人教版（2024），1年ig±冊(cè)英語(yǔ)Unit7WhenTomorrowComes教案

單元教材分析

UnitThemeAnalysis（單元主題分析）

Thisunitcentresaroundthethemeof“fUture”.Itencouragesstudentstomake

predictionsaboutthefuture,explorehowtechnologywilltransformourlives,and

considerwaystoprepareforit.Throughvariousactivitieslikelistening,speaking,

reading,andwriting,studentswillnotonlyenhancetheirlanguageskillsbutalso

cultivateaforward-lookingmindsetandawarenessoftechnologicaldevelopment.The

themeishighlyrelevanttostudents1dailylivesandfutureprospects,whichcanarouse

theirstronginterestandmotivationinlearning.

OverviewofUnitEmphasisandDifficulties（單元重難點(diǎn)一覽）

1.Masterthesimplefuturetensetotalkabout

futureeventsandpredictions.

2.Learnvocabularyrelatedtofuturelife,

technology,andproblem-solving.

KeyPoints3.Improvelistening,speaking,reading,and

writingskillsthroughactivitiesaboutfuture

predictions.

4.Cultivatestudents'abilitytothinkcritically

andcreativelyaboutthefuture.

Keyl.Usethesimplefuturetenseaccuratelyin

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Difficultiesdifferentcontexts.

2.Understandcomplextextsaboutfuture

technologyandmakinginferences.

3.Organisethoughtsandexpressuniqueand

reasonablefuturepredictionsinspeakingand

writing.

單元學(xué)情分析及教學(xué)建議

LearningSituationAnalysis（學(xué)情分析）

1.Studentsmayhavesomebasicunderstandingofthefuturefromdailylife,

science-fictionmovies,orstories.TheyhavelearnedsomesimpletensesinEnglish,

whichcanbeusedasafoundationforlearningthesimplefuturetense.However,their

knowledgeoffuture-relatedvocabularyandcomplexfuture-themedexpressionsmay

helimited.

2.Thethemeofthefutureisgenerallyappealingtostudents,asitinvolves

imaginationandtechnologicaladvancements.Thiscanarousetheirinterestand

motivationinlearning.Butsomestudentsmayfinditchallengingtothinkcreatively

andexpresstheii-ideasaccuratelyinEnglish,whichmayaffecttheirenthusiasmif

theyencounterdifficultiesduringlearning.

3.Somestudentsmaybeaccustomedtopassivelearning,relyingonteachersto

explainknowledge.Theymaylacktheinitiativetoexploreandthinkindependently.In

groupactivities,theremaybedifferencesinparticipationlevels,withsomestudents

beingmoreactivewhileothersbeinglessinvolved.

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TeachingSuggestions（教學(xué)建議）

1.Utilizemultimediaresourcessuchasvideos,pictures,andshortscience-fiction

clipstopresentfuture-relatedcontentvividly.Thiscanattractstudents*attentionand

stimulatetheirinterestinlearning.

2.Recognizethedifferencesamongstudents.Forstudentswithagood

foundation,providemorechallengingtasks,suchasin-depthdiscussionsoncomplex

textsaboutfuture-technologyorcreativewritingtaskswithhigherrequirements.For

studentswhoarerelativelyweak,offermorebasicvocabularyandgrammartraining,

andmorescaffoldedsupportintasks.

3.Designmoregroup-workandindividuaI-explorationactivities.Also,encourage

studentstoaskquestionsandexploreknowledgeindependently,andgivepositive

feedbackwhentheyshowinitiative.

4.Linkthelearningcontentwithstudents'real-lifeexperiences.Whenteaching

future-relatedvocabulaiyorgrammar,askstudentstothinkabouthowthesewillbe

appliedintheii*ownfuturelives.

單元整體目標(biāo)

1.Mastervocabularyrelatedtofuturelife,

Languagetechnology,andpersonaldevelopment,suchas“robot”，

Proficiency"AI"，"prediction"，“improvement”.

