2023学年完整版八下unit说课稿

Unit1Willpeoplehaverobots?SectionA说课稿一、教学目标1．敢于预测未来2．学习一般将来时表达法3．能谈论过去、现在和将来二、教学向导语言功能·对未来进行预测·陈述表达各自观点语言结构·一般将来时，will的用法·用Yes/No做简短回答用more,less.fewer表达数量学习策略与思维技巧·排列先后顺序

五、教学重点难点及突破SectionA◆重点由will构成的一般将来时态的句式，特别是therebe句式的一般将来时态therewillbe…。◆难点more,less,fewer的用法。◆教学突破使用不同的时间来训练与对比，由一般过去时态、一般现在时态而过渡到一般将来时态；根据模似的图片展示，引导学生通过一定量的口语交际，训练more,less,fewer的异同。Therewillbemore/less/fewerpeople(leisuretime,cars,pollution,trees…)六、教学步骤一、情境导入1、师生口语随意性交际，涉及What’sthedatetoday?What’syourname?Noyoulikeschool?Doyouliketodohomework/housework?Doyouwanttoliveonthemoon?等。2．在黑板上写下四个日期：今天的日期，一年后的日期，五年后的日期，十年后的日期。3．针对一年后的日期，向学生提问：Whatwillbedifferentinyourlifeoneyearfromnow?如：Willyoubeatthisschoolinayear?Willyoubeinmyclassinayear?Willyouliveinthistowninayear?等。4．针对五年后的日期，向学生提问。5．针对十后的日期，向学生提问。6．写下学生不同的回答，并在will下用红色粉笔画线，以示强调学生注意。二、教学环节1．教师将时间延伸到未来100年，再来谈论100年后的情形。利用实物（如信用卡、纸币）或儿童玩具（玩器人）来呈现生词，领读生词。2．朗读la中的六个句子，要求学生表明态度agree或disagree，巡视全班，以便给学生解疑。3．指出学生不同的观点，并要求他们作简要阐述。4．播放录音两遍，引导学生听力训练。5．朗读lc中的对话，再读学生进行对话操练。6．引导学生根据lc中的示范对话，进行自骗对话，如谈论书籍等。请学生分组对话，说出他产自编的对话内容。7．播放2b的录音，要求学生圈出所听到的单词（more,less,fewer）。8．在黑板上写下一些不可数名词和可数名词，引导学生使用more,less,fewer进行口语训练，提示这三个词的用法区别。领读2c中的对话，再引导学一进行课堂口语交际。三、协作学习1．呈现3a中Sally的图片，要求学生看图片并填出图片下的空格。2．引导学生操练3a中对话。3．要求学生writeaboutthemselves,填出3c中的空格。4．要求学生画一幅虚拟的未来城市的图画，然后向同学们进行描述。

