资源简介

课题 Unit 7 When Tomorrow Comes Section B (2a-3c) 学段 初中 年级 八
课型 词汇＆写作课 课时 5 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:本课时是人教版(2024)八年级上册第七单元When Tomorrow Comes的第五课时，文本是一篇以"未来梦想"为主题的个人陈述，作者Mandy具体描绘了二十年后的生活图景，内容包含四个维度：职业规划、生活环境、休闲方式以及实现途径。文本采用第一人称视角，通过一系列"will"句型的运用，构建出一个完整而个性化的未来愿景。 Why:本文本旨在引导学生建立未来意识，学会用目标导向的思维方式规划人生，其教育价值在于：一方面为学生提供运用一般将来时的真实语言范例，另一方面培养学生的生涯规划能力和乐观积极的人生态度。通过Mandy的示范，帮助学生理解梦想需要具体的行动支撑，传递"知行合一"的成长理念，实现语言学习与生命教育的有机融合。 How:文本采用"总起-分述-总结"的经典结构，以设问开头，分段落展开各个生活侧面，最后以条件状语从句"as long as..."升华主题。语言运用上突出一般将来时的实践功能，通过"I will..."句型的重复使用，既强化了语法要点，又形成了排比式的修辞效果。文本词汇难度适中，包含art museums, countryside, nature等可迁移话题词汇，为学生后续的模仿写作提供了充分的语言支架。
学情分析 1.学生基本情况 本节课授课对象为八年级学生，正处于青春期发展阶段，对未来充满好奇与憧憬，但也容易产生迷茫感。这个年龄段的学生开始形成自我认知，能够进行初步的抽象思维和长远规划，但对于如何将梦想转化为具体行动还缺乏清晰的认识。 2.已有知识经验 学生已经掌握了本单元的核心语法项目一般将来时（will do）的基本用法，能够造简单句表达未来计划，对"梦想"、"未来规划"等话题有切身感受，在前期的学习中已经积累了大量与职业、生活场所、休闲活动相关的词汇。 3.学习难点预测 学生可能难以跳出简单句的局限，在写作中缺乏句式变化和逻辑连接词的使用，导致文章显得单调。 4.教学对策 搭建语言支架，提供包括不同句式（简单句、复合句）、逻辑连接词（because, so, when, if等）和高级词汇的词句库，帮助学生丰富表达。
教学目标 语言 能力 Students will be able to organize ideas coherently into a short structured passage, using basic linking words to connect sentences and paragraphs.
文化意识 Students will be able to recognize and reflect on the importance of having personal dreams and goals, a universal aspect of personal development.
思维品质 Students will be able to analyze the structure of a model text to understand how to present ideas about the future logically (career, environment, hobbies, action plan).
学习能力 Students will enhance their peer learning skills by possibly sharing and discussing their dreams with classmates, providing and receiving simple feedback.
教学 重难点 教学重点 Students will be able to understand and use the simple future tense ("will") accurately to describe future plans and dreams in written form.
教学难点 Students will be able to synthesize information from a model text and their own ideas to create a personalized and detailed vision for their 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 the students: "What's your dream for the future ", encouraging students to share simply in English. 2.Teacher introduces the next segment:Learning and using vocabulary related to the future and dreams. Students think and share their future dreams, such as "I want to be a teacher in future." 通过问题激活学生对未来梦想的思考，自然引入主题，为学习相关词汇运用铺垫基础。
Step 2 Vocabulary in use Work on 2a 1.Teacher guides students to complete task 2a, writing the opposites of the words. Circulate and provide guidance on dictionary use. 2.Teacher leads students to check answers together. 3.Teacher explains the opposites, emphasizing correct spelling and usage of words. Work on 2b 1.Teacher guides students to complete 2b tasks, and use the correct form of the words in the box to complete the sentences.Let students complete independently. 2.Teacher selects some students to share sentences and explain. Work on 2c 1.Teacher lets students quickly skim the passage in 2c to get a general idea of its content. 2.Teacher asks students to complete the passage with the correct forms of the words in the box based on the context. 3.Teacher invites two students to read the passage and share their answers. 1.Students complete task 2a. 2.Students check answers together. 3.Students listen carefully and take notes. 4.Students finish 2b independently. 5.Students share their sentences. 6.Students read the passage to get the general idea. 7.Students complete 2c. 8.Students share their answers. 通过2a写反义词，学习词汇的反义关系，为后续词汇运用铺垫语言基础。 通过补全句子巩固目标词汇运用，提升在具体语境中的语言运用能力。 2c的阅读任务让学生在语境中运用词汇，提升词汇运用和分析理解能力，强化对词汇的掌握。
Step 3 Pre-reading 1.Teacher shows some pictures about different jobs (eg,artist, teacher, doctor...) and asks: What do you want to be in the future Have you ever wondered what your future life will be like 2.Invite several students to share their ideas. 3.T:Recently, an English newspaper has launched a column titled “Imagine the Future”, welcoming contributions from students to talk about your predictions for future life. Our friend Mandy has contributed a short passage about her future life. Let’s read it together. 1.Students observe the pictures and answer the questions. 2.Students generate reading expectations. 通过图片和提问激活学生已有的知识，巩固所学句型。 教师通过创设向畅想未来专栏投稿的情境，引出关于Mandy的文本，激发学生的兴趣。
