Unit 1 Will people have robots? I．Teaching objectives 单元教学目标
II. Teaching materials analyzing and rearranging 教材分析和教材重组
1. 教材分析
本单元的话题是“Opinions"，通过单元学习，要求学生掌握如何用will结构对未来生活进行预测，并能进行特殊疑问句和一般疑问句的提问和回答。通过学习more/less/fewer的不同用法，进而能用它们来描述未来城市生活在数量上的变化。在此基础上，学生能就自己未来的生活进行预测和描述。有关Ming的短文则是本单元目标语言的综合运用和体现，学生在读懂该短文的基础上进行模仿写
作训练。词汇的扩展部分要求学生能对一些不同类型（工作、交通、居住地）的词汇进行分类，在总结、归纳的基础上复习旧词汇，学习新词汇。Self check要求学生从词汇知识和语言应用能力两方面进行自我评价，检验对本单元目标语言的掌握程度。Reading是一篇预测未来机器人发展的文章，即是对学生的一种信息输入，也是对本单元所学的目标句型的综合运用，让学生在趣味阅读的基础上巩固所学句型，从而最终实现本单元的教学任务。
Section A 该部分包括10个任务型活动：1a呈现了几个关于未来世界的预测，通过让学生选择同意或不同意来初步结识本单元的目标语言——make predictions。1b是图片中两个男孩预测未来生活的对话，要求学生能将听到的1a 中的预测圈出来，从而进一步通过有声语言加深对目标语言的认识，学习如何用目标语言进行预测。1c则是对该功能句式的应用练习，形式为两人会话。通过使用1b中呈现的功能句式对1a中的几个预测进行会话。2a是对more，fewer 和less的介绍，学生将掌握这几个词在修饰数量上的不同用法，为后面的活动奠定基础。在熟悉这几个词的用法基础上，通过2b的听力输入练习，学生将了解more，fewer 和less在句子中的运用，即如何应用它们来描述一些东西在数量上的变化。2c是对2b活动的输出性练习，让学生在对话训练中巩固新的语法结构。3a 以Sally为例，要求学生看图完成描述Sally过去、现在和未来生活的句子，并在此基础上仿照3b提供的例子做对话练习，谈论Sally未来的职业和所从事的体育活动。3c是对学生自己过去、现在以及未来生活的描述，将本单元的目标语言和学生的生活体验结合了起来，从而能激发学生的学习兴趣。4设计了一个绘画环节，要求学生画一幅未来城市的图画，并能用所学的预测未来的句型把图画描述下来，是对所学语言知识的拓展性应用练习。
Section B该部分包括8个任务型活动：1a和1b是词汇的拓展练习，帮助学生通过词汇的分类与归纳，掌握几个有关职业、交通工具和居住地三个方面的词汇，也是对过去所学的有关这几方面词汇的一个复习。2a、2b和2c围绕Alexis 和Joe之间对过去、现在和未来生活的对话进行听力和口语训练，是对一般过去时、一般现在时和一般将来时三个时态的综合训练。3a是一篇有关Ming10年以后生活状况的同步阅读材料，要求学生根据材料内容完成表格，从职业、宠物、运动、旅游地以及服装等方面理解文章内容，了解主人公未来10年在这些方面
的变化。3b要求学生在理解以上文章的基础上，能够运用自己的想象力进行模仿写作训练。活动4设计了四个问题，要求学生运用句型I think that .../ I disagree 来表达对这些问题的观点。
Self check该部分包括3个活动：活动1要求学生对所学词汇进行应用性填空训练；活动2要求学生阅读一篇文章并从右边的选项中圈出相关的图片，是对学生语言应用能力的综合评价；活动3也是对词汇的检验，要求学生根据提供的英文解释写出相对应的单词。
Reading 该部分以一篇有关机器人未来发展状况的阅读文章为中心，设计了4个Section：Section 1是阅读的热身，以结对交谈的方式激活学生相关背景知识并根据文章标题对阅读内容进行预测；Section 2呈现了阅读文章以及阅读策略；Section 3是对阅读效果的检验及语言知识的学习，形式为仿照例句造句、根据文章内容填表等；Section 4是阅读内容的延伸，形式为开放性的写作训练，要求学生对机器人在未来生活中的作用这一话题展开丰富想象。
2．教材重组和课时分配
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)
V ocabulary
Period 4 (Section B: 3a, 3b, 4)
Reading and writing
Period 5 (Reading: Section 1-Section 4)
Extensive reading
III. Teaching plans for each period
分课时教案
Period 1 Function
Target language 目标语言
1. Words and expressions重点词汇和短语
robot, prediction, paper, use
2. Key sentences重点句子
People will have robots in their homes.
Kids won?t go to school. They?ll study at home on computers.
Ability goals 能力目标
Enable students to make predictions.
Learning ability goals 学能目标
Help students learn how to make predictions with will structure.
Teaching important and difficult points 教学重难点
How to make predictions with will structure.
Teaching aids 教具准备
Pictures of robots.
Teaching procedures and ways 教学过程与方式
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 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 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 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 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 people 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 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 you 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 pronounce 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 predictions. 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 practice
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 hear 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 check 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 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 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 two 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 activity 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 predictions 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 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 and 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 have 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 can 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 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 play 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.
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 play 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?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: Wang 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 目标语言
1. Words and expressions重点词汇和短语
less, fewer, tree, building
2. Key sentences重点句子
There will be more people.
There will be less pollution.
There will be fewer cars.
