Unit 7 Will people have robots?
Period 1 Section A 1a-2c
Teaching aims:
1. Students learn to talk about future intentions.
2. .The students will be able to learn the words and phrases:
will , won’t , in the future, predict, prediction, paper, live to be , world peace, there will be , there won’t be …
3. The students will be able to use the expressions:
(1). What will the future be like ?
(2). People will live to be 200 years old.
(3). People won’t go to work in 100 years.
(4). Will people use money in 100 years?--- Yes, they will. ---No, they won’t.
(5). There will be more free time in the future.
(6) There won’t be much pollution in the future.
(7)There will be more/ less/ fewer …
Ability aims:
1.The students can use the questions to get information to improve their listening and
speaking abilities.
2.To train the students’ cooperation with their partners.
Key and important difficult points:
A. Vocabulary
B. Target language
(1). What will the future be like?
(2). People will live to be 200 years old.
(3). People won’t go to work in 100 years.
(4). Will people use money in 100 years?--- Yes, they will. ---No, they won’t.
(5). There will be more free time in the future.
(6) There won’t be much pollution in the future.
(7)There will be more/ much/less/ fewer …
C.Grammar: The simple future tense.
Emotional aims:
To help the students to make their future plan and play a part in saving the earth!
Teaching procedures:
Before class: Students learn by themselves.
Step 1 Warming up.
1. Listen to a song.
2. Show the title.
Step 2 New language presentation.
1. T: What will I be in 20 years ?
I will be a grandmother. I won’t be a teacher in 20 years.
won’t= will not (将不会)
Write; I will be..
I won’t be…. won’t= will not (将不会)
2. Pair work.
A: What will you be in 20 years ? B: I will be a/ an __________.
A: How will you do that? B : I will ____________.
Write : I will practice playing basketball.
3. T; What will our life be like in 100 years?
(1). Demonstrate; Learn and read.
(2). Students learn in their group.
(3). Read.
Step 3 Work on 1a.
1. Read the sentences.
2. How will the world be different 100 years from now? Read the predictions in 1a. Check A
for agree or D for disagree.
3. Show their answers: I agree /disagree that ____________________.
Step 4 Work on 1b.
1. T: Now listen to the recording and circle the predictions you hear in 1a.
2. Play the recording for the Ss to listen and circle the predictions.
3. Play the recording again.
4. Check the answers with the Ss.
5. Read .
Step 5.Pair work.
1. Let Ss read the first conversation in 1c after the teacher.
2. Then let Ss ask and answer questions about the predictions in 1a. Then make their own
conversation.
3. Let some pairs ask and answer about their conversations.
Step 6Step 2 New language presentation.
T: Make more predictions.
Structures :
Will there be more schools? Yes, there will. / Yes, there won’t.
There will be more people.
Step 7 Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and
circle the words in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they
know what to do.
2. Play the recording for the Ss to check the predictions they hear.
3. Play the recording again to check the answers.
Step 8 Game.
Predict the world in the future. You can make predictions about 2 or 3 things such as the robots, the schools and so on.
We will…
We won’t…
There will be more/ less/ fewer …
Step 9 Summarize and do some exercises.
板书：Unit 7 Will people have robots?
Period 1 Section A 1a-2c
I will be..
I won’t be…. won’t= will not (将不会)
A: Will people use money in 100 years?
B: No, they won’t. Everything will be free.
Will people live to be 200 years old?
A: Yes, they will. People will live to be 200 years old.
Will there be more schools? Yes, there will. / Yes, there won’t. There will be more people.
Period 2 Section A 2d-3c
Teaching aims:
1.The students will be able to learn the words and phrases:
future，pollute, environment，planet，earth，play a part，world peace, sea, sky
2. The students will be able to use the expressions:
(1) A: Will you live to be 200 years old? B: Yes, I will. / No, I won’t.
(2) Kids will study at home on computers.
(3) They won’t go to school.
3. The students will be able to use “more, less, fewer”.
(1) There will be more cars.
(2) There will be more pollution.
(3) There will be less free time.
(4) There will be fewer trees.
Ability aims:
2.The students can use the questions to get information to improve their listening and
speaking abilities.
2.To train the students’ cooperation with their partners.
Key and important difficult points:
A. Vocabulary
B. Target language
D.Grammar: The simple future tense.
Emotional aims:
To help the students to make their future plan and play a part in saving the earth!
Teaching procedures:
Before class: Students learn by themselves.
Step1: Warming up ----Listen to a song.
Step2: Lead—in
1. Show the pictures and talk about the earth.
What will the earth be like in ten years?
New words: pollute, environment, planet., earth, in great danger, play a part.
2. What will you do for the earth？
I will…
Step 3: Work on Section A 2d.
