人教新目标英语八下Unit1 Will people have robots备课教案 第3课时
新目标英语八年级下册Unit1Willpeoplehaverobots知识点
新目标英语八年级下册Unit1Willpeoplehaverobots知识点Unit1 Will people have robots【重点词语】1.paper n 纸，报纸，试卷，论文a piece of paper 一张纸What do the paper say?报纸上怎么说?a morning (an evening) paper 晨(晚)报a term paper 学术论文look over examination paper 阅卷2.pollution n. 污染，(pollute，vt. 污染)air pollution 空气污染water pollution 水污染noise pollution 噪音污染environmental pollution环境污染3.in prep.(1)在里面，在之内in the room 在房间里in class 在课堂上(2)在(某段时间)之间in the morning 在早上in the past 在过去I′ll come back in a day or two我过一两天就会回来in，after，later 接时间段，都可表示“(一段时间)之后”，它们有什么区别呢?①“in+一段时间”指“(将来的)一段时间之后”。
What will you be in five years?五年之后你干什么?We’ll start off in ten minutes.我们十分钟后出发。
②“after+一段时间”或“一段时间+later”表示“(在过去某个时间看来)一段时间之后”。
He went home after two days.他两天后回家了。
Three years later，she had a baby.三年后，她生了一个婴儿。
4.less adj. 较少的;少量的(little的比较级)They buy less beer and fewer cigarettes now现在他们买的啤酒和香烟比以前少了。
人教新目标英语八下Unit1Willpeoplehaverobots课件15
Listen to Alexis and Joe. Number the pictures. (2a) Nhomakorabea2
3
1
Listen again. Fill in the blanks with the correct verbs from the box. (2b) 1. I ___in live an apartment. work 2. I _____near here. 3. I ___a am computer programmer. 4. We _____in lived a house. ’ll live 5. I ____the train to school. took ’ll fly 6. I ’ll _____an be astronaut. work 7. I ’ll _____rockets to the moon. fly lived 8. I ’ll ______on a space station. live
2. space n. 太空、空间 People have traveled through space to the moon. 人们已经经由太空到了月球。 空地、空处 There is no space for another chair in this room. 这房间没有再放一把椅子的空地了。
am took ’ll be live
Pair work
Role play the conversation between Alexis and Joe. Talk about Joe’s life now, ten years ago, and ten years from now. A: Where do you live? B: I live in an apartment.
八年级英语下册 Unit 1 Will people have robots知识详解 人教新目标版
八年级（下）英语知识讲解（人教）每单元均有重要的字、词的辨析及重要语句的分析与用法指导；有课文中的难重点分析与讲解；有针对性的训练及同步检测题，并且附有详细的解答。
Unit 1 Will people have robots?I. 词汇·more，less，fewer ·I don’t agree. = I disagree. ·I agree (with you).·in five years on computer ·on paper·besides ·on vacation ·many different kinds ·of goldfish ·no more ·be free ·live in ·as a reporter ·free time·fall in love with …·like doing sth ·keep a parrot·look smart ·be able to do…. ·Are you kidding?II. Grammar:·一般将来时·there will be·few，a few，little，a little，much，many语法小结：一、一般将来时1．用be doing表示将来：主要意义是表示按计划、安排即将发生的动作，常用于位置转移的动词。
如：go，come，leave，arrive等，也可用于其他动作动词。
We are having fish for dinner.We are moving to a different hotel the day after tomorrow.这种用法通常带有表示将来的时间状语，如果不带时间状语，则根据上下文可表示最近即将发生的动作。
新目标英语八年级下unit1-will-people-have-robots(新编教材)
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新人教版英语八下《Unit 1 Will people have robots》教案
Unit 1 Will people have robots ?I.Programmes for the unit1.Teaching Goals(1)Learn to make predictions.(2)Learn the Future Indefinite(3)Talk about past present and future.2.Target Language(1)What do you think Sally will be in five years?(2)I think every home will have a robot.(3)Will kids go to school .They ’ll study at home on computers.(4)There will be fewer trees.3. A diagram for Topic WordsQuantities more ,less,fewer…..Future Liferobot, paper, money, free time, pollutionThingsastronaut, rocket, space, station, moon4.A diagram for Topic Thingking and Task-based ActivityTask One : Life in the FutureFuture LifeTask Two: Dream in the FutureTask Three: Future PredictionsII.Teaching time :seven periodsPeriod1Ⅰ.Teaching aims1.Knowledge aims:⑴.words: robot, paper, use , less, fewer, tree, building, space, fly, moon…⑵ Conversation:A: Will people use money in 100 years?B: No, they won’t. Everything will be free. Will people live to be 200 years old?A: Yes, they will.2.Ability aims:⑴ Learn to talk about the future using will.⑵ Learn to make predictions.3. Emotion aims: Learn to study hard.II. Main Points1.What do you think life will be like in 100 years?2.Every home will have a robot.3. Will kids go to school? No, they won’t. They’ll study at home.4.There will be fewer trees.III. Difficult pointsThere will be …IV.Teaching MethodTask-based teaching methodV. Teaching aids: Radio, pictures.Procedures教学反思：Period2Ⅰ.Teaching aims1.Knowledge aims:⑴.words: sun, earth, spaceship, space station, even, pollution…⑵ Conversation:A: I think there will be more pollution.B: Well, I d on’t agree. But I think there will be fewer trees.A: I agree.2.Ability aims:⑴ Learn to talk about the future using will.⑵ Learn to make predictions.Emotion aims: Learn to study hard.II. Main Points1.more, fewer, less.2.will not = won’teverything will be free.III. Difficult pointsThere will be …IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.Procedures教学反思：Period3Ⅰ.Teaching aims1.Knowledge aims:⑴.words: pet, building, fall , parrot, go skating, be able to, dress…⑵ Conversation:Five years ago, I was in primary school. Today I am in middle school. In five yearsI will be in college.2.Ability aims:⑴ Learn to talk about the past, present, and the future.⑵ Learn to talk about future activities.Emotion aims: Learn to collect information.II. Main Points1.was, be, will be2.played, plays, will play.I think there will be more tall buildings.III. Difficult pointsI’ll= I will, they’ll= they will…IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.Procedures教学反思：Period4Ⅰ.Teaching aims1.Knowledge aims:⑴.words: fall in love with, as, lots of , apartment, keep a pet parrot, probably, be able to, dress, might, which,…⑵ Language points:fall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might…2.Ability aims:⑴ Learn to talk about the past, present, and the future.⑵ Learn the language points.(3) Learn to read the article of 3a.Emotion aims: Learn to express disagreement or agreement..II. Main Pointsnguage points2.Talk about the past, present, and the future.Talk about the life in ten years.III. Difficult pointsfall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might…IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.Procedures教学反思：Period5Ⅰ.Teaching aims1.Knowledge aims:⑴.words: unpleasant, scientist, however, hundreds of, already, factory, simple, such, everywhere, human, shape , snake, shape, possible, electric, seem, impossible, housework.