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Unit 7 When Tomorrow Comes-Section B Project
This section is the project part of Unit 7 When Tomorrow Comes. It mainly focuses on students' exploration and expression of the future. Firstly, students will read about Mandy's dreams for the future in 3a, which includes her future job (wanting to be an artist), the place she wants to live (in the countryside), and how she plans to make her dreams come true (studying art in France, visiting famous art museums, staying close to nature, etc.). This reading material serves as a model for students to understand how to describe one's future.
教学目标 Students will master the key vocabulary and expressions related to describing the future, such as “artist”, “create”, “drop in” etc. Students will be able to correctly use the simple future tense to talk about their future dreams, plans, and predictions, like “I will become an artist.” “There will be more parks in the future.” Students will understand the structure and logic of a passage about future description, including how to state one's dreams, the reasons, and the steps to achieve them.
教学重难点 1. Key Points Mastery of vocabulary and expressions related to future description. Correct application of the simple future tense in different situations. Understanding and imitating the structure of the passage about future dreams. 2. Difficult Points How to guide students to make reasonable and creative predictions about the future, and support their predictions with proper reasons. How to help students improve their writing skills in terms of logical organization and rich content when writing about their future dreams. How to ensure effective communication and cooperation among students in group work, and make every student actively participate.
1. Vocabulary
Nouns: artist, museum, work (works of art), countryside, nature, idea, dream
Verbs: become, study, visit, learn, create, invite, drop in, come true, believe
Phrases: in 20 years, be close to, at the weekend, as long as, keep on trying
2. Grammar - Simple Future Tense
Structure: will + verb 原形. For example, “I will study art in France.” “They will invite friends to drop in.”
Usage:
To express future actions or states. “There will be more trees in the city.”
To make predictions. “I think it will rain tomorrow.”
To talk about future plans or intentions. “She will travel around the world next year.”
3. Reading Comprehension Skills
Skimming: Quickly read the passage to get the main idea, such as what the passage is mainly about Mandy's future.
Scanning: Read carefully to find specific information, like Mandy's future job, where she wants to live.
4. Writing Skills
Structure: Introduction (state the topic of future dreams), Body (describe dreams in detail, including what, where, how), Conclusion (express confidence in achieving dreams).
Coherence: Use transitional words and phrases, such as “firstly”, “secondly”, “finally”, “in addition” to make the writing more coherent.
教学过程
1. Lead - in (5 minutes)
Greet the students and show some pictures of famous artists' works on the PPT, such as paintings by Vincent van Gogh and Leonardo da Vinci. Ask students: “Do you like these works of art Do you want to be an artist like them in the future ” Then introduce the topic of this class - talking about future dreams.
Let students briefly share their initial ideas about their future jobs in pairs.
2. Pre - reading (8 minutes)
Present the new words and phrases related to the reading passage on the PPT, such as “artist”, “museum”, “countryside” etc. Teach students how to pronounce and explain the meanings. Use some simple sentences to help students understand the usage, for example, “An artist can create beautiful works of art.” “We often visit museums to learn about history and art.”
Let students read the words and phrases after the teacher several times, and then have a quick review by asking some students to read them individually.
Show the title “My Dreams for the Future” and the first sentence “What will my life be like in 20 years ” on the PPT. Ask students to predict what the passage might be about. Encourage them to share their predictions in class.
3. While - reading (12 minutes)
Fast Reading: Let students read the passage about Mandy's dreams quickly. Ask them to answer the question: “What does Mandy want to be in the future ” After students finish reading, invite some to answer the question.
Careful Reading: Ask students to read the passage again carefully and complete the following tasks:
Find out where Mandy wants to study art and what she will do after that.
List the reasons why Mandy wants to live in the countryside.
Summarize how Mandy will make her dreams come true.
Divide the passage into several parts and find out the main idea of each part.
Check the answers with the whole class. Explain some difficult sentences, such as “Life there will give me good ideas for making art.” Help students understand the logic and grammar in the sentence.
4. Post - reading (10 minutes)
In 3b, first, let students complete the table about Mandy's dreams and their own. Walk around the classroom to offer help if necessary.
Then, ask students to write a short passage about their dreams for the future according to the table. Remind them to use the simple future tense correctly and follow the structure of the reading passage.
After students finish writing, ask several students to read their passages in class. Give them positive feedback and suggestions for improvement, such as grammar mistakes, sentence fluency, and content richness.
5. Group Project (10 minutes)
Divide students into groups of 4 - 5. Present the requirements of the group project on the PPT: Discuss what your city/town will be like in the future from aspects like the number of residents, buildings, transportation, leisure activities, parks and museums, and the environment. Decide which predictions are more likely to come true and draw pictures to show these predictions.
Let each group start the discussion. Walk around each group, listen to their discussions, and offer guidance when they encounter difficulties, such as how to express an idea in English or how to think from different perspectives.
After the discussion, each group starts to draw pictures. Encourage students to use their imagination and creativity.
6. Presentation and Summary (5 minutes)
Invite each group to come to the front of the class to show their pictures and explain their predictions. Other groups listen carefully and can ask questions.
After all groups finish presenting, summarize the key points of this class, including the vocabulary, grammar, and the importance of thinking about the future. Encourage students to keep their dreams in mind and work hard to achieve them.
教学反思
After this class, there are several aspects worthy of reflection. In terms of teaching methods, the combination of pictures, reading, writing, and group work can effectively arouse students' interest and enthusiasm. However, during the group work, some students were too passive and did not fully participate. In the future, more specific group roles can be assigned to ensure every student's involvement.
Regarding knowledge teaching, most students have mastered the key vocabulary and the simple future tense, but in writing and speaking, there are still some grammar mistakes. More targeted exercises and individual guidance are needed. Also, when guiding students to make predictions about the future, some students' ideas were relatively limited. Teachers can provide more examples and inspiration to expand students' thinking. Overall, continuous improvement and adjustment of teaching strategies are necessary to better meet the learning needs of students and improve teaching effectiveness.

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