第第頁人教版（2024）八年級(jí)上冊(cè)英語Unit7WhenTomorrowComes教案單元教材分析UnitThemeAnalysis(單元主題分析)Thisunitcentresaroundthethemeof“future”.Itencouragesstudentstomakepredictionsaboutthefuture,explorehowtechnologywilltransformourlives,andconsiderwaystoprepareforit.Throughvariousactivitieslikelistening,speaking,reading,andwriting,studentswillnotonlyenhancetheirlanguageskillsbutalsocultivateaforward-lookingmindsetandawarenessoftechnologicaldevelopment.Thethemeishighlyrelevanttostudents'dailylivesandfutureprospects,whichcanarousetheirstronginterestandmotivationinlearning.OverviewofUnitEmphasisandDifficulties（單元重難點(diǎn)一覽）KeyPoints1.Masterthesimplefuturetensetotalkaboutfutureeventsandpredictions.2．Learnvocabularyrelatedtofuturelife,technology,andproblem-solving.3．Improvelistening,speaking,reading,andwritingskillsthroughactivitiesaboutfuturepredictions.4．Cultivatestudents'abilitytothinkcriticallyandcreativelyaboutthefuture.KeyDifficulties1.Usethesimplefuturetenseaccuratelyindifferentcontexts.2．Understandcomplextextsaboutfuturetechnologyandmakinginferences.3．Organisethoughtsandexpressuniqueandreasonablefuturepredictionsinspeakingandwriting.單元學(xué)情分析及教學(xué)建議LearningSituationAnalysis(學(xué)情分析)1．Studentsmayhavesomebasicunderstandingofthefuturefromdailylife,science-fictionmovies,orstories.TheyhavelearnedsomesimpletensesinEnglish,whichcanbeusedasafoundationforlearningthesimplefuturetense.However,theirknowledgeoffuture-relatedvocabularyandcomplexfuture-themedexpressionsmaybelimited.2．Thethemeofthefutureisgenerallyappealingtostudents,asitinvolvesimaginationandtechnologicaladvancements.Thiscanarousetheirinterestandmotivationinlearning.ButsomestudentsmayfinditchallengingtothinkcreativelyandexpresstheirideasaccuratelyinEnglish,whichmayaffecttheirenthusiasmiftheyencounterdifficultiesduringlearning.3．Somestudentsmaybeaccustomedtopassivelearning,relyingonteacherstoexplainknowledge.Theymaylacktheinitiativetoexploreandthinkindependently.Ingroupactivities,theremaybedifferencesinparticipationlevels,withsomestudentsbeingmoreactivewhileothersbeinglessinvolved.eq\o(\s\up7(),\s\do5(TeachingSuggestions(教學(xué)建議)))1．Utilizemultimediaresourcessuchasvideos,pictures,andshortscience-fictionclipstopresentfuture-relatedcontentvividly.Thiscanattractstudents'attentionandstimulatetheirinterestinlearning.2．Recognizethedifferencesamongstudents.Forstudentswithagoodfoundation,providemorechallengingtasks,suchasin-depthdiscussionsoncomplextextsaboutfuture-technologyorcreativewritingtaskswithhigherrequirements.Forstudentswhoarerelativelyweak,offermorebasicvocabularyandgrammartraining,andmorescaffoldedsupportintasks.3．Designmoregroup-workandindividual-explorationactivities.Also,encouragestudentstoaskquestionsandexploreknowledgeindependently,andgivepositivefeedbackwhentheyshowinitiative.4．