City.
Teaching
important
＆
difficult
points教学重难点
Help
the
Ss
find
out
the
style
of
writing
a
report.
Teaching
methods教学方法
Discussion
and
cooperation.
Teaching
aids教具准备
A
computer
and
a
projector.
Teaching
procedures
＆
ways教学过程与方式
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.
A
sample
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.
How
to
write
a
report?
Structure
The
first
paragraph
(why
you
write
a
report)
Body
(your
own
ideas
on
the
item)
Conclusion
(how
you
think
it
will
help)Unit
3
Life
in
the
future
Speaking
Teaching
goals
1.
Target
language
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
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
Help
the
Ss
learn
how
to
talk
about
things
in
the
future
and
describe
some
imaginary
products.
Teaching
important
＆
difficult
points
Teach
the
Ss
to
make
predictions
and
express
their
ideas
about
future.
Help
the
Ss
make
up
their
personal
future
plans.
Teaching
methods
Pair
work
and
group
work;
discussion
and
cooperation.
Teaching
aids
A
computer
and
a
projector.
Teaching
procedures
＆
ways
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.
Time
What
will
you
do?
Where
will
you
be?
How
will
youprepare
for
it?
1
year
later
5
years
from
now
10
years
from
now
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.Unit
3
Life
in
the
future
Reading
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
constantly,
remind,
vehicle,
carriage,
bathroom,
temple,
private,
settlement,
impression,
constant,
jet,
previous,
tablet,
capsule,
opening,
surrounding,
lack,
ache,
mask,
bend,
press,
swift,
swiftly,
master,
sight,
flash,
switch,
optimistic,
length,
take
up,
lack
of,
lose
sight
of,
sweep
up,
catch
sight
of
b.
重点句式
This
is
similar
to
...,
but
it
means
...
P17
Well-known
for
...,
his
parents’
company，called
“Future
Tour”,
transported
me
safely
into
the
future
in
a
time
capsule..
P18
He
handed
it
to
me
and
immediately
hurried
me
through
to
a
small
room
nearby
for
a
rest.
P18
2.
Ability
goals
能力目标
Enable
the
Ss
to
talk
about
the
life
in
the
past,
at
present
and
in
the
future.
3.
Learning
ability
goals
学能目标
Help
the
Ss
learn
how
to
describe
the
life
in
the
past,
at
present
and
in
the
future.
Teaching
important
＆
difficult
points
教学重难点
Compare
life
in
the
past,
at
present
and
in
the
future.
What
is
life
in
the
future
like?
What
changes
will
take
place?
Teaching
methods
教学方法
Fast
and
careful
reading;
asking
and
answering
activity;
individual,
pair
or
group
work.
Teaching
aids
教具准备
A
computer
and
a
projector.
Teaching
procedures
＆
ways
教学过程与方式
Step
I
Warming
Up
Show
some
pictures
of
life
in
the
past,
at
present
and
in
the
future
to
the
Ss,
period
by
period.
First
show
the
pictures
of
life
in
China
in
AD
1005.
T:
Do
these
pictures
describe
our
daily
life?
Ss:
No,
perhaps
they
describe
life
of
many
many
years
ago.
T:
Good.
Then
can
you
tell
me
what
life
was
like
one
thousand
years
ago?
For
example,
life
in
AD
3008.
S:
Let
me
try.
People
living
at
that
time
didn’t
have
cars
or
planes.
They
rode
horses
or
took
carriages.
S:
They
didn’t
have
electricity.
S:
They
didn’t
live
in
tall
buildings.
...
Show
the
pictures
of
life
at
present.
T:
Good!
What
about
our
life
at
present?
What
is
it
like?
S:
Our
life
at
present
is
convenient.
We
live
in
various
kinds
of
buildings,
and
we
have
lots
of
entertainments.
We
travel
by
many
modern
transportations,
such
as
cars,
buses,
planes
and
etc.
Show
the
pictures
of
life
in
the
future.
T:
Every
day
we
can
come
across
passages
about
life
in
the
future
in
magazines,
newspapers
and
so
on.
Please
look
at
these
pictures
and
try
your
best
to
describe
what
life
in
the
future
will
be
like.
S:
Let
me
have
a
try.
I
think
in
the
future
we
can
travel
the
whole
space
in
a
spaceship
freely.
And
perhaps
we
can
communicate
with
aliens.
S:
At
that
time,
I
think
the
earth
will
have
been
polluted
so
heavily
that
no
one
can
live
on
it.