⑵ Language points:the same as, make …do…, to take…, to help do…, to help with…2.Ability aims:⑴ Learn the skills of reading: to predict what will be in the text.⑵ Learn to cooperate.Emotion aims: Learn to share information with their partners.II. Main Pointsnguage points2.Talk about the different kind of usages of robots.Try to use specific language structures.III. Difficult pointsthe same as, make …do…, to take…, to help do…, to help with…IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.Procedures教学反思：Period 6Ⅰ.Teaching aims1.Knowledge aims:⑴.words: however, hundreds of, already, factory, simple, everywhere, human, shape , snake, shape, possible, electric, seem, impossible, housework.⑵ Language points:the same as, make …do…, to take…, to help do…, to help with…2.Ability aims:⑴ Learn the skills of reading: to predict what will be in the text.⑵ Learn to cooperate.Emotion aims: Learn to share information with their partners.II. Main Pointsnguage points2.Talk about the different kind of usages of robots.3.Try to use specific language structures.III. Difficult pointsthe same as, make …do…, to take…, to help do…, to help with…IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.Procedures教学反思：Period7Ⅰ.Teaching aims1.Knowledge aims:⑴.words: humans, unpleasant, make, take, shapes, might, look for, possible, toothbrushes.⑵ Language points:in the future, help with, such, wake up, talk to, over and over , get bored, seem impossible…2.Ability aims:⑴ Learn to find out the useful structures and make sentences with them.⑵ Learn to express themselves.Emotion aims: Learn to communicate with others.II. Main Pointsnguage points2.Talk about the different kind of usages of robot sand give a rating.Try to make sentences with specific language structures.III. Difficult pointssuch, talk to, over and over, seem impossible.IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.Procedures教学反思：。
八年级英语下册 Unit1《Will people have robots》机器人简介文字素材 人教新目标版
机器人简介实用上，机器人（Robot）是自动执行工作的机器装置。
机器人可接受人类指挥，也可以执行预先编排的程序，也可以根据以人工智能技术制定的原则纲领行动。
机器人执行的是取代或是协助人类工作的工作，例如制造业、建筑业，或是危险的工作。
机器人可以是高级整合控制论、机械电子、计算机、材料和仿生学的产物。
目前在工业、医学甚至军事等领域中均有重要用途。
欧美国家认为：机器人应该是由计算机控制的通过编排程序具有可以变更的多功能的自动机械，但是日本不同意这种说法。
日本人认为“机器人就是任何高级的自动机械”，这就把那种尚需一个人操纵的机械手包括进去了。
因此，很多日本人概念中的机器人，并不是欧美人所定义的。
现在，国际上对机器人的概念已经逐渐趋近一致。
一般说来，人们都可以接受这种说法，即机器人是靠自身动力和控制能力来实现各种功能的一种机器。
联合国标准化组织采纳了美国机器人协会给机器人下的定义：“一种可编程和多功能的，用来搬运材料、零件、工具的操作机；或是为了执行不同的任务而具有可改变和可编程动作的专门系统。
”机器人能力的评价标准包括：智能，指感觉和感知，包括记忆、运算、比较、鉴别、判断、决策、学习和逻辑推理等；机能，指变通性、通用性或空间占有性等；物理能，指力、速度、连续运行能力、可靠性、联用性、寿命等。
因此，可以说机器人是具有生物功能的空间三维坐标机器。
机器人发展简史（引自《环球科学》2007年第二期）1920年捷克斯洛伐克作家卡雷尔•恰佩克在他的科幻小说《罗萨姆的机器人万能公司》中，根据Robota(捷克文，原意为“劳役、苦工”)和Robotnik(波兰文，原意为“工人”)，创造出“机器人”这个词。
1939年美国纽约世博会上展出了西屋电气公司制造的家用机器人Elektro。
它由电缆控制，可以行走，会说77个字，甚至可以抽烟，不过离真正干家务活还差得远。
但它让人们对家用机器人的憧憬变得更加具体。
1942年美国科幻巨匠阿西莫夫提出“机器人三定律”。
人教新目标英语八下Unit1 Will people have robots教案1
Unit 1 Will people have robots?I. Analysis of the Teaching Material1. Teaching Aims and Demands(1) Knowledge Objects: In this unit students learn to make predictions.(2)Ability Objects: To improve students’ ability of listening, speaking, reading and writing.(3)Moral Objects: The important thing in life is to have a great aim, and the determination to attain it.2. Teaching Key Points: Introducing the key vocabulary and target language.3. Teaching Difficulties:• There will be fewer trees. There w ill be less pollution.• robot, free time, more, less, fewer, building, pollution, ago, will, won't, high school, college, sports car, childII. Teaching Time: Six periodsSection AAdditional materials to bring to class• map of the worldLanguage goal• On the board write a simple time line showing four dates: today's date, a date exactly one year from now, a date five years from now, and a date ten years from now.• Point to the date one year from now and ask students, What will be different in your life one year from now? Ask some specific questions such as, Will you be at this school in a year? Will you live in the same house in a year? Will you be in my class in a year? Under that date, write some of the things that will be the same and different for students a year from now. For example, Carlos will have a dog. Kike will be in Ms Brown's class.• Repeat the procedure with the dates five years and ten years in the future. Ask other questions to help students think ahead. For example, Will you live in this town five years from now? Will you be in college? Will you have a job five years from now? What job will you have ten years from now? Will you have children ten years from now?• After you write the students' predictions, underline the word will in each one.1 a This activity introduces the key vocabulary and the idea of making predictions. • Point to the time line on the board and extend it out to 100 years in the future. Say, In this activity we're going to talk about more than five or ten years in the future. We're going to talk about 100 years in the future.• Read each prediction to the class. Stop to introduce and explain new vocabulary items. For example, point to the picture of the robot in the book and ask students to repeat the word. Point out several countries on a map of the world and say, All these countries will be one country.• Read the instructions. Point to the columns of As and Ds and say, A means agree, 0 means disagree. Check D if you think the sentence will not be true. Check A if you think the sentence will be true.• As students work, move around the room answering any questions students may have.• Talk about the answers with the class. All students will probably not have the same answers. Point out the example in the speech hubbies and ask two students to read it to the class. Help students make their own statements using language from the example.1b This activity gives students practice in understanding the target language in spoken conversation.