Unit1Willpeoplehaverobots?第三课时SectionA(3a--4)Teachingandlearninggoals:Inthislesson,studentswillmakepredictionsaboutSally.Thentheywillusethesamesentencestructuretomakepredictionsaboutthemselvesandthecity.Bymakingpredictions,studentscouldgetvisionsoftheirownfuture.Alsoitcouldarousetheirinterestsandbroadentheirminds.Teachingandlearningsteps:Step1:ReviewAskthestudentstoreadthedialogueofsectionA.Twostudentswillworkinagroup.ThenIwillaskseveralpairstoactitoutinfrontoftheclass.A:Doyouthinktherewillberobotsinpeople’shomes?B:Yes,therewill.Ithinkeveryhomewillhavearobot.A:Willkidsgotoschool?B:Kidswon’tgotoschool.They’llstudyathomeoncomputers.（设计意图：让学生加深对本单元的认识，并且复习therewillbe句型，为后面的学习做好铺垫。）Step2:Preview短语翻译1)活到……岁____________2)一百年以后____________3)通过电脑____________4）我不同意_____________5）弹吉他_______________（设计意图：通过翻译短语，让学生们复习一下上节课学过的内容，并且为新课的呈现做好铺垫。）Step3:WarmingupandleadinginShowthreepicturesofourcity.T:Now,lookatthispicture.Thisisaschoolofourcity15yearsago.Howdoesthebuildinglooklike?S:Thebuildingisveryold.T:Thispictureisourcitynow.Youareveryfamiliarwithit,right?ThisisQingtanRoad.Whatcanyouseeinthispicture?S1:Icanseemanytallbuildingsandmanypeople.S2:Icanseeafewcarsontheroad.T:Fiveyearslater,ourcitymaybelikethis.Therewillbemanymodernbuildings.Youhavealreadyknownthechangesofourcity.Nowlet’sseethechangesofSally.（设计意图：通过展示三张不同时期的城市照片，让学生对城市的变化有所了解，从而引入教材。）Step4:Presentation1.ShowthreepicturesofSally.T:ThisisSallyfiveyearsago.T:Thisistoday’sSally.T:AndthisisSallyinfiveyears.Iwillaskonestudenttoreadthesampleanswersonthebooktotheclass.S:Fiveyearsago,Sallywasinhighschool.Today,Sallyisincollege.T:Yes,verygood.Now,lookatthepicturesonthebook,andfillintheblanks.(1).Fiveyearsago,Sallywasinhighschool.(2).Sheplayed.(3).Shehad.(4).Sheplays.(5).Today,Sallyisincollege.(6).Shehas.(7).Infiveyears,Sallywillbe.(8).Shewillplay.(9).Shewillhave.Thenchecktheanswers.（设计意图：通过展示图片，让学生得到直观的认识，激发学生的学习兴趣；同时对三个不同时态的用法有所对比，加深理解。）2.Lookatthepicturesof3aandmakepredictionsaboutSally.Asktwostudentstoworkinpairs.ThenIwillcallsomepairstogivetheirpredictionstotheclass.A:WhatdoyouthinkSallywillbeinfiveyears?B:Ithinkshe’llbeadoctor.A:Whatsportwillsheplay?B:She’llplay…（设计意图：本环节主要是对she’llbe…和she’llplay…句型的应用，采用图片的形式，易于理解。）Step5:ReportT:WehavealreadymadepredictionsaboutSally.Nowwritesomethingaboutourselves.Forexample:fiveyearsago,Iwasincollege.Today,I’mateacher.Infiveyears,Iwillplaytennis.Thenaskthestudentswritetheiranswersonthebook.(在学生写的过程中，走到学生中去，以便随时给学生提供帮助。)Askafewstudentstogivetheirreportstotheclass.Reporter:Fiveyearsago,Today,IamInfiveyears,Iwillbe（设计意图：通过做报告的形式，让学生熟悉运用三个时态来描述自己，达到学以致用。）Step6:GroupworkAsk4studentsworkinagroup,andtellthemthattheyhavetwojobstodo:oneisdrawingapictureofthecityandtheotheristalkingaboutit.Atlast,Iwillasksomegroupstoshowtheirresults.Thenwewillchoosewhichgroupisthebestone,wewillgivethemclaps.Forexample:A:Ithinktherewillbemoretallbuildings.Andtherewillbefewercarsandmorebuses.(设计意图：通过团队合作，增强学生的合作意识，熟练运用本节课所学的句型，通过绘画，增强学生的想象力。)Step7...
