八年級(jí)新目標(biāo)(下)Unit1Willpeoplehaverobots教案

1、Unit 1 Will people have robots?I Teaching objectives 單元教學(xué)目標(biāo)SkillFocusListen for predictions.Talk about opinions and make predictions.Write about life in ten years. Read a passage about robots.LanguageFocus功能句式Make predictionsPeople will have robots in their homes.Kids wont go to school. Theyll study

2、 at home on computers. People wont use money. Everything will be free.Books will only be on computers, not on paper.There will only be one country.Ask and answer about future lifeWhat do you think . will be in . years?I think . will .What sport will . play?. will play .What . will . have?. will have

3、 .Describe the city of tomorrow I think there will be more/less/fewer .Exchange opinionsI think that . will .I disagree. / I dont agree. I think that . will . 詞匯1. 重點(diǎn)詞匯 robot, paper, use, less, fewer, tree, building, space, fly, moon, fall, alone, pet, probably, able, dress, which, even, myself, int

4、erview, future, company, unpleasant, scientist, however, hundred, already, factory, simple, such, everywhere, human, shape, snake, possible, electric, seem, impossible, housework2 認(rèn)讀詞匯 pollution, astronaut, rocket, took, fell, pat, parrot, suit, casually, predict, prediction, came, thought, fiction,

5、 bored, earthquake, toothbrush, rating3 詞組space station, go skating, be able to, the World Cup, come true, in the future, hundreds of語(yǔ)法Future with willWhat do you think life will be like in 100 years?Every home will have a robot.Yes/No questions with short answersWill kids go to school?No, they wont

6、. Theyll study at home.Use fewer to talk about countable nounsThere will be fewer trees.Use less to talk about uncountable nounsThere will be less pollution.StrategyFocusGuessing SequencingII. Teaching materials analyzing and rearranging 教材分析和教材重組1. 教材分析本單元的話題是“Opinions"，通過(guò)單元學(xué)習(xí)，要求學(xué)生掌握如何用will結(jié)構(gòu)對(duì)

7、未來(lái)生活進(jìn)行預(yù)測(cè)，并能進(jìn)行特殊疑問(wèn)句和一般疑問(wèn)句的提問(wèn)和回答。通過(guò)學(xué)習(xí)more/less/fewer的不同用法，進(jìn)而能用它們來(lái)描述未來(lái)城市生活在數(shù)量上的變化。在此基礎(chǔ)上，學(xué)生能就自己未來(lái)的生活進(jìn)行預(yù)測(cè)和描述。有關(guān)Ming的短文則是本單元目標(biāo)語(yǔ)言的綜合運(yùn)用和體現(xiàn)，學(xué)生在讀懂該短文的基礎(chǔ)上進(jìn)行模仿寫(xiě)作訓(xùn)練。詞匯的擴(kuò)展部分要求學(xué)生能對(duì)一些不同類(lèi)型（工作、交通、居住地）的詞匯進(jìn)行分類(lèi)，在總結(jié)、歸納的基礎(chǔ)上復(fù)習(xí)舊詞匯，學(xué)習(xí)新詞匯。Self check要求學(xué)生從詞匯知識(shí)和語(yǔ)言應(yīng)用能力兩方面進(jìn)行自我評(píng)價(jià)，檢驗(yàn)對(duì)本單元目標(biāo)語(yǔ)言的掌握程度。Reading是一篇預(yù)測(cè)未來(lái)機(jī)器人發(fā)展的文章，即是對(duì)學(xué)生的一種信息輸入，

8、也是對(duì)本單元所學(xué)的目標(biāo)句型的綜合運(yùn)用，讓學(xué)生在趣味閱讀的基礎(chǔ)上鞏固所學(xué)句型，從而最終實(shí)現(xiàn)本單元的教學(xué)任務(wù)。Section A 該部分包括10個(gè)任務(wù)型活動(dòng)：1a呈現(xiàn)了幾個(gè)關(guān)于未來(lái)世界的預(yù)測(cè)，通過(guò)讓學(xué)生選擇同意或不同意來(lái)初步結(jié)識(shí)本單元的目標(biāo)語(yǔ)言make predictions。1b是圖片中兩個(gè)男孩預(yù)測(cè)未來(lái)生活的對(duì)話，要求學(xué)生能將聽(tīng)到的1a中的預(yù)測(cè)圈出來(lái)，從而進(jìn)一步通過(guò)有聲語(yǔ)言加深對(duì)目標(biāo)語(yǔ)言的認(rèn)識(shí)，學(xué)習(xí)如何用目標(biāo)語(yǔ)言進(jìn)行預(yù)測(cè)。1c則是對(duì)該功能句式的應(yīng)用練習(xí)，形式為兩人會(huì)話。通過(guò)使用1b中呈現(xiàn)的功能句式對(duì)1a中的幾個(gè)預(yù)測(cè)進(jìn)行會(huì)話。2a是對(duì)more，fewer 和 less的介紹，學(xué)生將掌握這幾個(gè)詞在修

