资源简介

课题 Unit 7 When Tomorrow Comes Section B (1a-1e) 学段 初中 年级 八
课型 阅读课 课时 4 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的第四课时的阅读课，本文本是一篇以“未来生活”为主题的访谈录，内容主要围绕三大核心预测展开：机器人将无处不在并承担家务及救援工作、未来会出现如太空飞行员和AI专家等更具挑战性的新职业、人工智能将深刻改变人们的工作、学习和生活方式。文本最终落脚于如何为未来做准备的建议，即接受变化、持续学习并努力工作。 Why:文本旨在通过专家视角，激发学生对未来的想象与思考，引导他们理性、积极地看待技术发展与社会变革。文本的价值在于它不仅传递了关于未来的知识性信息，更强调了人类特有的创造力和情感智能的不可替代性，旨在培养学生的批判性思维、未来素养以及应对变化的积极心态，具有深远的教育意义。 How:文本采用典型的访谈对话体结构，通过主持人的提问自然引出各个话题，逻辑清晰，层层递进。语言风格口语化且易于理解，使用了大量“will”引导的一般将来时句型，与本单元的语法重点高度契合，使学生在学习阅读内容的同时，也在真实语境中巩固了核心语法知识，实现了语言学习与内容理解的融合。
学情分析 1.学生基本情况 本节课授课对象为八年级学生，他们对“未来”、“机器人”、“人工智能”等话题普遍抱有浓厚的兴趣，乐于表达和分享自己的观点。2.已有知识经验 学生在本单元语法板块已系统学习了“一般将来时（will）”的基本结构和用法，为本课理解文中大量的未来时态预测语句奠定了坚实的语法基础。 3.学习难点预测 在讨论环节如何引导学生结合自身思考，有条理、有深度地阐述“人类是否会被取代”及“如何为未来做准备”。 4.教学对策 提供语言支撑，深化讨论输出。通过小组先讨论再分享的方式，确保输出活动既基于文本，又融入个人观点，实现知识的迁移和内化。
教学目标 语言 能力 1.Students will be able to extract specific information from an interview-style text by completing an information table. 2.Students will be able to use the target language to express their own opinions and predictions about the future in guided discussions.
文化意识 Students will be able to appreciate the value of human-specific qualities (like creativity and emotional intelligence) emphasized in the text, understanding their irreplaceable role in a technology-driven world.
思维品质 1.Students will be able to evaluate and synthesize information from the text to form and justify their own reasoned arguments on questions such as "Will robots replace humans ". 2.Students will be encouraged to think critically about the relationship between technological progress and human development.
学习能力 1.Students will be able to employ reading strategies such as skimming for the main idea and scanning for specific details to comprehend an interview format effectively. 2.Students will be encouraged to connect the text's advice to their own personal approach to education and future preparation.
教学 重难点 教学重点 Grasp the expressions about future life, work and AI impacts, and complete the reading and discussion tasks.
教学难点 Accurately express in English the on the future preparation, and understand the in-depth discussion on the future in the interview.
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 Teacher plays a short video showcasing future life scenarios,such as robots doing housework, Al-powered smart devices,or futuristic job settings. T:What technologies did you notice in the video How might these technologies reshape our daily lives Today, we'll dive into an interview to explore what future life may look like. Students watch the video and answer the questions. 通过观看视频与讨论活动激发学生对未来生活的想象，促进小组合作交流，让学生在情境中自然地运用英语表达对未来的思考，为阅读访谈内容做铺垫。
Step 2 Pre-reading Work on 1a 1.Teacher displays the interview title"Ready for Tomorrow " and guides students to think:"Looking at this title, what do you think this interview is about 2.Teacher encourages students to make bold guesses and share their thoughts. 1.Students look at the title and guess the content of the interview. 2.Students share their thoughts. 预读标题引发思考，为阅读做铺垫，培养阅读理解与逻辑推理能力。
