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英语Section A教案设计
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这是一份英语Section A教案设计，共12页。教案主要包含了教材内容，教学目标等内容，欢迎下载使用。
本单元围绕“谈论问题”及“提出建议”这两个话题，设计了相关的语言情景。
Sectin A 1a-2d的 呈现了本单元的重点语法现象一般将来时表示猜测的用法，然后设计了听力活动、俩俩结对活动以及小组活动，从听说角度训练了本单元的核心句型，并在Grammar fcus中进行了归纳总结。Sectin A 3a-3c才所设计的活动，则先通过与一般过去时一般现在时的对比，让学生进一步地了解与掌握一般将来时的结构与用法。
Sectin B 1a-2e 先通过词类的分组活动，呈现了听力活动中所要用到的生词；然后，设计了两个听力活动，分别从两个层面，从宏观到细节，帮助学生掌握一般将来时态的意义、结构和用法。3a-4 设计的活动，则通过说、读与写的活动，对学生三种时态的运用能力进行了综合的训练，旨在帮助学生形成创造性地运用所学三种时态的能力。
Self Check部分让学生通过活动1-2对自己的词汇运用能力及语言综合运用能力进行自我评价。
二、教学目标
1. 知识与技能
（1）词汇：paper, pllutin, predictin, future, pllute, envirnment, planet, earth, plant, part, peace, sea, sky, astrnaut, apartment, rcket, space statin, mn, Mars, servant, dangerus, believe, shape, factry, hliday…
（2）语法：
a. 用will表示的一般将来时；
b. 一般将来时一般问句及其简短回答；
c. mre, less 和fewer表示量的用法；
d. 比较一般现在时、一般过去时和一般将来时的用法。
（3）重点句型：
a. What d yu thing life will be like in 100 years.
b. Every hme will have a rbt.
c. Will kids g t schl?
N, they wn’t. They’ll study at hme.
d. There will be fewer trees.
2. 情感态度与价值观
通过描述未来，调动学生的积极性，发挥学生的想象力，同时帮助学生树立正确的人生观和价值观；让学生懂得：有付出才能有收获，自己的未来要靠自己的劳动来创造。
The First Perid
Teaching aims and demands:
Aims f basic knwledge:
1. Key vcabulary:
rbt, everything, paper, use, tree, building, pllutin, fewer, less
2. Key structures:
1) Will there be less / fewer / mre…?
N, there wn’t. There will be mre/less/fewer...
2) Kids wn’t g t schl.
3) They will study at hme n cmputers.
Aims f abilities:
1. Be able t listen fr specific infrmatin n what will happen in the future;
2. Be able t talk abut what will happen in the future using the target language;
Aims f emtin and evaluatin:
Encurage the students t wrk hard at their lessns preparing fr their wn future.
Teaching Methds:
1. Listening and speaking.
2. Cmmunicative apprach.
3. Task-based apprach
Key Pints:
1. Master the usage f the indefinite tense.
2. Talk abut what will happen in the future.
3. Review the Simple Past Tense and the Simple Present Tense.
Difficulties:
Hw t use crrectly the simple past tense and the present prgressive tense.
Teaching prcedure:
Step 1 Warm up
1. Greetings;
2. Duty reprt
Step 2 Presentatin
1. Draw a time line n the blackbard and mark the line as the fllwing:
5 years ag nw 1 year frm nw 5 years frm nw
2. Intrduce the indefinite future tense
1) Teacher pints t the nw-pint n the time line and says: “I am nw in this schl.” And then pints t the 1-year-frm-nw, saying: “I will be in this schl ne year frm nw.” Pint t the 5-years-frm-nw pint, saying: “I will be in this schl five years frm nw, t.” (Write the tw sentences n the blackbard, the wrd will be written in red.)
2) Get the students t read alud the sentences several times until they can say them crrectly.
3) Prmpt the students t say what they think the wrd will is used fr. Teacher gives cmments n the students’ wrk and tells the class: The wrd will here is used t tell the future actins and happenings.
