Unit 7　When Tomorrow Comes教学设计 2025-2026学年人教版（2024）八年级英语上册

本文围绕Section A（1a - 1d及Pronunciation 1 - 2）展开，核心知识点为未来预测相关词汇、句式及发音。承接学生对未来的想象，为后续深入学习奠基，呼应未来主题。通过讨论、听力等环节，培养学生语言、文化、思维及学习能力等核心素养。 该设计亮点在于多种活动形式结合，如视频导入激发兴趣。从学生层面看，提升批判性思维与表达能力；从教师角度，提供清晰授课路径；课堂效果上，增强互动性，有效突破口语表达难点。

第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Activity 1 Warming up (感知与注意) T: Class, today we're going to start an exciting journey into the future. Look at this short video clip. (Showavideoaboutafuturisticcitywithflyingcarsandadvancedbuildings.) So, what do you see in the video? How do you imagine the future? Share your thoughts with your partner for a minute. Then, I'll invite some of you to share with the whole class. (Studentsdiscussandshareinitialideasaboutthefuture.) T: Thank you for sharing! It seems that many of you are interested in technology and city life in the future. Let's explore more predictions together. 设计意图：使用视觉效果激发想象力，并与主题建立现实世界的联系，鼓励学生从一开始就积极参与。 Activity 2 Presentation (获取与梳理) T: Now, let's look at the predictions in 1a. On the screen, you can see these statements about what might happen in 100 years. (Studentstickthepredictions.) T: Okay, now turn to your partner and share your choices. Explain why you think those predictions will or won't come true. 设计意图：培养学生的批判性思维和有理有据表达观点的能力，同时复现目标词汇。 Activity 3 Listening (获取与梳理) T: Next, we're going to do some listening. For 1b, before I play the recording, read the summary and the blanks carefully. Try to predict what kind of information you need to fill in. Now, listen carefully and fill in the blanks. (Studentslistenandfillintheblanks.) T: Stop. Check your answers with your partner. Then, I'll ask someone to share the answers with the class. (Studentscheckanswers. ) T: Now, for 1c, I'll play another recording. While listening, circle T for true or F for false for each statement. Remember to listen carefully to the details. (StudentslistenandcircleTorF．) T: Okay, let's check the answers. 设计意图：听前预测任务有助于学生激活已有知识并集中注意力。填空练习和判断正误能训练他们从听力中捕捉特定信息的能力。 Activity 4 Language practice (想象与创造) T: Now, it's time to practise speaking. In pairs, use the questions in 1d to talk about the predictions in 1a. For example, one of you can ask “Will we be able to live on earth in 100 years？” and the other can answer. You can use your own ideas and the ones we've discussed. I'll give you some sentence starters like “Yes, I think so. Because…” or “No, I don't think so. I believe…”． (Studentspractiseinpairs. ) 设计意图：这项活动为学生提供了在实际情境中运用所学语法的机会。给出的句子开头有助于降低口语表达的难度。 Activity 5 Pronunciation (归纳与应用) T: Let's move on to pronunciation. Look at the letter combinations and words on the screen. Listen carefully as I read them first. Then, repeat after me. For example, /n/—news, mind, know. Now, you repeat. (Theteacherreads, studentsrepeat. Then, theteacherexplainsthepronunciationrulesifnecessary.) T: Now, I want you to add one more word to each group. Discuss with your partner and then practise reading the new words together. (Studentsaddwordsandpractiseinpairs. Theteachercheckstheirpronunciation.) T: Next, for Pronunciation 2, listen to the audio and match the emotions with the sentences. Try to feel the tone of each sentence. (PlaytheaudioforPronunciation 2. Studentslistencarefullyandmatchtheemotions.) T: Check your answers with your partner. Then, let's check as a class. 设计意图：通过模仿、自主添加单词以及匹配情感，学生能够逐渐掌握特定字母组合的发音。 Activity 6 Homework (课后作业) Write down three more predictions about the future and give reasons. Share them with your partner in the next class. 第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Key words：worse, take over, ticket, positive… Key sentence patterns： —Will we be able to live on earth in 100 years? —Yes, we will. I believe… —Will many people live in outer space？ —Well, I don't think… Pronunciation: /n/, //, /k/, /ɡ/，/tʃ/，/dʒ/，/f/，/r/ During the teaching process, students were actively involved in discussions and listening tasks. However, some students still had difficulties in clearly expressing their personal predictions in 1d. In future teaching, more time can be allocated to oral expression training, and more scaffolding can be provided to help students organize their thoughts. 学科网（北京）股份有限公司 $$ 第一课时　Section A【(1a—1d)& Pronunciation 1—2】 第二课时　Section A(2a—2e) 第三课时　Section A(Grammar Focus 3a—3c) 第四课时　Section B(1a—1e) 第五课时　Section B(2a—3c) 第六课时　Section B(Project & Reflecting) 学科网（北京）股份有限公司 $$ Language Proficiency (语言能力) 1.Master vocabulary related to future life, technology, and personal development, such as “robot”， “AI”， “prediction”， “improvement”． 