教(jiao)案【一(yi)】 本教(jiao)學(xue)設計在新課程教(jiao)學(xue)理念(nian)的指(zhi)導下，力求在培養(yang)學(xue)生(sheng)的語(yu)(yu)言(yan)知識(shi)、知識(shi)技能(neng)、情(qing)感態度、學(xue)習(xi)(xi)(xi)策略和文化(hua)意識(shi)等素(su)養(yang)的基礎(chu)上發展學(xue)生(sheng)綜合運用(yong)語(yu)(yu)言(yan)的能(neng)力，使學(xue)生(sheng)通過觀察(cha)、體(ti)驗、探究等主動學(xue)習(xi)(xi)(xi)的方法優化(hua)英語(yu)(yu)學(xue)習(xi)(xi)(xi)方法，充分發揮自己(ji)的學(xue)習(xi)(xi)(xi)潛(qian)能(neng)，形(xing)成有效的學(xue)習(xi)(xi)(xi)策略。
1. 開展(zhan)學(xue)生活動(dong)，發(fa)揮(hui)主(zhu)體作用
新(xin)課程(cheng)強調要充(chong)分(fen)發揮學(xue)生(sheng)在(zai)教(jiao)學(xue)過(guo)(guo)程(cheng)中(zhong)的主體(ti)作(zuo)用。本課設計遵循以學(xue)生(sheng)為主體(ti)，教(jiao)師為主導這一教(jiao)學(xue)原則，創設角色扮(ban)演情景(jing)、激(ji)烈(lie)討論提出建議(yi)，讓學(xue)生(sheng)大限(xian)度地(di)參與(yu)教(jiao)學(xue)過(guo)(guo)程(cheng)，尊重學(xue)生(sheng)的主體(ti)地(di)位，充(chong)分(fen)發揮學(xue)生(sheng)在(zai)學(xue)習過(guo)(guo)程(cheng)中(zhong)的主動性、積極性、創造性，使(shi)課堂充(chong)滿(man)活力(li)。
2. 實施情景(jing)教(jiao)學，統合三維目(mu)標(biao)
本課設計從教(jiao)(jiao)學(xue)需要(yao)出發，創設情景，進(jin)行情景設問、討論，激起學(xue)生(sheng)的(de)情感(gan)體驗(yan)，激活學(xue)生(sheng)思維(wei)，幫(bang)助學(xue)生(sheng)迅速(su)、正確地理解和接受(shou)知(zhi)識，并(bing)在(zai)學(xue)習過程(cheng)中(zhong)培養其積(ji)極進(jin)取的(de)科學(xue)的(de)人生(sheng)觀(guan)及價值(zhi)觀(guan)，較好(hao)地落實了三(san)維(wei)目標。而三(san)維(wei)目標是相輔(fu)相成、相互(hu)滲透(tou)的(de)，所以在(zai)情景教(jiao)(jiao)學(xue)的(de)過程(cheng)中(zhong)，知(zhi)識的(de)落實、能力的(de)培養、情感(gan)態度價值(zhi)觀(guan)的(de)滲透(tou)交融在(zai)一(yi)起，實現(xian)了三(san)維(wei)目標的(de)和諧與統一(yi)。
3. 轉(zhuan)變學(xue)習方式，增(zeng)強教學(xue)效果
新課程(cheng)要求提倡自(zi)主(zhu)、合(he)作(zuo)、探(tan)究的(de)(de)學(xue)習(xi)方式，發揮學(xue)生的(de)(de)主(zhu)體性、能動(dong)性和(he)(he)獨立性，本(ben)課設(she)計通過(guo)自(zi)學(xue)課本(ben)，小組討論(lun)，綜合(he)分(fen)析，角色(se)扮演(yan)等活動(dong)， 為學(xue)生自(zi)主(zhu)學(xue)習(xi)、合(he)作(zuo)學(xue)習(xi)、探(tan)究學(xue)習(xi)提供(gong)了(le)(le)空間，使學(xue)生體驗(yan)了(le)(le)自(zi)主(zhu)之樂(le)，合(he)作(zuo)之趣(qu)，探(tan)究之悅，促進了(le)(le)學(xue)生知識(shi)的(de)(de)構建與運用(yong)，能力的(de)(de)培(pei)養和(he)(he)提高(gao)，情(qing)感體驗(yan)和(he)(he)態度、價(jia)值觀的(de)(de)形(xing)成，增(zeng)強了(le)(le)教學(xue)效果。
4. 運(yun)用(yong)問(wen)題教學(xue)，啟發(fa)學(xue)生思(si)維
本(ben)課設計按照誘思(si)探(tan)究理論要求，遵循學(xue)生的認(ren)知規律，引導學(xue)生去發(fa)現問題(ti)、分析問題(ti)和解決問題(ti)，從而掌(zhang)握知識，形成(cheng)能力，培養品(pin)質。通過對(dui)文章分析的由淺(qian)入(ru)深，由易(yi)到難，循序(xu)漸進(jin)，引導學(xue)生結(jie)合歷史現狀和教(jiao)材信息，發(fa)揮想象，活化(hua)語(yu)言，從而達(da)到綜合運用英語(yu)進(jin)行交際的目的。有利于培養學(xue)生的思(si)維能力，激發(fa)學(xue)生的創新精神。
本教學(xue)設計貫(guan)穿了新的(de)教學(xue)理(li)念(nian)，體現了課程改革的(de)鮮明特(te)色，在(zai)教學(xue)內容的(de)重(zhong)新調整、教材的(de)合理(li)處理(li)、教學(xue)思(si)路的(de)設計等方(fang)面作了嘗試(shi)性的(de)突破與創(chuang)新，具有較強的(de)實踐性和操作性。
【教材分析】
