Unit 6 Life in the future C Future living (Reading & Grammar in use)教学设计 2025-2026学年沪教版（五四学制）（2024）八年级英语上册

该初中英语教学设计围绕“Future living”主题，聚焦未来生活相关词汇（如smart home, flying car, solar-powered）和将来时态（will与be going to用法）。通过展示智能手机等高科技产品图片导入，提问激活学生对未来生活的已有认知，搭建“词汇教学-阅读分层-语法情境运用”的学习支架。 资料亮点在于采用互动式词汇教学（闪卡结对互测）、分层阅读训练（略读抓主旨、扫读找细节、精读析复杂句）及语境化语法练习，契合语言能力与思维品质培养。阅读中结合文本例句解析长难句结构，语法练习设计“选择正确时态”“改写句子”等任务，激发学生用英语表达未来设想的创造力。对学生提升语言综合运用与逻辑思维能力，对教师提供清晰教学流程与效果反思参考。

Unit 6 Life in the future-C Future living (Reading & Grammar in use) This unit focuses on "Life in the future", and this part "Future living" mainly discusses the possible changes in people's living in the future. The reading passage may introduce various aspects such as future housing, transportation, and daily life, presenting students with a vivid picture of future living. It is likely to include new vocabulary related to future technology and lifestyle, as well as complex sentence structures to describe the imagined future scenarios. The grammar in use part will probably be related to the tenses used to talk about future events, like the simple future tense and its various expressions. 教学目标 Students will be able to master the new vocabulary and phrases related to future living, such as "smart home", "flying car", "solar - powered", etc. Students will understand and be able to use the grammar related to future tenses correctly, including the simple future tense (will + verb) and "be going to + verb" structure. Students will be able to comprehend the main ideas and important details of the reading passage about future living. 教学重难点 1. Key Points The new vocabulary and phrases related to future living, and making students understand their meanings and usages in context. The correct usage of future tenses, especially the differences between "will + verb" and "be going to + verb" in expressing future events. Helping students understand the main ideas, important details, and the logical structure of the reading passage about future living. 2. Difficult Points How to make students use the learned future tenses accurately and flexibly in different situations to express their predictions and plans about future living. Guiding students to deeply understand the complex sentence structures and implicit information in the reading passage, and being able to summarize and infer based on the text. Encouraging students to think creatively and express their unique and reasonable ideas about future living in English. 1. New Vocabulary Smart home: A home equipped with advanced technology that can be controlled remotely or automatically. For example, "People in the future will enjoy a more convenient life with smart homes." Flying car: A vehicle that can operate both on the road and in the air. "Flying cars may become a common means of transportation in the future." Solar - powered: Powered by energy from the sun. "Solar - powered devices will be more widely used to save energy." Robot servant: A robot designed to perform household tasks. "Robot servants will help people with daily chores." 2. Grammar - Future Tenses Simple Future Tense (will + verb): Use 1: To express a future action or event that is a prediction or a spontaneous decision. For example, "I think it will rain tomorrow." (prediction); "I will help you with your homework." (spontaneous decision) Use 2: To express a promise. "I will definitely come to your party." "Be going to + verb": Use 1: To express a plan or intention that has been decided before. "We are going to visit the science museum this weekend." Use 2: To make a prediction based on present evidence. "Look at the dark clouds. It is going to rain." 教学过程 1. Lead - in (5 minutes) Show students some pictures of modern high - tech products, such as smart phones, smart watches, and self - driving cars. Then ask them: "What do you think our life will be like in the future? Will these high - tech products change our living style?" Encourage students to share their ideas briefly. The purpose of this activity is to arouse students' interest in the topic of future living and activate their prior knowledge, leading them to think about the possible changes in the future. 2. Pre - reading (10 minutes) New Vocabulary Teaching Present the new vocabulary related to future living on the PPT, one by one. For each word, show its meaning, pronunciation, and an example sentence. For example, when teaching "smart home", show a picture of a modern house with intelligent devices and say, "This is a smart home. In a smart home, you can control the lights, air - conditioner, and even the curtains with your phone. /smɑːt həʊm/ Smart home." Let students repeat the words after the teacher several times to practice the pronunciation. Then, divide students into pairs. Give each pair a set of flashcards with the new words on one side and their meanings on the other. Students take turns to test each other. One student shows a word on the flashcard, and the other student says the meaning, and vice versa. The teacher walks around the classroom to monitor and provide help if necessary. Prediction Show the title and some pictures related to the reading passage about future living to students. Ask them to predict what the passage may talk about. For example, if there is a picture of a house with solar panels on the roof, ask students, "Why are there solar panels on the roof? What does this tell us about future housing?" Let students discuss in groups of four and then share their predictions with the whole class. This pre - reading activity helps students get familiar with the new vocabulary, which will facilitate their reading comprehension. Prediction can also make students more engaged in the reading process as they will be eager to check if their predictions are correct. 