沪教版牛津英语七年级上册7A-unit6教案
物质名词， 修饰可数名词复数时 school 一般在其前加数量词。 all 要把限定词放在其后而 all 能用 all the money 于各种情况
7
在外部且不接壤
14.…or get a bird ’s-eye view of the whole park by riding in a cable car.（page82） ……或通过坐缆车鸟瞰整个公园。
(1)whole 作形容词，意为“全部的，所有的，完整的” ； 作名词，意为“全部，全体，整体”。 the whole school I have
详细讲解：
1.My head was made there我. 的头就产于那儿。 （page73）
be made in+地点，意为“产于某地”，由于 there 是地点副词，故 去掉介词 in.
成品 +be made in+ 产于某地 原 料 +be made … … 被 制
地点
into+ 成品
成……
mother.
The table is made of wood.
Wine is made from grapes.
2
Grapes are made into wine.
The bike is made in China.
2.People’s Square is in the centre of Shanghai人. 民广场在上海的中
如果你把它们种在土壤里，这些种子会生长。 及物动词，意为“种植” ，一般指“栽 We plant trees every plan 上，种下”，是一种涉及时间较短的动 year. t 作或活动 gro 及物动词，意为“种植” ，包含“种下”Hi His job is to grow w 及以后的培育的过程。涉及时间较长， lowers. 可后作是一种过程或状态。 12.(1)put on“穿上，戴上”，反 :take off“脱下”，都是强调动作，不 能用来表示状态。 (2) wear“穿着”，强调状态。 13. It ’s in the north-west of Beijing它. 在北京的西北部。 （ page80） in the south-east of 意为“在……东南部” ； in the south-west of “在……的西南部” 总结： in+ the +方位名词 +of 表示“在……的某个方位” in, on, to 表达方位： in 表示在内部 ; on 表示在外部且接壤 ;to 表示
筑。（ page73）
(1) 副词 just，意为“正好，恰好”，常用于肯定句。 .It’s just seven
o’clock.
(2) across介词，意为“在……对面” ; across from意为“在……
对过”
They live across from us.
across 作介词“穿过，横过”之意，着重从事物的表面的一
放在其后， 作后置定语； else 还可以构 here.
成名词所有格，即 else’s，意为“另外 That must be someone
的，其他的人或物的” 。
else’s pen. It’s not my
elder sister’s.
other 作形容词 ,用以修饰名词或代词，作定 Some students are
4
通常 else 意为“别的，另外”，修饰不定代词、疑问代词或疑问副
词，通常后置。
What else do you want?你还想要什么？
Anything else?还有
别的吗？
else 常用于修饰不定代词、疑问代词或疑 Why didn ’t you come?
问副词，也可修饰 all, much, little 等词， Everyone else was
the shopping centre
3.Shanghai is one of the largest cities in the world上. 海是世界上最大
的城市之一。（ page73）
“ one of+the+形容词最高级 +复数名词 /代词”意为“最……之 一”，当其作主语时，谓语动词用单数形式。
It's possible for him to come early.
8.Mum ’s advice…妈妈的建议（ page78） advice 不可数名词，意为“建议；劝告；忠告” ，表示“一条建
议”用 a piece of advice.
give sb. advice/ give advice to sb给. 某人提建议
make+宾语 +形容词做宾补 Rainy days make me sad. make+宾语 +动词原形 (省 to 不定式作宾补 ) Tom often makes us laugh. 11.The seeds will grow if you plant them in the so（il.page79）
I don’t know what to do. Can you tell me how to get to the
library.
6
10.If you make the wheels round…如果你让轮子变圆……（ page79） make the wheels round意为“使轮子变圆” make+宾语 +宾补 He makes me happy.
9.…you will know which books to bring, ……你会知道带哪些书。 （ page79）
Which books to bring 是疑问词与不定式连用，作动词 know 的 宾语。在英语中， 动词不定式可以用在疑问词 what, how, where,
which 等后面，在句中作宾语等。
间”。
He lives in the centre of the town.
Don’t stand in the middle
of the road.
(2)Centre ①意为“中心点，中心” ，强调的是一个点，习惯上指
空间的“中央”，
如圆、 球体、靶子的“正中心” ；
②centre 还可表示中心区、中心站或重要活动的中心。
光 ， 游 览 centre n. 中 心
fountain n. 喷 泉
just adv.仅仅
building 建筑物
build 建筑，建造
across 介
词：穿过
Direction n.方向
natural adj.天然的
nature n.
