Unit7 Will people have robots
Section B (1a-1e)
Teaching Goals:
一、功能：Make predictions about the life in the future.
A: Where will you live B: I will live on a space station.
二、常用词汇和表达：
Learn to use the words and phrases (astronaut, rocket, apartment, space station).
三、文化知识：
Know more about the life in the future.
Make the best of today, and you’ll succeed tomorrow.
(目标引领：从功能、词汇和常用表达及文化知识三个方面阐述了本节课的教学目标，层次清晰，一目了然。)
Teaching and learning steps:
Step1. Pre-listening activities
1. Preview
Translate the following Chinese into English.
Ask the students to translate the following Chinese into English. First ask the students to put them into English orally, then write them down without looking at the text.
(1) 住在公寓里 (2) 乘坐火箭去……_____________
(3) 住在太空站 (4) 一位宇航员_________________
Ask the students to translate the following sentences.
(1) 我将会乘坐火箭去月球。______________________________________
(2) 我将会住在太空站里。________________________________________
（【设计意图】:本节课是一节听说课，课前对文本中的重点短语和句型有所了解，能够帮助学生更好的完成听力、对话练习，课上有针对性的听讲，更能培养学生的自主学习能力,还可以根据检测结果，以学定教。）
2.Warming up and lead-in.
T: Boys and girls ,which year is it now Do you know Ss: It’s 2013.
T: What’s your job now？ Ss: I am a student.
T: Yes, You live in Yicheng and study in Oriental International School, right Ss: Yes.
T: Great! Do you want to have a prediction about the future Ss: Yes.
T: Now, let’s have a prediction. (Point to one student)
You, please. What will you be in the future
S1: I will be a/an… S2: I will be a/an… S3: I will be a/an…
S4: I will be an astronaut.
T: You will be an astronaut in the future. Where will you live
S4: I will live in an apartment.
S5: I will live in/on… S6: I will live in/on… S7: I will live on a space station.
T: You’ll live on a space station, how will you go to work
S7: I will go to work by rocket.
S8: I will go to work by… S9: I will go to work by… S10: I will go to work by…
T: Boys and girls, just now, we talked about our life in the future. Please look at the 3 pictures. This is Alexis, this is Joe. The first picture, whose photo is it
Ss: Maybe it’s Joe’s picture.
T: The second one, Alexis and Joe are lying on the grass, who is the man flying in a rocket Please guess.
Ss: He is Joe.
T: The third one, where are they now
Ss: Maybe they are in a party.
T: Are you answers all right Please listen to the recording and get the main idea of the conversations.
（【设计意图】：通过谈论学生现在的职业、居住地，过渡到谈论学生的未来，通过“接龙游戏”操练句型I will be a/an…/I will live in/on…/I will go to work by…和表示职业、居住地以及交通方式的单词。即在句型中操练相关单词，比直接让学生写单词效果好。在听听力之前，引导学生观察课本中的三幅图，让学生对听力内容有所预测，然后通过听听力，判断自己的预测是否正确。）
Step2. While-listening activities.
Listening Practice I
1.Listen for the general idea听取大意
The main idea of the conversations is to talk about______.
A. their jobs B. their living places
C. their life at present , in the past and the future
（【设计意图】:让学生通过听录音整体感知，并找出谈论的主旨大意。听听力之前要对学生进行相关听力策略（在听听力之前先仔细审题，找出需要听的关键词，即用下划线标注的词）的指导。这样能提高学生整体理解听力内容的能力，并能提高学生的听力效能。）
2.Listen for the specific ideas听取细节
Task1. Listen and number the pictures (1-3).
T: From the conversations we know they are talking about their life at present, in the past, and the future, can you number the pictures 1to 3
Ss:Yes, 2,3,1.
（【设计意图】:听听力之前，让学生对三幅图进行了预测，并且通过听大意了解到这三段对话是描述的现在、过去和将来的生活，因此给三幅图排序，在听完大意之后，学生能够直接说出，比较简单。）
Task 2.Listen and fill in the blanks with the correct verbs. (见课本52页 1d)
T: Great! You are so clever! Next, let’s listen to the recording again and fill in the blanks with the correct verbs. Can you find some rules of the 8 verbs For example, “am, like, work” they are Simple Present Tense, they are used to describe the things at present. Can you find out the words that are used to describe the things in the past？
Ss：Yes. “lived and took”.
T: Great! Can you find out the words that are used to describe the things in the future？
Ss：Yes. “will be, will live and will fly”.
T: Well down, now let’s look at the sentences of 1d on P52. We can see the first answer has been given. “live in an apartment”is a phrase. Can you guess more phrases in the other sentences
T: Great! Now please listen to the recording carefully and fill in the chart with the correct verbs. If you want to get the answers quickly and correctly, please pay more attention to the words in blue.
(After a few minutes.)
T: Have you finished
Ss:Yes.
T: I get some students to show your answers.( Ask 3 students to show their answers.)
（【设计意图】:做1d之前，先引导学生观察给出的8个动词的特点，然后对学生进行听力策略指导：即猜测8个句子中有可能出现的短语，比如：take the train,由此可以判定第5题，只能填took，根据短语fly rockets to, live on a space station可知第7题填will fly,第8题填will live.另外，认真观察的学生会发现：前三个动词对应的是前三个句子，中间两个动词对应的是第5、6句，最后一般将来时的动词对应的是第6、7、8句，这样很容易就把答案写出来。）
Task3. Listen and fill in the chart.
T: Well done! Please listen to the recording again and fill in the chart. First, let’s listen to Conversation 1 and fill in the blanks of “The life at present”.
Conversation 1:
The life at Present
Places to live Places to work Job
1.I live in ___ __________ across the street from Highville. I work near here, too. 2.I am a computer ___________.
T: Next, let’s listen to Conversation 2 and fill in the blanks of “The life 10 years ago”.
Conversation 2:
The life 10 years ago
Places to live Places to study Transportation
3. I lived in a ______with my parents in Greenville. 4. I went to______ here in Highville, though. 5. I took the _____to school.
T: Next, let’s listen to Conversation 2 and fill in the blanks of “The life 10 years ago”.
Conversation 3:
The life in 10 years
Job Transportation Places to live
5. I will be an ___________. 6. I will fly________to the moon. Maybe I’ll also fly to other planets. 7. I will live on a _____ _______.
T: Do you think it is easy or difficult for you
Ss:…
（【设计意图】:设计表格让学生填空，一是为了进一步巩固听力中所出现的表示职业、居住地和交通方式的词；另外也是为了输出环节的复述听力内容做铺垫。）
Step3.Post-listening activities.
T: Next, let’s listen to the recording again and repeat after it, pay more attention to your pronunciation and intonation.
Task1. Listen and repeat.
Alexis: Joe, what do you think your life will be like in 10 years
Joe: I think I’ll be an astronaut. I’ll fly rockets to the moon. Maybe I’ll also fly to other planets.
Alexis: Where will you live
Joe: I’ll live on a space station.
（【设计意图】:语音学习的主要方法是模仿，模仿在正音、训练学生语句重音的同时，还能培养学生的语音、语调以及对句子重音的把握。）
Task 2. Retell.
T: Just now, we listened to the conversations about Joe’s life at present, in the past and the future. Next, let’s retell his story. There are 2 choices here. Choice 1 is easy, Choice 2 is a little difficult. If you choose Choice 1 and retell it fluently, you can get one mark. If you choose Choice 2, you can get 2 marks. I will give you an example about “The life in 10 years”: Joe will be a computer programmer. It is kind of boring. He does the same things every day.
选做一：
选做二：
（【设计意图】:此环节设计了两种形式，选做二（ ）的思维树，适合优等生，让他们根据关键词来复述，训练他们的思维能力和语言表达能力。选做一（ ）的表格适合于中下等生，他们很难根据关键词来复述听力内容，而且很难正确使用动词的适当形式，但即便他们能根据表格中的短语把听力内容表述出来也是一种胜利！）
Task 3.Predict your future.
T: Boys and girls, just now we talked about Joe’s life at present, in the past and the future. Would you like to predict your future
Ss: Yes.
T: At first, I’ll show you my future.
T: Boys and girls, please work in pairs and show your future to your partner. One sentence, one point. Two sentences, two points. The more, the better.
（【设计意图】: 通过设计一个真实、贴近学生生活的情景，激发学生的学习积极性，让学生运用所学内容，来完成一个生活中的真实的任务。从而，达到了培养学生综合运用英语的能力，是知识转化为能力进而提高能力的重要环节。此环节老师先介绍自己的未来生活，学生生比较感兴趣，给出学生语言支架，让他们利用这个支架来描述自己的将来的生活，多数学生能够正确表达自己的想法，并能正确运用一般将来时态。）
Step4.Inquiry into knowledge by translation.
