教学设计
课题：Unit7 Will people have robots?教学设计

科目：英语
教学对象：八年级
课时：1课时

提供者：谢凡凡
单位：广昌驿前中学

一、教学内容分析（简要说明课题来、学习内容、这节课的价值以及学习内容的重要性）

本单元的主题是围绕“预测未来”这一话题，帮助学生学习语法项目——一般将来时。再通过听、说、读、写等训练，让学生熟练掌握语言知识和技能，对学生三种时态的运用能力进行综合的训练，让学生通过活动对自己遣词造句能力及语言综合能力进行了自我评价。课后所选的阅读材料依然紧扣本单元的语言目标，学习掌握基本的阅读策略,即根据文章标题和相关图片预测文章的大体内容，以获取更多信息的能力，从而让语篇教学成为实现情感态度与价值观目标的有效载体，通过描述未来，调动学生学习积极性，发挥想象力，帮助其树立正确的人生观和价值观：只有付出，才有收获。帮助学生形成创造性地运用这些时态进行表达的能力。本课时要求学生泛读材料，抓住文章大意，能回答相关问题即可。在阅读过程中体味阅读策略和相关阅读技巧，以获取更多信息，更好地理解课文。

二、教学目标（从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计要达到的教学目标做出一个整体描述）

1.知识与技能
（1）Be able to pronounce and master the new words and phrases in Unit 1.
（2）Be able to use the three different tenses to depict the past, present and future actions or states.
(3) Be able to talk about the usages and advantages of robot.
2. 过程与方法
（1）Let the students talk about what will happen in the future by listening and speaking.
(2) Learn the Indefinite Future Tense by listening to the dialogues and reading the passages.
(3) Learn how to talk about the dream by working in pairs and in groups.
(4) Learn to write a passage with the given information and the target language.
3、情感、态度与价值观
Widen students’ thinking and foster their creativity. They will be our inventors in the future and that will make our life better

三、学习者特征分析（说明学习者在知识与技能、过程与方法、情感态度等三个方面的学习准备（学习起点），以及学生的学习风格。最好说明教师是以何种方式进行学习者特征分析，比如说是通过平时的观察、了解；或是通过预测题目的编制使用等）

学生已经学习了一般将来时，学生已经学会用现在进行时谈论未来的计划，用be going to句型谈论未来的打算。本单元教材继续学习一般将来时，是上册教材的拓展和延续，即用will 接动词原形来表示将来要发生的动作，让学生学会预测未来，从语法层面上来讲应该顺理成章。上册教材课后语法的渗透也为学生学习本单元内容做了有益的铺垫。谈论对未来生活的预测是学生较为感兴趣的话题，可以充分发挥学生的想象，拓展思维，激发学生开口说英语的欲望，充分调动学生学习的积极性，引导学生深入探究、自主地设计自己未来的生活。

四、教学策略选择与设计（说明本课题设计的基本理念、主要采用的教学与活动策略）

通过对机器人的发展状态的学习，学会对做将来事情的表达，主让学生进一步巩固将来时态，学会养成合理安排时间的好习惯，树立崇高目标。考虑将来时的重要性，在热身阶段，复习了将来时态的句子和短语表达，接下来，看图画和标题预测与文章有关的单词和短语，一是想提高他们的兴趣，二是为下一个环节做准备。短语翻译那块儿，紧跟造句，是在锻炼学生学以致用的能力，作业的安排也是基于这点。在课堂达标的时候，题目相对简单而独立。　

五、教学重点及难点（说明本课题的重难点）

1 shall/will +动词原形
2. The phrases:
..help with… /do the most unpleasant jobs/there will …in the future/make …do/ in 25to 50 years/ there be sb doing sth./ …the same as…/.
3. How to imagine the future.

六、教学过程（这一部分是该教学设计方案的关键所在，在这一部分，要说明教学的环节及所需的资源支持、具体的活动及其设计意图以及那些需要特别说明的教师引导语）

教师活动
学生活动
设计意图

Step1 Greeting
The teacher and the students greet each other.
Free talk
Discuss something about my friends’ life in the future.
Arouse the students’ interesting of learning 
and revise the knowledge

Step2 Presentation
Draw a time line on the blackboard and mark the line as the following:
5 years ago now 1 year from now 5 years from now
Introduce the Indefinite Future Tense.
(1) Point to the now-point on the time line and says, “I am now in this school.” And then points to the 1-year-from-now, saying, “I will be in this school one year from now.” Point to the 5-year-from-now, saying, “I will be in this school five years from now, too.” (Write the sentences on the blackboard, the word will written in red )
(2) Get the students to read aloud the sentences several times until they can say them correctly.
(3) Prompt the students to say what they think the word will is used for. Teacher gives comments on the students’ work and tells the class: The word will here is used to tell the future actions or states.
Listen to the teacher and react.
Present and master the main points and difficult points.        Enable the students to use the key sentences to finish the task.

Step3 Practice
Get the students to look at the picture and then talk about what they have seen in it . Teach the new word robot at the same time.
Show the students how to make dialogues using the sentences in1aand ask the students to make their own dialogues.
Play the recording for the students to listen and circle the predictions they hear in1a.
Have the students read the sentences in2afirst, and teach the new word pollution using a picture of a factory producing a lot of black smoke. Tell the students that less is the comparative degree of little, which’s used to modify a countable noun.
Play the recording for the students to listen and circle the words they hear.
Play the recording again for them to check their answers.
Listen and do the sentence changing practice, take notes.
Read once without stopping 
for general understand.
 After reading, ask for a show of hands to indicate they have 
Understood the general idea. 

Step 4 Consolidation
Get the students to cooperate with the teacher acting out the dialogue in the box in2c.
Have the students work in groups of four using the following structures:
A: I think there will be …
B: Well, I don’t agree. But I think there will be …
C: I agree.
Do the exercises and try to understand the language goal well.


Step 5 Homework
Recite the sentences in Grammar Focus.
Review3a-4.
Prepare some old pictures of yourself and your parents, friends or your hometown, and imagine what they will be like in ten years.
Think and write them down.
1. Strengthen the knowledge.  
2. Enable the students to revise the grammar.

七、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。也可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价）

 
评价内容

学生姓名

评价日期


评价项目
学生自评
生生互评
教师评价


优
良
中
差
优
良
中
差
优
良
中
差

课堂表现













回答问题













作业态度













知识掌握













综合评价

寄语




八、板书设计（本节课的主板书）

Will people have robots?
1.robot paper fewer less pollution build building builder
2. …...3 years ago……now…. 2 years from now…..5 years from now…
eg, I was twelve years one year ago.
I am thirteen years now.
I’ll be in this school three years next year.

九．教学反思
这一节课总体上而言，需要讲的内容讲完了，需要掌握的重难点也分层次进行了展示与练习，由易到难，潜移入化，学生反应良好。通过多个任务活动的设计，是学生紧密练习自己的实际生活，通过梦想未来，预测未来等活动掌握一般将来时即will的用法，学会more， less， fewer的用法。从听说读方面入手，逐步提高学生的能力。在课堂中，创造使学生产生兴趣的情景，是他们轻松，愉悦的学习。另外时间安排还可以，每个环节上花的时间基本符合要求。但同样也存在两方面的不足：
一是感觉学生开口讲英语的机会偏少，应该多设计些环节来让学生多加练习口语。通过不断的口头表达和练习，让学生对所学 内容的重难点更加的熟悉。
二是另外课堂还是有所限制，部分学生可以较好完成所学内容，但还是有部分学生不能较好地融入课堂，跟上节奏。这样的话就不利于教学总体的提升。