（語(yǔ)言能力）2.Comprehendconversationsandtextsaboutfuture

predictionsthroughlisteningandreading,andextractkey

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andorganizethoughtssystematically.

1.StimulateinterestinlearningEnglishbyexploringthe

themeofthefuture,whichiscloselyrelatedtoreal-life

imagination.

LearningCapability2.Learntogatherandsummarizeinformationabout

(學(xué)習(xí)能力)future-relatedtopicsfromvariousresources.

3.Enhancelearningefficiencythroughextensive

listening,speaking,reading,andwritingpracticerelated

tofuture-themedmaterials.

單元課時(shí)分配

第一課時(shí)SectionA[(la-ld)&Pronunciation1一2]

第二課時(shí)SectionA(2a-2e)

第三課時(shí)SectionA(GrammarFocus3a—女)

第四課時(shí)SectionB(la-le)

第五課時(shí)SectionB(2a-3c)

第六課時(shí)SectionB(Project&Reflecting)

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第一課時(shí)SectionA[（la—ld）&Pronunciation1—2]

TeachingProcedures（教學(xué)過程）

Activity1Warmingup（感知與注意）

T:Class,todaywe'regoingtostartanexcitingjourneyintothefuture.Lookat

thisshortvideoclip.

{Sh（yiuavide（）ab（）utcifiituristiccityii）ithflyirigcarsandadvanceclbuildings^So,whatdo

youseeinthevideo?Howdoyouimaginethefuture?Shareyourthoughtswithyour

partnerforaminute.Then,FUinvitesomeofyoutosharewiththewholeclass.

（Studentsdiscussandshcireinitialideasaboutthefuture.）

T:Thankyouforshai'ing!Itseemsthatmanyofyouareinterestedintechnology

andcitylifeinthefuture.Let'sexploremorepredictionstogether.

設(shè)計(jì)意圖：使用視覺效果激發(fā)想象力，并與主題建立現(xiàn)實(shí)世界的聯(lián)系，鼓勵(lì)

學(xué)生從一開始就積極參與。

Activity2Presentation（獲取與梳理）

T:Now,let'slookatthepredictionsinla.Onthescreen,youcanseethese

statementsaboutwhatmighthappenin100years.

{Studentstickthepredictions

T:Okay,nowturntoyourpartnerandshareyourchoices.Explainwhyyouthink

thosepredictionswillorwon'tcometrue.

設(shè)計(jì)意圖：培養(yǎng)學(xué)生的批判性思維和有理有據(jù)表達(dá)觀點(diǎn)的能力，同時(shí)復(fù)現(xiàn)目

標(biāo)詞匯。

Activity3Listening（獲取與梳理）

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T:Next,we'regoingtodosomelistening.Forlb,beforeIplaytherecording,

readthesummaryandtheblankscarefully.Trytopredictwhatkindofinformation

youneedtofillin.Now,listencaiefullyandfillintheblanks.

{Studentslistenandfillmtheblanks^

T:Stop.Checkyouranswerswithyourpartner.Then,Filasksomeonetoshare

theanswerswiththeclass.

{Studentscheckanswers.)

T:Now,for1c,I'llplayanotherrecording.Whilelistening,circleTfortrueorF

forfalseforeachstatement.Remembertolistencarefullytothedetails.

(StudentslistenandcircleTorF.)

T:Okay,let'schecktheanswers.

設(shè)計(jì)意圖：聽前預(yù)測(cè)任務(wù)有助于學(xué)生激活已有知識(shí)并集中注意力。填空練習(xí)

和判斷正誤能訓(xùn)練他們從聽力中捕捉特定信息的能力。

Activity4Languagepractice(想象與創(chuàng)造)

T:Now,it'stimetopractisespeaking.Inpairs,usethequestionsinIdtotalk

aboutthepredictionsin1a.Forexample,oneofyoucanask“Willwebeabletolive

onearthin100years?”andtheothercananswer.Ybucanuseyourownideasand

theoneswe*vediscussed.I'llgiveyousomesentencestarterslikeYes,Ithinkso.