Unit1Willpeoplehaverobots?SectionA英文说课稿Ladiesandgentlemen:Today,Iamhonoredtohaveanopportunitytoexchangeideasonthisteachingmaterialwillpeoplehaverobots?Myreportisabout,unit1,ofbook2forgrade8juniorhighschool.Itismadeupof7parts.Theyareteachingmaterialanalysis,studentanalysis,teachingobjectives,teachingmethods,teachingaids,teachingsteps,andblackboarddesign..Nowlet’sfocusourattentiononpart1,teachingmaterialanalysis.“Goforit!”ischaracteristicofnativeuseoflanguage,anditistask-based.Withthehelpof“EnglishCurriculumStandards”,thestudyproceduresof“Goforit!”arearrangedstepbystepandthecontentsareveryclosetoreallife.Italsoembodiesseveralinnovativeideasforteaching,withitsemphasisonknowledgestructureandapplication,languagecommunicativefunction,andculturalbackgroundinformation.Thetitleofthisunitis“Willpeoplehaverobots?”Inthisunit,itcontainssectionAandsectionB.TodayIwillteachsectionA.Nextcomesthesecondpart,studentanalysis:Forthe8-gradestudents,theirageisgenerallyaround14.Theyaremorecuriousaboutnewthings,sotheirinterestsinlearningareeasiertobearoused.Afteroneyear’sstudyandpracticeunderthenewcoursestandard,theyhavehadsomebasicknowledgeofwords,grammarandlanguagestructureandalso,primaryabilitiesofcooperation,andexploration.Thethirdpartisteachingobjectives.AccordingtothegeneraldescriptionaboutthetotalobjectivesinEnglishCurriculumStandardsandthedeepanalysisabove,Iputforwardthefollowingteachingobjectives:1.Knowledgeobjectives:masterthekeywords,andthekeysentencestructures.2.Abilityobjectives:improvethefourskills,especiallythespeakingandlisteningskill;developtheabilityofthinkingindependently.3.Moralobjectives:stimulateSs’motivation,establishself-confidence,cultivatetheircooperativeabilitybyarrangingdifferentkindsofactivitiesPart4TeachingmethodsAccordingtoEnglishCurriculumStandardsandtheadvancedtheoriesofteachingreform,throughtheanalysisabove,Ichosetwoteachingmethodsinthisunit.1).Task-basedLanguageTeachingItfocusesonstudents’completionofthedifferenttasksinrealsituations,andstudents’totalinvolvementinordertoconveylinguisticinformationandtraintheirlanguageapplicationability.Thus,inthislesson,Iwillcreatesomerealsituationseitheraccordingtothebook,sothatthestudentscanfinishdifferenttasksandgetabetterunderstandingofthetargetlanguage.2).CommunicativeApproachStudentscanlearntomakepredictionsbycommunicatingwitheachotherinpairsorgroups.3).Audio-ligualMethodUsingthecomputertogivestudentsavideoandsomelisteningmaterials,throughthiscanincreasestudents’interestsandtraintheirlisteningability.PartfiveTeachingaidsIwillusemulti-media(PPT,video),makingtheclassmorelivelyandinteresting.Iwillalsousesometraditionalteachingaids,suchas,blackboard,cardsandchalks.PartsixTeachingstepsNowlet’sgotothemostimportantpart-teachingprocedures.Inordertorealizetheteachingprocessproperlyandefficiently,undertheprincipleof“regardSsasthecorpus,andtheteacherinspiresforpredominance”,Iwilldividetheteachingproceduresinto5stepsStep1:Warmup(5mins)Atthebeginningoftheclass,Iwillgivethemavideotowatch.Thiswillbeanexcitingandimportantpart.Thevideoisemployedtowarmupthestudents,andcandrawtheirattention.Afterwatchingthisvideo,Iwillaskstudentswhatdotheythinkpeople’slivingwillbelikeinthefuture.Step2:Learnthenewwords,andstructures(15mins)a).Inordertocheckifstudentsmasterthedifferenceusagebetweenfewerandless,Iwillmakeamatchamongstudents—showcardswithdifferentnounstothemandletthemtellmewhichwillbechosen.Thosewhocanguessthemfastestandbestwillberewarded.b).Pairwork:studentsmakeadialoguewiththeirpartneraboutthepredictionsusingthewillstructure.Thistaskwillalsotrainstudents’spokenEnglishStep3:Practice(15mins)a).Listeningpractice：studentslistenthetapesaboutsection2aand2bcarefullyandgivetheiranswers.ThenIwillgivethemtherightanswers.b).Groupwork:studentscancommunicatewithothersabouttheirownsituationfiveyearsago,todayandinfiveyears.Thistaskcancheckifthestudentsmasterthetensechange.Step4:Summarythekeypointsofthislesson.(5mins)Step5:Homework(5mins)Letstudentsdrawapictureofthecityofthetomorrow,thendescribeitintheirownwordsonpaperPart7BlackboarddesignInmylesson,Iwilluseboththetraditionalandmodernteachingaidsandtheblackboarddesignislikethis.NewwordswillrobotbuildingNewstructuresWilltherebe…?Yes,thereis…?No,thereisn’t…?Sothisismywholereport.Thanksforyourattention.Unit1Willpeoplehaverobots?SectionB第二课时说课稿一、教材分析:本节课是新目标英语(Go

for

it)八年级下册第一单元SectionB的第二课时。在本单元中是一个基础阅读课时，为Selfcheck后的Reading部分奠定了基础，起着承上启下的作用。它是以小阅读的形式谈论如何使用一般将来时及让学生畅想十年以后或将来的生活。二、教学目标：

1.

