高一外研必修4 Module 1 Life in the Future 公开课教案

Module 1 Life in the Future

Ｉ．模块教学目标 技能目标Skill Goals Imagine the life in the future Practise listening and talking about the future Learn to use the Future Continuous Write about an ideal house for the future Ⅱ. 目标语言Target Language 功 能 句 式 Ways of talking about the future What will the city of the future look like? They’re going to get bigger before they get smaller. Where will we be living in twenty years’ time? We won’t be living underground or in space. What will it be made of/from? 1. Words to learn brick, concrete, mud, alternative, crime, prediction, risky, resource, material, rely, solar, urban, load, landfill, arrest, criminal, fire, limit, outdoors, online, catalogue, command, recreation, bowling, softball, charge, power, flick, switch, surgery, telesurgery, outpatient, clinic, disability, attach, spaceport, optimistic, dishwasher, definitety, eventually, colony, predict, shape, pad, doormat 2. Words to revise 词 clinic, energy, entertainment, glass, huge, natural, plastic, recycle, shopping, stone, 汇 spaceship, wood 3. Phrases carry out, for sure, run out, place order, rely on, use up, look out 4. Everyday English get rid of, free of charge, for a start, run out of, on the way out 5. Important words alternative, load, limit, charge, power, disability, attach, shape, optimistic, switch Grammar focus 语The future continuous 法 1. Where will we be living in twenty years’ time? 2. We won’t be living underground or in space. 1. No one knows for sure, and making predictions is a risky business. 2. In the future, care for the environment will become very important as earth’s natural resources run out. 3. To get rid of garbage problems, the city will load huge spaceships with waste materials and send them towards the sun. 4. No smoking will be allowed within a future city’s limits. 5. All cars will be powered by electricity, solar or wind, and it will be possible to change the color of cars at the flick of a switch. 重 点 句 子

6. Distance surgery will become common as doctors carry out operations from thousands of miles away, with each city having its own telesurgery outpatient clinic. 7. Senior citizens and people with disabilities will be able to go anywhere in the world using high-tech cameras attached to their head. 8. I’ll be saving lives and that is definitely a very useful and interesting career. 9. With the first moon colonies predicted for the 1970’s, work is now in progress on the types of building required for men to stay in when they’re on the moon. 10. By the year 2000, housewives will probably have a robot shaped like a box with one large eye on the top, several arms and hands ... III. 教材分析与教材重组 1. 教材分析 本模块以 Life in the Future为话题，通过对本模块的学习，使学生了解科技进步在未来生活中的巨大推动作用。功能项目是“让学生谈论未来生活“和”做出预测判断”， 语法项目主要是将来进行时，写作是让学生描写十年后他们在干的事情。教师应借助听、说、读、写和讨论等一系列扎实有效的教学活动， 进一步拓展学生的思维空间，激发他们的想象力，提高其语言运用能力，并使他们认识到只有靠自己的勤奋和努力，才能改造社会，为美好的未来做好充分的准备。 1.1 INTRODUCTION以一幅图片切入话题，激发学生的想象力，让他们讨论未来的房子，同时来巩固并学习有关建筑材料的词汇，让学生分组讨论，使他们有话可说，为后面的阅读做好铺垫。 1.2 READING AND VOCABULARY课文以“The City of the Future”为话题，简单构思了未来的城市的发展趋势，介绍了原因，并以美国得克萨斯州一所大学 的学生对未来的城市的预测为例，从垃圾处理，对罪犯的处理方式，购物，电话，休闲，交通，远程手术，度假，太空旅行等方面对未来的城市进行预测和想象。这是一篇题材很新颖的文章，文章思路清晰，句子优美流畅。读后使人产生共鸣，并进一步激发人们丰富的想象力，设想美好的未来，使人意识到保护环境和充分利用自然资源的重要性，同时要靠自己的双手去努力创造美好的未来。 与课文相关的练习：Task 1 and Task 2 要求学生采用快速浏览的方法确定相关的主题，潜移默化中培养学生skimming 这一重要阅读技巧；Task 3-Task 5 要求学生掌握与课文相关的语言知识；Task 6-7 要求学生进一步理解课文并在此基础上进行讨论。 1.3 FUNCTION （Talking about the future） 对将来时的六种用法与具体的语境相结合，并通过相应的练习使学生对将来时的用法有一个总体认识并对其用法进行区别、归纳和总结。 1.4 LISTENING AND SPEAKING 该部分有两项任务，一是听录音，然后完成与录音内容相关的练习，二是分组讨论，记住该建筑师所说的内容，并对预言发生的可能性进行判断，然后设想未来的房子并进行描述。 1.5 GRAMMAR (The future continuous) 通过一系列语法练习，旨在使学生掌握将来进行时的用法。 1.6 PRONUNCIATION 主要通过重读词汇的练习，让学生注意实词重读而虚词不重读。 1.7 WRITING 阅读四个学生对未来的预测，让学生展开想象，设想自己美好的未来，然后根据自己想象的十年后的情景， 用本单元所学的语言知识写一篇一百字左右的短文。 1.8 EVERYDAY ENGLISH 主要练习了本单元五个重要短语。

1.9 CULTURAL CORNER 让学生阅读一些二十世纪人们预测的部分没有实现的预言，要求学生写5-7个句子，设想中国未来的情形。 1.10 TASK 让他们发挥想象力，设计未来理想的房子，目的是激发他们的想象力，同时也让他们意识到只有靠自己的勤奋努力才能创造美好的未来。 1.11 MODULE FILE 部分简要总结了本模块重点词汇、语法、重点句型、短语及句子中重读的词汇。 2. 教材重组 2.1 阅读 Introduction 与Reading and Vocabulary两部分可以整合为一体，设计成一节“阅读课”。 2.2 语法 Function与Grammar及Workbook中Grammar 与Vocabulary同属与语言知识相关的内容，可放在一起上一节“语法课”。 2.3 听说 把Listening and Speaking, Pronunciation 部分与Workbook 中Listening and Speaking 结合在一起，形成一节“听说课”。 2.4 泛读 将 Cultural corner与Workbook中Reading 部分放在一起，上一节“泛读课”。 2.5 写作 把 Writing, Task 与Workbook 中Speaking and Writing 放在一起，上一节“写作课”。 3. 课型设计与课时分配（经教材分析，根据学情，本模块可以用五课时教完。） 1st period Reading 2nd period Grammar 3rd period Listening and Speaking 4th period Extensive Reading 5th period Writing

（以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。）

IV. 分课时教案

The First Period Reading

Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇及短语

concrete, alternative, for sure, risky, prediction, resource, run out, material, rely on, get rid of, load, arrest, criminal, limit, command, place order, charge, free of charge, power, switch, telesurgery, outpatient, disability, attach, use up b. 重点句型

1. To get rid of garbage problems, the city will load huge spaceships with waste materials and send them towards the sun, preventing landfill and environmental problems. 2. No smoking will be allowed within a future city’s limits.

3. Distance surgery will become common as doctors carry out operations from thousands of miles away, with each city having its own telesurgery outpatient clinic.

4. Senior citizens and people with disabilities will be able to go anywhere in the world using

high-tech cameras attached to their head. 2. Ability goals能力目标

Enable Ss to describe the city of the future. 3. Learning ability goals 学能目标

Help Ss learn how to describe the city of the future. Teaching important points教学重点

a. Help the students to discuss the predictions in pairs, and make sure they realize that only by hard work can they build a beautiful future. Through the activities students should learn to be involved, co-operate and solve the problems. b. Stimulate the students’ imagination. Teaching difficult points 教学难点

a. Make sure the students really understand the passage by skimming and careful reading. b. Express the students themselves by discussing the predictions. Teaching aids 教具准备

a. A multiple-media computer. b. A recorder.

Teaching procedures and ways 教学过程与方式

Step ⅠRevision 1. Greetings.

2. Learn the new words of this part.

Step Ⅱ Introduction 1. Lead-in

T: Today we are going to learn Module 1. In this module we’ll learn about life in the future. Have you ever imagined what life in the future will be like?

