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(共40张PPT)
Section B 1 a-1e 阅读课
Unit 7 When Tomorrow Comes
人教版英语（新教材）八年级上册
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
学习目标
通过本节课学习，学生能够：
1.识别并掌握未来科技相关词汇：futurist, service robot, emotional intelligence, space pilot, AI expert 等；理解访谈中描述未来预测与建议的句型：“...will do...”, “You'll see...”, “Just accept..., keep...”, “...influence your future”；提取访谈中嘉宾身份、未来预测（机器人、职业、AI）及建议等细节信息。（学习理解）
2.能根据 “开场-主体-结尾” 结构梳理访谈内容，完成访谈信息记录表；能运用核心词汇和句型，简要概括嘉宾的未来观点；能在小组讨论中分析 “机器人是否会替代人类”，结合文本中 “创造力与情感智力” 的观点支撑个人看法。（应用实践）
3. 能模仿访谈的问答结构，编写一组关于 “未来学校” 的对话；能结合嘉宾建议，思考并分享自己为未来做准备的具体计划（如学习方向、能力培养）。（迁移创新）
01
Lead in
What comes to your mind when we talk about the future
smart homes
robots
AI
self-driving cars
living places
These elements are all about the future.
How are they connected
Let's get more information from the passage!
02
Pre-reading
Look at the title and answer the questions
1. What does “Tomorrow” mean
The future.
2. Can you guess what the passage talks about
Changes in the future
Challenges in the future
What will the future be like
How can we prepare for the future
Future predictions
03
While-reading
1. What kind of text is it
An interview.
2. Who is the guest today
Dr. Lu.
/Dr. Lu Xingyuan.
3. What does he do
Chief researcher of the
Future World Research Center.
(未来研究中心首席研究员）
Futurist.
What does a futurist do
Study the future and
make predictions.
Questions& answers
Try to analyse the structure of the interview
Introduction &Greetings
Closing
Body
What questions does
the host ask
Complete the table with the information from the interview.
1c
Guest name
Job
Future prediction about robots:
about jobs in the future:
about AI:
Advice
futurist
do almost all our housework, help save lives
when disasters and emergencies happen
Some jobs will disappear, and more challenging jobs in the future, such as space pilots and AI experts.
certainly change how we work, study, and live
Just accept change. Keep learning and working hard.
Dr Lu Xingyuan
Read again and tick the statements that you can infer from the interview.
1d
1. Dr Lu is very positive about the future.
2. In the future, robots will take over most jobs of today.
3. Robots will save lives during emergencies.
4. Humans will have more challenging jobs and do creative work.
5. Our emotional intelligence will always be important.
6. It is impossible for us to prepare for the future.






04
Post-reading
1. Do you think
robots will
replace humans
one day Why
do you think so
2. What do you think arer the most important qualities that people in the future should develop
3.What do you
think we should
do to prepare
for the future
Discuss the questions.
1e
1. Do you think robots will replace humans one day
Why do you think so
Discuss the questions.
1e
I don’t think robots will replace humans, because we have creativity and emotions.
2. What do you think are the most important qualities that people in the future should develop
Discuss the questions.
1e
I think the most important quality that people should develop is being adaptable and open to change, learning lots of different skills that they can switch between over the course of their lives. They should also always be prepared for the future.
3. What do you think we should do to prepare for the future
Discuss the questions.
1e
To prepare for the future, I think we should study new technology so we can understand and use it to help us. We should also not forget about how to do simple things, as they will always be important. We shouldn't let technology make us useless!
Changes are unavoidable. Wbat we need to do now is to seize the opportunity and get well prepared to welcome tomorrow.
Pairwork
Make a conversation with your partner to talk about the future.
