资源简介

Unit 7 When Tomorrow Comes（Section B 2a-2c）
Period 5教 学 设 计
课题 Section B 2a-2c 单元 Unit 7 When Tomorrow Comes 课型 Vocabulary
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “未来科技与社会发展主题词汇运用” 展开，通过 2a-2c 的阶梯式练习，实现从词汇辨析到语篇运用的递进学习。 2a 通过 “反义词匹配”（如根据提示写出 “more”“possible” 等词的反义词）训练词汇反义关系判断能力； 2b 借助动词填空（涉及 “accept”“develop”“influence” 等与未来发展相关的动词）强化词汇语境适配能力； 2c 通过语篇填空（运用 “challenge”“create”“quality” 等词汇描述人工智能对未来的影响）提升词汇在科技主题语篇中的综合运用能力。目标词汇涵盖反义词（more/less, possible/impossible 等）、动作动词（accept, develop, influence 等）、抽象名词（quality, challenge 等），助力学生构建未来科技主题词汇网络。
学情 分析 学生已掌握 “future”“technology” 等基础词汇，但在三方面存在不足：一是反义词的准确对应能力较弱（如混淆 “better” 与 “worse” 的语境使用）；二是科技相关动词的搭配意识薄弱（如误用 “influence” 与 “affect”）；三是语篇中抽象名词的连贯运用能力欠缺（如混淆 “quality” 与 “quantity” 的含义）。需通过针对性练习强化词汇在不同未来科技语境中的灵活运用。
学习 目标 语言能力：能运用 “more/less”“possible/impossible” 等反义词描述对比关系；掌握 “accept”“develop”“influence” 等动词及 “quality”“challenge” 等名词；理解并正确使用词汇的语境变形（如动词 “create” 与名词 “creation” 的转换）。 学习能力：通过反义词匹配、动词填空、语篇补全，提升词汇反义关系判断、搭配及语境适配能力；在小组活动中学会分享词汇运用技巧。 思维品质：能根据词汇特征（如反义关系、动作功能、抽象概念）进行归类辨析（如从 “accept, develop” 中归纳为 “行为动词”），建立词汇与未来科技主题的关联逻辑。 文化意识：在未来科技词汇语境中，感受科技发展对社会的影响，树立关注科技进步、主动适应变化的意识。
学习 重点 掌握目标词汇的词性、含义及常见搭配（如 “develop skills”“improve quality”）； 在句子和语篇中正确运用词汇（包括根据语境选择反义词、根据语义选择科技相关动词）。
学习 难点 区分易混淆反义词（如 “positive” 与 “negative” 在情感表达上的细微差异）； 理解并运用不同动作动词（如 “influence” 表示影响，“mention” 表示提及）； 把握抽象名词在不同语境中的准确使用（如 “challenge” 与 “problem” 的词性及含义差异）。
教学 方法 Task-based Language Teaching（TBLT）、Interactive Practice、Game-based Learning
教学 工具 PPT（含反义词对比图表、动词搭配示例、未来科技场景图）、vocabulary worksheets（2a-2c 练习材料）、word cards（目标词汇及短语卡片）、科技发展图片展板
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in Show pictures of future technological changes（AI robots, smart cities, advanced medical technology）and ask： "What changes can you see How do these changes differ from the present " Write key words（more/less, better/worse, possible/impossible）and guide students to make contrastive phrases（e.g., "more convenient life"）. Look at pictures, share words related to technological changes and their contrastive meanings; try to classify them into antonym pairs with partners.
Step 2 Pre-vocabulary Present target words/phrases in 2a-2c（e.g., "accept challenges", "develop technology", "improve quality"）with pictures and example sentences（e.g., "We need to develop new skills for the future."）. Explain core collocations: e.g., 动词 + 名词（influence ideas/develop skills）；名词 + 介词（challenge of technology/quality of life） Understand word meanings and collocations through visuals and examples. Repeat and practice phrases, checking pronunciation in pairs.
Step 3 While-vocabulary 1. Exercise 2a（反义词匹配）: - Explain that each word needs a corresponding opposite, guide students to write the opposites（e.g., "more"→less; "possible"→impossible）. - Highlight key words: "opposite"（反义词）, "contrast"（对比）. 2. Exercise 2b（动词填空）: - Ask students to complete sentences with given verbs in correct forms（e.g., "He ______ a plan to learn AI, but he didn't say when he would start."→mentioned）. - Check answers and explain verb meanings（e.g., "develop" 强调发展，"influence" 强调影响）. 3. Exercise 2c（语篇填空）: - Guide students to read the passage about AI's influence on future life and choose correct words from the box. - Explain word differences（e.g., "quality" 强调质量，"challenge" 强调挑战）. - Students complete the passage, then discuss in groups. Classify words into antonym pairs according to meanings and explain reasons for difficult items. Fill in sentences with correct verbs, focusing on verb meanings and tense plete the passage, focusing on word collocations and context logic, then check with group members.
Step 4 Post-vocabulary Organize a "Technology Vocabulary Challenge" game: Show a word, students race to say its opposite; show a verb, students make sentences with future technology context. First to answer correctly wins. Theme sentence-making: Ask students to make sentences with "develop", "influence", and "quality", using context from 2c. Participate in the challenge game to reinforce vocabulary and collocations. Make sentences and share, ensuring correct word usage.
Step 5 Summary&Practice Lead students to summarize key words, collocation rules, and word differences（e.g., "influence" vs "mention"）. Assign a short exercise: Fill in blanks with given words/phrases（e.g., "We need to ______ new technologies to improve life ______."→develop; quality）. Review and note key vocabulary rules. Finish the exercise to consolidate learning.