Linkthelearningcontentwithstudents'real-lifeexperiences.Whenteachingfuture-relatedvocabularyorgrammar,askstudentstothinkabouthowthesewillbeappliedintheirownfuturelives.單元整體目標(biāo)LanguageProficiency(語言能力)1.Mastervocabularyrelatedtofuturelife,technology,andpersonaldevelopment,suchas“robot”，“AI”，“prediction”，“improvement”．2．Comprehendconversationsandtextsaboutfuturepredictionsthroughlisteningandreading,andextractkeyinformationaccurately.3．Usethesimplefuturetensecorrectlytotalkaboutfutureevents,intentions,andpredictionsinspeakingandwriting.4．Expressopinionsandmakediscussionsonfuture-orientedtopicsfluently,withappropriateintonationandstress.5．Writeparagraphsaboutfuturedreams,predictions,andself-improvementwithcorrectgrammarandlogicalorganization.CulturalAwareness(文化意識(shí))1.Understandtheglobaltrendoftechnologicaldevelopmentinthefutureanditsimpactondifferentcultures.2．Appreciatehowdifferentculturesmayenvisiontheworldandprepareforthefutureinuniqueways.ThinkingQuality(思維品質(zhì))1.Analyzeandevaluatevariousfuturepredictions,andexpresscriticalthinkinginalogicalmanner.2．Developcreativityinimagininganddepictingfuturescenarios,andmakereasonableinferencesaboutfuturechanges.3．Compareandcontrastdifferentviewsonthefuture,andorganizethoughtssystematically.LearningCapability(學(xué)習(xí)能力)1.StimulateinterestinlearningEnglishbyexploringthethemeofthefuture,whichiscloselyrelatedtoreal-lifeimagination.2.Learntogatherandsummarizeinformationaboutfuture-relatedtopicsfromvariousresources.3.Enhancelearningefficiencythroughextensivelistening,speaking,reading,andwritingpracticerelatedtofuture-themedmaterials.單元課時(shí)分配第一課時(shí)SectionA【(1a—1d)&Pronunciation1—2】第二課時(shí)SectionA(2a—2e)第三課時(shí)SectionA(GrammarFocus3a—3c)第四課時(shí)SectionB(1a—1e)第五課時(shí)SectionB(2a—3c)第六課時(shí)SectionB(Project&Reflecting)第一課時(shí)SectionA【(1a—1d)&Pronunciation1—2】TeachingProcedures(教學(xué)過程)Activity1Warmingup(感知與注意)T:Class,todaywe'regoingtostartanexcitingjourneyintothefuture.Lookatthisshortvideoclip.(Showavideoaboutafuturisticcitywithflyingcarsandadvancedbuildings.)So,whatdoyouseeinthevideo?Howdoyouimaginethefuture?Shareyourthoughtswithyourpartnerforaminute.Then,I'llinvitesomeofyoutosharewiththewholeclass.(Studentsdiscussandshareinitialideasaboutthefuture.)T:Thankyouforsharing!Itseemsthatmanyofyouareinterestedintechnologyandcitylifeinthefuture.Let'sexploremorepredictionstogether.設(shè)計(jì)意圖：使用視覺效果激發(fā)想象力，并與主題建立現(xiàn)實(shí)世界的聯(lián)系，鼓勵(lì)學(xué)生從一開始就積極參與。Activity2Presentation(獲取與梳理)T:Now,let'slookatthepredictionsin1a.Onthescreen,youcanseethesestatementsaboutwhatmighthappenin100years.(Studentstickthepredictions.)T:Okay,nowturntoyourpartnerandshareyourchoices.Explainwhyyouthinkthosepredictionswillorwon'tcometrue.