八年级英语上册Unit7Willpeoplehaverobots？教案3.docx

Unit 7 Will people have robots?一、教材内容本单元围绕“谈论问题”及“提出建议”这两个话题，设计了相关的语言情景。Section A la-2d的呈现了本单元的重点语法现象一般将来时表示猜测的用法，然后 设计了听力活动、俩俩结对活动以及小组活动，从听说角度训练了本单元的核心句型，并在 Grammar focus中进行了归纳总结。Section A 3a-3c才所设计的活动，则先通过与一般过 去时一般现在时的对比，让学生进一步地了解与掌握一般将来时的结构与用法。Section B la-2e先通过词类的分组活动，呈现了听力活动中所要用到的生词；然后， 设计了两个听力活动，分别从两个层面，从宏观到细节，帮助学生掌握一般将来时态的意义、 结构和用法。3a-4设计的活动，则通过说、读与写的活动，对学生三种时态的运用能力进 行了综合的训练，旨在帮助学生形成创造性地运用所学三种时态的能力。Self Check部分让学生通过活动1-2对自己的词汇运用能力及语言综合运用能力进行 自我评价。二、教学目标1.知识与技能(1)词汇：paper, pol lution, prediction, future, pol lute, environment, planet, earth, plant, part, peace, sea, sky, astronaut, apartment, rocket, space station, moon, Mars, servant, dangerous, believe, shape, factory, holiday,(2)语法:a.用will表示的一般将来时；一般将来时一般问句及其简短回答；more, less和fewer表示量的用法；d.比较一般现在时、一般过去时和一般将来时的用法。(3)重点句型：a. What do you thing life will be like in 100 years.b. Every home will have a robot.c. Will kids go to school?No, they won, t. They* 11 study at home.d. There will be fewer trees.2. Revise the use of the indefinite future tense.Step 3 Reading (3a)1. Read the article quick and then fill in the blanks with the words in the box.2. Check answers and read together.3. This article is Jill' s answer to the question, what' s your answer?4. Ask the students discuss with their partners.Step 4 Writing (3b-3c)1. plete the chart in 3b and please add more iterns.2. Write about your life 20 years from now. Use 3a and 3b to help you.3. Get some good writings and read them to the class.Step 5 Discuss (4)1. Discuss how you think a robot will help students with schooIwork in the future.2. Discuss how you think a robot will help other people in the future.3. Write down your group, s ideas and then show them to the class.4. Draw a picture about your robot.Home assignment1. Write the sentences made in class in the exercise-book.2. Read aloud the passage in 3a.3. Go on the Internet and look for the information on robots.4. Preview the part of Self Check.The Fifth PeriodTeaching aims and demands.Aims of basic knowledge:Key vocabulary and structures: all in this UnitAims of abilities:1. Be able to talk about future.2. Talk about them using the target language.Aims of emotion and evaluation:Through reading about the robot, help the students to understand that man can create their own future by their own efforts.Teaching Methods:1. Guided reading2. task-based approachTeaching procedure:Step 1 Warm up1. Greetings2. Duty report - My parent* s/friend* s life in ten yearsStep 2 Presentation1. The robot in my mind1) Have the students think about the robots with the following questions in mind:What does your robot look like?What can it do?2) Put the students into groups of four and do brainstorming exercise and then2. Get each group to report the result of their discussion to the class.Step 3 plete the chart1. Read the words in the box.2. Put the words in the correct columns in the chart.3. Review the use of umore, fewer, less”.Step 4 Fill in the blanks1. plete the conversation.2. Read the conversation together.Home assignment1. Read aloud the passage you have learned.2. Interview your parent or friend on what kind of robot they would like to have and what kinds of work they would like their robots do.3. Revise what has been learned in this unit.4. Preview Unit 82.情感态度与价值观通过描述未来，调动学生的积极性，发挥学生的想象力，同时帮助学生树立正确的人生 观和价值观：让学生懂得：有付出才能有收获，自己的未来要靠自己的劳动来创造。The First PeriodTeaching aims and demands:Aims of basic knowledge:1. Key vocabulary:robot, everything, paper, use, tree, building, pollution, fewer, less2. Key structures:1) Will there be less / fewer / more？No, there won * t. There will be more/less/fewer.2) Kids won * t go to school.3) They will study at home on puters.Aims of abilities:1. Be able to listen for specific information on what will happen in the future;2. Be able to talk about what will happen in the future using the target language;Aims of emotion and evaluation:Encourage the students to work hard at their lessons preparing for their own future.Teaching Methods:1. Listening and speaking.2. mun i cat i ve approach.3. Task-based approachKey Points:1. Master the usage of the indefinite tense.2. Talk about what will happen in the future.3. Review the Simple Past Tense and the Simple Present Tense.Difficulties:How to use correctly the simp1e past tense and the present progressive tense.Teaching