初中英語-八上Unit 7 Section A 1a 教學設計學情分析教材分析課后反思

PAGE1PAGE教學設計Unit7Willpeoplehaverobots?SectionA1a-2dTeachingandlearningGoals:I.功能Makepredictions.Learntouse“willdo/be”tomakepredictions.II.詞匯和常用表達Learntoexpressquantitieswithmore,lessorfewer.III.文化知識：Learnaboutthepollutionintheworldtodayandtrytoplayapartinsavingtheenvironment.Teachingandlearningsteps:Step1.Pre-listeningActivities1.Preview1)AsktheSstotranslatethefollowingChineseintoEnglish.FirstasktheSstoputthemintoEnglishorally,andthenletthemwriteEnglishdownwithoutlookingatthetextbooks.(1)在紙上______________(2)在100年后______________(3)活到200歲______________(4)更少的人______________(5)更少的污染______________(6)又大又擁擠______________(7)處于極大的危險中______________(8)住在地球上______________(9)植更多的樹______________(10)參與做某事______________2)AsktheSstotranslatethefollowingsentences.(1)未來在家里人們將擁有電腦。______________________________________________________________________________(2)孩子們將不去上學。他們將在家里在電腦上學習。______________________________________________________________________________(3)——100年后人們會使用錢嗎？——不，他們將不會。一切會是免費的。______________________________________________________________________________(4)——未來會是什么樣子的？——城市會更擁擠、更受污染。將有更少的樹，環(huán)境將處在極大的危險中。____________________________________________________________________________________________________________________________________________________________(5)每個人都應該參與拯救地球。______________________________________________________________________________（設計意圖：本部分詞組和句子為學生的預習作業(yè)，詞組和句子都是本節(jié)課的重要語言知識，該部分預習內(nèi)容可以幫助學生更有目的性的預習。同時通過檢測學生的預習效果，教師可以更有針對性地教，學生可以更有針對性的學。）2.Leadin:Freetalk(1).Makepredictionsaboutjobs.T:Everyonehastheirdreamsandwantstobeasuccessfulpeople.Nowlet’stalkaboutwhatyouaregoingtointhefuture.Makeaconversationinyourgroup.S1:Whatareyougoingtobeinthefuture?S2:I’mgoingtobea/an….Asksomestudentstoactthemout.T:Great!Ihopeyourdreamscancometrue.(設計意圖：通過對話來復習上個單元所學的begoingto結構，并為學習新的知識做好鋪墊。）(2).MakepredictionsaboutZhangLiangjing’sconcert.T:Iknow…likessingingsongsand…wantstobeasinger.Iwilltellyouexcitingnews.TherewillbeaconcertbyZhangLiangyingthisSundayinourtown.Let’smakepredictions.(1)Willyougototheconcert?(Yes,Iwill./No,Idon’t.)(2)Willtherebemanyfansintheconcert?Helpthestudentstoanswer.(Yes,therewill.No,therewon’t.)(3).Makepredictionsabouthomesinthefuture.Showapictureofarobot.AsktheSs“Willpeoplehaverobotsintheirhomes?”LettheSsguessYesorNo.T:Lookatthepicture,please.What’sthis?Doyouknow?S1:It’sarobot.T:GoodJob!Thenwillpeoplehaverobotsintheirhomes?S2:Yes,theywill.S3:No,theywon’t.WriteA:Willpeoplehaverobotsintheirhomes?B:Yes,…will./No,…won’t.”ontheBbandhelptheSsunderstandwhat“willorwon’t”means.