知识目标：要求学生掌握以下词汇：fallinlovewith,goskating,looksmart,beableto,dress,attheweekends。2.

能力目标：培养学生阅读英语小短文的兴趣，提高他们的阅读水平和写作技巧。3.

情感目标：让学生爱上英语课堂活动,树立畅想未来生活的远大目标。4.学习策略目标：设法使学生掌握英语的阅读方法进行交流，提高阅读能力和写作能力。三、教学重难点：掌握目标词汇，增强英语的阅读技巧和写作水平。四、教学分析：1.

说教法：1)任务型教学法：给学生三项任务，

让学生使用一般将来时来完成这些任务。使他们在任务中学习英语。2)交际教学法：学生可以通过俩俩对话，小组对话和全体参与等方法用一般将来时讨论未来生活。2．学法1）自主学习：这一节是阅读课，所以我指导学生在不同的要求下进行快速阅读和深层阅读，要求学生运用自主学习法从整体上把握课文，同时鼓励那些怕开口的同学，都参与到课堂的中，动手完成一些基础的学习任务，培养他们学习英语的信心，培养团结合作的精神。2）合作学习：积极参与活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。五、教学过程：Step1

Leadingin(任务前导入和复习活动)1.Greettheclass2.Askstudent’s“Whatdoyouthinkyouwilldointenyears?”,thentalkabouttogether.Step2RevisionWhatwillyoubein10years?Iwillbean/a…Wherewillyoulive?Iwilllivein….Howwillyougetthere?I’llgetthereby…Getstudentstalkaboutfuture.Step3While-task（任务中活动）ReadingcomprehensionSBPage6,3a.1.Showpicturesandlearnthenewwordsandphrases.fall—fellfallinlovewithalonepetparrotgoskatingsuitbeabletoattheweekends2.Askstudentstoreadthepassageforthefirsttimeandfillinthechartbelow.Thenchecktheanswers.3.Screenthequestionsandgetthestudentstoreadthepassageagain,findouttherightanswers.Checktheanswers.WherewillMinglivein10years?Wherewillhebeintenyears?Whatwillhehave?Whatwillhedo?Whatkindofclotheswillhewear?Wherewillhegoonvacation?4.Askthestudentstotrytotranslatethepassage.5.Readittogether.Step4Writing(3b)Playingagame:Whowriteit?“Justnow,welearntwhatMing’slifewillbelikeintenyears.Whatwillyourlifebelikeintenyears?Nowwriteaboutyourself.”Letthestudentstowritetheirownpassage.1.Gettwostudentstowritetheirpassageontheblackboard.Movearoundtochecktheprogress.Checkthepassageontheblackboard.2.

PutalltheSs’paperstogether3.

Taketurnsreadingthepaper.TheotherSsguesswhowroteit.Step5Post-task（任务后活动）SBPage6,Part4.1.

Readthequestionsbelow.2.

AsktwoSstoreadthedialogue.3.

Answerthequestions.4.

Pairwork.Getyourpartner’sanswers.5.

ShareafewSs’conversations.作业:Readandtranslatethepassage3a.Gooverthewordsinthisunit.六、板书设计：Unit1Willpeoplehaverobots?SectionB3aNewwordsfall—fellfallinlovewithalonepetparrotprobablygoskatingduringtheweeklooksmartsuitbeabletodresssbcasuallyattheweekends七、