1. Read the conversation quickly and answer two Qs.
2. Listen and repeat. Then read aloud for 5 minutes to recite.
3. Role--- play the conversation.
4. Make their own conversations.
Step 4 Grammar focus.
1. Show the sentences and think, What are the rules?
仔细观察例句，体会并写出画线部分的时态结构，并翻译时间状语。
2. 【探究总结】
1).含义：表示_______某个时间要发生的动作或存在的状态，也表示将来经常或反复发
生的动作。
2).构成：
(1)肯定句：主语+will+_________
(2)否定句：主语+will+___+动词原形
(3)疑问句：___________________+主语+动词原形
3).时间状语：___________, ________week/month/year,
______ the future，______+一段时间等。
3. 仔细观察例句，体会并总结蓝色部分的时态结构，并翻译红色部分。
结构：there will be 意思是___________________________
fewer+__________ less+___________ more+____________
Step 5:Work on 3a.
1.Tell Ss read the conversation in 3a and try to fill in the blanks with more ,less or fewer.
2.Methods
3.check the answers
4.Let Ss read the sentences and try to remember the sentences.
Step 6:Work on 3b:complete the predictions.
1.Let Ss read the beginning of the sentences, understand each sentence.
2.Let Ss complete the sentences.
3.Let Ss share the answers ,and find and correct errors.
4.Let some Ss talk about their sentences.
Step 7 A game.
All of us want to have a good environment. Everyone should play a part in saving the earth.
What will you do to protect(保护)it?
Step 8 Summarize and do some exercises.
Period 3
Unit 7 Will people have robots.
一般将来时讲解与练习
一．“be going to + v.原形”结构和“ will+ v.原形”的区别：
二都都可以表达将来发生的事，一般不加区分，只是在下列情况下，需要注意：
1、用be going to，不用will的两种情况：
1）当谈论计划打算时，用be going to，不用will，如：
①What are you going to do when you grow up?你长大后打算做什么？我打算当老师。
②I’m going to swim tomorrow. 我打算明天去游泳。
2）谈论根据现在所知，预计不久肯定会发生的事情时，用be going to，不用will，
①Look! It’s going to rain! 看，要下雨了。
②He is packing his bag. He is going out.他在打点行装，他要外出了。
③The car is going to turn over. 车要翻了。
④He has reached Dangji, he is going to be here in ten minutes. 他已经到党集了，十分钟
后他就能来到。
2、下列情况下用will，不用be going to：
1）在有条件从句的主句中，一般不用be going to, 而多用will, 如：
If you work really hard, you will be famous.
2)根据说话者的见解和观点对未来作出预言时
I think Tom will study hard from now on.
3）在说话时临时作出的决定时，一般用will的缩略式’ll.
I think I’ll go to bed.
— Come to supper. —OK, thanks. I’ll bring a bottle.
4）表示意图、提议、许诺、自愿做某事或坚持做某事时，带有感情色彩，如：
①—There’s the door-bell. —I’ll go.②I will stop smoking— I really will!
③ Get up early tomorrow. Sure. I will. ④Don’t be late . I won’t.
⑤Don’t worry. I’ll help you.
5)表示请求和邀请时Will you give me a hand?
Will you come in and have a drink? 21·cn·jy·com
6)表示命令或威胁时
①You wi ll start work at six o’clock.
②I’ll beat you if you do that again.
7)表示习惯和规律时
①The baby will cry when her mother leaves. ②Man will die.
二. there be结构的一般将来时
1）There be 句型的be going to 结构“There is / are going to be”常用来表示某地将存在某人或某物。注意句型中be going to 后面的be不能改为have；遇到名词单数或不可数名词，用There is going to be，遇到复数可数名词用There are going to be；例如：
①There is going to be a football match next Saturday in our school.下周六我们学校将有
一场足球比赛。
②There aren’t go ing to be any apples in winter. 冬天将没有苹果。
③Is there going to be milk tomorrow? 明天将会有牛奶吗？
Yes, there is . / No, there isn’t. 是的，将会有。/ 不，不会有。
2)there will be 是there be句型的一般将来时，用来表示某地将存在某人／物。如：
①There will be a book on the desk tomorrow.
②There won’t be a book on the desk tomorrow.
③Will there be a book on the desk tomorrow? Yes, there will. / No, there won’t.
（）1、 a football game in our school tomorrow.
A. There will have
B. There is going to have
C. Have
D. There is going to be
（）2、Look at the baby ! I’m afraid he cry(哭).
A. will
B. is going to
C. should
D. does
( ) 3、Tom s aid to his mother, “ I play computer games any more.
I study h arder and pass the exam next time.”