Because…"oruNo,Idon'tthinkso.Ibelieve,,?n.

(Studentspractiseinpairs.)

設(shè)計(jì)意圖：這項(xiàng)活動(dòng)為學(xué)生提供了在實(shí)際情境中運(yùn)用所學(xué)語(yǔ)法的機(jī)會(huì)。給出

的句子開頭有助于降低口語(yǔ)表達(dá)的難度。

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Activity5Pronunciation(歸納與應(yīng)用)

T:Letsmoveontopronunciation.Lookatthelettercombinationsandwordson

thescreen.ListencarefullyasIreadthemfirst.Then,repeatafterme.Forexample,

/n/—news,mind,know.Now,yourepeat.

(Theteacherreads,studentsrepeat.Then,

theteacherexplainsthepivnunciationnilesifnecessary.)

T:Now,Iwantyoutoaddonemorewordtoeachgroup.Discusswithyour

partnerandthenpractisereadingthenewwordstogether.

(Studentsaddwordsandpractiseinpairs.Theteachercheckstheirptvnunciation.)

T:Next,forPronunciation2,listentotheaudioandmatchtheemotionswiththe

sentences.Trytofeelthetoneofeachsentence.

{PlaytheaudioforPnmimciaturn2.Studentslistencarefidlyandmatchtheemotions^)

T:Checkyouranswerswithyourpartner.Then,let'scheckasaclass.

設(shè)計(jì)意圖：通過模仿、自主添加單詞以及匹配情感，學(xué)生能夠逐漸掌握特定

字母組合的發(fā)音。

Activity6Homework(課后作業(yè))

Writedownthreemorepredictionsaboutthefutureandgivereasons.Sharethem

withyourpartnerinthenextclass.

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BlackboardDesign（板書

第一課時(shí)SectionA[（la-ld）&Pronunciation1一2]

Keywords：worse,takeover,ticket,positive,,?

Keysentencepatterns：

一Willwebeabletoliveonearthin100years?

—Yes,wewill.Ibelieve'?,

—Willmanypeopleliveinouterspace?

一Well,Idon'tthink***

Pronunciation:/n/,//,/k/,/g/,/tj/,網(wǎng),/f/,/r/

TeachingReflection（教學(xué)反思）

Duringtheteachingprocess,studentswereactivelyinvolvedindiscussionsand

listeningtasks.However,somestudentsstillhaddifficultiesinclearlyexpressingtheir

personalpredictionsinId.Infutureteaching,moretimecanbeallocatedtooral

expressiontraining,andmorescaffoldingcanbeprovidedtohelpstudentsorganize

theirthoughts.

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第二課時(shí)SectionA（2a—2e）

TeachingProcedures（教學(xué)過程）

Activity1Warmingupandrevision（感知與注意）

T:Class,inthelastlesson,wetalkedaboutsomepredictionsforthefuture.Now,

whocanquicklyshareoneofyourpredictions?

（Studentssharetheirpredictionsfromthepreviouslesson^

T:Great!Today,we'llcontinueexploringwhatthefuturemightbelikethrougha

newconversation.

設(shè)計(jì)意圖：復(fù)習(xí)先前知識(shí)，以便順利過渡到新課，并激發(fā)學(xué)生對(duì)未來相關(guān)話

題的興趣。

Activity2Listening（獲取與梳理）

T:Now,listentotheconversationcarefullyandfillintheblanks.

{Studentslistenandfillintheblanks.）

T:Checkyouranswerswithyourpartner.Then,Filasksomeonetosharethe

answerswiththeclass.Also,lefslearnsomenewphrasesfromtheconversation.For

example,"transportsystem,,referstoallthewaysoftransportingpeopleandgoods,

likeroads,railways,etc.