(4).Makepredictionsaboutothers100yearsfromnow.Lookatthepictures,thefuturewillbe….Doyouagree?Let’stalkaboutitinagroup.Thenasksomestudentstotheirviews.3.Warmingup：(1)T:NowopenyourbooksatPage49.GettheSstoreadthepredictionsin1ainsilencequicklyandcheck(√)AforagreeorDfordisagree.(Ifpossible,it’sbestfortheSstodescribehowtheworldwillbedifferent100yearsfromnowwithafewsentences.)(2)Showthepicturein1aandasktheSstoreadtheconversationsintheburblestolearnaboutwhatthetwoboysaretalkingabout.T:Canyoutellmewhatthetwoboysaretalkingabout?S1:They’retalkingaboutthestudyinthefuture.S2:They’retalkingaboutthelifeinthefuture.T:Yeah!Youdidaverygoodjob!Thendoyouknowwhatthemainideaoftheirconversationis?Let’scometo1b.（設計意圖：先給學生們創(chuàng)設易于理解的語用情景，并逐步引導學生在實際運用中初步感知如何暢想未來。）StepII.While-listeningactivitiesabout1b1.Listenforthegeneralideaof1b.(1)HavetheSslistentothetwoboys’conversationandfindout:Themainideaoftheconversationisthat___________.A.peoplewillhaverobotsintheirhomes.B.kidswillstudyathomeoncomputers.C.howourworldbedifferent100yearsfromnow.(2)Ask:Whocantellusyouranswer?Andareyouclearhowmanypredictionsarementioned?Nowlet’slistenagainforthespecificideasof1b.2.Listenforthespecificideasof1b.(1)AsktheSstolistenagaincarefullyandcirclethepredictionstheyhearin1a.(2)Aftersharingtheanswers,asktheSstolistentothetapeathirdtimeandfinishthetapescripts.Boy1:Doyouthinkpeoplewillhave________intheirhomesin100years?Boy2:_______,Ido.Isawaroboton_______,anditcleanedthe__________.Boy1:Well,I________thinkpeoplewilluse_______.Boy2:Doyouthink_________willbe_______?Boy1:Yeah,probably.Boy2:Ithinktherewillbeonlyone________.Boy1:Onlyonecountryintheworld?Willtherebeworldpeace?Boy2:Ihopeso.Boy1:Ithinkkids_______gotoschool.They’ll_______athomeon________.Boy2:Oh,Idisagree.Boy1:Youdo?Boy2:Yeah,therewillalwaysbe_________.(3)HaveoneortwoSssharetheiranswers,thenshowthecorrectanswerstotheSsandaskthemtocorrecttheirmistakesifthereareany.Say:Areyouclearyouranswers?OK.Let’slistenandrepeattogether.Payattentiontoyourpronunciationandintonation.Areyouready?(設計說明：本部分的內(nèi)容重在培養(yǎng)學生們聽尋大意和聽尋細節(jié)信息的能力)StepIII.Post-listeningactivitiesabout1bReading:Listentothetapeandrepeattogetherandprepareforthepairwork.Pairwork:HavetheSsaskandanswerthequestionsaboutthepredictionsin1a.Theycanworklikethefollowingexample.Haveafewpairssharetheirconversationswiththewholeclass.(設計意圖：本部分的內(nèi)容重在培養(yǎng)學生們口頭表達的能力，同時通過對話引導學生更好地理解一般將來時并內(nèi)化語言知識。)StepIV.While-listeningactivitiesabout2aand2b.1.Makepredictionsaboutsocietyinthefuture.T:Afterthepictureweknowtheworldin100yearswillbequitedifferentfromnow.Canyoumakepredictionsaboutsocietyinthefuture?Nowlookatthepictures.Anddiscusstheminagroup.Asksomestudentstosaytheirviews.(設計意圖：通過兩圖片讓學生大體上知道將來的社會可能是什么樣子的，并學習句型therewillbe。并為后面的聽力內(nèi)容做好鋪墊，)2.Listenforthegeneralideaof2a.