Unit 7 When Tomorrow Comes 英文教案 2025-2026学年人教版（2024）八年级英语上册

该教案聚焦一般将来时（will/shall）的预测用法，通过图片预测讨论、发音游戏等导入活动激活前备知识，以句型框架、听力策略为支架，衔接听、说、读、写技能训练，构建“预测-验证-应用”的学习脉络。 特色在于融合真实语境与核心素养，通过全球议题（气候、科技）讨论培养文化意识，推理判断（如1c推断隐含信息）和辩论活动提升思维品质，多技能整合强化语言能力。实例如阅读采访后用文本论据辩论机器人与人类关系，助力学生综合运用语言，也为教师提供清晰可操作的教学路径。

Unit 7 When Tomorrow Comes 第1课时　Secion A (1a-1d) Teaching Objectives 1. Language Competence Grammar: Use will correctly for future predictions (affirmative, negative, questions). Listening: Extract details (1b: cinema, time; 1c: opinions on climate, food, space). Speaking: Debate future predictions with I think... will... because... / I don’t think... will... because.... 2. Cultural Awareness Recognize global concerns (climate change, food shortage) and the value of hopeful vs. critical thinking. 3. Thinking Quality Analytical Thinking: Distinguish between characters’ opinions (Peter’s pessimism vs. Teng Fei’s optimism). Critical Thinking: Justify predictions with logical reasons. 4. Learning Ability Apply listening strategies (pre-listening prediction) and debate skills (respectful disagreement). Teaching Key Points Master will for future predictions. Extract and compare characters’ opinions from listening. Teaching Difficulties Differentiating will (prediction) from other future forms. Articulating complex reasons for predictions (e.g., “climate change will worsen because...”）. Teaching Procedures Step 1: Warm-up & Prediction Discussion (1a, 8 mins) Visual & Concept Activation: Show 1a’s predictions (e.g., “live on Earth,” “outer space”). Ask: “Which do you agree with? Why?” Elicit vocabulary: climate change, outer space, boring work. Opinion Sharing: Students discuss in pairs, using: “I think... will... because... / I don’t think... will... because...”. Step 2: Listening — Sci-fi Film Plans (1b, 12 mins) Pre-listening Prediction: Ask: “What might Teng Fei and Peter talk about? A film! What do we need to know about a film plan?” (Time, place, how tickets were bought). While-listening: Detail Capture Play the recording; students fill in 1b’s summary: cinema, online, 7:00 p.m., 6:45 p.m. Post-listening: Time & Place Practice Practice saying times (e.g., 6:45 → a quarter to seven) and locations (meet at the cinema). Step 3: Listening — Future Opinions (1c, 15 mins) Pre-listening: Link to 1a Remind students of 1a’s predictions. Ask: “What do Peter and Teng Fei think about these?” While-listening: Opinion Tracking Play the recording; students mark T/F for 1c, focusing on: Peter’s views: climate worse (T), less land (T), pessimistic (F). Teng Fei’s views: solve food problem (T), live in space (F), optimistic (T). Post-listening: Perspective Analysis Discuss: “Why is Peter worried? Why is Teng Fei hopeful? Which do you agree with more?” Step 4: Speaking — Debate Future Predictions (1d, 12 mins) Sentence Frame Scaffolding: Provide frames: “Will...? → Yes, I think... will... because... → No, I don’t think... will... because...” Pair Debate: Students debate 1a’s predictions using the frames. Example: A: Will we live on Earth in 100 years? B: Yes, because people will protect the planet. Class Sharing: 2–3 pairs share debates, focusing on clear will use and logical reasons. Step 5: Summary & Homework (5 mins) Grammar Recap: Write will structure: Affirmative: Subject + will + verb 原形 Negative: Subject + won’t + verb 原形 Question: Will + subject + verb 原形？ Homework: Writing: Write 3 predictions about your future (e.g., “I will become a... because...”). Speaking: Interview a family member about their future predictions and report in English. Blackboard Design What are your predictions about the future? ▍Simple Future Tense (*will*): - Affirmative: I think people will live in outer space. - Negative: I don’t think robots will take over boring work. - Question: Will we be able to live on Earth? ▍1b Key Details: - Place: cinema - Ticket: booked online - Time: starts at 7:00 p.m., meet at 6:45 p.m. ▍1c Opinions: - Peter: worried (climate, food) - Teng Fei: hopeful (solve problems) ▍1d Debate Frame: Will...? → Yes, ... will... because... → No, ... won’t... because... Teaching Reflection Strengths: Real-World Issues: Linking predictions to climate and space engages students with global concerns. Skill Balance: Listening→speaking flow reinforces will in context. Improvements: Reasoning Depth: Some students give vague reasons. Provide “because” prompts (e.g., “because technology will improve”). Listening Speed: Offer a transcript preview for complex sentences (e.g., “Climate change will be worse”). 