教学评价与预测:本课时的教学评价应该着眼于以下三个方面：1.学生在Groupwork中是否能积极参与。2.学生对于think引导的宾语从句，能够主动运用3.学生能够正确使用一般将来时。本课时的教学预测是学生可能会以比较高的热情参与若干个小组讨论，而难点可能在于复杂句的表述上，学生会感觉拗口，不顺畅；另外就是运用think引导的宾语从句和一般将来时表达未来的生活理想。Unit1Willpeoplehaverobots?说课稿说教材我说的是新目标英语(GoForIt)八年级下册第一单元题目为Willpeoplehaverobots?下面我要分析一下教材的特点，教学的对象和理论。教材特点：这本教材采用任务型语言教学模式，融汇了多个话题，交际功能和语言结构，有明确的语言目标，语法结构和语篇输入。教学对象：学生已有一定的知识储备，阅历和认知水平。学生七年级下册就学过一般将来时,并掌握如何使用一般将来时来描述日常活动,而且掌握了一些日常活动的短语,有利于他们学习一般将来时的新句型。教学理论：采用任务型教学模式，以一个话题为线索相对独立而不孤立。二.教学目标分析知识目标：学习新的单词和语法，学会如何做出预测，使用未来的时态，及运用句型willpeople…？Willtherebe…？Doyouthinktherewill…？能力目标：学会运用的将来时态进行对话和问答及做出预测，使用more,less,fewer等词进行交流。我这样做主要是想让学生做课堂的主人，同时培养他们掌握一些行之有效的学习方法,优化学习效果。情感目标：使学生关注国际高科技的发展；能够看到事物的两面性，全面看待科技发展给我们带来的利弊，同时让学生学习上学会小组合作，爱上英语课堂活动,鼓励他们在课堂上进行合作交流。作为一名老师设法使学生掌握使用英语进行交流，学习积极参与班级活动，也是我的一个学习策略目标。三.教学重点难点重点：如何做出预测，使用未来的时态进行预测性的对话练习和相应句型的听力练习。难点：使用more,less,fewer等词进行交流和对某些单词、词组和长句理解及运用。四.教学方法1.认知法：在教学过程中重视学生新句型的理解和语言能力的培养2.任务型教学法：我会给学生几项任务，让学生使用过去进行时来完成这些任务，使他们在任务中学习英语。3.讨论法：学生可以通过俩俩对话或小组对话来掌握一般将来时的新句型4.采用直观法.：我将导入播放机器人的视频，引起学生共鸣，激发学生学习兴趣。在整个教学过程中我使用的教学用具是多媒体、黑板。五.学法1.引导学习：由我引导学生学习新的单词，语法和课文，不同的要求下完成对话和听力，并对学生反馈的问题精讲。2.自主学习：要求学生运用自主学习法从整体上把握课文，同时鼓励那些怕开口的同学，都参与到课堂的中，完成一些基础的学习任务，培养他们学习英语的信心。3.合作学习：积极参与活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。六.教学过程导入新课：运用多媒体课件，播放有关机器人的视频和图片，引起学生共鸣，激发学生学习兴趣，边看边展示与课文相关的新单词“robot，won’t，they’ll=theywill，More，less，fewer”和句型willpeople….?步骤1--复习给学生简单复习一般将来时的基本句型，抽学生对自己这个周末将想要做的事做一个表述，充分复习和巩固已学知识。步骤2引入给学生介绍机器人，显示一些机器人的画面在屏幕上，并进行一些有关机器人的问答，激发学生学习兴趣。拓展练习：让学生运用课文的重要句型will….？进行预测性的对话练习和相应句型的听力练习。步骤1教授新课:通过屏幕的展示和课本的结合运用教授新的词汇和句型。步骤2拓展练习：通过布置任务的方式让学生运用课文的重要句型will….？进行预测性的对话练习和相应句型的听力练习，达到每个学生充分参与和加深记忆的效果。步骤3--总结：在学生经过几个任务操练后,帮助他们利用板书总结今天所学重要词汇和句型。七.作业1.复习并记忆本课所学单词，句型，语法结构。2.重复进行对话口语练习。3.预习下次课将要学习的词汇及课文内容。Boardwritingdesign:Willpeoplehaverobots？Vocabularywillpeoplehaverobots?RobotsDoyouthinktherewillonlybeacountry?LessWilltherebelesspollution?FewerWilltherebefewertrees?MoreWilltherebemorerobots?Unit1Willpeoplehaverobots?说课稿二尊敬的各位评委、老师：大家好。我是来自我是来自江西师范大学的陈**，今天我说课的题目是新目标英语八年级下册Unit1Willpeoplehaverobots?下面我将从背景说明、框架设计、评价设计三方面进行说课。一.背景说明[教材分析及处理]1.教学内容本单元围绕“对未来的预测进而提出自己的观点”这个话题展开教学。通过本单元的语言素材看图说话，句型操练；通过实际描述，表达，对话表演等语言功能操练，使学生描述人们对未来的预测和憧憬，达到英语交际的目的。2【教学目标】①知识与技能掌握“预测未来”的表达掌握“更多”“更少”的表达比较英语动词一般过去时，一般现在时，一般将来时的用法。②过程与方法采用“任务型”教学模式，首先把本单元的学习任务布置给学生，让学生名确教学内容。然后帮助学生在形成主动的学习状态，产生学习欲望与动力。同时根据不同阶段不同的学习任务，教师提供完成该项学习任务所需要的语言，再通过听力训练和句型操练，让学生掌握基本句型。本单元第二课时主要以听力为主，第三课时集中词汇的教学，第四课时为单元复习课。课时安排第一课时：SectionA1a-1c第二课时:SectionA2a-4b第三课时：SectionB1a-4第四课时:Selfcheck③情感态度与价值观通过对未来的描述，调动学生的积极性，发挥学生的想象力。在对未来的憧憬中了解到更多的有关天文，地理，科学技术，文学艺术，体育等方面的知道，开阔学生的视野。二【教学重点、难点】根据英语新课程标准、本单元的特点及学生的现状，我将本单元的重难点确立如下①