3. While - reading (15 minutes) Skimming Ask students to quickly skim the reading passage to get the general idea. Set a time limit of 2 minutes. After that, ask them to answer the question: "What is the main idea of the passage? Is it about future transportation, housing, or daily life?" Let several students share their answers. The purpose of skimming is to train students' ability to grasp the overall content of the text quickly. Scanning Present some detailed questions on the PPT, such as "What new transportation tools are mentioned in the passage?", "How will people's daily life be different in the future?" Then ask students to scan the passage to find the answers. Give them about 3 - 4 minutes. After they finish, ask them to share the answers and quote the relevant sentences from the passage. Scanning helps students improve their ability to locate specific information in the text accurately. Intensive Reading Analyze the difficult sentences and key paragraphs in the passage with students. For example, if there is a complex sentence like "People will be able to travel long distances in a short time by using high - speed flying cars which are powered by clean energy." First, break down the sentence structure: "People will be able to travel long distances in a short time" is the main clause, and "by using high - speed flying cars which are powered by clean energy" is the adverbial of manner, in which "which are powered by clean energy" is a relative clause modifying "high - speed flying cars". Explain the meaning and function of each part to students. Let students read the sentence aloud several times to understand it better. Then, ask students to summarize each paragraph in their own words. Divide them into small groups to discuss. Each group chooses one paragraph to summarize and share with the class. Intensive reading helps students understand the text in - depth, master the difficult language points, and improve their language analysis and summary ability. 4. Grammar in use (10 minutes) Presentation Show some sentences from the reading passage that contain future tenses on the PPT, such as "Robots will do most of the housework for us." and "We are going to build more green communities in the future." Guide students to observe the sentence structures and the usage of future tenses. Explain the differences between "will + verb" and "be going to + verb" as mentioned in the knowledge list, using more simple and vivid examples. For example, "I will have an apple." (a spontaneous decision) and "I am going to have an apple because I bought it just now." (a pre - planned action) Practice Design some grammar exercises on the PPT. The first type is to choose the correct form of the future tense. For example: "I ______ (will go / am going to go) to the park tomorrow because I have bought the tickets." The second type is to rewrite sentences using the given future tense. For example: "He plans to visit his grandparents this Sunday. (rewrite with 'will')" Let students do the exercises individually first, and then check the answers together. After that, divide students into pairs. Each pair makes up five sentences using future tenses, including both "will + verb" and "be going to + verb" structures. Then they exchange their sentences with another pair and check if the sentences are correct. The presentation - practice process helps students understand and master the grammar rules of future tenses, and the pair - work can increase students' opportunities to practice using the grammar in context. 5. Post - reading (5 minutes) Discussion Divide students into groups of four. Give each group a topic related to future living, such as "What is the most important change in future living and why?" or "If you could design your own future home, what would it be like?" Let students discuss in groups for about 3 minutes. Then each group chooses a representative to share their group's ideas with the whole class. This discussion activity can help students further explore the topic of future living, express their own creative ideas, and improve their oral English and cooperation ability. 教学反思 After this class, it is necessary to reflect on the teaching process. In the vocabulary teaching part, using flashcards in pair - work was effective as students were actively involved in learning new words. However, some students still had difficulty pronouncing long words like "solar - powered", so more individual pronunciation correction might be needed in future classes. During the reading process, most students could grasp the main idea through skimming and find specific information by scanning. But when it came to analyzing complex sentences in intensive reading, some students showed confusion. Maybe more time should be spent on sentence - structure analysis and more examples should be provided. For the grammar teaching, students seemed to understand the differences between "will + verb" and "be going to + verb" after the presentation. However, in the practice part, some students still made mistakes in choosing the correct form, especially when the context was not very clear. It indicates that more context - based exercises are required to strengthen their understanding. In the post - reading discussion, students were enthusiastic about sharing their ideas about future living, which achieved the goal of inspiring their creativity and improving oral English. But some groups spent too much time on internal discussion and didn't have enough time to present fully. In future classes, better time management for group work should be emphasized. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$