本(ben)單(dan)元(yuan)教(jiao)學內容(rong)為(wei)人教(jiao)版新課標Module 5 Unit 3 Life in the future。本(ben)單(dan)元(yuan)的(de)中心話題(ti)是(shi)“未(wei)(wei)來(lai)生(sheng)(sheng)活(huo)”，教(jiao)材內容(rong)為(wei)學生(sheng)(sheng)提供了想象的(de)空(kong)間，旨在培養(yang)學生(sheng)(sheng)預測未(wei)(wei)來(lai)的(de)能力(li)，通(tong)過對現(xian)實生(sheng)(sheng)活(huo)與未(wei)(wei)來(lai)生(sheng)(sheng)活(huo)的(de)對比，喚醒學生(sheng)(sheng)把握現(xian)在，珍惜現(xian)在，愛護(hu)環境(jing)，保護(hu)自然的(de)意識。
第一篇(pian)Reading文(wen)章主要講述主人(ren)公Li Qiang在(zai)時空旅(lv)(lv)行前、時空旅(lv)(lv)行中(zhong)及時空旅(lv)(lv)行后的(de)(de)(de)(de)所見所想(xiang)。第二篇(pian)則(ze)主要記敘了Li Qiang在(zai)太空站認識的(de)(de)(de)(de)兩個非(fei)常(chang)特(te)別的(de)(de)(de)(de)太空生物，并(bing)(bing)(bing)將兩個生物的(de)(de)(de)(de)特(te)征進(jin)行了對比。兩篇(pian)閱(yue)讀文(wen)章都是(shi)科幻型閱(yue)讀，旨在(zai)喚起學(xue)(xue)生的(de)(de)(de)(de)想(xiang)象力(li)，培養學(xue)(xue)生對未(wei)(wei)來(lai)生活的(de)(de)(de)(de)預測。語(yu)法部分則(ze)延續了課(ke)文(wen)內(nei)容，通過作者(zhe)對未(wei)(wei)來(lai)生活態度的(de)(de)(de)(de)討論引出過去分詞(ci)做(zuo)狀語(yu)及定語(yu)的(de)(de)(de)(de)用法，并(bing)(bing)(bing)以短(duan)文(wen)填空的(de)(de)(de)(de)形式來(lai)鞏固文(wen)章生詞(ci)的(de)(de)(de)(de)用法。聽力(li)部分則(ze)描繪了一個擁(yong)有(you)高(gao)新科技的(de)(de)(de)(de)wonderland,表明了人(ren)類對美(mei)好生活的(de)(de)(de)(de)追求與(yu)(yu)幻想(xiang)，并(bing)(bing)(bing)終通過口語(yu)情景設置鍛煉學(xue)(xue)生綜合運(yun)用英語(yu)的(de)(de)(de)(de)能(neng)力(li)與(yu)(yu)技巧，從(cong)而對未(wei)(wei)來(lai)生活進(jin)行更細致的(de)(de)(de)(de)預測。
考慮到各部分內(nei)容(rong)(rong)的(de)(de)內(nei)在聯(lian)系，筆者結合教學實際將同一話題不同內(nei)容(rong)(rong)與形式(shi)(shi)的(de)(de)材料(liao)進行了(le)重組，對(dui)教材內(nei)容(rong)(rong)、編排順序等(deng)進行了(le)調整、刪減和(he)補充，將整個單元設計成四個課(ke)時(shi)，豐富了(le)教學內(nei)容(rong)(rong)和(he)語言(yan)活動形式(shi)(shi)。
【學情分析】
1. 認知基礎：高一學(xue)生(sheng)基本上能用英語清晰地表(biao)達個人觀(guan)點，準確地描繪
生活(huo)現象(xiang)或(huo)表(biao)達(da)個人情感，能用基本的詞匯、句型對未來生活(huo)作出描繪與預測。
2. 心(xin)理特征：高中學生思想活(huo)躍，求知欲旺盛，學習態度明(ming)確，自(zi)我意識
發展(zhan)迅速并趨向成熟，獨立自主(zhu)性(xing)強，有(you)一定(ding)的道(dao)德修(xiu)養及(ji)正確的價值觀(guan)與審(shen)美觀(guan)。
3. 學習(xi)能(neng)力(li)：學生對過去分(fen)詞的(de)(de)(de)用法有基本的(de)(de)(de)了解(jie)，其自(zi)主閱讀與表達能(neng)力(li)有一定的(de)(de)(de)基礎，具備良(liang)好(hao)的(de)(de)(de)團體協作能(neng)力(li)，并能(neng)進行有效成功(gong)的(de)(de)(de)交流合作討論。
【教學目標】
(1)知(zhi)識與(yu)能力
學習與未(wei)(wei)來(lai)(lai)生(sheng)(sheng)活有(you)(you)關的(de)詞匯;能(neng)(neng)對(dui)(dui)本單(dan)元的(de)生(sheng)(sheng)詞猜測(ce)(ce)詞義(yi)(yi)并能(neng)(neng)用(yong)英語(yu)(yu)釋(shi)義(yi)(yi)基本單(dan)詞;學習有(you)(you)關預(yu)測(ce)(ce)和猜測(ce)(ce)的(de)表達方式以及(ji)過去分詞作定語(yu)(yu)、狀(zhuang)語(yu)(yu)的(de)用(yong)法(fa);能(neng)(neng)聽懂(dong)關于(yu)對(dui)(dui)未(wei)(wei)來(lai)(lai)生(sheng)(sheng)活、環境的(de)想(xiang)象(xiang)、猜測(ce