2022年UnitWillpeoplehaverobots单元教案.docx

Unit 1 Will people have robots.I. Analysis of the Teaching Material1. Teaching Aims and Demands(1) Knowledge Objects: In this unit students learn to make predictions.8 / 8(2) AbilityObjects: To improve students writing.ability of listening, speaking, reading and(3) MoralObjects: The important thing inlifeis to have a great aim, and thedetermination to attain it.2. Teaching Key Points: Introducing the key vocabulary and target language.3. Teaching Difficulties:. There will be fewer trees. There wlli be less pollution. robot, free time, more, less, fewer, building, pollution, ago, will, won't, high school, college, sports car, childII. Teaching Time: Six periods Section AAdditional materials to bring to class. map of the worldLanguage goal. On the board write a simple time line showing four dates: today's date, a date exactly one year from now, a date five years from now, and a date ten years from now. Point to the date one year from now and ask students, What will be different in yourlife one year from now. Ask some specific questions such as, Will you be at this school in a year. Will you live in the same house in a year. Will you be in my class in a year. Under that date, write some of the things that will be the same and different for students a year from now. For example, Carlos will have a dog. Kike willbe in Ms Brown's class. Repeat the procedure with the dates five years and ten years in the future. Ask otherquestions to help students think ahead. For example, Will you live in this town five years from now. Will you be in college. Will you have a job five years from now. What job will you have ten years from now. Will you have children ten years from now. After you write the students' predictions, underline the word will in each one.1 aThis activity introduces the key vocabulary and the idea of making predictions. Point to the time line on the board and extend it out to 100 years in the future. Say, In this activity we're going to talk about more than five or ten years in the future. We're going to talk about 100 years in the future. Read each prediction to the class. Stop to introduce and explain new vocabulary items.For example, point to the picture of the robot in the book and ask students to repeat the word. Point out several countries on a map of the worldand say, All these countries will be one country. Read the instructions. Point to the columns of As and Ds and say, A means agree, 0 means disagree. Check D if you think the sentencewill not be true. Check A if you think the sentence will be true. As students work, move around the room answering any questions students may have. Talk about the answers with the class. All students will probably not have the same answers. Point out the example in the speech hubbies and ask two students to read it to the class. Help students make their own statements using language from the example.1b This activity gives students practice in understanding the target language in spoken conversation. Read the six predictionsto the class or have a student do it. Read the instructions to students. Say, As you listen, circle the things you hear on the recording. Play the recording the first time. Students only listen. Play the recording a second time. This time say, Nowisl ten to the conversation again. The people are making predictions about the future. Circle the predictions they talk about on the recording. Correct the answers.1 c This activity provides guided oral practice using the target language. Read the Insrtuctions. Ask two students to read the example in the sample dialogue. Help other students make one or two other predictions using statements like those in the sample dialogue. Point to an item in activity la and read it to the class. For example, Books willonly be on computers. Help the student form the question, Will there be books in 100 years. Then help another student give the answer. He or she can say either, Yes, there will or No, there won't. Books will only be on computers. Ask students to work in pairs. As they work, move around the room giving language support as needed. Ask several pairs to say their conversations to the class.Optional activityAsk students to predict what will happen at an upcoming school event such as a soccer game or a school party. They can make statements and agree or disagree with each other. For example. Our team will win the game. We'll get ten points. The other team won't score any points. Write some of the predictions on the board.2a This activity provides guided listening practice using the target language. Point out the list of predictions and ask different students to read the predictions to the class. Read the instructions and point out the sample answer. Play the recording. Students circle the word they hear on the recording in each sentence: more, less or fewer. Check the answers.2bThis activity provides guided listening practice using the target language. Point to the list of predictions and ask different students to read the predictions tothe class. Read the instructions. Play the recording once. Students only listen. Play the recording again. Students check the predictions they hear. Check the answers.2cThis activity provide guided oral practice using the target language. Readthe instructions. Pointto the example in the sample dialogue. Asktwostudents to read the conversation to the class. Point out the sentencesin activity 2b. Read the dialogue again and ask students topoint to the sentences that the two persons are talking about. Then have students work in groups of four. They take turns making predictions about the future and agreeing or disagreeing with each other. As they ask and answer the questions, move around the room checking their work. Check the answersby calling on different groups to say a conversation to the class.Grammar focus. Review the grammar box. Ask students to say the statements and responses. Review the concept of countable and uncountable nouns by writing the two words on the board and asking different students to come to the board and write example of eachunder the headings. Help the students think of new words for each column. For example, uncountable nouns include familiar foods such as water, milk, orange juice, meat, bread, and butter. Countable nouns include familiar food such as eggs, cookies, muffins, apples, and bananas.Grammar noteIt may he useful to contrast countable and uncountable nouns that describe the same thing. For example, you might put these pairs of sentences on the board, adding simple pictures to help explain the vocabulary: There will he fewer lakes. There will be less fresh water. There will be fewer trees. There will be less wood. Point out that you can count lakes and trees, but that you can't count water or wood. Water and wood are uncountable nouns.Optional activityPlay a game with countable and uncountable nouns. Divide the class into two teams. Make statements using the word more plus a countable noun or an uncountable noun. For example, You need more water or You need more eggs. First one team say the statement, then the other changes their statement into another statement that