2．Comprehend conversations and texts about future predictions through listening and reading, and extract key information accurately. 3．Use the simple future tense correctly to talk about future events, intentions, and predictions in speaking and writing. 4．Express opinions and make discussions on future­oriented topics fluently, with appropriate intonation and stress. 5．Write paragraphs about future dreams, predictions, and self­improvement with correct grammar and logical organization. Cultural Awareness (文化意识) 1.Understand the global trend of technological development in the future and its impact on different cultures. 2．Appreciate how different cultures may envision the world and prepare for the future in unique ways. Thinking Quality (思维品质) 1.Analyze and evaluate various future predictions, and express critical thinking in a logical manner. 2．Develop creativity in imagining and depicting future scenarios, and make reasonable inferences about future changes. 3．Compare and contrast different views on the future, and organize thoughts systematically. Learning Capability (学习能力) 1.Stimulate interest in learning English by exploring the theme of the future, which is closely related to real­life imagination. 2.Learn to gather and summarize information about future­related topics from various resources. 3.Enhance learning efficiency through extensive listening, speaking, reading, and writing practice related to future­themed materials. 学科网（北京）股份有限公司 $$ 第二课时　Section A(2a—2e) Activity 1 Warming up and revision (感知与注意) T: Class, in the last lesson, we talked about some predictions for the future. Now, who can quickly share one of your predictions? (Studentssharetheirpredictionsfromthepreviouslesson.) T: Great! Today, we'll continue exploring what the future might be like through a new conversation. 设计意图：复习先前知识，以便顺利过渡到新课，并激发学生对未来相关话题的兴趣。 Activity 2 Listening (获取与梳理) T: Now, listen to the conversation carefully and fill in the blanks. (Studentslistenandfillintheblanks.) T: Check your answers with your partner. Then, I'll ask someone to share the answers with the class. Also, let's learn some new phrases from the conversation. For example, “transport system” refers to all the ways of transporting people and goods, like roads, railways, etc. 设计意图：训练学生的听力技能，并帮助他们通过语境理解和学习新词汇。 Activity 3 Reading (概括与整合) T: Read the conversation in 2a silently. While reading, pay attention to different aspects of future life, such as people in cities, the transport system, education, health care, and the length of life. (Studentsreadtheconversationsilently.) T: Now, complete the table in 2b. Try to summarize the information about each aspect of future life. (Studentscheckanswersandsharetheircompletedtables.) T: Read the conversation again and answer the questions in 2c. Try to find evidence from the conversation to support your answers. 设计意图：通过要求学生从文本中提取和总结信息来提高他们的阅读理解能力，并通过讨论和答案核对促进 peer­to­peer(同伴间的)学习。 Activity 4 Language practice (内化与运用) T: First, let's listen to the conversation in 2d again. Pay attention to the intonation and pronunciation of the speakers. Try to imitate their tones and expressions. (Studentslisten.) T: Now, divide into pairs and role­play the conversation. 设计意图：通过角色扮演提升学生的口语交际能力和语感，并通过模仿说话者的语调和表情帮助他们更好地理解对话内容。 Activity 5 Pair work(想象与创造) T: Look at the table in 2e. We'll talk about different topics like home, population, transport, job, and free time. Think about your predictions for each topic.Then, work with your partner. Fill in the table with your predictions. Then, use the sentence patterns below the table to create a conversation about your future predictions. (Studentsworkinpairs, fillinthetable, andcreateconversations. ) T: Time's up. Let's invite some pairs to share their conversations with the class. The rest of the class, please listen carefully and see if you have similar or different ideas. 设计意图：通过让学生根据未来预测创编对话，培养他们的创造力和口语交际能力，并鼓励学生表达独特观点和交换想法。 Activity 6 Homework (课后作业) Write a short passage about your predictions for future education. You can include what you think schools will be like, how students will study, etc. Try to use the new phrases and sentence patterns we've learned today. 　 