)(ce)和思考的(de)會話，想(xiang)象(xiang)未(wei)(wei)來(lai)(lai)生(sheng)(sheng)活可能(neng)(neng)存在的(de)問題;能(neng)(neng)用(yong)英語(yu)(yu)簡單(dan)地談論未(wei)(wei)來(lai)(lai)生(sheng)(sheng)活，猜測(ce)(ce)未(wei)(wei)來(lai)(lai)的(de)科技發展趨勢;能(neng)(neng)閱讀關于(yu)未(wei)(wei)來(lai)(lai)生(sheng)(sheng)活、未(wei)(wei)來(lai)(lai)世(shi)界以及(ji)外太空和外星人的(de)英語(yu)(yu)文章;能(neng)(neng)夠較好地發揮想(xiang)象(xiang)來(lai)(lai)描寫未(wei)(wei)來(lai)(lai)生(sheng)(sheng)活和外星生(sheng)(sheng)物(wu)。
(2)過程與方法(fa)
通過網絡(luo)或圖書館等(deng)途(tu)徑查(cha)找搜集有關科學(xue)(xue)家對未來(lai)生(sheng)活預測的資(zi)料，培養學(xue)(xue)生(sheng)利用(yong)學(xue)(xue)習(xi)(xi)資(zi)源(yuan)的策(ce)略(lve);并且筆者(zhe)結合教學(xue)(xue)實際對教材(cai)內容、編排(pai)順序等(deng)進行了調整、刪減和補充(chong)，將整個單元(yuan)設計成四(si)個課時(shi)。第一課時(shi)為(wei)(wei)Warming-up and Reading, 第二課時(shi)為(wei)(wei)Learning about language, 第三課時(shi)為(wei)(wei)Using language, 第四(si)課時(shi)為(wei)(wei)Listening and speaking。著重培養學(xue)(xue)生(sheng)學(xue)(xue)習(xi)(xi)運用(yong)詞匯學(xue)(xue)習(xi)(xi)中(zhong)的猜詞策(ce)略(lve)，激(ji)發學(xue)(xue)生(sheng)想(xiang)象力，預測未來(lai)生(sheng)活。
(3)情感態度與價值觀
通過(guo)學習課文，使(shi)學生(sheng)回顧歷史，認識現在，展望未(wei)來，激發學生(sheng)的(de)想象力;提高(gao)環(huan)境(jing)保護(hu)，資源保護(hu)意識。通過(guo)討論使(shi)學生(sheng)了(le)解中(zhong)國和其(qi)他國家目前存在的(de)社會問(wen)題(ti)以及科技發展方向，預測世界未(wei)來生(sheng)活、環(huan)境(jing)的(de)發展趨勢。
【重點難點】
重點：
1.掌握有關(guan)描繪未來(lai)生活的(de)詞匯以及有關(guan)預測和猜測的(de)表達方式(shi)。
2.通過對文章(zhang)的學習，根據目(mu)前(qian)的現狀預測未(wei)來的生活(huo)，提高(gao)環境(jing)保護(hu)、資源保護(hu)意識。
難點：
1.掌(zhang)握過去分詞作定語和狀語的用(yong)法。
2.運用所(suo)學的詞(ci)匯及(ji)句(ju)型寫出具有一定想象力的短文。
【教(jiao)學策(ce)略與手段】
1.采取多種(zhong)教(jiao)學方式(shi)，講(jiang)述法與(yu)討論法相(xiang)結合(he)，啟(qi)發(fa)式(shi)教(jiao)學法與(yu)創設課(ke)堂思維情(qing)景相(xiang)結合(he)，接(jie)受式(shi)學習(xi)(xi)與(yu)探究式(shi)學習(xi)(xi)相(xiang)結合(he)。
2.以(yi)活動構建教學理論為指導，挖掘課程資源，利用圖片、表格、多(duo)媒體等多(duo)種形式，師生互(hu)動，分組探究。
3.適時對(dui)學(xue)生(sheng)的學(xue)習過程進行調控與(yu)激發，實(shi)現教(jiao)學(xue)預(yu)設(she)與(yu)動態(tai)生(sheng)成的統一。
【教學準備】
1.教師整(zheng)理(li)課堂相(xiang)關文字(zi)、圖(tu)表、影音資料，制成多媒體課件。
2.課前組(zu)織學(xue)生(sheng)搜集(ji)、閱(yue)讀有關世界環境問題(ti)、當今科學(xue)技術發展及對未來生(sheng)活預測的文章，積累一(yi)定的知識(shi)儲(chu)備。
3.課前按教室座位(wei)情況(kuang)將學(xue)生分(fen)成若干小組，每組6人(ren)，并選出組長(chang)一人(ren)，以小組為單位(wei)開展(zhan)合作(zuo)學(xue)習。
【教學過程】
Period 1: Warming-up & Reading
Teaching Aims:
1. Learn some new words and expressions.
2. Improve the students’ reading skills.
3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Competition
4. Illustration
5. Deductive Method
Step 1 Greetings and Lead-in
1.The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you come from? Do you live in the downtown or in the countryside?
