Unit 7 Will people have robots Section A 教案 2024-2025学年人教版英语八年级上册

Unit 7 Will people have robots? Section A（1a-1c） Teaching Aims 1.语言能力：听懂有关预测未来生活的听力材料，并提取关键信息。 2.文化意识：能够谈论对未来生活的预测，畅想自己的未来生活，提升思维和想象能力，形成对未来生活的美好向往。 3.思维品质：学习用一般将来时谈论对未来的预测。 4.学习能力：能用will do和there will be句型来谈论对未来的预测。 Teaching Difficulties 能正确使用一般将来时谈论对未来的预测。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · T asks the following question and encourages Ss to talk freely: How will the world be different 100 years from now? Tip: T can tell Ss that one of the differences 100 years later is people will have robots. · Group Discussion Step 1: T divides Ss into groups of four, asks them to discuss: What can robots do? Step 2: T chooses one S from each group to share the answer of his / her group. Step 3: T shows Ss pictures on PPT P6 and P7. T introduces some new words and expressions about the things robots can do. · Ask and answer: How will the life be different in the future? T shows Ss pictures about the changes of life in the future (PPT P8-P11) and asks them to describe the pictures. · Predictions for the future T shows Ss some descriptions for the future (from PPT P12-P14) and introduces the simple future tense (the usage of “will”). · Free Talk Ask Ss to work in pairs or groups and let them to discuss the following questions: Do you think the predictions for the future will come true? What other predictions about the future can you make? Step 2 Presentation & Practice · Lead in Show the picture of 1a to Ss and ask them to think about the questions: 1.Where are the two boys? 2.What are they talking about? 3.Can you describe the two small pictures? 4.Do you think these situations (robot helping us at home; studying math on computer ) are happening now or will happen in the future? T can either pick some Ss to share their answers for the whole class or encourage Ss to share their answers with a partner. Pre-listening 1a · Get Ss to read the predictions about how the world will be in 100 years from now and ask them to tick A for agree and D for disagree. After Ss have done activity 1a, T may want to conduct a poll to find out the number of Ss for each prediction. While-listening 1b · Before listening, T can ask Ss to predict the predictions that they will hear in the conversations. T should tell Ss: 1. Look at the list of predictions in activity 1a. 2. Which of these do you predict that you will hear in the recording? After Ss have listened to the recording, ask which S(s) had the greatest number of correct predictions. Answers: Circled (in order heard): 1, 2, 5, 4 · T shows the conversation on PPT P19 and P20. Play the recording again and ask Ss to complete the conversation. Answers: P19：think, have robots, years, cleaned, will use, be free, probably, only, country；P20：country，be, peace, hope, think ,won’t, study, won’t, study, computers, disagree, always. Post-listening · Let Ss to work in pairs, then ask and answer questions about the predictions in 1a. T may want to elicit from Ss 10 or more predictions that are different from those in the textbook and write the predictions on the board. Ss should be encouraged to use the predictions in the textbook (i.e. activity 1a) and on the board when they practice their conversations in activity 1c. · Pair work Step 1: Show Ss pictures and conversations on PPT P23 and P24, then ask them to complete the conversations. Step 2: Ask each S to find a partner and role-play the conversations. · Free Talk Divide Ss into several groups, ask each group to make more predictions about the future. T can use the prompts: What will cars be like? What will cities be like? Step 3 Language points learning paper作不可数名词，表示“一张纸”要用 a piece/sheet of paper, 多于一张纸要用“基数词+pieces/sheets of paper”表示。paper还可作可数名词，意为“报纸；论文；试卷”等。 in + 时间段表示“在……之后”，通常用于一般将来时，对其提问要用how soon。 in和after的区别为： in表示以现在为起点的将来一段时间之后，后接时间段，通常用于一般将来时。 after表示从过去某个时间点算起的一段时间之后，后接时间段，通常用于过去时；后接时间点时也可用于一般将来时。 