1. I live in an apartment across the street from here now.
本句谈论的是 的居住地，因此用了 时态。
2. We lived in a house in the country ten years ago.
本句谈论的是 的居住地，因此用了 时态。
3. I’ll live on a space station in ten years.
本句谈论的是 的居住地，因此用了 时态。
(【设计意图】:鼓励学生通过合作学习自己总结，引导学生观察、发现、归纳和掌握语言规律，形成有效的学习策略，必要时老师可以给予适当的点拨,落实了以学定教。）
Step5.Summary.
T: Great! All of you did a very good job. I am so happy today. Class, please think over what you’ve learnt this class
(Ask students to say the key words, phrases and sentences.)
T: Great! Can you tell me the date of today
Ss: It’s November 21st,2013.
T: Yes. We call it present. What was the date yesterday
Ss: It’s November 20th,2013.
T: We call it the past. What will the date be tomorrow
Ss: November 22nd,2013.
T: Yes. We call it the future. When we talked about sth. in the future, we should use…
Ss:Will +动词原形。
T：Great!
T:Boys and girls, if we study hard today, what will happen to you
S1: I’ll get good grades.
S2: I’ll …
T: I predict everyone of you will have a bright future! Make the best of today, and you’ll succeed tomorrow!
(【设计意图】:学生总结本节课所学内容，对本课所学重要内容进一步深强化巩固。同时培养学生的归纳总结能力，养成自主学习的习惯。在对学生进行知识教育的同时，也注重对学生的文化知识教育和情感教育。）
Step6.The end-of- class test当堂检测
（【设计意图】：当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。此环节设计了四种题型，从不同的角度考查学生的掌握情况。在学生做题时，给予一定的策略指导，如用所给词的适当形式填空，提醒学生注意其中的关键词，做翻译句子题，提醒学生先掌握里面的一些词组，然后再试着翻译整个句子，这样有利于提高学生做题的准确率。）
Step7.Homework.
You must:
1. Master the key words, phrases and sentences.
2. Finish 1a and 1b.
3. Preview 2a~2e.
If you can:
Write an article about your life in the future.
（【设计意图】： 分层布置作业，第一层作业帮助学生巩固本课所学基础知识和目标语言；第二层作业在此基础上，把所学知识运用到实际生活中，提高学生综合运用语言的能力，学以致用。）
优点：
1.在操练表示职业、居住地和交通方式的单词时，放在具体的语境中，采用“接龙游戏”的方式，学生乐于接受，调动了课堂气氛。
2.听力练习比较充分，注重了对学生听力策略的指导，消除学生对听力的“恐惧”心理，让学生能够高效做题。
3.在语言输出环节，设计任务时，兼顾优等生和中下等生，对他们提出了不同程度的要求：中下等生能够顺利完成所设计的任务，优等生在完成基本任务的基础上，发散思维，语言表达能力有了进一步的提升。
4.翻译探究环节，让学生先自主探究本节课的难点。自己思索之后，先写出答案，然后再以小组为单位解决自己的疑难问题，本节课内容比较简单，多数学生能够顺利写出答案。
5.每个环节之间都有过渡语，并且注意语言的抑扬顿挫，充分调动学生积极性。同时注重对学生的鼓励性的评价：“Great! Well done! Excellent!...”
6. 在课堂上关注每一个学生，尤其是学困生，尽可能的让每个学生都能听懂、学会、会学。
不足：
学生的预习检测环节做的不太好，因此在此部分留给学生的时间有些长，影响了后面的活动，最终当堂检测题没做完就下课了。由此说明，自己还是没有充分地“备好学生”，课前的预设工作做得不到位，路漫漫其修远兮，吾将上下而求索。将反思和努力进行到底！
使用建议：
1.第六单元学了很多关于职业的名词，本节课也涉及到了职业名词，因此，课前给学生分组时，可以采用职业名词进行分组。如果是在自己的班级讲课，可以采取如下加分方式，即：每个学生答对一道题，就奖励给学生一个字母，最终组成一句话：I predict everyone of you will have a bright future!
2.课前让学生做好充分的预习，这节课会学得很轻松，而且也能够降低听力的难度，因为预习检测部分的重要短语和句型对于做1d听力是很有帮助的。
3.在retell环节也是对于优等生和中下等生提出了不同的要求，设计了两种形式的训练题，学生根据自己的实际情况来选做，让优等生“吃饱”，中下等生“吃好”，不同程度的学生都能够在英语课堂上体验到成功的乐趣。通过上课效果来看，不少学生比较喜欢用“思维树”进行复述。
4.每个环节之间的过渡，老师的指令一定要清晰，要不学生会很茫然，不知所措。
Step1. Pre-listening
Preview 答案：
Phrases:
(1)live in an apartment (2) fly rockets to…
(3)live on a space station (4) an astronaut
Sentences:
(1) I will fly rockets to the moon.
(2)I will live on a space station.
Step2. While-listening
听取大意：C
1c：2,3,1
1d: 1.live 2. work 3. work 4. lived 5. took 6. will be 7. will fly 8. will live
Listen and fill in the blanks.
1. an apartment 2. programmer 3. house 4. school 5. train
6. astronaut 7. rockets 8. space station
Step4.Inquiry into knowledge by translation.
1. 现在； 一般现在 2. 过去；一般过去 3. 将来；一般将来
Step5.The end-of- class test当堂检测
2. did, go; took
3. will live on a space station
4. apartment; astronaut
5. We will fly rockets to the moon.
6. am; will beUnit 7 Will people have robots
第二课时 Section A 1a-2d
Teaching and learning Goals:
I.功能Make predictions. Learn to use “will do or be”to make predictions.
II.词汇和常用表达 Learn to express quantities with more, less or fewer.
III.文化知识：Learn about the pollution in the world today and try to play a part in saving the environment.
Teaching and learning steps:
Step I. Pre-listening Activities
1. Preview
1) Ask the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.
(1)在纸上 ______________ (2) 在100年后 ______________
(3) 活到200岁 ______________ (4)更少的人 ______________
(5)更少的污染 ______________ (6)又大又拥挤 ______________
(7)处于极大的危险中 ______________ (8)住在地球上 ______________
(9)植更多的树 ______________ (10)参与做某事 ______________
2) Ask the Ss to translate the following sentences.
(1)未来在家里人们将拥有电脑。
______________________________________________________________________________
(2)孩子们将不去上学。他们将在家里在电脑上学习。
______________________________________________________________________________
(3)--100年后人们会使用钱吗？--不，他们将不会。一切会是免费的。
______________________________________________________________________________
(4)--未来会是什么样子的？--城市会更拥挤、更受污染。将有更少的树，环境将处在极大的危险中。
______________________________________________________________________________
______________________________________________________________________________
(5)每个人都应该参与拯救地球。
______________________________________________________________________________
（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2. Lead in: A guessing game
(1)Show a picture of a robot. Ask the Ss “Will people have robots in their homes ” Let the Ss guess Yes or No. For example:
T: Look at the picture, please. What’s this Do you know
S1: It’s a robot.
T: Good Job! Then will people have robots in their homes
S2: Yes, they will.
S3: No, they won’t.
After that, write “ A:Will people have robots in their homes B:Yes, … will. / No, … won’t.” on the Bb and help the Ss understand what “will or won’t” means.
(2) Then show the other pictures to the Ss and have them try making the similar guesses in pairs with “A: Will… … B:Yes, …will. / No, …won’t.”
(3)Have the Ss make predictions with will or won’t in groups of four. For the picture about “robot”, lead the Ss to express like this:
(I think) people will have robots in their homes./People won’t have robots in their homes(,I think).
(4) Ask a few Ss to share their predictions with the whole class, pay attention to the usages of will or won’t.
3.Warming up：
(1)Get the Ss to read the predictions in 1a in silence quickly and check (√)A for agree or D for disagree.( If possible, it’s best for the Ss to describe how the world will be different 100 years from now with a few sentences.)
(2)Show the picture in 1a and ask the Ss to read the conversations in the burbles to learn about what the two boys are talking about.
T:Can you tell me what the two boys are talking about
S1:They’re talking about the study in the future.
S2: They’re talking about the life in the future.
T: Yeah! You did a very good job! Then do you know what the main idea of their conversation is Let’s come to 1b.
（设计说明：先给学生们创设易于理解的语用情景，并逐步引导学生在实际运用中初步感知如何畅想未来。）
Step II. While-listening activities about 1b
1. Listen for the general idea of 1b.
(1) Have the Ss listen to the two boys’ conversation and find out:
The main idea of the conversation is that ___________.
