新目標(biāo)英語八新目標(biāo)(下)Unit 1 Will people have robots教案

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1、. Unit 1 Will people have robots? I． Teaching objectives 單元教學(xué)目標(biāo) Skill Focus ▲Listen for predictions. ▲Talk about opinions and make predictions. ▲Write about life in ten years. ▲ Read a passage about robots. Language Focus 功 能 句 式 Make predictions People will have robots in their home

2、s. Kids won’t go to school. They’ll study at home on computers. People won’t use money. Everything will be free. Books will only be on computers, not on paper. There will only be one country. Ask and answer about future life What do you think ... will be in ... years? I think ... will ... W

3、hat sport will ... play? ... will play ... What ... will ... have? ... will have ... Describe the city of tomorrow I think there will be more/less/fewer ... Exchange opinions I think that ... will ... I disagree. / I don’t agree. I think that ... will ... 詞匯 1. 重點詞匯 robot, paper, use

4、, less, fewer, tree, building, space, fly, moon, fall, alone, pet, probably, able, dress, which, even, myself, interview, future, company, unpleasant, scientist, however, hundred, already, factory, simple, such, everywhere, human, shape, snake, possible, electric, seem, impossible, housework 2． 認(rèn)讀詞

5、匯 pollution, astronaut, rocket, took, fell, pat, parrot, suit, casually, predict, prediction, came, thought, fiction, bored, earthquake, toothbrush, rating 3． 詞組 space station, go skating, be able to, the World Cup, come true, in the future, hundreds of 語法 Future with will What do you think l

6、ife will be like in 100 years? Every home will have a robot. Yes/No questions with short answers Will kids go to school? No, they won’t. They’ll study at home. Use fewer to talk about countable nouns There will be fewer trees. Use less to talk about uncountable nouns There will be less pollu

7、tion. Strategy Focus Guessing Sequencing II. Teaching materials analyzing and rearranging 教材分析和教材重組 1. 教材分析 本單元的話題是“Opinions"，通過單元學(xué)習(xí)，要求學(xué)生掌握如何用will結(jié)構(gòu)對未來生活進(jìn)行預(yù)測，并能進(jìn)行特殊疑問句和一般疑問句的提問和回答。通過學(xué)習(xí)more/less/fewer的不同用法，進(jìn)而能用它們來描述未來城市生活在數(shù)量上的變化。在此基礎(chǔ)上，學(xué)生能就自己未來的生活進(jìn)行預(yù)測和描述。有關(guān)Ming的短文則是本單元目標(biāo)語言的綜合運用和體現(xiàn)，學(xué)生在

8、讀懂該短文的基礎(chǔ)上進(jìn)行模仿寫作訓(xùn)練。詞匯的擴(kuò)展部分要求學(xué)生能對一些不同類型（工作、交通、居住地）的詞匯進(jìn)行分類，在總結(jié)、歸納的基礎(chǔ)上復(fù)習(xí)舊詞匯，學(xué)習(xí)新詞匯。Self check要求學(xué)生從詞匯知識和語言應(yīng)用能力兩方面進(jìn)行自我評價，檢驗對本單元目標(biāo)語言的掌握程度。Reading是一篇預(yù)測未來機(jī)器人發(fā)展的文章，即是對學(xué)生的一種信息輸入，也是對本單元所學(xué)的目標(biāo)句型的綜合運用，讓學(xué)生在趣味閱讀的基礎(chǔ)上鞏固所學(xué)句型，從而最終實現(xiàn)本單元的教學(xué)任務(wù)。 Section A 該部分包括10個任務(wù)型活動：1a呈現(xiàn)了幾個關(guān)于未來世界的預(yù)測，通過讓學(xué)生選擇同意或不同意來初步結(jié)識本單元的目標(biāo)語言——make pred

9、ictions。1b是圖片中兩個男孩預(yù)測未來生活的對話，要求學(xué)生能將聽到的1a中的預(yù)測圈出來，從而進(jìn)一步通過有聲語言加深對目標(biāo)語言的認(rèn)識，學(xué)習(xí)如何用目標(biāo)語言進(jìn)行預(yù)測。1c則是對該功能句式的應(yīng)用練習(xí)，形式為兩人會話。通過使用1b中呈現(xiàn)的功能句式對1a中的幾個預(yù)測進(jìn)行會話。2a是對more，fewer 和 less的介紹，學(xué)生將掌握這幾個詞在修飾數(shù)量上的不同用法，為后面的活動奠定基礎(chǔ)。在熟悉這幾個詞的用法基礎(chǔ)上，通過2b的聽力輸入練習(xí)，學(xué)生將了解more，fewer 和 less在句子中的運用，即如何應(yīng)用它們來描述一些東西在數(shù)量上的變化。2c是對2b活動的輸出性練習(xí)，讓學(xué)生在對話訓(xùn)練中鞏固新的語法