S1: I think the environment in the future will be much cleaner.

S2: I think we will lead a more comfortable life with the robots to help us a lot. S3: I think we may go on space travels in the future.

T: Good. Let’s look at the picture on Page 1. What can you see in the picture? I’d like you to look at the picture and discuss the questions. Give them enough time for the discussion. 2. Answer the questions

T: Are you ready for the questions? Ss: Yes.

T: What is it?

S1: It is a very beautiful house. T: Where do you think it is?

S2: I think it is located in green surroundings.

S3: I think it is in Europe, because its style is similar to the castles in England, Italy, France and so on.

T: Good. Let’s go on with next question. Would you like to live in it? Ss: Of course! We all think it is comfortable to live in this house. T: What do you think it is made of / from?

S4: I think it is made of wood and rubber. S5: I think it is made of rubber and plastic.

S6: Well, I think it is made of steel, glass, aluminum and bricks. 3. Do Exercise 2

T: Good! Now, Let’s go over the words we have learned about the building materials. Do Exercise 2 on Page 1. I’d like you to finish this exercise in about two minutes. After about two minutes. T: Have you finished this exercise? Let’s check the answers. Then show the answers on the screen. Suggested answers:

1. Aluminum 2. Steel 3. Wood, Rubber 4. Plastic, 5.Bricks 6. Concrete 7. Mud 8. Stone 9. Glass

4. Discuss in pairs

T: I’d like you to discuss in pairs what our school is made of or from. Now discuss please. S1: Our school is made of concrete and bricks.

S2: I think our school is made of wood, steel and glass.

Step Ⅲ Reading Task 1 Fast reading

This task is designed to train the students to skim in order to get the general idea, and make them develop a good habit of reading.

T: Have you ever imagined what the city in the future will be like? Let’s read an article describing the city of the future. First look at the title of the passage and tick the topics you think it will mention. Help

1. Each student tries to guess.

2. Check the answers with their partners. 3. Collect the answers from the class.

4. Read the passage and check the answers.

After a few minutes the students have checked the answers with their partners. T: Now I think you have finished reading, let’s check the answers. Any volunteers?

S1: I think the topics mentioned in the passage are as follows: alternative energy, crime, environment, traffic, entertainment. T: Good! Any other topics to be added?

S2: Yes. Smoking, telephones, telesurgery, holidays at home, space travel. Suggested answers:

1. alternative energy 2. crime 3. shopping 4. environment 5. traffic 6. entertainment Topics to be added:

1. smoking 2. telephones for life 3. telesurgery 4. holidays at home 5. space travel Task 2 Detail reading

This step is designed to help the students to understand the passage further. Teachers should ask the students to read the passage carefully, and then ask and answer the questions in pairs. Show the slide on the screen. 1. What have students in a Texas university done? 2. Where will garbage ships go?

3. Who will batman nets catch? 4. Where won’t people be allowed to smoke? 5. How will people go shopping? 6. What number will people keep for life? 7. What won’t people have to pay for? 8. How will cars be different? 9. What will doctors do from a distance? 10. Where will old people go without moving? T: Now, please read the passage again carefully and answer the questions here. After a few minutes.

T: Now I’m sure that you have finished reading. Let’s ask and answer the questions in pairs. Who’d like to try? Pair 1

S1: What have students in a Texas university done?

S2: They have done an experiment about how they would run a city of 50,000 people in the year 2050. Pair 2

S1: Where will garbage ships go? S2: They will go towards the sun. Pair 3

S1: Who will batman nets catch? S2: Batman nets will catch criminals. Pair 4

S1: Where won’t people be allowed to smoke?

S2: They won’t be allowed to smoke in a future city. Pair 5

S1: How will people go shopping?

S2: In the future all shopping will be done online. Pair 6

S1: What number will people keep for life? S2: Telephone number. Pair 7

S1: What won’t people have to pay for?

S2: People won’t have to pay for all forms of recreation. Pair 8

S1: How will cars be different?

S2: All cars in the future will be powered by electricity, solar energy or wind. Pair 9

S1: What will doctors do from a distance?

S2: Doctors can carry out operations from thousands of miles away. Pair 10

S1: Where will old people go without moving?

S2: They can go anywhere in the world using high-tech cameras attached to their heads. Task 3 Listening

This section is meant to improve the students’ pronunciation.

T: Good! You all have done a good job. Now I will play the tape for you, listen carefully and imitate the pronunciation. At the same time pay attention to the language points in the passage. Task 4 Language points

This step is to help the students understand the text, build their vocabulary and improve their abilities to put what they have learned into practice. After listening.

T: Let’s look at the screen. I’ll explain some language points to you. (Show the slide). 1. To get rid of garbage problems, the city will load huge spaceships with waste materials and send them towards the sun, preventing landfill and environmental problems. 1) “to get rid of ...” is used to express the purpose. 2) “preventing landfill and environmental problems” is used to express the result. 3) load ... with: put a load on e.g 1). We are loaded with too much homework. 2). The truck was loaded with oranges and it was heading north. 2. No smoking will be allowed within a future city’s limits. “Within a city’s limits” means “within the permission of a future city”. 3. Everyone will be given a telephone number at birth that will never change no matter where they live. “no matter where they live” here is equal to “wherever they live” and it is used as adverbial. If “no matter where / what / how ...” is not used as adverbial, it can’t be substituted by “wherever / whatever / however ...” e.g 1) Whatever you say, I won’t believe you═No matter what you say, I won’t believe you. 2) Whoever comes in last should close the door.(∨) No matter who comes in last should close the door.(×) 4. Distance surgery will become common as doctors carry out operations from thousands of miles away, with each city having its own telesurgery outpatient clinic. “With”structure: with+ noun / pron + Participle / Infinitive / prep phrase / adj / adv e.g 1) I felt nervous, with him standing here. 2) With all the problems settled, he felt relaxed. 3) He is sure to succeed, with so many people to help him. 4) This is my first book, with the second to come out next month. 5) They all rushed out, with bags on their backs. 6) He sat there, with the door open. Task 5 Practice

This task includes Exercises 3-5, designed to help the students to have a deep understanding of the text and help them to build their vocabulary. Teachers can ask the students to do the exercises individually, then check their answers with their partners, at last with the whole class.

T: Now that you have learned the text, let’s do some exercises to see how well you have understood the text and the words and expressions. Turn to Page 3 and let’s do the exercises here. Do the exercises on your own, and then check the answers with your partners. At last I’ll ask some of you to read out your answers. Suggested answers:

Exercise 3: 1. disability 2. outdoors 3. solar 4. recreation 5. net 6. online 7. clinic 8. urban 9. mall

10. run out 11. surgery

Exercise 4: arrest→criminals; carry out→operation; load→huge spaceship; recycle→natural resource; rely on→alternative energy; waste→material Exercise 5: 1. a risky business 2. outpatient 3. get rid of 4. senior citizens 5. free of charge 6. landfill Step Ⅳ Discussion

The discussion is designed to develop the students’ imagination. Teachers can ask the students to discuss the questions in pairs and ask some students to tell the results of their discussions. T: There are some predictions made in the passage. Do you think all of them will come true? Ss: No, we don’t think all of them will come true.

T: Well, let’s have a discussion in pairs and find out which prediction is the strangest or most useful. And which do you think will come true first and which last. After a few minutes.

T: OK! I’d like to know the results of your discussions. Any volunteers? S1: I think “Forget smoking” is most useful. People in the future will pay more attention to their health and lead a more comfortable life, but smoking is bad for their health, so smoking won’t be allowed.

S2: I think the prediction about recreation is very useful. In that way people will enjoy a more happy and comfortable life.

S3: I find the prediction about “Batman nets” very strange. How police will use it to catch criminals seems very strange.

S4: I feel the prediction about telesurgery very strange. How will doctors diagnose illnesses for the patients?