Do you live in a comfortable surrounding?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3.Now let’s take a look at the screen to learn about the development of all the means of transportation.
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4.Q3: What will the future means of transportation be like? (Time travel)
Well, today we are going to learn a text about time travel.
【設計說明】
由日常(chang)問(wen)候開啟話題，通(tong)過提問(wen)學(xue)生家(jia)鄉情(qing)況導(dao)入城(cheng)鎮生活，引(yin)出不(bu)同的(de)建筑(zhu)材料及(ji)交(jiao)通(tong)工具(ju)中(zhong)的(de)生詞;然后總結交(jiao)通(tong)工具(ju)的(de)發展歷(li)史，預測(ce)未來的(de)交(jiao)通(tong)方式(shi)，引(yin)出跨(kua)時空旅(lv)行，從而進入閱讀文章的(de)處理(li)與學(xue)習。(由于考慮到Warming-up中(zhong)的(de)Transport與Houses, Villages,Towns, 以(yi)及(ji)Location of settlement的(de)聯系不(bu)大，可(ke)單獨提出，因此將Transport的(de)發展變化應(ying)用于課文的(de)導(dao)入中(zhong)，這樣比較(jiao)科學(xue)自然。)
Step 2 Skimming
1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
Q1：What will the future life be like?
2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.
Q2: Which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
3.The teacher can ask the students to carry out a discussion about the changes.
Q3: Which changes are good and which are bad?
【設計說明】
猜(cai)測(ce)是培(pei)養(yang)學(xue)(xue)生(sheng)閱(yue)讀(du)(du)能(neng)(neng)力的(de)(de)(de)(de)方法(fa)之(zhi)一，因此(ci)筆者首(shou)先提(ti)出問(wen)題(ti)引發學(xue)(xue)生(sheng)思考(kao)，對未(wei)來生(sheng)活的(de)(de)(de)(de)各個(ge)方面進(jin)行(xing)預(yu)測(ce)。其(qi)次通過快速閱(yue)讀(du)(du)的(de)(de)(de)(de)方式，了解文章梗概(gai)，把握文章線索，找出文中對未(wei)來生(sheng)活變(bian)化的(de)(de)(de)(de)描寫(xie)，培(pei)養(yang)學(xue)(xue)生(sheng)快速閱(yue)讀(du)(du)的(de)(de)(de)(de)技巧與能(neng)(neng)力，并對未(wei)來生(sheng)活變(bian)化的(de)(de)(de)(de)好(hao)(hao)壞進(jin)行(xing)小組討論(lun)(lun)，培(pei)養(yang)集體協作精神。(由于Comprehending中關于未(wei)來生(sheng)活變(bian)化好(hao)(hao)壞的(de)(de)(de)(de)討論(lun)(lun)難度(du)不大(da)，考(kao)慮到整個(ge)設(she)計的(de)(de)(de)(de)連貫性，將其(qi)提(ti)至快速閱(yue)讀(du)(du)中，設(she)置成小討論(lun)(lun)，將學(xue)(xue)生(sheng)說與讀(du)(du)的(de)(de)(de)(de)能(neng)(neng)力更(geng)好(hao)(hao)地結合(he)。)
Step 3 Reading for details
1.Before the journey
Q1: How many people are mentioned in the text? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3005?
Q4: What did Li Qiang suffer from?
Q5: How did Li Qiang feel? What makes him feel better?
Q6: Where did they arrive?
【設計說明】
通(tong)過(guo)(guo)幾個特殊疑問詞(ci)，提出以下問題(ti)，處(chu)理文(wen)章(zhang)第(di)一段。因本篇課文(wen)是一篇敘事(shi)故(gu)事(shi)，而記(ji)敘文(wen)時(shi)一般都包括事(shi)件發(fa)生的(de)人物、時(shi)間、地點、事(shi)件、原因等(deng)關鍵要素，因此讓學生通(tong)過(guo)(guo)閱(yue)讀尋找上(shang)述要素，不僅讓學生的(de)閱(yue)讀具有目的(de)性，而且降低(di)了閱(yue)讀的(de)難度。
2.During the journey
1) In the capsule:
Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) Out of the capsule
Confused by the new surrounding, I was hit by the lack of fresh air
Q1: How did Li Qiang overcome the lack of fresh air?
1. Hovering carriage: .
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
2. “A large market”
Q4: What were people doing there?
Q5: What happened to Li Qiang?
3. A large building
Q6: What is a “time lag” flashback?
【設計說明】
按(an)事件發(fa)生(sheng)的先后順序(xu)及地(di)點轉(zhuan)換順序(xu)，處(chu)理文(wen)章(zhang)細節，培養學生(sheng)抓(zhua)住文(wen)章(zhang)線(xian)索來(lai)處(chu)理課文(wen)的能力。然后根據地(di)點轉(zhuan)移，自然地(di)將“太空倉內(nei)”轉(zhuan)向“太空倉外”，按(an)照作者在太空倉外所處(chu)的三個不同地(di)點Hovering carriage, a large market, a large building來(lai)處(chu)理文(wen)章(zhang)第三段。
3.After the journey
(Arriving home, he showed me into a large bright, clean room.
Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
Q1: How did the author feel after visiting the special house?
Exhausted, I slid into bed and fell fast asleep.