Step 3 Practice (1a-1c)
1. Get the students t lk at the picture and then talk abut what they have seen in it. Teach the new wrd rbt at the same time.
2. Ask the students hw the wrld will be different 100 years frm nw. Check A r D t cmplete 1a.
3. Listen and circle the predictins yu hear in 1a. Cmplete 1b.
4. Students read the cnversatin in 1c tgether.
5. Pair the students t practice making cnversatins abut the predictins in 1a.
Step 4 Listening (2a-2b)
1. Have the students read the sentences in 2a first, teaching the new wrd pllutin using a picture f a factry prducing a lt f black smke and make sure they knw what they are asked t listen fr. Tell the students that less is the cmparative degree f little, which is used t mdify an uncuntable nun, and that fewer is the cmparative degree f few, which is used t mdify a cuntable nun.
2. Play the recrding fr the students t listen and circle the wrds they hear.
3. Play the recrding again fr them t check their answers.
4. Deal with 2b in the same way.
Step 5 Practice (2c-2d)
1. Get ne tp student t c-perate with the teacher acting ut the dialgue in the bx in 2c.
2. Have the students wrk in grups f fur using the fllwing structures:
A: I think there will be …
B: Well, I dn’t agree. But I think there will be…
C: I agree.
3. Get sme grups t act ut the cnversatins they have made.
4. Rle-play the cnversatin in 2d.
Hmewrk
1. Preview the sentences in Grammar Fcus.
2. Preview 3a -4
3. Prepare sme ld pictures f yurself and yur parents, friends r famus persns and yur hmetwn.
4. Draw sme pictures f what the city wuld be like in the future.
The Secnd Perid
Teaching Aims and Demands.
Aims f basic knwledge:
1. Key Structures:
1) Five years ag, Sally was …/ played…
2) Tday Sally is…/plays
3) In five years Sally will be…/ will play…
Aims f abilities:
Be able t use the three different tenses t depict the past, present and future actins r states.
Aims f emtin and evaluatin:
Enable the class t get t knw that ne creates his wn and that nly by his hard wrk can he cherish a bright future.
Teaching Methds:
1. Task-based apprach
2. Team wrk
Key Pints:
The use f will
Teaching Prcedure:
Step 1 Warm up
1. Greetings
2. Revise the frmatin f the past tense.
1) Write the past tense f the fllw verbs.
live ________ play ________study _______
wrk _______ finish _______ try _________
be _________have ________buy ________
teach _______get _________take ________
2) Prmpt sme t tell the answers fr the whle class t check and then summarize the rules.
3. Revise the useful wrds.
1) Get the students t brainstrm the wrds and write n the blackbard.
Sprts: ftball, basketball…
Musical instruments: vilin, pian, guitar…
2) Get the students t brainstrm the names f the animals.
Step 2 Presentatin
1. Draw the time table n the blackbard.
5 years ag nw 5 years frm nw
2. Shw the pictures depicting the past, tday and the future f yur wn and say:
Five years ag, I was a farmer. Nw I am a teacher. In five years, I will be retired.
Five years ag, I played table tennis. Nw I play the pian. In five years, I will play the vilin.
3. Have the class read alud the sentences after the teacher.
4. Encurage sme t tell what they have fund ut abut the use f the three tenses.
Step 3 Grammar fcus
1. Get sme students t answer what they have learned in this perid. The teacher makes a brief cmment.
2. Have the class read thrugh the sentences in the table and raise questins if they dn’t understand any f the sentences.
3. Review the use f “mre, fewer, less”. Make sure the students understand.
Step 4 Practice (3a)
1. Ask sme students t cmplete the sentences.
2. Check the answers and explain.
3. Read alud the sentences after the teacher chrally until they can say them crrectly.
4. Individually reading.
Step 5 Pair wrk (3b)
1. Ask sme students t cmplete the sentences.
2. The students practice the cnversatins again in pairs.
Step 6 Draw (3c)
1. Have the students lk at the pictures they have prepared and write abut them using the structures in 3c. The teacher walks abut and ffers a helping hand.