家庭作业 Write 2 pairs of antonyms from 2a and make contrastive sentences（e.g., "Life in the future will be better, not worse."）. Write a 50-word passage about AI's influence on future education, using at least 3 words from 2b-2c（e.g., "AI will influence how we learn and help develop better study skills. It may bring new challenges."）.
板书设计 Unit 7 When Tomorrow Comes（Section B 2a-2c） Key Words & Phrases： Antonyms: more/less, possible/impossible, better/worse, positive/negative Verbs: accept, develop, influence, mention, create Nouns: quality, challenge, traffic, service, technology Key Collocation Rules： 动词与名词：develop skills/influence ideas/accept challenges 名词与语境：quality of life/traffic problems/future challenges 反义词搭配：more convenient/less difficult/better service Key Sentences： We should accept challenges and develop our abilities. AI will influence the quality of our future life. It's possible to solve these problems with new technology.
教学反思Unit 7 When Tomorrow Comes（Section A 2a-2e）
Period 2教 学 设 计
课题 Section A 2a-2e 单元 Unit 7 When Tomorrow Comes 课型 Listening and Speaking
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “未来生活的具体预测及逻辑关联” 展开，通过 Helen 与 Jennifer 关于未来发展的对话，强化一般将来时（will）在真实语境中的综合运用。 2a-2b 为对话补全与信息整理，聚焦核心信息（如城市人口 “more people in cities”、交通系统 “more efficient”）；通过阅读理解梳理细节（未来教育、医疗等领域的变化）； 2c-2e 为口语输出，通过角色表演、小组调查（记录个人与同伴对未来的预测）及创编对话，巩固 “Will there be... What will...be like ” 等询问句型和未来相关表达。
学情 分析 学生已能使用一般将来时（will）表达简单的未来预测，但在 “不同领域未来变化的逻辑关联”（如 “医疗技术进步与寿命延长的关系”）上描述不深入；对未来生活各领域的具体特征（如未来教育模式）了解有限，在角色表演中融入真实场景的能力需提升。
学习 目标 语言能力：能运用 “more efficient transport”“better health care” 等短语描述未来生活的具体变化；掌握句型 “Will there be... Yes, there will./No, there won't.”“What will...be like It will be...”；理解对话中隐含的未来发展逻辑（如 “技术进步推动生活改善”）。 学习能力：通过听力训练提升未来预测细节的捕捉能力；在角色表演中学会合作创编对话，深化未来场景与语言表达的结合。 思维品质：能根据对话内容归纳未来生活的核心变化，培养逻辑梳理能力；通过对比不同领域的未来预测，理性看待科技发展的影响。 文化意识：理解 “科技进步对未来生活的多方面影响”，体会 “积极规划未来” 的重要性，树立对科技发展的理性期待。
学习 重点 用核心短语和句子从多维度（城市、交通、教育、医疗）谈论未来生活：e.g., “There will be more people in cities”, “Transport will be more efficient”, “Students will study at home”。
学习 难点 准确运用一般将来时（will）描述连贯的未来场景（e.g., “Cities will be crowded, but transport will be faster. People will save time on commuting.”）； 理解并表达不同领域未来变化的关联（如 “better health care technology will help people live longer”）； 角色表演中自然衔接未来预测与逻辑解释（如 “Why will people live longer Because health care technology will be better.”）。
教学 方法 Task-based Language Teaching（TBLT）、Communicative Language Teaching（CLT）、Situational Teaching
教学 工具 PPT（含未来生活场景图片、对话录音、预测调查表格）、audio recorder、角色卡片（未来居民、科技专家等）、思维导图模板（维度：Future Life Areas/Changes/Reasons）
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in 1. Show pictures of future life in different areas（crowded cities, smart transport, online education, high-tech hospitals）and ask： "What changes do you notice in these pictures How will these areas develop " 2. Introduce key phrases: "future changes", "technological progress" and write on the board. Observe pictures, share ideas about future life changes using simple expressions（e.g., "Cities will have more people. Hospitals will use new machines."）.
Step 2 While-listening Play the conversation recording between Helen and Jennifer. Ask students to fill in the blanks in 2a with options A-D（e.g., "there will be more people in cities", "there will be fewer traffic accidents"）. Play again, guide to underline future predictions（e.g., "Students will study at home", "People will live to be 150"）. Check answers, emphasize "will" structure usage. Listen and complete 2a. Re-listen, mark prediction phrases, then discuss in pairs.
Step 3 Reading & Comprehension Present the complete conversation. Ask students to read and decide whether the statements in 2b are true (T) or false (F)（e.g., "Helen thinks students will go to school every day" is false）. Guide analysis: "Why does Jennifer think transport will be more efficient (Because self-driving cars will be popular)". Read conversation, finish the T/F task. Discuss in groups about the reasons for their predictions, share ideas.
Step 4 Survey & Dialogue Practice Provide survey table template（Name: "Who"; What: "future prediction"; Why: "reason"）. Ask students to interview classmates and fill in the table. Demonstrate dialogue: "What do you think cities will be like in 50 years I think there will be more parks. Why Because people will care more about the environment...". Students practice in pairs using the survey plete survey by interviewing classmates. Practice dialogues using survey data, describing future predictions and reasons.
