UnitOneWillhaverobt

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Unit1Willpeoplehaverobots教学设计及反思

Un it1 Will people have robots?教学案例与反思一、教学内容分析本单元是新课程英语八年级上册中第一单元Unitl Will people have robots? SectionA1a---1c,2a---2c.语言目标是学习将来时will的用法，will在七年级下册已初步渗透，本单元进一步学习其用法，并与there be结构综合运用。

中学生充满幻想，对未来社会，对人类生活和自己的将来都充满兴趣，充满探索的欲望，所以本节课要从学生最关心的问题入手，激发学生的想象，拓展学生的思维，以兴趣引导激情，在活动中学习语言知识。

二、学习策略：1、通过耳、口、眼、脑的协同运动，提高听说能力。

2、通过合作学习达到学习目的3、进行多渠道的交流，培养交际能力和语言运用能力。

三、教学目标：语言目标：1、学会用will'there will be 描述未来，2、学会用单词 robot/everything/pollution 说话，用 more/less/few 表达数量。

能力目标：能听懂别人的观点，敢于预测未来，能陈述表达自己的观点。

四、任务活动及完成任务所需要的语言1、模仿练习假设你信认识了一个朋友，你们互相了解对未来的看法Make a con versation accordi ng to 1a. 目标语言：Will people have …/Will kids go …？Will there be …？Task two: 2a---2bI thi nk there will be more / less / fewer...Well, I don ' t agree. But I think there will beWell, I agree. Will there be more / less / fewer..?. Yes, there will .No, there won ' t. I think …小组汇报：…thinks there will be …And/but I think …3、.畅想未来学生用自己准备的图画来畅想自己的、国家的、社会的未来。

unit1willpeoplehaverobot课文翻译

Unit 1 Will people have robot?1.课文翻译Section A.1bBoy1：你认为在一百年以后人们将会有在他们的家的机器人吗? Boy2：是的，我认同.我曾经在电视上看到机器人，它打扫厨房. Boy1：好，我不认为人们将使用钱.Boy2：你认为一切将会是免费的吗？Boy1：可能Boy2：我认为只将会有一个国家Boy1：只有一个国家在整个世界上？将会有世界和平？Boy2：我希望是如此Boy1：我敢说孩子很将不用去学校，他们将会在家里在电脑上学习. Boy2：哦，我不认同Boy1：你不认同？Boy2：是的.总将会有学校的2a.2bWoman：好的，现在，我想听一听每一个人的关于未来的预言。

Girl .1：好的，我认为将会有更多的人。

Woman：更多的人？对，还有其他的什么吗?Boy 1：我预言将会有更少的空闲时间。

Woman：我希望不会Girl 2：好的，我认为将会有更少的小汽车。

Woman：你认为将会有更少的小汽车？Girl 2：是的人们将会更多的使用地铁.Woman：那是一个好主意，让我们一起来听另一个预言。

Girl 2：将会有更少的污染。

Women：那对地球将是好的。

Girl1：我认为将会有更少的树，我认为将会变得真的大和拥挤。

因为将会有大量的更多的人Section B.2a.2bConversation1Lucy：你好，我是LucyJoe ：很高兴见到你，Lucy，我是JoeLucy：很高兴见到你，Joe，你住在北京的这里吗？Joe ：是的，我是。

我住在从这里街道的对面的公寓里.Lucy：哦，真的吗？Joe ：是的，我也在这里附近工作，在中关村，我是一名计算机程序员Lucy ：一名计算机程序员？那听起来是有趣的Joe ：事实上，它有一些无聊，我们天做的相同的事情Conversation2Lucy ：你好Joe，那是你的照片吗？Joe ：是的，那是十年前的我Lucy ：你十年前抓在背景的这里吗？Joe ：不，我和我的父母住在阳泉，我们们住在一个乡村的小房子里我来北京上学Joe ：真的吗？那里距离这里是非常远的，你怎样到达学校？Lucy：我乘火车去学校。