自然界
beauty n.美丽
bridge n.桥
pond n.
语;此外，other 可作代词，可以单独作 playing under the tree,
主语、宾语、表语，其复数形式为 others. others are flying kites
over there.
7.The main clause talks about the likely result主. 句谈论可能的结果。
（ page77）
(1)①talk about 意为“谈论”。 Let’s talk about this question.
②talk to/ with sb.意为“与某人交谈”。 Talk to 指一方主动和对
方说话；
talk with 指双方互动在交谈。
talk of 意为“谈到，涉
及”
(2)likely 形容词，意为“可能的” ，可以作定语或构成 be likely to do
5
sth.结构， likely 在此结构中作表语。 The likely time to find him is
at night.
Who is likely to win the match?
likely 表示有充分根据的预测， possible指客观上潜在的可能性．
likely 既可由人作主语，也可由物作主语，通常用于 It is likely that…中； possible 不能由人做主语。 He is likely to come late.
池塘
snack n. 小吃，快餐
light n. 光线； adj.轻/浅的 light music
轻音乐
Snake n. 蛇
outside 介词 在外面 反义词： inside
Dumpling n.水饺（复数加 s） temple n.寺 ，庙；太阳穴
常考短语：
Travel guide 旅游手册
place of interest 名胜
成品 +be made of+ 由 … … 制 成品 +be made by+ … …被… …
原料（看得出， 物 成
制造者
制造
理）
成 品 +不 成
出，化学）
My piano is made in Beijing.
The birthday cake is made by my
Tom is one of the tallest boys in our class.
One of us has a
travel guide.
3
4.The Pudong New Area, just acrossthe Huangpu River, has many
(完整版)沪教牛津版初中英语七年级上册全套教学案
7A UNIT 1 Making friendsⅠ重点单词：world n. 世界country n. 国家Japan n.日本Germany n. 德国German adj.德国的n.德国人grammar n.语法 blog n. 博客sound n. 声音everyone n.人人（谓语动词要用单数）hobby n.爱好(复数hobbies）age n. 年龄elder adj. 年长的dream n. 梦想complete v. 完成us pron.我们 yourself pron.你自己friendly adj. 友爱的engineer n. 工程师 flat n.公寓mountain n. 山Ⅱ重点短语：1.colse to 接近 = near 反义词：far （away）from 远离2.go to school 去上学3.be good at 擅长 =do well in 反义词：be bad /poor at=do badly in不擅长4.make friends with 与……交朋友 make friends 交朋友5.all over 遍及6.I’d like to=I would like to 愿意Ⅲ重点句型：1.what does···mean？2.welcome to3.I like···because···4.My dream is to be··.5.How old is/are ····？6.What does ····do？Ⅴ详细讲解：1.Read a G erman girl’s blog.(Page1）（1）German ：① adj.德国的（德国人的，德语的）This is a German car.② n.德国人，是可数名词。
上海牛津版英语七年级上册七上7AUnit6U6同步讲义教案
学员编号：年级：课时数：学员姓名：辅导科目：英语学科教师：授课类型TUnit6（牛津7上）同步梳理教学目标1、使学生能够基本掌握牛津7年级上册Unit1中的基础词汇及重要句型；星级★★★★授课日期及时段T同步-U6基础知识梳理议2-5分钟）Hello, XXXGreeting and warm-up批注：孩子一般在日校很少有机会开口说英语，在上课前给孩子制造一些机会给孩子开口锻炼口语表达，同时也提高孩子学英语的兴趣和信心。
（建议20-25分钟）一起回忆一下第六单元的内容一、词汇Words练一练：Words: 词性意思1. 平静的2. 方便的3. 街区，城区4. 底部5. 陡的6. 台阶7. 吵闹的，吵杂的8. 令人激动的，使人兴奋的9. 令人愉快的10. 令人放松的11. 金融的，财政的12. 教堂13. 雕塑，雕像14. 喷泉15. 儿童故事书，童话书16. (分手指的)手套Phrases: 意思1. 一周一次2. 在--- 底部3. 居住4. 乘公交车/地铁5. 筑巢6. 起床批注：让孩子回忆一下学校里上课的内容。
检测孩子掌握情况。
Keys：Words: 词性意思1. peaceful adj. 平静的2. convenient adj. 方便的3. neighborhood n. 街区，城区4. bottom n. 底部5. steep adj. 陡的6. step n. 台阶7. noisy adj. 吵闹的，吵杂的8. exciting adj. 令人激动的，使人兴奋的9. pleasant adj. 令人愉快的10. relaxing adj. 令人放松的11.financial adj. 金融的，财政的12. church n. 教堂13. statue n. 雕塑，雕像14. fountain n. 喷泉15. storybook n. 儿童故事书，童话书16. glove n. (分手指的)手套Phrases: 意思1.once a week 一周一次2. at the bottom of 在--- 底部3. live in 居住4. by bus/ underground 乘公交车/地铁5. make nests 筑巢6. get up 起床1. peaceful adj. 平静的{联想} peace n. 和平批注：先让学生回顾课文中的平静的是哪个单词（peaceful），然后在原有单词上变形引出peace，让学生留意这里的-ful，是形容词的后缀，可以多举例子如careful hopeful colorful....。
牛津版上海版七年级上册Unit6Differentplaces说课稿
牛津版上海版七年级上册 Unit 6 Different places 说课稿一. 教材分析《牛津版上海版七年级上册 Unit 6 Different places》是一个关于描述不同地方的话题。
通过学习本单元，学生能够掌握描述地点的词汇和句型，并能够运用所学知识进行简单的交流和描述。