procedure:Step 1 Warm up1. Greetings;2. Duty reportStep 2 Presentation1. Draw a time line on the blackboard and mark the line as the following:5 years ago now 1 year from now 5 years from now2. Introduce the indefinite future tense1) Teacher points to the now-point on the time line and says: "I am now in this school. " And then points to the 1 - year-from-now, saying: "I will be in this school one yecir from now. " Point to the 5-years-from-now point, saying: "I will be in this school five years from now, too. n (Write the two sentences on the blackboard, the word will be written in red.)2) Get the students to read aloud the sentences several times until they can say thorn correctly.3) Prompt the students to say what they think the word wi 11 is used for. Teacher gives merits on the students* work and tells the class: The word will here is used to tell the future actions and happenings.Step 3 Practice (la-lc)1. Get the students to look at the picture and then talk about what they have seen in it. Teach the new word robot at the same time.2. Ask the students how the world will be different 100 years from now. Check A or I) to plete la.3. Listen and circle the predictions you hear in la. plete lb.4. Students read the conversation in 1c together.5. Pair the students to practice making conversations about the predictions in la.Step 4 Listening (2a-2b)1. Have the students read the sentences in 2a first, teaching the new word pol lution using a picture of a factory producing a lot of black smoke and make sure they know what they are asked to listen for. Tell the students that less is the parative degree of little, which is used to modify an uncountable noun, and that fewer is the parative degree of few, which is used to modify a countable noun.2. Play the recording for the students to listen and circle the words they hear.3. Play the recording again for them to check their answers.4. Deal with 2b in the same way.Step 5 Practice (2c-2d)1. Get one top student to co-operate with the teacher acting out the dialogue in the box in 2c.2. Have the students work in groups of four using the following structures:A: I think there will be B: Well, I don' t agree. But I think there will be-C: I agree.3. Get some groups to act out the conversations they have made.4. Role-play the conversation in 2d.Homework1. Preview the sentences in Grammar Focus.2. Preview 3a -43. Prepare some old pictures of yourself and your parents, friends or famous persons and your hometown.4. Draw some pictures of what the city would be like in the future.The Second PeriodTeaching Aims and Demands.Aims of basic knowledge:1. Key Structures:1) Five years ago, Sally was /played2) Today Sally is/plays3) In five years Sally will be/will playAims of abilities:Be able to use the three different tenses to depict the past, present and futureactions or states.Aims of emotion and evaluation:Enable the class to get to know that one creates his own and that only by his hard work can he cherish a bright future.Teaching Methods:1. Task-based approach2. Team workKey Points:The use of willTeaching Procedure:Step 1 Warm up1) Greetings2. Revise the formation of the past tense.1) Write the past tense of the follow verbs.liveplay .studyworkfinishtrybehavebuyteach get take2) Prompt some to tell the answers for the whole class to check and then summarize the rules.3. Revise the useful words.1) Get the students to brainstorm the words and write on the blackboard.Sports: football, basketballMusical instruments: violin, piano, guitar2) Get the students to brainstorm the names of the animals.Step 2 Presentation1. Draw the time table on the blackboard.5 years ago now 5 years from now2. Show the pictures depicting the past, today and the future of your own and say:Five years ago, I was a farmer. Now I am a teacher. In five years, I wi 11 be retired.Five years ago, I played tcible tennis. Now I play the piano. In five years, I will play the violin.3. Have the class read aloud the sentences after the teacher.4. Encourage some to tell what they have found out about the use of the three tenses.Step 3 Grammar focus1. Get some students to answer what they have learned in this period. The teacher makes a brief ment.2. Have the class read through the sentences in the table and raise questions if they don' t understand any of the sentences.3. Review