八年级英语下册《Unit1Willpeoplehaverobots》语法知识点解析人教新目标版

福建省长泰县第一中学八年级英语下册《Unit 1 Will people have robots》语法知识点解析人教新目标版第一课时英语动词可以分为四类：实义动词（或称行为动词）连系动词、情态动词以及助动词。

一、行为动词（它含有实在的意义（又叫实义动词），表示动作或状态，在句中可以单独作谓语）行为动词又分为及物动词和不及物动词，及物动词后面必须加宾语，意义才完整，不及物动词后面不能直接带宾语，常需要在宾语前加介词才能带宾语（look at (for, after), get to (on), hear of, hear from, point to (at), worry about, take care of ,play with, think about等）We study English very hard. She has a book in her hand. The sun rises in the east.注意行为动词的几种变化形式原形enjoy第三人称单数enjoys过去式enjoyed 现在分词enjoying二.、连系动词（本身有一定词义，但不能独立作谓语，必须与表语一起构成谓语）常见的连系动词有：be + adj. / n.是，在 become + n. /adj. 变成turn + adj. 变得 get + adj.变得grow + ad长得keep + adj保持着feel + adj感到look + adj看上去seem + adj./n看起来好象smell + adj.闻起来fall asleep 入睡My parents are both farmers. The milk tastes terrible. The song sounds good.第二课时三、情态动词（本身有词义，但不能独立作谓语，只能和主要动词一起构成谓语，表示说话者的语气和情态，情态动词没有人称和数的变化）Can you sing the English song? Everyone must get to school on time.1.can:能，会表示能力，2.may:可以，可能，或许 may be 可能请区别maybe副词可能3.must:必须，表示肯定的猜测 must be 准是，一定是4.could: 比can语气更委婉，客气，并不表示过去时。

人教版八年级英语下册《Unit 1 Will people have robots.(通用)》教案_1

Listening :
Deal with Section B2a,2b.
Play the tape and give the Studentssome directions on how to number the pictures and fill in the blanks.
Listen and write.
三、重点、难点 1.How to understand the text better. 2.Listening practice.
四、教法选择与学法指导
本课时为本单元的第三课时，教师要引导学生巩固阅读材料基础上，介入语言目标，并且通过多种形式的训练以巩固目标语言点.
五、资源准备 1）A computer for multimedia use.2）Listening tape 3)Some good exercises.
1)learn some new words and then do some exercises
2)Listen to the teacher and take notes.
3)Read the text and answer the questions aboutthereading.
Consolidate the knowledge of last period.
Listen and write them down.
1.Strengthen the knowledge.
2.Enable the students to revise the grammar.
七、板书设计
Unit 1 Will people have robots?
Key phrasesandstructures:hundreds of be able tounpleasant pleasant pleasureover and over again get bored = be bored = feel bored

八年级下册Unit 1 Will people have robots-知识点归纳

八年级下册Unit 1 ill peple have rbts?知识点归纳八年级下册Unit1illpeplehaverbts?知识点归纳Unit1illpeplehaverbts?重点语法：一般将来时态的应用d/des的一般将来时态形式：（shall/ill）dd/des的一般将来时态的被动语态：（shall/ill）bedne 一般将来时态的肯定句、否定句、疑问句形式：肯定句例句：Pepleillhaverbtsinafeears否定句例句：Peple（illnt/n't）haverbtsinafeears一般疑问句例句：illpeplehaverbtsinafeears?特殊疑问句例句：hatillpeplehaveinafeears?重点短语：n't=illntthe'll=theillshe'll=sheillhe'll=heillI'll=Iillfallinlveith（sb/sth）爱上（某人/某物）beabletdsth能够做某事etrue实现inthefuture未来hundredsf数以百计的thusandsf数以千计的lfr（sb/sth）寻找（某人/某物）ill→uld情态动词ill的原形和过去式a→ight情态动词a的原形和过去式ReadingStrateg（阅读方法）Latthetitleandpiture，andpredithatuillreadabut （看着标题和图片，预知你要阅读那些方面的内容。

