Unit
7
New
Words
Teaching
and
Learning
Goals：
认读和记忆单词
Teaching
and
learning
steps
Step
1 Learn
to
read
the
words
on
p127
Look
at
the
new
words
and
try
to
read
them
in
pairs.
Let
one
student
to
read
them
out
.
Correct
the
pronunciation.
Step
2
:
Learn
to
remember
words
on
p
103
一.
Remember
the
words
by
looking
at
pictures.
1.
robot
2.
tree
3.
rocket
4.
astronaut
5.
space
station
6.moon
7.
pet
8.
parrot
9.
the
Word
Cup
10.
scientist
11.factory
12.earthquake
13.snake
14.toothbrush
二.
Remember
the
words
by
matching
itself
with
its
meaning.
1.
probably：maybe
2.
unpleasant:
not
happy
3.
housework:
chores
三.
Remember
the
words
by
their
similar
pronunciations
and
forms.
1.
myself
yourself
herself
himself
2.
few
fewer
3.
look
book
took
4.
which
such
5.
man
human
6.bought
thought
7.
sound
found
8.
see
seem
四.
Remember
the
words
by
conversion(转换)
、complex
words
（合成）and
derivative（派生）
1.
possible
（可能的）
impossible（不可能的）
2.
bored（无聊的,修饰人）
boring（无聊的，修饰物）
3.interview
（动词，采访）
interviewer（名词，采访者）
五.Remember
the
words
by
their
Chinese.
Step
3
Consolidation
of
words
听写单词，老师提学生默。不会的，再记忆，默写。
Step
4
读故事，译故事,故事意义连贯，生词用下划线标出。
In
ten
years,
I
think
I’ll
be
a
reporter.
I’ll
live
in
Shanghai,
because
I
went
to
Shanghai
last
year
and
fell
in
love
with
it.
I
think
it’s
really
a
beautiful
city.
As
a
reporter,
I
think
I
will
meet
lots
of
interesting
people.
I
think
I’ll
live
in
an
apartment
with
my
best
friends,
because
I
don’t
like
living
alone.
I’ll
have
pets.
I
can’t
have
any
pets
now
because
my
mother
hates
them,
and
our
apartment
is
too
small.
So
in
ten
years,
I’ll
have
many
different
pets.
I
might
even
keep
a
pet
parrot!
I’ll
probably
go
skating
and
swimming
every
day.
During
the
week
I’ll
look
smart,
and
probably
will
wear
a
suit.
On
the
weekend,
I’ll
be
able
to
dress
more
casually.
I
think
I’ll
go
to
Hong
Kong
on
vacation,
and
one
day
I
might
even
visit
Australia.
译故事：
十年后，我认为我会成为一名记者。我会住在上海，因为我去年去了一趟上海并且深深地爱上了它。它确实是一个美丽的城市。作为一名记者，我想我会接触许多有趣的人。因为我不喜欢独自生活，所以我会和最要好的朋友住在公寓里。我要养宠物，因为妈妈讨厌宠物，而且我们的公寓太小，所以现在我不能养。十年后，我要养许多不同的宠物，甚至宠物鹦鹉！我每天可能去滑冰或游泳。在上班期间，我会着装高雅，也可能会穿套装。在周末，我就会穿着更随意些。我想我要去香港度假，甚至有一天我会去澳大利亚旅行。
Step
5
画思维树，必须画
Step
6
当堂检测
一．按要求写出下列单词。
如，
1.
Books
will
only
be
on
computers,
not
on
p___________.
2.
There
will
be
more
and
more
tall
b___________
in
our
city.
3.
E_________
is
ready.
Let’s
begin
the
meeting.
4.
There
will
be
many
t_________
and
flowers
in
our
school.
5.
I
think
r________
can
help
people
do
lots
of
difficult
jobs.