What do you think will be the most amazing technological invention in the future How will it change our daily life ”
What changes do you think will happen in education in the future
Do you think robots will replace humans one day
How will AI change our world
How can we prepare for the future
…
Show Time
Checklist
content 报道 / 展示包含采访的核心环节（开场、问题、回答、结尾）；信息完整、条理清晰。
Language 问题紧扣 “未来生活” 主题，覆盖至少两个维度；语言准确、逻辑清晰，符合采访语境。 回答结合文本观点（如对机器人、AI 的看法），并融入个人合理想象；语言丰富、语法正确。
Expression 口语展示流畅自然，发音准确；书面报道词汇丰富、句式多样，无明显语法错误。
05
Summary
Summary
Questions & answers
Introduction &Greetings
Closing
Body
Robots
AI
Jobs
Interview
How to make an interview
06
Language points
练
futurist [ fju t r st] n.未来学家
futurist是由名词future加上后缀-ist构成的职业名词。
-ist是职业名词的后缀，表示“...家”
art— artist piano— pianist violin— violinist science— scientist
Futurists make predictions about the future wolrd.
词
讲
例
Let’s learn and take notes
He is an excellent__________(science).
scientist
练
service ['s rv s] n.服务；公共服务
public service 公共服务
serve v.服务
serve sb. sth.= serve sth. to sb. 为某人提供服务
We will ave service robot in the future.
Linda served us some delicious food.
词
讲
例
Let’s learn and take notes
How about the _______(serve）in this hotel？
service
练
challenging ['t l nd ] adj.挑战性的
challenge v.&n. 挑战
take up the challenge 接受挑战
face the challenge 面对挑战
challenge sb. to 向某人挑战
I think this job is more challenging than that one.
We should face the challenges bravely.
词
讲
例
Let’s learn and take notes
I think it is __________for me of all the tasks.
A. challenging B. the most challenging C. more challenging
练
creativity [ kri e 't v ti] n.创造力
creativity 为不可数名词
create v.创造 create sth. for sb.
creative adj. 有创造力的
These students are full of creativity.
词
讲
例
Let’s learn and take notes
These boys all have _________ ________（创造性的头脑）
creative minds
练
emotional [ m nl] adj. 情感的；情绪的
emotional是由名词emotion (情绪；情感）加后缀-al变化而来。
-al这个后缀表示“和...相关的；具有什么性质的”
education— educational nation— national
We can give our kids more emotional support.
词
讲
例
Let’s learn and take notes
This is book is very___________(education).
educational
练
accept [ k sept] v. 接受；相信
accept sb. sth.接受某人某物
accept that从句 接受或者承认某个事实
accept强调的是主观上的接受或者认可。
receive强调的是客观的动作，不涉及主观情感。
I received many gifts yesterday but I don’t want to accept them.
词
讲
例
Let’s learn and take notes
他不得不承认他失去了一个好机会。
He had to ______ ________he lost a good chance.
accept that
练
influence [' nflu ns] v. 影响；对...起作用 n. 影响；作用
influence sb. to do sth. 影响某人去做某事
have an influence on 对...有影响
under the influence of 受...的影响
That thing has an important influence on him.
词
讲
例
Let’s learn and take notes
翻译：父母对孩子有很大的影响。
Parents have a great influence on their children.
练
creative [kri'e t v] adj.创造性的；创作的
create v.创作
creator n.创作者
creation n.创作；创作物
creativity n.创造性；创造力
The creative creator is popular with young people because of his creativity.
词
讲
例
Let’s learn and take notes
She always has many________(create) ideas.
creative
练
impossible [ m p s bl] adj.不可能的
possible adj.可能的
It’s impossible for me to finish so much homework.
词
讲
例
Let’s learn and take notes
She thinks it’s _________(possible) for people to live on the Mars
because it’s not good for people to live there.
impossible
练
It’s impossible for us to prepare for the future.
It’s +adj.+(for sb.) to do sth. 对某人来说做某事怎么样
prepare sb. sth.= prepare sth. for sb.为某人准备某物
prepare for sth. 为某事做准备
It’s difficult for me to learn English.
My mother prepares a big breakfast for me every morning.
句
讲
例
Let’s learn and take notes
翻译：你必须要努力学习为数学考试做准备。
You must study hard to prepare for the math test.
07
Exercises
Exercise
1．Mr White was looking for his key ________, but he couldn’t find it ________.
