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课题 Unit 7 When Tomorrow Comes Grammar Focus (3a-3c) 学段 初中 年级 八
课型 语法课 课时 3 学科 English
单元 主题分析 本单元的主题属于“人与社会”范畴，涉及“科学技术改变生活”子主题内容。本单元以“当明天来临”为主题，引导学生展望未来并思考科技与生活的关系，内容围绕未来预测、一般将来时的运用、科技变革及未来准备展开，兼具语言学习和思维启发，培养学生用英语表达预测与规划的能力，体现语言学习与现实议题的有机结合。
文本解读 What:本课是人教版(2024)八年级上册第七单元When Tomorrow Comes的第三课时的语法课，本语法课的核心内容是学习和操练一般将来时（The Simple Future Tense）。它通过清晰的表格展示了“will/shall”在不同句型（特殊疑问句、一般疑问句及其回答）中的基本用法，并提供了动词填空和同伴预测对话两种形式的练习任务，文本结构由规则展示、控制性练习过渡到开放性输出，层层递进。 Why:本语法课旨在帮助学生系统地掌握一般将来时的核心结构和功能，即用“will/shall + 动词原形”来表达对未来的预测、意愿和承诺。其深层目的超越了单纯的语法规则记忆，是为了让学生能够将这一时态转化为实际的语言技能，用以讨论和描绘未来生活图景，从而将语言学习与真实的社会生活话题紧密结合。 How:本课通过“感知-操练-运用”的闭环设计来实现其教学目的。首先，通过加粗字体直观呈现目标语法结构，引导学生观察归纳；随后，在3b的填空练习中，通过在有意义的语境中重现语法点，帮助学生巩固形式与意义的联结；最后，在3c的创造性活动中，设计了一个需要学生运用所学语法进行真实交际和个性化表达的任务，从而完成从语言知识到综合语言运用能力的转化。
学情分析 1.学生基本情况 本节课授课对象为八年级上学期学生。他们经过一年的学习，已经具备了一定的英语基础，对英语学习保持着不同程度的好奇心和积极性，大部分学生能够参与课堂活动，但学生层次分化逐渐明显。2.已有知识经验 学生熟悉各类句型的基本结构（如肯定句、否定句、一般疑问句及其回答、特殊疑问句）。 3.学习难点预测 容易将“be going to”结构与“will”的用法混淆，在具体语境中不知如何选择。 4.教学对策 采用对比表格、情境例句等方式，直观对比“will”和“be going to”的区别，并设计选择填空题，帮助学生在具体语境中体会并做出正确选择。
教学目标 语言 能力 1.Students will be able to apply the simple future tense to make predictions, express future facts, and make promises in the context of discussing future life. 2.Students will be able to initiate short conversations and role-play a discussion about future predictions using the target grammar.
文化意识 Students will be exposed to and discuss different perspectives on future developments (eg, technology, environment, city life) through the context of predictions, fostering an open and inquisitive mindset towards global trends.
思维品质 1.Students will analyze sentence structures to deduce the grammatical rules of the simple future tense. 2.Students will make logical predictions and support their reasoning about life in the future, developing both critical and creative thinking skills.
学习能力 1.Students will collaborate effectively with a partner to complete grammar exercises and co-create a conversation. 2.Students will develop their ability to self-correct by identifying and fixing errors in verb forms during practice activities.
教学 重难点 教学重点 Students will be able to recognize, understand, and use the structure of the simple future tense ("will/won't + Verb" and "Shall I/we... ") accurately in controlled exercises.
教学难点 Students will utilize grammatical structures as a tool to actively express their own ideas and opinions about the future.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Lead-in 1.Teacher asks students: "What will you do this weekend ", and encourages students to answer in English. 2.Introduce the theme of this lesson:Learning to use the simple future tense to express future situations. Students think and answer questions about weekend plans, such as "I will visit my grandparents." 通过日常问题激活学生对一般将来时的已有认知，自然引入主题，为新课学习铺垫。
Step 2 Presentation Work on 3a 1.Teacher guides students to complete task 3a, read the sentences and pay attention to the bold future tense structure, and find more sentences using the future in Section A. Patrol and participate in discussions, guide at the right time. 2.Teacher leads students to think independently about the usage of the future tense, and then have a discussion, including the definition, structure, sentence patterns and usage of the simple future tense. 3.Teacher invites group representatives to summarize the usage of the future tense (will structure), and teacher gives appropriate hints and supplements. 1.Students read these sentences in 3a and find more sentences using the future in Section A. 2.Students work in groups to discuss the simple future tense. 3.Group representatives report the results. 通过自主思考和小组讨论，让学生初步感知一般将来时的用法，再经教师带领总结，系统掌握知识，培养学生自主学习和归纳能力。