二．汉译英
1.太空站
____________
2.爱上某人或某物_____________
3.去滑冰______________
4.会做某事___________________
5.世界杯______________
6.实现______________________
7.未来_____________
8.大量______________
三．根据括号中的汉语意思或首字母提示写单词,并用其适当形式完成句子。
1.
In
summer
I
like
to
go
_______
(swim)
with
my
father.
2.
I
hope
there
will
be
less
__________
(pollute)
in
the
near
future.
3.
There
_______
(not
be)
a
football
match
in
our
college
next
week.
4.
He
__________
(watch)
TV
tomorrow.
5.
I
__________
(study)
in
high
school
ten
years
ago
and
now
I______(be)
a
teacher.
2.以下用汉语
亮点：单词分类较细，便于识记。
不足之处：
编故事用的是课文题材。
使用建议：根据个人需要应用。
答案
一．1．paper
二.1.space
station
6.come
true
三.1.swimming
2.
buildings
2.fall
in
love
with
7.in
the
future
2.pollution
3.
Everything
3.go
skating
8.hundreds
of
3.won’t
be
4.
trees
4.be
able
to
4.will
watch
5.
robots
5.the
World
Cup
5.studied;
am
Everything
will
be
free.
There
will
be
more
pollution.
People
will
have
robots
in
their
homes.
There
will
be
more
cars.
Cities
will
be
very
big
and
crowed.
Kids
won’t
go
to
school.
What
will
the
world
be
like
in
the
future Unit
7
Will
people
have
robots
Period
3
Learning
Goals
1.
will
构成的一般将来时态的陈述句、否定句、疑问句及回答。
2.
There
be
句型的一般将来时。
3.
more
,
less
,
fewer
的用法。
4.
学习一般将来时态的相关知识，学会对未来进行预测。
5.
对five
years
ago,
today,
in
five
years
简洁回顾与展望的方式，贴近实际符合学生心理，
6．通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时
Preview
Look
at
p4,
put
the
following
into
English
orally,
then
write
them
down
without
looking
at
the
text.
1.五年前
2.五年后
3.踢足球
4.弹吉他
5.打羽毛球
6.你认为Sally五年后会做什么 我认为她会当个医生。
7.我认为在未来将会有更多高大建筑物。
8.在未来会有更少的小汽车和更多的公共汽车。
（预习体现了以学生为中心的思想，强调学生的参与、体验、感知、实践和交流，以学定教。）
Warming
up
and
leading
in热身导入
P4
1.
Look
at
the
three
pictures
and
say:
This
is
Sally
.The
first
picture
is
Sally
five
years
ago,
the
second
one
is
Sally
now,
and
the
third
one
is
Sally
five
years
in
the
future
.
2.
Read
the
instructions.
3.
Complete
fill5.
Practice
reading.
Then
ask
some
Ss
read
them
out.SB
Page
4,
3b.
1.
Look
at
activity
3a.
Make
predictions
about
Sally.
2.
Point
to
the
example
in
the
sample
dialogue.
Ask
two
Ss
to
read
the
dialogue
to
the
class.
3.
Practice
reading.
4.
Pairwork
.Make
their
predictions
about
Sally.
Post-task
1.
Write
about
yourself.
With
the
help
of
the
sample
of
Sally.
We
can
write
sth.
about
ourselves
ve
years
ago,
today
and
in
five
work
individually.
3.
Review
the
task
.Ask
a
few
more
Ss
for
answers.
Five
years
ago,
I
was
in
primary
school,
I
played
football
with
classmates
after
class,
and
I
had
a
dog.
Now
I’m
a
middle
school
student,
I
like
playing
tennis
.
I
am
good
at
English
and
I
have
good
grades.
In
five
years,
I
will
be
a
doctor,
I
will
make
much
money,
and
I
will
travel
around
the
world.
I
will
play
.
I
will
have
.
Do
a
survey
about
your
friends
and
finish
the
following
chart.