Ability goals 能力目标
Enable students to use fewer to talk about countable and less to talk about uncountable nouns.
Learning ability goals 学能目标
Help students learn how to use less and fewer to talk about countable and uncountable nouns.
Teaching important and difficult points 教学重难点
The different use of less and fewer.
Teaching aids 教具准备
Two glasses of water (one is full and the other is half full), some apples or oranges. Teaching procedures and ways 教学过程与方式
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 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.
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 called 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 U niversity has invented 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 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.
After 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 glasses 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 groups, 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 fewer 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 (数量), we use different words before nouns. Look at the board, which word we use before apple? And which word we use before water?
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. While 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.
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. Then 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 sample 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 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 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 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 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 go!
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 you 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 the wall and you can see them after class and vote whose is the most imaginative and interesting. OK, so much for this period. Bye-bye everyone.
Step IV Grammar
Help students learn a new tense — the Simple Future tense.
T: We have learned the structure —Future with will. Actually this structure is one type of Simple Future tense. Today let?s learn more about this tense. The basic structure is:
Show the following to students.
Sb/Sth + will (not)+ verb ...
T: Look at the chart below and make sentences using the simple future tense. Add a future time expression to the end of each sentence if necessary such as tomorrow, the day after tomorrow, tomorrow morning/afternoon/evening, next Sunday/year/month, later on, soon.
Who study French go to the cinema plant trees
Bob
Linda
Mary
Tom
Step IV Homework
T: Please review the words in 1a on page 5. Look them up in your dictionary and get their meanings.
Period 3 Vocabulary
Target language 目标语言
Words and expressions重点词汇和短语
space, fly, moon, astronaut, house, apartment, computer programmer, train, rocket, space station
Ability goals 能力目标
Enable students to learn words of jobs, transportation and places.
Learning ability goals 学能目标
Help students learn how to put words into the right categories.
Teaching important and difficult points 教学重难点
Learn words of jobs, transportation and places.
Teaching aids 教具准备
Tape recording.
Teaching procedures and ways 教学过程与方式
Step I Revision and lead-in
Ask students which picture they like best and let them describe it to the class.
T: Did you watch the pictures on the wall? Which picture do you like best?
S: I like the second one best.
T: Whose picture is this? Can you describe it to us?
S: This is the city about 50 years from now. I think there will be fewer people. And there will be fewer cars and trains. Each family will have a small plane. They will travel all over the world in it.
T: Thank you. Now turn to page 5 please. Look at the words in 1a. Have you got the meanings of these words?
Ss: Yes.
Step II Word classification
T: What does the first word mean? And how to read it?
Ask a student to read the words and tell the Chinese meanings of them. Correct any pronunciation mistake. Then let them write each word in the correct column below. T: Can you name some astronauts in our country?
Ss: Yang Liwei, Nie Haisheng and Fei Junlong.
T: Yes, they are known all over the world. Now since you have got their meanings, please write each word in the correct column below.
Check the answers. Then ask students to write more words they?ve learned before in the correct column. Divide the class into three groups. Each group focuses on one column. Let them have a competition and see which group gets more words than other groups.
Show the following chart on the board.
T: Can you think of other words that can be written in the chart on the board? Now you will be divided into three groups. You will be in Group 1, you group 2 and you group 3. Members in Group 1 should write words of jobs in the first column, and Group 2 transportations, and Group 3 places to live. Let?s see which group gets more words than other groups. Go!
This activity will help students review the words they?ve learned before and classify
words.
Correct the spelling mistakes if any.
Step III Listening practice
In this step, students will listen to a dialogue between Alexis and Joe and do some exercises.
T: Alex and Joe are talking about something. Look at the pictures in 2b. What can you see in the first picture?
S: I can see a boy, a girl and a picture.
T: And the second picture?
S: I can see a boy, a girl and a spaceship.
T: And the third picture?
S: I can see many people. I think they are in a party.
T: What are they talking about? You will hear three conversations. Now let?s listen. Try to get the main idea of each conversation.
Play the recording for the first time. Students just listen. Then play it again and let them number the pictures.
T: Let?s listen to the conversations again and decide which conversation goes with each picture.
Check the answers.
Play the recording again, and let students complete the blanks in the sentences in 2b. T: Look at activity 2b. Look through the sentences and the verbs in the box on the right. Then I will play the recording again. Listen and fill in the blanks with the correct verbs.
Check the answers by asking eight students to read the complete sentences.
Step IV Oral practice
Ask students to role-play the conversations between Alexis and Joe.
T: Now let?s work in pairs and role play the conversations between Alexis and Joe. Talk about Joe?s life now, ten years ago and ten years from now. Take turns to be
Alexis and Joe.
A sample conversation:
A: Where do you live?
B: I live in an apartment.
A: Where do you work?
B: I work at Sisco Software Systems.
A: What do you do?
B: I am computer programmer.
A: Where did you live ten years ago?
B: I lived with my parents in Greenville. We lived in a house in the country.
A: Where was your school?
B: I went to school in Techville.
A: How did you get to school?
B: I took the train to school.
A: What do you think your life will be like in ten years?
B: I think I?ll be an astronaut. I?ll fly rockets to the moon. Maybe there will be flights to other planets.
A: Where will you live?
B: I?ll live on a space station.
Step V Homework
T: Homework for today: preview the passage on page 6.
Period 4 Reading and writing
Target language 目标语言
1. Words and expressions重点词汇和短语
fall, alone, pet, probably, able, dress, which, even
2. Key sentences重点句子
I think I?ll be a reporter.