第二课时　Section A(2a—2e) Key words: traffic, accident, technology, transport, efficient… Key sentence patterns： Will there be more/less/fewer… in the future？ I think there will be… I don't think there will be… During the teaching process, students were actively involved in various activities. When creating conversations in 2e, some pairs' conversations lacked logical coherence. Teachers can offer more guidance on how to structure conversations and ensure the smooth flow of ideas in future classes. Overall, through this class, students have further improved their understanding of future­related topics and language skills, but there is still room for improvement. 学科网（北京）股份有限公司 $$ Learning Situation Analysis(学情分析) 1．Students may have some basic understanding of the future from daily life, science­fiction movies, or stories. They have learned some simple tenses in English, which can be used as a foundation for learning the simple future tense. However, their knowledge of future­related vocabulary and complex future­themed expressions may be limited. 2．The theme of the future is generally appealing to students, as it involves imagination and technological advancements. This can arouse their interest and motivation in learning. But some students may find it challenging to think creatively and express their ideas accurately in English, which may affect their enthusiasm if they encounter difficulties during learning. 3．Some students may be accustomed to passive learning, relying on teachers to explain knowledge. They may lack the initiative to explore and think independently. In group activities, there may be differences in participation levels, with some students being more active while others being less involved. 1．Utilize multimedia resources such as videos, pictures, and short science­fiction clips to present future­related content vividly. This can attract students' attention and stimulate their interest in learning. 2．Recognize the differences among students. For students with a good foundation, provide more challenging tasks, such as in­depth discussions on complex texts about future­technology or creative writing tasks with higher requirements. For students who are relatively weak, offer more basic vocabulary and grammar training, and more scaffolded support in tasks. 3．Design more group­work and individual­exploration activities. Also, encourage students to ask questions and explore knowledge independently, and give positive feedback when they show initiative. 4．Link the learning content with students' real­life experiences. When teaching future­related vocabulary or grammar, ask students to think about how these will be applied in their own future lives. 学科网（北京）股份有限公司 $$ 第三课时　Section A(Grammar Focus 3a—3c) Activity 1 Presentation and comprehension (获取与梳理) T: Class, let's start by looking at the sentences in 3a. Please read these sentences aloud together. Pay close attention to the words in bold. (Studentsreadthesentencesaloud.) T: Now, let's look at the sentences in 3a again. I'll ask you to analyze each sentence. For example, in the sentence “What will the future be like？”， we use “will” because we are making a general prediction about the future. Now, I want you to work in pairs and analyze the other sentences in 3a. Think about why “will” or “be going to” is used. (Studentsworkinpairstoanalyzethesentences.) T: Okay, let's check. (Studentssharetheiranalysis.) T: Great! You've pointed out that here “will” is used to make predictions. Now, let's talk about the differences between “will” and “be going to”. “Will” is often used for spontaneous decisions or general predictions, while “be going to” is used for pre­planned actions. For example, “I'll help you with your homework” (a spontaneous decision) and “I'm going to visit my grandparents this weekend” (a pre­planned action). Do you understand? (Studentsrespond.) T: Now, I'll give you some more examples on the blackboard. Please tell me whether to use “will” or “be going to”． 设计意图：通过句子分析练习，学生能够进一步理解一般将来时的用法，尤其是“will”和“be going to”之间的区别，并提高他们分析和运用语法知识的能力。 Activity 2 Practice (内化与运用) T: Let's move on to 3b. In this exercise, you need to complete the conversations with the correct forms of the verbs in the box. First, read the conversations carefully and think about the context.Then complete the exercises on your own. After you're done, check your answers with your partner. 