资源简介

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Section A
第一课时 [(1a-1d) & Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The discourse revolves around predictions about the future. 1a lists 6 predictions, and asks students to tick what they agree with. 1b asks students to fill in the blanks after listening to the conversation about a new sci-fi movie. 1c is “true or false” listening practice about two people’s views on the future. 1d is a conversation exercise based on 1a. The pronunciation section requires students to listen and add a word to each phonetic alphabet, involving the pronunciation of different letters or letter combinations. This part also needs students to match the emotions with the right sentences by listening.
Why: Through the topic of future predictions, which is close to students’ interests, students’ will for thinking and expressing can raise, and their language ability to use the simple future tense can enhance. Listening exercises improve students’ ability to capture key information and understand conversations, while the oral quiz improves students’ communication skills. The pronunciation section helps students master the pronunciation rules of common letters and letter combinations. The matching practice also helps students improve their perception of English intonation and emotional expression, and lay the foundation for oral communication and listening comprehension.
How: The first half of the content is a series of listening and speaking exercises about future predictions. A lot of sentences in the simple future tense, such as “We won’t be able to live on earth.” “There will be less food.” are close to real life and easy for students to understand and imitate. The exercises are in a variety of forms, gradually guiding students to apply what they have learned. The pronunciation section familiarizes students with pronunciation. Simple words and sentences are chosen for students to learn and use.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.use English to talk about predictions about the future;
2.improve the ability to capture key information;
3.ask and answer others’ ideas of the future;
4.make their pronunciation more appropriate.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use English to talk about predictions about the future. Step 1　Lead-in 1.Greetings. 2.Discuss: What will life be like in 100 years You can think about it from the following aspects: climate/technology/living ways/working ways/studying ways　 Step 2　Prediction Work on 1a. Which of the predictions do you think will come true in 100 years Tick the ones that you agree with. Observe students’ per-formance in answering questions and know about their relevant knowledge. Observe students’ understanding and discussion and judge how well they are preparing for the lesson.
PurposeTo encourage students to express their opinions in the simple future tense.
2.To improve the ability to capture key information. Step 3　Listening 1.Work on 1b. Listen to the first conversation and complete the summary. ◎Key: Huaxia Cinema; online; 5:15 p.m.; five o’clock 2.Work on 1c. Listen to the second conversation and circle T for true or F for false. ◎Key: T; F; F; T; F Observe whether students are able to answer the questions correctly to understand their understanding of the listening material and their mastery of the target language.
PurposeTo improve students’ ability to capture key information and understand conversations, so that students can master key vocabulary and get to know the target language.
3.To ask and answer others’ ideas of the future. Step 4　Group work 1.Do you remember the predictions you make in 1a What is your deskmate’s idea of it Ask him/her! Work in pairs and make the conversation and present it to the class. You can use the following patterns: —Will we be able to live on earth in 100 years —Yes, we will. I believe people will make the earth a better place. —Will many people live in outer space —Well, I don’t think… 2.Invite students to show the conversation in class and make comments about their language, pronunciation, body language and creativity. Listen to students’ expression to know about their mastery of today’s lesson. Help students think deeply according to their answers and understand the philosophy of life.
PurposeTo develop students’ oral communication skills and enhance their practical use of language under the theme.
4.To make students’ pronunciation more appropriate. Step 5　Pronunciation 1.Listen and repeat. Add one more word to each group. 2.Listen and match the emotions with the sentences. ◎Key: excited; scared; worried; bored; tired Observe if students can come up with relevant words and understand what they’ve already known.
PurposeTo help students become familiar with the pronunciation rules of common letters and letter combinations, and improve their pronunciation accuracy. To let students feel the expression of different emotions in listening, and improve the perception of intonation and emotional expression.
Homework 1.Basic homework: Finish the exercises and check the answers. 2.Practical homework: Tell your prediction about the future to your parents and ask for their ideas. 3.Extended homework: Search for more predictions about the future online and make your comments on them in English.
Teaching Reflectio　　　　　　　　　　　　　　　　　　　　　　　　　
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第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The dialogue is based on the predictions about the future, including the population of the city, the transport system, education, health care and life expectancy, etc. 2a asks students to listen and choose the correct sentences to add to the dialogue. 2b-2c ask students to complete the table and answer the questions according to the dialogue. 2d-2e ask students to role-play and make up their own dialogues to imagine society and life in the future.
Why: The exercises in 2a, 2b and 2c are all based on the text from 2a. Through these exercises, students can improve their ability to communicate in the language and their reading skills for organizing information. The role-play in 2d allows students to further perceive the context in which the target language is used. The group discussion to predict the future is a sublimation and extension of 2a, and it also guides students to pay attention to the development of society, build up a sense of creativity and have a good vision of the future life.