設(shè)計(jì)意圖：培養(yǎng)學(xué)生的批判性思維和有理有據(jù)表達(dá)觀點(diǎn)的能力，同時(shí)復(fù)現(xiàn)目標(biāo)詞匯。Activity3Listening(獲取與梳理)T:Next,we'regoingtodosomelistening.For1b,beforeIplaytherecording,readthesummaryandtheblankscarefully.Trytopredictwhatkindofinformationyouneedtofillin.Now,listencarefullyandfillintheblanks.(Studentslistenandfillintheblanks.)T:Stop.Checkyouranswerswithyourpartner.Then,I'llasksomeonetosharetheanswerswiththeclass.(Studentscheckanswers.)T:Now,for1c,I'llplayanotherrecording.Whilelistening,circleTfortrueorFforfalseforeachstatement.Remembertolistencarefullytothedetails.(StudentslistenandcircleTorF．)T:Okay,let'schecktheanswers.設(shè)計(jì)意圖：聽前預(yù)測(cè)任務(wù)有助于學(xué)生激活已有知識(shí)并集中注意力。填空練習(xí)和判斷正誤能訓(xùn)練他們從聽力中捕捉特定信息的能力。Activity4Languagepractice(想象與創(chuàng)造)T:Now,it'stimetopractisespeaking.Inpairs,usethequestionsin1dtotalkaboutthepredictionsin1a.Forexample,oneofyoucanask“Willwebeabletoliveonearthin100years？”andtheothercananswer.Youcanuseyourownideasandtheoneswe'vediscussed.I'llgiveyousomesentencestarterslike“Yes,Ithinkso.Because…”or“No,Idon'tthinkso.Ibelieve…”．(Studentspractiseinpairs.)設(shè)計(jì)意圖：這項(xiàng)活動(dòng)為學(xué)生提供了在實(shí)際情境中運(yùn)用所學(xué)語法的機(jī)會(huì)。給出的句子開頭有助于降低口語表達(dá)的難度。Activity5Pronunciation(歸納與應(yīng)用)T:Let'smoveontopronunciation.Lookatthelettercombinationsandwordsonthescreen.ListencarefullyasIreadthemfirst.Then,repeatafterme.Forexample,/n/—news,mind,know.Now,yourepeat.(Theteacherreads,studentsrepeat.Then,theteacherexplainsthepronunciationrulesifnecessary.)T:Now,Iwantyoutoaddonemorewordtoeachgroup.Discusswithyourpartnerandthenpractisereadingthenewwordstogether.(Studentsaddwordsandpractiseinpairs.Theteachercheckstheirpronunciation.)T:Next,forPronunciation2,listentotheaudioandmatchtheemotionswiththesentences.Trytofeelthetoneofeachsentence.(PlaytheaudioforPronunciation2.Studentslistencarefullyandmatchtheemotions.)T:Checkyouranswerswithyourpartner.Then,let'scheckasaclass.設(shè)計(jì)意圖：通過模仿、自主添加單詞以及匹配情感，學(xué)生能夠逐漸掌握特定字母組合的發(fā)音。Activity6Homework(課后作業(yè))Writedownthreemorepredictionsaboutthefutureandgivereasons.Sharethemwithyourpartnerinthenextclass.BlackboardDesign(板書設(shè)計(jì))第一課時(shí)SectionA【(1a—1d)&Pronunciation1—2】Keywords：worse,takeover,ticket,positive…Keysentencepatterns：—Willwebeabletoliveonearthin100years?—Yes,wewill.Ibelieve…—Willmanypeopleliveinouterspace？—Well,Idon'tthink…Pronunciation:/n/,//,/k/,/ɡ/，/t?/，/d?/，/f/，/r/TeachingReflection(教學(xué)反思)Duringtheteachingprocess,studentswereactivelyinvolvedindiscussionsandlisteningtasks.However,somestudentsstillhaddifficultiesinclearlyexpressingtheirpersonalpredictionsin1d.Infutureteaching,moretimecanbeallocatedtooralexpressiontraining,andmorescaffoldingcanbeprovidedtohelpstudentsorganizetheirthoughts.