S5: In my opinion, the prediction about cars will come true first, for now many motor cycles powered by electricity are on sale in shops, which is friendly to the environment, so they are very popular.

S6: Personally, shopping online will come true first. Now computers are widely used and it is likely that people will do their shopping online. Going shopping will become a form of entertainment.

S7: I believe the prediction about space travel will last come true. Because there is still a long way to go for us to develop space technology, and moreover the number of the people who is able to go on space travels is very limited.

S8: I think the prediction about garage ships will come true last. After all, people produce much more garbage than the ships can carry to space, what’s more, space technology needs further developing.

T: Well done! All of you have expressed yourselves fluently, and I think all of your opinions are reasonable.

Step Ⅴ Summary and Homework

Make a summary about the text and assign the homework.

T: Today we’ve learned the passage about the city of the future. We believe the city in the future will be more beautiful and life in the future will be more comfortable. But all these need our hard

work now. Only by hard work can we build a beautiful future. Let’s work hard for the beautiful future. And the homework for today is as follows:

1. Read the text fluently and pick out the sentences you appreciate. 2. Remember the words and phrases we learned here. 3. Write about the school of the future in about 60 words. 附件：(课文分析) Ⅰ. Moral Education

Teachers make the students have a deep understanding of the text. Through the text teachers should stimulate the students’ imagination and make them dream of the beautiful future. Also, we teachers should enlighten them on their dreams. At last, teachers should make them fully realize the importance of protecting the environment and making full use of natural resources, the importance of hard work and right attitude towards work and call on them to work hard and build a beautiful future with joint efforts. II. Writing Techniques 1. Writing Characteristics

The writer leads in the topic by beginning with a question sentence so as to arouse the interest of the readers. Then it tells about the situations about the future environment and natural resources. At last the writer shows the city of the future by giving an example of an experiment carried out at a university in Texas about the predictions made by some students. After careful reading, it is not difficult for us to dream of the beautiful future and we can’t help thinking about what we should do to build the beautiful future. 2. The writing style

This text is a piece of expository writing. It begins with a question and mainly introduces some predictions made about the city of the future. The theme is in accordance with the students’ daily life.

3. The main idea

This text reveals some predictions made by some students about the future of urban life, who were studying at a university in Texas in the USA. They think up the city of the future from the following aspects: garbage ships, the way for the police to arrest criminals, shopping, telephone number, recreation, smoking, cars, telesurgery, holidays at home and space travel. Ⅲ. Writing purpose

This text shows what the city will be like in the future. Reading it can stimulate the readers to dream of the beautiful future and give the reins to their imagination. The writer also implies the importance of protecting the environment and the natural resources. Also, it makes us realize that only by hard work can we turn our dreams into realities and build a beautiful future.

The Second Period Grammar

Teaching goals 教学目标 1. Target language 目标语言 重点短语

have an accident, in twenty years’ time, in progress, make predictions, get dressed 2. Ability goals能力目标

a. Enable the students to use the words and expressions in this unit.

b. Enable the students to summarize the ways to talk about the future and master the Future Continuous.

3. Learning ability goals 学能目标

Help the students learn how to master the ways to talk about the future and use the Future Continuous correctly and freely. Teaching important points教学重点

1. Get Ss to master the Future Continuous and sum up the ways to talk about the future. 2. Get Ss to master the usage of the important words of this part. Teaching difficult points 教学难点

How to teach the students to use the ways of talking about the future correctly. Teaching methods 教学方法

1. Question-and-answer activity to help the students to go through the relevant exercises. 2. Pair work or group work to make every student work in class.

3. Comparison method to understand how to use the correct form to talk about the future properly. Teaching aids 教具准备 1. A computer;

2. A projector and some slides.

Teaching procedures and ways 教学过程与方式

Step ⅠRevision 1. Greetings.

2. Check the homework.

T: I’d like to know how well you have mastered the words and phrases we learned last class. Let’s have a dictation.

Ask 3 students to come to the front to have the dictation. Ask all the students to write down what they hear. The dictation words are as follows: 1. alternative 2. materials 3. urban 4. arrest 5. command 6. recreation 7. surgery 8. disability 9. attach 10. flick 11. rely on 12. be loaded with 13. within the city’s limits 14. at the flick of a switch 15. use up.

T: Good! You’ve done a good job. Now I’d like you to read your description of your future school. Any volunteer?

S: I’d like to read my prediction about our future school. The future school is quite different from what it is now. It is much smaller in size, so it is easy for our teachers to help us. The class activities are mainly discussions. Through the school education, we can gain both knowledge and much useful practice.

S: The future school is much more modern than that of today. They are smaller in size, so it is easy for the teachers to help us. Mostly we will study at home, using computers. We can listen to the teachers, talk with them and even see them. We can express ourselves and take part in the discussions on the computer. We will meet and take part in some special activities. How wonderful the future school will be!

(Ask 2 or 3 Ss to report their homework.)

Step ⅡTranslation

Translate the following sentences.

This exercise is designed to be an introduction to Function and make the students sum up the ways

they have learned to express the future event. Teachers can ask the students to translate the sentences individually, then check their answers in pairs, and at last with the whole class. Then teachers ask them to compare the differences and point out their usage. Show the following on the screen. Translate the following sentences, using “ will / shall, be going to, be doing, do”. 1.今晚可能下雪。 2.如果不下雨,他很快就回来． 3.———给我寄信了吗？ ———对不起，我忘了，但是我马上要去寄。 4.看那些乌云，马上要下雨了。 5.我奶奶打算学开车。 6.今天有客人来。 7.今晚我们要举行晚会。 8.学校九月一号开学。 9.今晚八点火车发车。

T: Ｗe have learned some ways to express the future. They include “will / shall do”, “be going to”, Present progressive “be doing”, and Simple present “do”. Now, I’d like you to translate the sentences above. After a few minutes.

T: Are you ready for your answers? Ss: Yes!

T: I’d like four of you to read out your answers. S: 1). It will snow tonight.

2). He will be back soon if it doesn’t rain. 3). —Have you posted my letter?

—Sorry, I forgot. But I will. S: 4). Look at the dark clouds! It’s going to rain soon. 5). My grandmother is going to learn to drive. S: 6). Some guest is coming tonight.

7). We are having a party tonight. / We are going to have a party tonight. S: 8). School begins on the first day of September. 9). The train leaves at 8 this evening.

T: Now, compare the sentences. Can you explain their usage here?

S: The first three sentences express a possibility in the future, or in a conditional sentence, or a temporary decision.

S: Sentence 4 expresses the speaker’s assumption of a possible future on the basis of evidence, while Sentence 5 expresses an intention.

S: Sentences 6-7 express a plan or an intention. In this sense, “be doing ”and “be going to do” are interchangeable.

S: Sentences 8-9 express the future events determined in advance by calendar or timetable.

Step Ⅲ Function

This step is to help the students to sum up the ways they have learned to talk about future.

Through the exercises here, students can have a further understanding of the ways to talk about future events. Exercise 1:

T: Now look at Exercise 1 on Page 4. Read the sentences from The City of the Future and answer the questions.

T: Which sentence talks about a certain future? Ss: What will the city of the future look like? T: Which sentence talks about a prediction?

Ss: They are going to get bigger before they get smaller. Exercise 2

This exercise is meant to help the students to have a further understanding of the ways to talk about the future. Ask them to do it by themselves, and then check the answers together.

T: Well done! Now let’s go on with Exercise 2. Match the sentences A-F with the meanings 1-6. Suggested answers

1→D. 2→C. 3→A. 4→B. 5→F. 6→E Exercises 3-4

This exercise is designed to test how well they have understood the ways to talk about the future to further understand the ways of expressing a future event. Teachers can ask the students to do the exercise by themselves, then discuss their choices in pairs, and at last check the answers together. T: Look at your books. Let’s do Exercise 3. Please underline the most appropriate form of the verb, and I’d like you to do it by yourself, after that discuss your choices with your partners. After they have made their choices and checked with their partners.