Five
years
ago
Today
In
five
years
He
/
She
was…
He
/
She
is
…
He
/
She
will
be…
He
/
She
played…
He
/
She
plays…
He
/
She
will
play…
He
/
She
had…
He
/
She
has…
He
/
She
will
have
…
Inquiry
into
knowledge
by
translation
观察并翻译下面的句子，体会本课语法。
I
think
there
will
be
more
tall
buildings.
There
will
be
意为“
”，这是there
be句型的
陈述式肯定结构。有时还可以用“there
is/are
going
to
be…”如：There
will
be
fewer
animals
in
the
future.
=
二．There
will
be
fewer
cars
and
more
buses.
fewer
与less
相同点:
这两个词后都是比较级,
均可表示“较少的”。
不同点:
⒈
fewer是
的比较级,
只能修饰可数名词的复数。
⒉
less是
的比较级,
只能修饰不可数名词的复数
①
I
earn
______
money
than
my
sister.
②
There
are
______
cars
parking
outside
today
than
yesterday.
③
We
have
______
students
this
year
than
last
year.
④
You
ought
to
smoke
______
cigarettes
and
drink
_____
beer
.
The
end-of
class
test
当堂检测
一、根据句意和首字母或汉语提示完成句子。
1.
There
will
be
more
and
more
tall
b
in
our
city.
2.
There
are
many
t
and
flowers
in
our
school.
3．E
is
ready.
Let’s
begin
the
meeting.
4.I
Think
r
can
help
people
do
lots
of
difficult
jobs.
5.Books
will
only
be
on
computers,
not
on
p
.
二、用所给词的适当形式填空。
1.In
summer,
I
like
to
go
(swim)
with
my
father.
2.I
hope
there
will
be
less
(pollute)
in
the
near
future.
3.There
（not
be）a
football
match
in
our
college
next
week.
4.He
(watch)
TV
tomorrow.
5.I
(study)
in
high
school
ten
years
ago
and
now
(be)
a
teacher.
答案：一，1.buildings
2.
trees
3.Everything
4.rokets
5.paper
二，1.swimming
2
.pollution
3.won’t
be
4.will
be
5.studied
,am.学校
吴林中学
8年级
第
13
周
星期
四
2013年
12月2
日
第
一课时
主讲人
种燕
个人手机13475210670
邮箱
Unit
7
Will
people
have
robots
听说课
Section
B
(1a-1e)
Topic:
谈论现在、过去及未来的工作、住所及交通工具。
Learning
Goals：
Knowledge
goals:
掌握下列单词
astronaut、apartment、rocket、space,
etc.
短语:
space
station、fly
to
other
planets、far
from.
句子1.
I
live
in
an
apartment
across
the
street
from
here.
2.
I
am
a
computer
programmer.
3.
We
lived
in
a
house
in
the
country.
4.
I’ll
fly
rockets
to
the
moon.
5.
I’ll
live
on
a
space
station.
Ability
goals:
学生学会使用一般现在时、一般过去时和一般将来时和本课重点句型谈论现在、过去及未来的工作、住所及交通工具。
Emotion
goals:
学会表达对未来生活的预测关心未来形成正确的职业观和人生观。
Learning
strategies:
Brainstorming
,
Reflecting,
Listening,
Transforming
information.
（目标引领，表述了本节课的知识、能力和情感目标。）
Teaching
steps
(教学步骤)
Preview:
一Look
at
P52,
put
the
following
into
English
orally,
then
write
them
down
without
looking
at
the
text.
电脑编程P52
2.P52太空站
3.在街对面P
52
4.
P52做同样的事
5.在农村P52
6.离...很远
P102
7.乘火箭飞到月球P52
8.飞往其他的行星P102
二：Look
at
P52,
put
them
into
English
orally,
then
write
them
down
without
looking
at
the
text.
1.
我住在马路对面的公寓房里。
2.
我是一名电脑编程。
3.
我们住在农村的一座房子里。
4.
我将乘火箭去月球。
5.
我将生活在太空站。
Step
1：Warming
up
and
leading
in
1.
