八年级新目标下Unit 1 Will people have robots教案文档格式.docx
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八年级新目标下Unit 1 Will people have robots教案文档格式.docx
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Therewillonlybeonecountry.
Askandansweraboutfuturelife
Whatdoyouthink...willbein...years?
Ithink...will...
Whatsportwill...play?
...willplay...
What...will...have?
...willhave...
Describethecityoftomorrow
Ithinktherewillbemore/less/fewer...
Exchangeopinions
Ithinkthat...will...
Idisagree./Idon’tagree.Ithinkthat...will...
词汇
1.重点词汇
robot,paper,use,less,fewer,tree,building,space,fly,moon,fall,alone,pet,probably,able,dress,which,even,myself,interview,future,company,unpleasant,scientist,however,hundred,already,factory,simple,such,everywhere,human,shape,snake,possible,electric,seem,impossible,housework
2.认读词汇
pollution,astronaut,rocket,took,fell,pat,parrot,suit,casually,predict,prediction,came,thought,fiction,bored,earthquake,toothbrush,rating
3.词组
spacestation,goskating,beableto,theWorldCup,cometrue,inthefuture,hundredsof
语法
Futurewithwill
Whatdoyouthinklifewillbelikein100years?
Everyhomewillhavearobot.
Yes/Noquestionswithshortanswers
Willkidsgotoschool?
No,theywon’t.They’llstudyathome.
Usefewertotalkaboutcountablenouns
Therewillbefewertrees.
Uselesstotalkaboutuncountablenouns
Therewillbelesspollution.
Strategy
Guessing
Sequencing
II.Teachingmaterialsanalyzingandrearranging教材分析和教材重组
1.教材分析
本单元的话题是“Opinions"
,通过单元学习,要求学生掌握如何用will结构对未来生活进行预测,并能进行特殊疑问句和一般疑问句的提问和回答。
通过学习more/less/fewer的不同用法,进而能用它们来描述未来城市生活在数量上的变化。
在此基础上,学生能就自己未来的生活进行预测和描述。
有关Ming的短文则是本单元目标语言的综合运用和体现,学生在读懂该短文的基础上进行模仿写作训练。
词汇的扩展部分要求学生能对一些不同类型(工作、交通、居住地)的词汇进行分类,在总结、归纳的基础上复习旧词汇,学习新词汇。
Selfcheck要求学生从词汇知识和语言应用能力两方面进行自我评价,检验对本单元目标语言的掌握程度。
Reading是一篇预测未来机器人发展的文章,即是对学生的一种信息输入,也是对本单元所学的目标句型的综合运用,让学生在趣味阅读的基础上巩固所学句型,从而最终实现本单元的教学任务。
SectionA该部分包括10个任务型活动:
1a呈现了几个关于未来世界的预测,通过让学生选择同意或不同意来初步结识本单元的目标语言——makepredictions。
1b是图片中两个男孩预测未来生活的对话,要求学生能将听到的1a中的预测圈出来,从而进一步通过有声语言加深对目标语言的认识,学习如何用目标语言进行预测。
1c则是对该功能句式的应用练习,形式为两人会话。
通过使用1b中呈现的功能句式对1a中的几个预测进行会话。
2a是对more,fewer和less的介绍,学生将掌握这几个词在修饰数量上的不同用法,为后面的活动奠定基础。
在熟悉这几个词的用法基础上,通过2b的听力输入练习,学生将了解more,fewer和less在句子中的运用,即如何应用它们来描述一些东西在数量上的变化。
2c是对2b活动的输出性练习,让学生在对话训练中巩固新的语法结构。
3a以Sally为例,要求学生看图完成描述Sally过去、现在和未来生活的句子,并在此基础上仿照3b提供的例子做对话练习,谈论Sally未来的职业和所从事的体育活动。
3c是对学生自己过去、现在以及未来生活的描述,将本单元的目标语言和学生的生活体验结合了起来,从而能激发学生的学习兴趣。
4设计了一个绘画环节,要求学生画一幅未来城市的图画,并能用所学的预测未来的句型把图画描述下来,是对所学语言知识的拓展性应用练习。
SectionB该部分包括8个任务型活动:
