unit 3 life in the future教学设计与反思

Unit 3 Life in the future教学设计与反思Unit3Lifeinthefuture教学设计与反思单元教学目标技能目标 SillGalsTalabutthingsinthepast,atpresentandinthefutureTalabuthangesatpresentPreditgdandbadhangesinthefuture目标语言词汇 1四会词汇Expet,aspet,nstant,nstantl,reind,et,previus,tablet,apsule,pening,surrunding,la,ahe,as,bend,press,sift,siftl,aster,sight,flash,sith,ptiisti,length,extrardinar,extrardinaril2认读词汇etlag,flashba,expertise,hver,pessiisti,enrus,iitate,3词组taeup,reindf,lsesightf,athsightf,seepup,speedup,assistin4重点词汇nstant,reind,la,sight,assist,require,settleent,previus,sift语法ThepastpartiipleastheattributeandfllinghitlletahveringarriagedrivenbputerThepastpartiipleastheadverbialrriedabuttheurne,IasunsettledfrthefirstfedasHitbalaffreshair,headahedExhausted,Islidintbedandfellfastasleep重点句子 1Thisissiilartthe“etlag”ugethenfling,butinsteaditeansueepgettingflashbasfrurpreviustieperidP172ell-nnfrtheirexpertise,hisparentspannaed“FutureTurs”transprtedesafelintthefutureinatieapsuleP183HehandeditteandiediatelhurriedethrughtasallrnearbfrarestP184HeasseptupinttheentreftheIfundlaterthattheirleavesprvidedthehuseithuh-neededxgenP188EverneillgettieasuhpersnalspaeasinflatsnlandP89nlhentherbtleanertuhesbetsanthebevedP9教材分析与教材重组 1教材分析本单元以“Lifeinthefuture”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。同时让学生学会过去分词作定语和作状语的不同用法。最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写 reprt。1aringUp 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的有个知识准备。2Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。为下面的阅读做了铺垫。3Reading 部分通过一封发自未来的电子邮，讲述了作者 LiQiang怎样安全到达“未来世界” ，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。阅读时要把重点放在“未来世界”生活与当今生活的不同点上。4prehending 部分设计了三个教学活动来加深学生对Reading部分的理解。第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。第二个活动要求学生通过阅读来判断 LiQiang对“未来世界”的态度是乐观的还是悲观的。学生要在文中找出支持自己观点的论据，尽可能说服别人。第三个活动让学生想象一下 LiQiang将会去参加哪些活动。这样既鼓励学生展开丰富的想象，又为 UsingLanguage部分的语篇学习做了铺垫。LearningabutLanguage 部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构过去分词作定语和状语，然后加以应用。6UsingLanguage 部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读 IHAVESEENAAZINGTHINGS一文，对 LiQiang旅行的第三站有个总体的印象，并能找出部分细节知识。7SUINGUP 部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。8LEARNINGTIP 部分告诉学生在讨论时记笔记的好处和方法。2 教材重组21 可将 aringUp,Pre-reading,Reading和 prehending整合在一起上一节精读。22UsingLanguage 中的 reading和 listening是LiQiangstraveltthefuture的延续，可将这两部分及 rb中的 LISTENING整合起来上一节听力。23 可将 LearningabutLanguage和 rb中的USINGRDSANDEXPRESSINS及 USINGSTRUTURES整合起来上一节语法。24将 rb中的 READINGTAS和 LISTENINGTAS结合起来上一节泛读，进一步拓展学生的思维和想象力。2将 UsingLanguage中的 speaing和 rb中的 TALING整合在一起上一节口语，鼓励学生对现在进行反思，对未来进行大胆猜测。26将 rb中的 SPEAINGTAS和 RITINGTAS整合起来上一节写作，同时对整个单元进行一个小结。