设计意图：通过实际练习，学生能够将一般将来时的知识内化为己用，并提高在不同语境中正确运用该时态的能力。 Activity 3 Writing (想象与创造) T: Now, it's time for 3c. First, write some predictions about your partner's life in 20 years. For example, “You're so friendly and nice. I think you will be a good teacher.” Then, make up a conversation with your partner based on these predictions. (Studentswritepredictionsandcreateconversationsinpairs.) T: After you're done, I'd like some pairs to come to the front and share your conversations with the class. (Pairsofstudentscometothefrontandsharetheirconversations.) T: Great! Your conversations are very creative. Now, let's review what we've learned today. We've studied the simple future tense, including its structures “will ＋动词原形” and “be going to ＋动词原形”， and the differences in their usage. 设计意图：通过创造性写作和分享，进一步巩固学生对一般将来时的知识，并培养他们用书面和口头表达与未来相关想法的能力。 Activity 4 Homework (课后作业) Write a short passage about your own future plans. Use at least five sentences with the simple future tense. 第三课时　Section A(Grammar Focus 3a—3c) Simple future tense structures： “will＋动词原形” “be going to＋动词原形” Examples： I will go to the park tomorrow. He is going to buy a new book. Differences in usage： “will” for spontaneous decisions/general predictions “be going to” for pre­planned actions Through this class, most students have initially grasped the basic structures and some usage rules of the simple future tense, achieving the expected teaching objectives to a certain extent. In future teaching, more real­life examples and context­based exercises should be provided to help students better master the usage of the simple future tense. 学科网（北京）股份有限公司 $$ Unit 7　When Tomorrow Comes This unit centres around the theme of “future”. It encourages students to make predictions about the future, explore how technology will transform our lives, and consider ways to prepare for it. Through various activities like listening, speaking, reading, and writing, students will not only enhance their language skills but also cultivate a forward­looking mindset and awareness of technological development. The theme is highly relevant to students' daily lives and future prospects, which can arouse their strong interest and motivation in learning. Key Points 1.Master the simple future tense to talk about future events and predictions. 2．Learn vocabulary related to future life, technology, and problem­solving. 3．Improve listening, speaking, reading, and writing skills through activities about future predictions. 4．Cultivate students' ability to think critically and creatively about the future. Key Difficulties 1.Use the simple future tense accurately in different contexts. 2．Understand complex texts about future technology and making inferences. 3．Organise thoughts and express unique and reasonable future predictions in speaking and writing. 学科网（北京）股份有限公司 $$ 第六课时　Section B(Project & Reflecting) Activity 1 Warming up (感知与注意) T: Class, throughout this unit, we've been exploring various predictions about the future. Today, we're going to put our ideas together and create a picture of what our city might look like in the future. This is not only a fun project but also a great chance to review what we've learned and think creatively. 设计意图：简要介绍项目以激发学生兴趣并明确本节课的目的。 Activity 2 Group work (获取与梳理) T: Now, let's divide into groups of 4－5 students. (Helpstudentsformgroups.) T: In your groups, discuss what our city will be like in the future. Look at the example questions provided in 4a. Think about aspects like the population, buildings, transportation, weekend activities, parks, museums, and the environment. Try to use the vocabulary and the simple future tense we've learned, such as “There will be…”，“People will…”，“Transportation will…”． (Studentsdiscussingroups.) T: Okay, after the discussion, as a group, decide which predictions are more likely to come true. You can have a vote or reach a consensus through further discussion. Remember to consider the feasibility and creativity of each prediction. 设计意图：通过小组讨论，学生能够交流想法、激发想象力，并练习运用相关语言知识描述未来城市生活。 Activity 3 Drawing and presentation (想象与创造) T: Now that you've selected your predictions, it's time to draw pictures to show them. Use the drawing papers and coloured pencils. Try to make your pictures as vivid and detailed as possible so that other groups can easily understand your predictions. (Studentsstartdrawing.) T: Each group will have 2－3 minutes to present your picture and briefly explain the predictions behind it. Remember to speak clearly and use the simple future tense. (Groupstaketurnspresenting. ) T: After each presentation, the other groups can guess the predictions shown in the picture. The presenting group can then confirm or clarify. 