）Thishelpsugetreadtaquireneinfratin（这样可以帮助你获得一些新的信息。

）。

八年级Unit1Willpeoplehaverobot

八年级Unit 1 will people have robots?学习目标与要求：1.熟练掌握本单元必背词汇及常用表达。

2.能用will 预测未来（Make predictions）。

3.掌握一般将来时的各种句式。

4.学会用more, less, fewer 表达数量。

5.会用一般将来时谈论未来生活或个人梦想。

学习过程：Ⅰ. 单词过关：写出下列必背英语单词。

将，会，要____________机器人___________每件事物_____________________纸，纸张_________树，树木__________较少的，更少的___________建筑物，楼房_____________太空；空间___________飞行_________________ take的过去式_____________月亮；月球________________________________落下；跌落___________fall 的过去式_________宠物_________单独地；孤独地______________大概；或许_________能；能够_____________穿衣_____________哪个_____________甚至________write 的过去式____________ 我自己；我本人_________________面试；面谈_____________come 的过去式_______________声音__________公司______________think的过去式________________________使人不愉快的_________________科学家__________________早已；已经_____________make的过去式_____________工厂____________简单的；简易的________________这样的；这种_____________各地；到处__________________人;人类_______________巨大的；庞大的___________________外形；形状________________蛇_______________可能的_________________电的；导电的_______________像是；似乎_______________不可能的；不会发生的________________家务；家务事________________________稍难单词：污染____________宇航员；航天员_________________火箭__________鹦鹉___________一套衣服_____________非正式地；随意地_____________预言；预测（v.）_____________预言；预测(n.)__________________ 策略；战略____________小说___________厌烦的；厌倦的____________地震_______________牙刷___________级别；等级________________________Ⅱ.词汇过关：写出下列英语短语。

八年级英语Unit 1 Will people have robots课件1

科幻电影
in the future have their own robots.
未来; 将来
These robots are just like humans. They
help with the housework, and do the most unpleasant jobs.
他们能够帮助人们做家务和那些最让人不愉快的工作。
help sb. with sth. / help sb. (to) do sth. 帮助某人做某事
Some scientists believe that there will be such robots in the future. However, they agree it may take hundreds of years. Scientists are now trying to make robots look like people, and do the same things as us. Japanese companies have already made robots walk and dance. This kind of robot will also be fun to watch.
it + be +形容词+ (for sb.) + to do sth. (某人)做某事怎么样 It is not easy for me to get up early on Sunday morning. the same…as… 同…一样的… I don’t like to wear the same clothes as you do every day.
play the piano

初中英语《Unit1Willpeoplehaverobots》单元教学设计以及思维导图

上启下的作用。
本单元的重难点：1.能够运用 will 构成的一般将来时态预测未来的情
形。2. 能够正确运用 there be 句型的一般将来时——There will be 预
测未来的情形。3.“more,fewer,less”的用法。 4.预测未来的其他表达方法。5.熟练运用目标语言来谈论未来的生活，并对未来作出设想。
对应课标 1.对英语学习表现出积极性和初步的自信心。 2.能听懂有关熟悉话题的谈话，并能从中提取信息和观点。 3.能有效地询问信息和请求帮助。 4.能以小组讨论的方式起草和修改作文。 5.能预测未来，参与简单的角色扮演等活动。 6.能尝试使用适当的学习方法，克服学习中遇到的困难。
1.Do you think you will have your own robot?
评价要点
1.能用适当的语音语调正确朗读本单元中的句型、对话和短文。 2.根据 3a 阅读语篇任务所建构的篇章结构，学生能复述 3a 并写一篇关于自己未来生活的文章。。 3.能运用所学句型说出对未来社会的预测以及个人人生的设想等。 4.能够阅读文章，理解大意，找出相关信息。 5.通过学生自评，学生互评，教师评价等对上述内容进行评价
主题单元问题 2.What will your life be like in the future?
设计
3.What will the world be like in the future?
专题一：1.Do you think you will have your own robot? （ 2 课时）
专题划分
专题二：2.What will your life be like in the future? （ 1 课时）