9、飾數(shù)量上的不同用法，為后面的活動(dòng)奠定基礎(chǔ)。在熟悉這幾個(gè)詞的用法基礎(chǔ)上，通過(guò)2b的聽(tīng)力輸入練習(xí)，學(xué)生將了解more，fewer 和 less在句子中的運(yùn)用，即如何應(yīng)用它們來(lái)描述一些東西在數(shù)量上的變化。2c是對(duì)2b活動(dòng)的輸出性練習(xí)，讓學(xué)生在對(duì)話訓(xùn)練中鞏固新的語(yǔ)法結(jié)構(gòu)。3a以Sally為例，要求學(xué)生看圖完成描述Sally過(guò)去、現(xiàn)在和未來(lái)生活的句子，并在此基礎(chǔ)上仿照3b提供的例子做對(duì)話練習(xí)，談?wù)揝ally未來(lái)的職業(yè)和所從事的體育活動(dòng)。3c是對(duì)學(xué)生自己過(guò)去、現(xiàn)在以及未來(lái)生活的描述，將本單元的目標(biāo)語(yǔ)言和學(xué)生的生活體驗(yàn)結(jié)合了起來(lái)，從而能激發(fā)學(xué)生的學(xué)習(xí)興趣。4設(shè)計(jì)了一個(gè)繪畫(huà)環(huán)節(jié)，要求學(xué)生畫(huà)一幅未來(lái)城市的圖畫(huà)，

10、并能用所學(xué)的預(yù)測(cè)未來(lái)的句型把圖畫(huà)描述下來(lái)，是對(duì)所學(xué)語(yǔ)言知識(shí)的拓展性應(yīng)用練習(xí)。Section B該部分包括8個(gè)任務(wù)型活動(dòng)：1a和1b是詞匯的拓展練習(xí)，幫助學(xué)生通過(guò)詞匯的分類(lèi)與歸納，掌握幾個(gè)有關(guān)職業(yè)、交通工具和居住地三個(gè)方面的詞匯，也是對(duì)過(guò)去所學(xué)的有關(guān)這幾方面詞匯的一個(gè)復(fù)習(xí)。2a、2b和2c圍繞Alexis和Joe之間對(duì)過(guò)去、現(xiàn)在和未來(lái)生活的對(duì)話進(jìn)行聽(tīng)力和口語(yǔ)訓(xùn)練，是對(duì)一般過(guò)去時(shí)、一般現(xiàn)在時(shí)和一般將來(lái)時(shí)三個(gè)時(shí)態(tài)的綜合訓(xùn)練。3a是一篇有關(guān)Ming10年以后生活狀況的同步閱讀材料，要求學(xué)生根據(jù)材料內(nèi)容完成表格，從職業(yè)、寵物、運(yùn)動(dòng)、旅游地以及服裝等方面理解文章內(nèi)容，了解主人公未來(lái)10年在這些方面的變化。

11、3b要求學(xué)生在理解以上文章的基礎(chǔ)上，能夠運(yùn)用自己的想象力進(jìn)行模仿寫(xiě)作訓(xùn)練?；顒?dòng)4設(shè)計(jì)了四個(gè)問(wèn)題，要求學(xué)生運(yùn)用句型I think that ./ I disagree來(lái)表達(dá)對(duì)這些問(wèn)題的觀點(diǎn)。Self check該部分包括3個(gè)活動(dòng)：活動(dòng)1要求學(xué)生對(duì)所學(xué)詞匯進(jìn)行應(yīng)用性填空訓(xùn)練；活動(dòng)2要求學(xué)生閱讀一篇文章并從右邊的選項(xiàng)中圈出相關(guān)的圖片，是對(duì)學(xué)生語(yǔ)言應(yīng)用能力的綜合評(píng)價(jià)；活動(dòng)3也是對(duì)詞匯的檢驗(yàn)，要求學(xué)生根據(jù)提供的英文解釋寫(xiě)出相對(duì)應(yīng)的單詞。Reading 該部分以一篇有關(guān)機(jī)器人未來(lái)發(fā)展?fàn)顩r的閱讀文章為中心，設(shè)計(jì)了4個(gè)Section：Section 1是閱讀的熱身，以結(jié)對(duì)交談的方式激活學(xué)生相關(guān)背景知識(shí)并根據(jù)文

