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《Go for it 》八年级下
Unit 1 Will people have robots? (period 2）教学反思
本课教学设计由浅入深，环环相扣。充分考虑到学生在教学中的主体地位，结合学生的实际情况，兴趣爱好，年龄特点，将教学内容合理、巧妙地安排到课堂教学的各环节中，学生反映良好。为了完善教学，回顾备课、课堂教学中的各环节，从以下三个方面对本课进行反思。
教学内容。
第二课时涵盖第一单元SectionA中3a，3b、3c和4及SectionB中1a、1b、2a、2b、2c部分，既要巩固第一课时中所学语法一般将来时，又要复习以前所学的一般过去式及一般现在时；既要锻炼学生口语表达，又要为第三课时的写作做好铺垫。内容难度不大，但涵盖内容较多，而且学生极易将各时态混淆。本课虽然以一般将来时为重点，但有必要适当增加问答环节中的一般过去时和一般现在时的练习，并对一般现在时中动词单数第三人称和一般过去时中动词过去式的用法加以强调。
教学过程。
整体来说，由浅入深，从易到难，符合教学规律，易于学生接受。但听力部分，与前后环节并无太大关联，难度上并为形成梯度，可适当删除。同时，在问答环节增加练习，让学生更好把握三种时态的运用。
课堂气氛。
教师语言丰富，极富亲和力，课堂上很好地调动学生，学生英语水平较高，积极踊跃参与课堂活动，课堂气氛活跃。本班大部分学生性格活泼，善于表现自我，但考虑到更多学生的接受能力，教师可恰当控制课堂节奏，在布置任务后给学生更多的思考时间，让更多的学生有机会参与到课堂活动中来。
知识的拓展
第二课时：
本课时扩充了大量词汇，部分为本课要求掌握的词汇，如rocket, apartment, space station, astronaut等，还有少量相关的课外词汇，如villa等。
PPT截图
为了学生书面表达有更多的素材，在幻灯片中给出大量图片及提示信息，提示信息中有对已学知识的回顾，如表达爱好drawing, reading, playing football等。
PPT截图
此外，还包括结合实际情况的描述，如对林书豪的介绍born in Los Angeles, studied in Harvard University, work for New York Knicks等，增加学生学习兴趣，同时接触到西方文化常识。
PPT截图
Unit1 Will people have robots?（period 2）随堂练习
Ⅰ. 根据句意和首字母写出所缺单词。
1. I will fly a r________ to the moon when I grow up.
2. Many people in big cities love to keep p______ now.
3. Mike wants to be an a______ and he wishes he would fly to the moon on day.
4. I live in an a_______ with my family.
5. I will study hard and go to c______.
Ⅱ.单项选择。
( )1. Do you like playing ____ football or playing ____ violin?
A. the, the B. the,/ C. /, the D. /, /
( )2. His mother ____ in a village five years ago.
A. lives B. lived C. is living D. will live
( )3. I’m good at ball games. I’ll be ____ in the future.
A. a basketball player B. a movie star C. a reporter D. an engineer
( )4.—Do you like the city life or the country life?
—It's hard to say. In the city there is _____interesting, but in the country there is _____ pollution.
A. less; more B. more; less C. more; fewer D. much; much
( )5.Will there be people in China in ten years ? No, there won’t
A. fewer B. much C. less D. many
( )6.I _____rockets to the moon when I grow up.
A. will put B. will fly C. will be fly
( )7. He is happy that he _____in a tall apartment next year.
A. live B. lives C. will live D. will living
( )8. people robots in their home in 100 years ?
A. Will , have B. Do , have C. Did , have D. Have , have
( )9.I predict he will be an engineer _____ten years because he is so interested in making things.
A. in B. after C. later D. for
( )10.There _______ a class meeting tomorrow afternoon.
will be going to B. will going to be C. will be D. will go to be
Ⅲ.完成句子
1.你认为20年后你会住在哪里？
Where do you think ______ ______ _____ ______ ______ _______?
2.我父亲想在家里养条宠物狗。
My father wants _______ _______ _____ _______ dog at home.
3.将来我将成为一名宇航员。
I’ll be an ______ _____ _____ _______.
4.我想我将和我最好的朋友们一起住在一套公寓里。
I think I will live _______ _____ _______ with my best friends.
5.现在他在读大学。
He _____ _____ _______ now.
Ⅳ.写作
请围绕你过去，现在及将来的生活，从职业、爱好、着装、居住环境等方面写一篇文章，不少于70字。


《Go for it》八年级下
Unit 1 Will people have robots? (period 2) 教学设计
Text Analysis: This is the second period of this unit. It is a comprehensive lesson. At the first period, the students have learned the simple future tense. The students practice the simple future tense further and learn how to write articles about their own past, present and future life.
Teaching Aims and Demands:
(1). Knowledge Objects:
①Key words:
rocket, apartment, space station, astronaut, computer programmer.
②Key structures:
Five years ago, Sally was in high school.
Today, Sally is in college.
In five years, Sally will be a doctor.
(2). Ability Object:
① Enable students to use the simple past tense, the simple present tense and the simple future tense correctly.
② Enable students to describe their past, present and future life.
(3). Emotion goal: Enable students to plan their future.
3. Difficult points: Write articles about their past, present and future life
4. Teaching method: Task-based.
5. Teaching Aids: Multimedia.
6. Teaching process
Listen to a song（以歌曲导入，引人入胜）—Ask and Answer（操练和熟悉重点句型）— 看图说话(链接中考)—Guessing games（复习词汇）—Listening (捕捉细节信息，完成表格)—Guess（获取信息，引起学生兴趣）— Role play(通过对话，练习句型)—Report(熟练掌握句型，口头作文) —Summary(归纳总结本课重点内容)—Homework(通过写作，巩固练习)
7. Teaching Procedures:
Step1 Warm up
Listen to a song
【设计思路】：通过欣赏经典歌曲Yesterday once more,引导学生回忆自己过去的生活，为下一环节，回答有关过去生活的问题做铺垫。
Step2 Speaking
According to the pictures, ask the questions.
Two years ago,
Where were you? /What was your hobby?
Today,
What are you?/ What do you often wear?
In ten years,
What will you be?/ What will you have?
2. Look at the pictures of Sally and fill in the blanks.
【设计思路】：通过让学生回答问题，回顾如何用准确的时态、句型表达过去、现在及将来的职业、爱好、着装等。看图完成句子进一步引导学生用准确的语言描述Sally的过去、现在及将来的生活，最后以中考看图作文的形式，让学生完成口头表达。
Step3 Listening
Look at the pictures and guess the words
Listen and fill in the blanks
【设计思路】：培养学生在听力中快速捕捉信息的能力，同时，熟练掌握本课重点单词的拼写。
Step4 Speaking
Guessing game “Who is it?”
Look at the picture and answer the questions.
Role play the conversation between a reporter and Jeremy Lin. Talk about Jeremy Lin.
Make a report
【设计思路】：结合学生感兴趣的话题，崇拜的人物，以游戏的形式导入，了解林书豪的成长经历，猜测他未来的发展。用记者采访的形式，创造真实的情景，让学生将所学的表达方式，运用中恰当的语境中，学以致用，提高学生综合运用语言能力。
Step5 Summary
【设计思路】：将本课所学重点内容重新梳理，巩固加深记忆。让学生对本课内容有清晰地认识，学习目标明确，重点突出。
Step7 Homework
Write an article about your own life in the past, today and in the future.
【设计思路】：巩固本课知识，训练学生的写作能力，并为第三课时的读写课打好基础。

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