How: Helen and Jennifer’s daily dialogue, with Jennifer watching a video about future predictions to introduce the topic, is logical and clear and easy for students to understand and accept. Vocabulary and sentence patterns are close to the life and learning level of junior high school students, such as “What’s up ” “Sounds great!” and other daily expressions.
Learning Objectives　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about the future life in the simple future tense;
2.talk about the future predictions according to the conversation;
3.share their future predictions and imagine and explore the future life.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about the future life in the simple future tense. Step 1　Lead-in Look and say:(详见课件资源) Talk about the future life using the sentence structure “There will be…”. Give comments based on the accuracy of their responses.
PurposeUsing pictures to attract students’ attention can quickly bring students into the classroom situation, stimulate students’ interest in the future life topics, and pave the way for subsequent teaching activities.
2.To talk about the future predictions according to the conversation. Step 2　Listening Work on 2a. Listen to the conversation and fill in the blanks. ◎Key: B; A; D; C Step 3　Reading(详见课件资源) 1.Work on 2b. Read the conversation and complete the table. ◎Key: What will the future be like People in citiesmore peopleTransport systemmore efficientEducationstudy at home or any place students wantHealth carebetter health care technologyLength of lifelive to be over 100 years old or even live to be 150
2.Work on 2c. Read again and answer the questions. ◎Key: 1)She is watching a video about future predictions. 2)Yes, she is.She keeps asking more about it. 3)Yes, it is.From some adjectives, such as “great” “efficient” and “wonderful”. Step 4　Role-play Work on 2d.Listen to the conversation again.Then role-play it. (Tip: Pay attention to the intonation and pronunciation.) Observe whether students can selectively listen and identify the correct sentences to complete the dialogue. Observe whether stu-dents can effectively sort and integrate information.
PurposeTo improve students’ listening skills and reading comprehension so that they can quickly and accurately obtain key information from the text, and develop their analytical and problem-solving skills.
3.To share students’ future predictions and imagine and explore the future life. Step 5　Work on 2e What do you think life will be like in the future Make up a conversation about your future predictions. (from the aspects of home, population, transport, job, free time and so on) Evaluate groups and individuals based on participation in group discussions, creativity of viewpoints and accuracy of expression.
Purpose Through group discussions, students are provided with an authentic language communication environment, which guides them to pay attention to social development, and builds up a sense of creativity and a bright vision of the future life.
Homework 1.Basic homework: Listen to, follow and recite the dialogue in 2a. 2.Practical homework: Write a short essay about life in the future. 3.Extended homework: Search for information about robots on the internet, and design and describe an ideal robot.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a is to find sentences using the simple future tense; 3b is to complete the conversations with the correct forms of the verbs; 3c is to write some predictions about your partner’s life in 20 years and then make up a conversation.
Why: The text is to enable students to build up their intuitive knowledge of the concept of tenses by recognizing sentences in the simple future tense, to strengthen the accurate use of grammatical forms by filling in the blanks with verbs, and to train their logical thinking and imaginative ability through predictive writing.
How: From grammatical awareness to single-sentence application to imaginative prediction of the future life, students can apply what they have learned from beginning to end, and gradually improve their mastery of the simple future tense and their ability to use it.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn to identify the simple future tense;
2.master verb forms in future-tense conversations;
3.practise predicting and making dialogues about the future.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn to identify the simple future tense. Step 1　Lead-in 1.Greetings. 2.Ask and answer: How long will people live Step 2　Work on 3a Read the sentences and notice the words in bold. Find more sentences in Section A that use the simple future tense.(详见课件资源) Understand the lin-guistic functions of tenses through com-parative analysis.
PurposeTo establish conceptual knowledge of tense grammar and strengthen students’ ability to recognize the simple future tense structures.
2.To master verb forms in future-tense conversa-tions. Step 3　Work on 3b Complete the conversations with the correct forms of the verbs in the box. Some verbs are used more than once. ◎Key: 1.will get 2.Will; be; won’t be 3.will win; will be 4.will find; will live 5.Shall; meet; will see 6.will need Observe students’ completion and give guidance and feedback based on students’ performance.
PurposeTo enable students to master the rules of morphological changes of verbs in the simple future tense and train students to use the grammatical forms correctly in real contexts.
3.To practise predicting and making dialogues about the future. Step 4　Work on 3c Write some predictions about your partner’s life in 20 years and then make up a conversation. Example: A: You’re so friendly and nice. I think you will be a good teacher. B: Well, I don’t think so. I think I’ll… Observe students’ performance in sharing and grasp students’ learning and internalization of key languages.
PurposeIn practical application, students can internalize what they have learned.
Homework 1.Basic homework: Read the sentences in Grammar Focus 3a carefully and note the usage of the simple future tense. 2.Practical homework: Write down your predictions about your partner’s life in 20 years and have a conversation with your partner. 3.Extended homework: Write a short passage(about 80—100 words) predicting what your own life will be like in 10 years. Use the simple future tense and various sentence structures.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　