2. Put the students int grups f fur, describe the future f the city..
3. Shw the descriptins t the class.
Hme assignment
1. Make a pster f neself r yur imaginary hmetwn. It shuld include the intrductin and the pictures.
2. Preview Sectin B.
3. Revise the wrds that stand fr jbs, transprtatin and places, pets, sprts and clthes. Find mre such wrds.
The Third Perid
Teaching aims and demands.
Aims f basic knwledge:
1. Key and difficult vcabulary:
space, fly, mn, fall, fell, alne, pet, prbably, dress, which, even, tk, wrte
2. Key structures:
I think I’ll be/d…
Aims f abilities:
1. Learn t talk abut ne’s life in future using the target language.
2. Be able t read fr the infrmatin abut future.
Aims f emtin and evaluatin:
1. Help the students get t knw their bright future is created by themselves nt smene else.
2. Thrugh the debate n ne’s future, develp the friendship and the cperative spirits amng the students.
Teaching Methds:
1. Task-based teaching apprach
2. Cmmunicative apprach
Teaching prcedure:
Step 1 Warm up
1. Greetings
2. Duty reprt – My hme twn in ten years
Step 2 Presentatin (1a-1b)
1. Have the class read thrugh the wrds in 1a and teach the new nes using pictures: astrnaut, rcket, space, space statin.
2. Get the students t read alud the wrds after the teacher until they can say them crrectly. Classify them int three grups and fill in the fllwing chart:
3. Think f ther wrds and write them in the chart in 1a.
Step 3 Listening (1c-1e)
1. Pre-listening: get the students t lk at the pictures carefully, and tell each ther what they can see in them
2. While-listening: play the recrding fr the students t listen carefully fr the specific infrmatin and number the pictures accrding t the key infrmatin they might get.
3. Play the recrding again fr them t listen fr the details t fill in the blanks. Cmplete 1d.
4. After-listening: get sme t tell the class what they have dne and why. Refer the students t the listening materials and check the answers. If there are still prblems, the teacher shuld ffer help.
5. Rle-play. Ask tw students make a dialgue t talk abut Je’s life nw, 10 years ag and 10 years frm nw.
Step 4 Reading (2a-2d)
1. Ask sme students t say what they knw abut rbts.
2. Read the article carefully and march each paragraph with the questins it discusses.
3. Check answers in 2b.
4. Read again quickly and cmplete the sentences in 2c.
5. Check answers and read the article tgether.
6. Fill in the blanks in 2d and then check the answers.
Step 5 Writing (2e)
1. What kinds f animals might rbts lk like in the future? Ask sme students.
2. What d yu think these rbts will be able t d?
3. Write yur answers and discuss them with yur partner.
Hme assignment
1. Make a survey n yur parent r friend abut what their life will be like in ten years and then write a reprt n the result f the survey.
2. G ver what has been learned in the previus perids.
The Furth Perid
Teaching aims and demands.
Aims f basic knwledge:
1. Key vcabulary: the key wrds in this unit.
2. Key structures: the key structures in this unit.
Aims f abilities:
1. Cmprehensive use f what has been learned in this unit.
2. Cperative study
Aims f emtin and evaluatin:
1. Cultivate the spirits f cperatin.
2. Encurage the students t wrk hard fr their future.
Teaching Methds:
1. Elicitatin methd
2. Guided reading
Difficulties:
Make the students understand that everything is pssible if we put ur heart int it.
Teaching prcedure:
Step 1 Warm up
1. Greetings
2. Duty reprt – My parent’s/friend’s future life in ten years
Step 2 Revisin
1. Revise the key wrds and structures in this unit.
2. Revise the use f the indefinite future tense.
Step 3 Reading (3a)
1. Read the article quick and then fill in the blanks with the wrds in the bx.
2. Check answers and read tgether.
3. This article is Jill’s answer t the questin, what’s yur answer?
4. Ask the students discuss with their partners.
Step 4 Writing (3b-3c)
1. Cmplete the chart in 3b and please add mre items.
2. Write abut yur life 20 years frm nw. Use 3a and 3b t help yu.
3. Get sme gd writings and read them t the class.
Step 5 Discuss (4)
1. Discuss hw yu think a rbt will help students with schlwrk in the future.
2. Discuss hw yu think a rbt will help ther peple in the future.
3. Write dwn yur grup’s ideas and then shw them t the class.
4. Draw a picture abut yur rbt.
Hme assignment
1. Write the sentences made in class in the exercise-bk.
2. Read alud the passage in 3a.
3. G n the Internet and lk fr the infrmatin n rbts.
4. Preview the part f Self Check.
The Fifth Perid
Teaching aims and demands.