(1)T:Moststudentsmakepredictions.Ithinktheyaregood.Nextwe’llmeetfournewfriends.Doyouwanttoknowtheirpredictionsaboutthefuture?Let’scometo2a.Showthepictureof2atotheSsandaskthemtolistentothetapeaboutwhatthefourSsaretalkingaboutandfindout:Thegeneralideaoftheconversationisabout_________.A.morepeopleB.fewercarsC.changes100yearsfromnow.(2)Ask:Haveyougottheanswer?Whocansharewithus?Aftercheckingtheanswer,say:Afterlistening,weknowtherewillbemanychangesin100years.Whatarethey?Moreorfewerpeople?Moreorlessfreetime?...Let’sgoonwith2aand2b.2.Listenforthespecificideasof2aand2b.(1)AsktheSstolistenagaincarefullyandcirclethewordstheyhear.(2)Checktheanswers,thenplaythetapeathirdtimeandasktheSstocheck(√)thepredictionstheyhear.(Ifpossible,they’dbetterchangethewrongonesintotherightones.)(3)PlaythetapeathirdtimeandasktheSslistencarefullyandfillintheblanks.Ms.Steen:OK,nowIwanttoheareveryone’s__________aboutthe_______.Girl1:Well,Ithinktherewillbe_______people.Ms.Steen:Morepeople?OK?Whatelse?Boy1:Ithinktherewillbe_______freetime.Ms.Steen:Ihopenot!Girl2:Well,Ithinktherewillbe________cars.Ms.Steen:Youdo?Girl2:Yes,peoplewillusethesubway_______.Ms.Steen:That’sagreatidea.Let’shearanotherprediction.Boy2:Therewillbe_______pollution.Ms.Steen:Thatwillbegoodforthe_______!Girl1:Ithinktherewillbe_______trees.Andcitieswillbereally_______and_______becausetherewillbealot________people.(4)HaveoneortwoSssharetheiranswers,thenshowthecorrectanswerstotheSsandaskthemtocorrecttheirmistakesifthereareany.Say:Areyoucleartheanswers?OK.Let’slistenandrepeattogether.Payattentiontoyourpronunciationandintonation.Let’sbegin,OK?(設計說明：本部分的內(nèi)容重在培養(yǎng)學生們聽尋大意,和聽尋細節(jié)信息的能力)StepV.Post-listeningactivitiesabout2aand2b.1.Readingandretelling.(1)Reading:PlaythetapeandasktheSstoread2aafterthetapeandpreparefortheretelling.(2)Retelling:LettheSsfillintheblanksintherewritingpassage.FirstgivetheSstimetofinishitbythemselves.ThentheSsdoitwiththeteacher.LastchooseoneortwoSstoretelltheconversationindividually.Herearetheresultsofsomestudents’predictionsaboutthefuture.Ontheearththerewill____________peopleand_______________time.Also,________willbe________carsandpeople_____________thesubway________.Atthesametimetherewillbe________pollution.Thatwill_____goodforthe_______.Therewillbe______trees,too.Andcitieswillbereally______and_________becausetherewillbealot_______people.(設計意圖：本部分的內(nèi)容重在培養(yǎng)學生們口頭表達的能力，同時通過復述引導學生更好地內(nèi)化語言知識。)2.Pairwork.1)FirsthavetwoSsreadtheconversationintheboxin2c.2)WritetheexampleontheBb.A:WhatwillZaozhuangbelikein20years?B:Ithinktherewillbemore/fewer/less……A:Really?Idon’tthinkso./Yeah.Ithinkso.ButIthinktherewillbemore/fewer/less……(設計意圖：利用所學的知識描述一下自己所在的城市的將來，學生會更有興趣。)