• Read the six prediction s to the class or have a student do it.• Read the instructions to students. Say, As you listen, circle the things you hear on the recording.• Play the recording the first time. Students only listen.• Play the recording a second time. This time say, Now listen to the conversation again. The people are making predictions about the future. Circle the predictions they talk about on the recording.• Correct the answers.1 c This activity provides guided oral practice using the target language.• Read the I nstructions.• Ask two students to read the example in the sample dialogue.• Help other students make one or two other predictions using statements like those in the sample dialogue. Point to an item in activity la and read it to the class. For example, Books will only be on computers. Help the student form the question, Will there be books in 100 years? Then help another student give the answer. He or she can say either, Yes, there will or No, there won't. Books will only be on computers.• Ask students t o work in pairs. As they work, move around the room giving language support as needed.• Ask several pairs to say their conversations to the class.Optional activityAsk students to predict what will happen at an upcoming school event such as a soccer game or a school party. They can make statements and agree or disagree with each other. For example. Our team will win the game. We'll get ten points. The other team won't score any points. Write some of the predictions on the board.2a This activity provides guided listening practice using the target language.• Point out the list of predictions and ask different students to read the predictions to the class.• Read the instructions and point out the sample answer.• Play the recording. Students circle the word they hear on the recording in each sentence: more, less or fewer• Check the answers.2b This activity provides guided listening practice using the target language.• Point to the list of predictions and ask different students to read the prediction s to the class.• Read the instructions. Play the recording once. Students only listen.• Play the recording again. Students check the predictions they hear.• Check the answers.2c This activity provide guided oral practice using the target language.• Read the instructions.• Point to the example in the sample dialogue. Ask two students to read the conversation to the class.• Point out the sentences in activity 2b. Read the dialogue again and ask students to point to the sentences that the two persons are talking about.• Then have students work in groups of four. They take turns making predictions about the future and agreeing or disagreeing with each other. As they ask and answer the questions, move around the room checking their work.• Check the ans wers by calling on different groups to say a conversation to the class.Grammar focus• Review the grammar box. Ask students to say the statements and responses.• Review the concept of countable and uncountable nouns by writing the two words on the board and asking different students to come to the board and write example of eachunder the headings. Help the students think of new words for each column. For example, uncountable nouns include familiar foods such as water, milk, orange juice, meat, bread, and butter. Countable nouns include familiar food such as eggs, cookies, muffins, apples, and bananas.Grammar noteIt may he useful to contrast countable and uncountable nouns that describe the same thing. For example, you might put these pairs of sentences on the board, adding simple pictures to help explain the vocabulary: There will he fewer lakes. There will be less fresh water. There will be fewer trees. There will be less wood. Point out that you can count lakes and trees, but that you can't count water or wood. Water and wood are uncountable nouns.Optional activityPlay a game with countable and uncountable nouns. Divide the class into two teams. Make statements using the word more plus an countable noun or an uncountable noun. For example, You need more water or You need more eggs. First one team say the statement, then the other changes their statement into another statement that uses a specific quantity. For example, You need more salt might become You need a teaspoon of salt. You need more eggs might become You need three eggs. Each correct answer is worth one point.3a This activity provides reading and writing practice using the target language. • Point to the three pictures and say, This is Salty. This is Sally five years ago, this is Salty now, and this is Salty five years in the future.• Read the instructions. Point out the sample answer and ask a student to read it to the class.• Ask students to complete the work on their own.• Check the answers.3b This activity provides guided oral practice using the target language.• Read the instructions.• Point to the example in the sample dialogue. Ask two students to read the dialogue to the class.• Point out the pictures in activity 3a. Read the dialogue again and ask students to point to the picture they are talking about.• Then have students work in pairs. As they make their predictions, move around theroom checking their work.• Check the answers by calling on different students to make predictions about Sally.3c This activity presents an opportunity for students to use the language of the unit to talk about themselves and their own interests.• Read the instructions.• Give an example from your own experience. You ask a good student to do this instead if you would prefer.• Ask a few s tudents to give examples. Correct any grammatical errors to make sure the students are providing a good model for the rest of the class.• Ask students to complete the work on their own.• Review the task. Ask a few more students for answers.4 This activity provides oral practice using the target language.