10、結(jié)構(gòu)。3a以Sally為例，要求學(xué)生看圖完成描述Sally過去、現(xiàn)在和未來生活的句子，并在此基礎(chǔ)上仿照3b提供的例子做對話練習(xí)，談?wù)揝ally未來的職業(yè)和所從事的體育活動。3c是對學(xué)生自己過去、現(xiàn)在以及未來生活的描述，將本單元的目標(biāo)語言和學(xué)生的生活體驗結(jié)合了起來，從而能激發(fā)學(xué)生的學(xué)習(xí)興趣。4設(shè)計了一個繪畫環(huán)節(jié)，要求學(xué)生畫一幅未來城市的圖畫，并能用所學(xué)的預(yù)測未來的句型把圖畫描述下來，是對所學(xué)語言知識的拓展性應(yīng)用練習(xí)。 Section B該部分包括8個任務(wù)型活動：1a和1b是詞匯的拓展練習(xí)，幫助學(xué)生通過詞匯的分類與歸納，掌握幾個有關(guān)職業(yè)、交通工具和居住地三個方面的詞匯，也是對過去所學(xué)的有關(guān)這幾

11、方面詞匯的一個復(fù)習(xí)。2a、2b和2c圍繞Alexis和Joe之間對過去、現(xiàn)在和未來生活的對話進(jìn)行聽力和口語訓(xùn)練，是對一般過去時、一般現(xiàn)在時和一般將來時三個時態(tài)的綜合訓(xùn)練。3a是一篇有關(guān)Ming10年以后生活狀況的同步閱讀材料，要求學(xué)生根據(jù)材料內(nèi)容完成表格，從職業(yè)、寵物、運動、旅游地以及服裝等方面理解文章內(nèi)容，了解主人公未來10年在這些方面的變化。3b要求學(xué)生在理解以上文章的基礎(chǔ)上，能夠運用自己的想象力進(jìn)行模仿寫作訓(xùn)練?；顒?設(shè)計了四個問題，要求學(xué)生運用句型I think that .../ I disagree來表達(dá)對這些問題的觀點。 Self check該部分包括3個活動：活動1要求學(xué)生

12、對所學(xué)詞匯進(jìn)行應(yīng)用性填空訓(xùn)練；活動2要求學(xué)生閱讀一篇文章并從右邊的選項中圈出相關(guān)的圖片，是對學(xué)生語言應(yīng)用能力的綜合評價；活動3也是對詞匯的檢驗，要求學(xué)生根據(jù)提供的英文解釋寫出相對應(yīng)的單詞。 Reading 該部分以一篇有關(guān)機(jī)器人未來發(fā)展?fàn)顩r的閱讀文章為中心，設(shè)計了4個Section：Section 1是閱讀的熱身，以結(jié)對交談的方式激活學(xué)生相關(guān)背景知識并根據(jù)文章標(biāo)題對閱讀內(nèi)容進(jìn)行預(yù)測；Section 2呈現(xiàn)了閱讀文章以及閱讀策略；Section 3是對閱讀效果的檢驗及語言知識的學(xué)習(xí)，形式為仿照例句造句、根據(jù)文章內(nèi)容填表等；Section 4是閱讀內(nèi)容的延伸，形式為開放性的寫作訓(xùn)練，要求學(xué)生對

13、機(jī)器人在未來生活中的作用這一話題展開豐富想象。 2． 教材重組和課時分配 Period 1 (Section A: 1a, 1b,1c, 3a, 3b, 3c) Function Period 2 (Section A: 2a, 2b, 2c, 4) Grammar Period 3 (Section B: 1a, 1b, 2a, 2b, 2c) Vocabulary Period 4 (Section B: 3a, 3b, 4) Reading and writing Period 5 (Reading: Section 1-Section 4) Ex