一般将来时概念：一般将来时表示将要发生的动作或情况；结构：一般将来时由助动词shall或will加动词原形构成，shall用于第一人称，will用于第二第三人称。这个时态的肯定，否定和疑问结构可表示如下：肯定句：I（we）shall（will）go。

You（He，she，they）willgo。否定句：I（we）shall（will）notgo。

You（He，she，they）willnotgo。疑问句：ShallI（we）go？

Will

you（He，she，they）go？②

more、（many和much的比较级）less、（little的比较级）fewer（few的比较级）③

many和few后可以接可数名词复数，much和little后面接不可数名词。难点：①Therewillbe···与···willhave的区别Therewillbe···是指某地将举行或将有```e.g.Therewilbeasportsmeetingonourschoolplaygroundtomorrow。···willhave是指某人或某物拥有···

e.g.Wewillhaveasportsmeetingonourschoolplaygroundtomorrow。②willnot的缩略形式won’t③Iwill=I’ll三．评价设计【评价目的】一方面，对教师而言,对学生的学业进行测试与评估，可以获取反馈信息，即检查自己教学方法是否适合学生，以便及时地总结经验，作适当调整，它既能改进教学工作，又能促进教师不断提高教学水平；另一方面，对学生而言，可以提高学习热情，认清自己的不足，改进学习方法。【评价方法】教师评价、小组评价、学生自评和学生互评。【评价工具】激励性语言、表格、听力材料、终结性评价试题【评价结果呈现方式】1.统计每人得粘贴数，各组得小红旗数；2.每节课后的自评表和他评表；

3.每单元后的形成性评价表格；4.每单元后的终结性评价试题。5.

学生成长档案袋。【教学过程实录】略〖总结反思〗本课的设计使学生学会了如何对未来预测，达到了本课的教学目标，但我个人认为还有几处地方值得商榷，如：(1).在讲解句型时，多媒体展示多种图片，在给学生带来直观性的同时，是否存在着只给学生带来了视觉上的冲击，也就是说学生的注意力只放在了图片上，个别学生是否存在看热闹的现象。(2).本节课任务多，目标语言较少，而学生的词汇量又有限，所以任务能否像预想的完美的完成呢。(3).评价的表格太多，课堂时间有限，评价的效果是否明显。

以上是我的说课内容，不足之处请各位评委多提宝贵意见，谢谢。Unit1Willpeoplehaverobots?说课稿三Teachinggoals:

1.Words&phrases:robot,paper,less,fewer,simple,unpleasant,factory,seem,etc.

2.will构成的一般将来时态的陈述句、否定句、疑问句及回答.

3.Therebe句型的一般将来时.4.more,less,fewer的用法.5.学习一般将来时态的相关知识，学会对未来进行预测.

6.对fiveyearsago,today,infiveyears简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.

7.通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.