一般将来时的表达：will + 动词原形表将来 “there be”句型一般将来时的表达: 肯定句: There will be ＋名词(短语) 否定句: There will not / won’t be ＋名词(短语) 一般疑问句: — Will there be ＋名词(短语)? — Yes, there will. / No, there won’t. Step 4 Summary & Homework · Summary Ask Ss to do exercises from PPT P31 to P33. · Homework: 1. Preview the conversation in 2d. 2. Do the exercises in students’ book. Teaching Reflection In the first period we can tell students the topic of this unit is “life in the future”. We should also introduce the unit goal to the students—making predictions.We can set the scene to increase the students' vocabulary and introduce the target language. Unit 7 Will people have robots? Section A（2a-2d） Teaching Aims 1.语言能力：听懂有关预测未来生活的听力材料，读懂以未来生活畅想为话题的语篇。 2.文化意识：能够谈论对未来生活的预测，畅想自己的未来生活，提升思维和想象能力，形成对未来生活的美好向往。 3.思维品质：学会用助动词 will 来表达将来时，并能熟练运用 there be句型表 达将来时。 4.学习能力：明确区分可数名词和不可数名词，正确使用more，less，fewer。 Teaching Difficulties 学会用 more, less, fewer来预测未来生活。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Play the song whatever will be will be to Ss, ask them to listen to the song and fill in the blanks. T can ask Ss to pay attention to the simple future tense (the usage of “will”.) · Revision Ask each S to find a partner. T shows them the pictures on PPT P6 and P7, ask them to make a prediction about each picture with their partner. T can ask Ss to make more predictions, e.g. Will there be more or less pollution? Why? · Free Talk Work in pairs, ask Ss to talk about what they can do to protect the environment. Remind Ss that everyone should save the planet and protect the earth. Step 2 Presentation & Practice While-listening 2a · Ask Ss to listen and circle the words they hear. T may want to preview as a class the possible responses in activity 2a before Ss listen to the recording. In this way, Ss will consider the grammatically correct options. The T should have Ss predict which of the responses they will hear in the recording. After Ss have listened to the recording, T can elicit which of the S(s) predicted the greatest number of responses correctly. Answers: circled: 1.more 2.less 3.fewer 4.less 5.fewer · Explain “there be” structure in simple future tense and the usage of “more”, “less”, “fewer” to Ss. 2b · Play the recording again. Ask Ss to check the predictions they hear. T may want to have Ss close their textbooks and write down the predictions they hear. Then have Ss open their textbooks and use their notes to answer the questions. Answers: Checked: 2, 5 · Show PPT P14 to Ss. Ask them to listen again and write T or F for each statement. Answers: T, F, T, F Post-listening 2c · Pair up, ask Ss to make conversations about the predictions in 2a and 2b. T can ask Ss to make more predictions about future using the pictures on PPT P16. Optional choice: · T can use a game to help Ss practice the conversation. Step 1: T selects one S to stand at the front of the class but with his or her back to the other Ss. Step 2: T reads a prediction (from 1a, 2a and 2b or an original prediction). The S at the front writes down whether he or she agrees or disagrees with the prediction. Step 3: The other Ss move to one of the sides of the room. Ss who predict the S is going to agree with the prediction stand on the left. Ss who predict the S is going to disagree with the prediction stand on the right. Step 4: T should ask the S at the front to reveal his or her answer. Ss who did not correctly predict the answer sit down. Step 5: The Ss standing can continue in the game. Step 6: T should repeat the process until there is only one S left standing or until all predictions have been considered. Tips: T can encourage the S who stands at the front of the class to give opinions on why he/she agree or disagree with that prediction. Step 3 Presentation & Reading 2d · Ask Ss to role-play the conversation with their partner. T may want to have Ss change the conversation after they have practiced the original conversation. Step 1: Write on the board: A: So what will the future be like? B: ... A: What will happen? B: ... A: What can we do? B: ... Step 2: Elicit from Ss some possible answers for speaker B and write the answers on the board. The answers should include a mix of positive and negative ideas. Step 3: Have Ss practice the conversation in activity 2d, adapting it to utilize the ideas on the board. · Let Ss to read the conversation again, ask them to find out the answers for the following questions: 1. What is Jill reading? 