• Read the instructions. Say This activity has two parts-drawing a picture and talking about it.• Ask students to draw pictures on their own. Move around the room helping students get ideas if they are having trouble- For example, you can say, How about some parks, lots of green parks? You could draw some bicycles, or special roads for bicycles.• Ask students to show their pictures to other students and describe what they drew. Homework:1.Review Section A.2.Recite the words in this unit.3.Preview Section B.4.Finish Exx. Section A.Section BNew language• rocket, astronaut, space station, computer programmer, crazy, live, moon, transportation, petAdditional materials to bring to class• bilingual di ctionariesla This activity reviews earlier vocabulary and introduces some new words.• Point to the three columns and read the headings to the class. Ask students to say in their own words what each heading means.• Read the list of seven words. Ask stu dents to raise their hands if there is a word they don't understand. Write these words on the board and use a simple drawing or a brief explanation to describe each one.• Read the instructions and say, Write these words in the correct column below.• Chec k the answers.1 b This activity provides a review of previously-taught vocabulary.• Ask a student to read the words already written on the chart. Say, Mow add some words to each column. Think about the jobs we studied before. Write some of the jobs in the chart. Look back at the other units and see if you can find some types a/transportation and some places people live.• Talk about the completed chart with the class. Put a blank chart on the board and ask students to come up and add words to each column of the chart. Have the student who writes each word use it in a sentence.2a This activity provides listening practice using the target language.• Read the instructions.• Point out the three pictures. Ask students to talk about what they see in each picture. • Play the recording the first time. Students only listen. Say, You will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures.• Play the recording a second t ime. This time students number the pictures.• Check the answers.2b This activity provides listening and writing practice using the target language. • Read the instructions.• Say, I will play the recording again. Listen, and write the correct words fro m the box on the blank lines. Point out the sample answer.• Play the recording. You may want to play it more than once, or to stop it after key lines.• Correct the answers.2c This activity provides oral practice using the target language.• Read the i nstructions. Say, Now talk about Joe with your partner. One student pretends to be Alexis and the other student pretends to be Joe. Then change places. • Point out the example in the sample dialogue and ask two students to read it to the class.• Help stud ents find partners and have the pairs work on their own.• Ask some pairs of students to say their dialogues to the rest of the class.3a This activity provides reading and writing practice using the target language. • Read the instructions. Point to the paragraph and say, First read Ming's answer. Then write down any questions you would like to ask about the story. We'll answer these questions together.• Ask students what questions they have about Ming's answer. Explain vocabulary words and repeat sentences in your own words if necessary.• Point out the chart below Ming's answer. Ask a student to read the column headings to the class. Say, Now write words from her answer in the correct columns below. Help students complete one or two answers. For example, write the word reporter in one column and Shanghai in another column.• Ask students to complete the chart on their own.• Check the answers.3b This activity provides open-ended writing practice using the target language. • Read the instructions. Ask students to look at Ming swers before they write about their future lives.• Move around the room as they work. Help students find words in a bilingual dictionary (or simply tell the students the words they are looking for).• Remind students not to show their work to any students.• Collect all the papers and put the papers in a pile. Have each student choose a paper. Be sure each student gets someone else's paper, and not his or her own.• Point out the example in the sample dialogue. Ask two students to read it to the class. Say, Now you'll read your papers and talk about them like this.• Ask different students to read the paper they are holding to the class. Then ask students to guess who wrote each paper.4 This activity presents an opportunity for students to use the target language of the unit to make predictions and express agreement and disagreement.• Read the instructions.• Ask two students to read the dialogue.• Ask another pair of students to give their opinions on another topic. Pick a top ic of current interest in the news.• Ask students to complete the work in pairs.• Ask a few students to share the sample conversation.Self Check1 This activity focuses on vocabulary introduced in the unit.• Ask students to fill in the blanks on the ir own. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Tell them that they can find all the words in the preceding unit.• Check the answers.• Ask students to make their own sen tences with the words, preferably sentences that are meaningful.• Write a number of students' answers for each word on the board. Underline any mistakes (it is not necessary to say which student made the mistake) and ask students to suggest how to correct the mistake.2 This reading passage introduces some humorous predictions.• Read the instructions.• Ask students to complete the work on their own.• Check the answers.• Ask students to make predictions about other inventions, such as robots.Homework:1.Review this unit.2.Finish Exx. Section B.3.Recite 3a4.Writing: Predicting your future, including your future job, the city you will live, etc.5.Preview the next unit.。