【設計說明】
通過(guo)精讀(du)課文，了解(jie)文章細(xi)致(zhi)內容，按照(zhao)(zhao)“時空(kong)(kong)(kong)旅行(xing)前(qian)，時空(kong)(kong)(kong)旅行(xing)中(zhong)(zhong)及時空(kong)(kong)(kong)旅行(xing)后”的時間(jian)線索來處(chu)理(li)文章細(xi)節(jie)。“時空(kong)(kong)(kong)旅行(xing)中(zhong)(zhong)”又可按照(zhao)(zhao)“在(zai)(zai)太空(kong)(kong)(kong)倉內與在(zai)(zai)太空(kong)(kong)(kong)倉外”分析文章信息。在(zai)(zai)此過(guo)程中(zhong)(zhong)鍛煉學生精讀(du)的閱讀(du)技巧，處(chu)理(li)文章生詞，并適(shi)當地引入幾個過(guo)去分詞做狀語(yu)及定語(yu)的句子，為語(yu)法部分的講(jiang)解(jie)作個鋪墊。
Step 4 Consolidation
1.Put the statements into correct order. ( C --- A --- D --- B )
A. We are 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 3005.
D. I have my first try to master a hovering carriage.
2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future
AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea
3.A telephone interview with Li Qiang
Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.
【設計說明】
首先通過(guo)對文章(zhang)故事情節的(de)正(zheng)常排序回顧文章(zhang)梗(geng)概;其次通過(guo)Warming-up中(zhong)過(guo)去、現在(zai)的(de)房(fang)子、城鎮及居住環境(jing)的(de)比較來預(yu)測未來方的(de)發(fa)展與變化;后設置情景，進行角色扮演，模(mo)擬電話采訪Li Qiang回顧整篇(pian)課文，引(yin)出(chu)本節課的(de)作業與任務。全面(mian)地鍛煉學生的(de)總(zong)結概括(kuo)能(neng)力以及團體(ti)協作的(de)討論(lun)能(neng)力。
Step5 Assignment
1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.
Q1: What problems are we facing now?
Q2: What have caused those problems?
2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life
3.Assignment: Object-designing
Design an object which can help you change the world for a better future
【設計說明】
通過(guo)角色扮演(yan)以及(ji)情景設置(zhi)中(zhong)(zhong)引出(chu)未來生(sheng)(sheng)活中(zhong)(zhong)將(jiang)會存在的問(wen)題(ti)，以此(ci)(ci)(ci)導(dao)出(chu)現在生(sheng)(sheng)活中(zhong)(zhong)存在的問(wen)題(ti)，由此(ci)(ci)(ci)自然地引出(chu)閱(yue)讀課的任務----發明(ming)設計，以此(ci)(ci)(ci)激發學生(sheng)(sheng)的發明(ming)創造能力(li)，喚(huan)醒學生(sheng)(sheng)保護自然、愛(ai)護環境的意(yi)識，學習中(zhong)(zhong)滲透(tou)道德教育，一舉(ju)兩得。
Period 2: Learning about language
Teaching aims:
1. Learn past participle used as adverbial.
2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.
Teaching methods:
1. Teach grammar in real situations.
2. Learn grammar through practice.
Step 1 Revision and Preparation
1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?
2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.
1 .Confused by the new surroundings, I was hit by the lack of fresh air.
2. Worried about the journey, I was unsettled for the first few days.
3. Exhausted, I slid into bed and fell fast asleep.
And then ask the students to finish the exercises in their textbook.
Ex.1. Combine these two sentences using the past participate as the adverbial.
1. I was frightened by the loud noise. I went to see what was happening.
Frightened by the loud noise, I went to see what was happening.
2. He was hit by the lack of fresh air. He got a bad headache.
Hit by the lack of fresh air, he got a bad headache.
3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.
Tired after the long journey, I still enjoyed meeting the aliens on the space station.
4. The museum was built in 1910. The museum is almost 100 years old.
Built in 1910, the museum is almost 100 years old.
5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.
Frightened by the noise outside, the little girl dared not sleep in her bedroom.
6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.
Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.
1. His parents company named “Future Tours” transported me safely into the future.
2. A table and chairs rose from under the floor as if by magic.
3. Tomorrow you will be ready for some visits organized by the company.
And then ask the students to finish the exercises in their textbook.
Ex.2. Combine these two sentences using the past participate as the attribute.
1. Soon we lost sight of that famous astronomer. He is called Li Qiang.
Soon we lost sight of that famous astronomer called Li Qiang.
2. I am going to buy a painting. It is copied from Vincent van Gogh.
I am going to buy a painting copied from Vincent van Gogh.
3. The castle is under repair. It was built in 1432
The castle built in 1432 is under repair.
4. I like that old private house. It is built of wood and mud.
I like that old private house built of wood and mud.
5. The vehicle is mentioned in the book. The vehicle is unknown to me.
The vehicle mentioned in the book is unknown to me.
6. The room is completely empty. The room is connected to the rest of the house by a long passage.
The room connected to the rest of the house by a long passage is completely empty.
7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.
The queen was sitting in a royal carriage drawn by four horses.