A .people will have robots in their homes.
B. kids will study at home on computers .
C. how our world be different 100 years from now.
(2) Ask: Who can tell us your answer And are you clear how many predictions are mentioned Now let’s listen again for the specific ideas of 1b.
2. Listen for the specific ideas of 1b.
(1)Ask the Ss to listen again carefully and circle the predictions they hear in 1a.
(2)After sharing the answers, ask the Ss to listen to the tape a third time and finish the tape scripts.
Boy 1:Do you think people will have ________ in their homes in 100 years
Boy 2: _______, I do. I saw a robot on_______, and it cleaned the __________.
Boy 1: Well, I ________ think people will use _______.
Boy 2: Do you think _________will be _______
Boy 1: Yeah, probably.
Boy 2: I think there will be only one ________ .
Boy 1: Only one country in the world Will there be world peace
Boy 2: I hope so.
Boy 1: I think kids _______ go to school. They’ll _______ at home on ________.
Boy 2: Oh, I disagree.
Boy 1: You do
Boy 2: Yeah, there will always be_________.
(3) Have one or two Ss share their answers, then show the correct answers to the Ss and ask them to correct their mistakes if there are any. Say: Are you clear your answers OK. Let’s listen and repeat together. Pay attention to your pronunciation and intonation. Are you ready
(设计说明：本部分的内容重在培养学生们听寻大意和听寻细节信息的能力)
Step III. Post-listening activities about 1b
Reading :Listen to the tape and repeat together and prepare for the pairwork.
Pairwork: Have the Ss ask and answer the questions about the predictions in 1a.They can work like the following example.
Have a few pairs share their conversations with the whole class. Then say: After the picture we know the world in 100 years will be quite different from now. Next we’ll meet four new friends. Do you want to know their predictions about the future Let’s come to 2a.
(设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过对话引导学生更好地理解一般将来时并内化语言知识。)
Step IV. While-listening activities about 2a and 2b.
1. Listen for the general idea of 2a.
(1) Show the picture of 2a to the Ss and ask them to listen to the tape about what the four Ss are talking about and find out:
The general idea of the conversation is about_________.
A. more people B. fewer cars C. changes 100 years from now.
(2) Ask: Have you got the answer Who can share with us
After checking the answer , say: After listening, we know there will be many changes in 100 years. What are they more or fewer people More or less free time ... ... Let’s go on with 2a and 2b.
2. Listen for the specific ideas of 2a and 2b.
(1) Ask the Ss to listen again carefully and circle the words they hear.
(2)Check the answers, then play the tape a third time and ask the Ss to check (√) the predictions they hear. (If possible, they’d better change the wrong ones into the right ones.)
(3) Play the tape a third time and ask the Ss listen carefully and fill in the blanks.
Ms. Steen: OK, now I want to hear everyone’s __________ about the _______.
Girl 1: Well, I think there will be _______ people.
Ms. Steen: More people OK What else
Boy 1: I think there will be _______ free time.
Ms. Steen: I hope not!
Girl 2 : Well, I think there will be ________ cars.
Ms. Steen: You do
Girl 2 : Yes, people will use the subway _______.
Ms. Steen: That’s a great idea. Let’s hear another prediction.
Boy 2: There will be _______ pollution.
Ms. Steen: That will be good for the _______!
Girl 1: I think there will be _______ trees. And cities will be really _______ and _______
because there will be a lot ________ people.
(4) Have one or two Ss share their answers, then show the correct answers to the Ss and ask them to correct their mistakes if there are any. Say: Are you clear the answers OK. Let’s listen and repeat together. Pay attention to your pronunciation and intonation. Let’s begin, OK
(设计说明：本部分的内容重在培养学生们听寻大意,和听寻细节信息的能力)
Step V. Post-listening activities about 2a and 2b.
1. Reading and retelling.
(1)Reading: Play the tape and ask the Ss to read 2a after the tape and prepare for the retelling.
(2)Retelling : Let the Ss fill in the blanks in the rewriting passage. First give the Ss time to finish it by themselves. Then the Ss do it with the teacher. Last choose one or two Ss to retell the conversation individually.
Here are the results of some students’ predictions about the future. On the earth there will _____ _______ people and ________ _______ time. Also, ________ will be ________ cars and people _______ ______ the subway ________. At the same time there will be ________ pollution. That will _____ good for the _______. There will be ______ trees, too. And cities will be really ______ and _________ because there will be a lot _______ people.
(设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。)
2. Pairwork.
1) First have two Ss read the conversation in the box in 2c .
2) Write the example on the Bb.
A: What’s your prediction about the future / What will the future be like in 100 years
B: I think there will be more/ fewer /less… …
A: Really I don’t think so. / Yeah. I think so . But I think there will be more/ fewer /less… …
3)Then show the topic picture and ask the Ss to talk about the different parts of our future according to the picture for about three minutes. Choose a few pairs to show their conversations to the whole class.
3.Reading:
1) Show the Ss two pictures of people now and in ten years to the Ss. Give the Ss an example:
I think there will be more people in ten years than now.
2) Then show the other pictures and have the Ss try describing the environment in ten years according to the pictures. Say: From your description, in ten years, there will be more people, more cars, more pollution and fewer tree. And the cities will be more crowded. So the environment will be in great danger. Do you think so Let’s learn 2d.
3)Have the Ss read 2d quickly and try to answer the two questions.
①What will the future be like according to the book about the future
②What can people do to save the earth
4)Have two Ss share their answers and the other Ss try to add and correct the mistakes they’ve made.
5) Play the tape and have the Ss repeat together and prepare for the perform.
6)Role-play the conversation in pairs, then a few pairs go to the front of the classroom and perform it to the whole class.
(设计说明：为学生们创设较为真实的语用环境，使学生们体会所学的语言是真实可用的。)
Step VI. Inquiry into knowledge by translation
Ask the Ss to look at the following sentences and try to summarize the language rules about the Future Simple Tense to make inferences and fill in the blanks.
1)Do you think there will be robots in people’s homes
2)--I think there will be more pollution.—Really I don’t think so. I think there will be fewer trees.
3)There will be fewer trees and the environment will be in great danger.
(1)以Do you think开头的疑问句，用于___________，答语通常直接对应Do you think后的______________内容。如:
--Do you think he will go there with us –Of course , _________.
(2)there will be意为____________, 这是there be句型的____________的陈述句肯定结构。有时还可以用“____________________________...”.如：将来动物会更少。
There will be fewer animals in the future.=____________________________________________
(3)I think … 用于不是确切地表达自己的_________.I don’t think so.意为___________________， 用来表示对别人的观点持有___________ 的看法。I think so.意为___________________， 用来表示对别人的观点持有___________ 的看法。
①--I think they will come back next week. --____________________ (我认为如此)
②--I think there will be fewer cars in the future. --____________________(我认为不是这样的).
(4) fewer 是_______的比较级，修饰__________名词。反义词为______译为 ______
less是_______的比较级，修饰_________名词。 反义词为______译为 ______ 如：
①今年雨水较少。 We have ________ this year.
②山上的数目将会更少。 There will be _______ trees on the hill.
(5)be in great danger意为 ________________.而 be dangerous 的意思是_______________如：①老人病得很重，他很危险。The old man is seriously ill, and he is _________________.
②树林中的老虎很危险，我们大家必须小心。
The tigers in the woods _______________. All of us must be careful.
（设计说明：教师要引导学生们运用他们从实践中的感知来尝试归纳语言规律，然后再给以必要帮助。通过小组讨论的形式可获得更为准确的答案。）
Step VII. Summary
Ask the Ss: What have you learned today Lead the Ss to sum up what they have learned like the following :
Step VIII. Exercises: the end-of- class test
I.Fill in the blanks with less or fewer.
______ robots ______ predictions _______ cars _______ free time _______ computers
______ people ______ pollution _______ trees _______planets _______water
II. Translate Chinese into English.
人们会活到200岁。 _________________________________________
我认为未来会有更多的污染。 _________________________________________
环境会处于极大的危险中。 _________________________________________
我们将不得不搬到其它行星上吗？ _________________________________________
我们可以少用水多植树。 _________________________________________
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step IX. Homework
1. Read 1b and 2a after the tape and recite them.( ★ )
2. Rewrite 2a into a short text. ( ★★ )
3. Preview GF-3c.( ★ )
本节课亮点：
1. 预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2.导入部分，先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中初步感知如何依据图片做出预测。
3. 最后的猜测游戏为学生们创设了较为真实的语用环境，使学生们体会到所学的语言是真实可用的。
4. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。
使用注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
2．导入部分，不必要求学生们就都能快速掌握一般将来时的用法，在接下的活动中学生们会逐步感知。
3.听力部分中的If possible 部分可根据实际教学情况删减。
Keys:
Step I. 1.1） （1）on paper（2）in 100 years（3）live to be 200 years old（4）fewer people（5）less pollution（6）big and crowded（7）bi in great danger（8）live on the earth（9）plant more trees（10）play a part in doing sth.
