Unit 7 Will people have robots?
The First Period Section A (1a–1c＆3b)

Teaching aims（教学目标）
1. 学会用will预测将来的生活。
2. 预测未来生活的发展趋势，对未来充满信心和希望。
3. 本节课旨在愉快的学习交流环境，通过听、说来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。
Language points（语言点）
1. 要求掌握以下句式：
a. What will the future be like?
…
b. Will people use money in 100 years?
No, they won’t. Everything will be free.
Kids will study at home on computers. They won’t go to school.
2．要求掌握以下词汇：
1)名词n. paper
（本节课的生词在初一的学习过程中已经有所接触，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。）
Difficulties（难点）：运用will 预测将来的生活
Teaching steps（教学步骤）
1. Warm-up and revision（课堂热身和复习）
Have Ss look at the screen and the sentences.
Then, have Ss use the mind-map on the screen to help them brainstorm their predictions about the future.
（通过问题，让学生进行头脑风暴，复习学习过的相关表达并为下面的环节进行铺垫。）
2. Presentation（呈现新知识）
Show Ss the pictures on the screen and have them say the names of the items they see.
T: Did we have these things fifty years ago?
S1: Yes.
T: But most of these things are much better and faster now. What do you think we will have in the future?
S2: …
T: That’s a good idea! Now, what do you think our lives will be like in 100 years from now?
Show Ss the pictures on the screen and ask them to discuss about how these things will be different in the future.
( 设计说明：图片比较清晰的引导学生朝着未知的世界预测迈进。)
3. Work on 1a.
Have Ss read through all the predictions first. Then have them check the predictions with A for agree or D for disagree.
(设计意图：学生对于未来生活的预测的思路被打开，为发挥学生的想象力做了铺垫。)

4. Work on 1b.
(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)
T: Listen again and circle the predictions you hear in 1a.
Then have Ss look at the screen. Tell them that they are to listen again and fill in the blanks with what they hear.
(设计意图：教师可以让学生看着听力材料跟读，让学生感知听力材料中表达观点的句子，为后面的对话做好铺垫准备。充分利用听力材料的文本，标识关键词，强化输入。）

5. Work on 1c.
Have Ss get into pairs and read the conversation in 1c. Then ask them to make their own conversations changing the words used with the vocabulary/predictions in 1a.
T: Ask and answer questions about the predictions in 1a.
(充分利用所提供的对话模式，强化输入，给学生pair work练习的时间,并让小组对话在全班展示)

6. Work on 3b.
Have Ss turn to page 51 and look at Activity 3b.
T: Complete the predictions with what you think will happen.

（设计意图：充分发挥学生的想象力。）

7. Homework
Oral:
Read the new words and sentence structures learned in this lesson aloud.
Written:
Complete Activity 3b with your imagination.
（根据学生程度进行口语和书面作业的布置，同时结合了1c 的内容）

Unit 7 Will people have robots?
The Second Period Section A (2a–Grammar Focus & 3b-3c)

Teaching aims（教学目标）
1. 学会用will预测将来的生活。
2. 预测未来生活的发展趋势，对未来充满信心和希望。
3. 本节课旨在愉快的学习交流环境，通过听、说来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。
Language points（语言点）
1.要求掌握以下句式：
a. There will be more people.
b. There will be fewer trees.
c. There will be less free time.
2．要求掌握以下词汇：
1) 名词n. pollution, prediction, future, environment, planet, earth, plant, part, peace, sea, sky
2) 动词v. pollute, plant, play a part
（本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。）
Difficulties（难点）：掌握一般将来时的表意功能和语言形式。
Teaching steps（教学步骤）
1. Warm-up and presentation（课堂热身和呈现）
Have Ss look at the screen and discuss the question.
Then, direct their attention to the blanks in the slides and ask them to fill in the blanks.

（设计意图：开篇调动学生的想象力. 相互说出自己对未来世界的设想，为下一步的教学做过渡铺垫。同时也可以顺利引出2a的听力材料。）

3. Work on 2a.
Have Ss listen and circle the words they hear.
Then check their answers. You can ask Ss to get in pairs and compare their answers.

