资源简介

Unit 7 When Tomorrow Comes
Period 2 听读课教学设计
Section A (2a-2e)
I. Teaching Objectives
1. Language proficiency
Students can master vocabulary and sentence patterns related to future predictions (e.g., “There will be…”, “Will there be… ”) and use them to talk about future changes in transport, education, and health care.
Students can understand and retell the conversation about future predictions, and create their own dialogues with correct grammar and logical content.
2. Cultural awareness
Students can recognize the global focus on future technological development (e.g., smart transport, remote education) and understand how technology affects daily life across different contexts.
Students can appreciate the positive attitude toward future progress while thinking about potential challenges behind technological changes
Thinking quality
Students can analyze and classify information (e.g., sorting future predictions into different categories: population, transport) to improve logical thinking.
Students can make reasonable future predictions with supporting reasons, developing critical and creative thinking.
Learning ability
Students can use “skimming” and “scanning” skills to get main ideas and details from a conversation.
Students can cooperate with peers in role-plays and discussions to enhance autonomous and collaborative learning skills.
II. Teaching Key & Difficult Points
Key Points: Master sentence patterns for future predictions (“There will be…”, “Will there be… ”)； Understand and extract information about future changes from the conversation.
Difficult Points: Use future prediction structures flexibly to create logical, context-rich dialogues; Analyze the positive tone of the conversation and support opinions with specific details.
III. Teaching Methods
Communicative Language Teaching Method; Task-based Language Teaching (TBLT); Audio-visual Teaching.
IV. Teaching Aids
Textbook; PPT slides; Audio recordings; Animation video; Whiteboard
V. Teaching Procedures
Step 1: Warm-up (5 minutes)
Teacher’s Activity:
Show 4 pictures (robot medical care, crowded city, new transport track, AI-assisted learning) and ask: “What will the future look like ” Guide students to use the pattern “There will be…” to share ideas.
Students’ Activity:
Observe pictures, participate in the free talk and try to use the given sentence pattern to express their initial predictions.
Purpose of Design:
Activate students' prior knowledge about the future, introduce the topic, and lay a foundation for the new language structure.
Step 2: Pre-reading/listening (5 minutes)
Teacher’s Activity:
Ask students to skim the conversation quickly (1 min) and answer: “What is the conversation about ” (Options: A. Future predictions; B. Future technology; C. Future education).
Then present options A-D (from 2a) and guide students to classify them into categories (transport, population, health care, length of life).
Students’ Activity:
Skim the dialogue to get the main idea, choose the correct option, and classify the 4 sentences into different categories.
Purpose of Design:
Train students' skimming skills and help them clarify the focus of the conversation, preparing for listening.

Step 3: While-Listening (5 minutes)
Teacher’s Activity:
Play the audio of the conversation twice. For the first time, ask students to fill the 4 options (A-D) into the blanks; for the second time, let them check their answers and repeat key sentences.
Students’ Activity:
Listen to the audio, fill in the blanks, check answers, and imitate the pronunciation and intonation of the dialogue.
Purpose of Design:
Improve students' listening comprehension skills and master the target language in context.
Step 4:While-reading (12 mins)
Teacher’s Activity:
Ask students to read the conversation carefully, then complete the table (about future changes in 5 aspects) and answer 2c questions. Guide students to find positive words (e.g., “efficient”, “better”) to explain the video’s positive tone.
Students’ Activity:
Read the dialogue, extract details to finish the table, answer the questions, and identify positive words to support their opinions.
Purpose of Design:
Train students' scanning skills, help them grasp detailed information, and develop their ability to analyze the tone of a text.
Step 5: Post-reading/listening (11 mins)
Teacher’s Activity:
Play the animation of the conversation, then organize role-play: students practice in pairs with a checklist (language, pronunciation, body language, creation). Then guide students to complete 2e: use the given sentence patterns to create their own dialogues about future predictions.
Students’ Activity:
Watch the animation, practice role-play with partners, perform in class, and create new dialogues about future predictions.
Purpose of Design:
Enhance students' oral expression skills, promote cooperative learning, and flexibly use the target language in real communication.
Step 6: Homework (2 minutes)
Teacher’s Activity:
Assign two tasks: 1) (Must-do) Write a report about an interview on future predictions; 2) (Choose-to-do) Watch a sci-fi movie and write feelings.
Students’ Activity:
Note down the homework and prepare to finish it after class.
Purpose of Design:
Extend learning to after-class, consolidate the target language, and cultivate autonomous learning ability.
VI. Blackboard Design
Unit 7 When Tomorrow Comes
What will the future look like
transpot system
people in cities
(population)
length of life
A: Will there be more / less / fewer … in the future
B: Yes, I think there will … / Well, I don’t think there will …
A: Do you think we will …
B: …
Ⅶ. Teaching Reflection
Strengths: The activity design (free talk, listening, reading, role-play) follows the “input-output” logic, which effectively helps students master the target language. The classification and table-filling tasks train students' logical thinking.
Areas to Improve: For students with low English levels, more guided practice (e.g., sentence pattern drills) before role-play may be needed. Also, adding a discussion about “potential problems of future technology” can enrich students' critical thinking.
Adjustments: Next time, prepare simpler sentence prompts for weak students, and add a 3-minute group discussion about “the pros and cons of future changes” to deepen the topic.

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