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Unit 7 Will people have robots?
Period 1 Section A 1a-2c
Teaching aims:
1. Students learn to talk about future intentions.
2. .The students will be able to learn the words and phrases:
will , won’t , in the future, predict, prediction, paper, live to be , world peace, there
will be , there won’t be …
3. The students will be able to use the expressions:
(1). What will the future be like ?
(2). People will live to be 200 years old.
(3). People won’t go to work in 100 years.
(4). Will people use money in 100 years?--- Yes, they will. ---No, they won’t.
(5). There will be more free time in the future.
(6) There won’t be much pollution in the future.
(7)There will be more/ less/ fewer …
Ability aims:
1.The students can use the questions to get information to improve their listening and
speaking abilities.
2.To train the students’ cooperation with their partners.
Key and important difficult points:
A. Vocabulary
B. Target language
(1). What will the future be like?
(2). People will live to be 200 years old.
(3). People won’t go to work in 100 years.
(4). Will people use money in 100 years?--- Yes, they will. ---No, they won’t.
(5). There will be more free time in the future.
(6) There won’t be much pollution in the future.
(7)There will be more/ much/less/ fewer …
C. Grammar: The simple future tense.
Emotional aims:
To help the students to make their future plan and play a part in saving the earth!
Teaching procedures:
Before class: Students learn by themselves.
Step 1 Warming up.
1. Listen to a song.
2. Show the title.
Step 2 New language presentation.
1. T: What will I be in 20 years ?
I will be a grandmother. I won’t be a teacher in 20 years.
won’t= will not (将不会)
Write; I will be..
I won’t be…. won’t= will not (将不会)
2. Pair work.
A: What will you be in 20 years ? B: I will be a/ an __________.A: How will you do that? B : I will ____________.
Write : I will practice playing basketball.
3. T; What will our life be like in 100 years?
(1). Demonstrate; Learn and read.
(2). Students learn in their group.
(3). Read.
Step 3 Work on 1a.
1. Read the sentences.
2. How will the world be different 100 years from now? Read the predictions in 1a.
Check A for agree or D for disagree.
3. Show their answers: I agree /disagree that ____________________.
Step 4 Work on 1b.
1. T: Now listen to the recording and circle the predictions you hear in 1a.
2. Play the recording for the Ss to listen and circle the predictions.
3. Play the recording again.
4. Check the answers with the Ss.
5. Read .
Step 5. Pair work.
1. Let Ss read the first conversation in 1c after the teacher.
2. Then let Ss ask and answer questions about the predictions in 1a. Then make their
own conversation.
3. Let some pairs ask and answer about their conversations.
Step 6 Step 2 New language presentation.
T: Make more predictions.
Structures :
Will there be more schools? Yes, there will. / Yes, there won’t.
There will be more people.
Step 7 Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should
listen and circle the words in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make
sure they know what to do.
2. Play the recording for the Ss to check the predictions they hear.
3. Play the recording again to check the answers.
Step 8 Game.
Predict the world in the future. You can make predictions about 2 or 3 things such as
the robots, the schools and so on.
We will…
We won’t…
There will be more/ less/ fewer …
Step 9 Summarize and do some exercises.板书 Unit 7 Will people have robots?
：
Period 1 Section A 1a-2c
I will be..
I won’t be…. won’t= will not (将不会)
A: Will people use money in 100 years?
B: No, they won’t. Everything will be free.
Will people live to be 200 years old?
A: Yes, they will. People will live to be 200 years old.
Will there be more schools? Yes, there will. / Yes, there won’t.
There will be more people.Period 2 Section A 2d-3c
Teaching aims:
1.The students will be able to learn the words and phrases:
future，pollute, environment，planet，earth，play a part，world peace, sea, sky
2. The students will be able to use the expressions:
(1) A: Will you live to be 200 years old? B: Yes, I will. / No, I won’t.
(2) Kids will study at home on computers.
(3) They won’t go to school.
3. The students will be able to use “more, less, fewer”.
(1) There will be more cars.
(2) There will be more pollution.
(3) There will be less free time.
(4) There will be fewer trees.
Ability aims:
2.The students can use the questions to get information to improve their listening and
speaking abilities.
2.To train the students’ cooperation with their partners.
Key and important difficult points:
A. Vocabulary
B. Target language
D. Grammar: The simple future tense.
Emotional aims:
To help the students to make their future plan and play a part in saving the earth!
Teaching procedures:
Before class: Students learn by themselves.
Step1: Warming up ----Listen to a song.
Step2: Lead—in
1. Show the pictures and talk about the earth.
What will the earth be like in ten years?
New words: pollute, environment, planet., earth, in great danger, play a part.
2. What will you do for the earth？
I will…
Step 3: Work on Section A 2d.
1. Read the conversation quickly and answer two Qs.
2. Listen and repeat. Then read aloud for 5 minutes to recite.
3. Role--- play the conversation.
4. Make their own conversations.
Step 4 Grammar focus.