Presentation
T
:
Hello,
everyone.
Do
you
like
watching
TV
Ss:
Yeah.
T:
I’ll
show
you
a
wonderful
video.
(Show
them
a
short
video
about
the
3
astronauts
live
in
the
space
station.)
T:
Are
you
excited
when
you
watch
it
They
are
our
heroes.
What
do
they
do
Ss:
They
are
astronauts
.
T:
Where
do
they
live
Ss:
They
live
on
the
space
station.
T:
How
did
they
go
the
space
station
Ss:
They
went
there
by
rocket.
(Get
the
Ss
to
answer
these
questions)
T:
You
did
a
good
job.
What
did
we
talk
about
in
the
conversations
Ss:
We
talked
about
place
to
live,
job
and
transportation.
T:
Yeah.
Let’s
have
a
brainstorm.
What
other
words
about
them
can
you
think
of
Let’s
discuss
in
groups.
I’ll
see
which
group
can
do
best.
Ss:
...
(Students
talk
about
them
in
groups.
Then
report
to
us.
And
I
judge
which
group
does
best.)
（通过对熟悉的问题讨论引出要学习内容，使学生自然而然地进入新课的学习。）
T:
We’ve
reviewed
the
words.
Now
let’s
talk
about
your
future
life.
(Use
the
pictures
to
help
the
students
practice.)
T:
Now
let’s
practice
in
pairs.
（对所引出的句型让学生尽可能多的说，多
练，达到朗朗上口，熟能生巧。同时进一步训练will
be/
do
句型。达到学以致用的目的。）
T:
You
are
clever
enough
to
make
the
conversations.
I’m
very
glad
to
know
your
future’s
life.
Now
let’s
listen
to
three
conversations
between
Alexis
and
Joe
and
get
what
they
are
talking.
Let’s
come
to
1c.
Please
look
at
the
picture.
What
can
you
see
in
the
picture
Please
guess
what
they
may
talk
about.
（对听力试题及图片的阅读和分析是做好听力的基础和前提。）
Step
2:
Listening
for
the
general
idea
Step
3:
Listening
for
the
specific
ideas
Listen
and
match
the
picture(1-3)
Listen
again.
Fill
in
the
blanks
with
the
correct
verbs
from
the
box.
Step
4：Post-listening
activities
(P102)
Read
after
the
tape
the
listening
tapescripts
to
see
if
you
have
any
question
Then
make
conversations
using
the
information.
Role
play
the
conversations
between
Alexis
and
Joe.
Talk
about
Joe’s
life
now,10
years
ago
and
10
years
from
now.
Student
A
is
Alexis
and
Student
B
is
Joe.
Retelling.
T:
Can
you
use
your
own
words
to
retell
Joe’s
now,
past
and
future.
I
give
you
mind
-map
to
help
you.
Step5.
Sum
up
T:
What
have
we
learned
in
this
class？
Ss:
Talk
about
one's
life
now,
10
years
ago
and
10
years
from
now.
T:
Yes,
you’re
clever.
We
can
say
“now,
past
and
future”.
When
we
talk
about
our
future,
we
may
think
they
are
our
dream.
Though
the
dream
is
very
beautiful,
but
it
needs
today’s
hard-working.
But
it
is
important
to
have
dream,
hold
on
to
your
dream,
they
may
just
come
true
one
day.
Step6.
Writing
T:
After
we
talked
about
the
Joe’s
life.
Let’s
write
our
life--the
past,
now
and
the
future.
Use
the
mind-map
to
help
you.
Step7.
Inquiry
into
knowledge
by
translation
一.
I
live
in
an
apartment
across
the
street
from
here.
_________________________。
across
是 “＿＿”的意思，强调从＿＿穿过；through和over也是“穿过”的意思，但是through强调从＿＿穿过，而over
强调从＿＿穿过。例如：
1.
The
old
man
walking
_____
the
street.
2.
She
came
in
the
room
_____
the
window.