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Section B
导入一:头脑风暴导入
Write “Future” on the blackboard and ask students to quickly call out related words, such as “jobs” “technology” “changes”, etc. Then say, “These words are all about the future. But how do we prepare for it Let’s explore together.” Brainstorming activates students’ prior knowledge and naturally introduces the theme.
导入二:情景假设导入
Describe a scenario: “Imagine it’s 20 years later. What is your life like But to achieve that future, what should you do now This is about preparing for the future. Let’s discuss.” The situational hypothesis gives students a sense of immersion and prompts them to think about present actions.
导入三:图片导入
Show some pictures about the future life, such as robots and high-tech products. Ask students, “Look at these pictures. What do you think the future will be like How can we get ready for such a future ” Through intuitive pictures, students’ imagination of the future is triggered, and then they think about how to prepare for the future.
导入四:讨论导入
Let students discuss in groups, “What changes do you think will take place in the future How can we prepare for these changes ” A group discussion format stimulates students’ active participation and lets them share their views on future changes and preparations.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:信息寻宝
教师提出几个问题,如 “What jobs may disappear in the future ” “How can we prepare for the future ” 让学生快速阅读文本,在文中找出答案并标记。之后请学生分享答案。
通过问题引导学生捕捉文本中关于未来工作变化、未来准备方式等关键信息,培养学生的细节阅读能力。
活动二:角色扮演
将学生分成小组,每组两人,分别扮演主持人(Host)和 Dr Lu,模仿访谈内容进行对话表演。鼓励学生尽量使用原文中的语言。表演结束后,其他学生可以简单评价。
通过角色扮演,学生能深入理解访谈内容,熟悉问答式的对话结构,同时锻炼口语表达和对英语的运用能力。
活动三:未来最惊人的变化
将学生分成小组,每组 4-5 人。教师提出问题 “What do you think is the most amazing change in the future mentioned in the interview ”,学生先在小组内各自阐述观点,然后组内交流讨论,最后每组选派一名代表向全班分享小组内最受认可的观点。
学生回顾访谈中提到的未来变化,如机器人承担家务、AI 智能冰箱等,思考并讨论哪一种变化最令人惊叹,分享自己的理由。通过此活动,学生既能巩固对阅读内容的理解,又能锻炼语言表达和思维能力,同时在交流中激发对未来科技的兴趣。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据对话内容,回答下列问题(教材原文: Section B 1b)
1.What will service robots do in the future