教材通过丰富的图片、情景对话和任务型活动，激发学生的学习兴趣，提高他们的语言运用能力。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但学生在语言表达方面还存在一定的困难，需要通过大量的练习和实践来提高。
此外，学生对于描述地点的词汇和句型可能较为陌生，需要教师进行引导和讲解。
三. 说教学目标1.知识目标：学生能够掌握描述地点的词汇和句型，如beautiful, small,on the left等。
2.能力目标：学生能够运用所学知识进行简单的交流和描述，如能用英语描述自己的学校和家庭所在地的特点。
3.情感目标：通过学习，学生能够培养对不同地方的好奇心和学习兴趣，提高他们的审美情趣。
四. 说教学重难点1.教学重点：学生能够掌握描述地点的词汇和句型，并能够运用所学知识进行简单的交流和描述。
2.教学难点：学生能够正确运用介词和副词描述地点，如on the left, infront of等。
五. 说教学方法与手段本节课采用任务型教学法，通过情景对话、小组讨论、任务型活动等教学手段，激发学生的学习兴趣，提高他们的语言运用能力。
同时，教师利用多媒体课件和图片，帮助学生直观地理解和掌握描述地点的词汇和句型。
六. 说教学过程1.导入：教师通过展示不同地方的图片，引导学生谈论自己喜欢的地方，激发学生的学习兴趣。
2.新课呈现：教师通过情景对话，引入描述地点的词汇和句型，如beautiful, small, on the left等。
3.操练环节：学生进行小组讨论，用所学词汇和句型描述自己所在地的特点。
Unit6教学设计2023-2024学年牛津上海版英语七年级上册
教学方法/手段/资源：
- 讲授法：通过详细讲解，帮助学生理解一般现在时的被动语态和主动语态的用法。
- 实践活动法：设计实践活动，让学生在实践中掌握一般现在时的用法。
- 合作学习法：通过小组讨论等活动，培养学生的团队合作意识和沟通能力。
作用与目的：
- 帮助学生深入理解一般现在时的被动语态和主动语态的用法，掌握相应的语言技能。
- 通过实践活动，培养学生的动手能力和解决问题的能力。
- 通过合作学习，培养学生的团队合作意识和沟通能力。
3. 课后拓展应用
教师活动：
- 布置作业：根据Unit6的内容，布置适量的课后作业，巩固学习效果。
- 提供拓展资源：提供与Unit6相关的拓展资源（如书籍、网站、视频等），供学生进一步学习。
教学反思与总结
教学反思：
在本次教学中，我采用了交际式教学法、任务型教学法和启发式教学法，旨在激发学生的学习兴趣和主动性。在课前，我通过在线平台和微信群发布预习资料，设计预习问题，让学生提前了解课程内容，培养学生的自主学习能力和独立思考能力。在课中，我通过讲解知识点、组织课堂活动、解答疑问等方式，帮助学生深入理解课程内容，掌握语言技能。在课后，我布置了适量的课后作业，提供拓展资源，鼓励学生进行自主学习和探究。
第一课时
步骤
师生互动设计
二次备课
教学方法与手段
教学方法：
1. 交际式教学法：通过模拟真实生活场景，让学生在实际语境中练习一般现在时的被动语态和主动语态，以及情态动词can的用法，提高学生的口语交流能力。
2. 任务型教学法：通过设计各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中，运用所学知识解决问题，提高学生的综合语言运用能力。
沪教牛津版初中英语七年级上册全套教学案
7A UNIT 1 Making friendsⅠ重点单词：world n. 世界country n. 国家Japan n.日本Germany n. 德国German adj.德国的n.德国人grammar n.语法 blog n. 博客sound n. 声音everyone n.人人（谓语动词要用单数）hobby n.爱好(复数hobbies）age n. 年龄elder adj. 年长的dream n. 梦想complete v. 完成us pron.我们 yourself pron.你自己friendly adj. 友爱的engineer n. 工程师 flat n.公寓mountain n. 山Ⅱ重点短语：1.colse to 接近 = near 反义词：far （away）from 远离2.go to school 去上学3.be good at 擅长 =do well in 反义词：be bad /poor at=do badly in不擅长4.make friends with 与……交朋友 make friends 交朋友5.all over 遍及6.I’d like to=I would like to 愿意Ⅲ重点句型：1.what does···mean？2.welcome to3.I like···because···4.My dream is to be··.5.How old is/are ····？6.What does ····do？Ⅴ详细讲解：1.Read a G erman girl’s blog.(Page1）（1）German ：① adj.德国的（德国人的，德语的）This is a German car.② n.德国人，是可数名词。
沪教牛津版-英语-七上--Unit 6 More Practice 教案
初中-英语-打印版Unit 6More practice (拓展课) (Optional)一、定位：input-based, 以读写为主。
本课可作弹性选择。
二、教学目标：Using pictures to learn more about travelling and write a travel guide.三、教学环节设计:Step 1: Lead in1. Show some pictures about Ocean Park.2. Talk about Ocean Park with each other.Step 2: While-readingA. Read this online article abo ut Ho ng Kong and answer the questions below.1. Why is Hong Kong a great place for sh opping?2. What ca n visitors see in the Lowland Gardens?3. How can visitors get a bird’s-eye view of the whole park?4. What can visitors watch at the Ocean Theatre?B. In groups, discuss what else you know about Hong Kong.C Talk about: Do you know any other W orld Heritage Sites in China or around the world?Step 3: Culture corner1. Show some pictures.2. Let Ss talk about them.3. Project: Do you like travelling?4. Learn how to make a travel plan.Step4: Review1. Review the important words and p hrases in the unit.2. Do some exercises.初中-英语-打印版。
