Teaching aims and demands
cs
1>Talk about science and technology
2>Describe things and how they work
3>Talk about the advantages and disadvantages of modern technology
4>Talk about new inventions
tion:
同意和不同意(Agreement and disagreement)
Absolutely. I disagree./ Well, yes, but... That’s exactly what I was thinking.
I m afraid I don t agree. That’s a good point. You can t be serious.
That’s just how I see it. Well, it depends. That’s worth thinking about.
I would have to disagree with that.
Well, I m not so sure about that.
bulary
toothpick;agreement;disagreement;disagree;absolutely;depend;press;teenager;
throughout;add;latest;calendar;remind;appointment;behaviour;obey;dare;case;
emergency; whatever; dial; according; unexpected; particular; negative; clone; interview; department; electricity; planet; wonder; defeat; force; peaceful; succeed; skip
stay in touch with; call for; in case (of);according to; take over; break down
mar:
被动语态 The Present Continuous Passive Voice (3)
1.用英语描述事物正在受到某种影响或处理---使用现在进行时被动态
2.用英语描述人物正在受到某种影响或处理---使用现在进行时被动态
Period 1 Warming up and Listening
Type of lessons: Warming up and listening
Teaching aims:
1. To learn some problem-solving skills
2. To improve the Ss’ listening ability about getting information.
Teaching contents:
1. To solve some problems in our textbooks.
2. To get some specific information through listening.
3. To describe things and how they work.
Key points: To describe things and how they work
Teaching aids: Textbooks, recorder, projector, computer, objects
Teaching procedures:
Step 1. Warming up
T: Every day, we see and get a lot of things. But have you ever thought about some new uses of these common things?
For example: a book
Excellent! Now we’ll see what our text wants us to say on page 57.
1. Useful things: Ask the Ss to work in groups of 4 and discuss the new uses of the three things. Then teacher should ask several groups to report their answers.
2. Talk box: A competition: Ask the Ss to work in groups of 4 and make as many words as they can. They are only given 2 minutes. Then see which group can get the most words.
3. True or false? : T read the sentences and let the Ss tell which one is true or false. T should ask the Ss to tell the reasons.
Step 2. Listening:
1. First part:
1) Listen to the tape carefully and answer the following questions.
A) What are the objects? B) How long are the two sticks?
C) What are they made of? D) What do people use them to do?
2) Fill in the first row of the chart.
3) Work in groups to discuss the possible uses. Encourage the Ss to think of new uses for the objects in addition to the “normal” uses.
2. Second part
1) Listen to the tape carefully and answer the following questions.
A) Where do people always use it? B) What size is it?
C) What can you do with it? D) What is it?
2) Fill in the second row of the chart.
3) Work in groups to discuss the possible uses. Encourage the Ss to think of new uses for the objects in addition to the “normal” uses.
3. Third part:
1) Listen to the tape carefully and answer the following questions.
A) What will come on if you open the door of it?
B) What will happen if you leave the door open too long?
C) Where can we find it usually? D) What is the object?
2) Fill in the second row of the chart.
3) Work in groups to discuss the possible uses. Encourage the Ss to think of new uses for the objects in addition to the “normal” uses.
Step 3. Communication
1. T: now it’s your turn! Think about the objects we use in our everyday life. Describe two or three of the objects to your partner and see if he or she can guess what you are describing. Don’t make it too easy to guess! These questions can help you with your descriptions.
2. Ask if there are some volunteers who can describe one thing and let the class guess what it is.
3. Ask the Ss to work in pairs.
4. Check some pairs.
Step 4 Homework
1. Listen to the listening of our textbook again.
2. Finish the LISTENING on page 133 of unit 9.
After teaching
Period 2 Speaking
Type of lessons: Speaking
Teaching aims:
1. To improve the Ss’ spoken English
2. To learn how to express one’s opinion
3. To learn to express agreement and disagreement
Teaching contents:
1. Some functional sentences used to express agreement and disagreement. (Page 58)
2. Some functional sentences used to give advice and suggestions.
You’d better (not) do …
You should/ ought to/need (to) do…
I suggested that…
Shall /Will you…?
