资源简介

教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Unit 7 When Tomorrow Comes-Section A（Grammar Focus）
教学目标
1. Knowledge Objectives Master the forms and usages of the two future tenses: "will + verb 原形" and "be going to + verb 原形". Understand the differences and similarities between "will" and "be going to" in expressing future actions or states. Grasp the interrogative and negative forms of both structures, e.g., "Will people have robots / People won’t have robots." and "Are you going to visit the museum / I’m not going to visit the museum." 2. Ability Objectives Use "will" and "be going to" correctly to talk about future predictions, plans, or intentions in oral communication. Complete written exercises (such as filling in the blanks and sentence transformation) to apply the grammar points accurately. Develop the ability to distinguish the appropriate usage of the two structures based on specific contexts. 3. Affective Objectives Stimulate interest in talking about future life and develop a positive attitude towards future planning. Cultivate cooperation awareness through pair work and group activities. Enhance confidence in using English to express ideas about the future.
重难点
1. Key Points The basic forms (affirmative, negative, interrogative) of "will + verb 原形" and "be going to + verb 原形". The core usages: "will" for predictions, spontaneous decisions, or promises; "be going to" for plans, intentions, or predictions based on present evidence. 2. Difficult Points Distinguishing the appropriate usage of "will" and "be going to" in different contexts, especially when both can express predictions. Using the two structures correctly in real communication scenarios (e.g., talking about future plans, making predictions).
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Greeting & Daily Talk: The teacher greets students and asks about their plans for the coming weekend, e.g., "Good morning, class! How are you today What are you going to do this weekend " Encourage students to answer with simple sentences like "I’m going to play basketball." or "I will visit my grandparents." Video Clip Show: Play a 1-minute short video about future life (e.g., robots helping with housework, flying cars). After watching, ask questions: "What did you see in the video Do you think people will have robots in their homes Are you going to buy a flying car in the future " Design Intent: The daily talk connects the lesson with students’ real life, activating their prior knowledge of simple future expressions and creating a relaxed classroom atmosphere. The video clip about future life is closely related to the unit topic "When Tomorrow Comes", which can arouse students’ interest in the lesson and naturally lead to the grammar points of future tense.
Step 2: Presentation (10 minutes) Introduce "be going to + verb 原形": Based on students’ answers about weekend plans, write sentences on the blackboard: "S1 is going to play basketball. S2 is going to visit his grandparents." Ask guiding questions: "What do these sentences talk about (Future plans/intentions) What structure do they use (be going to + verb 原形)" Explain the form: Affirmative (Subject + am/is/are + going to + verb 原形), Negative (Subject + am/is/are + not + going to + verb 原形), Interrogative (Am/Is/Are + Subject + going to + verb 原形？). Give examples for each form. Introduce "will + verb 原形": From the video-related questions, write sentences: "People will have robots. I will not buy a flying car." Guide students to summarize the structure: "What structure is used here (will + verb 原形)" Explain the form: Affirmative (Subject + will + verb 原形), Negative (Subject + will not/won’t + verb 原形), Interrogative (Will + Subject + verb 原形？). Provide examples, such as "He will study abroad. She won’t come to the party. Will they arrive on time " Compare Usages with Examples: Write contrastive sentences on the blackboard: Plan/Intention: "I’m going to learn English well next term. (I have a plan.)" Spontaneous Decision: "It’s raining. I will take an umbrella for you. (Decision made at the moment.)" Prediction (No present evidence): "I think he will be a doctor. (Just a guess.)" Prediction (With present evidence): "Look at the dark clouds. It’s going to rain. (Evidence: dark clouds)" Explain the key usages clearly with these examples. Design Intent: The presentation is based on students’ existing language output and real contexts, avoiding abstract explanation. Students can understand the grammar points through specific paring the usages with contrastive sentences helps students initially grasp the differences between the two structures, laying a foundation for the subsequent practice.
Step 3: Practice (15 minutes) Fill in the Blanks (Individual Work): Distribute worksheets with 10 fill-in-the-blank questions. Students need to choose "will" or "be going to" to complete the sentences. Examples: She ______ (buy) a new dress for the party. (She has already chosen it.) → is going to buy I think our team ______ (win) the match. → will win They ______ (not go) to the cinema tonight. They have no tickets. → aren’t going to go After 3 minutes, ask students to share answers and explain the reasons. The teacher corrects mistakes and summarizes. Sentence Transformation (Pair Work): Give students 5 affirmative sentences (mixing "will" and "be going to" structures). They work in pairs to transform them into negative and interrogative forms. For example: Affirmative: He will write a letter. → Negative: He won’t write a letter. → Interrogative: Will he write a letter Affirmative: We are going to have a picnic. → Negative: We aren’t going to have a picnic. → Interrogative: Are we going to have a picnic Invite 2-3 pairs to present their answers. The teacher gives feedback. Error Correction (Group Work): Divide students into groups of 4. Each group gets 3 sentences with grammar errors (e.g., "She will going to sing a song." "They are will play football."). They need to find and correct the errors. Each group sends a representative to report the results. The teacher comments and emphasizes common mistakes. Design Intent: The controlled practice follows the principle of "from easy to difficult". Fill-in-the-blank focuses on usage distinction, sentence transformation on form mastery, and error correction on avoiding common mistakes. Individual work helps students check their own understanding, pair work and group work promote interaction and cooperation, and enable students to learn from each other.
Step 4: Consolidation and Extension (10 minutes) Role-Play: Talk About Future Plans (Pair Work): Provide a situation: "It’s the beginning of the new year. Talk with your partner about your plans and predictions for this year." Give a sample dialogue: A: What are you going to do this year B: I’m going to learn to play the piano. What about you A: I will study harder for my exams. Do you think we will have more free time B: I don’t think so. We will have more homework. Students prepare for 3 minutes and then perform the role-play. Invite 2-3 pairs to show in front of the class. Group Discussion: Predict Future Life (Group Work): Divide students into groups of 5. Assign topics: "What will our city be like in 20 years What are people going to do differently " Each group appoints a recorder to write down 3-4 key points. After 5 minutes, each group shares their predictions, e.g., "There will be more tall buildings. People are going to travel by subway more often." The teacher comments on their ideas and language usage. Design Intent: Semi-controlled practice (role-play with sample dialogue) provides support for students, helping them apply grammar points in a structured municative practice (group discussion) allows students to use the grammar points freely to express their own ideas, improving their oral communication ability and realizing the practical application of grammar.
Summary & Homework (5 minutes) Summary: The teacher leads students to review the key points: "What two future tense structures have we learned today (will/be going to) When do we use ‘be going to’ (Plans, intentions, predictions with evidence) When do we use ‘will’ (Predictions without evidence, spontaneous decisions, promises) What are their negative and interrogative forms " Show a mind map on the screen to visualize the grammar points. Homework: Level 1 (Basic): Complete the grammar exercises on Page XX of the workbook (focus on forms and simple usage). Level 2 (Improvement): Write a short passage (50-60 words) about your plans and predictions for next month, using at least 3 sentences with "will" and 2 with "be going to". Level 3 (Challenge): Interview your family members about their predictions for future life and write down 2-3 sentences they said, noting the use of "will" or "be going to". Design Intent: The summary with a mind map helps students systematically sort out the grammar points and strengthen their memory. Layered homework meets the needs of students at different levels. Basic homework consolidates knowledge, improvement homework develops writing ability, and challenge homework connects English learning with family life, enhancing practical application.

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