第2课时　Pronunciation&（2a-2d） Teaching Objectives 1. Language Competence Pronunciation: Accurately pronounce consonant groups (e.g., /n/ vs. /ŋ/, /tʃ/ vs. /dʒ/). Vocabulary: Understand emotional adjectives (excited, scared, worried) and future-related nouns (transport, healthcare). Grammar: Use will correctly for future predictions (affirmative/negative statements). Listening: Extract details about future changes (2a-2c). Speaking: Role-play dialogues (2d) and create original future predictions (2e). 2. Cultural Awareness Recognize global trends (urban growth, technological advancements) and their impacts. 3. Thinking Quality Analytical Thinking: Infer emotions from sentences and future trends from dialogue. Creative Thinking: Construct original future predictions. 4. Learning Ability Apply pronunciation strategies (minimal pairs) and collaborative learning in speaking. Teaching Key Points Master consonant pronunciation and emotional vocabulary. Use will to express future predictions. Teaching Difficulties Distinguishing similar consonant sounds (e.g., /n/ in news vs. /ŋ/ in song). Articulating complex future scenarios with will. Teaching Procedures Step 1: Pronunciation Warm-up (1, 10 mins) Consonant Group Practice: Students read 1’s word groups, identifying pronunciation patterns: /n/: news, mind, know (add noon) /ŋ/: song, hang, angry (add sing) /ŋk/: ink, bank, thank (add drink) /tʃ/: cheap, much, change (add chair) /dʒ/: jacket, magic, orange (add juice) /f/: face, photo, elephant (add fish) /r/: race, write, wrong (add ride) Minimal Pair Game: Teacher says a word; students shout its consonant group (e.g., song → /ŋ/; chair → /tʃ/). Step 2: Emotional Vocabulary (2, 8 mins) Sentence-Emotion Matching: Students match 2’s sentences to emotions (excited, scared, worried, bored, tired), explaining why: “What an exciting sci-fi film!” → excited (positive reaction). “Can you hear the wind? It sounds scary!” → scared (fear). Personal Connection: Ask: “When were you excited/scared? Share a moment!” (e.g., “I was excited when I won a prize.”). Step 3: Listening — Future Predictions (2a-2c, 18 mins) 2a: Pre-listening Prediction Show options (A-D) and ask: “What future changes might they discuss? Transport? Education?” 2a: While-listening (Fill in Blanks) Play the recording; students fill in blanks: B (more people in cities), A (fewer traffic accidents), C (better health care technology), D (people will live longer). 2b: Table Completion Students use 2a’s info to complete the table: Category Future Change People in cities More people Transport system More efficient Education Students study at home Health care Better technology (solve small problems) Length of life Over 100 years (even 150) 2c: Question Answering Students answer 2c’s questions: A video about future predictions. Yes, she asks many questions (e.g., “What’s up?”, “Really? Why?”). Positive, because all changes are improvements (more efficient, better health, longer life). Step 4: Speaking — Role-play & Creation (2d-2e, 15 mins) 2d: Role-play the Dialogue Pairs practice the conversation, focusing on: Natural intonation (e.g., excitement in “Wow, that sounds wonderful!”). Correct will use (e.g., “There will be more people in cities.”). 