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Unit 7 When Tomorrow Comes
科目 英语 年级 八年级 班级 授课时间
课堂 Unit 7 When Tomorrow Comes （第二课时：Section A Grammar Focus - 3c） 课型 语法与阅读课
教学目标 语言能力 Language Competence Students can deeply understand all sentence patterns (affirmative, negative, general questions and their answers) of the simple future tense. They can use it accurately in real - life contexts, and the correct - answer rate in relevant questions should reach over 75%. Students can learn to use the learned vocabulary and the simple future tense to describe future situations and events more richly and accurately, improving the richness and accuracy of their language expression. Students' reading - comprehension ability should be improved. They should be able to quickly understand the content of articles related to future predictions and accurately obtain key information.
文化品格 Cultural Awareness By learning to express future predictions in English, let students understand the differences in people's imaginations and expectations about the future in different cultures, and cultivate an awareness of cultural tolerance. Guide students to think about the impact of future technological development on society and human life, and establish an awareness of actively coping with future changes.
思维品质 Thinking Quality Analyze the formation and usage of the simple future tense, and cultivate logical thinking and summarizing abilities. In discussions and writing, encourage students to think about the future from different perspectives, and exercise their critical and innovative thinking.
学习能力 Learning Ability Students should learn to use the method of induction and summary to organize and internalize the language knowledge about the simple future tense, and improve their autonomous learning ability. Through writing practice, improve students' written - expression ability. They should be able to clearly and systematically express their predictions about the future.
教学重点 Consolidate the formation and usage of the simple future tense, including the structures of affirmative sentences, negative sentences, general questions, and their answers. Use the simple future tense in practical language use, such as describing future life, work, and technological development. Improve students' ability to use the simple future tense in reading and writing.
教学难度 Accurately distinguish the subtle differences in semantics and usage between "will" and "be going to" in the simple future tense, and avoid misusing them. Guide students to use the simple future tense flexibly in writing, express their predictions and ideas naturally and appropriately, and improve the quality of writing.
教具准备 Multimedia equipment, PPT courseware, relevant exercise materials
教学内容及过程 教学方法及手段
Step 1 Review and Lead - in (5 minutes) Use the PPT to show some pictures of future life. Let the students describe the future situations in the pictures using the learned vocabulary and the simple future tense, reviewing the knowledge learned in the previous lesson. Randomly select students and ask some basic questions about the simple future tense, such as its formation and meaning, to check the students' mastery. Step 2 Grammar Explanation (10 minutes) Present the sentences in Grammar Focus. Guide the students to observe all the sentence patterns of the simple future tense and summarize its formation rules. Affirmative sentence: Subject + will + base form of the verb; Negative sentence: Subject + will not (won't) + base form of the verb; General question: Will + Subject + base form of the verb Answer: Yes, Subject + will./No, Subject + won't. Focus on explaining the differences between "will" and "be going to": Usage Differences: "Will" is often used to express spontaneous decisions, predictions about future events, or willingness. "Be going to" usually indicates things that have been planned in advance or things that are likely to happen based on current signs. Make comparative analyses through example sentences. For example, "I will go shopping later. (A spontaneous decision)" and "I'm going to visit my grandparents this weekend. (A pre - planned thing)" Let the students understand the differences. Time Differences: "Be going to" often focuses on short - term plans, while "will" can be used to express future events with various time spans. Guide students to choose the appropriate structure through specific situations. For example, "Look at the dark clouds. It _ (will / is going to) rain. (Answer: is going to, inferred from the current sign)" Let the students do some simple sentence - making exercises, using different sentence patterns of the simple future tense to describe future situations. Invite some students to share their sentences and give timely feedback and guidance. Step 3 Practice Exercises (15 minutes) Let the students complete the exercise in 3b of the textbook, filling in the blanks with the correct forms of the given verbs. The teacher walks around to correct the students' mistakes in time. After that, invite the students to share their answers and explain. For common problems among students, conduct centralized explanations and intensive exercises. Show some short passages about future predictions. Let the students read and find the sentences with the simple future tense, analyze their usages and the meanings expressed. Then, let the students answer questions according to the passage content to cultivate their reading - comprehension ability. Carry out a group - competition activity. The teacher gives some hints describing future situations, and each group is required to make sentences with the simple future tense within a specified time. See which group can make the most and most accurate sentences. Through the competition, stimulate the students' learning enthusiasm and competitive awareness. Step 4 Writing Practice (10 minutes) Writing Guidance: Based on the content learned in this lesson, guide the students to do a writing practice. Give the writing topic, such as "My Future Life", help the students sort out their writing ideas, and list the writing points. For example, changes in future occupations, living environments, and technological applications, etc. Encourage students to use the simple future tense to enhance the expressive effect. Students' Writing: Let the students write according to the points they listed. Require them to use the learned vocabulary, sentence patterns, and grammar knowledge, and try to make the sentences smooth and the expression clear. The teacher walks around to observe the students' writing and gives timely guidance and help. Encourage the students to express their ideas boldly. Presentation and Evaluation: Invite some students to share their compositions. The other students listen carefully and give evaluations, putting forward suggestions from aspects such as content integrity, language accuracy, grammatical correctness, and the use of the simple future tense. The teacher finally gives a summary evaluation, affirms the students' advantages, points out the existing problems, and gives directions for improvement.
布置作业 Recite the sentences in Grammar Focus to deepen the memory of the simple future tense. Revise your composition according to the evaluation comments in class and neatly copy the revised composition into the exercise book. Preview the content of Section B and look up relevant information to learn about some information on future technological development.
板书设计 The Structure of the Simple Future Tense: Affirmative sentence: Subject + will + base form of the verb Negative sentence: Subject + will not (won't) + base form of the verb General question: Will + Subject + base form of the verb Answer: Yes, Subject + will./No, Subject + won't. Differences between "will" and "be going to": will: Spontaneous decisions / Predictions / Willingness be going to: Pre - planned things / Inferences based on signs Writing Points: Describe future occupations Describe future living environments Describe future technological applications Use the simple future tense

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