Unit 1 Will people have robots单元教案1

Unit 1 Will people have robots?I. Analysis of the Teaching Material1. Teaching Aims and Demands(1) Knowledge Objects: In this unit students learn to make predictions.(2)Ability Objects: To improve students’ ability of listening, speaking, reading and writing.(3)Moral Objects: The important thing in life is to have a great aim, and the determination to attain it.2. Teaching Key Points: Introducing the key vocabulary and target language.3. Teaching Difficulties:• There will be fewer trees. There w ill be less pollution.• robot, free time, more, less, fewer, building, pollution, ago, will, won't, high school, college, sports car, childII. Teaching Time: Six periodsSection AAdditional materials to bring to class• map of the worldLanguage goal• On the board write a simple time line showing four dates: today's date, a date exactly one year from now, a date five years from now, and a date ten years from now.• Point to the date one year from now and ask students, What will be different in your life one year from now? Ask some specific questions such as, Will you be at this school in a year? Will you live in the same house in a year? Will you be in my class in a year? Under that date, write some of the things that will be the same and different for students a year from now. For example, Carlos will have a dog. Kike will be in Ms Brown's class.• Repeat the procedure with the dates five years and ten years in the future. Ask other questions to help students think ahead. For example, Will you live in this town five years from now? Will you be in college? Will you have a job five years from now? What job will you have ten years from now? Will you have children ten years from now?• After you write the students' predictions, underline the word will in each one.1 a This activity introduces the key vocabulary and the idea of making predictions. • Point to the time line on the board and extend it out to 100 years in the future. Say, In this activity we're going to talk about more than five or ten years in the future. We're going to talk about 100 years in the future.• Read each prediction to the class. Stop to introduce and explain new vocabulary items. For example, point to the picture of the robot in the book and ask students to repeat the word. Point out several countries on a map of the world and say, All these countries will be one country.• Read the instructions. Point to the columns of As and Ds and say, A means agree, 0 means disagree. Check D if you think the sentence will not be true. Check A if you think the sentence will be true.• As students work, move around the room answering any questions students may have.• Talk about the answers with the class. All students will probably not have the same answers. Point out the example in the speech hubbies and ask two students to read it to the class. Help students make their own statements using language from the example.1b This activity gives students practice in understanding the target language in spoken conversation.• Read the six prediction s to the class or have a student do it.• Read the instructions to students. Say, As you listen, circle the things you hear on the recording.• Play the recording the first time. Students only listen.• Play the recording a second time. This time say, Now listen to the conversation again. The people are making predictions about the future. Circle the predictions they talk about on the recording.• Correct the answers.1 c This activity provides guided oral practice using the target language.• Read the I nstructions.• Ask two students to read the example in the sample dialogue.• Help other students make one or two other predictions using statements like those in the sample dialogue. Point to an item in activity la and read it to the class. For example, Books will only be on computers. Help the student form the question, Will there be books in 100 years? Then help another student give the answer. He or she can say either, Yes, there will or No, there won't. Books will only be on computers.• Ask students t o work in pairs. As they work, move around the room giving language support as needed.• Ask several pairs to say their conversations to the class.Optional activityAsk students to predict what will happen at an upcoming school event such as a soccer game or a school party. They can make statements and agree or disagree with each other. For example. Our team will win the game. We'll get ten points. The other team won't score any points. Write some of the predictions on the board.2a This activity provides guided listening practice using the target language.• Point out the list of predictions and ask different students to read the predictions to the class.• Read the instructions and point out the sample answer.• Play the recording. Students circle the word they hear on the recording in each sentence: more, less or fewer• Check the answers.2b This activity provides guided listening practice using the target language.