2e: Create Future Predictions Topic Scaffolding: Provide sentence frames for 2e’s topics (home, population, transport, job, free time): “Do you think there will be more robots at home? → Yes, I think there will be more robots because they can help with housework.” Group Survey: Students interview peers, filling in the table with My prediction and My partner’s prediction. Class Sharing: Volunteers share their predictions, emphasizing creative reasoning (e.g., “People will have more free time because robots will do boring jobs.”). Step 5: Summary & Homework (5 mins) Recap: Pronunciation: Consonant groups and intonation. Grammar: Will for future predictions. Vocabulary: Emotional adjectives and future-related nouns. Homework: Pronunciation: Record yourself reading 1’s word groups. Writing: Write a short story about a day in the future (use will for 5 predictions). Speaking: Share your future story with a family member and ask for their predictions. Blackboard Design Pronunciation 1 Pronunciation Groups: /n/: news, mind, noon /ŋ/: song, hang, sing /tʃ/: cheap, much, chair /dʒ/: jacket, magic, juice ▍2 Emotional Vocabulary: excited → “What an exciting film!” scared → “It sounds scary!” ▍2a-2b Future Changes: - Cities: more people - Transport: more efficient (fewer accidents) - Education: study at home - Health: better tech (solve small problems) - Life: over 100 years ▍2e Sentence Frame: Do you think there will be more/less/fewer ... in the future? → Yes, I think there will ... because ... → No, I don’t think there will ... because ... Teaching Reflection Strengths: Multiskill Integration: Pronunciation, listening, and speaking are woven around a unifying theme (future). Real-World Relevance: Discussing future trends (technology, health) engages students with global issues. Improvements: Consonant Confusion: Some students may mix /n/ and /ŋ/. Add visual aids (e.g., hand on nose for /n/, throat for /ŋ/). Prediction Depth: Provide “because” prompts (e.g., “because technology will advance”) to help students articulate reasons. 第3课时　Grammar Focus Teaching Objectives 1. Language Competence Grammar: Use will (all persons) and shall (first person) correctly in: Statements (People will live longer.) Questions (Shall we meet at 7:15?) Negatives (I won’t need a wallet.) Writing: Complete 3b with accurate verb forms. Speaking: Create dialogues about future predictions (3c). 2. Thinking Quality Inductive Thinking: Derive will/shall rules from 3a’s sentences. Creative Thinking: Imagine and describe future scenarios. Teaching Key Points Master will/shall structures (affirmative, negative, interrogative). Apply will/shall in context (3b, 3c). Teaching Difficulties Distinguishing shall (first-person 提议) vs. will (general prediction). Using will correctly in complex contexts (3b’s mixed tenses). Teaching Procedures Step 1: Inductive Grammar Learning (3a, 12 mins) Sentence Analysis: Students read 3a and group sentences by function: Proposal: Shall we go to see the sci-fi film? (1st person, 提议) Prediction: There will be more people in cities. (fact/prediction) Question: What will the future be like? Will most people live in outer space? (询问未来) Negative: No, they won’t. (否定预测) Rule Summary: Teacher guides students to conclude: Usage Structure Example Proposal (I/we) Shall + I/we + verb 原形？ Shall we meet at the cinema? Prediction/Plan Will + 主语 + verb 原形 People will live to be 100. Question Will + 主语 + verb 原形？ Will it rain tomorrow? Negative 主语 + won’t + verb 原形 I won’t need cash in the future. Grammar Hunt: Students find more will/shall sentences in Section A (e.g., 1c, 2a) to reinforce usage. Step 2: Contextual Verb Practice (3b, 15 mins) Vocabulary & Context Prep: Explain verbs (be, find, get, live, meet, need, see, win) and their roles in future contexts. Guided Practice: Teacher models 1–2 sentences (e.g., “I think we will get home before it rains.”), highlighting will + verb 原形. Independent & Peer Check: Students complete 3b individually, then discuss answers in pairs. Focus on: Shall for 1st-person proposals (Q5: Shall we meet...?) Will for predictions (Q3: Harry will win...) Negatives (Q2: It won’t be easy...) Error Analysis: Teacher addresses