八年级新目标Unit 1 Will people have robots(知识点和测试题)
Unit 1 Will people have robots?【语法聚焦】一般将来时一、概念：一般将来时表示将来某个时间要发生的动作，事情或存在的状态.二、结构:1）陈述句：主语+will/shall+动词原形shall用于第一人称，常被will 所代替。
will 在陈述句中用于各人称，在征求意见时常用于第二人称。
will not=won't shall not=shan'tHe will read the newspaper at school next Monday.2）一般疑问句：w ill/shall+主语+动词原形Will you be at home at seven this evening? 今晚七点回家好吗？3）特殊疑问句：疑问词+ will/shall+主语+动词原形When will you go to Beijing?三、用法：1、be going to +do，表示将来。
a. 主语的意图，即将做某事。
例如：What are you going to do tomorrow? 明天打算作什么呢？b. 计划，安排要发生的事。
例如：The play is going to be produced next month。
这出戏下月开播。
c. 有迹象要发生的事。
例如：Look at the dark clouds, there is going to be a storm. 看那乌云，快要下雨了。
2、be +to表将来，按计划或正式安排将发生的事。
例如：We are to discuss the report next Saturday.我们下星期六讨论这份报告。
3、be about to +do，意为马上做某事。
例如：He is about to leave for Beijing. 他马上要去北京。
注意：a.be about to do 不能与tomorrow, next week 等表示明确将来时的时间状语连用。
新课标人教版八年级英语下册Unit 1 Will people have robots
Unit 1 Will people have robotsPeriod 1Period 2Step 1. Leading in1. Greetings and free talk.2. Check their homework:Ask two or three Ss to speak out what they wrote down.Step 2. Pre-task1. Go over what we learnt yesterday.2. 通过三种时间的对比简略复习一般过去时与一般现在时。
Step 3. While-taskSB Page 4, 3a1. Point to the three pictures and say:This is Sally.The first picture is Sally five years ago,the second one is Sally now,and the third one is Sally five years in the future.2. Read the instructions.3. plete filling in the blanks individually.4. Check the answers.5. Practice reading. Then ask some Ss read them out.SB Page 4, 3b.1. Look at activity 3a.Make predictions about Sally.2. Point to the example in the sample dialogue. Ask two Ss to read the dialogue to the class3. Practice reading.4. Pair work.Make their predictions about Sally.Step 4. Post-task1. Write about yourself.With the help of the sample of Sally. We can write sth. about ourselves five years ago, today and in five years.2. plete the work individually.3. Review the task. Ask a few more Ss for answers.Homework:Draw a picture of the city in 20 years. Describe it to the class.Period 3Step 1. Leading in1. Greetings.2. Say yourselves: five years ago, today and in five years.3. Check the homeworkStep 2. Pre-taskSB Page 5 , 1a.1. Look at the form and read the headings to the class. Make sure the Ss know what theymean.2. Read the list of seven words. Explain the new words.3. Write each word in the correct column. Check the answers.SB Page 5, 1b.1. Read the words already written on the chart.2. Group work: Think about what we learned before. Write some words in the chart above.Divide the class into groups of four, let them have a petition.Step 3. While-taskSB Page 5, 2a.1. Look at the pictures carefully. Can you guess what we’ll listen? Talk about them.2. Read the instructions. We’ll listen to 3 conversations. Number the pictures 1-3.3. Play the tape twice. Check the answers.SB Page 5, 2b.This activity is easy,I think.For we know the conversations are talking about Alexis 10 years ago,today and in 10 years.1. Read the instructions.2. Pay attention to the sentences and the verbs in the box.3. Play the tape and correct the answers.Step 4. Post-task1. Read the instructions.Pair work. One is Alexis, one is Joe.3. Point out the example in the sample dialogue. Read it to the Ss.4. Talk about Joe’s life now, ten years ago and in ten years.5. Ask some pairs of Ss to say their dialogues.Homework:1. Go over the words.2. Write a position about your future life.Period 4Step 1. Leading in1. Greetings.2. Ask two Ss to say sth about Joe.3. Check their homework.Step 2. While-taskSB Page 6, 3a.1. Read the instructions.2. Give Ss 3 minutes to read the passage, tick out the new words.3. Explain the new words and practice reading.4. Point out the chart. Read the column headings to the class.5. Read the passage again. Write words from her answers in the correct columns below.6. Check the answers.7. Practice reading.Step 3. Post-taskSB Page 6, Part 4.1. Read the questions below.2. Ask two Ss to read the dialogue.3. Answer the questions.4. Pair work. Get your partner’s answers.5. Share a few Ss’ conversations.Step 4. Self check1. plete 1.2. Read 2 and circle the inventions on the right.3. Find these words from this unit.Homework:1. Go over the words in this unit.2. Make some conversations.Period 5Reading: Do you think you will have your own robot?Step 1. Leading in1. Make a conversation. Two groups.2. If possible,draw a robot on the Bb or put up a picture of a robot.Tell: What does it look like? What can it do?3. Tell your partner what you know about robots.Step 2. Pre-taskSB Page 8, 1b.1. Read the title of the passage.2. Look at the picture together. Ask a few Ss to describe what they see.3. Read the words and phrases in the box. Practice reading the words.4. Circle the words you think you will read in the passage.Step 3. While-taskSB Page 8.1. First let Ss scan the passage for the main idea.2. Explain something.help sb with sth /do sth ; do the same as …; make sb do sth ; It takes /took /will take…3. Ask a few prehension questions around the class.4. Read the passage by the students.Step 4. Post-task1. Go through the reading again.How many words in 1b did you correctly predict?2. Go over the structures in SB Page 9, 3b.Make their own sentences.Homework:1. To make sure the students understand the passageand I want to know whether they’re careful in the class, let students translate the passage into Chinese.2. Go over this unit.3. Make their own sentences.4. What ways do you think a robot will help you and your family in the future? Write your ideas.。
人教新目标英语八年级下Unit1Willpeoplehaverobots课件17
I’ll have pets. I can’t have _a_n_y_pets now because my mother hates them, and our apartment is __to_o__ small. So in ten years, I’ll have many _d_i_f_fe_r_e_n_t_ pets. I might even _k_e_e_p_ a pet parrot!