A．somewhere; everywhere B．everywhere; somewhere
C．everywhere; anywhere D．anywhere; anywhere
2．To win the game is a big ________ for them.
A．challenge B．letter C．tool D．problem
3．—What did he say in his letter Is everything OK with his father
—No idea. He didn’t ________ his parents in the letter.
A．admire B．notice C．mention D．miss
4．—David Baker won the 2024 Nobel Prize in Chemistry.
—It is no surprise. I think he is one of ________ chemists (化学家) in the world.
A．the most friendly B．the most creative C．the most outgoing D．the most emotional
5．They are just little children. It’s ________ for them to finish the hard work.
A．wise B．important C．impossible D．enjoyable
6．It is important for parents to ______ children’s independence from a young age.
A．depend B．develop C．grow D．provide
Exercise
7．We will provide the best ________ for you. This means that we will try our best to ________ you.
A．serve; serve B．service; serve C．service; service D．serve; service
8．Nancy can’t go to the party tonight. She has to ________ tomorrow’s program.
A．find out B．look for C．prepare for D．look after
9．The artist has great ________. He can make different changing pictures with sand.
A．education B．change C．relationship D．creativity
10．Unless you have the ability to manage the company, you’d better not apply for the ________ job.
A．challenging B．easy C．simple D．lovely
11．We should learn to ________ different opinions respectfully.
A．accept B．refuse C．change D．receive
08
Homework
Homework
基础性作业：模仿访谈中的问答结构，编写两组关于 “未来学校” 的对话（例如：A: How will students study in 50 years B: They will...）。
进阶性作业：针对 1e 中的问题 “What do you think are the most important qualities that people in the future should develop ”，写一封给未来自己的信，列举并说明你认为未来人应具备的 3 种品质。
拓展性作业：创作一个短篇故事《A Day in 2075》，讲述未来一天中你与机器人、AI 互动的经历，展现未来生活的变化与挑战，不少于 80 词。
Unit 7 When Tomorrow Comes Section B 1a-1e
Thank you !/ 让教学更有效 高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版（2025）八年级上册
授课题目 Unit7 When Tomorrow Comes Section B (1a-1e) 课时 课型 第4课时 阅读课
主题情境 人与社会 — 未来生活预测与科技认知 授课教师
语篇研读 【What】 本语篇为一篇人物访谈，围绕 “未来生活” 展开，访谈嘉宾是未来世界研究中心首席研究员卢兴元博士。主持人通过五个核心问题层层递进引导话题，内容涵盖 50 年后生活变化（机器人普及）、未来人类职业方向、机器人是否会替代人类、人工智能对世界的影响以及如何为未来做准备，涉及机器人、AI、新兴职业等与科技相关的词汇。 【Why】 通过阅读访谈文本，帮助学生掌握访谈类文本的结构特点与语言规律，提升提取关键信息、梳理问答逻辑的能力；同时引导学生辩证看待科技发展与人类价值的关系，树立主动适应未来、持续学习的意识，培养面对科技变革的积极心态。 【How】 以访谈对话体展开，结构完整，包含 “开场问候 - 主体问答 - 结尾感谢” 三部分。语言上密集使用一般将来时（will do）体现未来预测功能，穿插大量口头衔接用语（如 “Well, ...”, “For example, ...”, “You mentioned...”）、反馈语（如 “Good question!”, “Wow, ...”）营造真实对话氛围。主持人的问题环环相扣，从现象描述到本质探讨再到行动指导，推动话题纵深发展，帮助学生构建 “未来预测 - 人类价值 - 行动准备” 的认知框架。