T: Let’s check the answers. I’d like you to read out the sentences one by one. S: No 1, No one knows what the world will be like.

S: No 2, What are you going to do when you leave school? S: No 3, What time does the plane arrive?

S: No 4, Look out! Were there going to have an accident!

S: No 5, I can’t go out tonight, my cousin is coming for dinner. S: No 6, I’ll ring you if I arrive early.

S: No 7, My brother has decided. He’s going to study urban planning. S: No 8, I think I’ll go home now. Exercise 5

This exercise is for consolidation and to make the students imagine the future city, using the ways to talk about the future.

T: Now I’d like you to write another prediction for the city of the future. Just use your imagination. You may have a discussion. After a few minutes. T: Are you ready?

S: Yes. People in the future may live in a house heated by solar energy.

S: People in the future cities will enjoy more free time, and most of the housework will be done by robots.

S: Every city will have a spaceport and space travel will become very popular. S: Health care will become free in each city.

Step Ⅳ Grammar

In this part students will learn the Future Continuous. Exercise 1

This exercise is to get the students to understand the usage of the Future Continuous.

T: Now let’s learn the Future Continuous. Turn to Page 6. Let’s do Exercise 1. First I’d like you to look at the three sentences from the interview and tick the true statements, and also I’d like you to discuss your choices with your partners.

After the students have checked their choices.

T: Who can tell me your choices? Are there any volunteers? S: All the choices from No 1 to No 5 are right.

T: Quite right. All the choices show the forms and the usage of the Future Continuous. Now please read the three sentences together. Exercise 2

This exercise is to make the students more familiar with the usage of the Future Continuous.

T: Now, let’s listen to the interview and complete the sentences. Listen twice and do this exercise. At last we’ll check the answers together.

Suggested answers(详细答案请参阅教师教学用书) Exercise 3

This exercise is to help the students to practise the usage of the Future Continuous. Teachers ask the students to do this exercise first by themselves, then check their answers in pairs, and at last check with the whole class.

T: Let’s come to next exercise. Complete the sentences with the verbs in brackets using the Future Continuous.

Suggested answers

1. At nine o’clock tonight I will be doing my homework. 2. Don’t call me before seven. I will be getting dressed.

3. They will not be working next Thursday. It’s a public holiday. 4. In the year 3000 a lot of people will be living on space stations. 5. Will you be staying here next summer?

6. This time next year I will be lying on a beach. Exercise 4

This exercise is to help the students to consolidate what they have learned about the Future Continuous by doing some imaginative work. Teachers can ask the students to do this exercise in pairs, and then tell them to speak out what they will be doing ...

T: Now, work in pairs and imagine what you will be doing at a given time in the future. After a few minutes.

T: I’d like to know what you will be doing at ... Please ask and answer in pairs. Any volunteers? S: What will you be doing at nine tonight? S: I will be speaking at the English Corner. S: What will you be doing on Wednesday? S: I’ll be attending a concert.

S: What will you be doing this summer? S: I’ll be traveling in Hong Kong.

Step Ⅴ Grammar practice

This part is to help the students to go over the ways they have learned in this class to talk about the future events. Exercises 1-2

This exercise is to help the students to go over the ways to talk about the future events. Teachers can ask the students to do this exercise individually, then ask some students to read out their answers, and check the answers.

T: Please turn to Page 67, and let’s do some exercises. First Exercise 1, for this exercise, I’d like you to do it by yourselves, then I will ask some students to read out your answers, and check the answers together. After a few minutes.

T: Are you ready? I’d like you to read out your answers. Suggested answers

1. What will the world be like in the future?

2. What are you going to do when you leave school? 3. What job will you be doing in ten years’ time? 4. What will we do with the garbage in the future? 5. What are you doing at the weekend?

T: Now please work in pairs. Ask and answer the questions in Activity 1. S1: What will the world be like in the future?

S2: I think it will be quite different from what it is now. It is modern and people enjoy a happy life, peace and clean environment.

S3: What are you going to do when you leave school? S4: I’m going to do some research of engineer. S5: What job will you be doing in ten years’ time? S6: I’ll be traveling all over the world.

S7: What will we do with the garbage in the future?

S8: Probably we will send it to space with garbage ships in order to protect our world. S9: What are you doing at the weekend?

S10: I’m going to attend a lecture held by Steven Hawking. Exercise 3

This exercise is designed to help the students to use the ways to talk about the future events correctly. Teachers can ask them to do it on their own, and then check the answers in pairs, at last with the whole class.

T: Let’s come to next exercise. Underline the best verb forms. I’d like you to do it by yourselves, then check your answers in pairs. At last let’s check the answers with the whole class. Suggested answers

1. will die 2. will run 3. leaves 4. will improve 5. will be having holidays Exercise 4

This exercise is to help the students to have a further understanding of the differences between the Future Continuous and the Future Simple. Teachers can ask the students to do it on their own, then ask some students to read out their answers and check the answers.

T: Since you have done a good job. Let’s go on with next exercise. Complete the sentences with the verbs in brackets in the most appropriate forms: the future simple, or the future continuous. Do this exercise by yourselves and then let’s check the answers. Suggested answers

1. will find 2. will be living 3. will be wearing 4. will live 5. will be living 6. will reach.

Step Ⅵ Assignment Summary

T: Today we have learned the Future Continuous and revised other ways to talk about the future events. So after class, please sum up what you have learned about the ways to talk about the future events.

1. Get the Ss to preview the next part.

2. Finish the exercises about vocabulary on Page 68 in your Workbook.

The Third Period Listening and Speaking

Teaching goals 教学目标 1. Target language 目标语言 重点词汇及短语

furniture, be optimistic / pessimistic about, switch, dishwasher 2. Ability goals能力目标

a. Train the students’ abilities to listen to the architect and the interview and do the listening exercises correctly.

b. Encourage the students to express themselves, imagine the life in the future and make predictions.

3. Learning ability goals学能目标

a. Help Ss learn how to decide the important points about listening by reading the exercises based on the listening materials before reading.

b. Inspire the students to be more creative in thinking and encourage them to express themselves freely.

Teaching important points 教学重点

1. Listen to the two materials and do the exercises correctly. 2. Get the students to predict the house of the future. Teaching difficult points 教学难点

1. Let the students listen to the first material, do the relevant exercises and decide the predictions. 2. How to encourage the students to talk freely and actively in imagining the ideal house of the future.

Teaching methods 教学方法 1. Listening.

2. Cooperative learning. 3. Task-based activity. Teaching aids 教具准备 1. A tape-recorder;

2. A projector and some slides.

Teaching procedures and ways 教学过程与方式

Step ⅠRevision 1. Greetings. 2. Revision.

T: At the beginning of this class, let’s check the homework. First let’s check the answers to the exercises about the vocabulary. I’d like three students to read out your answers and let’s check the answers.

Suggested answers

Exercise 5: 1. b 2. a 3. a 4. a 5. b Exercise 6: 1. c 2. e 3. b 4. f 5. d 6. a Exercise 7: 1. c 2. e 3. a 4. b 5. f 6. d

T: Now I’d like you to do some exercises here. Show the slide. Choose the best answers: 1. He is eating too much recently, so he _____ weight. A. is to gain B. is going to gain C. will gain D. will be gaining 2. At eight this Saturday I _____ the party held in my close friend Tom’s home. A. would attend B. am to attend C. attends D. will be attending 3. —Have you cleaned the house now, Betty? —Sorry, mother, but I _____. A. am going to B. should C. will D. am to 4. My train _____ at 8 pm tomorrow. A. will leave B. is going to leave C. leaves D. is leaving 5. At this time next year he _____ at the university. A. will be studying B. studies C. is studying D. is to study 6. —Tom has arrived, _____ he come in? —Of course, lead him here please. A. will B. is going to C. shall D. would 7. If it rains tomorrow, we _____ the meeting. A. will put off B. are going to put off C. are putting off D. put off 8. It is years since we last saw my uncle. Hearing the news that he _____ tonight, I jump with joy. A. comes B. will come C. is coming D. shall come

For this exercise, teachers can ask the students to do it by themselves, and then check the answers together.