Step 5 Role-play Assign role-play task (2c): "Groups of 2 (interviewer and interviewee). Act out talking about future life, adding details about changes in different areas（e.g., "Education will change because of AI"）. Provide examples: "Interviewer: What will education be like Interviewee: Students will study online because AI teachers will explain lessons better...". Invite groups to perform, feedback on logic and expression accuracy. Prepare role-plays, add details about future changes. Perform and observe, note feedback
Step 6 Summary & Practice Summarize key prediction expressions and future-related structures. Assign workbook exercises on 2a-2e. Review key points, finish exercises. Note difficult parts for further practice.
家庭作业 Write 5 sentences describing future changes in your hometown and the reasons using "will" structure； Interview one family member about their predictions for future life and how they feel about them, take notes.
板书设计 Unit 7 When Tomorrow Comes（Section A 2a-2e） Key phrases： Areas: cities, transport, education, health care, environment Changes: more people, efficient transport, online study, longer life, clean energy Reasons: technology development, AI application, environmental protection Key sentences： What will...be like in the future It will be... Will there be... Yes, there will./No, there won't. Why do you think so Because...will... Future tip： Understanding changes helps us prepare for tomorrow!
教学反思Unit 7 When Tomorrow Comes（Section B 1a-1e ）
Period 4教 学 设 计
课题 Section B 1a-1e 单元 Unit 7 When Tomorrow Comes 课型 Reading
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “未来生活的变化及如何为未来做准备” 展开，通过阅读对陆星元博士的访谈，训练学生提取关于机器人、人工智能及未来工作等相关信息的能力。 1a 通过讨论 “如何为未来做准备” 激活相关思考； 1b-1c 为阅读任务，阅读访谈内容完成表格填写，梳理嘉宾信息、未来预测及建议等； 1d 引导学生判断从访谈中可推断出的陈述，加深对文本的理解； 1e 组织学生讨论与未来相关的问题，结合文本内容发表自己的观点，深化对 “积极应对未来变化” 的认知。
学情 分析 学生已具备一定的阅读对话类文本的能力，但对未来科技（如机器人、AI）相关的词汇（如 “robotics industry”“emotional intelligence”）接触较少，运用不够熟练。在从访谈中提取关键预测信息并进行推断，以及将文本观点与个人看法相结合进行讨论时，需要教师引导，结合生活实例帮助理解。
学习 目标 语言能力：能运用 “robotics”“emotional intelligence”“AI” 等词汇描述未来相关内容；掌握句型 “What will...be like ”“How can we... ”；理解描述未来的表达（如 “will + 动词原形”）。 学习能力：通过略读与精读，提升提取访谈中关于未来预测、建议等相关信息的能力；在小组讨论中学会用英语表达对未来的看法及为未来做准备的方法。 思维品质：能梳理访谈中关于未来的关键信息，从嘉宾的观点中归纳出未来发展的趋势，培养逻辑思维和思辨能力。 文化意识：了解科技发展对未来生活的影响，体会积极适应变化、持续学习的重要性，树立面向未来的积极态度。
学习 重点 从访谈中提取关键信息（嘉宾信息、关于机器人、工作、AI 的未来预测及建议等）；结合文本讨论对未来的看法及为未来做准备的方法。
学习 难点 理解未来科技相关词汇（如 “emotional intelligence”“AI experts”）在文中的含义；
2. 梳理未来预测与人类应对方式的关联并建立与个人实际的联系；
3. 将文本中的观点转化为自己对未来的看法并进行清晰表达。
教学 方法 Task-based Language Teaching（TBLT）、Interactive Reading、Discursive Learning
教学 工具 PPT（含未来科技相关图片、访谈结构思维导图）、reading worksheets（1b-1d 问题与表格）、相关词汇卡片、访谈文本投影
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in Show pictures of future life (robots doing housework, smart appliances, space travel) and ask: "What do you think life will be like in the future How can we prepare for it " Write key ideas on the blackboard (robots, AI, prepare, learn). Share personal ideas about future life and ways to prepare for it, discuss with partners using simple words (e.g., "I think robots will help us, we need to learn more").
Step 2 Pre-reading Introduce the text: "It's an interview with Dr Lu Xingyuan, a chief researcher. He will talk about future life, including robots, jobs, AI and how to prepare for the future. Let's find out what he says." Ask prediction questions: "What might Dr Lu say about robots in the future What advice might he give for preparing for the future " Predict text content based on pictures and prior knowledge, share ideas in pairs.
Step 3 While-reading Skimming: Ask students to read the interview quickly and get the main idea of the interview. Scanning: Guide students to complete the table in 1b with information from the interview (guest name, job, future predictions, advice). Explain difficult words: "chief researcher" (首席研究员)、"emotional intelligence" (情商)、"AI experts" (人工智能专家)。 Skim to understand the main idea of the interview. Scan for specific information, complete the table in 1b, and discuss in groups. Note down difficult words and ask for explanations.
Step 4 Post-reading 1. Guide students to do 1d: "Tick the statements that you can infer from the interview" and discuss the reasons. 2. Organize group discussion on 1e: "Discuss the questions about the future". 3. Ask: "Do you agree with Dr Lu's ideas Why or why not " Finish 1d by ticking the correct statements and explaining the reasons. Discuss the questions in 1e in groups, sharing personal opinions. Express agreement or disagreement with Dr Lu's ideas and give reasons.
Step 5 Language Consolidation Highlight words and phrases related to future and preparation in the text (robotics industry, emotional intelligence, AI experts, keep learning) and practice with sentences: "We need to ____ to prepare for the future." Match future predictions with examples (e.g., "robots" → "do housework"). List and practice key vocabulary and phrases from the plete matching exercise to connect future predictions with specific examples.