We
perhaps
will
have
to
move
to
other
planets
to
live.
...
Then
set
a
scene
for
the
Ss
—
A
special
tour
guide.
T:
Now
imagine
you
are
working
in
a
tour
company
which
has
just
promoted
a
new
kind
of
travel
—
time
travel.
Your
company
can
transport
people
in
AD
2008
to
the
past,
also
it
can
transport
people
in
the
past
to
your
cities.
You
are
chosen
to
be
a
guide
for
5
people
who
want
to
go
back
to
the
China
in
AD
1005,
and
also
4
people
in
that
year
want
to
visit
the
China
in
AD
2008.
How
will
you
organize
your
trip?
What
kind
of
things
will
you
introduce
to
those
people?
Give
the
Ss
2
minutes
to
discuss.
T:
OK.
Time’s
up.
Volunteer?
S:
If
I
am
the
tour
guide
who
will
take
people
back
to
the
past,
I
will
introduce
them
the
houses,
the
way
people
lived
and
their
clothing.
Because
these
are
quite
different
from
ours
today,
I
think
people
will
be
very
interested
in
them.
S:
If
the
company
gives
me
the
chance
to
take
people
living
in
the
past
to
our
city
at
present,
I
will
try
my
best
to
provide
them
an
impressive
trip.
I
will
introduce
something
which
is
different
from
things
in
the
past
to
them,
for
example,
transportation,
TV,
computer
and
business.
Because
these
have
changed
greatly
as
time
goes
by.
T:
OK.
You
have
done
a
good
job.
Now
open
your
books
and
turn
to
page
17.
Please
work
in
pairs
to
discuss
the
items
in
the
chart.
When
you
finished,
complete
the
chart.
Give
the
Ss
ten
minutes,
and
after
that,
check
the
answers.
Step
Ⅱ
Pre-reading
Get
the
Ss
to
discuss
the
problems
that
human
beings
are
facing
today
(such
as
pollution,
all
kinds
of
shortages).
Make
a
prediction
about
the
future:
which
problems
may
be
solved,
and
which
will
still
be
there.
This
part
will
prepare
the
Ss
for
the
text.
T:
We
all
know
that
as
our
society
develops,
we
have
got
much
benefit.
But
at
the
same
time,
we
have
to
face
lots
of
problems.
Can
you
find
out
what
kind
of
problems
human
beings
are
facing?
S:
Pollution.
S:
Population
is
becoming
larger
and
larger.
S:
The
shortage
of
resources.
T:
Yes!
Then
can
you
predict
which
problems
can
be
solved
in
the
future?
And
which
ones
will
still
be
there?
S:
I
think
the
problem
of
population
will
be
solved
in
the
future,
because
now
more
and
more
countries
have
begun
to
control
the
birth
rate.
S:
I
think
the
problems
of
pollution
and
shortage
of
resources
will
still
be
there,
and
will
even
get
worse.
S:
I
don’t
think
so.
Now
scientists
all
over
the
world
are
trying
their
best
to
develop
new
resources
that
human
beings
can
make
use
of,
such
as
solar
energy.
In
my
opinion,
the
problems
can
be
solved
one
by
one.
Step
Ⅲ
Reading
T:
Now
please
open
your
books
and
turn
to
page
17.
Let’s
read
the
passage
First
Impressions.
Read
it
quickly
and
then
tell
me
what
it
is
about.
Several
minutes
later.
T:
Well,
have
you
finished
reading
the
passage?
Ss:
Yes.
T:
OK.
Who
would
like
to
tell
me
what
the
text
is
about?
S:
It’s
an
e-mail
written
by
a
man
who
has
taken
up
a
trip
to
the
future.
T:
Good.
Then
look
at
the
following
sentences.
They
are
in
wrong
order.
Anyone
can
tell
me
the
correct
order
of
these
sentences?
A.
We
were
transported
into
the
future
by
a
comfortable
time
capsule.
B.
I
arrived
at
Wang
Ping’s
home
and
everything
in
his
house
made
me
surprised.
C.
I
won
a
travel
to
the
year
AD
3008.
D.
I
have
my
first
try
to
master
a
hovering
carriage.
S:
C-A-D-B.
T:
Very
good!
Let’s
go
through
the
first
two
paragraphs
together
and
get
the
general
idea
of
Li
Qiang’s
trip
to
the
future.
Then
answer
the
questions
on
the
screen.
Show
these
checking
questions
on
the
screen.