12、章標(biāo)題對(duì)閱讀內(nèi)容進(jìn)行預(yù)測(cè)；Section 2呈現(xiàn)了閱讀文章以及閱讀策略；Section 3是對(duì)閱讀效果的檢驗(yàn)及語(yǔ)言知識(shí)的學(xué)習(xí)，形式為仿照例句造句、根據(jù)文章內(nèi)容填表等；Section 4是閱讀內(nèi)容的延伸，形式為開(kāi)放性的寫(xiě)作訓(xùn)練，要求學(xué)生對(duì)機(jī)器人在未來(lái)生活中的作用這一話題展開(kāi)豐富想象。2 教材重組和課時(shí)分配Period 1 (Section A: 1a, 1b,1c, 3a, 3b, 3c) Function Period 2 (Section A: 2a, 2b, 2c, 4)Grammar Period 3 (Section B: 1a, 1b, 2a, 2b, 2c)Vocabulary P

13、eriod 4 (Section B: 3a, 3b, 4) Reading and writingPeriod 5 (Reading: Section 1-Section 4)Extensive reading III. Teaching plans for each period分課時(shí)教案Period 1 FunctionTarget language 目標(biāo)語(yǔ)言1. Words and expressions重點(diǎn)詞匯和短語(yǔ)robot, prediction, paper, use2. Key sentences重點(diǎn)句子People will have robots in their hom

14、es.Kids wont go to school. Theyll study at home on computers.Ability goals 能力目標(biāo)Enable students to make predictions.Learning ability goals 學(xué)能目標(biāo)Help students learn how to make predictions with will structure.Teaching important and difficult points 教學(xué)重難點(diǎn)How to make predictions with will structure. Teac

15、hing aids 教具準(zhǔn)備Pictures of robots.Teaching procedures and ways 教學(xué)過(guò)程與方式Step I New term greetings and lead-inT: Hello, everyone! Glad to see you back at school again. I think youre glad to see me, too, arent you? Let me have a good look at you. You all look fine. You must have had a good time in the wi

16、nter vacation, right? Now the new term begins, I wish you can learn a lot and have much fun in this term. After greeting, ask students to talk about the social changes they have witnessed during the past vacation and then lead students to the topic of future life and robots.T: Where did you go in th

17、e past winter vacation? S: I went to see my grandparents. They live in a small village in Hubei province. T: Did you find any changes in the place?S: Yes. Now they have TV in their homes and they use telephones.T: Really! Thats really a big change. How about their life in the future, 10 years from n

18、ow? . How about our life in the future? Will it be the same as life now? OK, now sit back, close your eyes and just imagine!About a minute later.T: OK, open your eyes please! Whats in your mind now? I think there must be many fantastic things in your mind. Now Id like to hear your ideas. Just give m

19、e some words that came to your mind just now.Some students may mention robot. Then take the chance to lead them to the topic of this unit. Meanwhile, help them to pronounce the new word “robot” properly.T: Just now, some of you mentioned robot. Will people have robots in their homes in the future?Wr

20、ite “Will people have robots?” on the board.Step II Function presentationPresent the function of this unit by talking about the picture on page 2. Help students learn how to make predictions using will structure.T: Now turn to page 2 please. Look at the picture. Here two boys are also talking about

21、life in the future. What do they say about life in the future? Now Id like two of you to read the dialogue between them. You two please!Ask two students to read the dialogue in the picture. T: They are talking about life in the future, right? So which word they use to indicate future things? Can you

22、 find it?S: Will, I guess. T: Good, you got it! Generally we use will to talk about things that may happen in the future. In another word, we make predictions about future.Write make predictions on the board. Explain the meaning of prediction to students and make sure they know how to pronounce it.