牛津上海版七年级英语上册教学设计：Unit6Differentplaces
-适时引入文化背景知识，增强学生的跨文化交际意识。
2.教学难点：
-对一般现在时态的掌握和运用，特别是对于动词变化形式的记忆。
-描述不同地方时，词汇的选择和句型的构建。
-学生在听力练习中，对英语语音、语调的辨识和理解的困难。
（二）教学设想
1.教学策略：
4.写作练习：请学生撰写一篇关于自己喜欢的地方的短文，至少80词。要求使用一般现在时态，描述该地方的特点、风景和人们的生活。
5.调查报告：分组进行一次关于“Different places”的调查，了解同学们喜欢的地方及其原因。将调查结果整理成一份英语报告，并在下节课上进行分享。
6.视频观看：推荐学生观看一部关于不同地方风土人情的英语纪录片，提高学生的听力水平，拓展知识面。
（三）情感态度与价值观
1.培养学生热爱大自然、尊重不同文化的情感态度，通过学习不同地方的特点，使学生认识到世界因多样而美丽。
2.培养学生的跨文化交际意识，使学生了解并尊重不同国家和地区的风俗习惯，提高学生的国际视野。
3.引导学生关注生活中的美好事物，学会用英语表达自己的感受，培养积极向上的生活态度。
2.口语练习：学生两人一组，选择一个地方进行角色扮演，用英语进行对话，描述该地方的特点和人们的生活。要求对话中包含本节课所学的目标句型，如：“What's it like in...?”、“It's like...”等。
3.阅读理解：阅读教材中的相关文章，并完成课后练习。要求学生理解文章内容，掌握文章中的关键信息，提高阅读理解能力。
1.利用多媒体展示不同地方的美丽图片，如高山、海滩、城市和乡村等，让学生在视觉上感受不同地方的特色。
初中英语牛津上海版七年级上册第六单元听力课
教学设计课题：Unit 6 Listening skills ---- Getting the right order of story development and getting details教学对象：初一学生教材：《牛津英语（上海版）》7A第一学期理论支持：input-based, task-based teaching and learning and micro-skills training. 教学目标：1.训练学生的听力微技能，理解故事(事情)发展的顺序和听取细节信息，简要复习note-taking的技巧；2．学生通过自查，总结出关于本节课听力技能训练达到和未达到的方面。
重点、难点：1．听力微技能--- Getting the right order of story development and getting details的训练；2．利用评价表的作用反思听力存在的问题。
教学环节设计：1. Warming upIntroduce Gorkella briefly and have a brainstorm with the students “If you were Gorkella, where would you visit in Shanghai?”2. Listening A in Book A(1) Before listen to Gorkella’s trip in Shanghai and put the pictures in order, lead the students to get the main idea of each picture, talking about “ Where was she?”“What was she doing?”(2) Ask the students to predict the right order of the pictures;(3) Listen to the tape and put the pictures in order, and then check the answers.2. Extending listening practice from Book B①:(1) Set the listening situation for the students “ This story is about an old ship and this ship sank on her first voyage.”Ask the students to guess the name of theship—Titanic. Have a brainstorm with the students about the words about Titanic. (2) Ask the students to look at the pictures carefully for 1 minute, get the main idea of each picture, and get ready to put the pictures in order.(3) Listen and put the pictures in order, and check the answer.3. Extending listening practice from Book B②---drawing your own mind map of a story:(1) Give the students some simple pictures to draw to warm up, like “a boy”, “a plate”, “ A boy goes fishing.”“ A boy eats fish”, and tell them if they want to show the development, they can use the sign“→”.(2) Play the tape non-stop, and ask the students to draw the development of the story. If they can’t finish it well in the first listening, then play the tape for the second time.(3) Ask some students to show their works and try to retell the story according to their pictures or key words.(4) Listen to the tape again and get the information to fill in the table.4. Sum up what was taught.5. Self-assessment: ask the students to look at the tape-scripts and check their problems.6. Homework:⏹ 1. Copy the words from “6R” to “6L”;⏹ 2. Read and learn the listening materials.。
7A-unit-6沪教牛津版七年级上册教案