Step 6 Summary&Practice Lead students to review the key information from the interview (Dr Lu's job, future predictions, advice). Assign a short task: "Write 3 sentences about your understanding of future life and 2 ways to prepare for it based on the interview". Retell the key information from the interview, emphasizing Dr Lu's ideas. Write sentences about future life and preparation methods using what they have learned.
家庭作业 Write a short paragraph about your favorite prediction in the interview and explain why you like it (using reasons from the text).（must do） Create a mind map about "My Future Preparation Plan" including what to learn and how to do it.（must do） Interview a classmate about their ideas on future life and report back to the class.（can do）
板书设计 Unit 7 Ready for Tomorrow（Section B 1a-1e） Key phrases： robotics industry - emotional intelligence - AI experts - keep learning - prepare for Key information from the interview： Guest: Dr Lu Xingyuan, chief researcher of the Future World Research Centre Future predictions: robots will work everywhere, more challenging jobs, AI will change life Advice: accept change, keep learning, work hard Key sentences： What will life be like in 50 years Robots will work everywhere. How can we prepare for the future We should accept change and keep learning. Conclusion： Preparing for the future requires learning and adapting to change.
教学反思Unit 7 When Tomorrow Comes（Section A1a-2）
Period 1教 学 设 计
课题 Section A 1a-2 Period 1 单元 Unit 7 When Tomorrow Comes 课型 Listening and Pronunciation
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “未来预测及相关表达” 展开，以 “What will the future look like ” 为主题，引导学生运用一般将来时（will）谈论对未来的预测，并掌握相关词汇。 1a 通过勾选对未来 100 年可能实现的预测（如 “Many people will live in outer space”），激活与未来、科技相关的词汇储备； 1b-1c 为听力训练，围绕科幻电影邀约及未来预测的对话，捕捉关键信息（如电影放映时间、对气候变化的看法）和预测表达（如 “will be worse”“will find ways”）； 1d-2a 聚焦口语输出，通过模仿对话、讨论 1a 中的预测内容，强化一般将来时（will/won't）的运用。 此外，语音部分涉及辅音音素 /n/（如 “news”“know”）、/ /（如 “song”“hang”）等及字母组合发音（如 “ch,tch”“j,ge,g”）的辨析，结合未来与科技相关词汇（如 “cheap”“magic”）提升发音准确性。
学情 分析 八年级学生已掌握一般现在时和一般过去时的基础用法，对未来生活有一定想象，但对一般将来时（will）的连贯使用（如 “We will...because...”）及预测逻辑的表达不足。 学生对未来科技话题兴趣较高，但在听力中抓取预测细节和观点态度方面需强化。部分学生易混淆相似辅音发音（如 /n/ 与 / /），且对字母组合 “ch,tch”“j,ge,g” 的发音规则掌握不牢固。
学习 目标 语言能力：能运用 “will”“won't” 等表达对未来的预测；掌握句型 “Will... Yes, ...will./No, ...won't.”“I think...will...”；理解并区分 /n/、/ / 等音素及相关字母组合的发音。 学习能力：通过听力训练提升未来预测信息捕捉能力；在对话练习中学会合作交流，梳理预测的逻辑依据。 思维品质：能分析不同未来预测的合理性，理性表达对未来的看法；通过辨析发音差异，培养细节观察能力。 文化意识：了解科技发展对未来生活的可能影响，认识 “规划未来的重要性”，培养对科技发展的理性看待意识。
学习 重点 使用一般将来时（will）谈论对未来的预测。如："People will live in outer space.", "AI will take over boring work.", "Will we live on earth Yes, we will./No, we won't."
学习 难点 准确运用一般将来时（will）描述连贯的未来预测（e.g., "Climate change will be worse. People won't have enough food."）； 区分并正确发音含 /n/（如 “news”“know”）、/ /（如 “song”“hunger”）的单词及字母组合 “ch,tch”（“cheap”“watch”）、“j,ge,g”（“jacket”“magic”）； 恰当使用预测相关词汇进行对话（如 “What do you think about the future I think robots will help people do housework.”）。
教学 方法 Task-based Language Teaching（TBLT）、Cooperative Learning、Audio-lingual Method
教学 工具 PPT、textbook、audio recorder、word cards（含预测词汇、发音词汇与音标）、未来生活场景图片（太空居住、机器人工作等）
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in Show pictures of future life（people living in space stations, robots doing housework, flying cars）and ask： "What do you think the future will be like What will people do " Guide students to share their ideas and write key prediction words on the blackboard（e.g., "robots", "space"）.. Look at pictures, share their predictions about the future using simple expressions（e.g., "Robots will help us." "People will fly cars."）
Step 2 Pre-listening 1. Present the predictions in 1a（We won't live on earth, There will be less food, etc.）, lead students to read aloud and tick the ones they agree with. 2. Ask students to discuss with partners："Which prediction do you think is most likely to come true Why " 1. Finish the prediction ticking task in 1a. 2. Discuss possible future scenarios using prior knowledge and simple prediction expressions.
Step 3 While-listening Play the recording of the first conversation in 1b, ask students to complete the summary（cinema, online, 7:30, 7:15）. Play the second conversation for 1c, guide students to circle T or F for each statement. Check answers and emphasize key structures（will/won't）and prediction words（climate change, outer space）. 1. Listen to the first recording and complete the summary in 1b. 2. Listen to the second recording, circle T/F in 1c, and check in groups.
Step 4 Post-listening Present the example dialogue about future predictions, demonstrate questions and answers（e.g., "Will many people live in outer space I think so. They will find ways to live there."）. Ask students to practice in pairs, discussing the predictions in 1a using 1b-1c information. Practice dialogues in pairs, using "will/won't" and prediction words to talk about future scenarios.