3 型设计与时分配stPeridReading2ndPeridListening3rdPeridGraar4thPeridExtensiveReadingthPeridSpeaing6thPeridriting分时教案 TheFirstPeridReadingTeahinggals教学目标 1Targetlanguage目标语言 a重点词汇和短语nstantl,reind,vehile,arriage,bathr,teple,private,settleent,ipressin,nstant,et,previus,tablet,apsule,pening,surrunding,la,ahe,as,bend,press,sift,siftl,aster,sight,flash,sith,ptiisti,length,taeup,laf,lsesightf,seepup,athsightfb重点句式Thisissiilart,butiteansP17ell-nnfr,hisparentspan，alled“FutureTur”,transprtedesafelintthefutureinatieapsuleP18HehandeditteandiediatelhurriedethrughtasallrnearbfrarestP182Abilitgals 能力目标EnabletheSsttalabutthelifeinthepast,atpresentandinthefuture3Learningabilitgals学能目标HelptheSslearnhtdesribethelifeinthepast,atpresentandinthefutureTeahingiprtantdiffiultpints 教学重难点parelifeinthepast,atpresentandinthefuturehatislifeinthefuturelie?hathangesilltaeplae?Teahingethds教学方法Fastandarefulreading;asingandanseringativit;individual,pairrgruprTeahingaids教具准备AputerandapretrTeahingpreduresas 教学过程与方式StepIaringUpShsepituresflifeinthepast,atpresentandinthefuturettheSs,peridbperidFirstshthepituresflifeinhinainAD100T:Dthesepituresdesribeurdaillife?Ss:N,perhapsthedesribelifefananearsagT:GdThenanutellehatlifeaslienethusandearsag?Frexaple,lifeinAD3008S:LetetrPeplelivingatthattiedidnthavearsrplanesTherdehrsesrtarriagesS:ThedidnthaveeletriitS:ThedidntliveintallbuildingsShthepituresflifeatpresentT:Gd!hatabuturlifeatpresent?hatisitlie?S:urlifeatpresentisnvenienteliveinvariusindsfbuildings,andehaveltsfentertainentsetravelbanderntransprtatins,suhasars,buses,planesandetShthepituresflifeinthefutureT:Everdaeanearsspassagesabutlifeinthefutureinagazines,nespapersandsnPleaselatthesepituresandtrurbesttdesribehatlifeinthefutureillbelieS:LetehaveatrIthininthefutureeantravelthehlespaeinaspaeshipfreelAndperhapseanuniateithaliensS:Atthattie,IthintheearthillhavebeenpllutedsheavilthatnneanliveniteperhapsillhavetvettherplanetstliveThensetasenefrtheSsAspeialturguideT:NiagineuareringinaturpanhihhasustprtedaneindftraveltietravelurpanantransprtpepleinADXXtthepast,alsitantransprtpepleinthepastturitiesuarehsentbeaguidefrpeplehanttgbatthehinainAD100,andals4pepleinthatearanttvisitthehinainADXXHillurganizeurtrip?hatindfthingsilluintrduetthsepeple?GivetheSs2inutestdisussT:TiesupVlunteer?S:IfIatheturguidehilltaepeplebatthepast,Iillintrduethethehuses,theapeplelivedandtheirlthingBeausethesearequitedifferentfrurstda,IthinpepleillbeverinterestedintheS:Ifthepangivesethehanettaepeplelivinginthepastturitatpresent,IilltrbesttprvidetheanipressivetripIillintrduesethinghihisdifferentfrthingsinthepastttheFrexaple,transprtatin,TV,puterandbusinessBeausethesehavehangedgreatlastiegesbT:uhavedneagdbNpenurbsandturntpage17Pleaserinpairstdisusstheitesintheharthenufinished,pletethehartGivetheSsteninutes,andafterthat,hetheansersStepPre-readingGettheSstdisusstheprblesthathuanbeingsarefaingtdaaeapreditinabutthefuture:hihprblesabeslved,andhihillstillbethereThispartillpreparetheSsfrthetextT:eallnthatasursietdevelps,ehavegtuhbenefitButatthesaetie,ehavetfaeltsfprblesanufinduthatindfprbleshuanbeingsarefaing?S:PllutinS:PpulatinisbeinglargerandlargerS:TheshrtagefresuresT:es!Thenanupredithihprblesanbeslvedinthefuture?Andhihnesillstillbethere?S:Ithintheprblefppulatinillbeslvedinthefuture,beausenreandreuntrieshavebeguntntrlthebirthrateS:Ithintheprblesfpllutinandshrtagefresuresillstillbethere,andillevengetrseS:IdntthinsNsientistsallvertherldaretringtheirbesttdevelpneresuresthathuanbeingsanaeusef,suhasslarenergInpinin,theprblesanbeslvednebneStepReadingT:Npleasepenurbsandturntpage17LetsreadthepassageFirstIpressinsReaditquilandthentellehatitisabutSeveralinuteslaterT:ell,haveufinishedreadingthepassage?Ss:esT:huldliettellehatthetextisabut?S:Itsane-ailrittenbaanhhastaenupatriptthefutureT:GdThenlatthefllingsentenesTheareinrngrderAnneantelletherretrderfthesesentenes?AeeretransprtedintthefuturebafrtabletieapsuleBIarrivedatangPingsheandeverthinginhishuseadeesurprisedInatravelttheearAD3008DIhavefirsttrtasterahveringarriageS:-A-D-BT:Vergd!LetsgthrughthefirsttparagraphstgetherandgetthegeneralideafLiQiangstriptthefutureThenanserthequestinsnthesreenShtheseheingquestinsnthesreen1hdidIhavethehanettravelttheearAD3008?2hatisa“tielag”?3HdidIfeelhenIasintheapsule?4hguidestrip?hdidguidegiveesetablets?6htransprtedustthefuture?Afeinuteslater,hetheansersSapleansers:1Hetuptheprizehentheearbefre2“Tielag”eansapersngetsflashbasfrhispreviustieperid3Theseatsintheapsuleareverfrtable4friendangPingisguidetthefutureThetabletsuldhelpefeellessnervusandunertain6angPingsparentspantransprtedustthefutureT:nderfulDuanttnreabuthistrip?Npleasegthrughthethirdparagraphtgetsedetailsntheenvirnentinthefuturehenufinish,pleaseanserthefllingquestinsShthesethreequestinsnthesreen1HdidIfeelassnasIastransprtedtthefuture?2HdidangPingslvethisprble?3hatduthinhasausedthisindfprble?GivetheSs1r2inutestthinandtheandisussiththeirpartnersThenhetheansersSapleansers:1Aftertheriterastransprtedtthefuture,heashitbthelaffreshair2angPinggaveaasttheriterandhurriedhithrughtasallrnearbthavearest3Neareausingreandrepllutintthenature,thisillauseseriusprblestlifeinthefutureThisabetheausefthelaffreshairinthefutureT:hatilltransprtatininthefuturebelie?Arethereandifferenesbeteentransprtatininthefutureandthatatpresent?NpleasereadthefurthandfifthparagraphsandfindutsethingabutbthtransprtatinanddaillifeinthefutureAftertheSsreadtheparagraphs,asthethefllingquestins1hatdidangPingshusellie?2hatasthegreenalladef?hatsthepurpsefbuildingthisindfgreenall?3HanuprdueaTVsetinangPingshuse?Sapleansers:1Hishuseisalargebright,leanrIthadagreenall,abrnflrandsftlighting2ThegreenallasadeftreesTheleavesfthetreesillprvideuh-neededxgentthehuse3uanustflashasithntheputersreenandaTVsetillrisefrtheflrT:SeanseelifeinthefutureisuhrenvenientanduheasierthanurpresentlifeStepFll-upAtivitGettheSstparelifeatpresentandinthefutureFindutthehangesnseveralitesTrtdistinguishhihhangesaregdandhiharentgdandgivereasnsT:NletsaeapreditinabutfutureandseehatillbehangedinthefutureIillgiveu3inutestdisussinpairs,andafterurdisussinpleasefinishthefllinghartSapleansers:ItesLifeatpresentLifeinthefuturegdrbad?Reasns?EnvirnentAirpllutinandaterpllutin;resureshrtageThesituatinillgetrseandrseThedevelpentfursietillausehuanbeingtdevelpreandreresures;andthedevelpentfindustrillausersepllutinturenvirnentTransprtAirplane