Unit 7 When Tomorrow Comes Section A 2a-Grammar Focus 教学设计 2025-2026学年人教版八年级英语上册

该初中英语教学设计聚焦八年级Unit 7一般将来时及more/less/fewer的运用，围绕未来生活预测主题。通过观看视频导入新词汇如traffic、technology，结合听力选择、图表填空等活动，搭建从词汇感知到对话输出的学习支架，梳理语法与话题的关联。 特色在于多模态输入与探究式学习结合，视频导入激活兴趣，学生自主归纳more/less/fewer规则（思维品质），话轮分析内化对话逻辑（语言能力），分层作业兼顾基础与拓展。提升学生语言运用和自主学习能力，为教师提供结构化教学流程，助力高效课堂。

教学设计 课程基本信息 学科 英语 年级 八年级 学期 秋季 课题 Unit 7 When Tomorrow Comes Section A 2a-Grammar Focus 教学目标 1. 能够理解并运用新词汇：traffic, technology, video, transport, system, efficient, education, length, topic, partner, shall, pass, winner, cure, cancer, cash, wallet。 2. 能够通过听、读、看等方式，感知、归纳并运用一般将来时, 结合more/less/fewer等限定词，就未来生活话题进行有逻辑的对话交流，表达个人观点。 3. 能够逐步归纳、巩固一般将来时的用法；并且能够在语境中运用一般将来时。 教学重难点 教学重点： 1. 在真实语境中，综合运用一般将来时及more/less/fewer等词，就未来生活话题进行连贯、有逻辑的对话交流，表达个人观点。 教学难点： 1. 能够逐步归纳、巩固一般将来时will/shall/ be going to的用法；并且能够在语境中运用一般将来时。 教学过程 学习活动 设计意图 1. Watch and say. Students watch the video and answer: What is the video about? What will the future be like? Do you think the predictions will come true? 学生学习新词汇traffic/technology, transport system等。学生根据目前所得信息，讨论预言是否成真。 2. ① Read and predict. Students predict what topics will the conversation be about. ② Listen and choose. Students listen and choose the sentence to make the conversation complete. ③ Listen and complete. Students finish the chart with the information of people in cities, transport system, education, health care and length of life. ④ Practice and think. Students fill the blanks with “more/less/fewer”. Students think about the rules of using “more/less/fewer”. 学生提升听力理解能力，通过完整的对话感知、归纳、提炼涉及的五个未来预测话题句型。 学生在情境中总结more/fewer/less的语法规则，培养语法探究能力。 3. Work out the structure. Students answer the question: Is Helen interested in the future? Students pay attention to Helen’s key question, 4 follow-up questions and positive reaction and Jennifer’s replies. 学生聚焦话轮分析，内化英语对话的基本逻辑和社交规则。 4. Look and say. Not only videos but also many books talk about future predictions. Students fill the sentences into the chart with the help of pictures and key words（sky, comfortable, a large number, fly, efficient, take over, travel）. 将关键词汇视觉化、情境化，帮助学生构建意义。 学生使用一般将来时对未来进行预测（如：Cars will fly fast.），为对话输出进行语言铺垫。 5. Talk with partner and share. Students make a similar conversation in pairs. One has read The Book of the Future, and talks about it with partner. Students need to use the structure（Greet→Lead into topic→Ask key question→ Show predictions→ React and ask follow-up questions）. 学生通过多层级的学习脚手架，能够将前两个阶段准备好的“语言材料”（词汇、句子）准确地填充到规范对话结构中，从而自信流畅与同伴进行创造性的对话练习。 6. Think and summarize the grammar of the simple future tense. Task 1. Students choose the time about the simple future tense. Task 2. Students find sentences in Section A that use the simple future tense. Task 3. Students need to find similarities and differences in these sentences. 学生从真实语境中自行发现、总结和掌握语法规则。培养学生自主探究和深度理解的能力，而非机械记忆。 7. Practice and learn. Students complete the conversations with the correct forms of the verbs in the box. Some verbs are used more than one. 让学生理解语法是为表达意义服务的。促成语法知识从理解到应用的转化，并培养学生根据细微语境差异选择正确表达形式的能力。 Homework Must do: Review the grammar points of the Simple Future Tense. Make a conversation about the future predictions of a video (book/song/...). Choose to do: Write some predictions about the life in 20 years. 学科网（北京）股份有限公司 $