（设计意图：教师通过听力进一步理解对未来世界预测表达方法以及表达角度.教师可以四处走动，以帮助学生校对，也可以让学生发挥peer assessment的作用。）

4. Work on 2b.
Have Ss listen to the recording again and ask them to check the predictions they hear. Then, ask Ss to look at the screen and read the chant together as a class.

（这个环节可以让学生再一次感知听力材料和训练听力技能，并且提高听力技巧，在chant部分使原本枯燥的语法有了些许乐趣。）

5. Work on 2c.
Have Ss get into pairs and make conversations about the predictions in 2a and 2b.
Then, have some pairs come to the front and present their conversations to the class.

6. Work on 2d.
Have Ss read the conversation in 2d and then get into pairs to role-play the conversation. Encourage them to close their textbooks and try to remember the key vocabulary words used.
Then have some pairs come to the front and present their conversations to the class.
(设计意图：充分利用所提供的对话模式，强化输入，并表示关键句，给学生充足的训练时间,并让小组对话在全班展示)

7. Work on 3a.Have Ss open their textbooks again and read the sentences in Activity 3a. Then ask them to fill in the blanks with more, less or fewer.
(设计意图：这一个环节进一步的巩固了fewer, more and less的用法。)
8. Homework
Oral:
Read the conversation in 2d aloud.
Written:
Work on Activity 3c. Then, write a short description about your picture.
（根据学生程度进行口语和书面作业的布置，强调了小语篇的意识。）
Unit 7 Will people have robots?
The Third Period Section B ( 1a–1d)

Teaching aims（教学目标）
1. 学会用will预测将来的生活。
2. 预测未来生活的发展趋势，对未来充满信心和希望。
3. 学生可以表述自己生活的过去，现在和将来。
Language points（语言点）
要求掌握以下词汇：
1)名词n. astronaut, apartment, rocket, space, space station
（本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。

Teaching steps（教学步骤）
1. Warm-up and presentation
Have Ss warm up by thinking about as many words as they can that are related to jobs, transportation, and places to live.
You can have them get into groups of three to four, and ask them to write as many words as possible. The group with the most number of words win.

(设计意图,通过对职业，交通方式和居住环境的头脑风暴，再现一些词汇，该话题应该是学生很感兴趣的话题,有亲身经历合体会,新课的导入便顺理成章，水到渠成。)

2. Work on 1a and 1b.
Have Ss look at the box and write each word in the correct column.
Check Ss’ answers.

Then have Ss think of other words and write them in the chart too. They can use some of the words that were brainstormed earlier in the lesson.

When they are done, have Ss look at the screen. Give them an example of how it will be like in the future when more astronauts will fly to the moon. Then, ask Ss to get into groups of three or four and discuss how the world will be like in the future. They can look at the screen for some questions they can consider in their discussion.
（设计意图：引导学生从几个方面对未来世界进行想象，为听力做好了思想准备。）

3. Work on 1c.
Have Ss listen to the conversation between Alexis and Joe. Then, number the pictures 1–3.

4. Work on 1d.
Ss are to listen again to the conversation. This time, they are to work on 1d and fill in the blanks with the correct verbs from the box.
Tell Ss that they can also use shorthand as they fill in the blanks.
(Questions 6–8 will be the only ones where Ss can use shorthand: ’ll be, ’ll fly, ’ll live)
（设计意图：这个环节可以让学生再一次感知听力材料和训练听力技能，并且提高听力技巧，比如速记法等。）
5. Work on 1e.
Have Ss get into pairs. Student A is Alexis and Student B is Joe.
T: In your pairs, talk about Joe’s life now, 10 years ago and 10 years from now.
You may also have Ss to talk about their lives with their partners.
(这个环节的设计主要是整合听力素材，让学生改编听力材料为一篇小短文，同时也可以回忆过去的生活，珍惜现在的生活并畅想自己的未来生活。)