Key points: To learn how to express one’s opinion
Teaching aids: Textbooks, projector, computer
Teaching procedures:
Step ing up:
T: We must make so many decisions in all our lives. But sometimes we can’t make up our minds and we always turn to our parents and friends for advice. In our textbooks, Jane wants to buy a cell phone. Before she buys she buys one, she asks her parents and her best friend for advice.
Step 2. Practice functional sentences of expressing one’s opinion and making a decision.
Task 1: Express one’s opinion
1. Divide the Ss into groups of 4. Then the group members should decide who act as each role. The student who plays Jane will be the group leader.
2. Finish the role card according to your own role all by yourself.
3. Exchange opinions in group.
4. Ask several Ss to express their opinions in the class.
Task 2: Make a decision.
1. Ask the Ss to go over the functional sentences.
1) Ask the Ss to read the functional sentences of agreement and disagreement in our textbook on page 58.
2) Show the functional sentences of advice and suggestions on the screen
You’d better (not) do …
You should/ ought to/need (to) do…
I suggested that…
What/ How about…
Why not…?
2. Discussion:
1) Ask the Ss to work in groups of 4. Remind the Ss of using the given sentence structures when they discuss.
2) Ask several groups to present their discussion in the class.
Task 3: Communication.
Situation 1: One of you wants to buy a gift for your grandfather, but you don’t know what kind of gift you should buy. You ask the other three group members’ for advice. And at last you make a decision with their help.
Situation 2: One of you wants to buy a new PC. But you don’t know which brand you should buy, IBM, Legend, Apple, or Samsung. You ask the other three group members’ opinion.
Situation3: One of you wants to study abroad after you graduate from middle school. You ask your parents and your best friend for advice.
Situation 4: The Ss can discuss about any problems they have got or they want to talk about.
(The Ss can choose one of the four situations. The teacher should remind them try to use those functional sentences we just learned. Ask several groups to report their discussion to the class.)
Key points
1>as
[用法]和...一样多;有...那么多 [举例]Take as many books as you want.
As many as ten students were late for class this morning.
[联想]as 指代或修饰不可数名词
[举例]Some students are spend as much as 200 yuan on their cellphones.
2>If you turn a left-handed glove inside out, it will fit on a right hand.
fit [用法]vi/vt 适合；适应；装备 n.合身 a. 合适的；恰当的；健康的 [搭配]fit in with 适应；配合 fit on 试穿
3>Jane wants to buy a cellphone.
cellphone [用法]n.手机 [联想]mobile手机; cordless phone无绳电话; vision phone可视电话
4>Absolutely.
[用法]ad. 1.绝对地,完全地 2.【口】(用于对答)一点不错,完全对
[举例]It s absolutely no business of hers. 这件事与她毫不相关。
5>That’s a good point. [用法]你说得有道理.
[联想]口语中表示同意的表达还有许多,如:I see what you mean 我明白你的意思。
I couldn’t agree more 我举双手赞成。
6>Well, it depends.
it depends [用法]看情况而定 [联想]depend on 依赖;取决于
[举例]I knew he wasn’t to be depended upon. 我知道他不可信赖。
Health depends on good food, fresh air and enough sleep.
7>I m afraid I don t agree.
agree [用法]vi/vt 同意. 该词搭配较多,注意以下例句的不同用法. [举例]
1. I don t agree with him on many things.我和他在许多事情上意见不一致。
2. I think we should stop; do you agree? 我觉得我们该停止了,你同意吗?
3. This bill does not agree with your original estimate. 这张帐单与你当初的估计不符。
8>I’m not so sure about that.