2.What can a smart refrigerator do when food is nearly gone

3.How should people prepare for the future

4.What may happen to some jobs in the future

5.Which future change mentioned in the interview interests you most Why

◎Key:
1.They will do almost all our housework and help save lives when disasters and emergencies happen.
2.It can know what we need and order food for us.
3.They should accept change, and keep learning and working hard.
4.Some jobs may disappear, but more challenging jobs will appear.
5.I’m most interested in smart fridges because they will make our life easier.(答案不唯一)
突破二　语法填空 (教材原文: Section B 1b)
Ready for Tomorrow
Dr Lu tells us how life 1.　　　　(be) different in 50 years.We will see robots 2.　　　　(work) everywhere. For example, we will have service robots. They will make our life 3.　　　　(easy).They can do almost all our housework and also help to save 4.　　　　(life) in disasters and emergencies.
Dr Lu says some jobs will 5.　　　　(appear) in the coming years.However, there will be more 6.　　　　(challenge) jobs in the future, such 7.　　　　 space pilots and AI experts.
Dr Lu doesn’t think robots will replace humans one day, but they will 8.　　　　(certain) change how we work, study and live.
How can we prepare 9.　　　　 the future It’s simple.Just accept change.Keep learning 10.　　　　 working hard.
◎Key: 1.will be　2.working　3.easier　4.lives　5.disappear　6.challenging　7.as
8.certainly　9.for　10.and
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Section B
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is an interview, in which the host and the futurist Dr Lu talk about the future life. They explore the widespread use of robots in 50 years, the changes in human work, with some existing jobs disappearing and more challenging jobs emerging and the changes AI will bring to the world. Suggestions on how to prepare for the future are given.
Why: The purpose of this text is to help students understand the impact of future technology and provoke them to think about the future, to guide students to face changes with a positive attitude, to recognize the importance of learning and self-improvement, and to arouse their interest and desire to explore technology.
How: The text centred around the core theme of “Ready for Tomorrow ” is in the form of an interview, presented with the host asking questions and the futurist providing answers. The language is conversational, natural, and fluent. The use of the simple future tense to describe future situations makes it easy to understand.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the structure and content of the interview;
2.summarize the key points of the discussion between the host and the futurist;
3.make an interview about the future life.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the structure and content of the interview. Step 1　Lead-in 1.Greetings. 2.Read and guess: What is the interview about Step 2　Fast reading Read the interview quickly and sort out the structure. Part 1: Introduction Part 2: Discussion Part 3: Advice Observe whether students can find the main idea quickly to know their skimming skills.
PurposeTo guide students to briefly understand and sort out the content of the text.
2.To summarize the key points of the discussion between the host and the futurist. Step 3　Careful reading 1.Read Part 1 and complete the guest’s identity card.(详见课件资源) 2.Read Part 2 and answer the following questions: (1)In 50 years, robots will 　　　　. A.only work in factories B.do a little of the housework C.be seen working everywhere D.replace humans completely (2)Service robots can 　　　　. A.only help with housework B.only look after children at home C.make humans lose all jobs D.help when disasters and emergencies happen ◎Key: (1)C　(2)D 3.Read Part 3 and answer the following questions. (1)According to Dr Lu, which is NOT a way to prepare for the future A.Accepting change. B.Keeping relaxing and having fun. C.Keeping learning. D.Working hard. (2)What can we know from the passage A.Today’s choices have nothing to do with the future. B.It’s difficult to prepare for the future. C.We should be ready to face changes in the future. D.We don’t need to work hard for the future. ◎Key: (1)B　(2)C 4.Work on 1c. Complete the table with the information from the interview.(详见课件资源) 5.Work on 1d. Read again and tick the statements that you can infer from the interview. ◎Key: 1,3,4,5 Observe whether students are able to complete the exercises correctly to understand their understanding of the reading material and their mastery of the target language.
PurposeTo guide students to understand the content, find detailed information, sort out the structure and master the target language.
3.To make an interview about the future life. Step 4　Post-reading 1.Work on 1e. Discuss the questions. 2.Group work: debating Work in pairs and make an interview. Students’ ability to grasp and express key sentence patterns and vocabulary is judged based on their performance in personal sharing.　
PurposeTo enhance students’ comprehensive language skills and shape their abilities of cooperative communication through debates and interviews. To broaden students’ knowledge, stimulate their interest in thinking and exploring the present and the future by discussing the future development in various fields.
Homework 1.Basic homework: Write down the words of this part. Read the text aloud and correctly. 2.Practical homework: Record an interview about family life in 50 years. 3.Extended homework: Search for information on more types of service robots.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　