Step 5 Pronunciation Play the recording of pronunciation part, ask students to listen and repeat words with /n/, / /, /t / and letter combinations（e.g., "news", "song", "cheap", "jacket"）. Guide students to add more words to each group（e.g., "night" for /n/, "sing" for / /）. Play the sentence recording, ask students to repeat and notice pronunciation in prediction descriptions（e.g., "People will live in space. It will be exciting."）. 1. Repeat words and sentences after the recording. 2. Summarize pronunciation rules for target phonemes and practice intonation in dialogues.
Step 6 Summary&Practice Lead students to review key prediction words, "will/won't" structure and pronunciation rules. Assign workbook exercises on 1a-2. Retell key language points. Finish exercises to consolidate learning.
家庭作业 Finish the listening and matching exercises in 1a-2 of the workbook. Write 5 sentences predicting what your life will be like in 10 years（e.g., "I will live in a big city. I will have a robot helper."）.
板书设计 Unit 7 When Tomorrow Comes（Section A 1a-2） Key phrases： Future predictions: live in outer space, take over work, climate change, less food, AI, robots Verbs: will, won't, predict, believe, think Key sentences： What will the future be like It will be... Will people live on earth Yes, they will./No, they won't. I think...will... I don't think...will... Pronunciation： /n/: news, mind, know, night / /: song, hang, dying, sing /t /: cheap, much, watch, teach /d /: jacket, change, magic, age
教学反思Unit 7 When Tomorrow Comes（Section B 4a-4d）
Period 7教 学 设 计
课题 Section B 4a-4d 单元 Unit 7 When Tomorrow Comes 课型 Project & Reflecting
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 4a 要求学生小组合作讨论未来家乡（城市 / 城镇）的样子，从人口、建筑、交通、休闲活动、环境等多方面构思不同设想； 4b 指导学生小组筛选更可能实现的预测； 4c 要求绘制体现这些预测的图画； 4d 组织各小组展示图画，让其他小组猜测预测内容； 活动形成 “设想构思 — 筛选预测 — 图画创作 — 展示互动 — 反思总结” 的闭环，助力学生在实践中巩固未来时态相关表达，体会团队协作与创新思维的价值。
学情 分析 学生已掌握一般将来时（will + 动词原形）和未来生活相关词汇，但存在三方面不足：一是构思未来场景时缺乏系统性（如忽略各要素间的关联）；二是筛选预测时缺乏合理性判断（如混淆幻想与现实可能性）；三是展示时语言表达缺乏条理性（如仅零散描述图画内容，未结合预测逻辑）。需通过结构化任务和小组协作，提升创新思维与综合表达能力。
学习 目标 语言能力： 能运用一般将来时（will + 动词原形）和未来相关词汇（population, building, transport, environment 等）描述未来家乡的场景； 能正确使用预测表达（“It will probably...; Maybe there will be...; I think... is likely to...”）； 能结合图画清晰介绍预测内容及依据。 学习能力： 通过构思未来场景、筛选预测、创作图画、班级展示，提升创新思维与合作实践能力；在反思中巩固一般将来时及未来相关词汇的用法。 思维品质： 能对未来设想进行分类整理（如按 “生活设施 / 环境变化” 分类），培养逻辑梳理能力； 能从展示中提炼 “合理预测的依据”，提升批判性思维能力。 文化意识： 了解不同地区未来发展的共通趋势，体会 “可持续发展” 的全球共识； 感受中外对 “未来城市建设” 中科技与人文结合的共通重视。
学习 重点 用一般将来时和未来相关词汇描述未来家乡的场景与特点； 创作体现合理预测的图画并清晰展示预测内容； 参与班级互动猜测并反思未来预测的依据。
学习 难点 如何从多维度（人口、建筑、交通等）系统构思未来场景并体现要素间的关联； 用连贯的语言结合图画介绍预测内容及可能性依据（如 “This building will be energy-saving because technology will improve...”）； 准确运用一般将来时与预测表达的衔接（如 “Our city will change a lot. Maybe there will be more green spaces...”）。
教学 方法 Project-based Learning（PBL）、Cooperative Learning、Task-based Language Teaching
教学 工具 PPT（含未来城市图片、预测示例）、project worksheets（4a-4d 任务单）、future tense cards（一般将来时卡片）、drawing materials（绘画材料）、reflection question lists（反思问题清单）
教学过程
教学环节 教师活动 学生活动
Step 1 Warm-up Show pictures of future city scenes（flying cars, green buildings, smart transport）and ask： "What changes can you see in these future cities How do they differ from our city now " Highlight key expressions（energy-saving, smart system, green space）in students’ answers. Look at pictures, share opinions about future city features using simple expressions（e.g., "There will be flying cars. People will travel more easily."）.
Step 2 Project Launch Introduce the project："Today we’ll imagine our city/town in the future, choose possible predictions, draw pictures and share them." Explain 4a requirements："Work in groups. Discuss what our city/town will be like in the future from population, buildings, transport, etc." Understand the project goal：imagine and present future city/town predictions. Form groups（4-5 students）, start discussing future scenarios from different aspects.
Step 3 Prediction & Creation（4b-4c） 1. Guide groups to organize ideas： - Population（more/less people, age structure） - Buildings（design, function, energy use） - Transport（new vehicles, traffic system） - Leisure（parks, museums, activities） - Environment（air quality, green areas） 2. Demonstrate prediction screening："Judge if a prediction is likely to come true based on current technology and development trends." 3. Distribute drawing materials, set a 30-minute timer for 4c. 1. Sort collected ideas into categories（e.g., "Transport Changes" and "Environment Improvements"）. 2. Screen predictions in groups, focusing on practicality and likelihood. 3. Create the picture: draw key elements of future city/town, label with simple notes（e.g., "solar-powered buildings"）.
