Unit 7 Will people have robots Section A (1a-2d) 教学设计 2024-2025学年人家新目标八年级英语上册

Unit 7 Will people have robots？Section A (1a-2d) 教学设计 教材分析： 本课时为本单元第一课时，是一节听说课，围绕“未来的世界”这一话题，呈现了一般现在时（will）的肯定句、否定句、一般疑问句和 what 引导的特殊疑问句，包括 there be 结构在一般将来时中的用法。1a-1c 是导入部分，将学生引入“谈论对未来的预测”的话题语境中，呈现了核心语法句型（一般将来时的肯定句、否定句和一般疑问句）。2a-2d 以听说对话教学为主，主要学习 there be 结构在一般将来时中的用法。 学情分析： 进入八年级的学生，有了一定的英语基础和语言学习能力，语言感知能力较强，这是英语学习的优势。但同时，易出现分化现象，故需鼓励和激发，并辅以灵活多样的教学设计和丰富多样的活动设计，鼓励学生深入语言实践，渗透学法指导并引导学生逐步养成良好的学习习惯。在前一个单元的学习中，学生已掌握了 be going to 结构表示将来时的用法，这个单元的学习更是水到渠成，主要可以将重心放在 there will be 句型上，可创设不同语帮助让学生熟练掌握。 课时目标： 1. 语言能力：能够在预测未来的情境中，正确使用一般将来时询问和谈论对未来生活的畅想，并正确使用 more, less, fewer 表示数量和程度；能够通过预测、抓取关键词、使用正确的句式结构等提高听说技能。 2. 学习能力：通过预测未来，保持对英语学习的兴趣；能够在听力中抓取有关未来的学习、生活、城市等的关键词完成任务，提高听力效率；参与结对活动、小组活动时，能积极与他人合作，相互帮助，共同完成学习任务，体验在“做”中使用目标语言。 3. 思维品质：通过听说训练，获取关于预测未来的关键信息，并在此基础上联系自身实际，发表个人观点，实现知识与思维能力的迁移，在各种语言实践活动中，提高思维的逻辑性、批判性和创新性。 4. 文化意识：能够发挥想象，对未来进行合理预测，并增强环境保护的意识。 教学重难点： 发挥学生的主体作用，让学生感受知识，体验知识，积极参与，努力实践，在活动中学会用语言表达交流 评价任务： Activity 1：Task 1 Activity 2：Task 2 Activity 3：Task 3 Activity 4：Task 4 学习活动： Activity 1 Review and lead-in Task 1:通过复习含有 be,can 的一般疑问句，能够掌握本节课目标语言 will， there will be 用法。 Greet the class and do simple exercises to review general question(be, can), there is/are going to be.... Then lead in the use of modal verb “will” and “there will be...”. 教师观察学生回答问题的表现,并根据学生的回答情况给予帮助和鼓励。 Activity 2 Presentation Task 2: 熟悉核心语法句型，为听力扫清障碍。 1. The teacher show pictures to make some predictions by using will. 2.Work on 1a, Section A, students read the predictions, check A for agree or D for disagree. Because different people have different ideas. Then ask some students to share their opinions. 教师观察学生能否理解核心语法句型，根据情况给予帮助。 Activity 3 Listening practice and pair work Task 3: 能够听懂对未来预测的表达，掌握 more, less, fewer 的用法，通过与同伴的对话，运用目标语言描述未来，预测未来。 1. Finish the task in 1b on page 49. Listen and circle the predictions. Then check the answers. 2. Ask the students to work in pairs to make new conversation according to the pictures and sentence patterns. Let some pairs show their conversations 3. The teacher show the phrases, ask students to summarize the use of “more, less, fewer”. 4. Finish the task in 2a and 2b. The first time , listen and circle the words you hear. The second time, listen and check the predictions you hear. Then read the listening material to correct the other three sentences. 5. Work on 2c. Make conversations about the predictions. --What’s your prediction about the future? --I think ther will be more/fewer/less... --Really? I don’t think so./ I think so. I think ... Let some pairs show their conversations. 通过多样性听力练习, 教师观察学生能否听取语篇大意和细节信息, 引导学生对将来的一些情况进行合理预测. Activity 4 Work on 2d Task 4:通过角色扮演，练习和提升口语交际能力，谈论对未来的预测。 Read the conversation carefully and answer the questions. 1. What will the future be like according to the book? 2. What can people do to save the earth? Ask students to work in pairs to role-play the conversation. 教师观察学生在语境中运用核心语言进行问答和交流的情况,根据学生的表现给予指导和反馈 Activity 5 Deep thinking Think about what should we do to protect the environment. 教师观察学生完成任务的情况,并根据实际情况给出必要的指导和反馈 Activity 6 Summary Summarize what we have learned. Activity 7 Finish the exercises. 1. Choose the best answers. 1. I think kids will study at home on computers _____ten years. A. at B. for C. after D. in 2. Hurry up! The train _____in two hours. A. go B. went C. will go D. goes 3. I think that England _____next time. A. will win B. won C. is winning D. wins 2. Fill in the blanks. 1. I will _____（be）more outgoing. 2. People will _____(have) robots. 3. Kids _____(not go) to school in 100 years. 4. There _____(be) a match next weekend. 5. I will have_____(little) free time next month than this month. 6. I think there will be _____(few) trees than now. 教师观察学生完成练习的情况,并根据实际情况给出必要的指导和反馈。 Activity 8 Homework 1. Draw a picture of what you think the environment will be like in the future. Write at least 4 sentences and then describe it. 2. Preview Grammar Focus-3c. 学科网（北京）股份有限公司 $$