英语八年级(上)人教版Unit7-Will-people-have-robots-Section-A

英语八年级（上）人教版GoforitUnit7Willpeoplehaverobots?SectionA（II）教学设计交大附中分校王永洁Analysisoftheteachingmaterial:ThetopicofthisunitisWillpeoplehaverobots?Thisunitisdesignedtoteachstudentshowtomakepredictionsbyusingthesimplepresenttense.Thislessonisnotsocloselyrelatedtostudents’dailylives.Butitencouragesstudentstousetheirimagination.It’squiteeasytoarousestudents’interestsincommunicatingwitheachotherbyusingtheEnglishlearntinthisunit.Intheprocessoflearning,studentsareencouragedtoexpressandsharetheirownideasondescribingwhattheythinkwillhappentotheworld,thelifeandtheearthandsoon.StudentsareexpectedtogoonlearningthekeywordsandtargetlanguagelearntinthefirstperiodofSectionAofthisunit.Analysisofthestudents:StudentsinGrade8areeagertogetnewinformation.Theyareinterestedinthepredictionaboutthefuture.Sotheymustbeinterestedinthetopicofthisunit.BecausetheyhavelearntthefirstpartofSectionA,Unit7.Theyaresupposedtounderstandhowtousethesimplefuturetensewith“will”andthestructureof“therebe”tomakepredictions.Howeverit’sdifficultformanystudentstounderstandthedifferencesbetween“less”and“fewer”.Theclassaimstotalkaboutthefuturelifebyusing“more”“less”and“fewer”correctly.Teachingaims:KnowledgeObjectives:Bytheendofthisclass,Sswillbeabletomakepredictionsbyusingthewordslike“more”,“less”and“fewer”andthesimplefuturetensewith“will”.AbilityObjectives:Bytheendofthisclass,Sslearntousethetargetlanguagebylisteningandspeakingandlearnhowtogetinformationfromatherecording.（Learnsomelisteningstrategies）MoralObjectives:Bytheendofthisclass,Sslearntohaveimaginationandlearntocareourearth.Typeoflesson:AnewlessonClassperiod:45minutesImportantpoints:a)Sslearntouse“will”totalkaboutthelifeinthefuture;b)Sslearntouse“more”,“less”and“fewer”;c)Studentslearnsomelisteningstrategies.Difficultpoints:Use“therewillbe…”and“more”,“less”“fewer”correctly.Teachingmethods:Directmethod,Task-basedlanguageteachingapproach,Communicativemethodandrealscenemethod.Learningmethods:a)Ssareencouragedtospeakfreely.b)Ssareguidedtolearnsomelisteningstrategies;c)Ssareleadedtousethetargetlanguagecorrectly.Resourcesofteaching:Teacher’sbook;Students’book&chalkTeachingProcedures:TeachingProceduresWhatTdoesinclassWhatSsdoinclass(T’sexpectation)PurposeofthedesignStep1.Greetingsandrevision:Ask:How’syourlifenow?Howwilltheworldbedifferentin100yearsfromnow?1.GreettheSsandaskhow’stheirlifenow.2.Askthemtogivesomepredictionsaccordingtowhattheylearntinthelastclass..TheyanswerT’squestionsbyusingwhattheylearntinthelastclass.It’sdesignedtohelpSsreviewthesimplefuturetenseandarousetheirinterestsinwhattheyarelearninginthisclass.Step2.Listening:1.Pre-listeningTheteachershowsthemtheillustrationandTheyareabletotellwhattheyseeHelpSslearntopredicttheLetstudentsdescribewhattheycanseeintheillustration.2.Whilelistening1)Listenforthefirsttimetocircle“more”,“less”or“fewer”.Checktheanswersbyaskingthemtoreadthecompletesentences.2)AskSstowatchthefivesentencesandpayattentiontothestructureofthefivesentencesandwhenweuse“more”,“less”or“fewer”andhelpthemtoanalyzethembythemselves.3)LeadSstoreadtheinstructionsofletthemdescribewhattheycanseeinthisillustration.Askstudentstolistentotheconversationwhilefulfillingthetasktheteacherdesigns.Leadstudentstolearntowatchandanalyzebythemselves.Askstudentstolistentotheconversationaccordingtotheillustration.Moststudentsareabletocircletheexactwordsafterthefirstlistening.Theyarealsoabletofindoutthestructureofthefivesentencesandwhenweuse“more”,“less”or“fewer”andanalysisthemwiththeteacher’shelpcorrectly.Studentsdowhattheteacherguidescontentofthelisteningwiththeaidoftheillustration.ThetasksaredesignedtodevelopSs'listeningskills.1)Predictingwhattheywillhearbywatchingtheillustration.2)Underliningthekeywordswhichcanhelpthemgetthecorrectanswersbylistening.SometasksaredesignedtohelpSstounderstandthegrammarpointswellandcultivatetheirabilityof2bandreadthefollowing5sentences.Thenaskthemtolistenandcheckthethingstheyhearbylisteningtoitforthesecondtime.4)Talkabouttheanswerswithss.3.PostreadingAsktwostudentstoreadtheconversationin2c.Thenaskthemtoworkinpairstotalkaboutthefivepredictionsintheconversations.whilefulfillingthetasktheteacherdesigns.Checktheanswers.Listentothemcarefullyandgivethemsomecomments.Thenwalkaroundtheclassroomandgivehelpifnecessary.themtodo.Checktheanswersandcorrecttheanswers.Theywillreadtheconversationverywell.Andtheywilltelltheiropinionsfrankly.watchingandanalyzinglikeaskingSstowatchthefivesentencesandpayattentiontothestructureofthefivesentencesandwhenweuse“more”,“less”or“fewer”andhelpthemtoanalyzethembythemselves.It’sdesignedtoencouragestudentstousethetargetlanguageinconversations.Step3Role-play1.Askstudentstowatchtheillustrationandleadthemtolearnsomenewwordslike:environment;Encouragestudentstosaymoreabouttheillustration.Theycandescribetheillustrationwiththeteacher’shelp.It’sdesignedtohelpstudentspredictwhatisintheconversationandlearnsomenewwordstohelpSspolluted;planet;earth;plant;playapartetc.2.Askquestionslike:1)Whatwillthefuturebelikeaccordingtothebookaboutthefuture?2)Whatcanpeopledotosavetheearth?3.A