3.Reading:1)ShowtheSstwopicturesofpeoplenowandintenyearstotheSs.GivetheSsanexample:Ithinktherewillbemorepeopleintenyearsthannow.2)ThenshowtheotherpicturesandhavetheSstrydescribingtheenvironmentintenyearsaccordingtothepictures.Say:Fromyourdescription,intenyears,therewillbemorepeople,morecars,morepollutionandfewertree.Andthecitieswillbemorecrowded.Sotheenvironmentwillbeingreatdanger.Doyouthinkso?Let’slearn2d.3)HavetheSsread2dquicklyandtrytoanswerthetwoquestions.=1\*GB3①Whatwillthefuturebelikeaccordingtothebookaboutthefuture?=2\*GB3②Whatcanpeopledotosavetheearth?4)HavetwoSssharetheiranswersandtheotherSstrytoaddandcorrectthemistakesthey’vemade.5)PlaythetapeandhavetheSsrepeattogetherandpreparefortheperform.6)Role-playtheconversationinpairs,thenafewpairsgotothefrontoftheclassroomandperformittothewholeclass.(設計說明：為學生們創(chuàng)設較為真實的語用環(huán)境，使學生們體會所學的語言是真實可用的。)StepVI.InquiryintoknowledgebytranslationAsktheSstolookatthefollowingsentencesandtrytosummarizethelanguagerulesabouttheFutureSimpleTensetomakeinferencesandfillintheblanks.1)Doyouthinktherewillberobotsinpeople’shomes?2)—Ithinktherewillbemorepollution.—Really?Idon’tthinkso.Ithinktherewillbefewertrees.3)Therewillbefewertreesandtheenvironmentwillbeingreatdanger.(1)以Doyouthink開頭的疑問句，用于___________，答語通常直接對應Doyouthink后的______________內(nèi)容。如:--Doyouthinkhewillgotherewithus?–Ofcourse,_________.(2)therewillbe意為____________,這是therebe句型的____________的陳述句肯定結構。有時還可以用“____________________________...”.如：將來動物會更少。

Therewillbefeweranimalsinthefuture.=____________________________________________(3)Ithink…用于不是確切地表達自己的_________.Idon’tthinkso.意為___________________，用來表示對別人的觀點持有___________的看法。Ithinkso.意為___________________，用來表示對別人的觀點持有___________的看法。=1\*GB3①--Ithinktheywillcomebacknextweek.--____________________(我認為如此)=2\*GB3②--Ithinktherewillbefewercarsinthefuture.--____________________(我認為不是這樣的).(4)fewer是_______的比較級，修飾__________名詞。反義詞為______譯為______less是_______的比較級，修飾_________名詞。反義詞為______譯為______如：=1\*GB3①今年雨水較少。Wehave________thisyear.=2\*GB3②山上的數(shù)目將會更少。Therewillbe_______treesonthehill.(5)beingreatdanger意為________________.而bedangerous的意思是_______________如：=1\*GB3①老人病得很重，他很危險。Theoldmanisseriouslyill,andheis_________________.=2\*GB3②樹林中的老虎很危險，我們大家必須小心。Thetigersinthewoods_______________.Allofusmustbecareful.（設計說明：教師要引導學生們運用他們從實踐中的感知來嘗試歸納語言規(guī)律，然后再給以必要幫助。通過小組討論的形式可獲得更為準確的答案。）StepVII.SummaryAsktheSs:Whathaveyoulearnedtoday?LeadtheSstosumupwhattheyhavelearnedlikethefollowing:StepVIII.Exercises:theend-of-classtest一、用一般將來時填空。1.I________(visit)myuncletomorrow.2.There_______(be)afootballmatchinourschoolnextweek.3.He________(help)youwithyourEnglishthisevening.4.They________(play)soccerifitdoesn’train.5.We_________(have)ameetingtomorrow.