,ar,train,batandhelipterSpaeraft,tietravel,persnalflingarrbierenvenientEduatinPeplereeiveeduatininshlPeplereeiveeduatinntheInternet;anhsethesubetsandtheteahersthelieHaverehanestreeivedifferentnledgeHusesFlatsinhighrisebuildings;ithithensandbathrsz,dernflats,furnitureinallsandflrThenlettheSsdExx23npage19Afeinuteslater,hetheansersSapleansertEx3:IthintheriterhasanptiistiviefthefutureHeasverexitedhenhetraveledttheearAD3008anduldntbelieveitastrueFrthis,eanseeheiseagertgtthefutureThughheashitbthelaffreshair,theprbleasiediatelslvedbputtingnaasAndhetellsusthetransprtinthefutureisnvenienthenhearrivedangPingshe,hefundthereereantreesaftertheallved,andthesetreesprvidedthehuseithuh-neededxgenFinallhedesribedtheautatiequipentinangPingshuseAlltheabvehasshnhisviefthefutureStepHerRevietheesentenesinthetextTheSendPeridListeningTeahinggals教学目标 1Targetlanguage目标语言重点词汇和短语extrardinaril,atsphere,gravit,assistin2Abilitgals能力目标EnabletheSsttellthedifferenesbeteentindsfalienreaturesEnabletheSstunderstandthefailitiesin“nderrld”3Learningabilitgals学能目标HelptheSslearnhtprteaneinventinbanalzingdifferentsituatinsTeahingiprtantdiffiultpints 教学重难点ListenttheaterialabuttheneinventinandfindutitsspeialqualitiesTeahingethds教学方法Disussin;listening;perativelearningTeahingaids教具准备 Aputer,apretrandarerderTeahingpreduresas教学过程与方式 StepLead-inLettheSsdisussthefllingtquestins:1Duthintietravelispssible?2Ifuhavethehanethaveatietravel,hihplaesuldulietvisit?Andh?T:Gladtseeu,everneLasttieelearntsethingabutLiQiangstraveltthefutureItsfantasti,right?Inurdaillife,ealsreadltsfnvelsandathanfilsabuttietravelanunaesegreatviesabuttietravel?S:atrix!T:esGdDuthintietravelispssible?S:IthinitispssibleInthepast,pepleannttraveltthen,butntheanSiththedevelpentfsiene,abeneda,eantraveltthepastrtthefutureThisisquitepssible!T:Ifuhavethehanethaveatietravel,hereuldulietvisit?h?S:IanttvisitthespaestatinInthefuture,abeeillfindutsetherreatureslivingintherplanetsIuldlietuniateiththeandnsethingabuttheStepListeningTas1LettheSslistenttheaterialnpage23tieAfterlisteningfrthefirsttie,lettheansersesiplequestinsthetheirgeneralunderstandingT:enthatLiQianghadahanettraveltthefuture,tdaearegingtlearnhereheuldvisitDntpenurtextbsustlistenIillplathererdingfrutieFrthefirsttie,listentthegeneralideaListenagainandhetheansers1Han“nderrld”aesurethereisenughxgen?2Han“nderrld”aesurethereisenughater?3hatistheadvantageflivingin“nderrld”?4Duthinpepleillbehealthlivingin“nderrld”?h?Tas3DealiththeLISTENINGnpageT:ThereillbeltsfneinventinsinthefutureHereevegtaneindfquilthisitspeial?LetslistentthetapeandtrtfindituteanhileeshuldfindutherethesequiltsaresuitabletprtePlathetapefrtheSstieLetthedExx13npageandthenhetheansersStepHerAfterlass,lettheSslistentthethreeaterialsrepeatedlTheThirdPeridGraarTeahinggals教学目标 1Targetlanguage目标语言重点词汇和短语 siftl,unsettle,speedup2Abilitgals能力目标EnabletheSstusethepastpartiipleastheadverbialandthepastpartiiplesastheattribute3Learningabilitgals学能目标HelptheSslearnhtusethepastpartiipleastheadverbialandthepastpartiiplestheattributeTeahingiprtantdiffiultpints教学重难点DistinguishtheusagefthepastpartiipleastheadverbialandthepastpartiipleastheattributeTeahingethds教学方法 