Step 3 Practice Exercises After explaining the knowledge points about the simple future tense,teacher shows some exercises through PPT. 1.Jack will visit the museum with his friends next week. (改为否定句) Jack _____ ____ the museum with his friends next week. 2.We shall borrow some books about animals from the school library.(改为一般疑问句并作否定回答) -____ we _____ some books about animals from the school library -_____, we ______. 3.They are going to play some interesting videos at the party.(改为同义句) They ____ _____ some interesting videos at the party. 4.We will have a school trip to a farm next week.(改为同义句) _____ ______ ______ a school trip to a farm for us next week. 5.Tara will go to the library by bus this afternoon.(对画线部分提问) _____ _____ Tara _____ to the library this afternoon Work on 3b 1.Teacher guides students to complete task 3b, filling in the blanks in the dialogue with the correct forms of the verbs in the boxes. Let students complete it independently first. 2.Teacher leads students to analyze each dialogue, explaining the basis for the choice of the future tense forms. 3.Teacher invites students to check the answers. 1.Students finish the exercises about the simple future tense on PPT. 2.Students finish 3b independently. 3.Students analyze each dialogue. 4.Students share answers. 教师通过PPT展示一般将来时的相关练习，趁热打铁，对刚刚讲解的知识点进行学以致用,强化学生的理解和记忆。 教师通过观察学生 的对于3b的做题速度以及分析选择的依据判断学生对于一般将来时的掌握情况。 学生通过3b的练习，再次巩固对于一般将来时的掌握，强化做题技巧。
Step 4 Production Work on 3c 1.Teacher guides students to complete task 3c, writing some predictions about their partner’s life in 20 years and making up dialogues. 2.Teacher demonstrates first, and then lets students make their own dialogue and practice with their partners. For example: A:You're so good at drawing. I think you will be a famous artist in 20 years. B:Well, I don't think so. I think I'll be a designer. I like designing things. A:That's great! What kind of designer will you be B:Maybe a fashion designer. I love fashion. 3.Teacher invites some students to present their predictions and dialogues. 1.Students complete task 3c. 2.Students make their own dialogue and practice with their partners. 3.Students share their predictions and dialogues. 通过写预测与编对话，让学生在运用中巩固一般将来时，提升语言表达与交际能力，同时培养对未来的思考与规划意识。
Step 5 Group work Future City Design 1.Divide students into groups of 4,ask them to design a future city using the simple future tense.Discuss aspects like transport,education, health care, and living environment.Use the simple future tense (will/shall+verb base)to describe each aspect. 2.Record sentences on a worksheet.Groups create a"Future City" poster. Include drawings and 6 sentences with the simple future tense to explain their design. 3.Teacher invites each group to present their future city. 1.Students work in groups to discuss the future city. 2.Students create a"Future City" poster. 3.Students present their future city. 通过小组活动用一般将来时描述未来城市，系统呈现将来时语法要点，帮助学生清晰掌握将来时的结构、用法，通过记录强化记忆，为运用该语法进行交流和表达奠定基础。
Step 6 Summary Teacher summarizes the core components and usage of the simple future tense (will structure), and review the key tasks of this lesson. Review the simple future simple (will structure) and focus tasks with the teacher. 帮助学生系统梳理所学内容，强化对一般将来时(will结构)的理解与运用，提升语言运用的准确性和熟练度。
Step 7 Homework Level A:Summarize the difference between "be going to" and "will". Level B:Imagine the world in 2050. Write five sentences using the simple future tense to describe what life might be like. Level C:Choose a future technology that interests you,such as quantum computing,gene editing,etc. Use the internet or books to research relevant information and write a brief research report in English. 本作业设计围绕一般将来时语法点，分为三个层次,兼顾语法准确性和语言交际功能，适合不同水平的学生循序渐进地掌握一般将来时的用法。
板书设计 Unit 7 When Tomorrow Comes Grammar Focus (3a-3c)
教学反思 成功之处: 1.情境设计激发学习兴趣:以“未来生活”和“个人预测”为主题贯穿整个练习，如讨论未来城市、20年后的自己等。这些话题贴近学生生活且富有想象力，有效激发了学生的表达欲望，让他们在真实的语境中感知和运用语法，避免了枯燥的机械操练。 2.融合各项技能:教学活动不仅限于笔头练习（读、写），更在3c环节自然地融入了“说”的交际训练。学生通过结对对话，在互动中巩固了语法知识，提升了综合语言运用能力。 二、存在问题: 1.语法形式归纳不够系统:对于否定形式（won’t）、疑问句结构（Will you... ）以及“be going to”与“will”在用法上的细微区别，未能进行清晰的对比和总结，可能导致学生在实际运用中产生混淆。 2.缺乏即时评价与反馈机制:对于学生在练习中出现的错误，未能设计出高效的课堂即时检测和反馈环节。教师难以快速、全面地掌握所有学生的学习情况，从而无法进行极具针对性的讲解和纠正。 三、改进措施: 1.强化语法系统的归纳与对比:在完成情景练习后，增加一个“语法聚焦”小结环节，利用思维导图或表格等形式，引导学生自主归纳一般将来时的肯定、否定、疑问形式，并通过典型例句对比“will”和“be going to”的异同，构建更清晰的知识体系。 2.利用技术手段实现高效反馈:尝试使用在线实时反馈工具（如问卷星、希沃白板等）设计当堂小测验，学生完成后数据即时生成，教师能快速定位共性错误，实现以学定教，提高教学效率。

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