【設計說明】
通(tong)過設置討論作者(zhe)對未(wei)來(lai)(lai)生(sheng)活(huo)持(chi)樂觀(guan)還是悲觀(guan)態度來(lai)(lai)復習并提升(sheng)Reading內容，鞏固學生(sheng)對Reading全文線索(suo)的(de)了(le)解(jie)(jie)與掌握，并通(tong)過討論找出含有過去分(fen)詞用(yong)法(fa)的(de)句子來(lai)(lai)支持(chi)各自的(de)觀(guan)點。(由(you)于(yu)(yu)Reading中(zhong)(zhong)Comprehending部分(fen)中(zhong)(zhong)關(guan)于(yu)(yu)作者(zhe)對未(wei)來(lai)(lai)生(sheng)活(huo)所持(chi)有的(de)態度的(de)討論跟語法(fa)部分(fen)聯系緊密，故將其從Reading中(zhong)(zhong)剪切，轉(zhuan)至語法(fa)中(zhong)(zhong)作為回顧(gu)閱讀課，導入新課)完成語法(fa)練習后，學生(sheng)對過去分(fen)詞作狀語和(he)定(ding)語的(de)用(yong)法(fa)有了(le)一定(ding)的(de)了(le)解(jie)(jie)，然后教(jiao)師將過去分(fen)詞作狀語和(he)作定(ding)語的(de)用(yong)法(fa)系統(tong)歸納如下(xia)：
過(guo)去(qu)分詞作狀語可以表示(shi)時(shi)間(jian)、條件、原因(yin)、讓步、方式或伴(ban)隨，有時(shi)在其前還可以帶(dai)上連詞，以示(shi)明確(que)。
1. 作(zuo)時間狀語(yu)。 Once discovered, the enemies were completely wiped out.
2. 作原因狀語 Moved by his words, I accepted his present.
3. 作條件狀語 United we stand, divided we fail.
4. 作讓步狀語 Although tired, they continued to work.
5. 作方式或伴隨(sui)狀語 The teacher stood there, surrounded by many students.
注意：
1) 作狀語(yu)(yu)的(de)(de)(de)過去分詞(ci)通常與句子(zi)的(de)(de)(de)主語(yu)(yu)存在(zai)著被動(dong)關系，她所表示的(de)(de)(de)動(dong)作通常和謂語(yu)(yu)動(dong)詞(ci)屬于同一時(shi)(shi)間范疇，也可表示先于謂語(yu)(yu)動(dong)詞(ci)發生的(de)(de)(de)動(dong)作。有(you)時(shi)(shi)為了(le)強調(diao)先發生的(de)(de)(de)動(dong)作，也可用having been done.
e.g. Having been told many times, he can’t still remember it.
2). 過(guo)去分(fen)詞的(de)邏(luo)輯主(zhu)語(yu)(yu)要跟主(zhu)句的(de)主(zhu)語(yu)(yu)一致(zhi),否則(ze)不能用過(guo)去分(fen)詞作狀語(yu)(yu),應用狀語(yu)(yu)從句。
(誤)Checked carefully, some spelling mistakes can be avoided.
(正)If the composition is checked carefully, some spelling mistakes can be avoided.
過去(qu)分(fen)詞(ci)(ci)作定語(yu)(yu)或狀(zhuang)語(yu)(yu)時，該分(fen)詞(ci)(ci)及修飾成(cheng)分(fen)相(xiang)當(dang)一(yi)(yi)句(ju)(ju)定語(yu)(yu)或狀(zhuang)語(yu)(yu)從(cong)(cong)句(ju)(ju)，變為定語(yu)(yu)從(cong)(cong)句(ju)(ju)或狀(zhuang)語(yu)(yu)從(cong)(cong)句(ju)(ju)中，該從(cong)(cong)句(ju)(ju)應該具備(bei)兩個特(te)征：1)從(cong)(cong)句(ju)(ju)的(de)主(zhu)語(yu)(yu)和主(zhu)句(ju)(ju)中的(de)先(xian)行詞(ci)(ci)一(yi)(yi)致;2)謂語(yu)(yu)動詞(ci)(ci)為被動語(yu)(yu)態形(xing)式。
Step2 Consolidation
非謂語動詞練習
B 1. ___ and happy, Tony stood up and accepted the prize. (2006全國)
A. Surprising B. Surprised C. Being surprised D. To be surprising
A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006廣東(dong))
A. performed B. performing C. to be performed D. being performed
C 3._________ and I’ll get the work finished. (2007 重慶)
A. Have one more hour B. One more hour
C. Give one more hour D. If I have one more hour
B. 4. The repairs cost a lot, but its money well _____. (2006 湖北(bei))
A. to spend B. spent C. being spent D. spending
C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江蘇(su))
A. To face B. Having faced C. Faced D. Facing
B 6.When her father, the girl burst into crying. (2005湖(hu)北)
A. asking of B. asked about C. being asked D. asked
D 7. The man kept silent in the room unless . (2006浙江)
A. spoken B. speaking C. to speak D. spoken to
D 8. ________, the old man is living a happy life. (2006天津(jin))
A. taking good care B. taken good care
C. having taken good care D. taken good care of
D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)
A. first playing B. to be first played
C. to be first playing D. first played
B 10. from his clothes, he is not so poor. (2006上海)
A. Judged B. Judging C. To judge D. Having judged
A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)
A. making B. makes C. made D. to make
B 12.The secretary worked late into the night, a long speech for the president. (MET2004)
A. to prepare B. preparing C. prepared D. was preparing
C 13. a reply, he decided to write again. (2005北(bei)京)
A. Not receiving B. Receiving not
C. Not having received D. Having not received
B 14.The houses are for the old people and the construction work will start soon. (2006江蘇)
A. built B. to be built C. to build D. being built
C 15.If ill, I’ll stay home a good rest. (2006遼寧)
A. to fall, taking B. fall; to taking
C. falling; taking D. falling; take
Step 3 Discussion: Life at present V.S. Life in the future
1. Ask the students to carry out a discussion to compare the present life and life in the future.
Do you want to work for space? What worker should be needed for the space?