• Point to the list of predictions and ask different students to read the prediction s to the class.• Read the instructions. Play the recording once. Students only listen.• Play the recording again. Students check the predictions they hear.• Check the answers.2c This activity provide guided oral practice using the target language.• Read the instructions.• Point to the example in the sample dialogue. Ask two students to read the conversation to the class.• Point out the sentences in activity 2b. Read the dialogue again and ask students to point to the sentences that the two persons are talking about.• Then have students work in groups of four. They take turns making predictions about the future and agreeing or disagreeing with each other. As they ask and answer the questions, move around the room checking their work.• Check the ans wers by calling on different groups to say a conversation to the class.Grammar focus• Review the grammar box. Ask students to say the statements and responses.• Review the concept of countable and uncountable nouns by writing the two words on the board and asking different students to come to the board and write example of eachunder the headings. Help the students think of new words for each column. For example, uncountable nouns include familiar foods such as water, milk, orange juice, meat, bread, and butter. Countable nouns include familiar food such as eggs, cookies, muffins, apples, and bananas.Grammar noteIt may he useful to contrast countable and uncountable nouns that describe the same thing. For example, you might put these pairs of sentences on the board, adding simple pictures to help explain the vocabulary: There will he fewer lakes. There will be less fresh water. There will be fewer trees. There will be less wood. Point out that you can count lakes and trees, but that you can't count water or wood. Water and wood are uncountable nouns.Optional activityPlay a game with countable and uncountable nouns. Divide the class into two teams. Make statements using the word more plus a countable noun or an uncountable noun. For example, You need more water or You need more eggs. First one team say the statement, then the other changes their statement into another statement that uses a specific quantity. For example, You need more salt might become You need a teaspoon of salt. You need more eggs might become You need three eggs. Each correct answer is worth one point.3a This activity provides reading and writing practice using the target language. • Point to the three pictures and say, This is Salty. This is Sally five years ago, this is Salty now, and this is Salty five years in the future.• Read the instructions. Point out the sample answer and ask a student to read it to the class.• Ask students to complete the work on their own.• Check the answers.3b This activity provides guided oral practice using the target language.• Read the instructions.• Point to the example in the sample dialogue. Ask two students to read the dialogue to the class.• Point out the pictures in activity 3a. Read the dialogue again and ask students to point to the picture they are talking about.• Then have students work in pairs. As they make their predictions, move around theroom checking their work.• Check the answers by calling on different students to make predictions about Sally.3c This activity presents an opportunity for students to use the language of the unit to talk about themselves and their own interests.• Read the instructions.• Give an example from your own experience. You ask a good student to do this instead if you would prefer.• Ask a few st udents to give examples. Correct any grammatical errors to make sure the students are providing a good model for the rest of the class.• Ask students to complete the work on their own.• Review the task. Ask a few more students for answers.4 This activity provides oral practice using the target language.• Read the instructions. Say This activity has two parts-drawing a picture and talking about it.• Ask students to draw pictures on their own. Move around the room helping students get ideas if they are having trouble- For example, you can say, How about some parks, lots of green parks? You could draw some bicycles, or special roads for bicycles.• Ask students to show their pictures to other students and describe what they drew. Homework:1.Review Section A.2.Recite the words in this unit.3.Preview Section B.4.Finish Exx. Section A.Section BNew language• rocket, astronaut, space station, computer programmer, crazy, live, moon, transportation, petAdditional materials to bring to class• bilingual dic tionariesla This activity reviews earlier vocabulary and introduces some new words.• Point to the three columns and read the headings to the class. Ask students to say in their own words what each heading means.• Read the list of seven words. Ask stud ents to raise their hands if there is a word they don't understand. Write these words on the board and use a simple drawing or a brief explanation to describe each one.