Suggested answers 1-8: BDCC ACAC

Step Ⅱ Listening and Speaking

Task 1 Describing your home to your partners

T: Have you ever heard this saying: East or west, home is the best. Now I’d like you to work in pairs and describe your home to your partners. Begin please! After several minutes.

T: I will ask three students to describe your home to all of us. Any volunteers?

S: My home is in a tall building. It is middle size, with 3 bedrooms, a sitting room and a bathroom. Although there is not much furniture, my home is beautifully decorated. There are lots of electrical machines, such as electrical air conditioners, washing machine and 2 fridges. I think my home is very comfortable.

S: My home is on the third floor in a tall building. Compared with other ordinary home, it is big, with 4 bedrooms, 2 bathrooms and a big sitting room. With many electrical machines, I feel my home is very modern. There are 2 fridges, 3 air conditioners, a washing machine and 2 computers. Although there is not much furniture, it is very practical.

S: My home is big with a large yard. It has 2 floors, with 6 bedrooms, 2 bathrooms, 2 kitchens and 2 sitting rooms. It is well furnished, but there are not many electrical machines, with a fridge, a washing machine, a computer and a TV set. I feel my home is very comfortable to live in. Task 2 Listening

This part is to train the students’ listening ability. Play the tape for the students to listen, and ask them to do Exercise 2. After that, ask the students to work in pairs and check the answers. At last, play the tape again.

T: Now listen to an architect talking about the home of the future and do the exercise on Page 5. Choose the right answers.

Play the tape again and then check the answers. Suggested answers (略) Task 3 Discussion

This step is to stimulate the students’ imagination. Ask them to recall the architect’s predictions about the dining room and the living room, how to switch on the lights, what the toilet will be able to do and what the dishwasher will be able to do.

T: Do you still remember the architect’s predictions? What could happen to the dinning room and living room? How can we switch on lights? What will the toilet be able to do? What will the dishwasher be able to do? Now I’d like you to discuss the questions above in pairs. Then I’ll ask some students to express your opinions. Task 4 Speaking

This step is to stimulate the students’ imagination and help them to use the ways they have learned to talk about the future events, making predictions. Teachers should encourage the students to try using their imagination. Help

1. The whole class discuss in groups of 4.

2. Show the students some key sentences as a clue.

3. The students discuss their houses of the future in groups of four. 4.Ask one representative of each group to report their work. Show the following on the screen.

How big will it be? What will it be made of / from? How many rooms will it have? What rooms will be the most important? What new technology will it have? How environment-friendly will it be? What kind of furniture will it have?

T: Have you ever imagined what your houses of the future will be like? Now I’d like you to discuss your houses of the future in groups of four. You can refer to the information here. After 5 minutes.

T: Now it’s time to report your work.

S1: My future house will be bigger than it is now. It will be made of a kind of very light material that we don’t have now. Living in it, we may feel cool in summer and warm in winter. There are several rooms in it, with each room having its own function. There will be 6 rooms in it. One is my parents’ bedroom, one is my bedroom, one is for my sister, one is for our study, one is my lab where I’ll do my experiments, and the last one is used as our dining room. All the things in my house are run by remote control. At the touch of the remote control machine, the door will open itself. The robot can do all the housework for us. My house is heated by solar in winter and cooled in summer. There will be many flowers in the house, so it is environment-friendly. There is not any slight pollution. It will be a modern and comfortable place to live in.

S2: My house of the future will be big. It will be made of rubber and glass, and furthermore it will be movable. It will have several rooms, and the most important one will be the control center where all the things in the house will be controlled by a computer. At the pressing of a button, robots will do the cooking and another button washing machine will do the washing automatically. It will be heated and cooled by electricity that mostly comes from the sun, so it will be friendly to the environment.

S3: My future house will be small in appearance, but it can become big enough if necessary. It will be made from nami building material. All the things will be operated by a computer, and there will be a lab, where I can do some experiments and can observe the sky and the stars. Since the nami material can keep warm and scatter the heat well, it will be friendly to the environment.

Step Ⅲ Pronunciation

This step is to help the students to pay attention to the stressed words in sentences. Teachers can ask them to underline the stressed words and then point out what kind of words belong to the stressed ones. Finally play the tape again, and ask them to pay attention to.

T: Now turn to Page 7. Let’s first underline the stressed words, and then listen and check. After listening.

T: Who can tell me what kind of words belong to the stressed ones?

S: Content words such as noun words, verbs and adjective words are stressed ones, while function words like conjunctive words are not stressed.

Step Ⅳ Listening and Speaking (Workbook Page 70)

In this part, get the students to listen to interviews with three people. And tell them to work in

pairs, choose another profession except those in the interview, and role play their interviews. Task 1 Predicting

This part is to prepare the students for the listening. Get them first to work in pairs and write down words and expressions for each profession, and then ask them to match the statements with the professions.

T: Now turn to Page 70 Listening and Speaking. Activity 11, you are going to listen to interviews about the future with 3 people from different professions. Work in pairs! Look at the professions and predictions and predict things the speakers may mention. Write down words and expressions for each profession. At last check the answers together. Suggested answers

□ astronomer: space exploration □ surgeon: surgery □ architect: buildings □ economist: economics

□ wildlife expert: animals, plants and environment □ genetics scientist: gene

T: Since you’ve finished Activity 11, let’s go on with Activity 12. Now please match the statements with the professions in Activity 11. Do it by yourselves, and then let’s check the answers together. Suggested answers

1. genetics scientist: Parents will be able to choose the sex of their children.

2. astronomer: I’m sure there will be a station on the moon and people will be living there. 3. architect: Most people will be living in high-rise buildings.

4. wildlife expert: Many animals will disappear because they won’t have anywhere to live. 5. surgeon: We will be able to perform operations at a distance.

6. economist: The rich countries will be richer and the poor countries will be poorer. T: Now work in pairs and say if you agree or disagree with these statements. After several minutes.

T: I’d like some students to report your work.

S1: I agree with the opinion that most people will be living in high-rise buildings. Because there will be more people in the world. In order to save land people will be living in high-rise buildings. S2: I think surgeons will be able to perform operations at a distance with the development of science and technology.

S3: I don’t think animals will disappear, as now we are trying to protect them.

S4: I don’t think that people will be able to live on the moon, because there is no water or air on the moon.

S5: I think the rich countries will be richer and the poor countries will be poorer. Rich countries will have more money and science and technology, so they will be richer. While poor countries lack money, which will hold back their development. Task 2 Listening

T: Now listen to interviews with three people from Activity 11 and answer the two questions for each speaker. Listen carefully. After listening, I will ask some of you to answer the questions. 1. What is his / her professions? 2. Is he or she optimistic or pessimistic about the future?

Show the two questions on the screen.

T: Listen again and let’s do Exercise 14 on Page 71. Then I’d like you to work in pairs and correct the false statements. Task 3 Speaking

This step is to help the students to have a further discussion to talk about the professions. Tell them to work in pairs and choose another profession listed in Activity 11. After that ask them to role play their interviews.

And teachers can also assign this work as homework.

Step Ⅴ Assignment 1. Consolidation

T: Boys and girls, today we have listened to an architect and the interview with 3 people talking about their professions. I’d like you to listen again after class. 2. Go over what you have learned in this module.

3. Describing what you will be doing in 10 years’ time.

The Fourth Period Extensive Reading

Teaching goals 教学目标 1.Target language目标语言 a. 重点词汇及短语

on the way out, colony, predict, shape, pad, doormat b. 重点句子

1. Not all predictions come true.

2. With the first moon colonies predicted for the 1970’s, work is now in progress on the types of building required for men to stay in when they’re on the moon. 3. ... guitar music is on the way out.

