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3、情感、态度与价值观
Widen students’ thinking and foster their creativity. They will be our inventors in the future and that will make our life better三、学习者特征分析（说明学习者在知识与技能、过程与方法、情感态度等三个方面的学习准备（学习起点），以及学生的学习风格。最好说明教师是以何种方式进行学习者特征分析，比如说是通过平时的观察、了解；或是通过预测题目的编制使用等）学生已经学习了一般将来时，学生已经学会用现在进行时谈论未来的计划，用be going to句型谈论未来的打算。本单元教材继续学习一般将来时，即用will 接动词原形来表示将来要发生的动作，让学生学会预测未来，从语法层面上来讲应该顺理成章。之前所学知识课后语法的渗透也为学生学习本单元内容做了有益的铺垫。谈论对未来生活的预测是学生较为感兴趣的话题，可以充分发挥学生的想象，拓展思维，激发学生开口说英语的欲望，充分调动学生学习的积极性，引导学生深入探究、自主地设计自己未来的生活。四、教学策略选择与设计（说明本课题设计的基本理念、主要采用的教学与活动策略）通过对过去、现在以及未来生活的对比，学会对做将来事情的表达，让学生进一步巩固将来时态，同时懂得今天的生活来之不易，树立崇高目标。首先，在热身阶段复习本课所需要的单词和短语。为后续的造句打下基础。其次，通过现在和过去的对比，让学生了解到生活中发生的美好变化，学会感恩，并进一步对未来做出畅想，讨论自己能做的事，努力学习，为国家做出贡献。 五、教学重点及难点（说明本课题的重难点）will +动词原形
2. The phrases:
..help with… /do the most unpleasant jobs/there will …in the future/make …do/ in 30years/ there be sb doing sth./ …the same as…/.
3. How to imagine the future.六、教学过程（这一部分是该教学设计方案的关键所在，在这一部分，要说明教学的环节及所需的资源支持、具体的活动及其设计意图以及那些需要特别说明的教师引导语）教师活动学生活动设计意图Step1 Greeting
The teacher and the students greet each other.
Free talkDiscuss something about my life in the future.Arouse?the?students’ interesting?of?learning?
and?revise?the?knowledgeStep2 Presentation
Draw a time line on the blackboard and mark the line as the following:
5 years ago now 1 year from now 5 years from now
Introduce the Indefinite Future Tense.
(1) Point to the now-point on the time line and says, “I am now in this school.” And then points to the 1-year-from-now, saying, “I will be in this school one year from now.” Point to the 5-year-from-now, saying, “I will be in this school five years from now, too.” (Write the sentences on the blackboard, the word will written in red )
(2) Get the students to read aloud the sentences several times until they can say them correctly.
(3) Prompt the students to say what they think the word will is used for. Teacher gives comments on the students’ work and tells the class: The word will here is used to tell the future actions or states.Listen?to?the?teacher?and?react.Present and master the main points and difficult points.?? Enable the students to use the key sentences to finish the task.Step3 Practice
Get the students to look at the picture and then talk about what they have seen in it . Teach the new word robot at the same time.
Show the students how to make dialogues using the sentences in1aand ask the students to make their own dialogues.
Play the recording for the students to listen and circle the predictions they hear in1a.
Have the students read the sentences in2afirst, and teach the new word pollution using a picture of a factory producing a lot of black smoke. Tell the students that less is the comparative degree of little, which’s used to modify a countable noun.
Play the recording for the students to listen and circle the words they hear.
Play the recording again for them to check their answers.Listen and do the sentence changing practice, take notes.Read?once?without?stopping?
for?general?understand.
?After?reading,?ask?for?a?show?of?hands to?indicate?they?have?
Understood?the?general?idea.?Step 4 Consolidation
Get the students to cooperate with the teacher acting out the dialogue in the box in2c.
Have the students work in groups of four using the following structures:
A: I think there will be …
B: Well, I don’t agree. But I think there will be …
C: I agree.Do the exercises and try to understand the language goal well.Step 5 Homework
Recite the sentences in Grammar Focus.
Review3a-4.