2）（1）People will have robots in their homes in the future.
（2）Kids won’t go to school. They’ll study at home on computers.
（3）--Will people use money in 100 years –No, they won’t. Everything will be free.
（4）--What will the future be like –Cities will be more crowded and polluted. There will be
fewer trees and the environment will be in great danger.
（5）Everyone should play a part in saving the earth.
Step II. 1.(1) C 2.(2)
2.(3) robots, Yes, TV, kitchen, don’t, money, country, won’t, study, computers, schools
Step IV.1.(1) C 2.(1)
2(2)
2(3) prediction, future, more, less, more, less, earth, fewer, big, crowded, more
Step V. 1.(2) more, less, free, there, fewer, will, use, more, less, be, earth, fewer, big,
Crowded, more
3.(3)①Cities will be more crowded and polluted. There will be fewer trees and the
environment will be in great danger.
②We can use less water and plant more trees .Everyone should play a part in
saving the earth.
Step VI.(1) 征求对方的意见或看法，宾语从句， he will，
(2)会有/将有,一般将来时，There is/are going to be, There are going to be fewer
animals in the future.
(3)看法，我认为不是这样的，不同，我认为如此，相同①I think so.②I don’t think so.
(4)few, 可数，more， 更多的，little，不可数，more， 更多的 ① less ② fewer
(5)处于极大的危险中，是危险的①in great danger ②are dangerous
Step VII. I. Fewer, fewer, fewer, less, fewer, fewer, less, fewer, fewer, less
II.1.People will live to be 200 years old.
2.I think there will be more pollution.
3.The environment will be in great danger.
4.Will we have to move to other planets
5.We can use less water and plant more trees.课题：Unit7 Will people have robots Section A(Grammar Focus- 3c)
Teaching and learning Goals:
1. 理解并掌握由will构成的一般将来时，并学会运用主语+will+v., There will be…句型预测未来的生活，世界和环境。
2. 能准确运用more, fewer, less修饰名词。
3. 能在语言规律认知学习的过程中，体会未来只可预测不能掌控，要把握当下，努力当下。
Teaching and learning steps
Step I. Review
Free talk
T: Hello, nice to meet you. How do you go to school
S1: I go to school by bus.
S2: I go to school by bike.
Guessing game.
T: I am a teacher, and I go to school every Monday to Friday. Let’s have a guessing game.
In the past, how did I go to work
Today, how do I go to work
In the future, how will I go to work
T: In the future I will go to work by this car, is it cool
Ss: Yes, it’s cool.
T: I won’t go to work by bus or BRT, they are too crowded. So, if we talk about future, we use S.+will(won’t)+v.( write it on the board)
（设计意图：通过自由谈话，引出去学校的交通方式，为guessing game做好铺垫。利用guessing game复习从前学过的时态，并让学生体会一般过去时，一般现在时和一般将来时的不同，从而引出今天的学习目标，由will构成的一般将来时态。）
Step II. Grammar focus
1. Present a picture about future.
T: Wow, our future will be cool. Look at the cars. They will …. Look at the buildings. They will be …. Look at the whole city. It will be …. Discuss with your partners and fill in the blanks of each sentence.
The cars _____ _____ in the sky.
The buildings _____ ____ taller.
The cities _____ ____ more crowded.
Check the answers.
(设计意图：展示一张关于未来世界的图片，教师引导学生观察飞在天空中的汽车，变得越来越高的高楼大厦，越来越美丽的城市，学生看图完成句子，体会一般将来时的结构和用法。)
2. T: Our future is great, and what will our life be like in the future Look at the pictures to make predictions about our future life.
Ss use … will(won’t) …to make predictions about our future life one by one.
（设计意图：运用由will构成的一般将来时看图预测未来的生活，复习SectionA所学的一般将来时态的句子。）
3. Pairwork:
A: Will…
B: Yes, …will. \ No, … won’t.
（设计意图：利用上图练习由will构成的一般将来时态的一般疑问句式。）
4. T: Look at other pictures. What will our world be like in the future
There will (won’t) be…
Ss use There will (won’t) be…to make predictions about our future world one by one.
（设计意图：运用there will be结构的一般将来时看图预测未来的世界有什么，复习SectionA所学的一般将来时态的句子。）
5. Pairwork:
A: Will there be…
B: Yes, there will. \ No, there won’t.
（设计意图：利用上图练习there will be的一般将来时态的一般疑问句式。）
6. future tense
T: What tense did we learn in this class
Ss: Future tense.
T: Complete the five sentences about future tense, and translate the time.
（设计意图：学生体会发现一般将来时的含义，结构和搭配的时间状语，为下一步的探究发现奠定基础。）
T: what’s the future tense
What structures does it have
What time can use future tense
(设计意图：教师提出问题，学生根据上面完成的五个句子讨论总结关于一般将来时的含义，构成和时间状语。通过教师的引导，学生自己通过探究总结出来的理论更有利于推动学生学习积极性。)
T: Let’s do some exercise about future tense.
(设计意图：理论联系实际有利于学生发现自己的不足，更有利于教师发现学生问题，及时补充知识或改变教法，体现以学定教。)
Step Ⅲ. Grammar focus
1.
T: Look at the two pictures about our future environment. Then look at the second picture carefully. There will be more …, more … but fewer… in our future environment. ( lead ss to say more cars, more buildings, fewer trees.) So what will our environment be like in the future Will it be better and better or worse and worse
Ss: It will be worse and worse.
(设计意图：通过现在环境和未来环境两张图片的对比，引出比较级fewer, less, more)
2. T: Why Let’s look at some pictures and see what will happen about our environment in the future
T: More trees will become fewer trees, so there will be fewer trees. Then I will ask some students to say the following pictures.
S1: More water will become less water, so there will be less water.
S2: Fewer people will become more people, so there will be more people.
S3: Less pollution will become more pollution, so there will be more pollution.
S4: Fewer buildings will become more buildings, so there will be more buildings.
(设计意图：通过五张对比图片，让学生体会fewer, less, more的不同用法。)
3. T: All of you did a good job. Look at the sentences you spoke just now. And observe the words fewer, less, and more. What do they mean And how do you use them First, let’s read the sentences together loudly.
（设计意图：通过一齐大声朗读刚才谈论过的句子体会观察fewer，less, more的不同用法，让学生归纳总结三者的含义和用法。有利于学生自主发现，自主归纳，教师只是起到引领作用，体现以生为本的教学思想。）
4. T: Open your book on P51, let’s do some exercise about more, less and fewer.
(Give ss 2minutes to finish it and then read the whole sentences to check answers.)
(设计意图：理论联系实际，通过做题发现学生的问题，让学生练习巩固所学知识。)
5. T: Complete the predictions with will, more, fewer and less.
（设计意图：综合运用所学知识，检验学生学习成果。）
Step Ⅳ: Consolidation
一、Discuss
T: Just now, we knew our environment would be worse and worse. But all of us want to have a good environment. Yes Now BRT is popular in our Zaozhuang city. What will happen if we use BRT more
Ss discuss with their partners and fill in the blanks.
二、Competition
T: Our earth is in danger now. Everyone should play a part in saving the earth. What will you do to protect(保护)it I’ll separate you into 2 groups, group1 and group 2. The group who gives more ideas within 2 minutes is the winner. You can’t repeat(重复).
（设计意图：设计活动，学生在生活实际中运用所学内容，既能提高学生学习兴趣，又能运用所学知识解决实际生活问题，让学生感受到英语的实用性。）
三、Our future- believe yourself
T: No one knows what they will be and what the future will be like, so just make sure you try your best today. Can you do that
Ss: Yes, I can.
