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M4 Unit 3 Tomorrow’s World

Welcome to the Unit 1.

Analysis of the teaching material This lesson is taken from M4U3 Tomorrow’s world, which mainly talks about things that may happen in the future. Welcome to the Unit is an open or half-open lesson, which aims to develop students’ ability of listening and speaking, especially speaking. By listening this lesson, students can express their ideas about future in English and they can be motivated to work harder for their bright future.

2. Analysis of the students As senior students, they can imagine what the future world would be like by watching movies and TVs or reading novels. They are curious about the unknown world. The future world is, after all, remote from our real one, so students’

imagination is limited and their spoken English is also limited. 3. My thoughts

Personally, I like open lesson, because it is challenging both to students and teachers. According to the features of this lesson, the teaching conditions and the students’

cognition capability, I would like to adopt Task-based learning approach, Collaborative learning approach ,Communicative”

Approach (交际教学法) , TSA method(情景教学).

Teaching objects:

Knowledge objects:

1. Enable the students to talk in English about what life in the future will be like 2. Make the students imagine and think their future world in English 3. To stimulate the students’ passion of working hard Ability objects: 1. Develop the Ss’ abilities of listening, speaking, reading and writing.

2. Train the Ss’ ability of working in pairs and in groups..

3. Emotion or moral objects

Motivate the students to work harder for the bright future.

Teaching focus and difficulties: 1.

Describe a future world

2.

Debate whether robots could control the world and human beings would be their slaves Teaching approaches 1. Task-based learning approach 2. Collaborative learning approach

3. Communicative”

Approach(交际教学法)

4. TSA method(情景教学) Interaction patterns Teacher-class, individual, pairs, groups Teaching procedures: Step 1 Greetings

Step 2 Lead-in

( show students a picture reflecting the life in ancient times) Purpose: to make students compare the ancient world with today’s world and then bring them to tomorrow’s world T: This is a picture reflecting the life in ancient times. As we all know, ancient people lived a different life from us. They didn’t have many things that we have today. In this picture what are different from us? ( ask students to find out the differences ) Maybe ancient people often imagined what their tomorrow’s world would be like. Of course we can’t know ancient people’s tomorrow’s world in their imagination. But we can imagine what our tomorrow’s world will be like. Would you like to imagine our tomorrow’s world with us.

Step 3 Activity:

Imagine what the world will be like in the future.

Purpose:

to excite students’ imagination about the future （ask students to fly their imagination and share their ideas with each other）

(When students state their ideas, I will give them comments such as interesting, fantasy, amazing.) (T: Your future world is so interesting, amazing and fantasy. How about others’? Would you like to see some others’ future world?) Step 4 Pictures talking:

Present students several fantastic imaginations about the life in the

future.

Give students four fantastic imaginations about the life in3000, talk about them and then ask students to answer questions Purpose: to excite students’

imagination about the future and make preparations for the following Picture Talking; give students chances to practice spoken English. Picture 1

T：This is an auto shavers. With it you can keep yourself smooth and clean without messy creams and foams. Boys, do you like it? When you grow up, I think, you will need it. Picture 2 T: What is the boy doing？（Surfing）

Where is he surfing?

(In the bathroom)

What do you think of this invention?

(Possible answer: It’s convenient, because we needn’t go to the see. It’s also safe. You needn’t worry to fall into the sea.) Picture 3 T: Who would like to talk about this invention?

(Possible answer: This boy is wearing a pair of jeans with four legs which will make people have a place to sit whenever they go. I think the old need this kind of jeans most. ) T: Well done. If I have a pair of the jeans, I will not feel too much tired

when going shopping. I like these jeans. How about you? Picture 4 T: Do you like this invention? It’s designed for you students. Having this backpack, you will not be afraid of your heavy bags.

b. Questions 1.

Do you think these inventions will come true in the future? 2.

What would you like best to be realized in the future? Why? 3.