1. Show the sentences and think, What are the rules?
仔细观察例句，体会并写出画线部分的时态结构，并翻译时间状语。
2. 【探究总结】1).含义：表示_______某个时间要发生的动作或存在的状态，也表示将来经常或反复发生
的动作。
2).构成：
(1)肯定句：主语+will+_________
(2)否定句：主语+will+___+动词原形
(3)疑问句：___________________+主语+动词原形
3).时间状语：___________, ________week/month/year,
______ the future，______+一段时间等。
3. 仔细观察例句，体会并总结蓝色部分的时态结构，并翻译红色部分。
结构：there will be 意思是___________________________
fewer+__________ less+___________ more+____________
Step 5:Work on 3a.
1.Tell Ss read the conversation in 3a and try to fill in the blanks with more ,less or
fewer.
2.Methods
3.check the answers
4.Let Ss read the sentences and try to remember the sentences.
Step 6:Work on 3b:complete the predictions.
1.Let Ss read the beginning of the sentences, understand each sentence.
2.Let Ss complete the sentences.
3.Let Ss share the answers ,and find and correct errors.
4.Let some Ss talk about their sentences.
Step 7 A game.
All of us want to have a good environment. Everyone should play a part in saving the earth.
What will you do to protect(保护)it?
Step 8 Summarize and do some exercises.Period 3 Section B 1a-1e
Teaching Aims
1) The students will be able to talk about the life in the future.
2) The students will be able to talk about the life now, in the future and in
the past.
Language Focus
The students will be able to use the following words and sentences properly in
given situations;
1) astronaut, rocket, space station, apartment
2) What will your life be like in the future?
What is your life like now?
What was your life like 10 years ago?
Ability goals
Enable the students to talk about their future life.
Improve students' speaking ability.
Train students' communicative competence.
Train the Ss abilities of memory, and creation.
Emotion & attitude goals
Enable the students to enjoy a vision of the future life.
Difficulties
1) The students might find it difficult to read the words: astronaut,
apartment.
2) The students may find it difficult to use the sentences in three kinds of
tenses.
Teaching Procedures & Activities
Step1: Warming- up:
T: Hello, everyone! Nice to meet you. First let’s enjoy some nice photos.
Watch carefully please, and tell us the jobs.
T: What kinds of jobs are they? (Show all the jobs in PPT) Read the words
together.
They can be ended with “ist, er, or”
T: What will you be in 10 years?
S: I’ll be…
T: How will you do that? (Ask and answer in pairs)
Step2:Lead-in
1.T: (Show Ss a picture of an astronaut): Look! What’ s her job?T: Yes, she’s an astronaut. How did she go to the moon? Yes, she went to
the moon by rocket. She flew rockets to the moon. Do you know other words
of transportation?
( show some words of the transportation through the mind map)
2.T: I think I’ll go to work by subway in the future. How will you go to work in
10 years? (Ask and answer in pairs)
3. T: By the way, where will you live in 10 years?
S: I’ll live in…
T: Where will I live in 10 years? Can you guess? I’ll live in a big house.
But now I live in an apartment. How about the astronauts? They’ll live on a
space station.
Will we live on a space station in the future? Maybe some day we will.
Step3:Pair work
T: Now let’s imagine what our life will be like in 10 years.
Imagine like this in pairs.
Step4:Listening
1. T: Good job. Another two students are talking about their lives too. Let’s
predict what they are talking about. In picture I, they are talking about a
photo. In picture2, Joe will go to other planets, he’ll go there by rocket. In
picture 3, they may be at the party.
2. T: Now let’s listen and number the pictures. (check the answers)
3. T: Listen again and fill in the blanks. (1d)
Step5:Imitation
1. T:OK. This time listen carefully and pay attention to the underlined
sentences and words.
2. T: Read the conversations together.
3. T: Turn to page P102,and read the conversations loudly by yourself.
4. T: Let’s talk about Joe’s life.
Step6: Finish 3a
T: How about Jill’s life? What will she be like in 20 years? Please fill in the
blanks with the words in the box.
Step7:Pair work
T: What will your life be like ?
Let’s make a conversation in pairs. The form may help you.
Step8: Homework
1.Read three conversations more time after class.
2.Write a report according to your conversation.Period 4 Section B 2a-2e
Teaching aims: After this lesson, students will be able to
1. understand and use the following vocabulary : already, human, dangerous, factory,
disagree, even , shape, inside, possible, impossible, hundreds of, fall down,
believe.
2. Can summarize the main idea according the first sentences of each
paragraph.
3. talk about the shapes and abilities of robots. .
4. improve their abilities of predicting and imagining.
5. improve their reading skills by skimming, scanning and careful reading.
6. have a good understanding of the article by using KWL reading strategy and doing
critical reading.
Ss will be motivated to have the proper aims and they will be encouraged to work
hard to achieve their dreams.
Ability goals
Enable the students to talk about their future life.
Improve students' speaking ability.
Train students' communicative competence.
Train the Ss abilities of memory, and creation.
Emotion & attitude goals
Enable the students to enjoy a vision of the future life.