Importantanddifficultpoints:

1.will构成一般将来时态的句式。

2.Therebe句型的一般将来时态。3.more,fewer,less的用法。4.Howtomakepredictions.

Period1

Teachingprocedures:

Step1Leadingin

1.Greetings:Welcometoschool.

What’sthedatetoday?Who’sondutytoday?

Doyouenjoyyourwinterholiday?

Doyoufinishyourhomework?

Doyouwanttoliveonthemoon?

Canyouguesswhatwillhappenintenyears?

CollecttheSs’answersandsaysomethingabouttheirpredictions.

Step2Pre-taskSBPage2,1a.

1.Lookatthepicture:Howwilltheworldbedifferentinthefuture,100yearsfromnow?We’regoingtotalkaboutsthin100years.

2.Readeachpredictionstotheclass.Explainthenewvocabulary.

3.Readtheinstructions.MakesureSsknowwhattheyshoulddo.

4.Doitbythemselves.5.Talkabouttheanswerswiththeclass.

Explain:一般将来时态

构成:will/begoingto+动词原形

Step3While-task

SBPage2,1b.

1.Practisereadingthesixpredictions.

2.ReadtheinstructionstoSs.Circlethethingsyouhearontherecording.

3.Playthetapetwice.4.Playthetapeathirdtime.Atthesametime,checktheanswers.

SBPage2,1c.

1.Payattentiontothedialogues.2.Readthedialoguesfluently.

3.Pairwork.Workinpairstomakepredictionsaccordingtothesample.

4.Askseveralpairstosharetheirconversationstotheclass.

SBPage3,2a&2b.

1.Readthepredictions.2.Readtheinstructionsandpointoutthesampleanswer.

3.Playthetapetwice.Sscirclethewordtheyhearineachsentences:more,less,fewer.

4.Checktheanswers.

学生探究:less,fewer的区别。

Step4Post-task

1.Pointtotheexampleinthesampledialogue.Practicereading.

2.Lookatactivity2b.Groupwork:Taketurnstomakeconversationsaboutthepredictions.

GrammarFocus:

1.Reviewthegrammarbox.Sssaythestatementsandresponses.

2.Makesummariesabout“will”,“fewer”and“less”.

Homework:

1.Makepredictionsaboutyourselfin10years.Writedown5sentences.2.Gooverthenewwords.

教学后记:

Period2

Teachingprocedures:

Step1Leadingin

1.Greetingsandfreetalk.

2.Checktheirhomework:AsktwoorthreeSstospeakoutwhattheywrotedown.(教师作出适当的评价)

Step2Pre-task

1.Gooverwhatwelearntyesterday.

2.通过三种时

间的对比简略复习一般过去时与一般现在时。

Step3While-taskSBPage4,3a.

1.Pointtothethreepictureandsay:ThisisSally.ThefirstpictureisSallyfiveyearsago,thesecondoneisSallynow,andthethirdoneisSallyfiveyearsinthefuture.

2.Readtheinstructions.3.Completefillingintheblanksindividually.

4.Checktheanswers.5.Practisereading.ThenasksomeSsreadthemout.

SBPage4,3b.

1.Lookatactivity3a.MakepredictionsaboutSally.

2.Pointtotheexampleinthesampledialogue.AsktwoSstoreadthedialoguetotheclass.

3.Practisereading.4.Pairwork.MaketheirpredictionsaboutSally.

Step4Post-task

1.Writeaboutyourself.

WiththehelpofthesampleofSally.Wecanwritesthaboutourselvesfiveyearsago,todayandinfiveyears.

2.Completetheworkindividually.3.Reviewthetask.AskafewmoreSsforanswers.

Homework:Drawapictureofthecityin20years.Describeittotheclass.

教学后记:

Period3

Teachingprocedures:

Step1Leadingin

1.Greetings.2.Sayyourselves:fiveyearsago,todayandinfiveyears.3.Checkthehomework.

Step2Pre-taskSBPage5,1a.

1.Lookattheformandreadtheheadingstotheclass.MakesuretheSsknowwhattheymean.

2.Readthelistofsevenwords.Explainthenewwords.3.Writeeachwordinthecorrectcolumn.Checktheanswers.