（设计意图：通过音乐与文字的搭配，渲染学生情绪，让学生感受到今天所学内容不仅仅是毫无情感的语法知识，还可以鼓励学生把握当下，努力掌握未来。）
StepⅤ Homework
(设计意图：通过所学知识，学生预测枣庄的未来，并为使我们的枣庄变的越来越好，学生将要做些什么来使我们的预测变成现实。这个话题不仅可以让学生运用所学知识，还能让学生产生热爱家乡的情感。)
本节课亮点：
这是一节语法课，重点在让学生明白一般将来时的含义，常用结构，和与之匹配的时间状语，我在本堂课中尽量运用简洁的语言，引导学生回答相应的问题。在我的引导下学生通过三个活动总结三块知识点：①主语+will+v; ②There will be…;③fewer, less 和more的用法。课堂内容紧凑，思路清晰，活动多样。
幻灯片制作简洁，大方，清晰明了，让学生通过每一张幻灯片都能学到相应的知识，达到不同的目标，实现不同的程度。
3. 我通过话题、活动、练习题的设置，推动引领学生主动思考，自主探究，学生配合默契，说明无论话题、活动还是练习题的设置能完全符合学生的心理年龄特征，做到以学生为本，以学定教。
不足：1. 虽然整个课堂设计紧凑，过渡自然，但是由于课堂用语使用的不熟练，让课堂环节之间的衔接显的有点生硬。平时教学中应加强课堂用语的运用。
2. 由于口语的啰嗦，重复导致最后的比赛时间缩短，没能精彩完成。这方面，我在课堂过程中是无法自己体会的，我找我同事帮我用视频录了下来，当我重新反思最后的活动为什么没能按时完成时，我发现前面的讲课中，说话太啰嗦了，喜欢重复，喜欢解释，喜欢over and over again. 这方面也是平时养成的坏毛病，总是怕学生不明白。以后应避免这方面的缺点扩大化，做到每天少说一点点，给学生的时间多一点点。Unit 7 Will people have robots
第五课时Reading: Do you think you will have your own robot
Learning Goals:
一、功能：
使用“will + v. (动词原形)”谈论对未来的预测，描述自己想象中的未来蓝图。
二、词汇和常用表达：
Learn and use the expressions:
1.human, dangerous, already, factory, believe, disagree, even, shape, fall (fell), inside, possible, impossible, side, servant, over and over again, hundreds of, look for, fall down,
2.*Fewer people will do such jobs in the future because they are boring, but robots will never get bored.
*It will be difficult to make them really think like a man.
*Some scientists believe that there will be more robots in the future.
三、学习策略：阅读策略
1.依据文章题目和所给图片，预测文章内容。
2.通过略读(skimming)的方式，猜测文章大意。
3.借助关键词，通过寻读 (scanning)的方式，判断每一段段落大意，加深对篇章结构的把握。
四、情感态度：
通过讨论机器人的现在和未来，激发、培养学生们对未来的想象力，并鼓励学生们为实现美好的梦想更加努力的学习。
Teaching and learning steps:
Step I. Pre-reading activities
1. Preview
Ask the Ss to turn to Page 53 and translate the following phrases into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.
(1)像人类一样思考 ______________________________________
(2)人类服务员 ______________________________________
(3)帮助做家务 ______________________________________
(4)帮忙制造汽车 ______________________________________
(5)变得厌烦 ______________________________________
(6)使机器人看起来像人类 ______________________________________
(7)不同意某人 ______________________________________
(8) 多次，反复地 _____________________________________
(9) 花费数百年 ______________________________________
(10)有许多不同的形状 ______________________________________
(11)突然倒下；跌倒 ______________________________________
(12)寻找建筑物底下的人 ______________________________________
(13)似乎不可能 ______________________________________
(14)做简单的工作 ______________________________________
Ask the Ss to turn to Page 53 and translate the following sentences into Chinese.
(1) It will be difficult to make them really think like a man.
______________________________________________________________________________
(2) Some scientists believe that there will be more robots in the future.
_______________________________________________________________________________
（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2. Show the learning goals.
Before class, ask the Ss to go through the learning goals.
3. Lead in
(1)At the beginning of the class, tell the Ss “I want to introduce my special friend to you. See who he is ” Then show a robot to the Ss. Go on saying, “He is a robot. Let's watch a video to know more about him.” Play the video about a robot permforming the dance of “Gangnam Style”.
After that, the teacher can ask the Ss:
*–What does the robot look like –It looks like _______.(a human)
*–What can he do –He can _______. (dance)
After the Ss give the answers. Show the Ss other relative pictures one by one, in which some robots are doing different kinds of activities. Go on asking:
*–What can this robot do –It can ______.(cook)
*–What can the robot do –It can __________.(clean / sweep the floor)
*–What about this robot –It can__________.(water the plants)
After leading the Ss to answer what the robots in each picture are doing. Then tell the Ss:
*As you can see, these robots look like _______.(humans)
They can ____________(help with ) the housework.
They are like human ________.(servants)
Show another group of robots to the Ss and ask the Ss talk about them.
*– These robots are in different shapes. What do they look like
–They look like _________.(bird, frog, horse; /animals)
Tell the Ss that some animal robots can also help people. Then show a snake robot to the Ss and ask:
*–What does this robot look like
–It looks like ________.(a snake)
–What can it do
–It can ___________ in dangerous places.(help look for people)
If the Ss can’t answer the second question, the teacher can help them answer it.
Show another picture in which robots are building cars to the Ss and ask:
*–Can you see any humans in the picture – ______.(No)
*–What are building cars in the factory –_________.(Robots)
After the Ss give the answers, tell the Ss: As you can see, some robots are able to work in dangerous places. Some can do simple jobs over and over again, and they never get tired.
(2)Tell the Ss: We have only know a little about robots. Next let’s learn more about robots.
（设计说明：先用一段机器人跳江南style舞蹈的视频，激活学生们关于机器人的背景知识，并借助相关的图片进行问答，帮助学生们架构好与机器人相关的阅读语境，并在讨论中将一些重要的新词汇：shapes，humans，servants，factory，over and over again, help with house- work, look for people也特意融入其中，以帮助学生们在正式阅读前突破语言障碍。）
Step II. While-reading activities
1. Read the title and the picture for predicting.
(1) First ask the Ss to watch the picture on P53 carefully and answer the following questions:
*What are robots doing in the picture (Dancing)
(2) Then ask the Ss to read the tile “Do you think you’ll have your own robot ” and guess:
*What will you read in this article
(Possible answers: What can robots do now What do robots look like What will robots do in the future Stories about robots.)
Show Reading strategy---Predicting: “You can guess what you will read by reading the title and pitctures.”
Lead the Ss to learn to use the information from the title and the given picture to guess what they might read in the article.
2. Read the passage fast and silently to find the general idea.
(1)Ask the Ss to read the article carefully and find out the main idea of the whole article:
--What is the article about
--It is about ________.
A. What robots look like in the movies
B. What robots can do today
C. Robots’today (现状) and future
Show Reading strategy: When you look for the main idea, the first sentence in each paragraph can help you.
Before reading, ask the Ss to remember that when they look for the main idea, the first sentence in each paragraph can help them.
(The main topic sentences: When we watch movies about the future, we sometimes see robots. Today there are already robots woking in factories. Scientists are now trying to make robots look like humans and do the same things as we do. Some scientists believe that there will be more robots in the future.)
Check the Ss’ answers.
(2) Ask the Ss to read the article more carefully and find out the main idea of each paragraph:
First ask the Ss: How many paragraphs are there in the article (Four)
Then tell the Ss in each paragraph there is a question. Ask the Ss to go through the four questions, and match each paragraph with the right question it discusses.
Paragraph 1 Will robots think like humans in the future
Paragraph 2 What will robots be like in the future
Paragraph 3 What can robots do today
Paragraph 4 What are robots like in movies
Check the Ss’ answers. Ask one student how he / she found the right question for each paragraph. Use the words “in movies” in the first question as an example to lead the Ss to know when they see “in movies” in the first paragraph, they can make sure Paragraph 1is about “What are robots like in movies ”
Reading strategy:We can use the key words to look for answers.
Ask the Ss to go through the main idea of each paragraph.
Paragraph 1 What are robots like in movies
Paragraph 2 What can robots do today
Paragraph 3 Will robots think like humans in the future
Paragraph 4 What will robots be like in the future
3. Read the text carefully and silently to find the specific ideas读取细节
(1) Ask the Ss to use the way of using key words to find out “What can robots do today”, ask the Ss to use the key words to look for the answers.
*Robots can build ________ in factories.
*They can do ________ jobs many times and never get bored.
*Some can ________ and _______．
*Some can help _______________ people under __________.
Check the Ss’ answers. And give the Ss time to read the sentences and try to remember what robots can do today.
Reading strategy: Use the key words to scan for answers.
(3) Tell the Ss that: as you can see, robots can do many things for humans today. But scientists are not pleased with it. In fact, scientists are trying to make robots even do the same things as humans do. Then do you think robots will be able to talk like humans and think like humans in the future
Some Ss will say “yes”, and some will say “No”. Then tell the Ss that you have different ideas, and the scientists also have different ideas about robots’ furture.
Ask the Ss to read Paragraphs 3 and 4 carefully to finish the chart about the future robots. Ask the Ss to pay attention to the red key words, and use them to look for the answers.
Check the Ss’ answers. And ask the Ss to try to remember robots’ future.