設(shè)計(jì)意圖：訓(xùn)練學(xué)生的聽力技能，并幫助他們通過語(yǔ)境理解和學(xué)習(xí)新詞匯。

Activity3Reading（概括與整合）

T:Readtheconversationin2asilently.Whilereading,payattentiontodifferent

aspectsoffuturelife,suchaspeopleincities,thetransportsystem,education,health

care,andthelengthoflife.

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(Studentsreadtheconversationsilently.)

T:Now,completethetablein2b.Trytosummai-izetheinfomiationabouteach

aspectoffuturelife.

(Studentscheckcinswersandsharetheircompletedtables.)

T:Readtheconversationagainandanswerthequestionsin2c.Trytofind

evidencefromtheconversationtosupportyouranswers.

設(shè)計(jì)意圖：通過要求學(xué)生從文本中提取和總結(jié)信息來提高他們的閱讀理解能

力，并通過討論和答案核對(duì)促進(jìn)peer-to-peer(同伴間的)學(xué)習(xí)。

Activity4Languagepractice(內(nèi)化與運(yùn)用)

T:First,let'slistentotheconversationin2dagain.Payattentiontotheintonation

andpronunciationofthespeakers.Tiytoimitatetheirtonesandexpressions.

T:Now,divideintopairsandrole-playtheconversation.

設(shè)計(jì)意圖：通過角色扮演提升學(xué)生的口語(yǔ)交際能力和語(yǔ)感，并通過模仿說話

者的語(yǔ)調(diào)和表情幫助他們更好地理解對(duì)話內(nèi)容。

Activity5Pairwork(想象與創(chuàng)造)

T:Lookatthetablein2e.Welltalkaboutdifferenttopicslikehome,population,

transport,job,andfreetime.Thinkaboutyourpredictionsforeachtopic.Then,work

withyourpartner.Fillinthetablewithyourpredictions.Then,usethesentence

patternsbelowthetabletocreateaconversationaboutyourfuturepredictions.

(Studentsworkinpairsjillinthetable,andcreateconversations.)

T:Time'sup.Let'sinvitesomepairstosharetheirconversationswiththeclass.

Therestoftheclass,pleaselistencarefullyandseeifyouhavesimilarordifferent

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ideas.

設(shè)計(jì)意圖：通過讓學(xué)生根據(jù)未來預(yù)測(cè)創(chuàng)編對(duì)話，培養(yǎng)他們的創(chuàng)造力和口語(yǔ)交

際能力，并鼓勵(lì)學(xué)生表達(dá)獨(dú)特觀點(diǎn)和交換想法。

Activity6Homework（課后作業(yè)）

Writeashortpassageaboutyourpredictionsforfutureeducation.Youcan

includewhatyouthinkschoolswillbelike,howstudentswillstudy,etc.Trytousethe

newphrasesandsentencepatternswe'velearnedtoday.

BlackboardDesign（板書設(shè)計(jì)）

第二課時(shí)SectionA（2a—2e）

Keywords:traffic,accident,technology,transport,

efficient,,?

Keysentencepatterns：

Willtherebemore/less/fewer***inthefuture?

Ithinktherewillbe---

Idon*tthinktherewillbe???

TeachingRejection（教學(xué)反思）

Duringtheteachingprocess,studentswereactivelyinvolvedinvariousactivities.

Whencreatingconversationsin2e,somepairs'conversationslackedlogicalcoherence.

Teacherscanoffermoreguidanceonhowtostructureconversationsandensurethe

smoothflowofideasinfutureclasses.Overall,throughthisclass,studentshave

furtherimprovedtheirunderstandingoffuture-relatedtopicsandlanguageskills,but

thereisstillroomforimprovement.

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第三課時(shí)SectionA(GraminarFocus3a—3c)

TeachingProcedures(教學(xué)過程)

Activity1Presentationandcomprehension］獲取與梳理)

T:Class,letsstartbylookingatthesentencesin3a.Pleasereadthesesentences

aloudtogether.Paycloseattentiontothewordsinbold.