4. By the year 2000, housewives will probably have a robot shaped like a box with one eye on the top.

2. Ability goals能力目标

Help Ss make predictions about the future of China. 3. Learning ability goals学能目标

Encourage the students to use their imagination to predict the future of China. Teaching important points 教学重点

a. Get the main idea of the two reading materials.

b. Help the students to learn how to read fast and get the main ideas quickly. Teaching difficult points 教学难点

1. Find the main idea for each paragraph.

2.How to help the students to understand the difficult language points in the reading and use them correctly.

Teaching methods 教学方法 1. Skimming and careful reading. 2. Asking-answering activity. 3. Discussion.

Teaching aids 教具准备

1. A projector and some slides. 2. A tape recorder.

Teaching procedures and ways 教学过程与方式

Step ⅠRevision 1. Greetings. 2. Revision.

T: Yesterday I asked you to write what you will be doing in 10 years’ time. Are you ready? Ss: Yes.

T: Then I’ll ask some of you to read out what you have written.

S1: I’ll be a famous surgeon. And I will be famous at home and abroad. Many surgeries that I have performed will be done online. Sometimes I will carry out operations on foreign patients.

S2: I will be a famous physicist, and I will have made many important discoveries. I will invent more advanced means of transportation. It will take only half an hour for us to go to London from Beijing.

S3: I will be an astronaut. I will be traveling among many stars by spaceship.

S4: I will be a famous writer all over the world. At times I will often go overseas to give lectures. T: Good! I hope all your wishes will come true. From now on we should work hard to turn our dreams into realities.

Step Ⅱ Culture corner 1. Lead-in

T: People often make very interesting predictions. Do you think all these predictions will come true?

S: No. Some predictions will come true, but others won’t.

T: Today let’s learn some bad predictions made last century. Please turn to Page 9. 2. Skimming

This step is to help the students to get a general idea of the passage. Ask them to read fast and find out what the predictions are about.

T: Please have a quick look at the titles and tell me what the predictions are about. After a few minutes.

T: Who can tell me in what aspects people made some predictions last century?

S5: They made predictions about airplanes, computers, clothes, men on the moon, the Beatles, robots in the house and keys. T: Quite right. 3. Careful reading

This step is to help the students to grasp some detail information. Ask them to read carefully and then ask some students to tell if the statements are true. If false, ask them to correct them. Show the following on the screen. Read fast and tell whether the following statements are true or false: 1. According to Orville Wright no flying machine will ever fly from Boston to Paris. 2. The prediction that “Thirty years from now people will be wearing clothes made of paper which they will be able to throw away after wearing just once” is made by Changing Times

Magazine. 3. According to Decca Recording Co, the sound and guitar music is on the way out. 4. According to New York Times by 2000, robots shaped like a human would help the housewives a lot. 5. The prediction that “By the mid-1980 no one will need to use the keys” was made by an economist named Christopher Evens. T: I’d like you to read the passage again and tell if the statements are true. Correct any mistakes, if any.

Suggested answers True: 3.

False: 1.2.4.5 4. Reading aloud

Ask the students to read aloud and find out the language points in the passage. Meanwhile ask them to decide which prediction they find most amusing.

T: Please read aloud and decide which prediction you find most amusing. At the same time underline the language points. 5. Language points

T: Look at the screen. Let’s go through the language points of this part. 1. Not all predictions come true. It belongs to a partly negative sentence. When “all, both, everything, everybody, always ...” are used together with “not”, they are partly negative. e.g 1) All that glitters is not gold. 2) He doesn’t always come late. 2. With the first moon colonies predicted for the 1970’s, work is now in progress on the types of building required for men to stay in when they’re on the moon. Pay attention to the structure “with +noun / pron + -ing / done / to do / prep phrase / adj / adv” e.g 1) The newly chosen manager felt worried, with so much work to be done. 2) He felt himself infected, with so many people excited about the news. 3) He is sure to win the match, with so many people to help him. 3. In progress: being done or made e.g 1) Please be quiet! The recording is in progress. 2) The examination is in progress. 4. ... and guitar is on the way out. On the way out: going out of fashion or favor e.g 1) This kind of clothes are on the way out. 2) It is said that the Zero Band is on the way out. 5. ... housewives will probably have a robot shaped like a box with one large eye on the top.“shaped” here is used as attributive. “ shape” means “give a shape or form to sth；have a great influence on sb / sth” e.g 1) The flower is shaped like a bird. 2) The writer shaped what he had in his mind into the novel. 3) The experience shaped my future. 6. Listening

This step is to help the students to correct the pronunciation and intonation of the students. Teachers can ask them to listen to the tape of the passage and imitate the pronunciation. 7. Writing predictions about life in China in the future

This step is to stimulate the students’ imagination. Teachers can ask them to work in pairs and talk about the life in China in the future.

T: Have your ever imagined life in China in the future? I’d like you to work in pairs and have a discussion.

After several minutes.

T: Now I’d like you to report your work.

Ss: 1. China will become one of the strongest countries in the world.

2. All the people in China will live in cities and there will be no countryside. 3. Each family will have at least a car.

4. People’s income will be ten times those of today.

5. Everyone will be able to go abroad for further study or just for sight-seeing. 6. All the citizens of China will enjoy free medical health care.

7. People will be healthier, as genetic engineering is progressing. And people will enjoy a long life span. 8. In the future people will do shopping mainly online.

Step Ⅲ Extensive reading (Workbook Page 69) 1. Lead-in

T: Now let’s learn some more predictions about tomorrow world. Please turn to Page 69. Let’s read Tomorrow’s World. Ss: Yes.

2. Pre-reading

This step is to get the students to have a general idea of the whole passage.

T: Work in pairs, and look at the headings and the title of the article. Predict words and ideas you expect to find in each section. After a few minutes.

T: Have you finished this exercise? Let’s check the answers together. Suggested answers

A. Houses B. Jobs C. Vacations D. Information E. The distance future 3. Reading

This step is to get the students to read more carefully and grasp some detail information. Teachers can ask them to read carefully and do Exercise 10. Then get them to discuss their answers in pairs and then with the whole class.

T: Please read the passage carefully and let’s do Exercise 10. After you have finished this exercise, discuss your answers in pairs and then let’s check the answers together. 4. Language points 1. But people will want to shape their homes to match their dreams. match sth / sb with sth /sb: find sth /sb that fits or corresponds to sth / sb e.g. Something went wrong in matching supply to demand. 2. House kits, “kit” means set of parts sold together to be assembled by the purchaser. 3. ... the space hotels will orbit the earth where it will be possible to have a longer vacation.

The clause introduced by “where” is an attributive one. e.g 1)This is the point where the two rivers join together. 2)The store where they put their goods is behind the radio shop. 4. By the end of the next century, there will be holiday centers on the moon with leisure facilities for families. Pay attention to the existential sentence used with the future tense. e.g 1)There will be a lecture about the computer this Friday. Pay attention to other forms listed below: 2) I expect there will be a university in our city. 3) There have been great changes in our hometown in the last five years. 4) There seems to be some difficulty in carrying out the plan. 5. Listening

This step is to help the students to correct the pronunciation and intonation of the students. Teachers may ask them to listen to the tape of the passage and imitate the pronunciation.

T: Listen to the tape and imitate the pronunciation and intonation. Pay attention to the language points in the passage.

Step Ⅳ Summary and Assignment

T: Today we’ve learned about some predictions that didn’t come true and also some predictions about tomorrow world. We’ve also learned some useful words and expressions. After class, finish the following homework:

1. Go over what we have learned in this module. 2. Preview the next part-writing.

The Fifth Period Writing

Teaching goals 教学目标 1.Target language目标语言 a. 重点词汇及短语

definitely, eventually, for start, hopefully, get stuck, read through, worry about, be different in, finish school, work as b. 重点句型

1) I’m not really sure what I will be doing ... 2) I guess that I will be working ...

3) I can definitely tell you what I’ll be doing ... 4) Hopefully I will be living ...