1.
Why
did
I
have
the
chance
to
travel
to
the
year
AD
3008?
2.
What
is
a
“time
lag”?
3.
How
did
I
feel
when
I
was
in
the
capsule?
4.
Who
guides
my
trip?
5.
Why
did
my
guide
give
me
some
tablets?
6.
Who
transported
us
to
the
future?
A
few
minutes
later,
check
the
answers.
Sample
answers:
1.
He
took
up
the
prize
he
won
the
year
before.
2.
“Time
lag”
means
a
person
gets
flashbacks
from
his
previous
time
period.
3.
The
seats
in
the
capsule
are
very
comfortable.
4.
My
friend
Wang
Ping
is
my
guide
to
the
future.
5.
The
tablets
could
help
me
feel
less
nervous
and
uncertain.
6.
Wang
Ping’s
parents’
company
transported
us
to
the
future.
T:
Wonderful.
Do
you
want
to
know
more
about
his
trip?
Now
please
go
through
the
third
paragraph
to
get
some
details
on
the
environment
in
the
future.
When
you
finish,
please
answer
the
following
questions.
Show
these
three
questions
on
the
screen.
1.
How
did
I
feel
as
soon
as
I
was
transported
to
the
future?
2.
How
did
Wang
Ping
solve
this
problem?
3.
What
do
you
think
has
caused
this
kind
of
problem?
Give
the
Ss
1
or
2
minutes
to
think
and
they
can
discuss
with
their
partners.
Then
check
the
answers.
Sample
answers:
1.
After
the
writer
was
transported
to
the
future,
he
was
hit
by
the
lack
of
fresh
air.
2.
Wang
Ping
gave
a
mask
to
the
writer
and
hurried
him
through
to
a
small
room
nearby
to
have
a
rest.
3.
Now
we
are
causing
more
and
more
pollution
to
the
nature,
this
will
cause
serious
problems
to
life
in
the
future.
This
may
be
the
cause
of
the
lack
of
fresh
air
in
the
future.
T:
What
will
transportation
in
the
future
be
like?
Are
there
any
differences
between
transportation
in
the
future
and
that
at
present?
Now
please
read
the
fourth
and
fifth
paragraphs
and
find
out
something
about
both
transportation
and
daily
life
in
the
future.
After
the
Ss
read
the
paragraphs,
ask
them
the
following
questions.
1.
What
did
Wang
Ping’s
house
look
like?
2.
What
was
the
green
wall
made
of?
What’s
the
purpose
of
building
this
kind
of
green
wall?
3.
How
can
you
produce
a
TV
set
in
Wang
Ping’s
house?
Sample
answers:
1.
His
house
is
a
large
bright,
clean
room.
It
had
a
green
wall,
a
brown
floor
and
soft
lighting.
2.
The
green
wall
was
made
of
trees.
The
leaves
of
the
trees
will
provide
much-needed
oxygen
to
the
house.
3.
You
can
just
flash
a
switch
on
the
computer
screen
and
a
TV
set
will
rise
from
the
floor.
T:
So
we
can
see
life
in
the
future
is
much
more
convenient
and
much
easier
than
our
present
life.
Step
Ⅳ
Follow-up
Activity
Get
the
Ss
to
compare
life
at
present
and
in
the
future.
Find
out
the
changes
on
several
items.
Try
to
distinguish
which
changes
are
good
and
which
are
not
good
and
give
reasons.
T:
Now
let’s
make
a
prediction
about
future
and
see
what
will
be
changed
in
the
future.
I
will
give
you
3
minutes
to
discuss
in
pairs,
and
after
your
discussion
please
finish
the
following
chart.
Sample
answers:
Items
Life
at
present
Life
in
the
future
(Changes)
good
or
bad?
Reasons?
Environment
Air
pollution
and
water
pollution;
resource
shortage
The
situation
will
get
worse
and
worse
The
development
of
our
society
will
cause
human
being
to
develop
more
and
more
resources;
and
the
development
of
industry
will
cause
worse
pollution
to
our
environment
Transport
Airplane,
car,
train,
boat
and
helicopter
Spacecraft,
time
travel,
personal
flying
car
or
bike
More
convenient
Education
People
receive
education
in
school
People
receive
education
on
the
Internet;
can
choose
the
subjects
and
the
teachers
they
like
Have
more
chances
to
receive
different
knowledge
Houses
Flats
in
high
rise
buildings;
with
kitchens
and
bathrooms
Cozy,
modern
flats,
furniture
in
walls
and
floor
Then
let
the
Ss
do
Exx.