• Read the instructions and say, Write these words in the correct column below.• Check the answers.1 b This activity provides a review of previously-taught vocabulary.• Ask a student to read the words already written on the chart. Say, Mow add some words to each column. Think about the jobs we studied before. Write some of the jobs in the chart. Look back at the other units and see if you can find some types a/transportation and some places people live.• Talk about the completed chart with the class. Put a blank chart on the board and ask students to come up and add words to each column of the chart. Have the student who writes each word use it in a sentence.2a This activity provides listening practice using the target language.• Read the instructions.• Point out the three pictures. Ask students to talk about what they see in each p icture. • Play the recording the first time. Students only listen. Say, You will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures.• Play the recording a second ti me. This time students number the pictures.• Check the answers.2b This activity provides listening and writing practice using the target language. • Read the instructions.• Say, I will play the recording again. Listen, and write the correct words from the box on the blank lines. Point out the sample answer.• Play the recording. You may want to play it more than once, or to stop it after key lines.• Correct the answers.2c This activity provides oral practice using the target language.• Read the in structions. Say, Now talk about Joe with your partner. One student pretends to be Alexis and the other student pretends to be Joe. Then change places. • Point out the example in the sample dialogue and ask two students to read it to the class.• Help stude nts find partners and have the pairs work on their own.• Ask some pairs of students to say their dialogues to the rest of the class.3a This activity provides reading and writing practice using the target language. • Read the instructions. Point to the paragraph and say, First read Ming's answer. Then write down any questions you would like to ask about the story. We'll answer these questions together.• Ask students what questions they have about Ming's answer. Explain vocabulary words and repeat sentences in your own words if necessary.• Point out the chart below Ming's answer. Ask a student to read the column headings to the class. Say, Now write words from her answer in the correct columns below. Help students complete one or two answers. For example, write the word reporter in one column and Shanghai in another column.• Ask students to complete the chart on their own.• Check the answers.3b This activity provides open-ended writing practice using the target language. • Read the instructions. Ask students to look at Ming’s before they write about their future lives.• Move around the room as they work. Help students find words in a bilingual dictionary (or simply tell the students the words they are looking for).• Remind students not to show their work to any students.• Collect all the papers and put the papers in a pile. Have each student choose a paper. Be sure each student gets someone else's paper, and not his or her own.• Point out the example in the sample dialogue. Ask two students to read it to the class. Say, Now you'll read your papers and talk about them like this.• Ask different students to read the paper they are holding to the class. Then ask students to guess who wrote each paper.4 This activity presents an opportunity for students to use the target language of the unit to make predictions and express agreement and disagreement.• Read the instructions.• Ask two students to read the dialogue.• Ask another pair of students to give their opinions on another topic. Pick a topic of current interest in the news.• Ask students to complete the work in pairs.• Ask a few students to share the sample conversation.Self Check1 This activity focuses on vocabulary introduced in the unit.• Ask students to fill in the blanks on their ow n. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Tell them that they can find all the words in the preceding unit.• Check the answers.• Ask students to make their own sentence s with the words, preferably sentences that are meaningful.• Write a number of students' answers for each word on the board. Underline any mistakes (it is not necessary to say which student made the mistake) and ask students to suggest how to correct the mistake.2 This reading passage introduces some humorous predictions.• Read the instructions.• Ask students to complete the work on their own.• Check the answers.• Ask students to make predictions about other inventions, such as robots.Homework:1.Review this unit.2.Finish Exx. Section B.3.Recite 3a4.Writing: Predicting your future, including your future job, the city you will live, etc.5.Preview the next unit.。