According to the four pictures, in what aspects will changes take place in the future?

(T: All of these inventions make our life convenient and comfortable

让学生根据首字母填空）

（T: If we want to live a more convenient and comfortable life, what can we invent to help us do almost everything?）(Robots)

(show students a picture of robots: We invent robots to serve us让学生根据首字母填空）

Step 5 Pictures talking in the text book

Activity: let students talk about the four pictures in the text book according to some clues. Purpose: to motivate students to practice spoken English and think in English. Show students four pictures and ask them to finish tasks required. Picture 1

Questions: 1.

What is the robot doing? 2.

What else could robots do for human beings in the future? 3.

If robots could do almost everything for man, what would man do? 4.

Since robots could do almost everything for man, what would man look like in the future? (ask a student to draw a picture of tomorrow’s man in his imagination) (T: If robots could do almost everything for man, man would have enough time to enjoy themselves and take care of themselves well. So I think they could live a lot longer then us. Do you think so? ) Picture 2 Questions

1.

What are they doing in the picture? 2.

How old is the old man? 3.

What do you think a 200-year-old man would look like? 4.

Do you think people can live that long? Why or why not? (T: Since people could live that longer, what would happen?

If there were more and more people and the earth couldn’t hold so many people, what would man possibly do?) (T: Yes. They may find other planets to live on. Maybe some day humans beings can live and work with aliens from other planets. Do you think so?)

Picture 3 Questions: 1.

What are they? 2.

What are the rest three? 3.

What are they possibly doing now? Maybe they are having a meeting to discuss business

affairs or to talk about the peace issues in the Galaxy.（银河系）（让学生根据首字母填空）

(T: If there really exist aliens in other planets, would you like to work or live with them? If you don’t want to, would you like to pay a visit to their planets?) Pictures 4 (T: These passengers are from the Earth) Questions: 1.

Where are they going? 2.

Do you believe that one day traveling to the Moon or the Mars would be just like traveling to other cities? 3.

If you have a chance, would you like to travel to the Moon or other planets? Why?

(T: With the development of science and technology, robots could become more and more perfect and could do almost everything for man. Now I have some doubt whether some day robots can control the world

and human beings) Step 6 Debating:

(Group work)

Activity:

let students have a discussion in groups according to the following two questions Purpose: to enable students to learn by means of cooperation and to practice students’ spoken English (Divide students into groups and state their opinion and then discuss. At the same time, ask a student to write down their ideas and then ask one to report the conclusion) Questions: Some people hold a view that one day robots could control the world and human beings would be their slaves. Do you agree? Why or why not? Hints: For

1. Could robots have their own thoughts and feelings?

2. What should they do?

3. Could they be tired with their jobs?

4. Who are more clever and braver? Could they design the programs by themselves? Against: 1. Are robots creatures or just machines?

2. If robot wants to work, what should they need? 3. Could they have their own thoughts and feeling? 4. Who are more clever? Why? (design, program) (When students are discussing, I will join them and give them some guidance if necessary. After their statements, I will make comments.) Summary T: Just now we talked about tomorrow’s world. Do you think tomorrow’s world is a wonderful one? Do you want to live in such a world? If we want to, what should we develop first? (Science and technology) T: Who can contribute to the development of the Science and technology?

So every one of you should work hard now. （让学生填空）

Homework: 1. Write down the short passage:

What could robots do for human beings in the future? 2. Preview reading The blackboard design

Introspection M4 Unit 3 Tomorrow’s World

Welcome to the Unit what will the world be like in the future in your imagination？

One day could robots control the world and human beings would be their slaves? For:

Against: ………..

………

…………

………

We should work hard now.

When I design the teaching plan, I focus on taking students’

subjective initiative to develop their spoken English. When I ask students to talk about the pictures in the text book, I adjust the orders according to the need of talking. Therefore I find my teaching procedures are smooth and fluent, and the transition is very natural.