Reading strategy: Use the key words to scan for answers.
(设计说明：本部分的内容重在培养学生们运用预测，略读，带关键词寻读等相关阅读策略概括文章大意和寻找细节信息的能力。)
Step III. Post-reading activities
1. Read and retell
(1)Play the recording and ask the Ss to read the article with the recording.
(2)After that, help the Ss to realize: in this class, We have learned about robots’ today and future. Tell the Ss: now it’s time to challenge your memory. Please try to finish the sentences about robots. First lead the Ss to finish the information about robots’ today. Then finish the information about robots’ future. Then choose two Ss to retell it individually.
(设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。)
2.Watch and think
(1) Tell the Ss: we not sure if robots will be able to think and talk like real humans, but we are sure in the future robots will become popular like computers. Then think about the question:
*What will happen if humans use robots too much in the future
Ask the Ss to watch a video in which humans use robots too much. And think about the question.
After watching the video, first let the Ss talk with their partner and then choose two or three to show their ideas.
(2)Tell the Ss: next let’s read two pieces of news about the wide use of robots.
The challenges from robots:
* In the USA，there have been less new jobs for people since January 2013, but there are more robots working in American factories.（人们获取的新工作越来越少，工厂里的机器人越来越多）
* In China, Foxconn (富士康公司) will buy 1,000,000 robots to take the place of workers.
（购买一百万台机器人取代工人的工作）…
Ask the Ss: Do you feel the challenges from robots？
(3)Tell the Ss: So we humans need to think about the question: “Is it good or bad to use robots a lot？” Divide the Ss into two groups and have a “One –Minute Debate Competition” about it.
Ask the Ss first to have a discussion in their group. Then ask the Ss to share their reasons of their group. When time is up, summarize which group has more reasons.
(4)Summary:
Now, maybe it’s hard to say if it’s good or bad to use robots a lot. Then what should we do I think we need to think about a question: Why do humans make / invent(发明) robots To help humans or to take the place of humans？The answer is clear: we make robots in order to help humans. So we are sure of one thing, that is humans need to think about how to use robots in a right way. Do you think so？
（设计说明：毋庸置疑，机器人必将在我们未来的生活发挥很大的作用，但教师要引导学生们认识在将来的生活中合理、正确使用机器人对人类的重要性。一分钟辩论赛，为学生们提供了展示读中所获和深度思考的平台。）
Step IV. Summary：Inquiry into knowledge by translation
1. Ask the Ss to read the reading passage and see if they have any problems in understanding the text.
2. Ask the Ss to look at the following sentences and try to summarize the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.
一、However, they agree it may take hundreds of years.
_______________________________________________________________________。(汉意)
hundreds of，意为“___________”, hundred 为________ 形式。
观察下面的例子：
There are four hundred students in our school.
我们学校有400名学生。
当hundred 前有具体数字时，hundred 只能用_________形式。类似的数词还有thousand， million（百万）。
e.g.
1. ______ travelers come to visit our city every year. （2011 哈尔滨市）
A. Hundred of B. Hundreds of
C. Five hundreds D. Hundred
2. ______ trees have been planted near here, so the air is very fresh. （2010, 四川达州）
A. Two hundreds B. Hundred of
C. Hundreds of D. Hundreds
二、Scentists are now trying to make robots look like humans.
________________________________________________________________________。(汉意)
make sb. do sth., 意为“___________”。Make 使役动词，意为“___________”其后的动词要用________。类似的使役动词还有___________________。
e.g.
1.Loud music makes Tina _____ to dance.
A. to want B. want
C. wanted D. wanting
2.-- How do you feel when you see the national flag of China
-- It makes us _____ proud.(2011,包头)
A. feel B. to feel C. felt D. feeling
三、Scientist James White thinks that robots will never be able to wake up and know where they are.
_______________________________________________________________________。（汉意）
1. be able to意为“___________”，同义词是____________。
2. be able to 和 can 的主要区别：
(1) be able to可用于多种时态。
(2) can 只有一般现在时和一般过去时两种时态。
e.g. 使用be able to 和 can的适当形式填空。
1. I ____________ ride bikes when I was six years old.
2. Tom _____________ finish his picture tomorrow.
（设计说明：首先让学生自己感知发现语言的规律，并通过小组讨论的形式获得更为准确的答案，老师要注意适当引导。）
Step V. Exercises: the end-of- class test
I. Fill in the blanks in this paragraph with words from the reading.
Some robots are very human-like. They can walk and _________ like people. Some scientists think that in the future they will _________ robots more like humans. This may not _________ in the near future, but at some point, robots will even be able to _________ like people. However, some scientists ____________. James White believes that robots won’t be able to do the __________ things as us. For example, he thinks that robots will _____________ be able to wake up and know where they are. Which side do you _____________ with
II. Translate Chinese into English.
1.已经有在工厂里工作的机器人了。(there be)
_____________________________________________________________________________
2.James White 认为机器人永远都不会醒来。(will, be able to)
_____________________________________________________________________________
3.他们同意它会花费数百年时间。(take, hundreds of)
_____________________________________________________________________________
4.使他们真的能像人类那样思考将会很困难。(make, think like)
_____________________________________________________________________________
5. 我们永远难以知道在将来什么将会发生。(never, happen)
_____________________________________________________________________________
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step VI. Homework
1. Read and retell the Reading after the tape.( ★ )
2. Write your ideas about your own robot in the future: What will it look like What will it be able to do ( ★★)
课亮点：
1. 预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2.导入部分，先用一段机器人跳江南style舞蹈的视频，激活学生们关于机器人的背景知识，并借助相关的图片进行问答，帮助学生们架构好与机器人相关的阅读语境，并在讨论中将一些重要的新词汇：shapes，humans，servants，factory，over and over again, help with house- work, look for people也特意融入其中，以帮助学生们在正式阅读前突破语言障碍。
3. 在while reading 中，本设计特别关注培养学生们运用预测，略读，带关键词寻读等相关阅读策略概括文章大意和寻找细节信息的能力。
4. 毋庸置疑，机器人必将在我们未来的生活发挥很大的作用，但教师要引导学生们认识在将来的生活中合理、正确使用机器人对人类的重要性，因此在最好设计了一个一分钟辩论赛，为学生们提供了展示读中所获和深度思考的平台。
5. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。
使用注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
2．一分钟辩论赛中，学生们可以仁者见仁，智者见智。教师无需也无法给出辩论话题的最终答案。
Keys:
Step I. Pre-reading activities
Phrases:
(1) think like humans
(2)human servants
(3)help with the housework
(4)help build cars
(5)get bored
(6)make robots look like humans
(7)disagree with sb.
(8) over and over again
(9)take hundreds of years
(10) have many different shapes
(11)fall down
(12)look for people under the buildings
(13)seem impossible
(14)do simple jobs
Sentences:
(1)使他们真地能像人类一样思考将会很难。
(2)一些科学家相信在将来将会有更多的机器人。
Step II. While-reading activities
2.(1). C
3.(1). cars, simple, walk, dance, look for, the buildings
(3)talk, more, hundreds of, shapes, humans, animals, think like, never
Step IV. Summary：Inquiry into knowledge by translation
然而，他们同意它可能会花数百年的时间。
数以百计的，复数，单数，1.B，2.C
科学家们正在努力使机器人看起来像人类。
使某人做某事，使，原形，have, let. 1.B. 2. A.
科学家James White 认为机器人将绝不会醒来，知道他们在哪。
1.能够，can. 1.was able to / could, 2. will be able to/can.
Step V. Exercises: the end-of- class test
I.dance, make, happen, think, disagree, same, never, agree
II. 1. There are already robots working in the factories.
2. James White thinks that robots will never be able to wake up.
3.They agree it may take hundreds of years.
4. It will be difficult to make them really think like a man.
5.We never know what will happen in the future. Unit 7 Will people have robots
第六课时Section B (3a-Self Check)
P55-56
Teaching and Learning Goals:
一、 话题：未来的生活 (Life in future)
二、功能：能谈论对未来的预测(Make predictions)
三、语法：
1.能正确使用一般将来时谈论对未来的预测
(future with will)
2.能正确使用more，less, fewer表示数量 (Quantities with more, less, fewer)
四、词汇和常用表达:
1.能正确使用下列词汇：
probably, during, holiday, word
2. .能正确使用下列常用表达：
more friends, more money, less free time, fewer pets
五、学习策略：
1. 通过与一般现在时、一般过去时的对比学习一般将来时
2.指导学生掌握写作方法与技巧
六、文化： 1.追求梦想，畅想未来。 2.了解未来机器人的发展趋势。
Teaching and Learning Steps:
Pre-writing activities写前活动
StepⅠ: Teaching Aims 展示目标
Tell the students the learning aims: to talk about the future and learn how to write life in the future.