3.
A
plane
is
flying
____
the
mountain.
二：I
will
live
in
the
space
station._______。
1.
space
n._____例如：人们已经经由太空到了月球。People
have
traveled
____
_____
to
the
moon..
space
n.
空地、空间。例如：这房间没有再放一台电脑的空地了。
3.
There
is
no______
for
another
computer
in
this
room.
Step8.
The
end-of-
class
test当堂检测
Ⅰ.
用所给动词的适当形式填空。
1.
I
_________
(visit)
my
uncle
tomorrow.
2.
There
_______
(be)
a
football
match
in
our
school
next
week.
3.
He
________
(help)
you
with
your
English
this
evening.
4.
He
___________(play)
soccer
if
it
(not
rain).
We
_____
(have)
a
meeting
yesterday.
Ⅱ.
补全下列句子。
1.
你认为人们的家里会有机器人吗
Do
______
______
there
will
be
robots
_____
________
homes
2.
人们将活到150岁。
People
____
____
___
___150
years
old.
3.
我认为她会当医生。
I
think
she
_____
____
a
doctor.
4.
你住哪儿
我住在北京。
_____
_____
_____
_____
I
live
in
Beijing.
5.
十年后你会是什么样子？
What
____
____
__
______
in
ten
years
答案：preview：
Phrases:
1.computer
programming
2.space
station
3.across
the
street
4.do
the
same
thing
5.in
the
country
6.far
from
7.fly
rockets
to
the
moon
8.fly
to
other
planets
Sentences:
1.
I
live
in
an
apartment
across
the
street
from
here.
2.
I
am
a
computer
programmer.
3.
We
lived
in
a
house
in
the
country.
4.
I’ll
fly
rockets
to
the
moon.
5.
I’ll
live
on
a
space
station.
Step
7:
一.我住在街道对面的一座公寓房里。
穿过，表面；中间，内部；上面。
Cross
,
through,
over
二.
我住在太空站。
(1)太空
through
space
；(2)space
Step8.
The
end-of-
class
test当堂检测
Ⅰ.
1.will
visit
2.will
be
3.will
help
4.will
play,
doesn’t
rain
5.had
Ⅱ.
1.
you
think,
in
people’s
2.will
live
to
be
3.
will
be
4.
Where
do
you
live
5.will
be
like
反思:
优点：在设计教学活动时以学生感兴趣的航天员升空视频入手，自然引入课题来谈论职业、住所以及交通工具等。听力教学环节采取由易到难，循序渐进的方法来训练学生的听力技能，而后通过学生听录音的方式促进学生养成良好的朗读习惯，纠正学生的语音和语调。使学生在今后的学习当中更能适应纯正的英语。
不足：部分教学环节过渡语使用不够精炼，环节之间的衔接需要进一步加强。
Step9.
Homework:
Writing
Write
a
short
passage
about
your
life
now,
5
years
ago
and
10
years
from
now.
（写一篇小文章，关于你的现在，5年前
和10年后的你的生活。）Unit7Will
people
have
robots
Teaching
goals:
1.
Words&phrases:
robot,
paper,
less,
fewer,
simple,
unpleasant,
factory,
seem,
etc
.
2.
will
构成的一般将来时态的陈述句、否定句、疑问句及回答.
3.
There
be
句型的一般将来时.
4.
more
,
less
,
fewer
的用法.
5.
学习一般将来时态的相关知识，学会对未来进行预测.
6.
对five
years
ago
,today
,in
five
years
简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.
7.
通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.
Important
and
difficult
points
:
1.
will构成一般将来时态的句式。
2.
There
be
句型的一般将来时态。
3.
more
,
fewer
,
less
的用法。
4.
How
to
make
predictions
.
Period
1
Teaching
procedures:
Step
1
Leading
in
1.
Greetings:
Welcome
to
school
.