八年级英语教学设计：Unit 1 Will people have robots -

八年级英语教学设计：Unit 1 Will peoplehave robots ?人应当永久拥有两样东西，一盏永不熄灭的灯盼望之灯；一扇长开的窗接纳之窗。

下面是为您推举八年级英语教学设计：Unit 1 Will people have robots ?。

Teaching goals:1. Wordsphrases: robot，paper，less，fewer，simple，unpleasant，factory，seem，etc .2. will 构成的一般将来时态的陈述句、否认句、疑问句及回答.3. There be 句型的一般将来时.4. more ，less ，fewer 的用法.5. 学习一般将来时态的相关学问，学会对将来进行预报.6. 对five years ago ，today ，in five years 简洁回忆与展望的方式，贴近实际符合学生心理，激发学习兴趣.7. 通过时间对比复习一般过去时态、一般如今时态，稳固一般将来时.Important and difficult points :1. will构成一般将来时态的句式。

2. There be 句型的一般将来时态。

3. more ，fewer ，less 的用法。

4. How to make predictions .Period 1Teaching procedures:Step 1 Leading in1. Greetings: Welcome to school .Whats thenbsp；date today ? Whos on duty today ?Do you enjoy your winter holiday ?Do you finish your homework ?Do you want to live on the moon ?Can you guess what will happen in ten years ?Collect the Ss answers and say something about their predictions .Step 2 Pre-task SB Page 2 ，1a .1. Look at the picture :How will the world be different in the future ，100 years from now ?Were going to talk about sth in 100 years .2. Read each predictions to the class .Explain the new vocabulary .3. Read ；the instructions .Make sure Ss know what they should do .4. Do it by themselves .5. Talk about the answers with the class .Explain :一般将来时态构成: will / be going to +动词原形Step 3 While-taskSB Page 2 ，1b .1. Practise reading the six predictions .2. Read the instructions to Ss .Circle the things you hear on the recording .3. Play the tape twice .4. Play the tape a third time .At the same time ，check the answers .SB Page 2 ，1c .1. Pay attention to the dialogues .2. Read the dialogues fluently .。

八年级英语下册 Unit1 Will people have robtots教材全梳理人教新目标版

【英语】八年级下册教材全梳理（Unit1 Will people have robtots）知识·巧学生词巧解【词析】音析：a读其本音［eＩ］,字母组合er读［（r）］。

形析：形近词payer（支付者；付款人）义析：【典句】 Please give me a piece of paper请给我一张纸。

【拓展】 paper是不可数名词,表示“一张纸”应用短语a piece of paper,另外paper还可用some,any,much,lots of,little等表数量的形容词或短语修饰。

【词析】音析：开音节词,u发字母音,e不发音。

义析：【典句】 People often use人们经常利用电脑做许多事情。

【拓展】派生词:used adj.用过的，二手的;useful adj.有用的,有益的;useless adj.无用的;user n.用户less [les] adj.（little的比较级）较少;较小【词析】音析：闭音节词,元音字母e发［e］。

形析：形近词dress（女服）义析：【典句】 There will be less将来污染会更少。

【拓展】 little修饰不可数名词,其比较级是less,最高级是least。

【词析】音析：ew读作,字母组合er读［］。

形析：few（少）+-er（比较级词尾）义析：【典句】 There will be fewer将来的树木会更少。

【拓展】 few修饰可数名词,其比较级是fewer,最高级是fewest。

【词析】音析：-ing的读音为,重音放在第一个音节上。

形析：build（建造）+ -ing（名词后缀）义析：something that is built for hum【典句】 They built this building他们去年建造了这个大楼。

【词析】音析：开音节词,a发本音［eＩ］,e不发音。

形析：形近词 spade（铲;铁锹）义析：the region of this expanse beyond Earth’【典句】 I want to travel in space.我想遨游太空。