StepⅡ: Lead in：Talk about Mary’s life.
Review
Look at some pictures about Mary and talk about Mary’s life.
Ten years ago:
S: Ten years ago, Mary was a student.
S: She went to school by bike.
S:She lived in a small house.
Now:
S: Now Mary is a dancer.
S：She goes to work by car.
S: She lives in an apartment.
In the future:
S: In the future she will be an astronaut.
S: She will fly rockets to the moon.
S: She will live on a space station.
T：Mary will probably keep a pet dog on the space station.
T: She will take her dog to another planet for a holiday.
T: During the holiday, she will make a new friend.
(利用图片的形式让学生描述玛丽过去、现在及未来的生活，复习了本单元出现的重点词汇，并拓展probably, holiday, during三个新词汇。)
Show a picture about Dream Show of China. Let students watch a video. （可以给学生播放一段“中国梦想秀”之“梦想盛典”视频）
(设计意图：给学生看一段“中国梦想秀”之“梦想盛典”视频，让学生看到一些残疾青年的励志梦想。再引导学生谈论自己对未来的畅想。与此同时复习并巩固了本单元句型。目的是激活学生头脑中和写作话题相关的内容，为接下来形成一篇文章做好铺垫。)
Ask the Ss to try to fill in the blanks.
In the future, I think I_____ ______ a pilot. I’ll ______ in Beijing, because my parents work in Beijing. I want to live with them. I ______ ______ in a large ________. As a pilot, I can have a few days off every month. I think I______ ______ some plants in my apartment. There ______ ______ a park near my home. I’ll ______ a walk after supper. I like chess, so I can also _____ chess with my friends in the park.
4. Check the answers. Then ask the Ss to read the whole passage for consolidation.
Answers: will be; work; will live; apartment; will keep; will be; take\ have; play
(设计意图：引导学生形成文章意识，然后再鼓励他们去朗读，进行语言的输入，为输出做好积累，为接下来的写作练习做好准备。)
Step Ⅲ: Consolidation: Complete the passage in 3a on P 55.
First ask the students to read Jill’s answers to the question “What will your life be like in the future ” and the words in the box. Then try to read the passage quickly.
(让学生了解文章主题并阅读备选单词，明白每个单词的意思；阅读并整体把握短文大意。)
Read the passage carefully, try to fill in the blanks.
(分析有空格的每个句子，根据句意及上下文意思来判断每个空格应填的词。)
3. Read again and check the answers.
( 再通读一遍短文，看是否通顺合理。)
4. Have the Ss check their answers with their partners first. Then choose several Ss to show their answers blank by blank.
(Answers: live, more, meet, fewer, less, keep, wear, look, work, take)
5. Give the students some time to read the completed passage.
(帮助学生大声读出完整的段落，可以积累有用的语句，提高语感。)
6. Mind mapping 话题思维导图
T: Look at the mind mapping, try to retell Jill’s life in 20 years.
S: In 20 years, Jill will be a newspaper reporter. He will live in Shanghai. He will have more friends and…
(设计意图：通过思维导图的方式，分析范文文体结构，帮助学生理清文章脉络，为下面的写作打下基础。)
Step Ⅳ Talk about the Ss’ own life in 20 years. Work on 3b on P55.
Show the mind capping. Let the students try to add more items in 3b.
(设计意图：再次用思维导图的形式引导学生关注3b中列出的内容，让学生思考关于该话题还可以写那些内容，进一步拓展3b中的项目，为话题写作拓宽思路。)
While-writing activities写中活动
Step Ⅴ Practice: Write the Ss’ own life in 20 years. Work on 3c on P55.
1.Write an outline拟定提纲
Help the Ss make sure the composition must include the following things before they start to write their own life in 20 years.
In 20 years I will be……
I will work in ……
I will work by bus\car\subways …..
I will live in ……
I will have …… (friends\pets\free time)
I will wear ……
There will be a\an …… in my neighborhood.
I like …… So I will……
(老师和学生一起学习写作要求和主要内容，引导学生关注篇章结构和语篇标记词汇，帮助学生整理写作信息。程度稍差的同学可以根据提纲直接补充内容。同时还要鼓励有能力的学生创新思维，丰富写作内涵。)
2.Write the first draft起草初稿
T: I will give you several minutes to write your own life in 20 years down.
3. Revise the first draft修改初稿
After all the students finish writing, first check the composition with all the students according to the following evaluation scale.
In 20 years what will you be
Where will you work
How will you work
Where will you live
Will you have more\fewer\less friends\pets\free time
Will you wear smart clothes during the work
How will your neighborhood be
What’s your hobby What will you do
Choose several students to evaluate the composition item by item in the evaluation scale.
4. Ask the Ss to check their own compositions according to the above evaluation scale.
（设计意图：提供具体评价标准，引导学生对照写作要求反思自己的作品，发现问题解决问题，有助于学生提高书面表达中的语言准确性，培养了学生通过自己独立思考，来解决问题的能力。）
Post-writing activities写后活动
Step Ⅵ Make comments on the Ss’ own life in 20 years.
1. Presentation and evaluation典型展示,师生评价
T: Let’s see two compositions of you together. (利用投影仪展示学生作文)
Students listen carefully and prepare for answering the teacher’s questions later on.
（设计意图：通过投影展示，点评两位学生的作文，可选一个优秀学生的作文和一个基础一般的学生的作文。教师详细点评两篇作文的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点，并能及时纠正自己文章中出现的错误。）
2. Students mutual evaluation 生生互评
T: Now let’s check your partner’s composition.
(设计意图：同学们在互评时，共同解决评改中的难题，探究写作经验，交流写作心得，分享感受，取长补短。通过学生互评作文，培养学生主动探究、团结协作、勇于创新的精神，促进相互了解和合作，共同提高写作水平。)
StepⅦ Discuss how you think a robot will help students with schoolwork in the future. Write down your group’s ideas and draw a picture of your robot. P56
1. I think students won’t need dictionaries because a robot will tell the meanings of words.
2.
3.
4.
5.
StepⅧ Self Check P56
Put the words in the correct columns in the chart.
（本题是考查学生对more, less, fewer 表示数量的用法的正确使用。让学生独立将方框中单词进行分类。核对答案时，让他们回顾more, less, fewer的用法。同时可以让学生用方框里的单词造句。）
Answers:
more\fewer: job, people, robot, planet, car, city, building, tree
more\less: pollution, fresh water, paper, clean air, free time, money
2. Let the students read the conversation in self check 2. And fill in the blanks in the conversation. Then ask the students to practice the conversation in pairs.
Answers: be, like, will, Will, can, there, be, will
Step Ⅸ Summary
T: I hope everyone has your own dream. If you work harder, your dream will be come true.
(呼吁每位学生都要追求自己的梦想。鼓励学生为了梦想，努力学习。)
Step Ⅹ Homework
1. Retell 3a on P55.
2. Write a passage about your dream in the future.
Blackboard Design
亮点：
1.利用本单元基本句型对未来生活展开讨论，帮助学生收集写作信息，为写作能力的提升打好基础。
2.通过观看大家比较熟悉的“中国梦想秀”视频，谈论关于梦想的话题。既激发学生的学习兴趣，又给学生输入与写作相关的信息。
3.对于3a 的处理比较详细，引导学生通读短文掌握大意，再根据上下文选词填空，然后提出问题帮助学生理清文章脉络，为学生仿写打下了基础。
4. 本堂课教师发挥指导监督作用，给予学生较宽松的理解和思维空间。拟订的提纲比较详细，让程度差的学生也能够依据提示完整的写出自己的未来生活。
5. 本堂课以思维导图为主线，培养学生利用思维导图进行写作的能力。写作情境真实，让学生小组活动讨论自己未来的生活，由于学生语言储备不足，为学生提供相关信息。
6.本节课从3a填词补全范文，到3b列提纲整理信息，写句子或语段。再到3c完整地输出语篇。采用写前,写中，写后的过程性写作模式，帮助学生用英语构思，遵循了由易到难、循序渐进的原则，符合学生的认知规律。
不足之处：
由于学生语言储备不足，写作内容不够丰富。
使用建议：
1.使用多媒体进行辅助教学。给学生播放“中国梦想秀”视频，教育学生努力奋斗，追求梦想。
2.时间不足，可把Self Check为选做环节。Unit 7 Will people have robots
New words and phrases
第一课时 生词课
Teaching and learning Goals:
1.能争取使用下列词汇(Curriculum words): paper, pollution, future, pollute, environment, planet, earth, part, peace, sea, sky, apartment, space, human, dangerous, already, factory, believe, disagree, even, shape, fall, inside, possible, impossible, side, probably, during, holiday, word.