uses a specific quantity. For example, You need more salt might become You need a teaspoon of salt. You need more eggs might become You need three eggs. Each correct answer is worth one point.3a This activity provides reading and writing practice using the target language. Point to the three pictures and say, This is Salty. This is Sally five years ago, this is Salty now, and this is Salty five years in the future. Read the instructions. Point out the sample answer and ask a student to read it to theclass. Ask students to complete the work on their own. Check the answers.3bThis activity provides guided oral practice using the target language. Read the instructions. Point to the example in the sample dialogue. Ask two students to read the dialogue to the class. Point out the pictures in activity 3a. Read the dialogue again and ask students to pointto the picture they are talking about. Then have students work in pairs. As they make their predictions, move around theroom checking their work. Check the answers by calling on different students to make predictions about Sally.3cThis activity presents an opportunity for students to use the language of the unit to talk about themselves and their own interests. Read the instructions. Give an example from your own experience. You ask a good student to do this instead if you would prefer. Ask a few students to give examples. Correct any grammatical errors to make sure the students are providing a good model for the rest of the class. Ask students to complete the work on their own. Review the task. Ask a few more students for answers.4 This activity provides oral practice using the target language. Read the instructions. Say This activity has two parts -drawing a picture and talking about it. Ask students to draw pictures on their own. Move around the room helping studentsget ideas if they are having trouble- For example, you can say, How about some parks, lots of green parks. You could draw some bicycles, or special roads for bicycles. Ask students to show their pictures to other students and describe what they drew.Homework:1. Review Section A.2. Recite the words in this unit.3. Preview Section B.4. Finish Exx. Section A.Section B New language.rocket,astronaut, space station,computerprogrammer, crazy,live,moon, transportation, petAdditional materials to bring to class. bilingual dictionariesla This activity reviews earlier vocabulary and introduces some new words. Point to the three columns and read the headings to the class. Ask students to say in their own words what each heading means. Read the list of seven words. Ask studentsto raise their hands if there is a word theydon't understand. Write these words on the board and use a simple drawing or a brief explanation to describe each one. Read the instructions and say, Write these words in the correct column below. Check theanswers.1 b This activity provides a review of previously-taught vocabulary. Ask a student to read the words already written on the chart. Say, Mow add some words to each column. Think about the jobs we studied before. Write some of the jobs in the chart. Look back at the other units and see if you can find some types a/transportation and some places people live. Talk about the completed chart with the class. Put a blank chart on the board and askstudents to come up and add words to each column of the chart. Have the student who writes each word use it in a sentence.2a This activity provides listening practice using the target language. Read the instructions. Point out the three pictures. Ask students to talk about what they see in each pircetu. Play the recording the first time. Students only listen. Say, You will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures. Play the recording a second timeT. his time students number the pictures. Check the answers.2b This activity provides listening and writing practice using the target language. Read the instructions. Say, I will play the recording again. Listen, and write the correct words from the box on the blank lines. Point out the sample answer. Play the recording. You may want to play it more than once, or to stop it after key lines. Correct the answers.2cThis activity provides oral practice using the target language. Read the instructions. Say, Now talk about Joe withyour partner. One student pretends to be Alexis and the other student pretends to be Joe. Then change places. Point out the example in the sample dialogue and ask two students to read it to theclass. Help studentsfind partners and have the pairs work on their own. Ask some pairs of students to say their dialogues to the rest of the class.3a This activity provides reading and writing practice using the target language. Read the instructions. Point to the paragraph and say, First read Ming's answer. Then write down any questions you would like to ask about the story. We'll answer these questions together. Ask students what questions they have about Ming's answer. Explain vocabulary words and repeat sentences in your own words if necessary. Point out the chart below Ming's answer. Ask a student to read the column headings to the class. Say, Now write words from her answer in the correct columns below. Help students complete one or two answers. For example, write the word reporter in one column and Shanghai in another column. Ask students to complete the chart on their own. Check the answers.3bThis activity provides open-ended writing practice using the target language. Read the instructions. Ask students to look at Ming sbefore they write about their future lives. Move around the room as they work. Help students findwords in a bilingual dictionary or simply tell the students the words they are looking for. Remind students not to show their workto any students. Collect all the papers and put the papers in a pile. Have each student choose a paper. Be sure each student gets someone else's paper, and not his or her own. Point out the example in the sample dialogue. Ask two students to read itot the class.Say, Now you'll read your papers and talk about them like this. Ask different students to read the paper they are holding to the class. Then ask students to guess who wrote each paper.4 This activity presents an opportunity for students to use the target language of the unit to make predictions and express agreement and disagreement. Read the instructions. Ask two students to read the dialogue. Ask another pair of students to give their opinions on another topic. Pick a topic of current interest in the news. Ask students to complete the work in pairs. Ask a few students to share the sample conversation.Self Check1 This activity focuses on vocabulary introduced in the unit. Ask students to fill in the blanks on their own. Insome cases, students may need to use another formofthe word,forexample adjusting fortense or subject/verb agreement. Tell them that they can find all the words in the preceding unit. Check the answers. Ask students to make their own sentences with the words, preferably sentences that are meaningful. Write a number of students' answers for each word on the board. Underline anymistakes it is not necessary to say which student made