1a和1b是词汇的拓展练习,帮助学生通过词汇的分类与归纳,掌握几个有关职业、交通工具和居住地三个方面的词汇,也是对过去所学的有关这几方面词汇的一个复习。
2a、2b和2c围绕Alexis和Joe之间对过去、现在和未来生活的对话进行听力和口语训练,是对一般过去时、一般现在时和一般将来时三个时态的综合训练。
3a是一篇有关Ming10年以后生活状况的同步阅读材料,要求学生根据材料内容完成表格,从职业、宠物、运动、旅游地以及服装等方面理解文章内容,了解主人公未来10年在这些方面的变化。
3b要求学生在理解以上文章的基础上,能够运用自己的想象力进行模仿写作训练。
活动4设计了四个问题,要求学生运用句型Ithinkthat.../Idisagree来表达对这些问题的观点。
Selfcheck该部分包括3个活动:
活动1要求学生对所学词汇进行应用性填空训练;
活动2要求学生阅读一篇文章并从右边的选项中圈出相关的图片,是对学生语言应用能力的综合评价;
活动3也是对词汇的检验,要求学生根据提供的英文解释写出相对应的单词。
Reading该部分以一篇有关机器人未来发展状况的阅读文章为中心,设计了4个Section:
Section1是阅读的热身,以结对交谈的方式激活学生相关背景知识并根据文章标题对阅读内容进行预测;
Section2呈现了阅读文章以及阅读策略;
Section3是对阅读效果的检验及语言知识的学习,形式为仿照例句造句、根据文章内容填表等;
Section4是阅读内容的延伸,形式为开放性的写作训练,要求学生对机器人在未来生活中的作用这一话题展开丰富想象。
2.教材重组和课时分配
Period1(SectionA:
1a,1b,1c,3a,3b,3c)
Function
Period2(SectionA:
2a,2b,2c,4)
Grammar
Period3(SectionB:
1a,1b,2a,2b,2c)
Vocabulary
Period4(SectionB:
3a,3b,4)
Readingandwriting
Period5(Reading:
Section1-Section4)
Extensivereading
III.Teachingplansforeachperiod
分课时教案
Period1Function
Targetlanguage目标语言
1.Wordsandexpressions重点词汇和短语
robot,prediction,paper,use
2.Keysentences重点句子
Kidswon’tgotoschool.They’llstudyathomeoncomputers.
Abilitygoals能力目标
Enablestudentstomakepredictions.
Learningabilitygoals学能目标
Helpstudentslearnhowtomakepredictionswithwillstructure.
Teachingimportantanddifficultpoints教学重难点
Howtomakepredictionswithwillstructure.
Teachingaids教具准备
Picturesofrobots.
Teachingproceduresandways教学过程与方式
StepINewtermgreetingsandlead-in
T:
Hello,everyone!
Gladtoseeyoubackatschoolagain.Ithinkyou’regladtoseeme,too,aren’tyou?
Letmehaveagoodlookatyou.Youalllookfine.Youmusthavehadagoodtimeinthewintervacation,right?
Nowthenewtermbegins,Iwishyoucanlearnalotandhavemuchfuninthisterm.
Aftergreeting,askstudentstotalkaboutthesocialchangestheyhavewitnessedduringthepastvacationandthenleadstudentstothetopicoffuturelifeandrobots.
Wheredidyougointhepastwintervacation?
S:
Iwenttoseemygrandparents.TheyliveinasmallvillageinHubeiprovince.
Didyoufindanychangesintheplace?
Yes.NowtheyhaveTVintheirhomesandtheyusetelephones.
Really!
That’sreallyabigchange.Howabouttheirlifeinthefuture,10yearsfromnow?
...Howaboutourlifeinthefuture?
Willitbethesameaslifenow?
OK,nowsitback,closeyoureyesandjustimagine!
Aboutaminutelater.
OK,openyoureyesplease!
What’sinyourmindnow?
Ithinktheremustbemanyfantasticthingsinyourmind.NowI’dliketohearyourideas.Justgivemesomewordsthatcametoyourmindjustnow.
Somestudentsmaymentionrobot.Thentakethechancetoleadthemtothetopicofthisunit.Meanwhile,helpthemtopronouncethenewword“robot”properly.