the use of umore, fewer, less” . Make sure the students understand. Step 4 Practice (3a)1. Ask some students to plete the sentences.2. Check the answers and explain.3. Read aloud the sentences after the teacher chorally until they can say them correctly.4. Individually reading.Step 5 Pair work (3b)1. Ask some students to plete the sentences.2. The students practice the conversations again in pairs.Step 6Draw (3c)1. Have the students look at the pictures they have prepared and write about them using the structures in 3c. The teacher walks about and offers a helping hand.2. Put the students into groups of four, describe the future of the city.3. Show thedescriptionsto the class.Home assignment1. Make a poster of oneself or your imaginary hometown. It should include the introduction and the pictures.2. Preview Section B.3. Revise the words that stand for jobs, transportation and places, pets, sports and clothes. Find more such words.The Third PeriodTeaching aims and demands.Aims of basic knowledge:1. Key and difficult vocabulary:space, fly, moon, fal1, fel1, alone, pet, probably, dress, which, even, took, wrote2. Key structures:1 think I' 11 be/doAims of abilities:1. Learn to talk about on。' s life in future using the target language.2. Be able to read for the information about future.Aims of emotion and evaluation:1. Help the students get to know their bright future is created by themselves not someone else.2. Through the debate on one, s future, develop the friendship and the cooperative spirits among the students.Teaching Methods:1. Task-based teaching approach2. municative approachTeaching procedure:Step 1 Warm up1. Greetings2. Duty report - My home town in ten yearsStep 2 Presentation (la-lb)1. Have the class read through the words in la and teach the new ones using pictures: astronaut, rocket, space, space station.2. Get the students to read aloud the words after the teacher until they can say them correctly. Classify them into three groups and fill in the following chart:JobsTransportationPlaces to liveastronautputer programmertrain,rockethouse, apartment, space station3. Think of other words and write them in the chart in la.Step 3 Listening (lc-le)1. Pre-listening: get the students to look at the pictures carefully, and tell each other what they can sec in them2. While-listening: play the recording for the students to 1isten carefully for the specific information and number the pictures according to the key information they might get.3. Play the recording again for them to listen for the details to fill in the blanks, plete Id.4. After-listening: get some to tell the class what they have done and why. Refer the students to the listening materials and check the answers. If there are still problems, the teacher should offer help.5. Role-play. Ask two students make a dialogue to talk about Joe' s life now, 10 years ago and 10 years from now.Step 4Reading (2a-2d)1. Ask some students to say what they know about robots.2. Read the article carefully and march each paragraph with the questions it discusses.3. Check answers in 2b.4. Read again quickly and plete the sentences in 2c.5. Check answers and read the article together.6. Fill in the blanks in 2d and then check the answers.1. What kinds of animals might robots look like in the future? Ask some students.2. Whatdo you think these robots will be able to do?3. Write your answers and discuss them with your partner.Home assignment1. Make a survey on your parent or friend about what their life will be like in ten years and then write a report on the result of the survey.2. Go over what has been learned in the previous periods.The Fourth PeriodTeaching aims and demands.Aims of basic knowledge:1. Key vocabulary: the key words in this unit.2. Key structures: the key structures in this unit.Aims of abilities:1. prehensive use of what has been learned in this unit.2. Cooperative studyAims of emotion and evaluation:1. Cultivate the spirits of cooperation.2. Encourage the students to work hard for their future.Teaching Methods:1. Elicitation method2. Guided readingDifficulties:Make the students understand that everything is possible if we put our heart into it.Teaching procedure:Step 1 Warm up1. Greetings2. Duty report - My parent* s/friend, s future 1ife in ten yearsStep 2 Revision1. Revise the key words and structures in this unit.