common mistakes (e.g., “Will the exam be difficult?” → correct be, not is). Step 3: Creative Future Dialogues (3c, 15 mins) Demo Dialogue: Teacher-student example: A: You love science. I think you will be a scientist. B: Maybe! But I think I’ll start my own lab. A: Shall we visit your lab in 20 years? B: Sure! I’ll show you my inventions. Pair Task: Students predict their partner’s future (career, lifestyle, habits) using will/shall, and create a dialogue. Provide frames: “I think you will... because...” “I don’t think I will... I’ll probably...” “Shall we... in the future?” Class Sharing: 2–3 pairs perform dialogues. Class evaluates: Correct will/shall use. Creative, logical predictions. Step 4: Summary & Homework (5 mins) Grammar Recap: Board key structures: Shall I/we...? (提议) Will you/he/they...? (询问 / 预测) I/He/They will/won’t... (陈述 / 否定) Homework: Writing: Write 5 future predictions about your city (use will/shall). Speaking: Interview a friend about their future plans and report in English. Blackboard Design Grammar Focus: Simple Future Tense (will/shall) ▍Core Structures: 1. **Proposal (I/we)**: Shall + I/we + verb原形? → Shall we watch a film? 2. **Prediction/Plan**: Will + 主语 + verb原形 → People will live longer. 3. **Question**: Will + 主语 + verb原形? → Will robots take our jobs? 4. **Negative**: 主语 + won’t + verb原形 → I won’t need cash. Teaching Reflection Strengths: Inductive Learning: Students discover rules, boosting retention. Creative Application: 3c encourages personal expression, making grammar relevant. Improvements: Shall/Will Confusion: Some students mix shall (proposal) and will (prediction). Add contrast drills (e.g., “Shall we go?” vs. “Will you go?”). Complex Contexts: 3b’s mixed tenses may confuse learners. Provide sentence-level scaffolding (e.g., highlight will positions). 第4课时 Section B（1a-1e） Teaching Objectives 1. Language Competence Vocabulary: Understand futurist, emergency, emotional intelligence, challenging and use them in context. Reading: Infer implicit statements (1c) from the interview. Extract details about robots, jobs, AI, and advice (1d). Speaking: Discuss future preparation using text-based reasons (1e). 2. Cultural Awareness Recognize the impact of technology (robots, AI) on future life and work. 3. Thinking Quality Analytical Thinking: Infer Dr. Roberts’ attitudes (e.g., optimism about human potential). Critical Thinking: Debate robot-human relations and essential future qualities. 4. Learning Ability Apply inferential reading and collaborative discussion skills. Teaching Key Points Master future-related vocabulary and will for predictions. Extract and organize information from the interview. Teaching Difficulties Inferring implicit meanings (e.g., “Is Dr. Roberts positive about the future?”). Articulating complex ideas in discussions (e.g., justifying why robots won’t replace humans). Teaching Procedures Step 1: Warm-up & Prediction (1a, 7 mins) Discussion Starter: Ask: “What changes do you think will happen in 50 years? How should we prepare?” Elicit ideas (e.g., “Robots will do more work. We need to learn new skills.”). Vocabulary Introduction: Teach futurist (a person who studies future trends) and link to the interview’s guest. Predict the Interview: Students guess: “What will the interview talk about? Technology? Jobs? Preparation?” Step 2: Reading for Gist (1b, 8 mins) Quick Skim: Students read the interview quickly to answer: “Was your prediction correct? What’s the interview about?” (Robots, jobs, AI, and preparing for the future). Text Structure Highlight: Identify parts: Introduction (guest), Questions (host), Answers (Dr. Roberts), Conclusion. Step 3: Reading for Inference (1c, 12 mins) Statement Analysis: Distribute 1c’s statements. Students analyze each, finding evidence in the text: 1. Positive about the future: Dr. Roberts mentions robots’ help and new jobs → Tick. 2. Robots take over most jobs: He says “some jobs will disappear”, not most → Cross. 