sure[用法]a.1. 确信的,有把握的 2. 一定的,必定的 3. 确实的;可靠的[举例]
I m not sure whether our team will win. 我不能肯定我队是否能赢。
We are sure of his innocence. 我们确信他是无辜的。
Homework
1. Write down one of your decisions in class.
2. Practice the exercise TALKING on page 134.
单词拼写:根据所给单词的首字母或汉语意思完成下列句子。
1. Soldiers are expected to o_____ their officer’s orders without question.
2. People want to buy the l_____ newspaper; nobody want to buy yesterday’s.
3. P _____ the button, and the bell will ring.
4. The sunsets in the Pacific are e______ beautiful.
5. Sheila’s ______(行为) was becoming more than ever strange.
6. The two friends haven’t _____(联系) with each other for years.
7. After a long campaign, the Duke of Wellington’s army d_____ Napoleon.
8. The scientists have already succeeded in _____ (克隆) sheep.
9. She is an _____ (专家) in beautiful costumes.
10. Our _____ (友谊) is restored, and we will never again be separated.
11. The meeting was interrupted by the _____(意外) telephone call for five minutes.
12. I’ve had enough _______(消极) advice. --- it only tells me what not to do.
13. Schools were opened t_____ the country.
14. I’m sorry to have _______(打扰) you.
15. Ann, who has just graduated form Cambridge University, is _____ (面试) for a job in the next
16. He is the type of person who _____(成功) everywhere.
17. The club is for i______ and people in their early twenties.
18. You see your i______ in the mirror.
19. You’re a_____ was for half past ten, wasn’t it?
20. Did you r_____ him about that book he borrowed?
21. As soon as they found their car stolen, they d____ the police number.
22. We’ll be paid a_______ to how much work we do in the job.
23. The thief took the money from the old man ____ _____(靠武力).
24. The door is used only in an _______ (紧急情况) room..
25. The soldier who had fought in World War Two wished his children to be brought up in a p____ world.
Keys: 2. latest s cially vior unicated ated ing rt ndship pected tive 13. being interviewed. ughout urbed eeds agers e intment nd ed rding force gency eful
After teaching
Period 3 Reading
Teaching aims:
1. To improve the Ss’ reading and speaking ability.
2. To help the Ss to know how to use reading skills: skimming and scanning.
3. To help the Ss to understand the text completely.
Teaching contents:
know something about cellphones
2. To write an outline of the text.
3. To learn some useful words and expressions.
Key points:
To use the skimming to find out the general statement/description
Teaching aids: Textbooks, radio, recorder, projector, and computer
Teaching procedures:
Step 1. Pre-reading
Ask the students the following questions:
1. Do you have a cellphone? What kind of cellphone do you have?
2. What do you usually use your cellphones to do?
3. When and where do you use it?
4. What do you think of cellphones?
Step e reading
We can learn more about cellphones in our text.
1. T: What do you think “life on the go” means? Why do you think so?
What do you think will be talked about in the text?
2. Read the text as fast as possible and find out the main idea of each paragraph.
Paragraph1: Wang Mei is an example of Chinese teenagers who have cellphones.
Paragraph 2: Cellphones can be used for many things.
Paragraph 3: Cellphones also cause problems.
Paragraph 4: There are several reasons why teenagers like cellphones.
Paragraph 5: Wang Mei explains why she likes her cellphone and what she uses it for.
3. Read the text again and do the True or False exercise.(EX.4 page 88 Feng tai workbook )
4. Read the text again with the tape on. The Ss should underline the unknown words and difficult sentences.
5. Teacher should ask some good Ss to help their classmates to solve the difficult words and sentences first. And if necessary, teacher should explain the difficult problems to the class.
6. Ask several Ss to read the text. Ask them to pay attention to their pronunciation and intonation.
Step 3. Post-reading
1. Ask the Ss to answer the questions of EX. of post-reading. They are allowed to discuss with their partners.
2. Look at the outline and fill in the blanks. Give the students some minutes to finish these blanks. Check the answers with the whole class.
Step 4. Task: Design your own cellphones
1. Situation: You four work for a company that makes cellphones. Your manager wants you to design a new model to increase the sales among Chinese high school students.
2. Ask the Ss to work in group and draw their models in the box below.
3. When they design their models, they have to think about the color,the size, the shape, the material, the price and the features.