7A Unit 6 Travelling around AsiaDate: , 2013必记单词:Asia n.亚洲Asia adj.亚洲的, 亚洲人的；可数名词: 亚洲人（复数加s）Modern adj.现代的Guide n.手册, 指南；可数n.导游；及物v.引着参观Area n.区域, 地区；面积traditional adj.传统的sightseeing 观光, 游览centre n.中心fountain n.喷泉just adv.仅仅building 建筑物build 建筑, 建造across 介词: 穿过Directio.n.方.......natura.adj.天然.....natur.n.自然界beauty n.美丽bridge n.桥pond n.池塘snac.n.小吃, 快.... ligh.n.光线；adj.轻/浅.. ligh.musi.轻音.Snak. n......... outsid.介.在外.反义词: insideDumpling n.水饺（复数加s）temple n.寺, 庙；太阳穴常考短语:Travel guide 旅游手册place of interest 名胜light up 点亮, 照亮in the north-west of在···的西北部be away from离开 a list of“一列, 清单”feel tired意为“感到累”经典句型:1.If you like ···,you will···2.What will I ···if I ····详细讲解:Th.tabl.i.mad.o.wood.... Win.i.mad.fro.grapes.Grape.ar.mad.int.wine.... Th.bik.i.mad.i.China.2.People’s Square is in the centre of Shanghai.人民广场在上海的中心。
上海牛津版7AUnit6听力教案（译林牛津版七年级英语上册教案教学设计）
上海牛津版7AUnit6听力教案（译林牛津版七年级英语上册教案教学设计）Teaching DesignTeaching type Listening and SpeakingMethodology 1. Use the task-based approach to give opportunities to students to involve themselves in the activities and try to learn by using English.2. Use the discovery method, to encourage students to notice the sub-skills of listening by themselves. Also, develop students’ ability of learning.3. Use the cooperative method, to cultivate the ability of cooperating and communicating with peers.Analysis of the textbook 1. The topic of this unit is Beyond Time and Space, which is of difficulty for junior students to talk about. Reading A in this unit is a story about Captain King’s adventure meeting Monster Gork. Reading B is a story about Kelly’s meeting alien dogs. These two reading materials give students input about the topic.2. This lesson focuses on two listening materials; one is about an alien’s trip to Shanghai and the other is a d ialogue talking about the life in the future. In this lesson, more input will be given to students, besides, the target grammar of this unit-- Simple Future Tense will appear in Listening B.Analysis of the students Students have learnt about the basic knowledge of Simple Future Tense in primary school. However, they think the topic is too big, and they do not know where to start their talk.Teaching aims 1. Knowledge: Have more input of the topic “Beyond time and space”.2. Listening skills:1) Predict with the help of pictures or titles, etc.2) Tell the sequence of events3) Use grammar knowledge to help understanding4) Understand people’s attitude3. Sub-skills of speaking:1) Being able to talk about planning and future2) Using the simple future tense4. Attitude:1) To be active at study and be confident.2) Be willing to take part in the activities.3) Cooperate in a group and learn from peers.The most important & difficult points in teaching 1. The most important teaching points:1) Predict with the help of pictures or titles, etc.2) Tell the sequence of events3) Use grammar knowledge to help understanding2. The most difficult teaching points:Use grammar knowledge to help understandingTeaching Aids Computer, projector, blackboard步骤目的教师活动/方法学生活动/方法条件/手段Lead-in1. To teach some new words that will help the listening task2. To introduce the topic---An alien’s trip. 1. Talk about students’ trip to Guangdong Science Center, and