第二課時(shí)SectionA(2a—2e)TeachingProcedures(教學(xué)過程)Activity1Warmingupandrevision(感知與注意)T:Class,inthelastlesson,wetalkedaboutsomepredictionsforthefuture.Now,whocanquicklyshareoneofyourpredictions?(Studentssharetheirpredictionsfromthepreviouslesson.)T:Great!Today,we'llcontinueexploringwhatthefuturemightbelikethroughanewconversation.設(shè)計(jì)意圖：復(fù)習(xí)先前知識(shí)，以便順利過渡到新課，并激發(fā)學(xué)生對(duì)未來相關(guān)話題的興趣。Activity2Listening(獲取與梳理)T:Now,listentotheconversationcarefullyandfillintheblanks.(Studentslistenandfillintheblanks.)T:Checkyouranswerswithyourpartner.Then,I'llasksomeonetosharetheanswerswiththeclass.Also,let'slearnsomenewphrasesfromtheconversation.Forexample,“transportsystem”referstoallthewaysoftransportingpeopleandgoods,likeroads,railways,etc.設(shè)計(jì)意圖：訓(xùn)練學(xué)生的聽力技能，并幫助他們通過語境理解和學(xué)習(xí)新詞匯。Activity3Reading(概括與整合)T:Readtheconversationin2asilently.Whilereading,payattentiontodifferentaspectsoffuturelife,suchaspeopleincities,thetransportsystem,education,healthcare,andthelengthoflife.(Studentsreadtheconversationsilently.)T:Now,completethetablein2b.Trytosummarizetheinformationabouteachaspectoffuturelife.(Studentscheckanswersandsharetheircompletedtables.)T:Readtheconversationagainandanswerthequestionsin2c.Trytofindevidencefromtheconversationtosupportyouranswers.設(shè)計(jì)意圖：通過要求學(xué)生從文本中提取和總結(jié)信息來提高他們的閱讀理解能力，并通過討論和答案核對(duì)促進(jìn)peer-to-peer(同伴間的)學(xué)習(xí)。Activity4Languagepractice(內(nèi)化與運(yùn)用)T:First,let'slistentotheconversationin2dagain.Payattentiontotheintonationandpronunciationofthespeakers.Trytoimitatetheirtonesandexpressions.T:Now,divideintopairsandrole-playtheconversation.設(shè)計(jì)意圖：通過角色扮演提升學(xué)生的口語交際能力和語感，并通過模仿說話者的語調(diào)和表情幫助他們更好地理解對(duì)話內(nèi)容。Activity5Pairwork(想象與創(chuàng)造)T:Lookatthetablein2e.We'lltalkaboutdifferenttopicslikehome,population,transport,job,andfreetime.Thinkaboutyourpredictionsforeachtopic.Then,workwithyourpartner.Fillinthetablewithyourpredictions.Then,usethesentencepatternsbelowthetabletocreateaconversationaboutyourfuturepredictions.(Studentsworkinpairs,fillinthetable,andcreateconversations.)T:Time'sup.Let'sinvitesomepairstosharetheirconversationswiththeclass.Therestoftheclass,pleaselistencarefullyandseeifyouhavesimilarordifferentideas.設(shè)計(jì)意圖：通過讓學(xué)生根據(jù)未來預(yù)測(cè)創(chuàng)編對(duì)話，培養(yǎng)他們的創(chuàng)造力和口語交際能力，并鼓勵(lì)學(xué)生表達(dá)獨(dú)特觀點(diǎn)和交換想法。Activity6Homework(課后作業(yè))Writeashortpassageaboutyourpredictionsforfutureeducation.Youcanincludewhatyouthinkschoolswillbelike,howstudentswillstudy,etc.Trytousethenewphrasesandsentencepatternswe'velearnedtoday.BlackboardDesign(板書設(shè)計(jì))第二課時(shí)SectionA(2a—2e)Keywords:traffic,accident,technology,transport,efficient…Keysentencepatterns：Willtherebemore/less/fewer…inthefuture？