5) I hope I will be working in ... in ten years ... 6) Maybe I’ll probably be working as ... 2. Ability goals能力目标

a. Enable the students to write about what they will be doing in ten years. b. Enable the students to write a passage about their future. 3. Learning ability goals 学能目标

Help Ss learn how to write a passage about their future.

Teaching important points教学重点

Get the students to learn how to write a passage about what they will be doing in the future. Teaching difficult points 教学难点 How to write a fluent passage. Teaching methods教学方法

1. Task-based method to help the students to organize their writing. 2. Pair work or group work to get every student to work in class. Teaching aids 教具准备

1. A projector and some slides; 2. A multiple-media computer.

Teaching procedures and ways教学过程与方式

Step ⅠRevision 1. Greetings. 2. Revision.

Step Ⅱ Writing

Task 1 Read what four students predict for the future. 1. Work in pairs and answer the questions.

T: Please turn to Page 7. Let’s go on with Writing. Let’s read the instructions first. I allow you five minutes to read what four students predict for the future. Then work in pairs and answer the questions.

After about 5 minutes.

T: Have you found out your answers? Yes. Let’s check the answers. Who wants to work in a job that will help sick people? S1: Ken.

Who would like to live in a different country? S2: Emma.

Who hopes to have a family? S3: Mary.

Who doesn’t have any future plans? S4: Thomas. T: Excellent!

2. Read again and find out the words or phrases that have the same meaning. After several minutes. T: I don’t know exactly. S5: I’m not really sure. T: It’s certain. S6: Definitely.

T: I hope this will happen. S7: Hopefully. T: It’s possible. S8: Maybe.

T: After a long time

S9: Eventually.

3. Find out different ways of talking about the future.

T: Now can you find what different ways of talking about the future? SS:

1) I’m not really sure what I will be doing ... 2) I guess that I will be working ...

3) I can definitely tell you what I’ll be doing ... 4) Hopefully I will be living ... 5) I’d like to become ...

6) I hope I will be working in ... in ten years ... 7) I am going to ...

8) Maybe I’ll probably be working as ...

T: Good! Use what you have learned in the passage to write about what you will be doing in ten years in about 100 words. First list the points, the phrases and conjunctions that you will use, and then connect them together into a passage. Possible version 1: When I was young my parents always said they expected me to be a lawyer. However, I?蒺m not really sure what I will be doing in ten years from now. I will definitely study law at university when I finish school. I will work hard. I hope I will work as a lawyer in court. I will try my best to protect the interests of the people and fight against the illegal act. I will suggest making more laws to protect our environment and fight against corruption.

Possible version 2: Ten years is so long a time that I’m not sure what I will be doing in ten years from now. I guess that there will be a lot of jobs to do. Hopefully I will study medicine in a famous university and become a doctor. I will develop more effective medicine to cure some incurable diseases such as cancer, AIDS, flu etc. I will try my best to help people keep healthy and live a longer life and remain active even in an old age. Maybe I will be a surgeon and try to save more people’s lives and that career will be definitely very useful and interesting. Step Ⅲ Writing Task (Page 10)

Describing your ideal house for the future.

In this part, the teacher can ask the students to work in pairs and design a house for the future. Make sure they list the points of their discussion, and then ask them to write a passage.

T: Turn to Page 10. I’d like you to discuss and design an ideal house for the future according to the picture on Page 10. Firstly, let’s discuss the following questions in pairs:

Show the questions on the slide and allow the students enough time to do this work. 1. Where is it? 2. What is it made of? 3. How big is it? 4. What is each room in the house? 5. What interesting features will it have?

T: Have you finished your discussion?

S1: Yes. I think my ideal house will be built on the coast of the sea.

S2: Yes. I think my house is made of metal and glass. It is strong and beautiful.

S3: I want to build a very large house, about 300 square meters. There is a big living room, two bedrooms, a bathroom, a balcony and a big kitchen.

S4: I will paint the rooms in different colors and they look very beautiful.

T: Very good. Now can you make a drawing of the outside of the house and write a short passage about your ideal house? Ss: Ok.

Possible version 1: My ideal house for the future My house lies on the coast of the sea, which is surrounded with green grass and trees. It is made of metal and glass, so it is very strong and beautiful. It contains a basic house structure, with moveable walls, doors and windows. There are two big bedrooms and a big living room, which face the east. The bathroom and the kitchen are big and comfortable, too. There is a large balcony with all kinds of flowers. A robot acts as a “housewife”, who does some cleaning and cooking. We live a very happy life in the house.

Possible version 2: My ideal house for the future My house lies at the foot of a mountain, in front of which goes a small river. The ceiling is made of special metal, which can produce electricity from the sun. The walls are made of special foam, which is very light and reduces outside noise penetration. The living room lies in the middle of the house with two bedrooms on its sides. There is a bathroom in the north and a kitchen in the west. I paint the rooms in different colors, which look very beautiful. A central computer controls the temperature of the house and the lights of the house.

Step Ⅳ Assignment 1. Go over this unit.

2. Finish the exercises on Page 72 Speaking and Writing.

附 件

课文注释与疑难解析

1. for sure肯定；一定；必定。 例：That’s for sure. 那是一定的。

He will be sick for sure. 他一定会生病的。 2. run out（某物）用完；不多了；没有了。

例：Our food will soon run out. 我们的粮食快吃完了。 Time is running out. 时间快到了。

The contract runs out on June 30. 那合同将于6月30日期满。 3. rely on依赖；依靠；信任；信赖。

例：You may not rely on the weather report. 天气预报不足为信。 We can’t rely on her for help. 我们不可指望她的帮助。

I rely on her paying back the money. 我相信她会还钱。 4. place an order定购

例： We placed an order for ten computers with that company. 我们和那家公司订购了十台电脑。

5. charge

1) n. 费用；价钱；管理；照顾。构成的短语有： free of charge免费地

in charge of 担任；照料……

in the charge of 由……照料、管理 take charge of担任；接管

例：You can get service free of charge. 你可得到免费的服务。 She is in charge of the factory. 她负责那家工厂。

Mr. Black will take charge during my absence. 我不在时由布莱克先生负责。 2) v.要价；收费。

例：How much do you charge for a room with a bath? 一间带浴室的房间要多少钱？ 6. look out 小心；当心；注意

例：Look out! The road is full of holes.小心！路上尽是坑。

When you cross the street, look out for cars. 过街时，要注意汽车。 look构成的短语还有： look through翻阅；看一遍 look on ... as把……看作；认为 look into调查；了解 look forward to 盼望

look down upon/on看不起 look like看起来像

背景材料：

Computers in Future Jobs

Computer consulting is one of the most important jobs in the future. Computers are the future whether we like it or not. Some people dislike computers, because of the complications it takes. Computers are not exactly the easiest tools to work with, but they are the most rewarding, and they are the future. Future cars will all be run by computer. You will be able to talk to a car and it will take you to your destination. Telephones are technically computerized. You will soon be able to talk to a person on the telephone as well as look at the person you are talking to on a television set. Also television is computerized. Soon we will have true three dimensional television. We will be able to watch television like we never have watched it before. For people who don’t know much about computers, you will be lost in the future. You should learn what you can while you still have the chance, because things will develop quickly for you and you will not be able to cope

with new technological events. Computer consulting is a job, I have chosen long before the advance.