第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content centres on English vocabulary practice. 2a requires students to look up words in a dictionary and write the opposites of the words; 2b requires students to complete sentences with the correct forms of words; 2c asks students to complete a short essay on how artificial intelligence technology will affect the world in the future.
Why: Through step-by-step exercises from vocabulary to the passage, students will improve their dictionary use, grammatical sensitivity and comprehensive language skills, laying a foundation for writing and reading.
How: In a stepwise progression,the text integrates vocabulary, grammar, and reading comprehension, and develops contextual reasoning and language application skills as a whole. The text uses basic common vocabulary and sentence patterns, and also includes some slightly more difficult vocabulary to help students expand their vocabulary and improve their language skills.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the opposites of the words and enhance vocabulary recognition;
2.correctly use key words to complete sentences and understand the usage of the words in the context;
3.complete passage-filling with the key words and improve the ability to use vocabulary in discourse.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the opposites of the words and enhance vocabulary recognition. Step 1　Lead-in 1.Greetings. 2.Ask and answer: What are the opposites of the words do you know big—small　old—new　tall—short good—bad　fat—thin　rich—poor hot—cold　 light—heavy Step 2　Work on 2a Write the opposites of the words. Use your dictionary. ◎Key: 1.more—less/fewer 2.possible—impossible 3.better—worse 4.challenging—unchallenging 5.appear—disappear 6.winner—loser 7.positive—negative 8.everywhere—nowhere Judge whether students have grasped the target language according to their performance and help them enhance what they have learned.
PurposeTo expand students’ vocabulary through opposite exercises and help them understand the antithesis between words. Through studying prefixes(e.g. im-, dis-), students can grasp the pattern of vocabulary composition and improve the efficiency of vocabulary memorization.
2.To correctly use key words to complete sentences and understand the usage of the words in the context. Step 3　Practice Work on plete the sentences with the correct forms of the words in the box. ◎Key: 1.mentioned　2.develop　 3.influenced　4.service　5.Accept The students’ inter-nalization of key vocabulary and the target language was evaluated based on their completion of the exercise. Give neces-sary guidance as needed.
PurposeTo help students to apply grammar rules to lexical conversion.
3.To complete passage-filling with the key words and improve the ability to use vocabulary in discourse. Step 4　Practise more Work on 2c.Complete the passage with the correct forms of the words in the box. ◎Key: influence; quality; traffic; creative; worse; challenges Step 5　Think Group Work—AI Creative Show Sample:I want to design an AI Health Housekeeper. It can test health indicators, such as the heart rate and blood pressure. For example, when it detects that your heart rate is too high, it will… In addition, it can make a health plan for you, including… Observe if students are able to discuss artificial intelligence through the vocabulary they have learned today.
PurposeTo improve contextual analysis and discourse organization, and lay the foundation for reading and writing.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Write an English essay in no less than 80 words titled “AI and My Future Life”. 3.Extended homework: Make a video about an English situational dialogue with your family or friends on the theme of “Challenges and Opportunities in the Future Life”.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