Ithinktherewillbe…Idon'tthinktherewillbe…TeachingReflection(教學(xué)反思)Duringtheteachingprocess,studentswereactivelyinvolvedinvariousactivities.Whencreatingconversationsin2e,somepairs'conversationslackedlogicalcoherence.Teacherscanoffermoreguidanceonhowtostructureconversationsandensurethesmoothflowofideasinfutureclasses.Overall,throughthisclass,studentshavefurtherimprovedtheirunderstandingoffuture-relatedtopicsandlanguageskills,butthereisstillroomforimprovement.第三課時(shí)SectionA(GrammarFocus3a—3c)TeachingProcedures(教學(xué)過程)Activity1Presentationandcomprehension(獲取與梳理)T:Class,let'sstartbylookingatthesentencesin3a.Pleasereadthesesentencesaloudtogether.Paycloseattentiontothewordsinbold.(Studentsreadthesentencesaloud.)T:Now,let'slookatthesentencesin3aagain.I'llaskyoutoanalyzeeachsentence.Forexample,inthesentence“Whatwillthefuturebelike？”，weuse“will”becausewearemakingageneralpredictionaboutthefuture.Now,Iwantyoutoworkinpairsandanalyzetheothersentencesin3a.Thinkaboutwhy“will”or“begoingto”isused.(Studentsworkinpairstoanalyzethesentences.)T:Okay,let'scheck.(Studentssharetheiranalysis.)T:Great!You'vepointedoutthathere“will”isusedtomakepredictions.Now,let'stalkaboutthedifferencesbetween“will”and“begoingto”.“Will”isoftenusedforspontaneousdecisionsorgeneralpredictions,while“begoingto”isusedforpre-plannedactions.Forexample,“I'llhelpyouwithyourhomework”(aspontaneousdecision)and“I'mgoingtovisitmygrandparentsthisweekend”(apre-plannedaction).Doyouunderstand?(Studentsrespond.)T:Now,I'llgiveyousomemoreexamplesontheblackboard.Pleasetellmewhethertouse“will”or“begoingto”．設(shè)計(jì)意圖：通過句子分析練習(xí)，學(xué)生能夠進(jìn)一步理解一般將來時(shí)的用法，尤其是“will”和“begoingto”之間的區(qū)別，并提高他們分析和運(yùn)用語法知識(shí)的能力。Activity2Practice(內(nèi)化與運(yùn)用)T:Let'smoveonto3b.Inthisexercise,youneedtocompletetheconversationswiththecorrectformsoftheverbsinthebox.First,readtheconversationscarefullyandthinkaboutthecontext.Thencompletetheexercisesonyourown.Afteryou'redone,checkyouranswerswithyourpartner.設(shè)計(jì)意圖：通過實(shí)際練習(xí)，學(xué)生能夠?qū)⒁话銓頃r(shí)的知識(shí)內(nèi)化為己用，并提高在不同語境中正確運(yùn)用該時(shí)態(tài)的能力。Activity3Writing(想象與創(chuàng)造)T:Now,it'stimefor3c.First,writesomepredictionsaboutyourpartner'slifein20years.Forexample,“You'resofriendlyandnice.Ithinkyouwillbeagoodteacher.”Then,makeupaconversationwithyourpartnerbasedonthesepredictions.(Studentswritepredictionsandcreateconversationsinpairs.)T:Afteryou'redone,I'dlikesomepairstocometothefrontandshareyourconversationswiththeclass.(Pairsofstudentscometothefrontandsharetheirconversations.)T:Great!Yourconversationsareverycreative.Now,let'sreviewwhatwe'velearnedtoday.We'vestudiedthesimplefuturetense,includingitsstructures“will＋動(dòng)詞原形”and“begoingto＋動(dòng)詞原形”，andthedifferencesintheirusage.