23、Teacher may also enable students to use their dictionaries to learn this new word.predict v. to say that something will happen, before it happensprediction n. a statement about what you think is going to happen, or the act of making this statementT: Now look at 1a. Here are more predictions. Read an

24、d check if you agree or disagree with them. There are no correct answers for this activity. Any answer will be OK. Students should be encouraged to have their own opinions. They will learn how will/wont is used in sentences to make predictions. Step III Listening and oral practiceIn this step, stude

25、nts will do some listening and oral practice about the predictions in activity 1a. First, let them listen to the tape and learn what the two boys talk about and what structures they use, thus help them get familiar with the target language of making predictions.T: You will hear the conversation betw

26、een the two boys in the picture. They are talking about life in the future. Listen and circle the predictions you hear in activity 1a. Before I play the tape, go through the six sentences in 1a quickly.After playing the tape for the first time, play it again and let them check the answer by themselv

27、es. Then give students the correct answers by showing the complete sentences on the screen or board, with will, wont, ll in bold. People will have robots in their homes.People wont use money. Everything will be free.Kids wont go to school. Theyll study at home on computers.There will only be one cou

28、ntry. In the sentences, wont and theyll are new to students. Teacher can give students a brief explanation about them. Write wont and theyll on the board. T: Wont is short for will not and theyll is short for they will. Show the following form to students. Enable students to learn more of this type

29、of words.T: Look at the form on the board. We can make more of this type of words like “theyll”. What are they? Whod like to write them on the board?Ask one student to come to the board and complete the form.T: In the dialogue, the two boys talk about the world in the future. What do they talk about

30、? . Yeah, they talk about home, money, school life and country. Do you agree with their predictions? Whats your ideas?Then deal with activity 1c. Students will work in pairs, ask and answer questions about the predictions in activity 1a. T: Now, look at the sample dialogue in 1c. It is a dialogue ba

31、sed on predictions in activity 1a. Which pair would like to read the dialogue?Ask a pair to read the dialogue. Enable them to read in proper tones and intonations. T: Now Id like you to ask and answer questions about the predictions in 1a following the sample dialogue. Sample dialogues: 1. A: Will p

32、eople have robots in their homes?B: Yes, they will. Will books be on paper?A: No, they will be on computers.2. A: Will kids go to school?B: No, they wont. Theyll study at home on computer. Will there only be one country?A: Yes, there will. Step IV Writing practiceIn this step, students will be asked

33、 to do activities 3a, 3b and 3c on page 4. They will make predictions about Sallys future life and talk about Sally with their partners. Then they will make predictions about their own future life and write about themselves.T: Everything is changing. Are you the same as you were in your elementary s

34、chool? Of course not. What will you be like in five years? Have you ever thought about that? Now turn to page 4, look at the pictures in 3a. The three pictures are all about Sally. What changes have happened to Sally? The first one is about her life five years ago. What can you see in it? S: I can s

35、ee a soccer ball and a photo of a cat. T: The second is about her present life. What can you see in it?S: I can see a dog and a guitar. T: The third is about her life in five years. What can you see in it? S: I can see a tennis racket, and a baby, a man and a woman. S: I also see a car.T: Now can yo

36、u use the information from the pictures to fill in the blanks in the following sentences? Read the pictures carefully and pay attention to some clues. After students finish it, ask three students to read the complete sentences, each will focus on one picture. Correct the mistakes. T: We can play man

37、y things. What did Sally play in the past?S: She played soccer ball.T: What does she play now?S: She plays the guitar.T: What will she play in the future?S: She will play tennis. T: Excellent! Now Id like you to tell your partners what you played in the past, what you play now and what you will play

38、 in the future. Teacher can also show students a form to help them practice the use of “play”. Remind them that “the” should be added before names of instruments. T: Now, look at the third picture again and make predictions about Sally. Then make conversations in pairs by following the sample conver

39、sation. A sample conversation: A: What do you think Sally will be in five years?B: I think shell be a doctor.A: What sport will she play?B: Shell play tennis.A: What will she have?B: Shell have a husband and a baby.T: Zhao, what do you think you will be in five years?S1: I think Ill be a reporter.T:

40、 Liu, What sport will you play in five years?S2: I think Ill play tennis.T: Yan, what will you have in five years?S3: I think Ill have a boyfriend.T: Now lets move on to 3c. Write about yourself by filling in the blanks. After students finish it, collect some of their answers. Teacher can read their

41、 sentences and let the class guess who wrote it.T: Now I will read one of your answers. Guess who wrote it. .Ss: Wang wrote it.If time allows, read more of their answers.Step V HomeworkT: After class, try to get some latest information about robots, either home or abroad. Chinese will be OK. So much