In ten years, I think I’ll be a_re_p_o_r_t_e_r. I’ll live in Shanghai, because I _w_e_n_t_ to Shanghai last year and _fe_l_l_ in love _w_i_th_ it. I think it’s really a beautiful city. __A_s_a reporter, I think I will__m_e_e_t lots of interesting people. I think I’ll live_i_n_ an apartment w__it_h_ my best friends, because I don’t like living _a_l_o_n_e_ .
seem
像是；似乎
toothbrush 牙刷 housework
家务
everywhere 到处
look for
寻找
Reading on Page 8
Read paragraph 1.
Answer the following questions:
• What are robots like? 1. What kind of jobs can robots do?
新目标英语八年级下册Unit1 Will people have robots？讲解与练习
第 1 页 （共4 页） 第 2 页 （共4 页）学校 姓名 班级 考场 考号---------------------------------○密------------------ -------------------○封----------------------------- -- --○线----------------------------※※※※※※※※※※※※※※※答※※※※※※※※※※※※※※※※※※题※※※※※※※※※※※※※※※※线※※※※※※※※※※※※※新目标英语八年级下册Unit1 Will people have robots?讲解与练习班级 姓名重点词组及句型：1. There will be sth.= There is /are going to be sth. 将有……2. be free 空闲的，免费的3. on computer 在电脑上4. live to be + 岁数 活到……5. fewer people 更少的人（fewer 修饰名词复数）；less free time 更少的空闲时间（less修饰不可数名词）； (many /much) more +可数名词复数/不可数名词 更多的……6. be crowded 拥挤的7. five years ago 五年前；in five years 五年后8. fly to the moon 飞向月球9. sb. will be +职业 某人将成为……10. fall in love with sth./sb.爱上某人或某物11. live in an apartment with sb. 和某人住在同一个公寓里12. live alone 独自生活13. keep a pet parrot 养一只宠物鹦鹉 14. go skating 去滑冰15. like doing sth. 喜欢做某事16. wear a suit\uniform 穿套装\制服 17. be able to 有能力做某事 18. on vacation 在假期19. one day 将来\过去的某一天 20. What will the weather be like tomorrow?=How will the weather be tomorrow?明天天气会怎么样？21. for fun 为了好玩 22. make sentences with the words 用词造句23. come true （梦想等）实现；成为现实 24. in sb's home 在某人家里 25. be used by 被……使用26. science fiction movies 科幻片 27. in the future 将来 28. be like humans 像人类 29. help with sth. 帮助做……help do 帮助做…… 30. hundreds of 几百 31. the same...as... 和……一样 32. make ... do 让\使得……做33. It will be + adj. + to do sth. 做某事将会…… 34. try to do 努力\尽力做某事 35. look like 看起来像36. get bored 变得厌烦 37. many different shapes 许多不同形状 38. electric toothbrush 电动牙刷日常用语：1. ---Will there be less pollution? 将来会有更少的污染？---No, there won’t. 不，不会。
八年级英语下册Unit1Willpeoplehaverobots语法详解人教新目标版
福建省长泰县第一中学八年级英语下册《Unit 1 Will people haverobots》语法详解人教新目标版单元语法讲解一、语法归纳精讲一般将来时一般将来时表示将来某个时间要发生的动作或存在的状态，常与表示将来的时间状语连用。
如tomorrow, tomorrow morning, next week, in two days, soon, the day after tomorrow。
1.一般将来时的构成一般将来时由“情态动词shall（第一人称）/will（第二、三人称）+动词原形”构成。
美语则不管什么人称，一律用will。
在口语中所有的人称都可以用will。
但在第一人称的疑问句中，经常用情态动词shall。
eg: What shall we do then? 然后我们干什么？下表是一般将来时的肯定、否定和疑问式。
人称Statement froms 肯定式Negative forms 否定式Question forms 疑问式第一人称I/We will/I’ll/We’ll go.I/We will not/won’t go.Shall I/we go?第二人称You will/You’ll go.You will not/won’t go.Will you go?第三人称He/She/It/They will/ He’ll/She’ll/It’ll/ They’ll go.He/She/It/They will not/won’t go.Will he/she/it/they go?2.一般将来时的基本用法（1）表示将来某个时间要发生的动作或存在的状态，常与表示将来的时间状语连用。
eg: Next month my sister will be twenty-one. 下个月我姐姐就二十一岁了。
I’ll send you the book as soon as possible. I promise you. 我会尽快把那本书寄给你。
新人教版英语八下Unit1Willpeoplehaverobotsword教案
Unit 1 Will people have robots ?I.Programmes for the unit1.Teaching Goals(1)Learn to make predictions.(2)Learn the Future Indefinite(3)Talk about past present and future.2.Target Language(1)What do you think Sally will be in five years?(2)I think every home will have a robot.(3)Will kids go to school .They ’ll study at home on computers.(4)There will be fewer trees.3. A diagram for Topic WordsQuantities more ,less,fewer…..Future Liferobot, paper, money, free time, pollution Thingsastronaut, rocket, space, station, moon 4.A diagram for Topic Thingking and Task-based ActivityTask One : Life in the FutureFuture LifeTask Two: Dream in the FutureTask Three: Future PredictionsII.Teaching time :seven periodsPeriod1Ⅰ.Teaching aims1.Knowledge aims:⑴.words: robot, paper, use , less, fewer, tree, building, space, fly, moon…⑵ Conversation:A: Will people use money in 100 years?B: No, they won’t. Everything will be free. Will people live to be 200 years old?A: Yes, they will.2.Ability aims:⑴ Learn to talk about the future using will.⑵ Learn to make predictions.3. Emotion aims: Learn to study hard.II. Main Points1.What do you think life will be like in 100 years?2.Every home will have a robot.3. Will kids go to school? No, they won’t. They’ll study at home.4.There will be fewer trees.III. Difficult pointsThere will be …IV.Teaching MethodTask-based teaching methodV. Teaching aids: Radio, pictures.