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Unit One Will have robt
——词组部分
1. use ....to do sth
} 用...做...
use..for doing sth
2 . be free /be busy 有空/忙碌
3 . on paper/compers 在纸上//用电脑
4 . a big /small piece of red paper 一张大//小的红纸
5 . live to be 200 years old 活到200年
6 . less free time /pollution 较少的时间//污染
7 . fewer people /buildings/trees 较少的人//建筑物//树
8. agree to do sth 同意做某事
agree with sb 同意某人
9 . in high school /college 在高中//大学
10. in an apartment 在公寓
11. a computer programmer 一个电脑程序师
12. take the train to school
}坐火车去上学
go to school by train
13.an astronaut 一个宇航员
14 .fly rockets to the moon
}坐火箭去月球
go to the moon by rocket
15. fly to ...
go to ...by plane /air }坐飞机去某地
take a plane to...
16 .on a space station 在太空站
17 .in space 在空间
18 .live in Shanghai 住在上海
19 .fall in love in (with sb /sth ) 爱上某人//某事
20. a beautiful city 一个美丽的城市
21. as a reporter 作为一个记者
23.meet lots of interesting people 遇见许多有趣的人
24. live alone 独居
25. have /keep pets 养宠物
26 .keep a pet parret //pig 养宠物鹦鹉/猪
skating//swimming//shopping 去滑冰/游泳/购物
27. go {
sightseeing // hiking// bike-riding 去观光/远足/自行车旅游/
28.during the week 在一周内
29. look smart //yong //old //beautiful 看起来精神/年轻/老/美丽
30. on the weekend 在周末
31. be able to 能
can
Could
32. dress more casually 穿的更随意
33. go to Hong Kong on vacation 去香港度假
34 .one day 一天
35. visit Australia 参观澳大利亚
36. win the next World Cup 获得下一届世界杯
37. win award 获奖
38. do sth for fun 快乐做某事
39. twenty years from now 二十年后
in twenty years
40.work for myself 为自己工作
41. look smart for my job interview 为面试工作穿的更潇洒一些
42. fly to the moon for vacation 飞往月球度假
43 .wear a uniform to school 穿制服上学
44.predict the future 预测未来
45. many famous predictions 许多著名的预言
46. be famous for //as 以/作为........而闻名
47 .come true 实现
48 .the head of one of the biggest move 美国最大的电影公司之一的总裁
companies in the United States
49. the head of the largest computer companies 美国最大的电脑公司之一的总裁 In the United States
50 .see sb do//doing 看见某人做/正在做某事
51. be used by most people 被大部分人使用
52. a lot better 更好点
53. your own robot 你自己的机器人
54 .in some science fiction movies 在一些科幻电影中
55.in the future 在未来
56.help with/ do the housework 帮助做家务
57 .help ....(to )do sth 帮助做某事
=help... With sth
58. do the most unpleasant jobs 做最不满意的工作
59.such robots 如此机器人
60. such time/bad weather 如此时间/如此糟糕的天气
61 .such an interesting story 如此有趣的故事
=so interesting a story
62.It takes sb ....to do sth 花费某人时间做某事
spend.......on sth 花费某人时间/金钱做某事
(in) doing sth.
63.hundreds of years 几百年前
eihgt hundred years 八百年
64.make sb. do sth 使某人做某事
make robors look like people/humans snakes 使机器人看起来像人/像蛇 make robors walk and dance 使机器人行走和跳舞
65. do the same things as us/a person 和我们/人一样做同样的事情
66. Japanese companies 日本公司
67.this kind of robot 这种机器人
68.be fun to watch 快乐地看
69.robot scientists 机器人科学家
70.It`s +adj for sb. to do sth 做某事对某人....如何
71.wake up 醒来
Wake me/him up 把我/他弄醒
72.talk to /with sb. 与某人谈话
talk about sth. 谈论某事
73.in 25 to 50 years 在25到50年
74.look more like huge arms 看起来更像巨大的胳臂
75.do simple jobs 做单一的工作
76.over and over again 一而再再而三
77.get/be bored 变的无聊
78.have less work to do 有较少的工作要做
79.have many different shapes 有许多不同形状
80.after an earthquake 地震过后
81.a snake robot 一个蛇形的机器人
82.help look for people under buildings 帮助需找建筑物下的人
83.seem possible/impossible 看起来可能/不可能
84.seem+adj. 好像...
seem to do sth 似乎做某事
It seems that......
85.space rockets 太空火箭
86.electric toothbrushes 电牙刷
87.....happen to sb. 某事发生在某人身上
sb. happen to do sth 某人碰巧做某事。