A. won’t... am going to
B. am not going to ... am going to
C. won’t... will
D. am not going to ... will21*cnjy*com
（）4、I come to the meeting if it rain tomorrow.
A. will... doesn’t
B. am going to ... won’t www-2-1-cnjy-com
C. will ... won’t
D. am going to ... don’t
Period 4 Section B 1a-1e
Teaching Aims
1) The students will be able to talk about the life in the future.
2) The students will be able to talk about the life now, in the future and in the past. Language Focus
The students will be able to use the following words and sentences properly in given situations;
1)astronaut, rocket, space station, apartment
2)What will your life be like in the future?
What is your life like now?
What was your life like 10 years ago?
Ability goals
Enable the students to talk about their future life.
Improve students' speaking ability.
Train students' communicative competence.
Train the Ss abilities of memory, and creation.
Emotion & attitude goals
Enable the students to enjoy a vision of the future life.
Difficulties
1) The students might find it difficult to read the words: astronaut, apartment.
2) The students may find it difficult to use the sentences in three kinds of tenses. Teaching Procedures & Activities
Step1: Warming- up:
T: Hello, everyone! Nice to meet you. First let’s enjoy some nice photos. Watch carefully please, and tell us the jobs.
T: What kinds of jobs are they? (Show all the jobs in PPT) Read the words together. They can be ended with “ist, er, or”
T: What will you be in 10 years?
S: I’ll be…
T: How will you do that? (Ask and answer in pairs)
Step2:Lead-in
1.T: (Show Ss a picture of an astronaut): Look! What’ s her job?
T: Yes, she’s an astronaut. How did she go to the moon? Yes, she went to the moon by rocket. She flew rockets to the moon. Do you know other words of transportation? ( show some words of the transportation through the mind map)
2.T: I think I’ll go to work by subway in the future. How will you go to work in 10 years? (Ask and answer in pairs)
3. T: By the way, where will you live in 10 years?
S: I’ll live in…
T: Where will I live in 10 years? Can you guess? I’ll live in a big house. But now I live in an apartment. How about the astronauts? They’ll live on a space station.
Will we live on a space station in the future? Maybe some day we will.
Step3:Pair work
T: Now let’s imagine what our life will be like in 10 years.
Imagine like this in pairs.
Step4:Listening
1.T: Good job. Another two students are talking about their lives too. Let’s predict
what they are talking about. In picture I, they are talking about a photo. In picture2, Joe will go to other planets, he’ll go there by rocket. In picture 3, they may be at the party.
2.T: Now let’s listen and number the pictures. (check the answers)
3.T: Listen again and fill in the blanks. (1d)
Step5:Imitation
1.T:OK. This time listen carefully and pay attention to the underlined sentences and
words.
2.T: Read the conversations together.
3.T: Turn to page P102,and read the conversations loudly by yourself.
4.T: Let’s talk about Joe’s life.
Step6: Finish 3a
T: How about Jill’s life? What will she be like in 20 years? Please fill in the blanks with the words in the box.
Step7:Pair work
T: What will your life be like ?
Let’s make a conversation in pairs. The form may help you.
Step8: Homework
1.Read three conversations more time after class.
2.Write a report according to your conversation.
Period 5 Section B 2a-2e
Teaching aims: After this lesson, students will be able to
1.understand and use the following vocabulary : already, human, dangerous, factory,
disagree, even , shape, inside, possible, impossible, hundreds of, fall down,
believe.
2.Can summarize the main idea according the first sentences of each paragraph.
3.talk about the shapes and abilities of robots. .
4.improve their abilities of predicting and imagining.
5.improve their reading skills by skimming, scanning and careful reading.
6.have a good understanding of the article by using KWL reading strategy and doing
critical reading.
Ss will be motivated to have the proper aims and they will be encouraged to work hard to achieve their dreams.
Ability goals
Enable the students to talk about their future life.
Improve students' speaking ability.
Train students' communicative competence.
Train the Ss abilities of memory, and creation.
Emotion & attitude goals
Enable the students to enjoy a vision of the future life.
Step Teacher’s Activities Students’Activities Notes
1.Introduction & warming up (1)T plays a video
of robot
(2)T asks:Which year
is it in the film?What
will the robots look
like in 2035?What
will the robots do in
2035?
(3)
T writes their words
on the Bb.
(1)Ss watch the video
clip.
(2)Ss listen to the
teacher and reply to
T’s questions.
(3)Ss share what they
know about robots.
To activate Ss prior
knowledge of robots
.
To familiarize the
students with the topic
they will learn.
2. Pre- reading T shows the title and
the picture in 2b and
let Ss predict what
they want to read
about robots in the
article. Ss think individually
and write down the
questions in the KWL
chart.