SBPage5,1b.

1.Readthewordsalreadywrittenonthechart.

2.Groupwork:Thinkaboutwhatwelearnedbefore.Writesomewordsinthechartabove.Dividetheclassintogroupsoffour,letthemhaveacompetition.

Step3While-taskSBPage5,2a.

1.Lookatthepicturescarefully.Canyouguesswhatwe’lllisten?Talkaboutthem.

2.Readtheinstructions.We’lllistento3conversations.Numberthepictures1-3.

3.Playthetapetwice.Checktheanswers.

SBPage5,2b.

Thisactivityiseasy,Ithink.ForweknowtheconversationsaretalkingaboutAlexis10yearsago,todayandin10years.1.Readtheinstructions.2.Payattentiontothesentencesandtheverbsinthebox.

3.Playthetapeandcorrecttheanswers.

Step4Post-task

1.Readtheinstructions.2.Pairwork.OneisAlexis,oneisJoe.3.Pointouttheexampleinthesampledialogue.ReadittotheSs.

4.TalkaboutJoe’slifenow,tenyearsagoandintenyears.5.AsksomepairsofSstosaytheirdialogues.

Homework:

1.Gooverthewords.2.写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。

教学后记:

Period4

Teachingprocedures:

Step1Leadingin

1. Greetings.2.AsktwoSstosaysthaboutJoe.3.Checktheirhomework.

Step2While-taskSBPage6,3a.

1.Readtheinstructions.2.GiveSs3minutestoreadthepassage,tickoutthenewwords.

3.Explainthenewwordsandpracticereading.4.Pointoutthechart.Readthecolumnheadingstotheclass.

5.Readthepassageagain.Writewordsfromheranswersinthecorrectcolumnsbelow.6.Checktheanswers.

7.Practisereading.SBPage6,3b.Playingagame:Whowriteit?

1.Sswriteabouttheirlifeintenyearsonapieceofpaperbutdon’twritenamesonthepaper.

2.PutalltheSs’paperstogether.3.Taketurnsreadingthepaper.TheotherSsguesswhowroteit.

Step3Post-taskSBPage6,Part4.

1.Readthequestionsbelow.2.AsktwoSstoreadthedialogue.3.Answerthequestions.

4.Pairwork.Getyourpartner’sanswers.5.ShareafewSs’conversations.

Homework:1.Finishselfcheckastheirhomework.2.Gooverthewordsinthisunit.

教学后记:

Period5

Teachingcontents:Reading:Doyouthinkyouwillhaveyourownrobot?

Teachingprocedures:

Step1Leadingin1.Greetingsandfreetalk.

2.Ifpossible,drawarobotontheBborputupapictureofarobot.Tell:Whatdoesitlooklike?Whatcanitdo?

3.Tellyourpartnerwhatyouknowaboutrobots.

Step2Pre-taskSBPage8,1b.1.Readthetitleofthepassage.

2.Lookatthepicturetogether.AskafewSstodescribeWhattheysee.

3.Readthewordsandphrasesinthebox.Practicereadingthewords.4.Circlethewordsyouthinkyouwillreadinthepassage.

Step3While-taskSBPage8.

1.FirstletSsscanthepassageforthemainidea.

2.Explainsomething.helpsbwithsth/dosthdothesameas…makesbdosthIttakes/took/willtake…

3.Askafewcomprehensionquestionsaroundtheclass.4.ReadthepassagebytheSs.

Step4Post-task

1.Gothroughthereadingagain.Howmanywordsin1bdidyoucorrectlypredict?

2.GooverthestructuresinSBPage9,3b.Maketheirownsentences.

Homework:1.TomakesuretheSsunderstandthepassage.andIwanttoknowwhetherthey’recarefulintheclass,letSstranslatethepassageintoChinese.2.Gooverthisunit.3.Maketheirownsentences.

4.Whatwaysdoyouthinkarobotwillhelpyouandyourfamilyinthefuture.Writeyourideas.Unit1Willpeoplehaverobots?阅读理解说课稿尊敬的老师，大家好。我说的课是《新目标英语》八年级下册第一单元阅读理解部分。题目为Doyouthinkyo