学情分析 学生已掌握一般将来时的基础用法，能识别简单的科技相关词汇（如 robot, AI），但对访谈类文本的 “问答互动” 结构和逻辑衔接方式（如话题过渡语）较为陌生，梳理多维度未来预测信息（机器人、职业、AI）时易混淆。对 “emotional intelligence”“futurist” 等抽象词汇的理解存在困难，需结合语境和实例辅助；部分学生对 “科技与人类的关系” 缺乏深度思考，在课后讨论中可能难以结合文本观点表达个人见解，需通过引导性问题搭建思维支架。
课标要求 能理解简单访谈类文本的主要内容，提取访谈中的人物身份、观点、建议等关键信息。能根据标题、语境猜测生词含义（如 “futurist”, “emotional intelligence”）。 能参与关于未来生活的讨论，结合文本观点表达自己的看法。 能通过阅读了解科技发展对生活的影响，树立积极适应未来的意识。
教学目标 通过本节课学习，学生能够： 识别并掌握未来科技相关词汇：futurist, service robot, emotional intelligence, space pilot, AI expert 等；理解访谈中描述未来预测与建议的句型：“...will do...”, “You'll see...”, “Just accept..., keep...”, “...influence your future”；提取访谈中嘉宾身份、未来预测（机器人、职业、AI）及建议等细节信息。（学习理解） 能根据 “开场-主体-结尾” 结构梳理访谈内容，完成访谈信息记录表；能运用核心词汇和句型，简要概括嘉宾的未来观点；能在小组讨论中分析 “机器人是否会替代人类”，结合文本中 “创造力与情感智力” 的观点支撑个人看法。（应用实践） 3. 能模仿访谈的问答结构，编写一组关于 “未来学校” 的对话；能结合嘉宾建议，思考并分享自己为未来做准备的具体计划（如学习方向、能力培养）。（迁移创新）
教学 重难点 重点： 1.掌握访谈类文本的 “开场 - 主体 - 结尾” 结构，提取嘉宾身份、未来预测及建议等关键信息。 2. 理解并运用描述未来的核心词汇（如 service robot, emotional intelligence）和一般将来时句型（“...will do...”）。 难点： 1.梳理访谈中多维度的未来预测信息（机器人、职业、AI），避免信息混淆。 2. 结合文本观点辩证分析 “科技与人类的关系”（如机器人是否替代人类），并清晰表达个人见解。
核心语言 【核心词汇】 职业与身份：futurist, chief researcher, AI expert, space pilot 科技相关：service robot, AI (artificial intelligence), smart refrigerator, robotics industry 抽象概念：emotional intelligence, creativity, challenge, change, influence 【核心短语】 save lives, disasters and emergencies, take over jobs, prepare for the future, accept change, keep learning, have an influence on 【核心句型】 未来预测：“You'll see... working everywhere.” “...will make our life easier.” “...will certainly change how we work, study, and live.” 观点表达：“I don't think... will replace... because...” “Our... are important for...” 建议给出：“Just accept..., keep...” “Today's choices will influence your future.”
教学工具 PPT，教材
教学策略 任务型教学法（如信息记录表填写、访谈模仿编写）、情境教学法（未来科技图片展示、访谈角色扮演）、合作学习法（小组讨论 “未来准备计划”）
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （4min） 1.Lead Ss to brainstorm what comes to their minds when they talk about the future. 头脑风暴，积极分享对未来生活的联想（如 “robots will do housework”）；初步感知话题。 通过头脑风暴激活学生对未来科技的已有认知，激发阅读兴趣，为后续访谈文本学习搭建话题桥梁。（感知与注意）
效果评价：自评、师评。教师观察学生能否主动参与话题讨论，能否说出 3-5 个未来科技相关词汇或简单预测，了解其对主题的语言储备和认知基础。
Part 2： Pre-reading（3min） L Lead Ss to look at the title and think about the following questions: What does “Tomorrow” mean 2. Can you guess what the passage talks about 思考并回答标题相关问题，明确 “Tomorrow” 指代 “the future”；写下对访谈内容的预测（如 “talk about robots in the future”），带着验证目的进入阅读。 培养学生通过标题预测文本内容的阅读策略，激活背景知识，让学生带着明确目标阅读，提升阅读专注力。
效果评价：观察学生能否结合标题进行合理预测，能否说出 2-3 个可能的访谈话题，评估其预测能力和逻辑思维。