3. Robots save lives in emergencies: “help save lives when disasters... happen” → Tick. 4. Humans do challenging/creative work: “new challenging jobs... creativity and emotional intelligence” → Tick. 5. Emotional intelligence is important: “Our emotional intelligence are important for relationships” → Tick. 6. Impossible to prepare: He gives advice (accept change, learn) → Cross. Group Debate: Pairs discuss why each statement is true/false, reinforcing inference skills. Step 4: Reading for Details (1d, 15 mins) Information Extraction: Students re-read the interview to fill in the table: | Guest name | Dr. Pete Roberts | | Job | Author (Ready for Tomorrow), futurist | | Future prediction | - Robots: Do housework; save lives in emergencies. - Jobs: Some disappear; new jobs (space pilots, AI experts). - AI: Smart fridges; won’t replace humans (needs creativity/emotional intelligence). | | Advice | Accept change; keep learning; work hard. | Vocabulary in Context: Explain challenging (difficult but interesting), emotional intelligence (情商), and emergency (紧急情况) using text examples. Step 5: Post-reading Discussion (1e, 15 mins) Sentence Frames for Debate: Provide scaffolds to structure answers: Q1: Do you think robots will replace humans? → I think... because... (e.g., “No, because humans have creativity.”) Q2: What qualities should people develop? → We should develop... because... (e.g., “Creativity, to stay unique.”) Q3: How to prepare for the future? → We should... like... (e.g., “Keep learning, like Dr. Roberts said.”) Group Discussion & Sharing: Students discuss in groups, then share ideas with the class. Teacher highlights: Text-based reasons (e.g., quoting “emotional intelligence is important”). Correct will use in predictions. Step 6: Summary & Homework (5 mins) Class Recap: Summarize key points: Robot roles, job changes, AI’s impact, and preparation advice. Homework: Writing: Write a paragraph about “My Plan to Prepare for the Future” (use 2–3 ideas from the interview). Speaking: Interview a family member about their future preparation ideas and report in English. Blackboard Design How can we prepare for the future? ▍Interview Key Info: - **Guest**: Dr. Pete Roberts (author, futurist) - **Future Predictions**: ✦ Robots: Housework, save lives in emergencies. ✦ Jobs: Some disappear → New jobs (space pilots, AI experts). ✦ AI: Smart fridges; won’t replace humans (creativity, emotional intelligence). - **Advice**: Accept change. Keep learning. Work hard. Teaching Reflection Strengths: Critical Thinking: Inference and debate tasks deepen understanding of future trends. Textual Connection: Discussions link to interview content, ensuring relevant language use. Improvements: Inference Support: Provide sentence starters for 1c (e.g., “The text says... so we can infer...”). Discussion Inclusion: Use group roles (reporter, note-taker) to ensure all students participate in 1e. 第5课时 Section B（2a-3c） Teaching Objectives 1. Language Competence Vocabulary: Master antonyms (2a: more→less, possible→impossible). Use accept, develop, influence, mention, service correctly (2b). Apply challenge, create, influence, quality, traffic, bad in context (2c). Reading: Extract Mandy’s future plans (career, living place, free time, how to achieve; 3a). Writing: Describe personal future dreams with clear structure (3c). 2. Cultural Awareness Appreciate the importance of planning and working towards future goals. 3. Thinking Quality Analytical Thinking: Break down Mandy’s dream into components (job, place, activity, method). Creative Thinking: Imagine and structure personal future scenarios. 