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1、此資料由網絡收集而來，如有侵權請告知上傳者立即刪除。資料共分享，我們負責傳遞知識。 Unit 1 Will people have robots ?第三課時 Section A (3a--4) Teaching and learning goals: In this lesson, students will make predictions about Sally. Then they will use the same sentence structure to make predictions about themselves and the city. By making pr

2、edictions, students could get visions of their own future. Also it could arouse their interests and broaden their minds. Teaching and learning steps: Step 1: Review Ask the students to read the dialogue of section A. Two students will work in a group. Then I will ask several pairs to act it out

3、 in front of the class. A: Do you think there will be robots in people’s homes? B: Yes, there will. I think every home will have a robot. A: Will kids go to school? B: Kids won’t go to school. They’ll study at home on computers. （設計意圖：讓學生加深對本單元的認識，并且復習there will be 句型，為后面的學習做好鋪墊。） Step 2: Prev

4、iew 短語翻譯 1) 活到……歲 ____________ 2) 一百年以后 ____________ 3) 通過電腦 ____________ 4）我不同意 _____________ 5）彈吉他 _______________ （設計意圖：通過翻譯短語，讓學生們復習一下上節(jié)課學過的內容，并且為新課的呈現(xiàn)做好鋪墊。） Step 3: Warming up and leading in Show three pictures of our city. T: Now, look at this picture. This is a school of our ci

5、ty 15years ago. How does the building look like? S: The building is very old. T: This picture is our city now. You are very familiar with it, right? This is Qingtan Road. What can you see in this picture? S1: I can see many tall buildings and many people. S2: I can see a few cars on the road.

6、 T: Five years later, our city maybe like this. There will be many modern buildings. You have already known the changes of our city. Now let’s see the changes of Sally. （設計意圖：通過展示三張不同時期的城市照片，讓學生對城市的變化有所了解，從而引入教材。） Step 4: Presentation 1. Show three pictures of Sally. T: This is Sally five ye

7、ars ago. T: This is today’s Sally. T: And this is Sally in five years. I will ask one student to read the sample answers on the book to the class. S: Five years ago, Sally was in high school. Today, Sally is in college. T: Yes, very good. Now, look at the pictures on the book, and fil

8、l in the blanks. (1). Five years ago, Sally was in high school. (2). She played . (3). She had . (4). She plays . (5). Today, Sally is in college. (6). She has . (7). In five years, Sally will be . (8). She will play . (9). She

9、will have . Then check the answers. （設計意圖：通過展示圖片，讓學生得到直觀的認識，激發(fā)學生的學習興趣；同時對三個不同時態(tài)的用法有所對比，加深理解。） 2. Look at the pictures of 3a and make predictions about Sally. Ask two students to work in pairs. Then I will call some pairs to give their predictions to the class. A: What do you thin

10、k Sally will be in five years? B: I think she’ll be a doctor. A: What sport will she play? B: She’ll play… （設計意圖：本環(huán)節(jié)主要是對she’ll be…和she’ll play…句型的應用，采用圖片的形式，易于理解。） Step 5: Report T: We have already made predictions about Sally. Now write something about ourselves. For example: five years ago,

11、I was in college. Today, I’m a teacher. In five years, I will play tennis. Then ask the students write their answers on the book. (在學生寫的過程中，走到學生中去，以便隨時給學生提供幫助。) Ask a few students to give their reports to the class. Reporter: Five years ago, Today, I am In

12、 five years, I will be （設計意圖：通過做報告的形式，讓學生熟悉運用三個時態(tài)來描述自己，達到學以致用。） Step 6: Groupwork Ask 4 students work in a group, and tell them that they have two jobs to do: one is drawing a picture of the city and the other is talking about it. At last, I will ask some groups to show their resul

13、ts. Then we will choose which group is the best one, we will give them claps. For example: A: I think there will be more tall buildings. And there will be fewer cars and more buses. (設計意圖：通過團隊合作，增強學生的合作意識，熟練運用本節(jié)課所學的句型，通過繪畫，增強學生的想象力。) Step 7: Inquiry into knowledge by translation 翻譯探究 一，What do

14、you think Sally will be in five years? 譯： do you think 在這里作為 ，其后引導的從句，要用 語序。如： Which book do you think (she will like)? 二，I think there will be more tall buildings. 譯： There will be 意為：“ ”，這是there

15、be 句型的 陳述式肯定句結構。有時還可以用“there is/ are doing to be…”。如： There will be fewer animals in the future. = 將來動物會更少。 （設計意圖：通過小組合作，讓學生們自己總結歸納出語言規(guī)律，形成有效的學習體系。） Step 8: the end-of-class test 當堂檢測 一． 用所給詞的適當形式填空 1. Five years ago, Sally (be) in high school. 2. To

16、day, Sally (be) in college. 3. What do you think Sally (be) in five years? 4. There (not be) a football match in our college next week. 5. I (study) in high school ten years ago and now I (be) a teacher. 二．翻譯下列句子 1.你認為薩利五年以后會做什么？ 2.我認為她會成為一名醫(yī)生。 3.五年前Sally 在上高中。如今Sall

17、y在上大學。 4.這里將會有更少的污染。 5.我認為將會有更多的小汽車。 （設計意圖：通過當堂測驗，可以使學生鞏固本節(jié)課的知識，讓老師了解學生的掌握情況。） Step 9: Homework 1. Read 3a and could recite the phrases. 2. Preview 1a of section B. 亮點： 通過展示圖片，充分調動了學生的學習興趣，使學生積極地參與到學習中來。在小組活動中，學生自己繪畫，可以增強想象力，同時，小組活動也能夠培養(yǎng)學生的合作精神，讓他們在學習的同時體會到互助的樂趣。 不足之處： 本節(jié)課主要是鍛煉學生的說與寫的能

18、力，部分環(huán)節(jié)操作的有些死板，應在以后的教學中研究使用更加靈活的教學方法。 使用建議： 小組活動較多，應在本節(jié)課的一開始，就進行分組。 答案 Preview 答案 1）live to be+ 基數(shù)詞+ years old 2) in 100 years/ 100 years from now 3) on computer 4) I don’t agree 5) play the guitar Presentation 答案 (2) soccer (3) a cat (5) the guitar (6) a dog

19、 (7) a doctor/ married (8) tennis (9) a sports car/ a child 翻譯探究答案 一， 你認為5年后薩莉會做什么工作？ 插入語，陳述，she will like 二， 我認為將會有更多的高樓。 將有，一般將來時態(tài) There are doing to be fewer animals in the future. 當堂檢測答案 一．1. was 2.is 3.will be 4. won’t be 5. studied, am 二．1. What do you think Sally will be in five years? 2. I think she’ll be a doctor. 3. Five years ago, Sally was in high school. Today, Sally is in college. 4. There will be less pollution. 5. I think there will more cars.