Step 4 Presentation & Guessing（4d） Organize group presentations（3-4 minutes each）："One student shows the picture; others describe the predictions without directly stating them." Provide interaction tips："Use clues like 'It will help people travel faster' instead of 'flying cars'; other groups guess the specific prediction." After all presentations, summarize creative ideas and reasonable predictions. Take turns to present the picture in groups, using clues and future tense expressions（e.g., "People will move in the air without roads. What is it "）. Guess other groups’ predictions, using "Will there be... /Will people... " Vote for the most creative and reasonable prediction.
Step 5 Reflection Guide students to answer reflection questions： - "What future-related words and sentences did you use in the project " - "What makes a prediction more likely to come true " - "How does technology influence your predictions about the future " Summarize："Predicting the future is not just about imagination—it’s about observing current trends and thinking logically." Discuss reflection questions in pairs, share ideas with the class. Take notes on key insights（e.g., "Using 'probably' and 'maybe' shows different likelihood; predictions need to be based on current development."）.
家庭作业 Write a 5-sentence description of your favorite future prediction from the project, explaining why you think it will come true. Draw a picture of your future home and write 3 sentences about its special features using the simple future tense.
板书设计 Unit 7 When Tomorrow Comes（Section B 4a-4d） Useful Expressions： Future tense: will + verb（There will be...; People will...） Prediction words: probably, maybe, likely, possibly Description: population growth, green buildings, smart transport, clean environment Presentation: It will help...; People can...; There will be no... Guessing: Will there be... ; Will people use... Key Topics： Aspect of Future City: ________ Prediction: ________ Reason for Likelihood: ________
教学反思Unit 7 When Tomorrow Comes（Grammar Focus 3a-3c ）
Period 3教 学 设 计
课题 Section A Grammar Focus Period 3 单元 Unit 7 When Tomorrow Comes 课型 Grammar Focus
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “一般将来时（will）的规则与灵活运用” 展开，通过 Grammar Focus 的例句解析与针对性练习，强化对该结构在表达未来预测时的用法（含肯定句、否定句、一般疑问句及特殊疑问句形式）的理解与运用。 3a 为语法聚焦，呈现一般将来时（will）的典型用法（如肯定句：There will be more people in cities.；一般疑问句：Will most people live in outer space ）； 3b 通过动词填空练习，巩固一般将来时在具体语境中的正确形式（如将 “Who do you think ______ the prize ” 补充为 “will win”）； 3c 为对话创编任务，结合未来生活场景训练一般将来时在连贯交流中的灵活使用，深化对其表达未来预测的逻辑掌握。
学情 分析 学生已接触过一般将来时（will），但对不同句式的构成（如否定句 “won't”、疑问句 “Will... ”）掌握不牢固，且在第三人称单数后误用 “will” 的变化形式（如 “he wills”）。在真实语境中，易混淆 “will” 与 “be going to” 的用法，需通过情境练习强化规则应用。
学习 目标 语言能力：能辨析并使用一般将来时（will）的不同句式（肯定句、否定句、一般疑问句、特殊疑问句）；掌握其基本结构（主语 + will + 动词原形 + 其他.）及句式转换规律；理解一般将来时在表达未来预测时的功能。 学习能力：通过语法归纳与情境练习，提升自主总结语法规则的能力；在小组合作中共同解决一般将来时使用问题，强化应用能力。 思维品质：能分析语境（描述未来趋势、询问他人预测）选择合适的一般将来时句式，归纳其构成规律，培养逻辑推理能力。 文化意识：结合未来预测的场景表达，体会不同文化中对未来发展的关注，增强对科技与社会变化的思考意识。
学习 重点 掌握一般将来时（will）的用法：例如，“There will be fewer traffic accidents.” 用于表达未来趋势，“Will people live in outer space ” 用于询问未来可能性；2. 不同句式转换的正确运用（如肯定句变否定句 “will→won't”）。
学习 难点 准确运用一般将来时的不同句式（如否定句 “People won't use cash.”、特殊疑问句 “How long will people live ”）； 区分 “will” 与 “be going to” 的用法差异（“will” 表预测，“be going to” 表计划）； 根据语境灵活使用一般将来时（如区分 “What will the future be like ” 与 “It will be more convenient.”）
教学 方法 Grammar-translation Method、Task-based Language Teaching（TBLT）、Situational Teaching
教学 工具 PPT（含一般将来时句型对比表）、sentence cards（句型例句卡）、worksheets（3a-3c 练习材料）、未来生活场景图片（城市、交通、医疗等）
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in 1. Show pictures of future life（flying cars, smart cities, AI robots）and make sentences: "There will be flying cars. People won't use cash." Highlight "will" and "won't". 2. Ask: "What do these sentences talk about How do we form questions with 'will' " Observe the pictures, listen to the sentences, and try to discuss the function of "will" and its question forms.