4. Learning Ability Use dictionary skills (2a) and collaborative writing (3b-3c). Teaching Key Points Master antonyms and target vocabulary. Extract and replicate Mandy’s dream structure for personal writing. Teaching Difficulties Choosing correct antonyms (e.g., appear → disappear, not hide). Writing coherent, structured paragraphs about future dreams. Teaching Procedures Step 1: Warm-up — Antonym Game (2a, 8 mins) Dictionary Challenge: Students work in pairs to find antonyms for 2a’s words using dictionaries. Example: more → less, possible → impossible, appear → disappear. Antonym Race: Teacher says a word; students shout its antonym. Award points for speed and accuracy. Step 2: Vocabulary in Context (2b, 12 mins) Word Introduction: Teach accept (agree to), develop (grow skills), influence (affect), mention (talk about), service (public help). Sentence Analysis: Students analyze 2b’s sentences to choose words, focusing on tense and context: He mentioned a plan... (past tense, as “he didn’t say when”). develop skills (future-oriented, “valuable in the future”). Peer Check & Feedback: Pairs check answers, discussing why each word fits (e.g., influence matches “ideas affecting sci-fi writers”). Step 3: Textual Vocabulary Practice (2c, 12 mins) Pre-reading Prediction: Read 2c’s title (How will AI technology...?) and predict word choices (e.g., influence the world, quality of life). Cloze Completion: Students fill in 2c’s blanks, focusing on: influence (AI affects the world), quality (improve life), traffic (solve problems), bad (jobs may get worse), challenge (meet future needs). Contextual Explanation: Discuss how AI impacts traffic (smart transport) and quality (education, health). Step 4: Reading — Mandy’s Future Dreams (3a, 10 mins) Text Structure Analysis: Read 3a and identify Mandy’s dream components: Future job: Artist Place to live: Countryside (close to nature) Free time activity: Invite friends to create art together How to achieve: Study hard, keep trying Visualization & Personal Connection: Ask: “What parts of Mandy’s dream do you like? Why?” (e.g., “Living in the countryside sounds peaceful.”) Step 5: Writing Scaffold — Future Plans (3b-3c, 18 mins) 3b: Table Completion: Students fill in their own future plans in the table, mirroring Mandy’s structure: Item Mandy You Future job Artist _______ Place to live Countryside _______ Free time activity Create art with friends _______ How to achieve Study hard, keep trying _______ 3c: Paragraph Writing: Use 3b’s notes to write a structured paragraph. Provide a frame: “In 20 years, I want to be a/an _______. I will live in _______ because _______. In my free time, I will _______. To make my dream come true, I will _______.” Peer Editing: Pairs exchange drafts, checking for: Clear structure (job → place → activity → method). Correct vocabulary and grammar. Step 6: Summary & Homework (5 mins) Vocabulary Recap: Review antonyms and target words (e.g., influence, develop). Homework: Vocabulary: Make flashcards for 2a-2c’s words and antonyms. Writing: Polish 3c’s paragraph and add one more detail (e.g., a specific goal). Blackboard Design Vocabulary in Use ▍2a Antonyms: more ↔ less possible ↔ impossible better ↔ worse challenging ↔ easy appear ↔ disappear winner ↔ loser positive ↔ negative everywhere ↔ nowhere ▍2b-2c Key Words in Context: - mentioned (plan) - develop (skills) - influence (ideas) - service (medical) - accept (challenges) - AI will influence the world. - Improve quality of life. - Solve traffic problems. ▍3a Mandy’s Dream Structure: Job: Artist → Study art in France Place: Countryside → Close to nature Free time: Create art with friends Method: Study hard, keep trying ▍3c Writing Frame: In 20 years, I want to be a/an _______. I will live in _______ because _______. In my free time, I will _______. To make my dream come true, I will _______. Teaching Reflection Strengths: Vocabulary Application: Tasks link words to real contexts (AI, future plans), boosting retention. Writing Scaffold: Mandy’s structure helps students organize ideas logically. Improvements: Antonym Nuance: Some antonyms (e.g., appear → disappear) may confuse students. Use examples (e.g., “The sun appears in the day, disappears at night.”). Writing Creativity: Encourage unique details (e.g., “I’ll live on Mars” vs. “countryside”) to spark imagination. 第 1 页 共 20 页 学科网（北京）股份有限公司 $$