2. What will the future be like according to the book? 3. What can people do to save the earth? · Show PPT P21 to Ss. Ask them to close their books and fill in the blanks according to the conversation. Answers: will, be, will be, will be, will be, Will, have to, less, more, play a part in Step 4 Language points learning few, little, many ,much的用法 few的意思是“一些（否定）”，修饰可数名词，其比较及是fewer，最高级fewest。 little的意思是“一些（否定）”，修饰不可数名词，其比较及是less，最高及是least。 many的意思是“许多”，修饰可数名词，其比较及是more，最高及是most。 much的意思是“许多”，修饰不可数名词，其比较及是more，最高及是most。 play a part的意思是“参与；发挥作用”，它常与介词in连用，后接名词、代词或动词-ing形式。 earth意为“地球；世界”， 表示世界上独一无二的事物，因此其前一般要加定冠词the。 Step 5 Summary & Homework Summary · Ask Ss to do the exercises from PPT P25-27. Homework · Read and recite the conversation in 2d. · Do the exercises in students’ book. Teaching Reflection The students may perform well in the preparatory stage. Most of the students can recognize, read and write the key words in this lesson.While writing a dialogue, the students actively take part in it and speak loudly. They can make up their own sentences by imitating reference cases. Through the task, they can train their ability to use the target language. Unit 7 Will people have robots? Section A（GF-3c） Teaching Aims 1.语言能力：能正确使用一般将来时谈论对未来的预测；并能正确使用more,less,fewer表示数量。 2.文化意识：能够谈论对未来生活的预测，畅想自己的未来生活，提升思维和想象能力，形成对未来生活的美好向往。 3.思维品质：学会多角度、多元化地谈论将来的城市是什么样子。 4.学习能力：能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。 Teaching Difficulties 能正确使用一般将来时谈论对未来的预测；并能正确使用more,less,fewer表示数量。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Lead in · Let Ss to read the sentences in the columns of Grammar Focus. Tell Ss that they are going to learn the simple future tense and the usage of “more”, “fewer”, “less” in this lesson. Step 2 Language points learning 一般将来时语法概述 一般将来时既可表示将来某个时间要发生的动作或存在的状态，也可表示将来经常或反复发生的动作。其基本结构主要有“be going to+动词原形”和“will+动词原形”，本单元讲的是will型一般将来时。will本身没有人称和数的变化，常缩写为’ll。其否定形式为will not，常缩写为won’t。 一般将来时的句式结构 肯定句：主语+will+动词原形+其他 否定句：主语+won’t+动词原形+其他 一般疑问句及其肯定、否定回答：Will+主语+动词原形+其他？ 肯定回答：Yes, 主语+will. 否定回答： No, 主语+won’t. 特殊疑问句：特殊疑问词（短语）+will+ 主语+动词原形+其他？ 一般将来时的用法 will+动词原形”常与表示将来的时间状语连用，如tomorrow, the day after tomorrow, next year , in the future等。 there be句型的一般将来时结构 there be句型的一般将来时结构： there will be; 其否定形式是在will后直接加not; 其一般疑问句形式是直接把will提到句首； 肯定回答为“ Yes, there will.”； 否定回答为:“No, there won’t.”。 will和be going to 的区别 be going to往往表示将要发生的动作或安排，特别是打算、计划、决定要做的事。 一般将来时（will）常用来客观陈述将来某个时间要发生的动作或存在的状态（will作为情态动词常表意愿）。 more / fewer / less的用法 more意思是“更多的”，是many和much的比较级，后面跟可数名词复数或不可数名词。 less的意思是“更少的”，是little的比较级，后只跟不可数名词。 fewer的意思是“更少的”，是few的比较级，后只跟可数名词复数。 Step 3 Presentation & Practice 3a · Ask Ss to fill in the blanks with more, less or fewer. Answers: 1. less, more 2. more, more 3. fewer, more 4. more, more 5. less, more (or “more”, “fewer”) 3b · Ask Ss to complete the predictions with what they think will happen in the future. Answers will vary. 3c · Divide Ss into groups of four. Ask each group to draw a picture of what they think a city in the future will be like. Then describe it to the class. T can make activity 3c more challenging by asking Ss to include 10 different predictions in their pictures without labeling them. After Ss have finished their pictures, instruct Ss to work in pairs and exchange pictures. Each of the Ss in the pair has to find the 10 predictions in the picture. (Tip: T can use the example on PPT P17 as an example.) Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P18-22. Homework · Preview the new words and phrases in Section B (1a-1e). · Do the exercises in students’ book. Teaching Reflection In the this period, the students will be able to master these words and phrases—future, pollution, environment, planet, earth, play a part, world peace, sea, sky. They can get information by asking questions, so as to improve their listening and speaking ability. Develop the spirit of teamwork between students and their partners. Help students to make future plans and play a role in saving the earth! Besides, the students should master the grammar of this unit. To master the structure“will＋verb”, we can ask them to make some predictions about the future life and write the sentences down. 1 学科网（北京）股份有限公司 $$