新人教版八年级上册英语Unit7 教案

新人教版八年级上册英语Unit7 教案Topic:
Class Type:
n Date: [Date]
___:
1. Language Knowledge Objectives:
- To master the following vocabulary: paper, n, n, future, pollute, environment, , earth, plant, part, play a part.
- To master the following sentence structures:
1) What will the future be like?
Cities will be more polluted. And there will be ___.
2) Will people use money in 100 years?
3) Will there be world peace?
4) Kids will study at home on computers.
5) They won’t go to school.
- ___ the use of "will + verb" to express the simple future tense.
2. Attitude and Value Objectives:
- To guide students to look forward to the future and design their future lives, so as to achieve the goal of prospect ___.
___:
1. To learn and master the meaning and structure of the simple future tense.
Teaching Difficulties:
- To master the use of "more/fewer" and "more/less".
___:
___:
___:
I. Lead-in
1. Show students some pictures of robots on the big screen and ask them to talk about their future jobs and plans: "What do you want to be when you grow up?"
Ss: "I want to be a scientist."
T: "How are you going to do that?"
Ss: "I’m going to study science hard."
...
2. Use the pictures to guide students to the topic of robots.
II. n
III. Game IV. Listening V. Pair work
1. The teacher reads the first n in 1c and then has the students read it in pairs.
2)掌握情态动词will来表达一般将来时态这一语法知识；
教学难点：
运用will来表达一般将来时态的句子构成和用法。

教学方法：
情境教学法、交际教学法、任务型教学法、合作研究法。

教学手段：
多媒体课件、黑板、PPT、图片等。

教学过程：
Step 1 n
1. Review the new words and phrases from n A.
2. Ask students to share their ns for the future based on what they have learned in n A.
Step 2 n
1. Introduce the grammar point of using will for ___.
2. Show examples of sentences using will for ___.
3. ___.
Step 3 Practice
1. Have students complete the exercise in Grammar Focus 3c, using will to make ___.
2. Ask students to share their ___.
Step 4 n
1. Have students write a short paragraph about their ns for the future, using will to make ___.
2. Ask some students to share their paragraphs with the class.
Step 5 n
1. Ask students to use the phrases "be ___", "be fewer trees", "be in great danger", "less water", and "play a part" to make ___ future.
2. Have students share their ___.
Step 6 Homework
1. Review the grammar point of using will for ___.
2. Write five sentences using will to make ___.
3. Prepare for the ___.
___:
Teaching Difficulty:
___:
___:
I. Warm-up and n
1. ___ class.
2. Ask some students to give ns.
Teacher: What do you think the future will be like? Student 1: There will be less free time.
Student 2: There will be ___.
II. Grammar Focus
1. Students read the sentences in the Grammar Focus and do a fill-in-the-blank exercise.
① What will the future be like?
② What will the cities be like?
Cities will be more polluted. And there will be ___.
③ Will people use money in 100 years?
Will people use money in 100 years?
④ No, ___.
⑤ Will there be world peace?
Will there be world peace?
⑥ Yes, I hope so.
⑦ Kids will study at home on computers.
⑧ Will they not go to school?
III. Try to Find
I. Simple future tense
Affirmative: Subject + will + base form of verb
Kids will study at home on computers.
Children will learn on their home computers. Negative form: Subject + won’t + verb infinitive
In 100 years, people won’t use money anymore. Interrogative form: Will + subject + others? Affirmative answer: Yes, subject + will. Negative answer: No, subject + won’t.
Will people have more free time?
Yes, they will. / No, they won’t.
There are many trees near the lake.
The verb "be" has two forms: "is" and "are". There is an apple tree in the park.
There are many people in the park today.
Future simple structure of the "There be" sentence: Affirmative form: There + will be + others. Negative form: There + won’t be + others. Interrogative form: Will there be + others? Answer: Yes, there will. / No, there won’t. Countable nouns:
1. ___
2. ___
Uncountable nouns:
1. more + ___
2. less + ___
Practice on 3a:
1. Students should read the n in 3a and try to fill in the blanks with "more/less" or "fewer".
2. They should read the whole ___ whether to use "more/less" or "fewer" based on whether the ___.
3. Finally, the teacher and students should check the answers and explain any ns the students may have.
4. Students should read these ___.
Practice on 3b:
1. Students should read the beginning of each ___.
1. 研究并掌握有关未来城市的词汇和句型；
2. 提高学生的口语表达能力；
3. 培养学生的想象力和团队合作能力。