设计意图：这一系列活动通过“视觉创作——语言表达——互动反馈”的链条，将抽象的语言学习转化为具象的实践体验，既落实了“未来城市”主题的词汇和句型运用，又通过多元互动提升了学生的综合语言能力与合作创新思维。 Activity 4 Homework (课后作业) Write a short paragraph (80－100 words) about your most interested prediction from today's project. Include why you think it's likely to happen and how it will change people's lives. 第六课时　Section B(Project & Reflecting) Words for future predictions：population, buildings, transportation, parks, museums, environment… Sentence patterns for future predictions： There will be… People will… Transportation will… During the group discussion and prediction­making process, some groups struggled to think outside the box and came up with rather conventional ideas. In future teaching, more inspiring materials, such as short videos about future­city concepts, can be provided to stimulate students' creativity. 学科网（北京）股份有限公司 $$ 第四课时　Section B(1a—1e) Activity 1 Warming up (感知与注意) T: Class, let's start by thinking about the future. I'll write some keywords on the blackboard: “robots”， “jobs”， “technology”. Now, I want you to take one minute to think individually about how these things might be related in the future. Then, turn to your partner and share your thoughts for another minute. (Theteacherwritesthekeywordsontheblackboard. Studentsthinkindividuallyandthendiscusswithpartners.) 设计意图：激活学生已有的知识，让他们思考未来职业和技术的话题。 Activity 2 Reading (获取与梳理) T: Now, look at the title of the interview “Ready for Tomorrow？” in 1b. Based on our warming­up discussion, what do you think this interview might be about? Discuss with your partner for a minute and then share your ideas with the class. (Studentsdiscussandsharetheirpredictions.) T: Good guesses! Now, read the interview to see if your predictions were correct. While reading, try to figure out the main points Dr Lu Xingyuan is making about the future. 设计意图：鼓励学生在阅读前进行预测，通过阅读验证预测可提高学生的阅读理解能力。 Activity 3 Practice (概括与整合) T: Look at the table in 1c. Using the information from the interview, fill in the table. You need to find details about the guest's name, job, and his predictions about robots, future jobs, AI, as well as the advice he gives. (Studentscompletethetable. Theteacherofferssupportifneeded.) T: Once you're done, check your answers with your partner. Then, we'll have some students share their filled­in tables. T: Read the interview again, but this time more carefully. As you read, tick the statements in 1d that you can infer from the interview. Remember, an inferred statement is not directly said but can be understood from the information given. (Studentsreadandtickthestatements.) T: Now, turn to your partner and discuss your choices. Explain why you think each statement can or can't be inferred. (Studentssharetheiranswers.) 设计意图：训练学生从文本中推断信息的能力，完成表格有助于学生从访谈中组织和提取关键信息，增强整体阅读理解能力。 Activity 4 Group work (想象与创造) T: Now, we'll work in groups of four to discuss the questions in 1e. (Studentsformgroupsandstartdiscussing.) T: Let's start with the first question. The two groups with opposing views, come to the front. Each group will have 1 minute to present your main arguments, and then there will be 2 minutes for a back­and­forth discussion between the two groups. (Groupspresentanddebate.) 设计意图：最初的小组讨论使学生能够分享想法并整理思路。过渡到小型辩论则增加了挑战和兴奋感，鼓励学生更具批判性地思考，清晰地表达自己的论点，并回应相反的观点。这有助于提升他们的口语表达能力和批判性思维能力。 Activity 5 Homework (课后作业) Write a short essay summarizing your stance on one of the debated questions from 1e. Explain your reasoning using the knowledge and ideas we've explored in class. Try to use the new vocabulary appropriately and present a well­organized argument. 　 第四课时　Section B(1a—1e) Debate: Will robots replace humans？ For：Efficiency in repetitive tasks; AI advancements. Against：Need for human creativity/emotional intelligence. Useful sentence patterns： In my opinion, robots will… I believe humans need to… because… Although AI is powerful, it cannot… During the class, students were highly engaged in the various activities. The addition of the mini­debate and individual reflection enhanced their critical thinking and communication skills. However, some students still struggled with organizing their arguments during the debate. In future teaching, more guidance on argument­building, such as using evidence and logical reasoning, can be provided. 