China’s Environmental Problems and Resources for the Future

China is quickly becoming a dominant economic force worldwide in the 21st century. Rapid industrialization and social change have raised the standard of living for millions of its people, mainly in the East and Southeastern coastal provinces, who can now afford to buy washing machines, televisions, and increasingly, cars. But this success comes at great environmental cost. China has followed a pattern similar to many other countries of both the developed and developing world. The process of industrialization is often linked to deteriorating environmental quality and rarely turned around until a country has increased its standard of living. Increasingly severe problems associated with industrial growth threaten the health of Chinese households. Sixteen of the 20 most polluted cities in the world are in China, the result of burning brown coal, the dirtiest kind available, and the growing numbers of cars on the road. In many parts of the country, water is so polluted from manufacturing waste that it is unsafe to drink. Deforestation has intensified annual summer dust storms, and the sands of the Gebi desert have come within 200 miles of Beijing. Severe air and water pollution throughout the country has triggered significant medical problems that the state health system is struggling to address, including rising rates of cancer and respiratory disease. These broad problems will take decades to solve but current government efforts are addressing smaller, more specific issues; for example, work is now underway to control air pollution in Beijing. Fortunately, the Chinese government has made pollution control an official goal and has recognized that lessons from the United States and other nations can be useful in China to stem further ecological degradation. One of these lessons is the need to contain the costs of necessary environmental quality reforms, given other competing priorities for scarce financial resources. This has increased the appeal of regulatory approaches that can improve environmental quality at a low cost. For this reason, Chinese environmental authorities have become very interested in U.S. programs that use market-based approaches to achieve the objectives of federal air quality standards at a lower cost than traditional regulatory methods.

The Digital Decade

“In the Digital Decade, you’ll no longer think of the PC as a tool you use only to carry out specific tasks it will become something you come to rely on all the time. The power of the PC will be as ubiquitous and reliable as electricity, and vastly more useful than any single device we use today.”

-Bill Gates, Chairman and Chief Software Architect, from Moving into the Digital Decade.

The Next Generation of Building Technology

FBA is changing the way America builds with a complete system of foam core, structural insulated panels. The panels consist of an expanded polystyrene (EPS) core bonded under pressure between two outer layers of OSB.

Joined together with splices or a tongue and groove design, both the strength and energy efficiency of the panels are outstanding. With a U.S. Department of Energy “R” factor of 19 to 38 for walls, and 25 to 46 for roofs, they provide tremendous insulating values.

Because of its inherent characteristics the foam core also reduces outside noise penetration, giving the added advantage of a quieter interior environment.

Each individual panel is designed, engineered, and built to fit a specific location in each building plan. They are built to size, up to 4 feet width and 16 feet long. The beam-like construction makes the panels two or three times stronger than conventional wood-frame structures, providing for greater free-span roof and ceiling designs. The total result is fast and economical construction, with the shortest time from start-up to move-in.

Buildings Come Ready-To-Assemble or Ready-To-Occupy

Future Building of America can provide you with as much or as little assistance as needed. The panels ease of construction allows them to be assembled by any builder. Detailed drawings and a step-by-step manual are supplied with each design and local labor supervised by our construction managers can erect your entire shell in a matter of days!

We can also provide assistance in every aspect of our project from drafting and design through completion. There simply is no faster, easier, stronger, and more energy efficient building system available.

Wind - the fuel of the future

Wind farms are generating more green power than ever. Last year, Europe increased its wind-power capacity by more than 35 percent. Today, wind farms deliver enough energy to

support 10 million European households, and a large number of offshore wind farms are now in the pipeline.

Danish electricity supplier Elsam plans to invest in offshore wind farms in several European countries. Project Investment Director Flemming Thomsen has been involved in the development of renewable energy projects for a long time.

Wind power is now a mature industry with a growing potential to make a significant impact on the energy scene in Europe, he says. At this stage, Elsam plans to develop farms both onshore and offshore in several European countries, such as the UK, Poland and France. The company plans to invest several million Euro per year in wind-power projects over the coming years.

Elsams Horns Rev offshore wind farm in Denmark, which consists of eighty 2 MW wind turbines, is currently undergoing commissioning and testing. This project represents an investment of approximately EURO 250 million.

Thomsen has an optimistic view of the future and expects to see a lot more wind-energy projects. The EU Directive that recently became law states that 22 percent of the EUs electricity consumption should be generated by renewable energy sources by 2010. That equals a ten percent rise compared to today.

With new political incentive schemes being introduced in several European countries, renewable energy sources like wind energy will provide an essential contribution towards fulfilling the commitment to decrease CO2 emissions, says Thomsen.

Both the EU and OECD are moving towards including the cost of pollution in the overall price of electricity. When they do, renewable energy sources will become more competitive.

Wind technology has been developed over the years and has reached a mature stage. The trend now is to develop offshore wind farms. In Europe, nearly a hundred offshore wind farms are currently being planned to come into operation before 2015. Developers of offshore wind farms are often large energy suppliers, such as utility companies or oil and gas companies, as well as pure development companies.

Natural Gas to Fire Nation’s Energy Future

China has a bright future in the natural gas market, according to industry officials at a natural gas forum in the city on March 29.“China will endeavor to explore new natural gas sources and promote the use of the clean energy,” said Wang Jing, an official with the Energy Bureau of the National Development and Reform Commission on the First ASEAN+3 Natural Gas Forum.“ China is also seeing greater development of the natural gas pipeline system.” Hang Xin, director general of China National Petroleum Corp’s international department, said China is expected to need up to 100 billion cubic meters of natural gas by 2010, 80 percent of which can be met by domestic production. The gap may translate into a bright future for the natural gas sector, Zhang said. Bai Rongchun, director of the National Development and Reform Commission, said in a previous interview that China will need 200 billion cubic meters of natural gas by 2020, 80 billion cubic meters of which will have to be met by imports. Statistics released at the forum show that China’s growth rate for consumption of natural gas will see it account for 27 percent of Asia’s total natural gas demand by 2020. The figure in 2000 was 12 percent. Zhang said he hopes that CNPC, the parent of Petro China Co Ltd, can seek opportunities to cooperate with countries from East Asia to tap the country’s booming natural gas market. Katsuhiko Suetsugu, secretary general of Asia-Pacific Energy Forum, said the most challenging part for China to promote the natural gas

usage may be its relatively high price compared with cheaper but dirtier energy such as coal. China may need to discourage the use of coal by increasing charges for coal and encouraging the use of natural gas, Suetsugu added. Industry officials noted at the forum that though coal remained the largest energy source of Asia, total coal demand is shrinking while the growth for natural gas is surging. The ministry of Commence has recently released a report that China’s coal and oil demands are still rising this year. China is expected to see a crude oil demand of 270 million tons this year, with imports more than 100 million tons. The country imported 91.12 million tons of oil in 2003, an on-year rise of 31.3 percent, China’s customs department said.

New robot with higher capacity up to 250 Kg.

With the success of their ZD range of robots being widely used in palletising and handling applications, Kawasaki Robotics has introduced the new ZD 250S model which extends the loading capability of the robot range from a previous maximum of 130 Kg up to 250 Kg. Robots are becoming extremely important in palletising and handling applications because of their ability to consistently handle and stack pallets, bags, crates and boxes in an accurate and repeatable way. Producers using manual labor are finding that goods that are stacked in an erratic way are unceremoniously rejected by their customers because of the major inefficiency problems that this causes with truck loading and warehouse storage.The robot offers an immediate solution to this problem, as once programmed, will perform its handling tasks 24 hours a day, with consistent and highly accurate product stacking. The new ZD 250S operates in 4 axes, with a working range of 1,800 x 1,600 x 2,200mm, handling up to 850 cycles per hour. Different hands can be fitted to the robot articulated arm to accommodate handling of different containers, bags, boxes, pallets, etc. The robot control system is easily programmed and allows stacking in a variety of patterns including side-by-side or stacked in column, interlock or pinhole.

New Robot Developed in China

Chinese scientists have developed a 1.58-meter and 76-kg robot able to play “Taiji,” traditional Chinese shadow boxing.

The robot named “BHR-1” passed appraisal Saturday as a major project for the Beijing

University of Science and Engineering under China’s High and New Technology Research and Development Program (program 863).

“BHR-1” had 32 joints from head to foot which made it move properly, said Prof. Li Kejie, chief scientist in charge of the project at the university.

It can walk with 0.33 meter steps at a speed of 1 km per hour, he said.

The robot is able to walk and play Taiji without a power cable as it incorporates its own power source.

It can also sense changing ground levels and balance itself.

A robot like this would be able to take over some dangerous jobs from humans, he added.