2. 研究策略目标：
1. 通过小组讨论和画图的方式，培养学生的合作和创造力；
2. 通过练，提高学生的语言运用能力。

重点难点：
1. 未来城市的描述；
2. 运用所学知识进行口语表达。

教具准备：
PPT，黑板，单词卡片，练题。

教学过程：
Step 1. Warm-up
1. ___ to the topic: “Today we are going to talk about cities. What do you think cities will be like in the future?”
2. Brainstorming: “What do you think will change in cities in the future? What will stay the same?” Write students’ answers on the board.
Step 2. n
1. Present the new vocabulary and sentence structures using PPT and word cards.
2. Play the for students to listen and repeat.
3. Have ___.
Step 3. Listening and Speaking
1. Play the for 1a and have students listen and circle the words they hear.
2. Check the answers as a class.
3. Have students listen to the again and fill in the blanks.
4. Check the answers as a class.
5. Have students work in pairs to ask and answer the ns in 1a.
6. Have some pairs share their answers with the class.
7. Play the for 2a and have students listen and number the pictures in the order they hear them.
8. Check the answers as a class.
9. Have students listen to the again and fill in the blanks.
10. Check the answers as a class.
11. Have students work in pairs to ask and ___.
12. Have some pairs share their answers with the class.
Step 4. Group Work
1. Divide students into groups and have them discuss what they think cities will be like in the future.
2. Have each member share their ideas and the group leader record them.
3. Have students use their group members’ ___.
4. Have groups compare their pictures and discuss which group did a better job.
5. Have each group give a report in English about their city.
Step 5. Exercises
1. If time allows, do some more exercises on the big screen.
2. Have ___ using more, less, or fewer based on the n in the table.
Step 6. Homework
1. Review the Grammar Focus n.
2. Imagine what your life will be like in 50 years and write six ___ describe it.
教学反思：
本节课通过听说读写四个方面的综合训练，让学生在轻松愉快的氛围中研究了未来城市的描述，并通过小组讨论和画图的方式培养了学生的合作和创造力。

同时，通过练，提高了学生的语言运用能力。

但是，下节课需要加强对学生的语法知识的讲解和练。

1. ___ the task to the Ss. They will listen to the n again and
fill in the blanks with the missing words.
2. Play ___.
3. After the recording, give the Ss some time to fill in the blanks.
4. Check the answers with the Ss.
5. If there are any words that the Ss don't understand, explain them to the class.
and Writing
1. T: Now let's read the passage again and pay n to the underlined words. These are new words for us. Let's learn them together.
2. Introduce the new words and ask Ss to repeat after you.
3. Ask Ss to use the new words to write ___.
4. ___.
5. Ask Ss to share their ___ they would like to have and why.
6. Ask some Ss to share their ideas with the class.
1)激发学生对未来科技发展的兴趣和好奇心。

2)鼓励学生积极思考和表达自己的未来规划和想法。

3)培养学生的创新精神和科学思维能力。

教学重点：掌握用will表达一般将来时态的用法，能够
描述未来机器人的功能和自己的未来生活情况。

教学难点：综合运用所学知识来描述自己未来生活的情况。

教学方法：交互式教学法、任务型教学法、讨论式教学法。

教学手段：多媒体课件、教学视频、图片、实物。

教学过程：
Step 1. Lead-in
1. Greet the class and ask some general ns about robots, such as “What do you know about robots?”, “Do you think robots will replace humans in the future?”
2. ___ and ask the students to describe their ___.
3. Introduce the topic of today’s lesson: “Robots in the Future” and explain the learning objectives.
Step 2. Pre-reading
1. Ask the students to read the title of the passage and predict what the passage will be about.
2. Show some key words from the passage and ask the students to guess their meanings.
3. Explain the meanings of the words and ask the students to repeat after the teacher.
Step 3. Reading
1. Ask the students to read the passage ___.
2. Play the recording of the passage and ask the students to listen and follow.
3. Ask the students to read the passage again and answer the ns in 3a.
4. Check the answers with the class.
Step 4. Post-reading
1. Ask the students to read the passage again and write ___ will be able to do in the future.
2. Check the sentences with the class and ask the students to explain their ideas.
3. Ask the students to read the passage again and fill in the blanks in 3b.
4. Check the answers with the class.
Step 5. n
1. Divide the class into groups and ask them to discuss the following ns:
-What kind of robot would you like to have in the future?
-What tasks do you think robots will be able to do in the future?
-Do you think robots will replace humans in some jobs?
2. Ask some groups to share their ideas with the class.
Step 6. Summary and Homework
1. Summarize the key points of the lesson and ask the students to review the new words and grammar.
2. Assign the homework:
-Review the passage and summarize the key points.
-Complete the tasks in 3c and write the ___.
Step 7. Assessment and Feedback
1. Give feedback on the students’ performance a nd provide
___.
2. ___.
Do you have any ___ future life?
2. Introduce the topic of personal ___.
T: Today, we will talk about personal ___. We will learn how to read and understand future ns and how to describe our own future life. The purpose of this lesson is to help you ___ your life. It will also help you ___.
Ⅲ. n
1. Show some examples of personal ___.
2. ___.
3. Give students some tasks to ___.
Ⅳ. Practice
1. Have students work in pairs or groups to describe their own future life using the phrases and ___.
2. Ask some students to share their ns with the class.
3. ___.
Ⅴ. Review
1. Review the key points and ___.
2. Give students ___.
Ⅵ. Homework
1. Write a short paragraph about your own future life using the phrases and sentence structures you have learned.
2. Preview the ___.
In summary, my future plans involve pursuing two different ns: computer science and art. While they may seem vastly different, ___ me and look forward to the ___.
2. Example: I think students won't need to write words on paper because robots will write down everything you think.
3. Students discuss with their partners and try to draw the robots they are imagining. Afterward, a few students can share their robots and show pictures of them.
___
Work on Self Check 1:
1. Put the words in the correct columns of the chart.
2. ___ what they need to do.
3. Guide the ___":
- "More" can be followed by ___.
- "___.
- "Less" is followed by ___.
4. Students categorize the given words and check their answers.
5. Students can try to add more words and fill them in the boxes.
Work on Self Check 2:
1. Instruct the students to read the n below, then fill in the blanks with the correct words.
2. Do the first one as a model for the students.
(1. In this sentence, "be" and "like" are ns, meaning "similar to." Therefore, the ___. Since there is a modal verb "will," the correct form of the ___ "be.")
3. ___ to fill in the blanks with the appropriate words.
4. Review the answers with the class.
Homework:
1. Review n B.。