学科网（北京）股份有限公司 $$ 第五课时　Section B(2a—3c) Part 1 Vocabulary in Use Activity 1 Warming up and presentation (感知与注意) T: Class, look at the words in 2a. We're going to find their opposites. First, try to do it on your own. If you're not sure, you can use your dictionary. (Studentsworkindividually. ) T: Okay, let's check the answers. Who wants to share the opposite of “more”？ (Studentsshareanswersonebyone, andtheteacherwritesthemontheblackboardandcorrectsanymistakes.) 设计意图：通过学习单词的反义词帮助学生扩大词汇量，并加强他们使用词典的能力。 Activity 2 Vocabulary practice (获取与梳理) T: Now, look at the words in the box in 2b. Read the sentences carefully and think about which word fits best in each blank. (Studentscompletethesentencesindependently. ) 设计意图：学生在语境中练习使用新单词，这有助于他们更好地理解这些单词的含义和用法。 Activity 3 Vocabulary practice (归纳与应用) T: Move on to 2c. Read the passage carefully. Try to figure out which word should go in each blank according to the context. (Studentsfillintheblanks.) 设计意图：在更复杂的语境中进一步加深学生对词汇用法的理解，同时也帮助他们在分析短文以选择合适单词的过程中提高阅读理解能力。 Part 2 Reading for Writing Activity 1 Warming up(感知与注意) T: Class, let's play a quick game called “Future Flash”. I'll show you some pictures related to different aspects of life, like a school, a house, a workplace, etc. (Showpicturesonebyoneonthescreenoroncards) When I show a picture, I want you to quickly close your eyes and imagine what that aspect of your life might be like in 20 years. Then, open your eyes and share your quick thought in class. (Showpicturesandletstudentssharewithpartners.) 设计意图：激发学生对未来的想象和已有知识，并让他们对“未来梦想”这一主题产生参与感和兴奋感，从而顺利引入对曼迪未来梦想短文的阅读。 Activity 2 Reading and comprehension(概括与整合) T: Now, let's read about Mandy's dreams for the future in 3a. Read it silently and try to answer this question: What does Mandy want to be in the future? While reading, you can also underline the key sentences. (Studentsreadthepassagesilently.) 设计意图：训练学生从短文中提取关键信息的能力，并帮助他们理解与未来梦想相关的内容。 Activity 3 Table completion(内化与运用) T: Look at the table in 3b. Based on the information in the passage, fill in the columns for Mandy. (StudentsfillintheblanksforMandy'spart. Then, theythinkaboutandfillintheirowninformation.) T: Let's share. Who wants to share what you filled in for Mandy's “Place to live”？ And then share your owns. 设计意图：完成表格有助于学生梳理短文中的信息，同时鼓励他们思考自己的未来梦想，为 3c 部分的写作任务奠定基础。 Activity 4 Writing(想象与创造) T: Now, we're going to write a short passage about our dreams for the future in 3c. First, look at your notes in 3b. Think about how to start your passage. You can start with a question like “What will my life be like in 20 years？” or a statement like “In 20 years, I envision a life full of opportunities.” Then, describe your future job, where you'll live, what you'll do in your free time, and how you'll make your dreams come true. Try to use the vocabulary we've learned today. (Theteachergivessomeexamplesentencesandremindsstudentstopayattentiontogrammarandsentencestructure.) T: Start writing. Take your time and organize your thoughts clearly. If you have any questions, you can ask me or your partner. (Studentswrite. ) T: Okay, time's up. Who wants to share your passage with the class? 设计意图：这项写作练习让学生运用所学的词汇和想法，提升写作技能，并与全班分享他们的未来梦想。 Activity 5 Homework(课后作业) Revise your passage in 3c. Check for grammar and spelling mistakes. Then, exchange your passage with a classmate and give each other feedback. 第五课时　Section B(2a—3c) Useful vocabulary for writing：come true, goal, pursue, opportunity, plan… Example sentences for writing： In 20 years, I envision a life full of opportunities. The next 20 years will bring great changes to my life. Writing tips： Organize your passage logically. Use correct grammar and rich vocabulary. Check for spelling mistakes. During the vocabulary exercises, some students still had difficulty in choosing the most appropriate word in 2b and 2c. In future teaching, more context­based examples and practice can be provided to help them better understand word usage. In the writing practice, a few students had trouble organizing their thoughts and expressing them clearly. Teachers can offer more structured writing guidance, such as providing an outline template, in future classes to help these students improve their writing skills. 学科网（北京）股份有限公司 $$