14、tensive reading III. Teaching plans for each period 分課時教案 Period 1 Function Target language 目標(biāo)語言 1. Words and expressions重點詞匯和短語 robot, prediction, paper, use 2. Key sentences重點句子 People will have robots in their homes. Kids won’t go to school. They’ll study at home on computers. Ab

15、ility goals 能力目標(biāo) Enable students to make predictions. Learning ability goals 學(xué)能目標(biāo) Help students learn how to make predictions with will structure. Teaching important and difficult points 教學(xué)重難點 How to make predictions with will structure. Teaching aids 教具準(zhǔn)備 Pictures of robots. Teaching proce

16、dures and ways 教學(xué)過程與方式 Step I New term greetings and lead-in T: Hello, everyone! Glad to see you back at school again. I think you’re glad to see me, too, aren’t you? Let me have a good look at you. You all look fine. You must have had a good time in the winter vacation, right? Now the new term

17、begins, I wish you can learn a lot and have much fun in this term. After greeting, ask students to talk about the social changes they have witnessed during the past vacation and then lead students to the topic of future life and robots. T: Where did you go in the past winter vacation? S: I went

18、 to see my grandparents. They live in a small village in Hubei province. T: Did you find any changes in the place? S: Yes. Now they have TV in their homes and they use telephones. T: Really! That’s really a big change. How about their life in the future, 10 years from now? ... How about our life

19、 in the future? Will it be the same as life now? OK, now sit back, close your eyes and just imagine! About a minute later. T: OK, open your eyes please! What’s in your mind now? I think there must be many fantastic things in your mind. Now I’d like to hear your ideas. Just give me some words that

20、came to your mind just now. Some students may mention robot. Then take the chance to lead them to the topic of this unit. Meanwhile, help them to pronounce the new word “robot” properly. T: Just now, some of you mentioned robot. Will people have robots in their homes in the future? Write “Will pe

21、ople have robots?” on the board. Step II Function presentation Present the function of this unit by talking about the picture on page 2. Help students learn how to make predictions using will structure. T: Now turn to page 2 please. Look at the picture. Here two boys are also talking about life

22、 in the future. What do they say about life in the future? Now I’d like two of you to read the dialogue between them. You two please! Ask two students to read the dialogue in the picture. T: They are talking about life in the future, right? So which word they use to indicate future things? Can yo

23、u find it? S: Will, I guess. T: Good, you got it! Generally we use will to talk about things that may happen in the future. In another word, we make predictions about future. Write make predictions on the board. Explain the meaning of prediction to students and make sure they know how to pronou

24、nce it. Teacher may also enable students to use their dictionaries to learn this new word. predict v. to say that something will happen, before it happens prediction n. a statement about what you think is going to happen, or the act of making this statement T: Now look at 1a. Here are more predic

25、tions. Read and check if you agree or disagree with them. There are no correct answers for this activity. Any answer will be OK. Students should be encouraged to have their own opinions. They will learn how will/won’t is used in sentences to make predictions. Step III Listening and oral practi

26、ce In this step, students will do some listening and oral practice about the predictions in activity 1a. First, let them listen to the tape and learn what the two boys talk about and what structures they use, thus help them get familiar with the target language of making predictions. T: You will h

27、ear the conversation between the two boys in the picture. They are talking about life in the future. Listen and circle the predictions you hear in activity 1a. Before I play the tape, go through the six sentences in 1a quickly. After playing the tape for the first time, play it again and let them c

28、heck the answer by themselves. Then give students the correct answers by showing the complete sentences on the screen or board, with will, won’t, ‘ll in bold. People will have robots in their homes. People won’t use money. Everything will be free. Kids won’t go to school. They’ll study at home

29、 on computers. There will only be one country. In the sentences, won’t and they’ll are new to students. Teacher can give students a brief explanation about them. Write won’t and they’ll on the board. T: Won’t is short for will not and they’ll is short for they will. Show the following form to

30、 students. Enable students to learn more of this type of words. T: Look at the form on the board. We can make more of this type of words like “they’ll”. What are they? Who’d like to write them on the board? Ask one student to come to the board and complete the form. T: In the dialogue, the tw

31、o boys talk about the world in the future. What do they talk about? ... Yeah, they talk about home, money, school life and country. Do you agree with their predictions? What’s your ideas? Then deal with activity 1c. Students will work in pairs, ask and answer questions about the predictions in acti