Step 3 While-reading Skimming Work on 1b 1.Teacher asks students to read the interview quickly and answer the questions: Who is the guest What does he do 2.Read the interview and see if your guess was correct: What do you think the interview is about 3.Teacher guides students to pair discussion: How many parts can the interview be divided into Then invite several students to share their views. Scanning Work on 1c＆1d 1.Teacher lets students read the interview again and complete the table in 1c with the information from the interview. 2.Teacher leads students to check the answers together through PPT. 3.Teacher asks students to read the interview carefully and tick the statements that they can infer from the interview. 4.Teacher invites several students to share the answers. 1.Students read the interview quickly and answer the questions. 2.Students verify their guess. 3.Students discuss and share their views. 4.Students read the interview and fill in the table. 5.Students check answers. 6.Students read the interview and tick the statements that they can infer from the interview. 7.Students share answers. 教师引导学生通过扫读获取被采访者信息、验证猜想及讨论采访的划分，使学生对于该文本有一个整体的感知。 观察学生是否能掌握快速阅读技巧，完成表格填写任务和推理判断的准确性以及小组交流中的表现，评估学生对文本理解和推理分析能力。 在阅读过程中借助不同任务，逐步引导学生提取、分析信息，培养阅读理解与逻辑推理能力，加深对访谈内容的理解。
Step 4 Post-reading Language points Teacher lets students read the interview again,circle the knowledge points they don't understand in it, and teacher gives a detailed explanation, and then let students give some examples. ①So, as a futurist, can you tell us how life will be different in 50 years ②Well, you’ll see robots working everywhere. ③Today’s choices will influence your future. Students find the language points they don’t understand and take notes. 教师让学生再次整体阅读访谈录，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。
Step 5 Discussion Work on 1e 1.Teacher lets students discuss the questions within groups. -Do you think robots will replace humans one day Why do you think so -What do you think are the most important qualities that people in the future should develop -What do you think we should do to prepare for the future 2.Teacher invites several students to share their answers,teacher gives some feedback. 1.Students have a discussion in groups. 2.Students share their thoughts with their classmates. 通过小组讨论和问题回答，激发学生思考未来科技与人类的关系，培养他们的批判性思维和表达能力，同时引导他们为未来做好准备。
Step 6 Summary Teacher shows the mind map of the interview"Ready for Tomorrow " through PPT, and leads the students to review the key points. Follow teacher’s step to review what they learned today. 教师带领学生回顾本节阅读课的内容，帮助学生构建知识框架，便于复述和记忆。
Step 7 Homework Level A:Play a role with a partner, one as the host, one as Dr Lu, and have a dialogue about the future life based on the content the interview. Level B:Dr. Lu said: "Just accept change. Keep learning and working hard." Please explain why these three pieces of advice are important for embracing the future based your own understanding. Level C:Write a short essay or create a PowerPoint outline with the title "How I Prepare for the Future", planning what specific preparations you will make for future challenges. 本作业设计遵循分层教学理念，确保所有学生掌握文本核心信息，发展思维能力，鼓励个性化表达与跨学科融合，培养创新精神与解决实际问题的能力。学生可根据自身兴趣与能力选做，实现减负增效与个性化发展。
板书设计 Unit 7 When Tomorrow Comes Section B (1a-1e)
教学反思 成功之处: 1.情境创设真实，衔接自然:从“预测未来”的视频自然过渡到本课阅读，通过标题预测（1a）快速激活学生的背景知识和求知欲，为后续阅读做好了铺垫。 2.任务驱动有效，层次清晰:教学设计遵循了阅读教学的基本规律。通过略读以把握访谈大意，再通过扫读和细读以获取细节和隐含信息，最后通过小组讨论实现语言输出和思维升华，环节层层递进，目标明确。 二、存在问题: 1.阅读策略指导不够显性化:虽然课堂环节隐含了阅读策略的运用，但教师未能适时地、明确地点出策略的名称并给予方法性的指导，导致部分学生尤其是学习能力较弱者，可能只是被动地完成 tasks，而未真正掌握“如何阅读”的策略。 2.语言聚焦与产出略显不足:本节课侧重于内容的理解和观点的表达，但忽视了对文本中一些优质语言表达（如make our life easier, running low, accept change, influence your future）的聚焦、讲解和操练。 三、改进措施: 1.显性化阅读策略指导:在布置阅读任务时，明确告知学生将使用的策略及其目的,在完成tasks后，通过提问“How did you find the answer so quickly ”引导学生回顾策略使用过程，将隐性的思维过程显性化，培养学生成为高效的自主阅读者。 2.设计语言输出活动，实现“言”“意”兼得:在阅读后环节，增加一个“语言聚焦”小环节，引导学生关注并摘录文中的亮点表达，将语言学习与内容输出紧密结合，确保学生在表达思想的同时，也能巩固和运用新语言知识。

展开更多......

收起↑