(Studentsreadthesentencesaloud.)

T:Now,letfslookatthesentencesin3aagain.1111askyoutoanalyzeeach

sentence.Forexample,inthesentence“Whatwillthefuturebelike?”，weuse

“will"becausewearcmakingageneralpredictionaboutthefuture.Now,Iwantyou

toworkinpairsandanalyzetheothersentencesin3a.Thinkaboutwhy“wilTor“be

goingto”isused.

(Studentsworkinpairstoanalyzethesentences.)

T:Okayjet'scheck.

(Studentssharetheiranalysis.)

T:Great!You'vepointedoutthathere"wilFisusedtomakepredictions.Now,

lefstalkaboutthedifferencesbetween"will"and"begoingto"."Will"isoftenused

forspontaneousdecisionsorgeneralpredictions,whilet4begoingto“isusedfor

pre-plannedactions.Forexample,"PHhelpyouwithyourhomework"(aspontaneous

decision)and6€Fmgoingtovisitmygrandparentsthisweekend^^(apre-planned

action).Doyouunderstand?

(Studentsrespond.)

T:Now,rilgiveyousomemoreexamplesontheblackboard.Pleasetellme

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whethertouse“wilTor“begoingto”.

設(shè)計(jì)意圖：通過句子分析練習(xí)，學(xué)生能夠進(jìn)一步理解一般將來時(shí)的用法，尤

其是“will”和“begoingto”之間的區(qū)別，并提高他們分析和運(yùn)用語(yǔ)法知識(shí)的能力。

Activity2Practice（內(nèi)化與運(yùn)用）

T:Let'smoveonto3b.Inthisexercise,youneedtocompletetheconversations

withthecorrectfonnsoftheverbsinthebox.First,readtheconversationscarefully

andthinkaboutthecontextThencompletetheexercisesonyourown.Afteryou're

done,checkyouranswerswithyourpartner.

設(shè)計(jì)意圖：通過實(shí)際練習(xí)，學(xué)生能夠?qū)⒁话銓頃r(shí)的知識(shí)內(nèi)化為己用，并提

高在不同語(yǔ)境中正確運(yùn)用該時(shí)態(tài)的能力。

Activity3Writing（想象與創(chuàng)造）

T:Now,it'stimefor3c.First,writesomepredictionsaboutyourpartner'slifein

20years.Forexample,"Ybifresofriendlyandnice.Ithinkyouwillbeagoodteacher.

Then,makeupaconversationwithyourpartnerbasedonthesepredictions.

[Studentswritepredictionsaridcreateconverscitionsinpairs^

T:Afteryou'redone,I'd1汰esomepairstocometothefrontandshareyour

conversationswiththeclass.

（Pairsofstudentscometothefrcmtandsharetheirconversaturns.）

T:Great!Yourconversationsareverycreative.Now,letsreviewwhatwe've

learnedtoday.We'vestudiedthesimplefuturetense,includingitsstructures“will+

動(dòng)詞原形"andubegoingto+動(dòng)詞原形"，andthedifferencesintheirusage.

設(shè)計(jì)意圖：通過創(chuàng)造性寫作和分享，進(jìn)一步鞏固學(xué)生對(duì)一般將來時(shí)的知識(shí)，

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并培養(yǎng)他們用書面和口頭表達(dá)與未來相關(guān)想法的能力O

Activity4Homework（課后作業(yè)）

Writeashortpassageaboutyourownfutureplans.Useatleastfivesentences

withthesimplefuturetense.

BlackboardDesign（板書

第三課時(shí)SectionA（GrammarFocus3a—3c）

Simplefuturetensestructures：

“will+動(dòng)詞原形”

“begoingto+動(dòng)詞原形”

Examples：

Iwillgototheparktomorrow.

Heisgoingtobuyanewbook.