What’s
the
date
today
Who’s
on
duty
today
Do
you
enjoy
your
winter
holiday
Do
you
finish
your
homework
Do
you
want
to
live
on
the
moon
Can
you
guess
what
will
happen
in
ten
years
Collect
the
Ss’
answers
and
say
something
about
their
predictions
.
Step
2
Pre-task
SB
Page
2
,1a
.
1.
Look
at
the
picture
:How
will
the
world
be
different
in
the
future
,100
years
from
now
We’re
going
to
talk
about
sth
in
100
years
.
2.
Read
each
predictions
to
the
class
.Explain
the
new
vocabulary
.
3.
Read
the
instructions
.Make
sure
Ss
know
what
they
should
do
.
4.
Do
it
by
themselves
.
5.
Talk
about
the
answers
with
the
class
.
Explain
:一般将来时态
构成:
will
/
be
going
to
+动词原形
Step
3
While-task
SB
Page
2
,1b
.
1.
Practise
reading
the
six
predictions
.
2.
Read
the
instructions
to
Ss
.Circle
the
things
you
hear
on
the
recording
.
3.
Play
the
tape
twice
.
4.
Play
the
tape
a
third
time
.At
the
same
time
,check
the
answers
.
SB
Page
2
,
1c
.
1.
Pay
attention
to
the
dialogues
.
2.
Read
the
dialogues
fluently
.
3.
Pairwork
.Work
in
pairs
to
make
predictions
according
to
the
sample
.
4.
Ask
several
pairs
to
share
their
conversations
to
the
class
.
SB
Page
3
,
2a
&
2b
.
1.
Read
the
predictions
.
2.
Read
the
instructions
and
point
out
the
sample
answer
.
3.
Play
the
tape
twice
.Ss
circle
the
word
they
hear
in
each
sentences:
more
,
less
,
fewer
.
4.
Check
the
answers
.
学生探究:
less
,
fewer
的区别。
Step
4
Post-task
1.
Point
to
the
example
in
the
sample
dialogue
.Practice
reading
.
2.
Look
at
activity
2b
.Groupwork:Take
turns
to
make
conversations
about
the
predictions
.
Grammar
Focus:
1.
Review
the
grammar
box
.Ss
say
the
statements
and
responses
.
2.
Make
summaries
about
“will”
,“fewer”
and
“less”
.
Homework:
1.
Make
predictions
about
yourself
in
10
years
.Write
down
5
sentences
.
2.
Go
over
the
new
words
.Unit
7
Will
people
have
robots
Period
5
Teaching
goals:
22.
Words&phrases:
robot,
paper,
less,
fewer,
simple,
unpleasant,
factory,
seem,
etc
.
23.
will
构成的一般将来时态的陈述句、否定句、疑问句及回答.
24.
There
be
句型的一般将来时.
25.
more
,
less
,
fewer
的用法.
26.
学习一般将来时态的相关知识，学会对未来进行预测.
27.
对five
years
ago
,today
,in
five
years
简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.
28.
通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.
Important
and
difficult
points
:
13.
will构成一般将来时态的句式。
14.
There
be
句型的一般将来时态。
15.
more
,
fewer
,
less
的用法。
16.
How
to
make
predictions
.
Period
4
Teaching
procedures:
Step
1
Leading
in
1.
Greetings
.
2.
Ask
two
Ss
to
say
sth
about
Joe
.
3.
Check
their
homework
.
Step
2
While-task
SB
Page
6
,
3a
.
1.
Read
the
instructions
.
2.
Give
Ss
3
minutes
to
read
the
passage
,
tick
out
the
new
words.
3.
Explain
the
new
words
and
practice
reading
.
4.
Point
out
the
chart
.Read
the
column
headings
to
the
class
.
5.
Read
the
passage
again
.Write
words
from
her
answers
in
the
correct
columns
below
.
6.
Check
the
answers
.
7.
Practise
reading
.
SB
Page
6
,
3b
.Playing
a
game
:Who
write
it
1.