4. Ask them to show their designs and make some necessary explanations.
Key points
1>She takes out her red cellphone and press the talk key.
press [用法]vt. 1.按,压,挤 2.压碎,压破;榨出 3.熨平(衣服) 5.催促;催逼;强迫;(极力)劝说
vi. 1. 挤向前,奋力前进 2. 紧迫 n.1. 报刊;新闻界;记者们;通讯社 2.(常大写)出版社
[举例]Press this button to start the engine. 按此钮发动引擎。He was pressing his jacket. 他在烫外套。 He pressed her to come with him. 他强迫她跟他走。
2>I should be home in about ten minutes.
should [用法]应该,但此处是一种推断、猜测,而非义务,责任等[举例]
She should be here any minute. 她该马上就到。 Dinner should be ready by now.
in about ten minutes [用法]大约十分钟以后,主要用于将来时间
3>Wang Mei is one of many Chinese teenagers who live life "on the go" and use cellphones.
on the go [用法]忙碌;活跃
[举例]She s been on the go all day. Healthy, happy people are usually on the go.
4>New functions are being added to the phones.
[用法]把..加到..上面去 [联想]add to... 增加 add up 把...加起来 add up to 总计
add that-clause 补充说
5>An electronic calendar will remind you about appointments and important dates.
remind [用法]提醒;使想起 [搭配]remind sb of/about sth/sb remind sb to do
remind sb that-clause
6>I don t dare to use the phone in school.
dare [用法]. 敢;竟敢 (主要用于疑问,否定或条件句),过去式为dared
vt. 敢;胆敢 (除具有一般实义动词之特点外,在否定,疑问句中dare后的to可省略.
7>Their children will spend too much time and money on phone calls.
too much[用法]修饰不可数名词 [联想]much too 修饰形容词或副词
8>The answer seems to be that we have a need to stay in touch with friends no matter where we are or what we are doing.
stay in touch with [用法]和...保持联系 no matter where [用法]无论哪儿;不管哪儿,用以引导让步状语从句
[举例]No matter where he goes, his dog follows him.
10>We can call for help in case of an emergency
in case of [用法]万一...; 如果...发生;假使...
[举例]In case of fire, ring the alarm bell.
11>She says that her cellphone helps her do whatever she wants to do.
whatever [用法]无论什么,此处引导名词性从句
[注意]whatever还可引导让步状语从句,相当于no matter what
[举例]No matter what you do(Whatever you do),you must do it well.
Goats eat whatever food they can fond. 山羊找到什么吃什么.
Step 5. Homework
1. Finish the Ex. Reading on Feng Tai workbook.
2. A task: Fulfill the task: design your own cellphones. And use the computer to show your designs or show your real objects and make some necessary explanations.
After teaching
Period 4 Language study
Teaching aims:
To learn to use some useful words and phrases
Teaching contents:
make, take out/ away, agree on/ with/ to do sth, stay in touch, no matter what/ whatever, add…to…, dare to do
Key points:
make, take out/ away, agree on/ with/ to do sth
Teaching aids:
Textbooks, projector, computer
Teaching procedures:
1. make+ it + adj (+ for sb) to do sth
1) Observe the structures and summarize its features.
①Cell phones make it possible for us to talk to anyone from anywhere.
②The teacher showed a picture to made it easy for the students to understand.
③The small shoes made it painful for me to walk.
Summary: v. + it( ) + adj. + to do sth ( )
2) Some other verbs that can often be used in this way: make, think, find, believe…
① I think it important for us to read English newspaper.
② The mother found it difficult to communicate with her son.
③ We believe it important for Beijing to do something with the pollution.
3) Complete the following sentences.
①I________________________________ to you about anything serious.
我觉得就任何严重的问题和你商量是很重要的。
② I __________________________ for you ______________ in that way.我认为你那么对待他是不礼貌的。
③ He _______________ for us ____________that he disagreed.他让我们清楚地知道他不同意。
④ We ________________to finish our work before o’clock.我们发现对我们而言在九点之前完成工作很难。
2．Take out; take away
1) Understanding the meaning of the following phases.
take… out: 拿出；拔掉；去掉；带（某人）出去；带走（外买）
Translate the underlined phrases into Chinese.