Aims f basic knwledge:
Key vcabulary and structures: all in this Unit
Aims f abilities:
1. Be able t talk abut future.
2. Talk abut them using the target language.
Aims f emtin and evaluatin:
Thrugh reading abut the rbt, help the students t understand that man can create their wn future by their wn effrts.
Teaching Methds:
1. Guided reading
2. task-based apprach
Teaching prcedure:
Step 1 Warm up
1. Greetings
2. Duty reprt – My parent’s/friend’s life in ten years
Step 2 Presentatin
1. The rbt in my mind
1) Have the students think abut the rbts with the fllwing questins in mind:
What des yur rbt lk like?
What can it d?
2) Put the students int grups f fur and d brainstrming exercise and then cmplete the fllwing chart.
3) Write a reprt n the result f the grup wrk..
2. Get each grup t reprt the result f their discussin t the class.
Step 3 Cmplete the chart
1. Read the wrds in the bx.
2. Put the wrds in the crrect clumns in the chart.
3. Review the use f “mre, fewer, less”.
Step 4 Fill in the blanks
Cmplete the cnversatin.
Read the cnversatin tgether.
Hme assignment
1. Read alud the passage yu have learned.
2. Interview yur parent r friend n what kind f rbt they wuld like t have and what kinds f wrk they wuld like their rbts d.
3. Revise what has been learned in this unit.
4. Preview Unit 8Jbs
Transprtatin
Places t live
astrnaut
cmputer prgrammer
train,
rcket
huse,
apartment,
space statin
Name
What des it lk like?
What can it d?
本单元围绕“谈论问题”及“提出建议”这两个话题，设计了相关的语言情景。
Sectin A 1a-2d的 呈现了本单元的重点语法现象一般将来时表示猜测的用法，然后设计了听力活动、俩俩结对活动以及小组活动，从听说角度训练了本单元的核心句型，并在Grammar fcus中进行了归纳总结。Sectin A 3a-3c才所设计的活动，则先通过与一般过去时一般现在时的对比，让学生进一步地了解与掌握一般将来时的结构与用法。
Sectin B 1a-2e 先通过词类的分组活动，呈现了听力活动中所要用到的生词；然后，设计了两个听力活动，分别从两个层面，从宏观到细节，帮助学生掌握一般将来时态的意义、结构和用法。3a-4 设计的活动，则通过说、读与写的活动，对学生三种时态的运用能力进行了综合的训练，旨在帮助学生形成创造性地运用所学三种时态的能力。
Self Check部分让学生通过活动1-2对自己的词汇运用能力及语言综合运用能力进行自我评价。
二、教学目标
1. 知识与技能
（1）词汇：paper, pllutin, predictin, future, pllute, envirnment, planet, earth, plant, part, peace, sea, sky, astrnaut, apartment, rcket, space statin, mn, Mars, servant, dangerus, believe, shape, factry, hliday…
（2）语法：
a. 用will表示的一般将来时；
b. 一般将来时一般问句及其简短回答；
c. mre, less 和fewer表示量的用法；
d. 比较一般现在时、一般过去时和一般将来时的用法。
（3）重点句型：
a. What d yu thing life will be like in 100 years.
b. Every hme will have a rbt.
c. Will kids g t schl?
N, they wn’t. They’ll study at hme.
d. There will be fewer trees.
