Unit 10
1. Teaching Contents& Time Allocation)：
1） Language structures & Practice ( 1 hour ) 2） Dialogue I & Dialogue II ( 2 hours ) 3） Text I &Text II ( 2 hours ) 4） Exercises ( 1 hour ) 2. Teaching Aims：
To review the use of 1） the future progressive 2） the future perfect
3） the future perfect progressive 3. Teaching Procedures:
1st session
Language Structure Practice
Looking into the Future
Have you ever begun to think seriously about what will happen to you in the future? What will you be doing in five years’ time? What will you have done five years from now or ten years from now? Think about it now and fill in the grid with your predictions about your own future. What I will be doing in five years’ time What I will have done by the end of five years from now Now exchange information with your partner and fill in the grid below with what he/she tells you. What my partner will be doing in five years’ time What my partner will have done by the end of five years from now Now you and your partner will exchange information with another pair. Lsp I
Inviting somebody to go somewhere; Declining somebody’s invitation and making a suggestion as
ten years from now in ten years’ time ten years from now in ten years’ time an alternative
1. Your friend Jenny ask you to go shopping with her this afternoon but you promised to help
your niece with her English at 3 o’clock. You know another friend Mary likes shopping very much and she has nothing to do this afternoon. Refuse Jenny politely and suggest that she invite Mary.
2. 1) Expressing inviting somebody to go somewhere:
Shall we go to….
Would you like/care to go to…. Won’t you go to…. What/how about going to…. 2) Declining somebody’s invitation: I’d love to, but I can’t.
It’s nice of you to ask, but I can’t. I wish I could but…. I’m afraid I can’t.
That sounds a good idea but I don’t think I can.\\ 3. Listen to the dialogue and fill in the blanks. 4. Substitution Practice
Make sentences using the future progressive tense. 5. Language point
The future progressive implies an action which will take place in the future as a matter of course. It expresses a future action which will happen without anyone’s will or intention. Eg. The president will be meeting the American guests at 2:30 in the afternoon. Lsp II
Talking about some future event which will take place as a matter of course\\
1. What will you be doing in five years’ time? What about your partner? Will you be doing the
same thing? Talk about that according to the example:
While I am teaching English in a middle school, Alice will be working as an interpreter in a joint-venture company.
2. Listen to the dialogue and fill in the blanks 3. Substitution Practice
Make dialogues containing the present progressive in the subordinate clause and the future progressive in the main clause. Refer to the cues. 4. Language Point
The future progressive is also used to express two actions that will be going on at the same time in the future. The verb in the subordinate clause is in the present progressive and the verb in the main clause is in the future progressive, though both actions refer to the future. Lsp III
Talking about a future plan to be fulfilled by a certain time 1. Listen to the dialogue and fill in the blanks 2. Substitution Practice
Make dialogues with your partner according to the example. 3. Language Point
A future perfect verb phrase is formed by will have and an -ed participle. The future perfect is used for an action which at a given future time will have finished. The time adverbials used with the future perfect are usually by- phrases or by- clauses. Lsp IV
1. Listen to the dialogue and fill in the blanks 2. Substitution Practice
Make dialogues with your partner according to the example. 3. Language Point
The future perfect progressive is used for an action which will have been going on at a certain point of time in the future.
2nd session
I.
Dialogues Dialogue I I. Introduction
1. Do you know the situation with women in China yesterday?
(Talk about the situation and give examples both about women in a low social position and those who had great achievements in the history, such as Hua Mulan, Mu Guiying, Jiang Jie, Liu Hulan and so on.)
2. Divide the students into two groups and let them have a debate on “Whether Chinese women have enjoyed equal rights with men in every aspect today”
3. Do you celebrate the International Working Women’s Day? Do you think it is necessary for us to do so?
II. Listen to the dialogue and compare A and B’s ideas with yours. Do you agree with them? III. Language Points
1. The International Working Women’s Day is just around the corner. around the corner: approaching
eg. The children become very excited when Christmas is around the corner. 2. to tell you the truth: be be frank; frankly speaking
This phrase is used to introduce a personal opinion, or when admitting something. eg. To tell you the truth, I don’t think this film is worth seeing. 3. observe: celebrate; pay attention to
eg. Do they observe Thanksgiving Day in that country?
4 The older generations of Chinese women have come a long way for emancipation and equal
rights with men.
The older generations of Chinese women have achieved a great deal in their fight for obtaining the rights and opportunities that men have. 5. My grandmother was illiterate.
My grandmother received little education and she could not read or write. IV. Conversational Strategies
1. Presenting one’s opinion in a persuasive way:
A: But to tell you the truth, I don’t see why we still observe this Women’s Day. Don’t you think men and women in our country are equal? Don’t you think they enjoy equal rights? My opinion is that it’s only in those countries where women are still fighting for equal rights that it’s meaningful for people there to observe this occasion. Don’t you agree? B: No, I’m afraid not.
2. Giving reasons to further explain your ideas./Accepting other’s opinions step by step: A: We observe this day in the hope that we will eliminate discrimination against women worldwide.
B: You may be right.
A: Besides,…. The improved status of Chinese women came only after a long, long struggle. B: Yes, I’m beginning to see your point. 3. Summing up and closing the conversation:
A: Unfortunately, there’re still women in many areas of the world who are treated as second-class citizens. The improvement of their political and economic status demands worldwide attention. B: I’m convinced that the observation of the International Working Women’s Day is very necessary. V. Retelling Sample outline:
A and B are talking about the Chinese women yesterday and today.
1. B thinks it unnecessary to celebrate International Working Women’s Day in China. 2. A disagrees with her.
3. B finally agrees to what A says.
4. A and B talk about the women in their families. 5. They talk about women in China today. Dialogue II
I. Ask students to do pair work, asking each other’s future plans and intentions. Sample dialogues:
1) A: What will we be doing, Miss Naylor, next Sunday in the park? B: Well, if it’s fine we will certainly go boating on the lake. A: Will you be taking any photographs?
B: Yes, if it’s nice weather. I’ll be bringing my camera along.
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