教学反思：Period2Ⅰ.Teaching aims1.Knowledge aims:⑴.words: sun, earth, spaceship, space station, even, pollution…⑵ Conversation:A: I think there will be more pollution.B: Well, I d on’t agree. But I think there will be fewer trees.A: I agree.2.Ability aims:⑴ Learn to talk about the future using will.⑵ Learn to make predictions.Emotion aims: Learn to study hard.II. Main Points1.more, fewer, less.2.will not = won’teverything will be free.III. Difficult pointsThere will be …IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.Procedures教学反思：Period3Ⅰ.Teaching aims1.Knowledge aims:⑴.words: pet, building, fall , parrot, go skating, be able to, dress…⑵ Conversation:Five years ago, I was in primary school. Today I am in middle school. In five years I will be in college.2.Ability aims:⑴ Learn to talk about the past, present, and the future.⑵ Learn to talk about future activities.Emotion aims: Learn to collect information.II. Main Points1.was, be, will be2.played, plays, will play.I think there will be more tall buildings.III. Difficult pointsI’ll= I will, they’ll= they will…IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.Procedures教学反思：Period4Ⅰ.Teaching aims1.Knowledge aims:⑴.words: fall in love with, as, lots of , apartment, keep a pet parrot, probably, be able to, dress, might, which,…⑵ Language points:fall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might…2.Ability aims:⑴ Learn to talk about the past, present, and the future.⑵ Learn the language points.(3) Learn to read the article of 3a.Emotion aims: Learn to express disagreement or agreement..II. Main Pointsnguage points2.Talk about the past, present, and the future.Talk about the life in ten years.III. Difficult pointsfall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might…IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.教学反思：Period5Ⅰ.Teaching aims1.Knowledge aims:⑴.words: unpleasant, scientist, however, hundreds of, already, factory, simple, such, everywhere, human, shape , snake, shape, possible, electric, seem, impossible, housework.⑵ Language points:the same as, make …do…, to take…, to help do…, to help with…2.Ability aims:⑴ Learn the skills of reading: to predict what will be in the text.⑵ Learn to cooperate.Emotion aims: Learn to share information with their partners.II. Main Pointsnguage points2.Talk about the different kind of usages of robots.Try to use specific language structures.III. Difficult pointsthe same as, make …do…, to take…, to help do…, to help with…IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.Procedures教学反思：Period 6Ⅰ.Teaching aims1.Knowledge aims:⑴.words: however, hundreds of, already, factory, simple, everywhere, human, shape , snake, shape, possible, electric, seem, impossible, housework.⑵ Language points:the same as, make …do…, to take…, to help do…, to help with…2.Ability aims:⑴ Learn the skills of reading: to predict what will be in the text.⑵ Learn to cooperate.Emotion aims: Learn to share information with their partners.II. Main Pointsnguage points2.Talk about the different kind of usages of robots.3.Try to use specific language structures.III. Difficult pointsthe same as, make …do…, to take…, to help do…, to help with…IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.Procedures教学反思：Period7Ⅰ.Teaching aims1.Knowledge aims:⑴.words: humans, unpleasant, make, take, shapes, might, look for, possible, toothbrushes.⑵ Language points:in the future, help with, such, wake up, talk to, over and over , get bored, seem impossible…2.Ability aims:⑴ Learn to find out the useful structures and make sentences with them.⑵ Learn to express themselves.Emotion aims: Learn to communicate with others.II. Main Pointsnguage points2.Talk about the different kind of usages of robot sand give a rating.Try to make sentences with specific language structures.III. Difficult pointssuch, talk to, over and over, seem impossible.IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.Procedures教学反思：。
人教版八年级下册各单元英语语法解析知识重点总结
人教版八年级下册各单元英语语法解析知识重点总结新目标英语八年级(下)重点短语及句型总Unit 1 Will people have robots?1. fewer people 更少的人（fewer 修饰名词复数，表示否定）2. less free time 更少的空闲时间（less 修饰不可数名词，表示否定）3. in ten years 10年后（in 的时间短语用于将来时，提问用How soon）4. fall in love with … 爱上……例：When I met Mr. Xu for the first time, I fell inlove with him at once.当我第一次见到许老师，我立刻爱上他。
5. live alone 单独居住6. feel lonely 感到孤独（比较：live alone/ go alone 等）The girl walked alone along the street, but shedidn't feel lonely.那女孩独自沿着街道走，但她并不感到孤独。