2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.
(constant remind unsettle previous bend press swiftly link)
Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【設(she)計說(shuo)明(ming)】
通過小組討(tao)論讓學(xue)生(sheng)(sheng)展開想象的翅膀，憧憬未(wei)(wei)來生(sheng)(sheng)活的美好，隨(sui)后通過跟目前生(sheng)(sheng)活的比(bi)較，教育學(xue)生(sheng)(sheng)要(yao)珍惜現在(zai)，展望未(wei)(wei)來。然(ran)后讓學(xue)生(sheng)(sheng)根據自(zi)己(ji)的實際情況，討(tao)論是否愿意(yi)為空間站工作。
Step4 Assignment
Ask the students to write an application letter for working in space.
【設計說明】
讓學生設計自己的(de)空間站求職信，一方面(mian)鍛煉學生的(de)寫(xie)作能力(li)，一方面(mian)又與實際生活相(xiang)聯(lian)系，一舉兩得。
Period 3: Using language
Teaching Aims:
1. Learn some new words and expressions.
2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.
3. Train the students’ reading skills and predict the future humans.
Teaching Methods:
1. Prediction
2. Pair work & group work
3. Comparison
Step 1 Lead-in
1.The teacher shows a video clip from Star War to the students.
2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.
Q1: Where do those creatures live? Galaxy, planet
Q2: How are they different from us humans?
Q3: What do they eat and drink?
Q4: Which language do they speak?
【設計說明】
該部分閱讀是(shi)上一課閱讀材(cai)料的(de)(de)延續，主要談及Li Qiang在太(tai)空中遇(yu)見的(de)(de)兩類(lei)令人驚訝的(de)(de)生(sheng)(sheng)物(wu)。因內容與《星球大戰》中形(xing)態(tai)怪異(yi)的(de)(de)太(tai)空生(sheng)(sheng)物(wu)有所類(lei)似，故筆者采取*《星球大戰》片段導(dao)入(ru)，通過(guo)對太(tai)空生(sheng)(sheng)物(wu)的(de)(de)生(sheng)(sheng)理(li)形(xing)態(tai)及生(sheng)(sheng)活的(de)(de)預測(ce)討論引(yin)出課文內容。
Step2 Prediction and understanding of the title
The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.
【設計說明】
引(yin)出(chu)課文內容后(hou)，首先(xian)讓學生(sheng)就題目發表討論(lun)，預測作者在跨時(shi)空旅行中(zhong)將會遭遇哪些形態各異(yi)的(de)生(sheng)物。
Step3 Reading for details
1.Ask the students to describe the space station.
Q1: What does the space station look like?
Q2: How about the inside of the space station?
Q3: What can you see inside the station?
2.Ask the students to read through the following two passages and finish the following questions:
Q1: What two alien creatures are mentioned in the text?
Q2: What are the features of these two amazing creatures?
3.Compare the similarities and differences between these two alien creatures in various aspects.
Name of creature Mu-mu Dimpods
Size Tall & thin small
Appearance Face/head/leg Like a cat
Colour Black & white Blue or purple
Personality Friendly Interesting + lovely
Number of arms Six Many
Number of legs One leg / shell Many
How it moves Slowly Skip around fast
Voice Whisper Shout
Food Carrot + cocoa Lemonade + herbs
【設計說明】
由于文章結構清晰，內容簡單，主要介紹了(le)Li Qiang在太空中遇見的(de)(de)兩類(lei)生物以及它(ta)們之間(jian)的(de)(de)比(bi)較。故筆者(zhe)直接處理(li)課文細(xi)節，讓(rang)學生通過閱(yue)讀找出(chu)文中對(dui)兩類(lei)生物的(de)(de)描述，比(bi)較它(ta)們的(de)(de)特征(zheng)。
Step4 Discussion
The teacher asks the students to predict about the future humans by referring to the following questions.
Q1: When do the future humans live?
Q2: Where do they live?
Q3: What do they eat?
Q4: Do their body parts have any other special functions?
Q5: What are the features of the future humans?
Q6: How do future humans work and live?
【設計說明】
文章原先安(an)排(pai)的(de)任(ren)務(wu)是猜測并(bing)(bing)繪(hui)出外(wai)星人(ren)(ren)的(de)模樣，并(bing)(bing)用文字描述將外(wai)星人(ren)(ren)的(de)外(wai)形特征;由于考慮到這(zhe)個任(ren)務(wu)的(de)難度(du)(du)，筆者將任(ren)務(wu)改為(wei)對未來人(ren)(ren)類(lei)的(de)預測，并(bing)(bing)提供(gong)問題提示(shi)，降(jiang)低難度(du)(du)，將話題從漫無(wu)邊際的(de)想(xiang)(xiang)象轉至日常生活，大程度(du)(du)地(di)調動(dong)學生想(xiang)(xiang)象的(de)積極性。
Step5 Assignment
Draw a picture of the future humans, then write a description based on your drawing. 【設計說明】
讓學生(sheng)參考文(wen)章結構與內容，用文(wen)字表述(shu)未來(lai)人類在生(sheng)理、心理、生(sheng)活、工作等方面(mian)的特(te)點與變化，并(bing)將自己(ji)的設(she)計做成Powerpoint文(wen)件，在第四(si)課時中上臺展(zhan)示。
Period 4. Listening and speaking
Teaching Aims:
1. Train the students’ listening ability.
2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.