2
＆
3
on
page
19.
A
few
minutes
later,
check
the
answers.
Sample
answer
to
Ex.
3:
I
think
the
writer
has
an
optimistic
view
of
the
future.
He
was
very
excited
when
he
traveled
to
the
year
AD
3008
and
couldn’t
believe
it
was
true.
From
this,
we
can
see
he
is
eager
to
go
to
the
future.
Though
he
was
hit
by
the
lack
of
fresh
air,
the
problem
was
immediately
solved
by
putting
on
a
mask.
And
he
tells
us
the
transport
in
the
future
is
convenient.
When
he
arrived
Wang
Ping’s
home,
he
found
there
were
many
trees
after
the
wall
moved,
and
these
trees
provided
the
house
with
much-needed
oxygen.
Finally
he
described
the
automatic
equipment
in
Wang
Ping’s
house.
All
the
above
has
shown
his
view
of
the
future.
Step
Ⅴ
Homework
Review
the
key
sentences
in
the
text.Unit
3
Life
in
the
future
Listening
Teaching
goals
教学目标
1.
Target
language
目标语言
重点词汇和短语
extraordinarily,
atmosphere,
gravity,
assist
in
2.
Ability
goals
能力目标
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
学能目标
Help
the
Ss
learn
how
to
promote
a
new
invention
by
analyzing
different
situations.
Teaching
important
＆
difficult
points
教学重难点
Listen
to
the
material
about
the
new
invention
and
find
out
its
special
qualities.
Teaching
methods
教学方法
Discussion;
listening;
cooperative
learning.
Teaching
aids
教具准备
A
computer,
a
projector
and
a
recorder.
Teaching
procedures
＆
ways
教学过程与方式
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.Unit
3
Life
in
the
future
Grammar
Teaching
goals
教学目标
1.
Target
language目标语言
重点词汇和短语
swiftly,
unsettle,
speed
up
2.
Ability
goals
能力目标
Enable
the
Ss
to
use
the
past
participle
as
the
adverbial
and
the
past
participles
as
the
attribute.
3.
Learning
ability
goals
学能目标
Help
the
Ss
learn
how
to
use
the
past
participle
as
the
adverbial
and
the
past
participles
the
attribute.
Teaching
important
＆
difficult
points
教学重难点
Distinguish
the
usage
of
the
past
participle
as
the
adverbial
and
the
past
participle
as
the
attribute.
Teaching
methods
教学方法
Practice.
Teaching
aids
教具准备
A
computer,
a
projector
and
a
blackboard.
Teaching
procedures
＆
ways
教学过程与方式
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.
过去分词作状语：
用作状语的过去分词通常来自及物动词。过去分词用作状语时，修饰主句的谓语动词，意义上相当于状语从句，表示时间、条件、原因、伴随状况等。过去分词作状语，前边往往可以加when,
while,
as
if,
as
though。一般说来，这种结构的逻辑主语必须与主句的主语一致。例如：
Whenever
praised,
she
blushes.（作时间状语）
=
Whenever
she
is
praised,
she
blushes.
United,
we
stand;
divided,
we
fall.（作条件状语）
=
If
we
are
united,
we
stand;
if
we
are
divided,
we
fall.
Written
in
great
haste,
this
book
is
full
of
errors.（作原因状语）
=
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.（作伴随状语）
=
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.（作让步状语）
=
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.
过去分词作定语：
a.
用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。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?
来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义：
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.
用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这明相当于一个定语从句。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.
过去分词作表语：
过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go,
come,
assemble等，它们用在联系动词之后，表示完成意义，无被动意义。例如：
The
man
looked
quite
disappointed.
He
is
greatly
discouraged
by
her
refusal.
His
hair
is
nearly
all
gone.
已经形容化了的过去分词大多可作表语，常见的有:
accomplished,
amazed,
amused,
astonished,
broken,
closed,
completed,
complicated,
confused,
crowded,
devoted,
disappointed,
discouraged,
drunk,
excited,
frightened,
hurt,
interested,
lost,
satisfied,
surprised,
worried等。
过去分词作宾语补足语：
a.
see,
hear,
feel,
find,
think等表示感觉和心理状态的动词可以带过去分词作宾语补足语。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”意义的动词可以带过去分词作宾语补足语。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、命令等意义的动词可以带过去分词作宾语补足语。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.