Differencesinusage：

“will”forspontaneousdccisions/generalpredictions

“begoingto“forpre-plannedactions

TeachingRejection（教學(xué)反思）

Throughthisclass,moststudentshaveinitiallygraspedthebasicstructuresand

someusagerulesofthesimplefuturetense,achievingtheexpectedteaching

objectivestoacertainextent.Infutureteaching,morereal-lifeexamplesand

context-basedexercisesshouldbeprovidedtohelpstudentsbettermastertheusageof

thesimplefuturetense.

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第四課時(shí)SectionB（la—le）

TeachingProcedures（教學(xué)過程）

Activity1Warmingup（感知與注意）

T:Class,letsstartbythinkingaboutthefuture,I'llwritesomekeywordsonthe

blackboard:"robots“，“jobs","technology”.Now,Iwantyoutotakeoneminuteto

thinkindividuallyabouthowthesethingsmightberelatedinthefuture.Then,turnto

yourpartnerandshareyourthoughtsforanotherminute.

（Theteacheiivritesthekeywordsontheblackbocuxl.

Studentsthinkindividuallyandthendiscusswithpai'tners^

設(shè)計(jì)意圖：激活學(xué)生已有的知識(shí)，讓他們思考未來職業(yè)和技術(shù)的話題。

Activity2Reading（獲取與梳理）

T:Now,lookatthetitleoftheinterview“ReadyforTomorrow?inlb.

Basedonourwarming-updiscussion,whatdoyouthinkthisinterviewmightbeabout?

Discusswithyourpartnerforaminuteandthenshareyourideaswiththeclass.

{Studentsdiscussandsharetheirpredictions.）

T:Goodguesses!Now,readtheinterviewtoseeifyourpredictionswerecorrect.

Whilereading,trytofigureoutthemainpointsDrLuXingyuanismakingaboutthe

future.

設(shè)計(jì)意圖：鼓勵(lì)學(xué)生在閱讀前進(jìn)行預(yù)測(cè)，通過閱讀驗(yàn)證預(yù)測(cè)可提高學(xué)生的閱

讀理解能力。

Activity3Practice（概括與整合）

T:Lookatthetablein1c.Usingtheinformationfromtheinterview,fillinthe

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table.Youneedtofinddetailsabouttheguest'sname,job,andhispredictionsabout

robots,futurejobs,AI,aswellastheadvicehegives.

(Studentscompletethetable.Theteachemfferssupportifneeded.)

T:Onceyou'redone,checkyouranswerswithyourpartner.Then,wellhave

somestudentssharetheirfilled-intables.

T:Readtheinterviewagain,butthistimemorecarefully.Asyouread,tickthe

statementsinIdthatyoucaninferfromtheinterview.Remember,aninferred

statementisnotdiiectlysaidbutcanbeunderstoodfromtheinformationgiven.

{Studentsreadandtickthestatements^

T:Now,turntoyourpartneranddiscussyourchoices.Explainwhyyouthink

eachstatementcanorcan'tbeinfeiTed.

(Studentssharetheiranswers.)

設(shè)計(jì)意圖：訓(xùn)練學(xué)生從文本中推斷信息的能力，完成表格有助于學(xué)生從訪談

中組織和提取關(guān)鍵信息，增強(qiáng)整體閱讀理解能力。

Activity4Groupwork(想象與倉(cāng)ij造)

T:Now,we'llworkingroupsoffourtodiscussthequestionsinle.

(Studentsfonngroupsandstartdiscussmg^

T:Let'sstartwiththefirstquestion.Thetwogroupswithopposingviews,come

tothefront.Eachgroupwillhave1minutetopresentyourmainarguments,andthen

therewillbe2minutesforaback-and-forthdiscussionbetweenthetwogroups.

(Gn)upspresentanddebate.)