Step 2 Grammar Focus 1. Present the sentences in 3a, ask students to read aloud and underline the "will" parts, then identify sentence types（肯定句 / 否定句 / 疑问句）。 2. Guide students to summarize rules：一般将来时（will）表示未来预测，基本结构为 “主语 + will + 动词原形”；否定句在 will 后加 not（won't）；一般疑问句将 will 提前至句首；特殊疑问句由 “特殊疑问词 + will + 主语 + 动词原形？” 构成。 3. Compare "will" and "be going to"：通过例句对比（"I think it will rain." 表预测；"I'm going to take an umbrella." 表计划），明确用法差异。 1. Read and analyze sentences in 3a, focusing on sentence structures and "will" forms. 2. Discuss in pairs to summarize usage rules, noting "will" has no person changes. 3. Take notes on key rules（如否定句 “won't” 的缩写、疑问句语序）。
Step 3 Practice 3b 1. Explain the 3b task: "Fill in the blanks with 'will' or 'won't' and the given verbs"（e.g., "Robots ______ (replace) teachers in 50 years."→won't replace）。 2. Check answers as a class, and explain difficult items（如结合语境判断肯定 / 否定意义）。 1. Complete 3b individually, focusing on verb forms and context logic. 2. Check answers in groups, then explain reasons for each choice. 3. Correct mistakes based on teacher's explanation of "will" usage in predictions.
Step 4 Practice 3c 1. Introduce the 3c task: "Create a dialogue about future life using 'will' structure"，提供场景示例（谈论未来交通）。 2. Provide hints for dialogue elements（如询问预测、表达看法、补充理由），例如："A: Will cars fly in the future B: Yes, they will. I think...". 3. Guide students to pay attention to sentence coherence（如用 "because" 衔接预测与原因）。 1. Create dialogues in pairs, using different "will" 句式. 2. Perform dialogues in front of the class, focusing on pronunciation and intonation. 3. Evaluate peers' dialogues based on accuracy and logic（是否符合未来场景）。
Step 5 Consolidation 1. Organize a "Prediction Game": Show future scenarios（如 “环境变化”），学生用 "will/won't" 快速造句（e.g., "The environment will be better."）。 2. Ask students to write 5 sentences comparing "will" and "be going to"（e.g., "She will win the game. She is going to practice every day."）。 1. Play the game to practice sentence-making skills. 2. Write comparison sentences individually, then exchange to check for errors.
Step 6 Summary&Practice 1. Lead students to review key rules of "will" structure（句式构成、与 "be going to" 的区别）。 2. Assign additional exercises from the workbook（focusing on 3a-3c）。 1. Retell the usage rules of "will", emphasizing no person changes and sentence patterns. 2. Finish workbook exercises to consolidate learning.
家庭作业 Rewrite the dialogue in 3c with a different theme（e.g., future education, space travel）using "will" structure.（must do） Make a list of 8 sentences about future changes, using both "will" and "be going to" to show their differences.（must do） Interview a classmate about his/her predictions for technology in 10 years, record the key information using "will" structure.（can do）
板书设计 Unit 7 When Tomorrow Comes（Section A 3a-3c） will Structure： 肯定句： People will live longer. There will be more robots. 否定句： We won't use paper money. He won't move to another country. 一般疑问句及回答： Will schools disappear Yes, they will./No, they won't. Will you live in space Yes, I will./No, I won't. 特殊疑问句： What will life be like It will be easier. How will people travel They will fly in pare： will（预测）：I think it will snow tomorrow. be going to（计划）：I'm going to build a snowman.
教学反思Unit 7 When Tomorrow Comes（Section B 3a-3c）
Period 6教 学 设 计
课题 Section B 3a-3c 单元 Unit 7 When Tomorrow Comes 课型 Reading & Writing
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课为读写课型，围绕 “个人未来梦想与规划” 展开，通过 “以读促写” 实现从输入到输出的转化。 3a 要求阅读关于 “Mandy 未来梦想” 的短文，提取关键信息（未来职业、居住地点、空闲活动、实现方式）并完成标记； 3b 通过表格梳理任务整理 Mandy 的梦想与自身梦想的信息（未来工作、居住地点、空闲活动、实现途径）； 3c 要求学生模仿范文结构，结合自身想法写一篇关于 “未来生活梦想” 的短文，范文包含 “职业目标→生活场景→空闲安排→实现计划” 的逻辑链条，为写作提供清晰范例。
学情 分析 学生已掌握 “future”“dream” 等基础词汇及简单记叙文格式，但存在三方面不足：一是阅读时难以关联梦想与实现计划的逻辑（如分不清职业选择与努力方向的对应关系）；二是写作中内容结构松散（如未来生活描述与实现措施缺乏衔接）；三是表达单一（如仅用 “want to” 描述梦想，缺乏多样句式）。需通过范文解析和结构化指导，帮助学生建立 “梦想→场景→计划→决心” 的写作逻辑。
学习 目标 语言能力： 能读懂关于 “个人未来梦想” 的短文，提取关键信息（职业、居住地点、活动、实现方式）； 能正确使用描述性句型（“I will become...because...”“I plan to...in my free time”“I will study hard to...”）和未来表达（“I think I will...”“I hope to...”）； 能模仿范文结构，写出包含 “职业目标 + 生活场景 + 空闲安排 + 实现计划” 的短文。 学习能力：通过略读找关键信息、精读析逻辑关系，提升信息提取能力；通过模仿范文框架，提高记叙类短文的条理性。 思维品质： 能按 “梦想→场景→计划→决心” 的逻辑组织内容，培养逻辑表达能力； 能结合文本信息辩证看待 “梦想与努力” 的关系，培养规划思维能力。 文化意识： 了解个人梦想规划在人生发展中的重要价值，感受 “明确目标、持续努力” 的奋斗精神； 体会 “梦想与行动” 在实现自我价值中的普遍意义。
学习 重点 阅读短文，提取并梳理关键信息（未来职业、居住地点、空闲活动、实现方式）； 模仿范文结构（开头职业→中间生活与活动→结尾实现计划），用描述性句型写关于 “未来生活梦想” 的短文。
学习 难点 如何将未来生活的各个方面按 “关联性” 组织，体现逻辑顺序（如用 “because I love art, I will live in the countryside to get inspiration” 说明因果关系）； 如何根据信息选择恰当的描述性句型（如 “I will...” 描述未来动作，“I believe...” 表达决心）； 准确使用过渡词（如 “and”“so”）衔接不同生活场景。
教学 方法 Task-based Language Teaching（TBLT）、Interactive Reading、Model-based Writing
教学 工具 PPT（含短文范文、未来生活图片、逻辑结构图）、reading worksheets（3a-3b 问题清单）、writing outlines（3c 写作提纲）、描述性句型卡片
教学过程
教学环节 教师活动 学生活动
Step 1 Warm-up Show pictures of various future life scenarios（artist working in a countryside studio, scientist researching in a lab, teacher teaching in a smart classroom）and ask： "What do you imagine your life will be like in 20 years What job do you want to have " Guide students to share ideas using simple descriptive words（e.g., "I want to be a doctor. I will help people."）. Look at pictures, discuss their future dreams and ideal jobs; practice simple descriptive sentences with partners.