第三课时 [(3a-3c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text tells of Mandy’s dreams for the future.She thinks she will be an artist in 20 years. She wants to go to France to study art, visit famous art museums, learn about different artists and their works and create her own. The writing task is to write a short essay about your life in 20 years, and the Project part provides a range of directions for thinking about what your city/town will be like in the future in small groups.
Why: Through Mandy’s dreams for the future, students are guided to think about their own plans and expectations for the future. The table and writing tasks aim to help students sort out their ideas about the future, organize their thoughts by filling in the table, and improve their writing skills. The Project part helps students practise, master the usage of the simple future tense through discussing, predicting, and describing the future city/town, and improve their ability to use English to express and communicate.
How: The text is presented as a first-person narrative about Mandy’s dreams for the future, with easy-to-understand language. Filling in the table guides students to think about various aspects of the future in an organized way. From organizing ideas to expressing themselves in writing, it gradually improves their writing skills.The Project part guides students to visualize their predictions through drawing, which not only helps deepen students’ understanding of future predictions, but also adds fun and interactivity to their learning through the display and guessing activities.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get to know Mandy’s dreams for the future and find out what she wants to be;
2.talk about their dreams for the future based on the reading;
3.know how to create pictures about the future;
4.use the simple future tense correctly when describing their pictures.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get to know Mandy’s dreams for the future and find out what she wants to be. Step 1　Lead-in Greetings.Let’s start exploring our dream journey together! Step 2　Work on 3a Read about Mandy’s dreams for the future and find out what she wants to be. ◎Key: She wants to be an artist. Step 3　Work on 3b Complete the table about Mandy’s dreams and yours.(详见课件资源) Based on how well the students have com-pleted the table, learn how well they have mastered the structure and content of the text.
PurposeTo help students grasp the structure of the discourse, logically sort out the information, and experience the language.
2.To talk about students’ dreams for the future based on the reading. Step 4　Work on 3c What will your life be like in 20 years Write a short passage about your dreams for the future. Use your notes in 3b. Observe whether students can correctly use the target language to complete the writing task, and give necessary guidance as needed.
PurposeTo guide students to use the language they have learned, promoting their innovation.
3.To know how to create pictures about the future. Step 5　Project 1.Work on 4a. Work in groups. Discuss what your city/town will be like in the future. Try to think of many different ideas.(详见课件资源) 2.Work on 4b. As a group,decide which predictions are more likely to come true. 3.Work on 4c. Draw pictures that show these predictions. Observe group work: in small groups, write a list of ideas for the future in several different dimensions.
PurposeBrainstorming through group work allows students to think about different perspectives of what they would like to see in the future.
4.To use the simple future tense correctly when describing students’ pictures. Step 6　Work on 4d Show your pictures to other groups. Have them guess your predictions. Observe students’ reporting performance and provide help and encouragement.
PurposeTo let students use what they have learned and consolidate the key expressions in this unit.
Homework 1.Basic homework: Read the passage “My Dreams for the Future” and pay attention to the pronunciation of new words and the intonation of sentences. 2.Practical homework: Write an English essay in no less than 80 words titled “My Future Life”. 3.Extended homework: Based on the group’s predictions, create a digital or hand-drawn picture about the future of your city.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