設(shè)計(jì)意圖：最初的小組討論使學(xué)生能夠分享想法并整理思路。過渡到小型辯

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論則增加了挑戰(zhàn)和興奮感，鼓勵(lì)學(xué)生更具批判性地思考，清晰地表達(dá)自己的論點(diǎn),

并回應(yīng)相反的觀點(diǎn)。這有助于提升他們的口語(yǔ)表達(dá)能力和批判性思維能力。

Activity5Homework（課后作業(yè)）

Writeashortessaysummarizingyourstanceononeofthedebatedquestions

fromle.Explainyourreasoningusingtheknowledgeandideaswe'veexploredin

class.Trytousethenewvocabularyappropriatelyandpresentawell-organized

argument.

BlackboardDesign（板書設(shè)計(jì)）

第四課時(shí)SectionB（la一le）

Debate:Willrobotsreplacehumans?

For：Efficiencyinrepetitivetasks;AIadvancements.

Against：Needforhumancreativity/emotiona1intelligence.

Usefulsentencepatterns：

Inmyopinion,robotswill---

Ibelievehumansneedto…because*,,

AlthoughAIispowerful,itcannot*,?

TeachingReflection（教學(xué)反思）

Duringtheclass,studentswerehighlyengagedinthevariousactivities.The

additionofthemini-debateandindividualreflectionenhancedtheircriticalthinking

andcommunicationskills.However,somestudentsstillstmggledwithorganizing

theirargumentsduringthedebate.Infutureteaching,moreguidanceon

argument-building,suchasusingevidenceandlogicalreasoning,canbeprovided.

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第五課時(shí)SectionB（2a—3c）

TeachingProcedures（教學(xué)過程）

Part1VocabularyinUse

Activity1Warmingupandpresentation（感知與注意）

T:Class,lookatthewordsin2a.We'regoingtofindtheiropposites.First,tryto

doitonyourown.Ifyou'renotsure,youcanuseyourdictionary.

{Studentsworkindividually.）

T:Okay,let*schecktheanswers.Whowantstosharetheoppositeof"more"?

{Studentsshareanswersonebyone,

andtheteache）7vritesthemontheblackboardandcorrectsanymistakes.）

設(shè)計(jì)意圖：通過學(xué)習(xí)單詞的反義詞幫助學(xué)生擴(kuò)大詞匯量，并加強(qiáng)他們使用詞

典的能力。

Activity2Vocabularypractice（獲取與梳理）

T:Now,lookatthewordsintheboxin2b.Readthesentencescarefullyand

thinkaboutwhichwordfitsbestineachblank.

{Studentscompletethesentencesindependently.）

設(shè)計(jì)意圖：學(xué)生在語(yǔ)境中練習(xí)使用新單詞，這有助于他們更好地理解這些單

詞的含義和用法。

Activity3Vocabularypractice（歸納與應(yīng)用）

T:Moveonto2c.Readdiepassagecarefully.Trytofigureoutwhichword

shouldgoineachblankaccordingtothecontext.

{Studentsfillinthebtanks.）

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設(shè)計(jì)意圖：在更復(fù)雜的語(yǔ)境中進(jìn)一步加深學(xué)生對(duì)詞匯用法的理解，同時(shí)也幫

助他們?cè)诜治龆涛囊赃x擇合適單詞的過程中提高閱讀理解能力。

Part2ReadingforWriting

Activity1Warmingup(感知與注意)

T:Class,let*splayaquickgamecalled“FutureFlash”.I'llshowyousome

picturesrelatedtodifferentaspectsoflife,likeaschool,ahouse,aworkplace,etc.

(Showpicturesonebyoneonthescreenoivncards)WhenIshowapicture,Iwantyouto

quicklycloseyoureyesandimaginewhatthataspectofyourlifemightbelikein20

years.Then,openyoureyesandshareyourquickthoughtinclass.

(Showpicturesandletstudentssharewithpartners.)

設(shè)計(jì)意圖：激發(fā)學(xué)生對(duì)未來的想象和已有知識(shí)，并讓他們對(duì)“未來夢(mèng)想”這

一主題產(chǎn)生參與感和興奮感，從而順利引入對(duì)曼迪未來夢(mèng)想短文的閱讀。

Activity2Readingandcomprehension概括與整合)

T:Now,let'sreadaboutMandy*sdreamsforthefuturein3a.Readitsilentlyand

trytoanswerthisquestion:WhatdoesMandywanttobeinthefuture?Whilereading,

youcanalsounderlinethekeysentences.