42、 for this period. Bye everyone.Period 2 GrammarTarget language 目標(biāo)語(yǔ)言1. Words and expressions重點(diǎn)詞匯和短語(yǔ)less, fewer, tree, building 2. Key sentences重點(diǎn)句子There will be more people.There will be less pollution.There will be fewer cars.Ability goals 能力目標(biāo)Enable students to use fewer to talk about countable and

43、 less to talk about uncountable nouns. Learning ability goals 學(xué)能目標(biāo)Help students learn how to use less and fewer to talk about countable and uncountable nouns. Teaching important and difficult points 教學(xué)重難點(diǎn)The different use of less and fewer. Teaching aids 教具準(zhǔn)備Two glasses of water (one is full and the

44、 other is half full), some apples or oranges. Teaching procedures and ways 教學(xué)過(guò)程與方式Step I Revision and lead-inCheck studentshomework. Let them share information they have collected in groups. Then ask a few of them to present their information with the whole class.T: Morning, boys and girls! You were

45、 asked to find information about robots. First Id like you to share your information with your group members to get more information about robots. Then I will ask several of you to share your information with the whole class. Understand? Two minutes for you.This groupwork will help students learn to

46、 share information with each other. 2 minutes later.T: OK, you should have learned a lot from each other about robots, right? Whod like to share your information with us? Try to retell your information in simple English. S: Japan has very advanced robot technology. Some Japanese companies have produ

47、ced human-shaped robots. S: In Japan, a robot called nuro is on sale. It is 15 feet high and 5.5 pounds. It can walk, stand up, sit down and turn left or right. Families can use it to guard their houses.S: I found that there are many different shapes of robots, such as fish robot, dog robot, snake r

48、obot and so on. S: Fudan University has invented a robot called “Fudan I”. It can think and memorize. Like a baby, it can recognize people or things around it. Here is a picture of it.T: Thanks you for your wonderful information. I have learned a lot from you. Step II ListeningHelp students understa

49、nd the different use of more, less and fewer. Students will listen to the recording and deal with activities 2a and 2b on page 3. Then they will do some groupwork to further practice it. T: Turn to page 3, look at 2a. Here are five sentences. Go through the sentences first. Then listen to the tape a

50、nd circle the words you hear. After playing the tape, check the answer by asking students to read the complete sentences with their choices one by one. Then play the tape again.T: So what are the different uses of the three words?Write the three words more, less and fewer on the board. T: Look at he

51、re. Ive gotten two glasses of water. This is full, and this is half full. We can say this glass has more water, and that glass has less water. Write the following two sentences on the board.This glass has more water. That glass has less water.Then take the apples or oranges out on the desk. Divide t

52、hem into two groups, one group has more apples than the other.T: Here I have some apples. Now I will divide them into two groups. Which group has more apples? What can we say about these two groups of apples?Write the following sentences and form on the board.This group has more apples. That group h

53、as fewer apples.T: Is water countable or uncountable? Ss: Uncountable.T: How about apple? Countable or uncountable?Ss: Countable.T: You are right. To describe quantity (數(shù)量), we use different words before nouns. Look at the board, which word we use before apple? And which word we use before water?S:

54、We use more and less before water. S: We use more and fewer before apple. T: Less is the comparative form of little and fewer is the comparative form of few. So what conclusions can you draw? Will you have a try?S: More can be used to describe both countable and uncountable nouns. While less can onl

55、y be used to describe uncountable nouns, and fewer can only be used to describe countable nouns.T: Excellent. Thats the rule you should remember. Now can you add more countable and uncountable nouns to the form? You two please come to the board and each focuses on one type of noun.Sample list:After

56、this activity, move on to 2b. Play the recording and let students check the predictions they hear.T: Now I will play the recording again. Listen and check the predictions you hear in 2b. Before playing the tape, give students a little time to go through the statements. Then check the answer with the

57、 whole class.Step III Group workT: Now lets do some groupwork with these predictions. Id like you to make conversations with them by following the sample conversation in 2c. First, which pair would like to read the sample conversation?Ask a pair to read the sample conversation and pay attention to their tones and intonations. T: In the conversation, which noun is countable and which is uncountable? Ss: Pollution is uncountable and tree is countable. T: Good. So we use more to describe pollution and fewer to describe tree. Then explain a little bit about t