32、vity 1a. T: Now, look at the sample dialogue in 1c. It is a dialogue based on predictions in activity 1a. Which pair would like to read the dialogue? Ask a pair to read the dialogue. Enable them to read in proper tones and intonations. T: Now I’d like you to ask and answer questions about the p

33、redictions in 1a following the sample dialogue. Sample dialogues: 1. A: Will people have robots in their homes? B: Yes, they will. Will books be on paper? A: No, they will be on computers. 2. A: Will kids go to school? B: No, they won’t. They’ll study at home on computer. Will there only be

34、 one country? A: Yes, there will. Step IV Writing practice In this step, students will be asked to do activities 3a, 3b and 3c on page 4. They will make predictions about Sally’s future life and talk about Sally with their partners. Then they will make predictions about their own future life a

35、nd write about themselves. T: Everything is changing. Are you the same as you were in your elementary school? Of course not. What will you be like in five years? Have you ever thought about that? Now turn to page 4, look at the pictures in 3a. The three pictures are all about Sally. What changes ha

36、ve happened to Sally? The first one is about her life five years ago. What can you see in it? S: I can see a soccer ball and a photo of a cat. T: The second is about her present life. What can you see in it? S: I can see a dog and a guitar. T: The third is about her life in five years. What c

37、an you see in it? S: I can see a tennis racket, and a baby, a man and a woman. S: I also see a car. T: Now can you use the information from the pictures to fill in the blanks in the following sentences? Read the pictures carefully and pay attention to some clues. After students finish it, ask

38、 three students to read the complete sentences, each will focus on one picture. Correct the mistakes. T: We can play many things. What did Sally play in the past? S: She played soccer ball. T: What does she play now? S: She plays the guitar. T: What will she play in the future? S: She will pl

39、ay tennis. T: Excellent! Now I’d like you to tell your partners what you played in the past, what you play now and what you will play in the future. Teacher can also show students a form to help them practice the use of “play”. Remind them that “the” should be added before names of instruments.

40、 T: Now, look at the third picture again and make predictions about Sally. Then make conversations in pairs by following the sample conversation. A sample conversation: A: What do you think Sally will be in five years? B: I think she’ll be a doctor. A: What sport will she play? B: She’ll p

41、lay tennis. A: What will she have? B: She’ll have a husband and a baby. T: Zhao, what do you think you will be in five years? S1: I think I’ll be a reporter. T: Liu, What sport will you play in five years? S2: I think I’ll play tennis. T: Yan, what will you have in five years? S3: I think I’

42、ll have a boyfriend. T: Now let’s move on to 3c. Write about yourself by filling in the blanks. After students finish it, collect some of their answers. Teacher can read their sentences and let the class guess who wrote it. T: Now I will read one of your answers. Guess who wrote it. ... Ss: W

43、ang wrote it. If time allows, read more of their answers. Step V Homework T: After class, try to get some latest information about robots, either home or abroad. Chinese will be OK. So much for this period. Bye everyone. Period 2 Grammar Target language 目標(biāo)語言 1. Words and expressions重點詞匯和

44、短語 less, fewer, tree, building 2. Key sentences重點句子 There will be more people. There will be less pollution. There will be fewer cars. Ability goals 能力目標(biāo) Enable students to use fewer to talk about countable and less to talk about uncountable nouns. Learning ability goals 學(xué)能目標(biāo) Help student

45、s learn how to use less and fewer to talk about countable and uncountable nouns. Teaching important and difficult points 教學(xué)重難點 The different use of less and fewer. Teaching aids 教具準(zhǔn)備 Two glasses of water (one is full and the other is half full), some apples or oranges. Teaching procedures an

46、d ways 教學(xué)過程與方式 Step I Revision and lead-in Check students’homework. Let them share information they have collected in groups. Then ask a few of them to present their information with the whole class. T: Morning, boys and girls! You were asked to find information about robots. First I’d like you

47、 to share your information with your group members to get more information about robots. Then I will ask several of you to share your information with the whole class. Understand? Two minutes for you. This groupwork will help students learn to share information with each other. 2 minutes later.