Teaching Methods:
1. Listen to catch the main ideas
2. Individual work and group work
3. Cooperative study
Step1 Display the design of the future humans
The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.
【設計說明】
抽取幾位學生(sheng)(sheng)(sheng)上(shang)臺通過Powerpoint文件(jian)展(zhan)示并講解自己在(zai)上(shang)節課(ke)對未來人(ren)類(lei)的(de)設(she)計與幻想，教(jiao)師進行(xing)適當的(de)點評，檢驗學生(sheng)(sheng)(sheng)的(de)設(she)計成果，并進行(xing)總結：想象(xiang)力是人(ren)類(lei)與生(sheng)(sheng)(sheng)俱來的(de)本(ben)能，也是人(ren)類(lei)進步的(de)動力，人(ren)如果沒有(you)想象(xiang)力，世界(jie)必然一片空白(bai)，人(ren)生(sheng)(sheng)(sheng)將會(hui)無(wu)限的(de)單調乏(fa)味，因為有(you)想象(xiang)才(cai)有(you)事實，有(you)想象(xiang)才(cai)能成功。為了(le)拓展(zhan)我(wo)們的(de)生(sheng)(sheng)(sheng)活領域(yu)，提高我(wo)們的(de)生(sheng)(sheng)(sheng)活品(pin)質，使未來的(de)生(sheng)(sheng)(sheng)活美夢成真，讓我(wo)們利用我(wo)們聰明的(de)頭腦和(he)靈巧的(de)雙手去(qu)(qu)想象(xiang)、去(qu)(qu)創造、去(qu)(qu)發明吧(ba)!
Step2 Lead-in
The teacher displays a picture of the solar system to the students, and asks the following questions:
Q1: Which planet would be the best residence for humans?
Q2: What will life on Mars be like?
【設計說明】
因聽力材料(liao)描繪(hui)了想(xiang)象中(zhong)一(yi)個在(zai)火星(xing)上(shang)充滿奇跡的(de)wonderworld，在(zai)那(nei)個世界很(hen)多(duo)高新科技被(bei)應(ying)用于日常生活(huo)與工(gong)作(zuo)中(zhong)，故(gu)筆(bi)者從一(yi)張有(you)關太陽系的(de)圖片導入，引(yin)出(chu)聽力材料(liao)中(zhong)的(de)planet, oxygen, gravity, space creatures等生詞(ci)，然后向學(xue)生提出(chu)問題，太陽系中(zhong)哪個星(xing)球比較適合人類生存，讓學(xue)生對(dui)火星(xing)生活(huo)作(zuo)出(chu)預(yu)測，從而(er)引(yin)出(chu)聽力材料(liao)。
Step3 Listening for main ideas
□living on another planet □new discoveries in space □space creatures
□why a space station spins □how to get water on Mars □comets
□houses in a town on Mars □Martian creatures □atmosphere and gravity
Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars
【設計說明】
要求學(xue)生(sheng)在(zai)聽(ting)(ting)錄音(yin)的(de)同(tong)時提取聽(ting)(ting)力材料的(de)主要內容，并在(zai)書中的(de)練習一上打勾。培養學(xue)生(sheng)聽(ting)(ting)取重要信息(xi)的(de)能(neng)力。
Step4 Listening for details
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?
Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.
2.collect water from under the planet’s surface – cleaned and recycled – bacteria are
used to clean the dirty water.
3.People may become rich and famous.
4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.
【設計說明】
要求(qiu)學生再(zai)聽一(yi)遍錄音，完成文中的(de)(de)細(xi)節問題。培養學生聽取細(xi)節內容的(de)(de)能(neng)力。
Step5 Prediction & Speaking
Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:
Suppose that… Do you imagine that…?
I wonder if … Is it possible that…?
Is it likely/ unlikely that…? Do you suppose that…?
【設計說明】
要求(qiu)學(xue)生(sheng)根據本(ben)單元的學(xue)習，運用(yong)掌握的詞匯與句型，預測(ce)1000年(nian)后(hou)家鄉(xiang)發生(sheng)的變(bian)化(hua)，學(xue)生(sheng)運用(yong)課本(ben)中提供的句型編(bian)造對話，先兩兩討論，然(ran)后(hou)跟其他小組(zu)成員(yuan)討論編(bian)對話，培養口語及(ji)集體協作能力。新課標第一網
Step6 Assignment
Practise asking your classmates what will their hometowns be like in 1000 years’ time.
【設計說明】
要求學生(sheng)(sheng)在(zai)課后(hou)跟自己(ji)的(de)同學用英(ying)語(yu)交談，討論預測(ce)1000年以(yi)后(hou)家鄉發生(sheng)(sheng)的(de)變(bian)化，將英(ying)語(yu)學習融入(ru)日常(chang)生(sheng)(sheng)活，激發學生(sheng)(sheng)講英(ying)語(yu)的(de)*，在(zai)實(shi)踐中鍛煉學生(sheng)(sheng)的(de)英(ying)語(yu)能(neng)力。
教案【二(er)】 Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. =I honestly don’t know.
c Right now =At this moment
d The problem is … it. =Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people =Most people
f a number of people =quite a lot of people
g out of work =do not have jobs
h But some people … built on. =Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. =I understand the problem.
j is likely to happen =will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
Wb Lesson 65, Exx. 1 - 4.
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practise the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Do Ex. 1 and part of Ex. 4 as written work.