Step 4 While-reading Work on 3a Fast reading Teacher asks students to quickly read the text and answer the question:What does Mandy want to be Work on 3b Careful reading 1.Teacher asks students to read the text carefully and judge whether the following statements are true or false. -Mandy wants to study art in England. -Mandy will live in the city. -Mandy believes her dreams will come true as long as she study hard and keep on trying. 2.Teacher asks students to read the text again and complete the left column of table 3b. ItemMandyFuture jobPlace to liveFree time activityHow to make dreams come true
1.Students read the text quickly and answer the question. 2.Students read the text carefully and judge the statements. 3.Students read the text again and complete the left column of table 3b. 观察学生阅读时提取关键信息的速度，训练学生快速阅读和把握文章主旨的能力。 引导学生阅读短文，培养快速获取关键信息的能力，借助判断对错和填写表格深化对内容的理解，加深对文本的理解。
Step 5 Post-reading Work on 3b 1.Teacher leads students to complete the“You”part in 3b. 2.Teacher organizes students to make up a dialogue in pairs according to the “You” part in 3b. For example: A:What do you want to be in 20 years B:I want to be a/an... A:Where will you live in 20 years B:I will live in... A:What will you do in your free time B:I will... A:How are you going to do that B:I'm going to... 3.Teacher invites several pairs to share their dialogues. 1.Students finish the“You”part in 3b. 2.Students make up a dialogue in pairs. 3.Students share their dialogues. 通过小组交流和梦想分享，激发学生的想象力和表达能力，同时引导他们思考未来生活的可能性，为后续的写作奠定基础。
Step 6 Pre-writing T:Now you need to contribute a short passage to the English newspaper about your life in 20 years. How should you write it 1.Teacher gives some writing guidance about topic analysis,textual genre and personal tense to the students. 2.Teacher shows some expressions accumulation to students through PPT to help them with their writing. Students understand the requirements of writing. 在进行写作之前，教师给予学生关于话题分析、人称时态方面的写作指导，并通过PPT展示一些表达积累以帮助学生进行写作。
Step 7 While-writing Work on 3c 1.Based on the content of the table in 3b,teacher lets students write a short passage about their dreams for the future. 2.Teacher walks around to observe students' writing situations, provides timely guidance and help. 1.Students finish their writings. 2.Ask teacher for help if necessary. 教师给予时间让学生在3b的写作基础上完成3c,巡视观察学生的写作情况，必要时教师可及时给予指导。以写作锻炼语言运用与逻辑思维，促进学生多方面成长。
Step 8 Post-writing 1.Invite several students to share their writings. 2.Other students listen carefully and evaluate the students’ passages according to the evaluation form. 3.Teacher finally makes a summary evaluation, affirms the students' advantages, points out the existing problems, and gives the direction for improvement. 4.Teachers give students time to self-evaluate and peer-evaluate their own writing. 1.Several students share their writings. 2.Other students listen and evaluate. 3.Teacher makes a summary evaluation. 4.Students self-evaluate and peer-evaluate. 教师邀请个别学生分享他们的作文并组织学生借鉴和点评，然后教师进行总结式点评，指出存在的问题，提出进步的方向，最后给予学生时间让他们进行自我评价和同伴互评，体现了评价方式的多样化。
Step 9 Summary T:Today, we learned opposite words and words about future dreams. We practiced completing sentences, passages, and writing about our own future dreams. Remember to use these words correctly in your English. Review the key points that learned in this lesson with teacher. 帮助学生系统梳理所学内容，强化对未来与梦想词汇的掌握，提升语言运用的准确性和熟练度。
Step 10 Homework Level A:Polish your writing according to the checklist. Level B:Interview your friends about their dreams for the future and write them down on the paper. Level C:Design a "Future Dream Poster", combining text and images to showcase your future career, life, and leisure activities. 本作业设计遵循分层教学理念，通过差异化任务，满足不同学生的学习需求，激发学习兴趣，培养未来规划意识与语言表达能力。
板书设计 Unit 7 When Tomorrow Comes Section B (2a-3c)
教学反思 成功之处: 1.词汇教学与主题紧密结合:Vocabulary部分的选词（如influence, develop, challenge, create）与本单元“未来与科技”主题高度相关，并在练习中复现，为学生完成写作任务提供了扎实的语言支撑。 2.情境创设真实，激发学生兴趣:以Mandy的梦想为引，贴近学生生活，成功激发了学生对自己未来的思考与表达欲望。课堂讨论氛围热烈，学生乐于分享。 二、存在问题: 1.写作指导可更具体:部分学生在完成3c写作任务时，内容趋于空泛，缺乏具体细节和实现路径的描写，说明在如何将“梦想”具体化、细节化方面的写作指导还不够到位。 2.课堂时间分配可优化:词汇练习部分耗时稍长，导致最后部分学生写作时间紧张，未能充分展开。 三、改进措施: 1.提供写作支架，细化评价标准:在写作前，利用范文引导学生关注如何从多个维度展开细节描写。提供更丰富的句型和词汇清单，让学生写作和互评时有据可依。 2.灵活调整教学节奏:将部分词汇练习调整为预习作业，课堂时间重点处理难点词汇和语篇运用，为核心写作任务留出更充分的时间，保证写作、分享与反馈环节的有效实施。

展开更多......

收起↑