PratieTeahingaids教具准备Aputer,apretrandablabardTeahingpreduresas 教学过程与方式StepIrdStudThispartisanslidatinftherdslearntinthisunitAstheSstdtheExx12npages2021andexerisesinUSINGRDSANDEXPRESSINSinrbindependentlThenhetheansersStepIIGraarTheSsilllearntheusagefthepastpartiipleindifferentsituatinsTas1aelearttheSstheusagefthepastpartiipleastheadverbialT:Npleaselatthesentene:rriedabuttheurne,Iasunsettledfrthefirstfedas=AsIasrriedabuttheurne,Iasunsettledfrthefirstfedas过去分词作状语：用作状语的过去分词通常来自及物动词。过去分词用作状语时，修饰主句的谓语动词，意义上相当于状语从句，表示时间、条、原因、伴随状况等。过去分词作状语，前边往往可以加 hen,hile,asif,asthugh。一般说来，这种结构的逻辑主语必须与主句的主语一致。例如：heneverpraised,sheblushes（作时间状语）=heneversheispraised,sheblushesUnited,estand;divided,efall（作条状语）=Ifeareunited,estand;ifearedivided,efallritteningreathaste,thisbisfullferrrs（作原因状语）=Beausethisbisritteningreathaste,itisfullferrrsarasreadingalvestr,pletellstttherantilife（作伴随状语）=arasreadingalvestr,andsheaspletellstttherantilifeAlthughbrninGeran,hnlivesandrsinUSA（作让步状语）=AlthughhnasbrninGeran,helivesandrsinUSATas2aelearttheSstheusagefthepastpartiipleastheattributeT:Npleaselatthesetsentenes:1Iflledhitlletahveringarriagedrivenbputer=Iflledhitlletahveringarriagethat/hihasdrivenbputer2Trruillbereadfrsevisitsrganizedbthepan=Trruillbereadfrsevisitsthat/hihasrganizedbthepan过去分词作定语：a 用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：eliesatinginthefrzenlaeintheinter=eliesatinginthelaehihhasbeenfrzenintheinterHanfinishedprdutshaveugtuptn?=Hanprdutsthathavebeenfinishedhaveugtuptn?来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义：aretiredrer=arerhhasretiredanesapedprisner=aprisnerhhasesapedafaded/itheredfler=aflerthathasfaded/itheredfallenleaves=leavesthathavefallentherisensun=thesunthathasustrisenareturnedstudent=astudenthhasreturnedvanishedtreasure=treasurethathasvanishedb用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这明相当于一个定语从句。例如：Thingsseenarebetterthanthingsheard=Thingsthat/hihareseenarebetterthanthingsthat/hihareheardThelbsterbriledverharalasdeliius=Thelbsterthat/hihasbriledverharalasdeliiusThenlettheSsdExx14npages2021andexerisesinUSINGSTRUTURESinrbtnslidatehatthehavelearntAndhetheansersIftieperits,lettheSslearnthefllingusagefthepastpartiipleinthelass过去分词作表语：过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如 g,e,asseble等，它们用在联系动词之后，表示完成意义，无被动意义。例如：TheanledquitedisappintedHeisgreatldisuragedbherrefusalHishairisnearlallgne已经形容化了的过去分词大多可作表语，常见的有:aplished,aazed,aused,astnished,bren,lsed,pleted,pliated,nfused,rded,devted,disappinted,disuraged,drun,exited,frightened,hurt,interested,lst,satisfied,surprised,rried等。过去分词作宾语补足语：asee,hear,feel,find,thin等表示感觉和心理状态的动词可以带过去分词作宾语补足语。例如：TfundhiselfinvlvedinanaardsituatinIsaTdressedlieabeggarinthestreetEverbdthughttheathlstuntilthelastinutebae,get,have,eep等表示“致使”意义的动词可以带过去分词作宾语补足语。