設(shè)計(jì)意圖：通過創(chuàng)造性寫作和分享，進(jìn)一步鞏固學(xué)生對(duì)一般將來時(shí)的知識(shí)，并培養(yǎng)他們用書面和口頭表達(dá)與未來相關(guān)想法的能力。Activity4Homework(課后作業(yè))Writeashortpassageaboutyourownfutureplans.Useatleastfivesentenceswiththesimplefuturetense.BlackboardDesign(板書設(shè)計(jì))第三課時(shí)SectionA(GrammarFocus3a—3c)Simplefuturetensestructures：“will＋動(dòng)詞原形”“begoingto＋動(dòng)詞原形”Examples：Iwillgototheparktomorrow.Heisgoingtobuyanewbook.Differencesinusage：“will”forspontaneousdecisions/generalpredictions“begoingto”forpre-plannedactionsTeachingReflection(教學(xué)反思)Throughthisclass,moststudentshaveinitiallygraspedthebasicstructuresandsomeusagerulesofthesimplefuturetense,achievingtheexpectedteachingobjectivestoacertainextent.Infutureteaching,morereal-lifeexamplesandcontext-basedexercisesshouldbeprovidedtohelpstudentsbettermastertheusageofthesimplefuturetense.第四課時(shí)SectionB(1a—1e)TeachingProcedures(教學(xué)過程)Activity1Warmingup(感知與注意)T:Class,let'sstartbythinkingaboutthefuture.I'llwritesomekeywordsontheblackboard:“robots”，“jobs”，“technology”.Now,Iwantyoutotakeoneminutetothinkindividuallyabouthowthesethingsmightberelatedinthefuture.Then,turntoyourpartnerandshareyourthoughtsforanotherminute.(Theteacherwritesthekeywordsontheblackboard.Studentsthinkindividuallyandthendiscusswithpartners.)設(shè)計(jì)意圖：激活學(xué)生已有的知識(shí)，讓他們思考未來職業(yè)和技術(shù)的話題。Activity2Reading(獲取與梳理)T:Now,lookatthetitleoftheinterview“ReadyforTomorrow？”in1b.Basedonourwarming-updiscussion,whatdoyouthinkthisinterviewmightbeabout?Discusswithyourpartnerforaminuteandthenshareyourideaswiththeclass.(Studentsdiscussandsharetheirpredictions.)T:Goodguesses!Now,readtheinterviewtoseeifyourpredictionswerecorrect.Whilereading,trytofigureoutthemainpointsDrLuXingyuanismakingaboutthefuture.設(shè)計(jì)意圖：鼓勵(lì)學(xué)生在閱讀前進(jìn)行預(yù)測(cè)，通過閱讀驗(yàn)證預(yù)測(cè)可提高學(xué)生的閱讀理解能力。Activity3Practice(概括與整合)T:Lookatthetablein1c.Usingtheinformationfromtheinterview,fillinthetable.Youneedtofinddetailsabouttheguest'sname,job,andhispredictionsaboutrobots,futurejobs,AI,aswellastheadvicehegives.(Studentscompletethetable.Theteacherofferssupportifneeded.)T:Onceyou'redone,checkyouranswerswithyourpartner.Then,we'llhavesomestudentssharetheirfilled-intables.T:Readtheinterviewagain,butthistimemorecarefully.Asyouread,tickthestatementsin1dthatyoucaninferfromtheinterview.Remember,aninferredstatementisnotdirectlysaidbutcanbeunderstoodfromtheinformationgiven.(Studentsreadandtickthestatements.)T:Now,turntoyourpartneranddiscussyourchoices.Explainwhyyouthinkeachstatementcanorcan'tbeinferred.(Studentssharetheiranswers.)設(shè)計(jì)意圖：訓(xùn)練學(xué)生從文本中推斷信息的能力，完成表格有助于學(xué)生從訪談中組織和提取關(guān)鍵信息，增強(qiáng)整體閱讀理解能力。