2. 情感态度与价值观
通过描述未来，调动学生的积极性，发挥学生的想象力，同时帮助学生树立正确的人生观和价值观；让学生懂得：有付出才能有收获，自己的未来要靠自己的劳动来创造。
The First Perid
Teaching aims and demands:
Aims f basic knwledge:
1. Key vcabulary:
rbt, everything, paper, use, tree, building, pllutin, fewer, less
2. Key structures:
1) Will there be less / fewer / mre…?
N, there wn’t. There will be mre/less/fewer...
2) Kids wn’t g t schl.
3) They will study at hme n cmputers.
Aims f abilities:
1. Be able t listen fr specific infrmatin n what will happen in the future;
2. Be able t talk abut what will happen in the future using the target language;
Aims f emtin and evaluatin:
Encurage the students t wrk hard at their lessns preparing fr their wn future.
Teaching Methds:
1. Listening and speaking.
2. Cmmunicative apprach.
3. Task-based apprach
Key Pints:
1. Master the usage f the indefinite tense.
2. Talk abut what will happen in the future.
3. Review the Simple Past Tense and the Simple Present Tense.
Difficulties:
Hw t use crrectly the simple past tense and the present prgressive tense.
Teaching prcedure:
Step 1 Warm up
1. Greetings;
2. Duty reprt
Step 2 Presentatin
1. Draw a time line n the blackbard and mark the line as the fllwing:
5 years ag nw 1 year frm nw 5 years frm nw
2. Intrduce the indefinite future tense
1) Teacher pints t the nw-pint n the time line and says: “I am nw in this schl.” And then pints t the 1-year-frm-nw, saying: “I will be in this schl ne year frm nw.” Pint t the 5-years-frm-nw pint, saying: “I will be in this schl five years frm nw, t.” (Write the tw sentences n the blackbard, the wrd will be written in red.)
2) Get the students t read alud the sentences several times until they can say them crrectly.
3) Prmpt the students t say what they think the wrd will is used fr. Teacher gives cmments n the students’ wrk and tells the class: The wrd will here is used t tell the future actins and happenings.
Step 3 Practice (1a-1c)
1. Get the students t lk at the picture and then talk abut what they have seen in it. Teach the new wrd rbt at the same time.
2. Ask the students hw the wrld will be different 100 years frm nw. Check A r D t cmplete 1a.
3. Listen and circle the predictins yu hear in 1a. Cmplete 1b.
4. Students read the cnversatin in 1c tgether.
5. Pair the students t practice making cnversatins abut the predictins in 1a.
Step 4 Listening (2a-2b)
1. Have the students read the sentences in 2a first, teaching the new wrd pllutin using a picture f a factry prducing a lt f black smke and make sure they knw what they are asked t listen fr. Tell the students that less is the cmparative degree f little, which is used t mdify an uncuntable nun, and that fewer is the cmparative degree f few, which is used t mdify a cuntable nun.
2. Play the recrding fr the students t listen and circle the wrds they hear.
3. Play the recrding again fr them t check their answers.
4. Deal with 2b in the same way.
Step 5 Practice (2c-2d)
1. Get ne tp student t c-perate with the teacher acting ut the dialgue in the bx in 2c.
2. Have the students wrk in grups f fur using the fllwing structures:
A: I think there will be …
B: Well, I dn’t agree. But I think there will be…
C: I agree.
3. Get sme grups t act ut the cnversatins they have made.
4. Rle-play the cnversatin in 2d.
Hmewrk
1. Preview the sentences in Grammar Fcus.
2. Preview 3a -4
3. Prepare sme ld pictures f yurself and yur parents, friends r famus persns and yur hmetwn.
4. Draw sme pictures f what the city wuld be like in the future.
The Secnd Perid
Teaching Aims and Demands.
Aims f basic knwledge:
1. Key Structures:
1) Five years ag, Sally was …/ played…
2) Tday Sally is…/plays
3) In five years Sally will be…/ will play…
Aims f abilities:
Be able t use the three different tenses t depict the past, present and future actins r states.
Aims f emtin and evaluatin:
Enable the class t get t knw that ne creates his wn and that nly by his hard wrk can he cherish a bright future.