⑴ He took his children and wife out for a dinner. ( )
⑵ How many teeth did the dentist take out? ( )
⑷ Two chicken curries and rice to take out, please. ( )
take…away: 拿走；使（感情，情感等）消失；减去，减弱，降低
Translate the underlined phrases into Chinese.
⑴ The doctor has given some tables(药丸) to take away the pain. ( )
⑵ If you take four away from ten, that leaves six. ( )
⑶ These books must not be taken away from the library. ( )
2) Practice: Make two sentences using “take out” and “ take away”
3. agree
Read the following sentences and summarize the structure of “agree”
1) agree vi. I asked him to help me and he agreed.
2) agree +prep. ⑴I quiet agree with what you said. ⑵ I don’t quiet agree with their methods (opinions, ideas). ⑶ Spicy food does not agree with me.
3) agree to+n.
⑴ I agree to the proposal (the plan). (2) Do you agree to this arrangement (suggestions).
4) agree +on The date for the next meeting was agreed on.
5) agree +to do sth He agreed to get someone to help us.
6) agree +that-clause
Most scientists agreed that computers can not completely take place of human beings.
Choose agree on, agree with, agree to, or agree that to fill in the following blanks.
① Do you ______________ me about the need for more schools?
② We couldn’t _________________ when to meet.
③ Is he going to _________________ our suggestions.
④ We all __________________ another meeting is necessary.
⑤ He ___________________ help me with my English.
Read the following sentences and summarize the usage of “add”
⑴ New functions are being added to the phones. We not only can use it to call, but also to email our friends, to take pictures and so on.
⑵ If you add 4 to 2, you get 6.
⑶ He add some sugar to his coffee.
⑷ During the National Day, he spent 7,000 yuan buying a computer, and 1,000 yuan climbing to Mountain Tai. So the total expenses add up to 8,000 yuan.
Summary:
1) dare 为情态动词时
⑴ No one dare say a word.
⑵ Dare you go?
⑶ He daren’t do that.
2)dare 为一般动词时
⑴ He doesn’t dare to answer.
⑵ Do you dare to go? ( dare + )
⑶ They dared the little girl to do a handstand(倒立) (dare+ )
⑷ She can dare the danger.(dare+ )
6. stay in touch with 与。。。保持联系（表状态）
keep in touch with与。。。保持联系（表状态）
be in touch with 与。。。保持联系（表状态）
get in touch with 和。。。联系（表动作）
lose touch with 和。。。失去联系（表动作）
Translate the following sentences into English.
1) 自我们离开学校后我们就一直保持联系。____________________________________.
2) 他搬家以后我就和他失去了联系。___________________________________________.
3) 你到美国后一定要用电子邮件联系我。_______________________________________.
matter what/ whatever 凡是。。。；无论什么
Translate the following sentences into Chinese.
1) Don’t trust him, no matter what he says.
2) I’ll be with you no matter where you go.
3) Keep calm, whatever happens.
Practice
Fill in the blanks with the proper phrase bellow, and use the correct tense.
1) I didn’t ___________ what she said.
2) The teacher _______ it easy to understand the question by drawing a picture.
3) The girl likes to _____ sugar _____ the coffee.
4) We are good fiends. We always __________________ each other no matter what happens.
5) He is said to be a big liar. Don’t believe him _________ he says.
6) He is so brave a boy that he ________ to climb the mountains alone.
7) “___________ your exercise books, please” said the teacher.
After teaching
Period 5 Grammar
Teaching aims:
To learn the present continuous passive voice.
Key points:
To use the present continuous passive voice to describe the real situation.
Teaching aids:
Textbooks, projector, computer
Teaching procedures:
Step 1. Lead in
1. Show three pictures to the Ss on the screen. Ask the Ss:
T: What is happening?
Ss: The wall is being painted.
The building is being built.
The window is being broken.
Step 2. Presentation
1. Teacher tells the Ss just now we used the present continuous passive voice.
2. Ask the Ss to summarize the structure of the present continuous passive voice.
am/ is/ are + being + p.p.
Step 3. Practice
1. Give the Ss more example to show the present continuous passive voice.
1) Christmas is coming. People are preparing for the Christmas.