例如：IhavelthesashedeverdaDntgeturshedulehanged;staithusinthelassHestringtaehiselfunderstdPleaseeepusinfredfthelatestprielie,ant,ish,rder等表示希望、要求、命令等意义的动词可以带过去分词作宾语补足语。例如：edntliesuhtpisdisussedinlassIishthisprbleslvedthiseeStepHerT:Afterlass,pleasereviehatevelearntthislassanddreexerisesThenprevietheREADINGTASinrbTheFurthPeridExtensiveReadingTeahinggals教学目标1Targetlanguage目标语言 a重点词汇和短语iitate,spin,shuttle-subarine,destinatin,sensr,beessentialfr,ntatb重点句式TheseabttisdeepandthisaesitdiffiulttP8nltherbtleanerillbeabletvebetsP82Abilitgals能力目标EnabletheSstdisussthepssibilitiesandthediffiultiesflivingunderthesea3Learningabilitgals学能目标HelptheSslearnhttalabutthepssibilitiesandthediffiultiesflivingundertheseaTeahingiprtantdiffiultpints教学重难点TalabutthepssibilitiesflivingundertheseaTeahingethds教学方法Fastandarefulreading;asingandanseringativit;disussinTeahingaids教具准备AputerandapretrTeahingpreduresas 教学过程与方式StepIaringupLeadinthetpibdisussingthepssibilitiesflivingundertheseaEnuragetheSstusetheiriaginatinsT:Haveueverathedthevie“TheLittleeraid”?Duliethesea?IselflietheseaveruhIalasthinthathgreatitillbeifIhavethehanetliveunderthesea!Duthinlivingundertheseaispssible?h?NpleaserinpairstdisussthethreequestinsnthesreenShthefllingquestinsnthesreenandhldadisussin1Duthinlivingundertheseaispssible?2hereareugingtliveunderthesea?3Intheunderseaities,hatequipentsduthinareneessar?Teninuteslater,asseSstanserthequestinsT:Haveufinished?huldliettellusurpinin?Vlunteer?S:IthinitspssibleabeinthefuturesientistsillinventseindfequipentthataesitpssiblefrhuanbeingtliveundertheseaT:Ifitispssible,hereareugingtliveunderthesea?ThereisallaterandfishesarunduS:abeinaspeialequipenthihillprvideusuh-neededxgenandanflatintheaterInthataseeantravelintheseatenthenderfulvieftheseaT:GdIfuaregingtliveunderthesea,hatindfequipentduthinisneessarfrurliving?S:xgenprvisinandleaningahineabeneessarStepReadingDealiththepassagenpage8T:Frhatusaid,InallfuarelingfrardtlivingundertheseaNapanustprvidestheverservie!Pleaseturntpage8andreadthepassageRISINGTAHALLENGELetsseehatthelifeillbelieinthisunderseaithenufinishreading,pletethesentenesnthesreenGivetheSs3inutestgthrughthehlepassage1Theunderseaitissfrtablethatitisdesribedas_2Theunderseaithasthefllingadvantages:a_b_d_T:anufindutsesuitablesentenesrrdstfillintheblans?hatretheadvantagesflivingunderthesea?S:Theunderseaitissfrtablethatitisdesribedas“asiladventure”S:Theunderseaithasthefllingadvantages:aeasntatiththelandsurfae;brepersnalspae;pletepersnalseurit;dnhuserrriesT:ThatsgreatuallhavegtthegeneralideafthepassageNletslintsedetailedaspetsftheunderseaitFirstletslatitsntatiththelandsurfaehuldliettelleattheverbeginning,hatindfprbleerethefaing?Andhastheprbleslved?S:TheseabttissdeepthatitshardtntatiththelandsurfaeButlatertheinventedthene-persnrfailshuttle-subarineshihillalasbereadttaepepletthesurfaeT:SinthatasepeplehliveundertheseaaneasilntatiththelandsurfaeThen-paringithlivingnland,hatadvantageduthinanattratpepletliveunderthesea?S:eangettieasuhpersnalspaeasinflatsnlandT:Gd!Thenhatindfspeialequipentillbeprvidedsastrealizealltheadvant