Part 3： While-reading（12min） Lead Ss to read the passage quickly and try to find out some key information about the text. Lead Ss to analyse the structure of the text. Encourage Ss to read the passage again and finish the table. Lead Ss to read again and tick the statements that they can infer from the interview. 1. 快速阅读文本，圈画关键信息，完成文本类型判断和嘉宾信息提取，对比课前预测。2.快速浏览采访内容，分析采访结构。3. 逐段精读，从访谈中找对应信息填写表格，与同桌核对答案，解决信息提取疑问。4. 再次阅读文本，分析每个陈述是否可推断，标注文本依据（如从 “Our creativity... are important” 推断 “Humans will do creative work”）。 分层次设计阅读任务，从整体感知到细节提取再到深度推断，逐步提升学生的阅读能力；通过表格梳理和推断验证，帮助学生系统把握访谈内容，强化信息处理与逻辑分析能力。（获取与梳理、描述与阐释）
效果评价：观察学生能否准确完成文本类型判断和嘉宾信息提取；检查信息记录表填写的完整性与准确性（如机器人预测是否包含 “housework”“save lives”）；评估学生能否为推断结果找到合理文本依据，判断其对文本的深度理解程度。
Part 4： Post-listening（11min） Encourage Ss to work in groups and discuss te questions in 1e. Inspire Ss to work in pairs and talk about the future . One student is the host and the other student is the interviewee.After that, try share their interview with their classmates. 1. 小组内围绕问题展开讨论，结合文本观点表达个人看法（如 “I don't think robots will replace humans because we have creativity”），记录小组共识，推选代表分享。2. 两人一组，参考结构框架编写 “未来学校” 访谈对话，尝试使用 “...will...”, “Just... ” 等句型。3. 展示小组对话，认真倾听他人作品，根据教师点评修正自己的对话。 通过小组讨论深化对文本主题的理解，培养批判性思维与合作交流能力；通过访谈模仿编写，实现语言知识的迁移运用，提升学生的语言输出能力。（内化与运用、迁移与创新）
效果评价：评估学生能否积极参与小组讨论，能否结合文本观点支撑个人发言（如提到 “emotional intelligence”）；检查学生编写的对话是否符合访谈结构，核心词汇与句型的运用是否准确；根据展示情况，判断学生对文本结构和语言的掌握程度。
Part 5： Summary（2min） 1. 结合思维导图，与学生共同回顾本节课核心内容：①访谈文本结构（开场 - 主体 - 结尾）；②嘉宾的三大未来预测（机器人、职业、AI）；③为未来做准备的建议（accept change, keep learning）。2. 强调 “Today's choices influence future” 的观点，引导学生树立主动准备未来的意识。 跟随老师一起进行内容总结。 通过思维导图系统梳理本节课知识，帮助学生构建清晰的知识框架；结合观点升华，实现情感态度与价值观的渗透。
Part 6： Language points （5min） T explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 7： Exercises（3min） T assigns the test. 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 8： Homework 基础性作业：模仿访谈中的问答结构，编写两组关于 “未来学校” 的对话（例如：A: How will students study in 50 years B: They will...）。 进阶性作业：针对 1e 中的问题 “What do you think are the most important qualities that people in the future should develop ”，写一封给未来自己的信，列举并说明你认为未来人应具备的 3 种品质。 拓展性作业：创作一个短篇故事《A Day in 2075》，讲述未来一天中你与机器人、AI 互动的经历，展现未来生活的变化与挑战，不少于 80 词。 将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 亮点：通过 “预测 - 验证” 的阅读策略和分层阅读任务，有效提升学生的阅读专注力与信息处理能力；小组讨论与访谈模仿结合文本观点，实现了语言学习与思维培养的融合。 不足：部分学生在深度阅读（1d 推断题）中难以准确找到文本依据，对 “推断” 与 “原文直接表述” 的区别理解不足；访谈模仿环节中，少数小组对话结构不完整（缺少开场 / 结尾）。 3. 改进：下次课增加 “推断题解题方法” 微讲解（如 “原文无直接答案，需结合观点推导”）；在访谈模仿前提供结构模板（如开场句 “Welcome to our show, ...”），帮助学生搭建写作支架。
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