Ss
write
about
their
life
in
ten
years
on
a
piece
of
paper
but
don’t
write
names
on
the
paper
.
2.
Put
all
the
Ss’
papers
together
.
3.
Take
turns
reading
the
paper
.The
other
Ss
guess
who
wrote
it
.
Step
3
Post-task
SB
Page
6
,
Part
4
.
1.
Read
the
questions
below
.
2.
Ask
two
Ss
to
read
the
dialogue
.
3.
Answer
the
questions
.
4.
Pairwork.
Get
your
partner’s
answers
.
5.
Share
a
few
Ss’
conversations
.
Homework:
1.
Finish
selfcheck
as
their
homework
.
2.
Go
over
the
words
in
this
unit
.Unit
7
Will
people
have
robots
阅读课(reading)
第6课时
Learning
Goals
1.Talk
about
robots
in
the
future
using“
unpleasant
,
scientist
,
in
the
future,
hundreds
of,
already,
made
,such
,everywhere,
human
,
snake
,
possible,
electric
,seem,
housework,
the
same
as…it’s
easy
for
a
child
to
…
（目标引领，用一句话表述了本节课的知识、能力和情感目标。）
Step1
Preview
Look
at
P8,
put
them
into
English
orally,
then
write
them
down
without
looking
at
the
text.
Phrases:
Translate
the
phrases.
最使人不愉快的工作
2.大量，许多
3.和…一样
未来，将来
5.看起来像
6.寻找
Sentences:
Translate
the
sentences
有些科学家相信未来会有这样的机器人。
他觉得要让机器人像人类一样地工作很难。
现在已经有机器人在工厂里工作了。
4.人类将会做更少的工作。
5.我们绝不知道未来会发生什么。
(通过检查预习，让学生快速说出短语和句型，了解学生对课本知识的掌握情况，为下一步的教学做铺垫。)
Step2
Warming
up
and
leading
in热身导入
T:
Look
at
the
picture,
what’s
this
Ss:
It’s
a
robot.
T:
What
can
a
robot
do
Ss:
It
can
do
a
lot
of
hard
work
or
dangerous
work.
T:
Do
you
want
to
have
your
own
robot
Ss:
Yes.
T:
Now
let’s
come
to
the
passage.
Step3
While-reading
1.
Read
the
passage
fast
and
silently
to
find
the
general
idea读取大意
What's
the
passage
about
A.
What
are
robots
look
like
B.
People
in
the
future
have
their
own
robots.
C.
Humans
will
have
less
work
to
do.
Ss
finish
the
question
and
check
the
answer
together.)
（速读回答文章的大意了解短文信息。快速阅读是为了锻炼学生在有限的时间内快速提取信息并概括归纳的能力）。
2.Read
the
text
carefully
and
silently
to
find
the
specific
ideas读取细节
(1)
Read
review
1
carefully
and
silently,
then
answer
the
following
questions
1.
What
do
you
think
robots
can
help
human
beings
with
in
the
future
2.
Can
robots
walk
or
dance
now
3.
Will
robots
be
able
to
talk
to
people
in
25
to
50
years
4.
Will
there
be
robots
everywhere
5.
What
could
a
snake
robot
help
with
after
an
earthquake
（2）Review
2
carefully
and
silently
and
fill
in
the
blank.
All
of
us
think
people
i
the
future
have
their
own
robots.
But
it
may
t
hundreds
of
years.
Robots
can
do
the
s
things
as
us.
Many
scientists
are
trying
to
m
robots
look
like
people.
There
are
many
robots
now
w
in
factories.
They
do
simple
j
over
and
over
again.
They
w
never
get
bored.
A
robot
could
help
l
for
people.
That
may
s
impossible
now.
But
we
never
know
what
will
h
in
the
future.
(本任务是为了让学生进一步阅读文章内容，加深印象)
Step4
Post-reading
activities读后活动
A.
You’ve
understood
the
passage.
Let’s
listen
to
the
tape
and
read
aloud
after
it.