二、完成下列句子1.明天我們將不去那兒了。We________theretomorrow.2.她打算星期天再幫助Tim一次。She_________TimagainonSunday.She________________TimagainonSunday.3.這個周末有一次會議。There_________ameetingthisweekend.There_________________ameetingthisweekend.（設計意圖：通過檢測學生的學習情況，有助于以學定教。）StepIX.Homework1.ThenshowthetopicpictureandasktheSstotalkaboutthedifferentpartsofourfutureaccordingtothepictureforaboutthreeminutes.Chooseafewpairstoshowtheirconversationstothewholeclass.2.PreviewGF-3c.(★)本節(jié)課亮點：1.預習部分的詞組和句子都是本節(jié)課的重要語言知識，該部分預習內(nèi)容可以幫助學生更有目的性的預習。同時通過檢測學生的預習效果，教師可以更有針對性地教，學生可以更有針對性的學。2.導入部分，先給學生們創(chuàng)設易于理解的語用情景，并逐步引導學生們在實際運用中初步感知如何依據(jù)圖片做出預測。3.最后的猜測游戲為學生們創(chuàng)設了較為真實的語用環(huán)境，使學生們體會到所學的語言是真實可用的。4.家庭作業(yè)分層布置，讓學習能力強的同學做更能體現(xiàn)他們高水平的作業(yè)。使用注意事項：1．預習內(nèi)容一定要提前布置給學生，便于學生更有目的性的去預習，提高課上做題速度。2．導入部分，不必要求學生們就都能快速掌握一般將來時的用法，在接下的活動中學生們會逐步感知。3.聽力部分中的Ifpossible部分可根據(jù)實際教學情況刪減。Keys:StepI.1.1）（1）onpaper（2）in100years（3）livetobe200yearsold（4）fewerpeople（5）lesspollution（6）bigandcrowded（7）biingreatdanger（8）liveontheearth（9）plantmoretrees（10）playapartindoingsth.2）（1）Peoplewillhaverobotsintheirhomesinthefuture.（2）Kidswon’tgotoschool.They’llstudyathomeoncomputers.（3）--Willpeopleusemoneyin100years?–No,theywon’t.Everythingwillbefree.（4）--Whatwillthefuturebelike?–Citieswillbemorecrowdedandpolluted.Therewillbefewertreesandtheenvironmentwillbeingreatdanger.（5）Everyoneshouldplayapartinsavingtheearth.StepII.1.(1)C2.(2)1b12452.(3)robots,Yes,TV,kitchen,don’t,money,country,won’t,study,computers,schoolsStepIV.1.(1)C2.(1)2a1.more2.less3.fewer4.less5.fewer2(2)2b252(3)prediction,future,more,less,more,less,earth,fewer,big,crowded,moreStepV.1.(2)more,less,free,there,fewer,will,use,more,less,be,earth,fewer,big,Crowded,more3.(3)=1\*GB3①Citieswillbemorecrowdedandpolluted.Therewillbefewertreesandtheenvironmentwillbeingreatdanger.=2\*GB3②Wecanuselesswaterandplantmoretrees.Everyoneshouldplayapartinsavingtheearth.StepVI.(1)征求對方的意見或看法，賓語從句，hewill，(2)會有/將有,一般將來時，Thereis/aregoingtobe,Therearegoingtobefeweranimalsinthefuture.(3)看法，我認為不是這樣的，不同，我認為如此，相同=1\*GB3①Ithinkso.=2\*GB3②Idon’tthinkso.(4)few,可數(shù)，more，更多的，little，不可數(shù)，more，更多的=1\*GB3①less=2\*GB3②fewer(5)處于極大的危險中，是危險的=1\*GB3①ingreatdanger=2\*GB3②aredangerousStepVII.學情分析學生在八年級上冊Unit7內(nèi)容中，學習了對未來生活的預測。學生已具有初步的推理能力，但還不能規(guī)范地、清晰地、有條理地表達和推理。因此，教學中要注重培養(yǎng)學生思維的有序性，提高學生語言表述的規(guī)范化。學生的邏輯思維從經(jīng)驗型逐步向理論型發(fā)展，觀察能力，記憶能力和想象能力也隨著迅速發(fā)展，但這一階段的學生好動，注意力易分散，愛發(fā)表見解，希望得到老師的表揚，所以在教學中應抓住這些特點，一方面運用直觀生動的形象，引發(fā)學生的興趣，使他們的注意力始終集中在課堂上；另一方面，要創(chuàng)造條件和機會，讓學生發(fā)表見解，積極鼓勵，增強學生學習的主動性。效果分析（一）創(chuàng)設情境，導入新課我設計了討論未來是什么樣子，導入新課。讓學生知道一般將來時，激發(fā)學生的學習興趣。（二）通過談論對未來的預測，學習新知本教學環(huán)節(jié)我設計了四個學習活動，來解決本節(jié)課的重難點。大約用