To prepare the
students for the
reading and provide
the questions for the
later summary.
To improve Ss’ ability
of predicting.
3.While- reading 1.Skimming: T asks
Ss to read fast and 1.Ss read the text
individually and try to
To help students find
out the main topics of
match the questions in 2b with the paragraph. (T may ask them to explain why.) finish the activity.
(They may have to
explain.)
the text and have a
good understanding of
what they are reading.
3.While- reading 2.Careful reading:
(1)T asks the Ss to
read and answer
questions. (1)Ss read and
answer the questions,
and have a
competition.
To help students get
better understanding
of the detailed
information in the text
by scanning.
4.Post- reading (2)Memory test.
(3)Without looking at
the books and write T
or F . Then complete
2c. (2)Ss complete the
exercises
To make Ss have a
better understanding
of the article and
improve their reading
and thinking abilities
by doing critical
reading.
2.Imagine:
(1)discuss what kind of robot they will have in the future.
What does it look like?
What can it do for you?
T: Who is the most creative? Ss work in groups of
four and try to
complete the task
together. Then show
their work to the class.
To improve Ss’
abilities of imagining
and develop their
cooperative ability.
To make them learn to
use the key
vocabulary and
sentence structures in
their writing.
4.Critical reading:
5.(1)T asks Ss if all the scientists agree about what robots will be able to do in the future.
Get Ss to tell two different opinions from scientists and pay attention to the sentence structure: …believe that…/ …think that…
(2) Ask Ss which side they agree with and why.
1.Ss read Para. 3 and tell two different opinions from scientists.
(2)Ss discuss with their partners and then show their opinions and explain the reasons.
1.Reflection: T asks Ss to think about what they have learned and check whether all the questions they wrote at the beginning are answered in the reading text. Ss write down what
they have learned and
try to use their own
words to summarize
what they have
learned.
To train Ss’ ability of
thinking back and
summarizing what
they have learned.
5. Summarize 1. Summarize：What
have you learned?
2.Then get them to
finish 2d. Summarize what they have learned.
Then finish 2d.
6. Assigning after- class task (1 min) (1) Oral: Read the article aloud. (2)Written: Write a short passage about their ideal robot.
Period 6 Writing
Language goals
1）Words & expressions
Revise the words of jobs, homes, transportation etc
2）Key sentences
I will be…/I want to be…
Ability goals
Enable the students to talk about their future life.
Improve students' speaking ability.
Train students' communicative competence.
Train the Ss abilities of memory, and creation.
Emotion & attitude goals
Enable the students to enjoy a vision of the future life.
Strategy goals.
Write correct sentences.
Culture awareness goals
Let the students pay attention to the proper use of conjunctions in order to make the article coherent smooth
Part IV Teaching importances and difficulties
Teaching importances:
According to what they fill in the form of content in 3 b, to imagine their life, work, family, free time activities, around their living environment, etc Teaching difficulties: The Passive V oice.
Teaching difficulties:
How to make the sentences differnet, longer and better.
Part V Teaching methods
Task-based teaching, mind mapping ,writing.
Part VI Teaching equipment
overhead projector
PartⅦTeaching Procedure
St ages Teacher’s Activities
What will the T do?
Students’
Activities
What will
the Ss do?
Aims
Purpos
es of stage
Step I Warming up Ask a student to give a spoken
English-about the future job .
Enjoy the spoken
English and know the
topic they’ll learn this
class.
Arouse the Ss’
interest in topic by
listening.
Step II Reading 1.Ask the students to read the
passage about Jill’s future life.
1.Read the passage.
2.Know some
Get the Ss to enjoy
others’future life
2.Ask the students “What information can we find in Jill’s future life. information from the
passage .
and learn to
summarize to find
information.
Step III Presentation 1.Ask the students to list their own
future life.
2.Ask the students to make
different ,longer and better
sentences.
List some information
about their future life.
Make sentences by
saying.
Get the Ss to make
diffenent, longer and
better sentences to
improve their
speaking ability for
details
Step IV Sum up Show the topic and ask the
students to sum up what they
learned.
Learn the writing skills. Enable the Ss to
sum up what they
learned.
Step V Writing Ask the Ss to write about their
future life according to 3b.
Write the passage. Let the students'
comprehensive
language knowledge
Step ⅥShow time Choose a few students wrote article
to show.
Appreciate others'
articles, and points out
mistakes in grammar.
Learn to appreciate
the good in passage.
Step ⅦHomework 1.Discuss the passage in groups.
2.Finish the exercise.
1.Choose the best
sentenses.
2.Finish the exercise.
Improve the Ss
writing ability.
Consolidate the
grammar