1.Where there is a will, there is a way. 有志者事竟成。
2.Keep on going, and never give up. 勇往直前,决不放弃。
3.Rome wasn’t built in a day. 冰冻三尺,非一日之寒。
4.Actions speak louder than words. 行动胜于语言。
5.Knowledge is power. 知识就是力量。
6.A journey of a thousand miles begins with a single step. 千里之行,始于足下。
7.Never put off what you can do today until tomorrow. 今日事,今日毕。
8.It’s never too old to learn. 活到老,学到老。
9.One false step will make a great difference. 失之毫厘,谬以千里。
10.The early bird catches the worm. 早起的鸟儿有虫吃。
11.When in Rome, do as the Romans do. 入乡随俗。
12.East or west, home is best. 金窝银窝不如自家草窝。(东好西好,还是自己家好。)
13.Experience is the mother of wisdom. 实践出真知。
14.To live is to learn, to learn is to better live. 活着就要学习,学习是为了更好地活着。
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Unit 7　When Tomorrow Comes
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
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Theme:
Section A is mainly about the predictions of the world in 100
Human
years,including population,transportation system,education,
Society
health care,length of life and other predictions.By learning
Section A,students can use key vocabulary,the core sentence
pattern and the simple future tense to describe the predictions
This unit is
about the future.In the grammar part,the conversations continue
centred on the
to consolidate the simple future tense.
topic of"Life in
the Future”and
belongs to the
“History,Society
and Culture”
Unit 7
Section B is an expansion of the content of the previous text.
When
The content is an interview,which discusses the widespread use
thematic cluster
of robots in 50 years and the changes in human work in the
of“Human and
Tomorrow
Comes
future.Through reading the interview,students develop their
Society”",with
reading comprehension and ability to extract key information,
sub-themes
and are guided to think about how to prepare for the future.
related to
“Science and
technology
changes life”,
Project discusses what the city/town of the future will be like,
providing a range of directions to think about./ 让教学更有效 精品试卷 | 英语学科
Section A
导入一:问题导入
Ask students: “Do you think there will be more robots helping us in the future What other changes do you imagine Let’s share our predictions about the future.” This directly connects to students’ imagination and initiates discussion.
导入二:图片导入
Show the picture of the robot in the textbook. Ask: “What do you think of this robot How might it inspire our predictions about the future Let’s explore the predictions about the future through this image.” Visuals spark curiosity.
导入三:游戏导入
Conduct a “Future Prediction Chain” game. One student says a prediction (e.g. “There will be more green energy.”), and the next continues. This interactive way makes students actively participate in discussing future predictions.
导入四:故事导入
Tell a story: “Tim dreamed of travelling to 2100. He saw cities in the sky. What do you think Tim might encounter Now, share your predictions about the future.” Stories attract students’ attention.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一: 未来世界预测调查
引导学生填写未来世界预测调查表。
Things now Things in the future
Student 1
Student 2
Student 3
Student 4
…
活动二: Group work(与班上的同学进行对话,询问他们对未来世界的预测。)
　　T: What do you think our world will be like
　　S1: I think we will have…
　　T: What about you
　　S2: I think there will be…
　　T: What’s your idea
　　S3: I think we will have…
　　T: What’s your opinion
　　S4: I think we can…
活动三: Role-play(小组内的同学分角色表演,谈论我们的城市或家乡未来的样子。)
　　A: Today let’s talk about our city in the future.
　　B: I think our city will be…
　　C: Sounds cool.
　　D: I think we will live in…
活动四: 我的未来生活情况
发挥自己的想象力,设想自己未来生活的细节。
Items Details about life in the future
Kind of job
Place to live in
Who to work with
Pets
Free time activities
Clothes to wear
Food to eat
Place to have vacations
Transportation
Robots
活动五: 《机器人总动员》电影片段欣赏和配音练习
　　After watching the movie, ask the students to dub the movie.
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,回答下列问题。
Conversation 1(听力原文: Section A 1b)
1.What kind of film do they plan to see

2.What time does the film start

3.How do they book the tickets

◎Key: 1.A sci-fi film.　2.At 5:15 p.m.　3.Online.
Conversation 2(听力原文: Section A 1c)
1.What does Peter think of climate change in the future

2.What’s Teng Fei’s opinion on living on earth in the future

◎Key: 1.He thinks climate change will be worse.
2.He thinks people will still live on earth, but they will keep on exploring space.
听录音,选出正确选项。(听力原文: Section A 2a & 2d)
( )1.What video is Jennifer watching
A. About future predictions.　　　　　　　　　
B. About school life.
C. About the transport system.
( )2.What will the transport system be like in the future
A. More efficient with fewer traffic accidents.
B. More crowded.
C. Slower.
( )3.Where will students study in the future
A. At school. B. Only at home.
C. At home or any place they want.
◎Key: 1.A　2.A　3.C
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　一般将来时态
【观察】
　　—Will people have robots
　　—Yes, they will./No, they won’t.
　　Kids won’t go to school in the future.
　　There will be a soccer match tomorrow.
　　—Will there be a meeting next week
　　—Yes, there will./No, there won’t.
　　What will our school be like next year
【探究】
在英语中,表示将来要发生的动作或存在的状态,要使用　一般将来　时态,谓语动词由“助动词　will　+　动词原形　”构成。这种时态一般和表示　将来　的时间状语连用,如:tomorrow, the day after tomorrow, next week, next year等。肯定句变为否定句时,在will后加not,缩写成won’t;变一般疑问句时,将助动词　will　提前,回答时使用助动词　will　。一般将来时的特殊疑问句的结构:特殊疑问词+　will　+主语+　动词原形　+其他
语法巧记口诀:
一般将来时态
表将来怎么办,将来时态来实现,
will动原紧相连,句子结构特简单。
变否定如何办,写成won’t不太难,
一般疑问怎么办,will放在句子前,
特殊疑问不太难,句子结构记心间,
特词will主语前,后面动原还相连。
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