48、T: OK, you should have learned a lot from each other about robots, right? Who’d like to share your information with us? Try to retell your information in simple English. S: Japan has very advanced robot technology. Some Japanese companies have produced human-shaped robots. S: In Japan, a robot c

49、alled nuro is on sale. It is 15 feet high and 5.5 pounds. It can walk, stand up, sit down and turn left or right. Families can use it to guard their houses. S: I found that there are many different shapes of robots, such as fish robot, dog robot, snake robot and so on. S: Fudan University has inv

50、ented a robot called “Fudan I”. It can think and memorize. Like a baby, it can recognize people or things around it. Here is a picture of it. T: Thanks you for your wonderful information. I have learned a lot from you. Step II Listening Help students understand the different use of more, less

51、and fewer. Students will listen to the recording and deal with activities 2a and 2b on page 3. Then they will do some groupwork to further practice it. T: Turn to page 3, look at 2a. Here are five sentences. Go through the sentences first. Then listen to the tape and circle the words you hear. A

52、fter playing the tape, check the answer by asking students to read the complete sentences with their choices one by one. Then play the tape again. T: So what are the different uses of the three words? Write the three words more, less and fewer on the board. T: Look at here. I’ve gotten two glas

53、ses of water. This is full, and this is half full. We can say this glass has more water, and that glass has less water. Write the following two sentences on the board. This glass has more water. That glass has less water. Then take the apples or oranges out on the desk. Divide them into two g

54、roups, one group has more apples than the other. T: Here I have some apples. Now I will divide them into two groups. Which group has more apples? What can we say about these two groups of apples? Write the following sentences and form on the board. This group has more apples. That group has fe

55、wer apples. T: Is water countable or uncountable? Ss: Uncountable. T: How about apple? Countable or uncountable? Ss: Countable. T: You are right. To describe quantity (數(shù)量), we use different words before nouns. Look at the board, which word we use before apple? And which word we use before wa

56、ter? S: We use more and less before water. S: We use more and fewer before apple. T: Less is the comparative form of little and fewer is the comparative form of few. So what conclusions can you draw? Will you have a try? S: More can be used to describe both countable and uncountable nouns. Whi

57、le less can only be used to describe uncountable nouns, and fewer can only be used to describe countable nouns. T: Excellent. That’s the rule you should remember. Now can you add more countable and uncountable nouns to the form? You two please come to the board and each focuses on one type of noun.

58、 Sample list: After this activity, move on to 2b. Play the recording and let students check the predictions they hear. T: Now I will play the recording again. Listen and check the predictions you hear in 2b. Before playing the tape, give students a little time to go through the statements. Th

59、en check the answer with the whole class. Step III Group work T: Now let’s do some groupwork with these predictions. I’d like you to make conversations with them by following the sample conversation in 2c. First, which pair would like to read the sample conversation? Ask a pair to read the samp

60、le conversation and pay attention to their tones and intonations. T: In the conversation, which noun is countable and which is uncountable? Ss: Pollution is uncountable and tree is countable. T: Good. So we use more to describe pollution and fewer to describe tree. Then explain a little bit

61、about the use of agree to state opinions. T: I think it is going to rain this afternoon, do you agree? S: Yes, I agree. S: No, I don’t agree. T: We can also use disagree to replace don’t agree. We use agree and don’t agree or disagree to express our opinions about something. Teacher can give

62、students more explanations by showing the following to students. agree agree with sb — I think she will win the game. — I quite agree with you. agree on/about sth We don’t agree on everything. I couldn’t agree more. 我完全同意。 I couldn’t agree less. 我完全不同意。 disagree=don’t agree “dis” shows an

63、opposite or negative e.g. dis-like, dis-trust, dis-approve Then let students make conversations about the predictions in activity 2b by following the sample conversation. Ask several pairs to present their work before the whole class. Then deal with activity 4 on page 4. This is a good chance to

64、 show students’ drawing ability and imagination. T: Do you like drawing pictures? I think most of you learned to draw when you were very young. Now think about what our city will be like in the future and draw a picture of it. Make full use of your imagination! You are given five minutes. Here we g

65、o! Five minutes later. Ask several students to hold their pictures in the front of the classroom and describe them to the class. T: Wow! What a beautiful city! Can you describe it using the structure you just used in the conversation? The structure: I think there will be more/less/fewer ... Are yo

66、u clear? Sample descriptions: S1: I think there will be more trees and plants on the streets. And there will be less pollution. S2: I think every family will have a robot. We don’t need to do housework and homework. Robots will do many things for us. S3: I think people won’t use money. They will use cards to buy things. T: You are really imaginative. I am sorry time is up. We don’t have enough time for all of you to describe your pictures to the class. But I will display your pictures on t