The Christmas is being prepared by them.
2) The students are discussing a math problem. A math problem is being discussed.
1) They are holding an English party. An English party is being held.
2. Ask the Ss to do Ex.1 sentence 1.2.3 of on page 61 orally. Teacher should make sure the Ss know how to do the exercises. Ask several Ss to present their answers and check them with the whole class.
3. Ask the Ss to finish 4.5.6 in their exercise books. Ask 3 Ss to write their answers on the blackboard.
4. Check their answers in class.
Step 4. Pair work
Do exercise 2 on page 61 in pairs. First change the sentences into the passive voice, then into question form. Check their answers in class.
Step 5. Task 1
Ask the Ss to discuss the EX.2 on Page 136. List out the sentences.
Step 5. Task 2
1. Task demands: Ask the Ss to infer what is happening according to the given situation. Ask them to describe what is happening clearly and make it well solved
2. Situation: One day afternoon, you and your sister/ brother went home very early. You opened the window after you went into the room. To your surprise, you saw your neighbor-Mr. Smith’s house’s window broken. What is worse, there was someone in your neighbor-Mr. Smith house. The man looked like a thief. He was stealing the things. You ask your sister/ brother to call the police at once.
3. Roles: a police, a police recorder, two neighbors
4. Work in groups of 4. Make a dialogue.
5. Language suggestion
1) grammar: use the present continuous passive voice.
2) Give the Ss the following words as a guide: Window, door , break, TV, break, drawer, open, things, money , take out , put into, a black bag…..
Step work
1. Finish the Ex.1 on page 136.
2. Finish the exercise of unit 9 in the Feng Tai workbook.
After teaching
Period 6 Integrating skills
Teaching aims:
1. To pratice the writing after reading the passage.
2. To ask the Ss to write a passage (a letter) to Q 12 as the text demands us to do.
Key points: write a letter to Q 12.
Teaching aids:
Textbooks, projector, computer
Teaching procedures:
Step d-in
T: Have you thought of anything about the future of the earth?
What will the man’s future like?
What is the thing that worries man most? What is your idea about it?
Step 2. Read the text quietly and answer the following questions.
1. Who rules the earth in the year 2374?
2. How does it control human beings?
3. What is the leader of the human beings decide to do?
4. What other suggestions will you make to solve the problem, if the students failed?
Step 3. Discussion
1. Ask the Ss to discuss the following questions before their writing:
1) Do you think that humans and machines can live peacefully together in the future?
2) What is the importance of love and friendship?
3) What will the earth be like if Q 12 understands love and friendship?
2. List the words, phrases and structures they’ll use in their letter.(discussion)
Who you are Why you write the letter Examples of love and friendship The future of the world with love and friendship
3. The form of an English letter.
Step 4. Writing
Write a letter to Q 12 as the text demands us to do.
Step 5. Assessments
After the Ss have finished their letters, ask them to evaluate their partners’ letters according to the following standards.
1) Does he/she introduce himself/herself briefly?
2) Did he/she tell Q 12 the things our text asks us to do on page 62?
3) Did he/she write complete sentences in the passage?
4) Did he/she use any new words and expressions in this unit?
5) Does he/she has anything to improve the handwriting?
6) Do I have anything to learn from his/her passage?
Step 6. Homework
1. Rewrite your letters with the help of your partners .
2. Review the whole unit.
3. Finish all the exercises on the Fantail workbook.
句型转换
1. The robots are using the human beings just as we use machines today.
The human beings ____ ____ ____ _____ ____ ____ we use machines today.
2. He thinks it impossible to finish the homework in just one hour.
He thinks ____ _____ _____ to finish the homework in just one hour.
3. The police forced the man to enter that house and locked the door.
The police forced the man _______ that house and locked the door.
4. Tom and Betty has stayed in touch with each other for 3 years.
Tom _____ _____ _____ Betty three years ago.
5. I’m afraid to pick up the snake on the ground, even if it is dead.
I ___ ___ ___ ___ up the snake on the ground, even if it is dead.
6. He really doesn’t know what to say to you about it.
He really doesn’t know _______ _______ ______ you about it.