(Ss
read
after
the
tape
one
by
one)
(让学生听音跟读，旨在调动眼视听众感官深刻体会文章内容，更主要的是让学生通过跟读培养学生的语音语调，学着读出真正的地道的英语。并对学生掌握不准的词汇的读音进行学习或纠正。)
B.
Then
read
aloud
and
prepare
to
retell
the
reviews
using
the
key
words
below.
(利用关键词复述出所学内容，为语言的输出任务。学生通过速读、细读回答完问题，又经过跟读和朗读大量的语言输入后，进行复述的。进一步提高学生的综合运用语言的能力。)
C.
Writing:
内容：你想要拥有你自己的机器人，跟科学家描述一下你都要求你的机器人会什么技能！
(这个任务的设计一个目的是为了让学生在学会了评论的相关知识后进行运用，在发展学生听、说、读的能力后，进一步加强写的技能的培养，体现了英语的工具性内涵)
Step5
Inquiry
into
knowledge
by
translation（翻译探究）
一、hundreds
of
意为“
”
hundreds意为“
”。当
表示的是具体几百时，要用
，且后面不跟
;如果表示一个不确定的数字时，常用
，后跟介词
。
二、it’s
+
adj.+（for
sd.）to
do
sth.
为形式主语，
为句子的真正主语。
三、that
may
not
seem
possible
new.
Seem要做连系动词，意为“
”，与
同义。Seem常接
、
、
。seem的从句句型为
。
四there
will
de
such
robots…
Such和so的区别：
1.such用作形容词，意为’“
”，用来装饰
。如果装饰单数可数名词（名词前有形容装饰），其后需加不定冠词
或
。
2.so作为副词，意为“
”，用来修饰
或
。
3．当many,
much,
few,
little这些表示数量的词修饰名词时，一般用
修饰，而不用
修饰。
（设计目地：此环节重在总结重点词汇及句型，教师精讲精练，学生自主、合作、探究学习，学生会的教师不再讲解，重在点播。学生在小组长的带领下解答难题，统一答案，学生讨论难点，教师巡视点播。）
Step6
The
end-of-
class
test当堂检测
一、根据汉语提示完成句子。
1.
He
wants
to
be
an
astronaut
and
his
dream_____(实现)
last
year.
2.
I
need
to
look
smart
for
my
____(工作面试).
3.
Scientists
are
trying
to
make
robots
do_____
(和…同样的工作)
people.
4.
I________
(寻找)my
lost
dog
everywhere
but
I
didn’t
find
it.
5.
I
don’t
want
to
do
the
same
things_________
(反复地).
二、Translate
the
sentences翻译下列句子
1有些科学家相信未来会有这样的机器人。
2他觉得要让机器人像人类一样地工作很难。
3
现在已经有机器人在工厂里工作了。
4
人类将会做更少的工作
答案：一:
came
true
2
job
interview.
3.
the
same
work
as
4.
looked
for
5.over
and
over
again
二
翻译句子
1.Some
scientists
believe
that
there
will
be
such
robots
in
the
future.
2.He
thinks
that
it
will
be
difficult
for
a
robot
to
do
the
same
things
as
a
person.
3.There
are
already
robots
working
in
factories
4.Humans
will
have
less
work
to
do.
亮点
1.本课的导入。利用图片导入既能激发学生的兴趣又能顺利的导入。
2.本课的阅读训练。阅读课的步骤：让学生带着问题略读文章,找出文章的大意;
然后让学生带着问题细读文章,找出文章细节。这些策略有利于学生逐渐提高寻找大意和细节的能力。读后的听、跟读、复述和背诵等活动有利于学生内化所读内容。
3.使用建议：本课最好结合多媒体使用。
翻译探究使用建议
“翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，学生个人学不懂时可以以小组形式互助,若还不会,老师再讲解,这是先学后教,以学定教。“翻译探究”的题目数量因学情而定。学懂后，不看答案，两人一组互相讲解。