Step Teacher’s Activities Students’ Activities Notes
1.Introduction & (1) T plays a video (1)Ss watch the To activate Ss prior
warming up of robot video clip. knowledge of robots
(2) T asks:Which
year is it in the .
film?What will the
robots look like in
(2)Ss listen to the
2035?What will the
teacher and reply to
robots do in 2035?
T’s questions.
(3)
(3)Ss share what To familiarize thethey know about
T writes their words robots. students with the topic
on the Bb. they will learn.
2. Pre- reading T shows the title and Ss think individually To prepare the
the picture in 2b and write down the students for the
and let Ss predict questions in the reading and provide
what they want to KWL chart. the questions for the
read about robots in later summary.
the article. To improve Ss’
ability of predicting.
3.While- reading 1.Skimming: T asks 1.Ss read the text To help students find
Ss to read fast and individually and try to out the main topics of
match the questions finish the activity. the text and have a
in 2b with the (They may have to good understanding
paragraph. explain.) of what they are
(T may ask them to reading.
explain why.)
3.While- reading 2. Careful reading: (1) Ss read and
(1)T asks the Ss to answer the questions, To help students get
read and answer and have a better understanding
questions. competition. of the detailed
information in the text
by scanning.
4.Post- reading (2) Memory test. (2)Ss complete the To make Ss have a
(3) Without looking exercises better understanding
at the books and of the article and
write T or F . Then improve their
complete 2c. reading and thinking
abilities by doing
critical reading.
2.Imagine: Ss work in groups To improve Ss’
of four and try to abilities of imagining
(1)discuss what complete the task and develop their
kind of robot they together. Then show cooperative ability.
will have in the their work to the To make them learn
future. class. to use the key
vocabulary and
sentence structures in
What does it look
their writing.
like?
What can it do for
you?
T: Who is the most
creative?
4.Critical reading: 1.Ss read Para. 3
5.(1)T asks Ss if all and tell two
the scientists agree different opinions
about what robots from scientists.
will be able to do
in the future.
Get Ss to tell twodifferent opinions
from scientists and
pay attention to the
sentence structure:
…believe that…/ …
think that…
(2)Ss discuss with
(2) Ask Ss which their partners and
side they agree with then show their
and why. opinions and explain
the reasons.
1.Reflection: T asks Ss write down what To train Ss’ ability of
Ss to think about what they have learned and thinking back and
they have learned and try to use their own summarizing what
check whether all the words to summarize they have learned.
questions they wrote what they have
at the beginning are learned.
answered in the
reading text.
5. Summarize 1. Summarize： What Summarize what
have you learned? they have learned.
2.Then get them to Then finish 2d.
finish 2d.
6. Assigning after- (1) Oral: Read the
class task (1 min) article aloud.
(2)Written: Write a
short passage about
their ideal robot.Period 5 Writing
Language goals
1） Words & expressions
Revise the words of jobs, homes, transportation etc
2） Key sentences
I will be…/I want to be…
Ability goals
Enable the students to talk about their future life.
Improve students' speaking ability.
Train students' communicative competence.
Train the Ss abilities of memory, and creation.
Emotion & attitude goals
Enable the students to enjoy a vision of the future life.
Strategy goals.
Write correct sentences.
Culture awareness goals
Let the students pay attention to the proper use of conjunctions in order to make
the article coherent smooth
Part IV Teaching importances and difficulties
Teaching importances:
According to what they fill in the form of content in 3 b, to imagine their life,
work, family, free time activities, around their living environment, etc Teaching
difficulties: The Passive Voice.
Teaching difficulties:
How to make the sentences differnet, longer and better.
Part V Teaching methods
Task-based teaching, mind mapping ,writing.
Part VI Teaching equipment
overhead projector
Part Ⅶ Teaching Procedure
St Teacher’s Activities Students’ Aims
ages What will the T do? Activities Purpos
What will es of stagethe Ss do?
Step I Ask a student to give a spoken Enjoy the spoken Arouse the Ss’
Warming up English-about the future job . English and know the interest in topic by
topic they’ll learn this listening.
class.
Step II 1.Ask the students to read the 1.Read the passage. Get the Ss to enjoy
Reading passage about Jill’s future life. 2.Know some others’ future life
2.Ask the students “ What information from the and learn to
information can we find in Jill’s passage . summarize to find
future life. information.
Step III 1.Ask the students to list their List some information Get the Ss to make
Presentation own future life. about their future life. diffenent, longer
2.Ask the students to make Make sentences by and better
different ,longer and better saying. sentences to
sentences. improve their
speaking ability for
details
Step IV Show the topic and ask the Learn the writing skills. Enable the Ss to
Sum up students to sum up what they sum up what they
learned. learned.
Step V Ask the Ss to write about their Write the passage. Let the students'
Writing future life according to 3b. comprehensive
language knowledge
Step Ⅵ Choose a few students wrote article Appreciate others' Learn to appreciate
Show time to show. articles, and points out the good in passage.
mistakes in grammar.
Step Ⅶ 1.Discuss the passage in groups. 1.Choose the best Improve the Ss
Homework 2.Finish the exercise. sentenses. writing ability.
2.Finish the exercise. Consolidate the
grammar
