Unit7 When Tomorrow Comes Section A (Pronunciation-2e) 教学设计-2026-2027学年人教版英语八年级上册

Unit 7 When Tomorrow Comes Section A Pronunciation-2e I. Teaching Aims 1. Students can read and say the consonant sounds /n/ /ng/ /ngk/ /ng/ /tsh/ /dzh/ /f/ /v/ /th/ /dh/ and the words that carry them (news, song, bank, monkey, jacket, face, write, think, father), and add one more word to each group. 2. Students can listen to five sentences and match each one with the right feeling word: bored, excited, scared, tired or worried. 3. Students can listen to the conversation between Helen and Jennifer and fill in the missing sentences about life in the future. 4. Students can use will / there will be and "I think / I don't think" to make simple predictions about the future, and talk about their own ideas with a partner. 5. Students show interest in the future and learn to talk about it in a positive way. II. Key and Difficult Points 1. Key points: The target sounds and the words that carry them; the feeling words bored, excited, scared, tired, worried; and the key sentence patterns "Will there be more / less / fewer ... in the future?" and "Do you think we will ...?". 2. Difficult points: Telling the sounds /th/ and /dh/ apart, and using will / there will be with "I think / I don't think" to talk about future life in complete sentences. III. Teaching Tools Textbook (Unit 7, Section A, Pronunciation - 2e); blackboard and coloured pens; word cards for the sounds and the feeling words; the recording for the matching and the Helen-Jennifer conversation; a simple table sheet for the prediction task; a simple PPT (optional). IV. Teaching Procedures Step 1 Warm-up and Lead-in (5 mins) 1. T writes the question "What will the future be like?" on the blackboard and shows a few pictures of robots, tall buildings and fast trains. 2. T asks a few students: What do you think life will be like? What do you want to see in the future? [Purpose] To wake up the topic words and get students interested in the future. Step 2 Pronunciation (8 mins) 1. Ss listen and repeat the sound groups in the table: /n/ /ng/ (news, song), /ngk/ /ng/ (bank, monkey), /tsh/ /dzh/ (chop, jacket), /f/ /v/ (face, elephant), /th/ /dh/ (think, father). 2. T points out the spelling rules (n, ng, ch/j, f/v, th) and asks each pair to add one more word to every group and read it aloud. [Purpose] To help students hear and say the target sounds correctly and remember the spelling rules. Step 3 Listen and Match the Feelings (6 mins) 1. Ss read the five sentences and the five feeling words (bored, excited, scared, tired, worried) by themselves. 2. Ss listen and match each sentence with a feeling, then check in pairs and read the sentences with the right feeling. [Purpose] To train listening for feeling and tone, and to prepare students for reading the sentences aloud. Step 4 Listen and Fill in the Blanks (8 mins) 1. T plays the conversation between Helen and Jennifer. Ss listen and fill in the blanks with the sentences A-D (traffic, cities, health care, living longer). 2. Ss listen again and check the answers in pairs; T explains the new words (health care, traffic, longer). [Purpose] To train listening for the main ideas and the missing information in a real conversation. Step 5 Read, Answer and Role-play (2c - 2e) (8 mins) 1. Ss read the conversation and complete the table "What will the future be like?" (People in cities / Transport / Education / Health care / Length of life). 2. Ss read again and answer the questions: What is Jennifer watching? Is Helen interested in the future? Is the video positive or not? 3. Ss listen once more and role-play the conversation in pairs, then some pairs show it to the class. [Purpose] To help students understand the whole conversation, get the details and then use the language by acting it out. Step 6 Make Predictions and Homework (10 mins) 1. In pairs, Ss talk about the future using the frames "Will there be more / less / fewer ... in the future?" and "Do you think we will ...?". They fill in the table (Topic / My prediction / My partner's prediction) for Home, Population, Transport, Job and Free time. 2. Some pairs share their predictions; T gives comments and points out good sentences. 3. Homework: (1) Read the conversation aloud and copy the new words; (2) Write 3-4 sentences about your own predictions for the future. [Purpose] To let students use will / there will be and "I think / I don't think" to talk about real ideas, and to consolidate what they have learnt. V. Blackboard Design Unit 7 When Tomorrow Comes - Section A (Pronunciation - 2e) Sounds: /n/ /ng/ /tsh/ /dzh/ /f/ /v/ /th/ /dh/ (news / song / chop / jacket / face / think / father) Feelings: bored - excited - scared - tired - worried Future: will / There will be ... I think ... / I don't think ... Q: Will there be more / less / fewer ... in the future? Do you think we will ...? Topic: Home / Population / Transport / Job / Free time 六、教学反思 本课是语音与听说结合的一节课，整体流程较顺，多数学生能读准目标辅音并完成听力配对与填空。存在的问题主要有两点：一是 /θ/ 和 /ð/ 的区分对后进生偏难，容易把 think、father 的音读混；二是部分学生在用 will、there will be 做预测时，句子说不完整，"I don't think" 的否定前置也常漏掉。今后改进：把 /θ/ /ð/ 单独拿出来对比带读，多用 mouth-shape 示范；听力前先带学生圈出题干关键词再听两遍；在预测对话之前，先让同桌用课本金句互相说一句，搭好支架后再自由表达，降低开口难度。 学科网（北京）股份有限公司 $