Step 2 Pre-reading Introduce the text《My Dreams for the Future》: "It tells us about Mandy's dreams for her future life, including her job, where she will live and how she will make her dreams come true. Let's find out her ideas." Ask predictions: "What job might Mandy want to have Where will she live " Predict the text content based on "future dreams" topic; share guesses in pairs to activate prior knowledge.
Step 3 While-reading 1. Skimming: Ask students to read 3a quickly and answer: "What is Mandy's future job "（check answers: an artist）. 2. Scanning: - Guide students to find structure clues: Future job→Living place→Free time activities→How to make dreams come true. - Analyze descriptive expressions: "I think I will become an artist" vs "I will live in the countryside"（emphasize different functions）. 3. Sort out logic: Use a table to show the model text framework: Category（Job/Living place/Activities...）→Details→Meaning. 1. Skim to extract main idea and complete 3a key information form. 2. Scan to mark structure parts and descriptive sentences, discuss in groups. 3. Understand the "job→living place→activities→plans" logic with the table.
Step 4 Post-reading 1. Group discussion: "Why is Mandy's dream easy to understand How does she connect her job with her living place "（e.g., clear reasons, related choices）. 2. Language focus: Present descriptive patterns from the text（I will become...; I plan to...; I believe...as long as...）, practice with substitution drills（e.g., "I will become a teacher. I plan to work in a small town."）. 1. Discuss the clarity of the text, summarize key features（clear job, related life choices）. 2. Practice descriptive sentences, paying attention to future-related verbs and expressions.
Step 5 Writing Preparation 1. Guide students to transfer: "Mandy's passage about her future dreams is well-structured. Now let's write about your own dreams for the future. Use 3b to organize your ideas." 2. Demonstrate completing the 3b table（e.g., Future job: engineer; Place to live: a big city; Free time activity: play basketball; How to make dreams come true: study math and science hard）. 3. Instruct to make an outline: Organize ideas as "Future job（what you want to be）→Place to live（where you will live）→Free time activities（what you will do）→How to make dreams come true（what you will do to achieve）". 1. Complete 3b table, clarify the logic of writing. 2. Create a personal outline using the teacher's model. 3. Peer review outlines: "Are the parts related Is the plan practical "
Step 6 Writing 1. Assign 3c task: "Write a short passage about your dreams for the future, sharing your future job, where you will live, your free time activities and how you will make your dreams come true. Use your outline and descriptive patterns." 2. Provide sentence support: - Future job: "I think I will become a..." - Place to live: "I will live in...because..." - Free time activities: "In my free time, I will..." - How to make dreams come true: "I will study hard and... to make my dreams come true." 3. Circulate to guide, focusing on logic and relatedness between parts. 1. Write the passage independently（80-100 words）using the outline. 2. Use descriptive sentences and transition words（and, so）to connect ideas. 3. Consult partners for advice on clarity and relatedness.
Step 7 Sharing & Feedback 1. Invite 2-3 students to read their passages, organize comments: "Is the future job clear Do the living place and activities connect with the job Any good descriptive sentences " 2. Teacher summary: Highlight strengths（e.g., practical plans）and suggest improvements（e.g., adding "I will practice every day because..."）. 1. Listen to peers' passages, evaluate using "Clear Job/Related Life/ Practical Plans" criteria. 2. Take notes to revise their own passages.
Step 8 Summary 1. Review key points: passage structure, descriptive sentences, logic connection words. 2. Encourage: "A good dream needs a clear plan—let your writing show how you will work towards your future!" Review learning key points; share one thing they learned（e.g., "Learned to connect my job with where I will live"）..
家庭作业 Revise your passage based on feedback, read it to your family and ask for their suggestions.（must do） Write 3 sentences describing the most important thing you will do to make your dreams come true, using "I will...because...".（must do） Interview a family member about their dreams when they were young, compare with your own dreams.（can do）
板书设计 Unit 7 Ready for Tomorrow（Section B 3a-3c） Future Dreams Text Structure： Job: What to be（e.g., an artist） Living place: Where to live（e.g., countryside） Activities: What to do in free time（e.g., invite friends） Plans: How to achieve（e.g., study hard, keep trying） My Passage Outline： Job（describe it clearly） Living place（explain why） Activities（related to life） Plans（practical actions） Useful Patterns： I think I will become a... I will live in...because... In my free time, I will... I will...to make my dreams come true. I believe...as long as I...
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