7. With cell phones, we can communicate with each other wherever we are.
Cell phones ____ ____ communicate with each other ____ ____ ____ we are.
8. Some one saw a thief steal something from the house.
A thief ______ ______ _______ something from the house.
9. It will take me five minutes to get to the cinema.___ ___ ___ at the cinema ___ five minute.
10. If a fire happens, please break the glass, sound the fire and then rush out of the room.
___ ___ ___ a fire, please break the glass, sound the fire alarm and then rush out of the room.
11. No matter what you say, I’ll not believe you. _____ you say, I’ll not believe you.
Keys: being used in the way. is impossible in touch with ’t dare to pick to tell us; no matter where seen to steal be/ arrive; in case of ever
After teaching
Unit 9 Technology
(Integrating Skills)
Teaching goals:
Encourage Ss to use their imagination to talk about life in the future.
Read the passage and get the general idea.
Teaching important points:
How to improve Ss’ talking and reading abilities.
Let Ss give free rein to their imagination.
Teaching difficult points:
Improve Ss’ reading skill and talking skill.
Teaching methods:
Fast/carefulreading to go through the reading material.
Individual, pair work or group work to make every student work in class.
Teaching Aids: a computer,the blackboard
Teaching process:
Step 1: Greet the whole class.
Step 2: Warming up
1. Now we are living in 2005, and we know what our life is like. Let’s suppose we are in the year of 2374. Imagine: What will life be like in the future? For example, now there are many different languages around the world, English, German, Chinese, etc. With the development of our country, In 2374, may be Chinese will become the globe language.
2. (Group work)Now use your imagination: in 2734
(1) Education--What will schools be like in the future? What subjects will
people study?
(2) Transportation--How will people travel in the future?
(3) Shopping/money-How will people shop? What kind of money will
people use?
3. Show Ss some pictures of robots
Ask: (1)What can robots do for us today?
(2)With the development of computer science and technology, robots will become much cleverer and they can do more things. Can you imagine what will happen to our world in the future (in 2374)?
(3) Show Ss a segment from a film ( about robots controlling human) And what can you see in the film?
Today we’ll going to read a passage about a robot named Q12. I thing you are interested in it.
Step 3: Reading
1. Please turn to Page 62. While you are reading, pay attention to the following words and expressions in the text: take over, succeed, force, break down, planet ,etc.
(Give Ss several minutes to read the passage.)
2. Guessing new words:
When we read a passage , we often come across some new words. What shall we do? We can’t use the dictionary all the time. Sometimes we should try to guess the meaning of new words. For example:
Most of us agreed to the plan, however, Tom dissented.
“dissented” means “disagreed”, because “however” is a hint.
All the houses collapsed during the earthquake.
According to common Knowledge, “collapse” must mean “fall down”.
3. Exercise:
Try to guess the words in bold.
(1)It is the year 2374 and the machines have taken over. The earth is ruled by a great computer named Q12 that uses robots to make people work for it.
(2)…they have to repair the machines when they break down.
(3)Once, the earth was a beautiful blue planet where people lived happily among trees and animals.
(4)Q12 cann’t be defeated by force. It is too strong and no one believes that a war can solve the problem.
(5)If they succeed, they believe that humans and machines can live together like friends in the future.
2. Now you have known the exact meaning of some key words and phrases, and also the general idea of the text. Now please read the passage again for a few minutes, then finish the exercise on the screen.
What happened in the year 2374?
What is Q12 and what does it do?
Why is there still hope for human?
What will the students in the only school do?
Can Q12 be defeated by force?
What will human beings do?
Step 4: Discussion
Now let’s see something interesting. (Show Ss 3 film segments)
After Ss watching the films, ask Ss:
1. Can you describe the relationship between humans and robots in the film segments?
2. In your opinion, what is the ideal(理想的) relationship between humans and robots?
Step 5: Summary
Today we read a passage about the relationship between human beings and robots in the future, and we’ve also learned how to guessing the meaning of new words.
Homework: Read the passage On Page 136, Finish exercises 1, 2 on Page 137.