Unit7 Period 4 Section B(1a - 1e)教学设计2025-2026学年人教版（2024）八年级英语上册

Unit7 Period 4 Section B(1a - 1e)教学设计 【教学分析】 - 教学内容：阅读一篇首席研究员对于未来生活预测的采访。 - 核心素养： 1. 学生能理解采访的内容，概括文章主旨。 2. 学生能根据采访中的细节判断对错。 3. 学生能根据采访内容完成表格中的信息。 4. 学生能就未来中有关未来的预测发表自己的观点和评论。 - 重点难点： - 重点：理解文本内容，提取文本关键信息，完成相应的题目。 - 难点：对文章中的观点进行讨论，并发表自己的观点。 【教学过程】 - Step 1 Lead - in 1. Greet the class. 2. Ask students: “What do you know about AI and robots?” Encourage students to discuss about it and lead to today’s topic. Design Purpose: To activate students' prior knowledge about AI and robots and naturally introduce the topic of the lesson. - Step 2 Work on 1a 1. Show the title “Ready for Tomorrow?” and ask: “What do you think the interview is about?” “What topic might Dr Lu Xingyuan discuss?” (e.g., robots, AI, future jobs) 2. Lead students to have a brief discussion on the questions above. Encourage students to share their own opinions and experiences. Design Purpose: To help students predict the content of the interview based on the title and stimulate their thinking and discussion. - Step 3 Work on 1b 1. First Reading: Students read the interview silently. 2. Check Predictions: Discuss if their guesses about the topic were correct. 3. Comprehension Questions: - (1) What will service robots do in the future? (do housework, help save lives) - (2) Why won't AI replace humans? (creativity, emotional intelligence) - (3) How will smart refrigerators work? (order food automatically) Design Purpose: To train students' reading skills, check their prediction accuracy, and enhance their comprehension through targeted questions. - Step 4 Work on 1c 1. Show the incomplete table on the board and ask: “What information do you remember about our lives in the future?” 2. Ask students to reread the text silently and fill in the table individually. 3. Have students discuss their answers in groups until each group gets the final answer. 4. Check the answers: | Guest name | Dr Lu Xingyuan | | --- | --- | | Job | Chief researcher | | Future prediction | about robots: Service robots. They will do almost all our housework and help save lives when disasters and emergencies happen. <br> about jobs in the future: Some jobs today will disappear in the coming years and there will be more challenging jobs in the future. <br> about AI: AI will not replace humans but it will change the world in many ways. | | Advice | Keep learning and working hard. | Design Purpose: To help students organize and extract key information from the text by completing the table, and promote collaborative learning through group discussion. - Step 5 Work on 1d 1. Have students read the text again and tick the statements that they can infer from the interview. 2. Check the answers: (1)√; (3)√; (4)√; (5)√. 3. Ask students to compare their answers in pairs and discuss any differences. 4. Lead students to read the whole interview carefully and summarize the passage. Design Purpose: To further train students' reading comprehension and inference skills, and help them grasp the main idea through summarization. - Step 6 Work on 1e 1. Divide students into groups. Each group member should share their own experiences about the following questions: - (1) Do you think robots will replace humans one day? Why do you think so? - (2) What do you think are the most important qualities that people in the future should develop? - (3) What do you think we should do to prepare for the future? 2. Each group votes for the best opinions and reasons and shares them with other groups in the class. Design Purpose: To encourage students to express their own opinions and thoughts about the future, develop their critical thinking and speaking skills through group discussion and sharing. - Step 7 Summary Summarize the key points of the lesson and advise students to keep learning and working hard. Design Purpose: To help students review and consolidate the main content of the lesson, and emphasize the importance of lifelong learning. - Step 8 Homework Assign students to search information about robots or AI in the library or on the Internet, and write their own predictions about them. Design Purpose: To extend students' learning beyond the classroom, encourage independent research and writing about future technologies. 【随堂作业】 根据句意，用所给单词的适当形式填空。 1. A city is the product of the human mind, reflecting man’s intelligence and creativity (create). 2. It is impossible (possible) to predict what will happen in the future. 3. You mentioned (mention) in your letter that you might be moving abroad. 4. Working with computers can help to develop human intelligence (intelligent). 5. As sea levels rise, Antarctica (南极) will disappear (appear) from the earth. 【板书设计】 Unit 7 When Tomorrow Comes Section B How can we prepare for the future? (1a - 1e) - Words and expressions: guest, researcher, research, futurist, everywhere, robotics, industry, service, disaster, emergency, disappear, challenging, pilot, expert, replace, creativity, emotional, intelligence, emotional intelligence, mention, refrigerator, accept, influence, creative, impossible, quality, develop - Sentences: 1. Do you think robots will replace humans one day? Why do you think so? 2. What do you think are the most important qualities that people in the future should develop? 3. What do you think we should do to prepare for the future? 【教学反思】 This course takes "preparation for the future" as the theme, guiding students to explore the impact of technological development on the future through interview reading and question discussion. The course focuses on interview materials, supplemented by exercises: (1) Interview Ready for Tomorrow? and exercises. By reading the interview, students need to understand futurists' predictions about robots, AI, and human roles; through exercises, train information extraction, inference, and expression abilities. The design emphasizes the combination of "input - output", including both reading comprehension and open discussion, which matches the cognitive characteristics of eighth-grade students. (2) Most students can accurately fill in the "guest information" and "future predictions" in the table, but occasionally miss details like "robot emergency rescue", so they need to be reminded to pay attention to key words. (3) In judgment questions, some students are confused about Question 2 (robots will replace most existing jobs). By guiding the comparison between the original text's "existing jobs disappear" and "new challenging jobs appear", students gradually understand the difference between "replacement" and "transformation". Improvement measures: In future classes, add video or picture aids to explain technological concepts to reduce comprehension difficulty. Meanwhile, design role-playing activities (e.g., "future career debate") to deepen students' understanding of qualities such as "creativity" and "learning ability". By continuously combining real cases, help students transform abstract future topics into specific action power and truly achieve the teaching goal of "preparing for the future". 学科网（北京）股份有限公司 $$