7. keep/ feed a pet pig 养一头宠物猪8. fly to the moon 飞上月球9. hundreds of + 复数数百/几百（概数，类似还有thousands of;millions of）10. the same as 和……相同11. A be different from B A与B不同(= There is a difference/ Thgere aredifferences between A and B)12. wake up 醒来(wake sb. up 表示“唤醒某人”)13. get bored 变得厌倦（get/ become 是连系动词，后跟形容词如tired/angry/ excited 等）14. go skating 去滑冰（类似还有go hiking/ fishing /skating/ bike riding 等）15. lots of/ a lot of 许多（修饰可数名词、不可数名词都可以）16. at the weekends 在周末17. study at home on computers 在家通过电脑学习18. agree with sb. 同意某人(的意见)19. I don't agree. = I disagree. 我不同意。
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课题：八年级下册Unit1 Will people have robots ?SectionB(1a-2c) 第三课时课型：新授课主备人审核人（教研组）班级姓名学习组长学习目标与重难点：1.掌握重点单词与短语：单词：astronaut, rocket, space, fly, take-took, moon.短语：computer programmer(电脑工程师)，space station(太空站)，live in an apartment（居住在一所公寓里），live on a space station(住在太空站).2.背出句子:(1) —Where do you live? —I live in an apartment.3. 熟读P87, SectionB 2a,2b三个小对话。
学习过程：一、预习·导学1. 在书本P5上找到下列单词及词组：在书本上用红笔圈出单词，用红线画出词组astronaut,rocket,space, fly, take-took, moon. 短语：computer programmer(电脑工程师)，space station(太空站)，live in an apartment（居住在一所公寓里），live on a space station(住在太空站)。
2. 抄写上面的单词及词组，把不会的单词在前面打钩。
（）（）（）（）（）（）（）（）（）（）3. 写出下列单词的过去式1）play 2）take 3）live4）write 5）go 6) is7) are 8)study 9）fall4. 根据本单元所学单词，补全下列单词并注上中文。
r_bo_（）p_p_r（）_ _ee（）c__ll_ge（）sp_ _e （）p_ll_tion（）_str_naut（）r_ck_t（）_partm_nt （）5. 火眼金睛。
（每句有一处错误，请纠正。
）1)There will have less paper money.2)I will spend fewer time on homework.3)What will the future like?4)What will you do after 10 years?5)He lives in a apartment but I never go there.家长签名二、预习·疑问（通过认真预习，请你写下疑惑摘要，在预习准备课上与组员交流）星级评定（由学习组长评定，对完成预习任务并积极讨论疑惑的组员给予一颗星）三、学习·研讨（根据教学目标与学生共同完成教学过程，同时解决学生的疑问）活动（1）：复习导入新课。
活动（2）：听力。
活动（3）：pairwork。
活动（4）：Groupwork.。
星级评定（由教师评定，上课态度认真的给予一颗星，认真完成学习稿中的学习任务的再给予一颗星）四、巩固·延伸A: Where do you live ? B:I live in .A: Where did you live ten years ago ? B:I lived in .A: What do you do ? / What’s your job ? B: I’m a/an.A: What do you think you will be in ten years ? B:I think I will be .A: Where will you live ? B:I will live in .A: Where will you work? B:I will work in .ReportI live in now . But ten years ago I lived in .五、拓展练习【课堂评价练习】一、补全对话。
1. A: Will people have _______ in their homes?B: Yes, _______ _______. I think every home will have one.A: _______ can they do in their homes?B: I think they can do all things.A: Well, I _______. Can they help their children do homework?B:Yes, they_______.2. A: I think there will be more students in our school.B: Well, I _______ agree.But I think there will be fewer teachers.A: I _______.We will study on line.二、用所给词的正确形式填空。
1. What _________ you ______(do) this Sunday? There _____________(be) a football match.2. There _________（not be）a football match in our college next week.3. I think it _____________ (be) rainy tomorrow.4. We ___________ (visit) the Great Wall next Monday.5. Who __________(give) us a talk on the computer in two days?6. —When _____they _____(fly) to Shanghai? —In a week.三、单选题。
（）1.–Will there be more people in 100 years,? -- , I hope.A. No, there isn’t.B. No, there aren’tC. No, there won’t.D. Yes, there will （）2. I rockets to the moon when I grow up.A. will putB. will flyC. am flyD. am put（）3. He is happy that he in a tall apartment next year.A. liveB. livesC. will liveD. lived（）4. I think Brazil the next World Cup.A./ ;won’t winB. don’t think; will winC. won’t; winD. don’t; win （）5. If there are trees, the air in our city will be cleaner.A. less; moreB. more; moreC. more; muchD. fewer; much （）6. —Where do you live ?—I live an apartment.A. in; inB. /; /C. in; /D. /; in（）7.What a sunny day! we go climbing?A. ShallB. NeedC. MustD. Are四、连词成句1. live, I, will, a space station, on（.）______________________________________________________________________2. will, 200 years old, to be, live, people（？）______________________________________________________________________3. in 100 years, won’t, any, be, paper money, there（.）______________________________________________________________________4. pollution, less, be, will, there(.)______________________________________________________________________5. in five years, do you think, what, Sally, be, will(?)______________________________________________________________________五、根据句意和所给中文意思或单词首字母写出下列单词。
1. She will be an a like Yang Liwe in five years.2. We have successfully sent many r into space.3. He likes to live in an a with his parents.4. I want to be a computer (程序设计师).5. The (月亮) travels round the earth.6. Some scientists are living in a space s .星级评定（由教师评定，态度端正并认真完成学习稿中的拓展练习并订正好的给予一颗星）【我的收获—我快乐】________________________________________________________________________________________________________[我的不足—我改正] 你有做错的题吗？请你记录下来并更正到错题记录本！家长签名。