Activity4Groupwork(想象與創(chuàng)造)T:Now,we'llworkingroupsoffourtodiscussthequestionsin1e.(Studentsformgroupsandstartdiscussing.)T:Let'sstartwiththefirstquestion.Thetwogroupswithopposingviews,cometothefront.Eachgroupwillhave1minutetopresentyourmainarguments,andthentherewillbe2minutesforaback-and-forthdiscussionbetweenthetwogroups.(Groupspresentanddebate.)設(shè)計(jì)意圖：最初的小組討論使學(xué)生能夠分享想法并整理思路。過渡到小型辯論則增加了挑戰(zhàn)和興奮感，鼓勵(lì)學(xué)生更具批判性地思考，清晰地表達(dá)自己的論點(diǎn)，并回應(yīng)相反的觀點(diǎn)。這有助于提升他們的口語表達(dá)能力和批判性思維能力。Activity5Homework(課后作業(yè))Writeashortessaysummarizingyourstanceononeofthedebatedquestionsfrom1e.Explainyourreasoningusingtheknowledgeandideaswe'veexploredinclass.Trytousethenewvocabularyappropriatelyandpresentawell-organizedargument.BlackboardDesign(板書設(shè)計(jì))第四課時(shí)SectionB(1a—1e)Debate:Willrobotsreplacehumans？For：Efficiencyinrepetitivetasks;AIadvancements.Against：Needforhumancreativity/emotionalintelligence.Usefulsentencepatterns：Inmyopinion,robotswill…Ibelievehumansneedto…because…AlthoughAIispowerful,itcannot…TeachingReflection(教學(xué)反思)Duringtheclass,studentswerehighlyengagedinthevariousactivities.Theadditionofthemini-debateandindividualreflectionenhancedtheircriticalthinkingandcommunicationskills.However,somestudentsstillstruggledwithorganizingtheirargumentsduringthedebate.Infutureteaching,moreguidanceonargument-building,suchasusingevidenceandlogicalreasoning,canbeprovided.第五課時(shí)SectionB(2a—3c)TeachingProcedures(教學(xué)過程)Part1VocabularyinUseActivity1Warmingupandpresentation(感知與注意)T:Class,lookatthewordsin2a.We'regoingtofindtheiropposites.First,trytodoitonyourown.Ifyou'renotsure,youcanuseyourdictionary.(Studentsworkindividually.)T:Okay,let'schecktheanswers.Whowantstosharetheoppositeof“more”？(Studentsshareanswersonebyone,andtheteacherwritesthemontheblackboardandcorrectsanymistakes.)設(shè)計(jì)意圖：通過學(xué)習(xí)單詞的反義詞幫助學(xué)生擴(kuò)大詞匯量，并加強(qiáng)他們使用詞典的能力。Activity2Vocabularypractice(獲取與梳理)T:Now,lookatthewordsintheboxin2b.Readthesentencescarefullyandthinkaboutwhichwordfitsbestineachblank.(Studentscompletethesentencesindependently.)設(shè)計(jì)意圖：學(xué)生在語境中練習(xí)使用新單詞，這有助于他們更好地理解這些單詞的含義和用法。Activity3Vocabularypractice(歸納與應(yīng)用)T:Moveonto2c.Readthepassagecarefully.Trytofigureoutwhichwordshouldgoineachblankaccordingtothecontext.(Studentsfillintheblanks.)設(shè)計(jì)意圖：在更復(fù)雜的語境中進(jìn)一步加深學(xué)生對(duì)詞匯用法的理解，同時(shí)也幫助他們?cè)诜治龆涛囊赃x擇合適單詞的過程中提高閱讀理解能力。Part2ReadingforWritingActivity1Warmingup(感知與注意)T:Class,let'splayaquickgamecalled“FutureFlash”.I'llshowyousomepicturesrelatedtodifferentaspectsoflife,likeaschool,ahouse,aworkplace,etc.(Showpicturesonebyoneonthescreenoroncards)WhenIshowapicture,Iwantyoutoquicklycloseyoureyesandimaginewhatthataspectofyourlifemightbelikein20years.Then,openyoureyesandshareyourquickthoughtinclass.