2.能争取使用下列常用短语（Useful expressions）: play a part, over and over again, hundreds of, fall down, look for，during the holiday.
3.能认读下列词汇(non-curriculum words): prediction, astronaut , rocket, servant
Teaching and learning steps:
Step 1: Lead in
T: Hello, boys and girls! Before our class, I will draw a picture on the blackboard. Please guess what I will draw.
Ss: A robot.
T: Yeah. Will people have robots in the future
Ss: …
T: Today, we will learn the new words and phrases of unit7. Will people have robots
(设计意图：让学生猜测老师将要画出什么图形，既能引起学生的好奇心，又能让学生初步感知will；同时也引入了本单元话题。)
Step 2: Learn to read the words
1. First, open the books at Page 127-128. Students try to read the words using the phonetics by themselves，mark the difficult words that they can’t pronounce correctly or clearly . （2 minutes）
2. Next, read the difficult words in groups so that they can help each other. They should pay more attention to the pronunciation and the intonation. The teacher should give them a hand if necessary，and write them down on the blackboard.（2 minutes）
3. Then, get one or two middle-level students to read all the words. Ask the good students to correct the wrong pronunciations. If necessary, the teacher corrects them.
4. Read after the tape.
5. Finally, read the words aloud by themselves, and the teacher can check the difficult words on the blackboard.
(设计意图：让学生学会试读单词是一种学习习惯的培养，首先自己根据音标字读单词，并标出试读时有困难的；然后在小组内合作交流，尝试解决难读的单词。必要时老师可给予帮助，并把同学们问的比较多的单词板书在黑板上，在跟读完磁带后，看看学生是否能会读这部分单词。)
Step 3 Learn to remember words
T: We can read these words now. But how can we remember them more easily
一、First, let’s learn some new words by looking at the pictures.
1. It’s a piece of paper.
2. They are working in the factory.
3. We love blue sea and sky.
4. The earth is the planet of the sun.
5. An astronaut takes the rocket to the space station.
6. We love world peace.
7. Air pollution is a big problem now.
SHAPE \* MERGEFORMAT
8. We should plant more trees to clean up our environment.
9. These robots have different shapes.
10. It’s a nice apartment.
(设计意图：教师引导学生据图片补全句子，既有助于直观地记忆，又能通过建立语境和语义之间的关系，促进理解、加深记忆，避免孤立地机械记忆。)
T: Also, we can remember words in other ways.
二、Remember the words by matching the words with their Chinese meaning.
probably 相信
even 甚至
believe 很可能
三、Remember the words by their similar pronunciations and forms.
picture (图片) ---future（未来）
service（服务） ---servant（仆人）
ready（准备） ---already （已经）
ring （圆环） ---during （在…期间）
policeman(警察) ---human (人类)
day (日) ----holiday（假日，假期）
四、Remember the words by derivative(派生), complex words(合成) and comparison(对比).
1.派生
1) ？ + agree → disagree
2) ？ + possible → impossible
T: Sometimes we can remember words by the prefixes like –dis , -im, etc. Next, read the following sentences:
Pollution is bad for humans, so we should stop doing things polluting our environment.
Scientists predicted that robots would work in factories. Now the prediction has come true.
The dangerous thief made the little boy in danger.
3) pollute (v.) + → pollution (n)
4) predict (v.)+ ？ → prediction(n)
5) danger (n) + ？ → dangerous
T: It’s useful for us to know some suffixes like tion, ous, etc.
2.合成
1) in + side →
2) apart + ment→
3.转换
plant v. 种植 / n. 植物 I like to plant many different kinds of plants.
五、Remember the phrases by matching their Chinese meanings.
T：How about some phrases Let’s learn them in another way.
1.play a part a.反复地
2.over and over again b.数百个的
3 .hundreds of c. 跌倒，倒塌
4. fall down d.寻找
5. look for e.在假期中
6.during the holiday f.参与，起作用
(设计意图：运用各种不同形式教授单词，既减轻学生识记单词的难度，同时又提高了学生识记单词的效率，培养学生有效的单词学习策略。)
Step 4 Consolidation of words.
1. Give the students a few minutes to try to memorize the words first.
Then，ask the students to cover the English words and phrases，look at the Chinese and say the English for them. Remember the words they haven’t grasped.
(设计意图：先自我检查，找出仍未达标的单词，重点记忆。对于程度稍弱的学生，可以采取小组互助的形式，利用自习课或课余的时间让小组长跟踪检查，尽量能让全部学生顺利过关。)
2. Check their memory about the important words and phrases by looking at the flashcards.
First, the teacher shows the cards to the Ss. Then, Ss choose the cards by themselves.
（设计意图：检查单词识记效果的形式有多种，其中抽认卡的检查形式能有效的提高学生的参与度。）
Step 5 Read the story and translate it into Chinese.
1. Ask the students to read the story, and underline the new words.
A Super Robot
I am a super robot named Peace. I come from another planet. I will visit the earth during the holiday, but there is too much pollution, too many people and other problems on your planet. I decide to help humans do three things. I will write down my words on the paper.
First, I will plant more trees to clean up your environment. So, you will see bluer sky and sea in the future. Second, I will even help more people take rockets to the space station. And there will be more apartments on it. Third, I will give people hundreds of different shapes of robots. They will probably play a part in doing boring or dangerous jobs. For example, human-like(像人的) robots will work in the factory and do the easy jobs over and over again. And if buildings fall down with people inside, the snake robots will help look for people in danger.
Maybe you don’t believe I can do these things, but I disagree with you. I am a super robot, so nothing is impossible for me.
2. Translate the story into Chinese in groups of four.
Step 6 Mind map
1. The teacher helps Ss understand the story outline by asking the Ss some questions
T: Do you understand the story Now answer me some questions according to the story.. First listen to me carefully.
T: What’s the name of the super robot
S1:…
T: Where is he from
S2: Will he visit the earth during the holiday
T: How many things will he do
S3:…
T: What are they The first is…
Ss listen carefully. Then they try to retell in groups. Check the retelling.
2. Retell the story according to the mind map.
T: I can see you have understood the story well. Now let’s try to retell it according to the mind map. First listen to me carefully.
Ss listen carefully. Then they try to retell in groups. Check the retelling.
T: For a super robot, nothing is impossible. For us, if we try our best, nothing is impossible, too. Do you think so
Ss: …
T: What have we learned this class
Ss: ….
T: I hope you can tell the story to your partners after class, can you
（设计意图：本篇文章是以一个超能机器人帮助人类为话题，把本单元的词汇融入其中，用机器人的形式呈现既直观又实用，能很好地帮助学生把故事串成一个整体，这样既巩固了新单词又锻炼了学生在语境中理解和记忆单词的能力，也体现了词不离句，句不离篇的教学理念。）
Step7. The end-of class test
一、按要求写出下列单词。
1. pollute（名词）_______________2. danger（形容词）________
3. agree（反义词) _______________4. possible (反义词) _________
二、写出下列短语。
1.起作用，参与_______________ 2.数百个的_______________
3.跌倒，倒塌_____________ 4.反复地_________________
5.在假期中________________ 6.寻找___________________
三、 根据括号中所给的单词的适当形式或汉语意思提示写单词,并用其完成句子。
1.The ___________(地球) turns around the sun.
2. There will be too much __________ (pollute) in 50 years.
3.What will the _____________(未来) be like
4. Robots can help people work in ______________ (danger) work.
5.People can ______ (甚至) fly rockets now.
6.I think I will take a ___________ (假期) in Hong Kong.
Step8: Homework
亮点：
1.本课的导入，让学生猜测老师将要画出什么图形，这种形式简单明了，既能引起学生的好奇心，又能让学生初步感知will；同时也引入了本单元话题。
2.本课注重了简单实用，故事编的较为简单，目的是让尽可能多的学生都能看得懂。另外在学生读完故事之后，通过提问几个关键性的小问题，帮助学生掌握文章脉络，有助于学生复述故事内容。
不足之处：一节课的时间总是有限的。对于故事的复述，没能让更多的同学给予展示。
使用建议：生词课的内容看似简单，但用在课堂中，时间却是紧紧的。所以各个环节的设计与衔接做到简洁明了是非常重要的。
检查单词识记效果的形式有多种，老师们可根据课堂时间、操作效果等，来选择检查形式。答案：
一．1. pollution 2.dangerous 3. disagree 4.impossible
二．1.play a part 2.hundreds of 3. fall down 4. over and over again 5. during the holiday 6. look for
三． 1. earth 2. pollution 3. future 4. dangerous 5. even 6.holiday.
污染
earth
未来