Justnow,someofyoumentionedrobot.Willpeoplehaverobotsintheirhomesinthefuture?
Write“Willpeoplehaverobots?
”ontheboard.
StepIIFunctionpresentation
Presentthefunctionofthisunitbytalkingaboutthepictureonpage2.Helpstudentslearnhowtomakepredictionsusingwillstructure.
Nowturntopage2please.Lookatthepicture.Heretwoboysarealsotalkingaboutlifeinthefuture.Whatdotheysayaboutlifeinthefuture?
NowI’dliketwoofyoutoreadthedialoguebetweenthem.Youtwoplease!
Asktwostudentstoreadthedialogueinthepicture.
Theyaretalkingaboutlifeinthefuture,right?
Sowhichwordtheyusetoindicatefuturethings?
Canyoufindit?
Will,Iguess.
Good,yougotit!
Generallyweusewilltotalkaboutthingsthatmayhappeninthefuture.Inanotherword,wemakepredictionsaboutfuture.
Writemakepredictionsontheboard.Explainthemeaningofpredictiontostudentsandmakesuretheyknowhowtopronounceit.Teachermayalsoenablestudentstousetheirdictionariestolearnthisnewword.
predictv.tosaythatsomethingwillhappen,beforeithappens
predictionn.astatementaboutwhatyouthinkisgoingtohappen,ortheactofmakingthisstatement
Nowlookat1a.Herearemorepredictions.Readandcheckifyouagreeordisagreewiththem.
Therearenocorrectanswersforthisactivity.AnyanswerwillbeOK.Studentsshouldbeencouragedtohavetheirownopinions.Theywilllearnhowwill/won’tisusedinsentencestomakepredictions.
StepIIIListeningandoralpractice
Inthisstep,studentswilldosomelisteningandoralpracticeaboutthepredictionsinactivity1a.First,letthemlistentothetapeandlearnwhatthetwoboystalkaboutandwhatstructurestheyuse,thushelpthemgetfamiliarwiththetargetlanguageofmakingpredictions.
Youwillheartheconversationbetweenthetwoboysinthepicture.Theyaretalkingaboutlifeinthefuture.Listenandcirclethepredictionsyouhearinactivity1a.BeforeIplaythetape,gothroughthesixsentencesin1aquickly.
Afterplayingthetapeforthefirsttime,playitagainandletthemchecktheanswerbythemselves.
Thengivestudentsthecorrectanswersbyshowingthecompletesentencesonthescreenorboard,withwill,won’t,‘llinbold.
Therewillonlybeonecountry.
Inthesentences,won’tandthey’llarenewtostudents.Teachercangivestudentsabriefexplanationaboutthem.Writewon’tandthey’llontheboard.
Won’tisshortforwillnotandthey’llisshortfortheywill.
Showthefollowingformtostudents.Enablestudentstolearnmoreofthistypeofwords.
Lookattheformontheboard.Wecanmakemoreofthistypeofwordslike“they’ll”.Whatarethey?
Who’dliketowritethemontheboard?
Askonestudenttocometotheboardandcompletetheform.
Inthedialogue,thetwoboystalkabouttheworldinthefuture.Whatdotheytalkabout?
...Yeah,theytalkabouthome,money,schoollifeandcountry.Doyouagreewiththeirpredictions?
What’syourideas?
Thendealwithactivity1c.Studentswillworkinpairs,askandanswerquestionsaboutthepredictionsinactivity1a.
Now,lookatthesampledialoguein1c.Itisadialoguebasedonpredictionsinactivity1a.Whichpairwouldliketoreadthedialogue?
Askapairtoreadthedialogue.Enablethemtoreadinpropertonesandintonations.
NowI’dlikeyoutoaskandanswerquestionsaboutthepredictionsin1afollowingthesampledialogue.
Sampledialogues:
1.A:
Willpeoplehaverobotsintheirhomes?
B:
Yes,theywill.Willbooksbeonpaper?
A:
No,theywillbeoncomputers.
2.A:
Willkidsgotoschool?
No,theywon’t.They’llstudyathomeoncomputer.Willthereonlybeonecountry?
Yes,therewill.
StepIVWritingpractice
Inthisstep,stude
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