6. Homework
Oral:
Read the converastion in Section B 1c, 1d aloud.
Written:
Write a passage about your life.
（根据学生程度进行口语和书面作业的布置，强调了小语篇的意识。）
Unit 7 Will people have robots?
The Fourth Period Section B ( 2a–2e)

Teaching aims（教学目标）
1.让学生熟悉未来机器人的话题并以此展开阅读活动。
2. 培养学生通过略读判断段落大意以获得对文章的整体理解的能力。
3.通过文章阅读提高scanning/skimming阅读策略能力。
要求掌握以下词汇：
1) 名词n. human, servant, factory, shape, side
2) 形容词adj. dangerous, possible
3) 副词adv. even, inside
Teaching steps（教学步骤）
1. Predicting – work on 2a.Show Ss the pictures of some robots and what they can do on the screen.
Have Ss get into pairs and tell their partner what they know about robots now. What do they look like and what can they do?
Then ask each pair to draw a picture about how they think robots will look like in the future.

(设计意图：通过预测，培养学生的预测能力，同时也让学生对机器人的形状和作用有一个比较直观的初步了解，调动学生对阅读材料的期待感。)

2. Work on 2b.
Skimming
Have Ss look at the article on page 53 and read it. Then, ask them to match each paragraph with the question it discusses.

(设计意图：通过快速阅读寻找文章的段落大意。)

3. Work on 2c.
Scanning
Have Ss read the article again quickly. Then have them work in pairs on 2c and complete the sentences about what robots can do now.

(以两人一组为单位询问组内成员的情况。此环节不仅可以增进同学间对计划内容的了解，也有助于对计划实施情况的了解。)
4. Work on 2d.
Have Ss read the paragraph in 2d first. Then, ask them to fill in the blanks with words from the article in 2b.
Walk around the class, and offer help when necessary.
（设计意图：这个环节是对阅读语篇的缩写，通过填词帮助学生转换文章信息，加深对文章的理解。）

5. Work on 2e.
Have Ss get into pairs and discuss the questions in 2e.
T: What kinds of animals might robots look like in the future? What do you think these robots will be able to do? Write your ideas and discuss them with your partner.

(设计意图：这是一个读后讨论拓展活动，让学生在课文内容的基础上发挥自己的想象力，对机器人的未来发展情况进行预测，并与同伴分享。)

6. Homework

Oral:
Read the paragraph in 2d aloud.

Written:
Write a passage about the kind of robot you want to have in the future and why.
Unit 7 Will people have robots?
The Fifth Period Section B (3a–Self Check)

Teaching aims（教学目标）
1.学会预测自己的未来生活。
2.规划自己的未来生活。
要求掌握以下词汇：
1) 名词n. holiday, word
2) 副词adv. probably
Teaching steps（教学步骤）
1. Warm up
Have Ss listen to the song Que Sera Sera. The song is meant to help them to think about what happens in the future.
Then, show Ss a picture of Olivia and ask them to think about what her life will be like in 20 years. You can have them get into groups of three or four to discuss and draw a mind-map.

(设计意图：一首关于对自己未来猜想的歌曲打开了想象之门，对于老师20年后的生活进行猜测，思维导图很清晰的折射了写作框架。)

2. Work on 3a.
Have Ss look at the picture on the screen and ask Ss to predict how Jill’s life will be in 20 years.
Then, ask them to look at the paragraph in 3a and fill in the blanks with the words in the box.
（设计意图：先让学生看图预测，也是一中阅读策略的渗透，然后先个人完成填词，再小组讨论校对答案。同时也可以检验自己的预测是否正确。）

3. After reading
Now, have Ss get into groups of three or four again and look at the screen. Ask them to refer to the passage in 3a to fill in the chart.
You can also have Ss get into pairs to make a conversation about what Jill will do in 20 years, according to the information from 3a.
(设计意图：阅读后的这两个环节的设计主要是帮助学生转换文本信息，加深对文章的理解，同时也为预测自己的未来20年后的生活做好了语言和写作框架的铺垫。)

4. Work on 3b.
Hav