资源简介

Unit 7 When Tomorrow Comes-Section A 2a-2e
This section is from Unit 7 When Tomorrow Comes in the 2024 version of the People's Education Press English textbook for Grade 8. It focuses on future predictions. Through a conversation between Jennifer and Helen, students are exposed to various aspects of future life such as population, transportation, education, health care, and lifespan. The content helps students understand and use the simple future tense "will" to describe future situations, and also broadens their horizons about possible future developments.
教学目标 Students will be able to master the key vocabulary related to future life, such as "traffic", "technology", "video", "transport", "system", "efficient", "education", "length", etc. Students will understand and be able to use the simple future tense "will" to make predictions about the future, including affirmative sentences (Subject + will + base form of the verb), negative sentences (Subject + will not (won't) + base form of the verb), and general questions (Will + Subject + base form of the verb Yes, Subject + will. / No, Subject + won't).
教学重难点 A. Key Points The formation and usage of the simple future tense "will", including different sentence patterns. Key vocabulary related to future life and being able to use them in prehending the text about future life predictions and being able to summarize key information. B. Difficult Points Distinguishing the subtle differences in semantics and usage between "will" and "be going to" in the simple future tense, and using them accurately. Helping students to use the simple future tense flexibly and vividly in writing, expressing their unique predictions and ideas with rich details.
Vocabulary
New words:
prediction /pr d k n/n. 预言；预测
outer / a t (r)/adj. 外部的；外面的
outer space 外层空间；太空
worse /w s/adj. & adv. 更糟的（地）；更坏的（地）（bad /badly 的比较级）
sci - fi / sa fa /abbr. 科幻小说（或影片等）(science fiction)
ticket / t k t/n. 票；入场券
positive / p z t v/adj. 积极乐观的；肯定的
traffic / tr f k/n. 交通；路上行驶的车辆
technology /tek n l d i/n. 科技；工艺
video / v di /n. 录像带；录像
transport / tr nsp t/n. 交通运输系统 vt. 运输；运送
system / s st m/n. 系统
efficient / f nt/adj. 效率高的；有成效的
education / ed u ke n/n. 教育
length /le θ/n. 长；长度
topic / t p k/n. 话题；题目
partner / pɑ tn (r)/n. 伙伴；搭档
Phrases:
take over 接收；接管；接任
Grammar:
The simple future tense with "will":
Affirmative sentence: Subject + will + base form of the verb.
Example: People will have robots in their homes.
Negative sentence: Subject + will not (won't) + base form of the verb.
Example: Kids won't go to school. They will study at home.
General question: Will + Subject + base form of the verb
Answer: Yes, Subject + will. / No, Subject + won't.
Example: Will there be less pollution Yes, there will. / No, there won't.
教学过程
A. Warming - up (5 minutes)
Greet the students as usual.
Show some pictures of modern life and ask students: "What do you think our life is like now " Elicit some words like "convenient", "modern", etc.
Then show some pictures of science - fiction movies about future life, such as flying cars, robots helping with housework. Ask: "What about future life What changes do you think will happen " Let students express their ideas freely.
B. Pre - listening (8 minutes)
Present the new words related to future life on the PPT one by one, and teach students how to read and understand them. For example, when teaching "traffic", show a picture of busy streets with cars and explain the meaning. Use some simple sentences to help students understand the words in context, like "There is a lot of traffic on the road during rush hours."
After teaching the words, play a short video about future life predictions without sound. Let students watch carefully and then discuss in pairs: "What aspects of future life do you think will be shown in the following conversation " Guide students to think about aspects such as transportation, living environment, education, etc.
C. While - listening (10 minutes)
Tell students they will listen to a conversation between Jennifer and Helen about future life predictions. Ask them to listen carefully and fill in the blanks in 2a. Play the recording for the first time.
Jennifer: Oh, hi, Helen. I’m watching a video about future predictions. Helen: So, what will the future be like Jennifer: Well, __________________ (there will be more people in cities), but the transport system will be more efficient. It means that __________________ (there will be fewer traffic accidents). Helen: Sounds great! Any other predictions Jennifer: Students probably won’t go to a school in the future. They will study at home or __________________ (any place they want). Helen: Oh, but I really like going to school! Why Jennifer: Because __________________ (there will be better health care technology) in our homes. Machines will tell us how to solve small health problems before they become bigger. Helen: That’ll be great. How long will most people live Jennifer: Well, more people will live to be over 100 years old. Some may even live to be 150. Helen: Wow, that sounds wonderful!
Check the answers with the whole class. Then play the recording again. This time, ask students to listen carefully and pay attention to the pronunciation and intonation of the sentences using the simple future tense.
D. While - reading (12 minutes)
Let students read the conversation in 2b quickly and complete the table.
Check the answers. Then ask students to read the conversation carefully again and answer the questions in 2c.
What is Jennifer watching
Answer: She is watching a video about future predictions.
Is Helen interested in the future How do you know
Answer: Yes, she is. She asks many questions about the future.
Is the video positive about the future or not How do you know
Answer: Yes, it is. Because the transport system will be more efficient with fewer traffic accidents, students can study anywhere they want, people will live longer due to better health care technology.
Explain some language points in the conversation. For example, explain the usage of "efficient", "solve the problem", "live to be". And emphasize the usage of the simple future tense in the sentences.
E. Post - reading (5 minutes)
Divide students into pairs. Let them discuss: "What do you think is the most amazing prediction in the conversation And why " Give them 2 - 3 minutes to discuss.
Invite some pairs to share their ideas with the class. Encourage other students to ask questions or give their own opinions.
F. Speaking (5 minutes)
Present the task in 2e. Let students make up a conversation about their own future predictions. They can choose any aspects of future life they are interested in, such as future jobs, future entertainment, future environment, etc.
Give students 3 - 4 minutes to prepare the conversation. Walk around the classroom to offer help if necessary.
Invite some pairs to come to the front of the class and act out their conversations. After each pair finishes, give them some positive feedback and praise.
教学反思
Advantages:
The use of pictures, videos, and real - life examples in the warming - up and pre - listening stages effectively aroused students' interest in the topic of future life, making it easier for them to engage in subsequent learning activities.
The step - by - step listening and reading practice, combined with filling in blanks, answering questions, and completing tables, helped students gradually understand and master the key information and language points in the text, improving their listening, reading, and comprehension abilities.
The pair - work and group - work activities provided students with more opportunities to practice speaking, which enhanced their oral English expression ability and cooperative learning ability.
Disadvantages:
In the speaking activity, some students may still be a little shy or lack confidence, so their performance was not as active as expected. Also, there was not enough time to let every pair show their conversations.
When explaining the subtle differences between "will" and "be going to", it may not have been vivid enough for some students to fully understand, resulting in some confusion in their usage.
Improvements:
For students who are less active in speaking, more encouragement and specific guidance should be given before the activity. And in future classes, more speaking - focused activities can be designed to gradually build up their confidence.
When teaching grammar points, more real - life situations and examples can be provided to help students better distinguish and use "will" and "be going to". Also, some extra exercises can be given in class or as homework for students to strengthen their understanding.

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