(Showpicturesandletstudentssharewithpartners.)設(shè)計(jì)意圖：激發(fā)學(xué)生對(duì)未來的想象和已有知識(shí)，并讓他們對(duì)“未來夢(mèng)想”這一主題產(chǎn)生參與感和興奮感，從而順利引入對(duì)曼迪未來夢(mèng)想短文的閱讀。Activity2Readingandcomprehension(概括與整合)T:Now,let'sreadaboutMandy'sdreamsforthefuturein3a.Readitsilentlyandtrytoanswerthisquestion:WhatdoesMandywanttobeinthefuture?Whilereading,youcanalsounderlinethekeysentences.(Studentsreadthepassagesilently.)設(shè)計(jì)意圖：訓(xùn)練學(xué)生從短文中提取關(guān)鍵信息的能力，并幫助他們理解與未來夢(mèng)想相關(guān)的內(nèi)容。Activity3Tablecompletion(內(nèi)化與運(yùn)用)T:Lookatthetablein3b.Basedontheinformationinthepassage,fillinthecolumnsforMandy.(StudentsfillintheblanksforMandy'spart.Then,theythinkaboutandfillintheirowninformation.)T:Let'sshare.WhowantstosharewhatyoufilledinforMandy's“Placetolive”？Andthenshareyourowns.設(shè)計(jì)意圖：完成表格有助于學(xué)生梳理短文中的信息，同時(shí)鼓勵(lì)他們思考自己的未來夢(mèng)想，為3c部分的寫作任務(wù)奠定基礎(chǔ)。Activity4Writing(想象與創(chuàng)造)T:Now,we'regoingtowriteashortpassageaboutourdreamsforthefuturein3c.First,lookatyournotesin3b.Thinkabouthowtostartyourpassage.Youcanstartwithaquestionlike“Whatwillmylifebelikein20years？”orastatementlike“In20years,Ienvisionalifefullofopportunities.”Then,describeyourfuturejob,whereyou'lllive,whatyou'lldoinyourfreetime,andhowyou'llmakeyourdreamscometrue.Trytousethevocabularywe'velearnedtoday.(Theteachergivessomeexamplesentencesandremindsstudentstopayattentiontogrammarandsentencestructure.)T:Startwriting.Takeyourtimeandorganizeyourthoughtsclearly.Ifyouhaveanyquestions,youcanaskmeoryourpartner.(Studentswrite.)T:Okay,time'sup.Whowantstoshareyourpassagewiththeclass?設(shè)計(jì)意圖：這項(xiàng)寫作練習(xí)讓學(xué)生運(yùn)用所學(xué)的詞匯和想法，提升寫作技能，并與全班分享他們的未來夢(mèng)想。Activity5Homework(課后作業(yè))Reviseyourpassagein3c.Checkforgrammarandspellingmistakes.Then,exchangeyourpassagewithaclassmateandgiveeachotherfeedback.BlackboardDesign(板書設(shè)計(jì))第五課時(shí)SectionB(2a—3c)Usefulvocabularyforwriting：cometrue,goal,pursue,opportunity,plan…Examplesentencesforwriting：In20years,Ienvisionalifefullofopportunities.Thenext20yearswillbringgreatchangestomylife.Writingtips：Organizeyourpassagelogically.Usecorrectgrammarandrichvocabulary.Checkforspellingmistakes.TeachingReflection(教學(xué)反思)Duringthevocabularyexercises,somestudentsstillhaddifficultyinchoosingthemostappropriatewordin2band2c.Infutureteaching,morecontext-basedexamplesandpracticecanbeprovidedtohelpthembetterunderstandwordusage.Inthewritingpractice,afewstudentshadtroubleorganizingtheirthoughtsandexpressingthemclearly.Teacherscanoffermorestructuredwritingguidance,suchasprovidinganoutlinetemplate,infutureclassestohelpthesestudentsimprovetheirwritingskills.第六課時(shí)SectionB(Project&Reflecting)TeachingProcedures(教學(xué)過程)Activity1Warmingup(感知與注意)T:Class,throughoutthisunit