raise the question, is it possible that one day aliens will come to our earth?2. Teach some new words by showing the pictures3. Ask students to use the new words to talk about what they will do if aliens come. 1. Begin to think about the topic of aliens and get ready for further study of it.2. Look at the pictures; and use the new words to talk about what they will do if aliens come. Computer and projector Pre-listening1. To guide students to predict before listening with the help of pictures.2. To give more time to students to be familiar with the pictures and get ready. 1. Ask students to look at the picture and guess what places Gorkella visited or what she did.2. Ask students to choose one picture that they like most to talk about.3. Ask students to guess which picture is the last one according to the story. 1. Look at the pictures; guess what places Gorkella visited or what she did.2. Choose one picture that they like most to talk about.3. Guess which picture is the last one according to the story. Student’ work sheet, textbook, blackboard, computer and projectorWhile- listening (listening A) 1. To practice listening comprehension2. To use listening strategies3. To tell the sequence of events 1. Ask students to listen to Listening A for twice and finish the exercises in A1 and A2.2. Check the students’ answers. 1. Listen and number the pictures.2. Listen again and complete the sentences. Recorder, textbook , computer and projectorPost- listening1. To emphasize two useful listening strategies- predict with the help of pictures or titles and use grammar knowledge to helpunderstanding2. To notice people’s attitude3. To use Simple Future Tense to talk about plan. 1. Check students’ prediction and ask students to think about what listening strategies they have used.2. Ask student whether people like Gorkella according to the listening.3. Ask students to talk about what they will do if they can have one day in space. 1. Think and talk about what listening strategies they have used.2. Review the listening, and pay attention to people’s attitude.3. In gr oups and talk about their plan in space Students’ work sheet, textbook, computer and projectorListening B 1. To practice listening comprehension2. To use listening strategies 1.Ask students to listen and fill in the blanks according to listening B2. Che ck students’ answer and help them review the listening strategies. Listen and fill in the blanks Textbook , computer and projectorSpeaking & language production 1. To have more input information2. To talk use Simple Future Tense to talk about the future.3. Get ready for the writing lesson tomorrow. 1. Show some opinions about the life in the future.2. Ask students to talk about “Will the future become better or worse” 1. Read aloud the forecasts for the future.2. In groups, discuss “Will the future bec ome better or worse”, list as many reasons as possible. Student’ work sheet, blackboard, color paper, computer and projectorHome work 1. Complete Listening on P85-86 of Book B 2. Write a passage to describe the life in the future. Title: Life in the FutureRequirement： a. Use Simple Future Tenseb. More than 60 words.。