Teaching Methds:
1. Task-based apprach
2. Team wrk
Key Pints:
The use f will
Teaching Prcedure:
Step 1 Warm up
1. Greetings
2. Revise the frmatin f the past tense.
1) Write the past tense f the fllw verbs.
live ________ play ________study _______
wrk _______ finish _______ try _________
be _________have ________buy ________
teach _______get _________take ________
2) Prmpt sme t tell the answers fr the whle class t check and then summarize the rules.
3. Revise the useful wrds.
1) Get the students t brainstrm the wrds and write n the blackbard.
Sprts: ftball, basketball…
Musical instruments: vilin, pian, guitar…
2) Get the students t brainstrm the names f the animals.
Step 2 Presentatin
1. Draw the time table n the blackbard.
5 years ag nw 5 years frm nw
2. Shw the pictures depicting the past, tday and the future f yur wn and say:
Five years ag, I was a farmer. Nw I am a teacher. In five years, I will be retired.
Five years ag, I played table tennis. Nw I play the pian. In five years, I will play the vilin.
3. Have the class read alud the sentences after the teacher.
4. Encurage sme t tell what they have fund ut abut the use f the three tenses.
Step 3 Grammar fcus
1. Get sme students t answer what they have learned in this perid. The teacher makes a brief cmment.
2. Have the class read thrugh the sentences in the table and raise questins if they dn’t understand any f the sentences.
3. Review the use f “mre, fewer, less”. Make sure the students understand.
Step 4 Practice (3a)
1. Ask sme students t cmplete the sentences.
2. Check the answers and explain.
3. Read alud the sentences after the teacher chrally until they can say them crrectly.
4. Individually reading.
Step 5 Pair wrk (3b)
1. Ask sme students t cmplete the sentences.
2. The students practice the cnversatins again in pairs.
Step 6 Draw (3c)
1. Have the students lk at the pictures they have prepared and write abut them using the structures in 3c. The teacher walks abut and ffers a helping hand.
2. Put the students int grups f fur, describe the future f the city..
3. Shw the descriptins t the class.
Hme assignment
1. Make a pster f neself r yur imaginary hmetwn. It shuld include the intrductin and the pictures.
2. Preview Sectin B.
3. Revise the wrds that stand fr jbs, transprtatin and places, pets, sprts and clthes. Find mre such wrds.
The Third Perid
Teaching aims and demands.
Aims f basic knwledge:
1. Key and difficult vcabulary:
space, fly, mn, fall, fell, alne, pet, prbably, dress, which, even, tk, wrte
2. Key structures:
I think I’ll be/d…
Aims f abilities:
1. Learn t talk abut ne’s life in future using the target language.
2. Be able t read fr the infrmatin abut future.
Aims f emtin and evaluatin:
1. Help the students get t knw their bright future is created by themselves nt smene else.
2. Thrugh the debate n ne’s future, develp the friendship and the cperative spirits amng the students.
Teaching Methds:
1. Task-based teaching apprach
2. Cmmunicative apprach
Teaching prcedure:
Step 1 Warm up
1. Greetings
2. Duty reprt – My hme twn in ten years
Step 2 Presentatin (1a-1b)
1. Have the class read thrugh the wrds in 1a and teach the new nes using pictures: astrnaut, rcket, space, space statin.
2. Get the students t read alud the wrds after the teacher until they can say them crrectly. Classify them int three grups and fill in the fllwing chart:
3. Think f ther wrds and write them in the chart in 1a.
Step 3 Listening (1c-1e)
1. Pre-listening: get the students t lk at the pictures carefully, and tell each ther what they can see in them
2. While-listening: play the recrding fr the students t listen carefully fr the specific infrmatin and number the pictures accrding t the key infrmatin they might get.
3. Play the recrding again fr them t listen fr the details t fill in the blanks. Cmplete 1d.
4. After-listening: get sme t tell the class what they have dne and why. Refer the students t the listening materials and check the answers. If there are still prblems, the teacher shuld ffer help.
