Unit7 Period 3 Section A Grammar Focus(3a - 3c)教学设计2025-2026学年人教版（2024）八年级英语上册

Unit7 Period 3 Section A Grammar Focus(3a - 3c)教学设计 【教学分析】 Teaching Analysis Teaching Content Master the structures and usages of "shall" and "will" in the future tense. Core Literacy 1. Students can recognize the rules and usages of "shall" when expressing suggestions. 2. Students can master the usages of "will" in general questions and special questions of the simple future tense. 3. Students can fill in the blanks with the appropriate forms of the given words to complete sentences. 4. Students can use the learned tense and expressions to predict their partners' lives in 20 years and make dialogues. Key Points and Difficult Points Key Points: Recognize the structure of the simple future tense and master its changes and answers in questions. Difficult Points: Skillfully apply the simple future tense in different situations. 【教学过程】 Teaching Procedures Step 1 Lead - in Greet the class. Start the class by asking students: "What do you think life will be like in 50 years?" Have them discuss it together and write their ideas on the board (e.g., People will live on Mars. Robots will do all the work for people...). Design Intent: To activate students' prior knowledge about future predictions, arouse their interest in the topic, and prepare them for the upcoming lesson content. Step 2 Work on 3a Introduce the Grammar Focus by explaining the concept of the simple future tense, emphasizing that it is used to talk about predictions for the future. Write a few example sentences on the board and highlight "will + v." in the simple future tense and the time expressions. Read the sentences in the table aloud and notice the words in bold. Have students discuss in groups how "will" and "shall" are used. Design Intent: To help students understand the form and function of the simple future tense with "will" and "shall" through explanation, example demonstration, and group discussion, laying a foundation for subsequent practice. Step 3 Work on 3b Teach the verbs in the box, explain their usages and correct forms by taking examples. Ask students to fill in the blanks individually using verbs in the box, paying attention to the tenses. Check the answers: (1) will get; (2) Will, be, won't be; (3) will win, will be; (4) will find, will live; (5) Shall, meet, will see; (6) will need. Divide students into groups of 2 and ask them to role - play the conversation. Pick up some pairs to share their role - play in class. Teacher praises the good pairs for their emotions, intonations and pauses. Design Intent: To reinforce students' understanding and usage of verbs in the simple future tense through filling - in - the - blanks practice, and to improve their oral expression and collaborative learning abilities via role - play activities. Step 4 Work on 3c Ask students to write 3 predictions about their partner's life in 20 years (e.g., You will be a famous singer.). Pair them up. Lead them to role - play the conversations using the model: A: You're so creative, I think you will be an artist. B: Really? I don't think so. I think I'll be a scientist. A: Why do you think so? B: Because I am good at maths and physics. Have some pairs share their predictions to the class. Teacher provides support and feedback. Design Intent: To encourage students to use the simple future tense to make personalized predictions about others' lives and practice interactive communication in a real - life - like context. Step 5 Summary Emphasize the correct usage of "will" and its negative form "won't". Design Intent: To summarize the key points of the lesson, helping students consolidate their grasp of the core grammar structure (the simple future tense with "will"). Step 6 Homework Write a paragraph: "My Life in 2040" (5 sentences using "will"). Design Intent: To reinforce students' ability to use the simple future tense in writing and extend their language practice beyond the classroom. 【随堂作业】 In - class Exercise Complete the following sentences according to the context and the first letters or Chinese hints. —Jack, what shall we have for lunch today? —Beef noodles. Each winner will get 5,000 yuan as a prize for the competition. I can't buy anything now because I lost my wallet. Cancer (癌症) kills thousands of people every year. I am sure you will pass (通过) the exam if you work hard. 【板书设计】 Blackboard Design Unit 7 When Tomorrow Comes Section A What are your predictions about the future? Grammar Focus(3a - 3c) Words and expressions: shall, pass, winner, cure, cancer, concert, cash, wallet Sentences: —Shall we go to see the sci - fi film? —Oh, I'd love to. —What will the future be like? —There will be more people in cities, but there will be fewer traffic accidents. —Will most people live in outer space? —Yes, they will. / No, they won't. —How long will people live? —Well, more people will live to be over 100 years old. Key grammar: The simple future tense: will + v. 【教学反思】 This class centers on "the simple future tense", helping eighth-grade students master the structure and application of this tense through grammar analysis, dialogue filling, and predictive writing. (1) Students can identify the basic structure of the simple future tense (e.g., "will + verb 原形") via example sentences. (2) Most students can correctly complete basic sentences, but there are many errors in judging verb forms in complex contexts (e.g., "scientists will find a cure"). Additionally, some students ignore tense consistency (e.g., mistakenly filling "It won't be easy" as "It isn't easy"). (3) Students can imitate example sentences to write simple predictions (e.g., "You will be a teacher"), but the content is simplistic and lacks detailed support (e.g., not explaining "how to become a teacher"). In oral interaction, they rely on fixed sentence patterns and lack flexibility. Improvement measures: (1) Design a comparison table for "will vs be going to", make judgments based on contexts (e.g., use "be going to" for "plan" and "will" for "prediction"), and supplement error correction tasks to improve accuracy. (2) Provide simplified filling tasks for students with weak foundations (e.g., only filling in verb 原形); set up open-ended questions for stronger students to cultivate logical thinking. (3) Introduce theme vocabulary like "occupation" and "technology" (e.g., "inventor", "renewable energy"), and strengthen complex sentence patterns (e.g., "I believe... because...") through "make sentences with connected words" games. This class helps students initially master the usage of the simple future tense, but still needs improvement in detail accuracy, vocabulary depth, and creative expression. In the future, more real scenarios and interactive tasks should be combined to guide students to flexibly use grammar in solving practical problems and lay a foundation for all-round language ability improvement. 学科网（北京）股份有限公司 $$