(Studentsreadthepassagesilently.)

設(shè)計(jì)意圖：訓(xùn)練學(xué)生從短文中提取關(guān)鍵信息的能力，并幫助他們理解與未來

夢(mèng)想相關(guān)的內(nèi)容。

Activity3Tablecompletion(內(nèi)化與運(yùn)用)

T:Lookatthetablein3b.Basedontheinformationinthepassage,fillinthe

columnsforMandy.

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(SiudetUsfUliniheblanksforMandy'spaH.Then,

theythmkahoutandfillintheirowninfinTiiation.)

T:Let'sshare.WhowantstosharewhatyoufilledinforMandy's“Placetolive^^?

Andthenshareyourowns.

設(shè)計(jì)意圖：完成表格有助于學(xué)生梳理短文中的信息，同時(shí)鼓勵(lì)他們思考自己

的未來夢(mèng)想，為3c部分的寫作任務(wù)奠定基礎(chǔ)。

Activity4Writing(想象與創(chuàng)造)

T:Now,weYegoingtowriteashortpassageaboutourdreamsforthefuturein3c.

First,lookatyournotesin3b.Thinkabouthowtostartyourpassage.Youcanstart

withaquestionlike“Whatwillmylifebelikein20years?”orastatementlike

“In20years,Ienvisionalifefullofopportunities.Then,describeyourfuturejob,

whereyou*11live,whatyou'lldoinyourfreetime,andhowyou'llmakeyourdreams

cometrue.Trytousethevocabularywe'velearnedtoday.

^rheteachei^wessomeexamplesentencesandremindsstudentstopayattentionto^rcim

marandsentencestructure.)

T:Startwriting.Takeyourtimeandorganizeyourthoughtsclearly.Ifyouhave

anyquestions,youcanaskmeoryourpartner.

(Studentswrite.)

T:Okay,time'sup.Whowantstoshareyourpassagewiththeclass?

設(shè)計(jì)意圖：這項(xiàng)寫作練習(xí)讓學(xué)生運(yùn)用所學(xué)的詞匯和想法，提升寫作技能，并

與全班分享他們的未來夢(mèng)想。

Activity5Homework(課后作業(yè))

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Reviseyourpassagein3c.Checkforgrammarandspellingmistakes.Then,

exchangeyourpassagewithaclassmateandgiveeachotherfeedback.

BlackboardDesign（板書

第五課時(shí)SectionB（2a—女）

Usefulvocabularyforwriting：cometrue,goal,pursue,

opportunity,plan***

Examplesentencesforwriting：

In20years,Ienvisionalifefullofopportunities.

Thenext20yearswillbringgreatchangestomylife.

Writingtips：

Organizeyourpassagelogically.

Usecorrectgrammarandrichvocabulary.

Checkforspellingmistakes.

TeachingRejection（教學(xué)反思）

Duringthevocabularyexercises,somestudentsstillhaddifficultyinchoosing

themostappropriatewordin2band2c.Infutureteaching,morecontext-based

examplesandpracticecanbeprovidedtohelpthembetterunderstandwordusage.

Inthewritingpractice,afewstudentshadtroubleorganizingtheirthoughtsand

expressingthemclearly.Teacherscanoffermorestructuredwritingguidance,suchas

providinganoutlinetemplate,infutureclassestohelpthesestudentsimprovetheir

writingskills.

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第六課時(shí)SectionB(Project&Reflecting)

TeachingProcedures(教學(xué)過程)

Activity1Warmingup(感知與注意)

T:Class,throughoutthisunit,we'vebeenexploringvariouspredictionsaboutthe

future.Today,we'regoingtoputourideastoget