5. Rle-play. Ask tw students make a dialgue t talk abut Je’s life nw, 10 years ag and 10 years frm nw.
Step 4 Reading (2a-2d)
1. Ask sme students t say what they knw abut rbts.
2. Read the article carefully and march each paragraph with the questins it discusses.
3. Check answers in 2b.
4. Read again quickly and cmplete the sentences in 2c.
5. Check answers and read the article tgether.
6. Fill in the blanks in 2d and then check the answers.
Step 5 Writing (2e)
1. What kinds f animals might rbts lk like in the future? Ask sme students.
2. What d yu think these rbts will be able t d?
3. Write yur answers and discuss them with yur partner.
Hme assignment
1. Make a survey n yur parent r friend abut what their life will be like in ten years and then write a reprt n the result f the survey.
2. G ver what has been learned in the previus perids.
The Furth Perid
Teaching aims and demands.
Aims f basic knwledge:
1. Key vcabulary: the key wrds in this unit.
2. Key structures: the key structures in this unit.
Aims f abilities:
1. Cmprehensive use f what has been learned in this unit.
2. Cperative study
Aims f emtin and evaluatin:
1. Cultivate the spirits f cperatin.
2. Encurage the students t wrk hard fr their future.
Teaching Methds:
1. Elicitatin methd
2. Guided reading
Difficulties:
Make the students understand that everything is pssible if we put ur heart int it.
Teaching prcedure:
Step 1 Warm up
1. Greetings
2. Duty reprt – My parent’s/friend’s future life in ten years
Step 2 Revisin
1. Revise the key wrds and structures in this unit.
2. Revise the use f the indefinite future tense.
Step 3 Reading (3a)
1. Read the article quick and then fill in the blanks with the wrds in the bx.
2. Check answers and read tgether.
3. This article is Jill’s answer t the questin, what’s yur answer?
4. Ask the students discuss with their partners.
Step 4 Writing (3b-3c)
1. Cmplete the chart in 3b and please add mre items.
2. Write abut yur life 20 years frm nw. Use 3a and 3b t help yu.
3. Get sme gd writings and read them t the class.
Step 5 Discuss (4)
1. Discuss hw yu think a rbt will help students with schlwrk in the future.
2. Discuss hw yu think a rbt will help ther peple in the future.
3. Write dwn yur grup’s ideas and then shw them t the class.
4. Draw a picture abut yur rbt.
Hme assignment
1. Write the sentences made in class in the exercise-bk.
2. Read alud the passage in 3a.
3. G n the Internet and lk fr the infrmatin n rbts.
4. Preview the part f Self Check.
The Fifth Perid
Teaching aims and demands.
Aims f basic knwledge:
Key vcabulary and structures: all in this Unit
Aims f abilities:
1. Be able t talk abut future.
2. Talk abut them using the target language.
Aims f emtin and evaluatin:
Thrugh reading abut the rbt, help the students t understand that man can create their wn future by their wn effrts.
Teaching Methds:
1. Guided reading
2. task-based apprach
Teaching prcedure:
Step 1 Warm up
1. Greetings
2. Duty reprt – My parent’s/friend’s life in ten years
Step 2 Presentatin
1. The rbt in my mind
1) Have the students think abut the rbts with the fllwing questins in mind:
What des yur rbt lk like?
What can it d?
2) Put the students int grups f fur and d brainstrming exercise and then cmplete the fllwing chart.
3) Write a reprt n the result f the grup wrk..
2. Get each grup t reprt the result f their discussin t the class.
Step 3 Cmplete the chart
1. Read the wrds in the bx.
2. Put the wrds in the crrect clumns in the chart.
3. Review the use f “mre, fewer, less”.
Step 4 Fill in the blanks
Cmplete the cnversatin.
Read the cnversatin tgether.
Hme assignment
1. Read alud the passage yu have learned.
2. Interview yur parent r friend n what kind f rbt they wuld like t have and what kinds f wrk they wuld like their rbts d.
3. Revise what has been learned in this unit.
4. Preview Unit 8Jbs
Transprtatin
Places t live
astrnaut
cmputer prgrammer
train,
rcket
huse,
apartment,
space statin
Name
What des it lk like?
What can it d?
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