《Will people have robots》教学设计

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英语八年级（上）人教版Go for it
　　Unit7  Will people have robots ?  Section A（II）
　　教学设计
　　交大附中分校 王永洁
　　Analysis of the teaching material:
　　The topic of this unit is Will people have robots? This unit is designed to teach students how to make predictions by using the simple present tense. This lesson is not so closely related to students’ daily lives. But it encourages students to use their imagination. It’s quite easy to arouse students’ interests in communicating with each other by using the English learnt in this unit. In the process of learning, students are encouraged to express and share their own ideas on describing what they think will happen to the world, the life and the earth and so on. Students are expected to go on learning the key words and target language learnt in the first period of Section A of this unit.
　　Analysis of the students:
　　Students in Grade 8 are eager to get new information. They are interested in the prediction about the future. So they must be interested in the topic of this unit. Because they have learnt the first part of Section A, Unit 7. They are supposed to understand how to use the simple future tense with “will” and the structure of “there be” to make predictions. However it’s difficult for many students to understand the differences between “less” and “fewer”. The class aims to talt the future life by using “more” “less” and “fewer” correctly.
　　Teaching aims:
　　Knowledge Objectives: By the end of this class, Ss will be able to make predictions by using the words like “more”, “less” and “fewer” and the simple future tense with “will”.
　　Ability Objectives: By the end of this class, Ss learn to use the target language by listening and speaking and learn how to get information from a the recording.
　　（Learn some listening strategies）
　　Moral Objectives: By the end of this class, Ss learn to have imagination and learn to care our earth.
　　Type of lesson: A new lesson
　　Class period:  45minutes
　　Important points:  a) Ss learn to use “will” to talt the life in the future;
　　b) Ss learn to use “more”, “less” and “fewer”;
　　c) Students learn some listening strategies.
　　Difficult points: Use “there will be…” and “more”, “less” “fewer” correctly.
　　Teaching methods: Direct method, Task-based language teaching approach, Communicative method and real scene method.
　　Learning methods:
　　a) Ss are encouraged to speak freely.
　　b) Ss are guided to learn some listening strategies;
　　c)  Ss are leaded to use the target language correctly.
　　Resources of teaching: Teacher’s boodents’ book & chalk
　　Teaching Procedures:
　　Teaching Procedures What T does in class What Ss do in class
　　(T’s expectation) Purpose of the design
　　Step 1. Greetings
　　and revision:
　　Ask:  How’s your life now?
　　How will the world be different in 100 years from now?
　　1. Greet the Ss and ask
　　how’s their life now.
　　2. Ask them to give some predictions according to what they learnt in the last class.  . They answer T’s questions by using what they learnt in the last class. It’s designed to help Ss review the simple future tense and arouse their interests in what they are learning in this class.
　　Step 2. Listening:
　　1. Pre-listening
　　Let students describe  what they can see in the illustration.
　　2. While listening
　　1) Listen for the
　　first time to circle “more”, “less” or “fewer”. Check the answers by asking them to read the complete sentences.
　　2) Ask Ss to watch
　　the five sentences and pay attention to the structure of the five sentences and when we use “more”, “less” or “fewer” and help them to analyze them by themselves.
　　3) Lead Ss to read
　　the instructions of 2b and read the following 5  sentences. Then ask them to listen and check the things they hear by listening to it for the second time.
　　4) Talt the
　　answers with ss.
　　3. Post reading
　　Ask two students to read the conversation in 2c. Then ask them to work in pairs to talt the five predictions in the conversations.
　　The teacher shows them the illustration and let them describe what they can see in this illustration.
　　Asdents to listen to  the conversation
　　while fulfilling the task the teacher designs.
　　Lead students to learn to watch and analyze by themselves.
　　Asdents to listen to  the conversation
　　while fulfilling the task the teacher designs.
　　Check the answers.
　　Listen to them
　　carefully and give them some comments. Then walnd the classroom and give help if necessary.
　　They are able to tell what they see according to the illustration.
　　Most students are able to circle the exact words after the first listening.
　　They are also able to find out  the structure of the five sentences and when we use “more”, “less” or “fewer” and analysis them with the teacher’s help correctly.
　　Students do what the teacher guides them to do.
　　Check the answers and correct the answers.
　　They will read the conversation very well. And they will tell their opinions frankly.
　　Help Ss learn to predict the content of the listening with the aid of the illustration.
　　The tasks are designed to develop Ss' listening skills.
　　1) Predicting
　　what they will hear by watching the  illustration.
　　2) Underlining
　　the key words which can help them get the correct answers by listening.
　　Some tasks are designed to help Ss to understand  the grammar points well
　　and cultivate their ability of watching and analye asking Ss to watch the five sentences and pay attention to the structure of the five sentences and when we use “more”, “less” or “fewer” and help them to analyze them by themselves.
　　It’s designed to encourage students to use the target language in conversations.