Unit7WhenTomorrowes（GrammarFocus3a3c）Period3教學(xué)設(shè)計(jì)課題SectionAGrammarFocusPeriod3單元Unit7WhenTomorrowes課型GrammarFocus使用教材2025年秋人教版英語(yǔ)年級(jí)八年級(jí)上備課人復(fù)備人學(xué)習(xí)內(nèi)容分析本課圍繞“一般將來(lái)時(shí)（will）的規(guī)則與靈活運(yùn)用”展開(kāi)，通過(guò)GrammarFocus的例句解析與針對(duì)性練習(xí)，強(qiáng)化對(duì)該結(jié)構(gòu)在表達(dá)未來(lái)預(yù)測(cè)時(shí)的用法（含肯定句、否定句、一般疑問(wèn)句及特殊疑問(wèn)句形式）的理解與運(yùn)用。3a為語(yǔ)法聚焦，呈現(xiàn)一般將來(lái)時(shí)（will）的典型用法（如肯定句：Therewillbemorepeopleincities.；一般疑問(wèn)句：Willmostpeopleliveinouterspace?）；3b通過(guò)動(dòng)詞填空練習(xí)，鞏固一般將來(lái)時(shí)在具體語(yǔ)境中的正確形式（如將“Whodoyouthink______theprize?”補(bǔ)充為“willwin”）；3c為對(duì)話(huà)創(chuàng)編任務(wù)，結(jié)合未來(lái)生活場(chǎng)景訓(xùn)練一般將來(lái)時(shí)在連貫交流中的靈活使用，深化對(duì)其表達(dá)未來(lái)預(yù)測(cè)的邏輯掌握。學(xué)情分析學(xué)生已接觸過(guò)一般將來(lái)時(shí)（will），但對(duì)不同句式的構(gòu)成（如否定句“won't”、疑問(wèn)句“Will...?”）掌握不牢固，且在第三人稱(chēng)單數(shù)后誤用“will”的變化形式（如“hewills”）。在真實(shí)語(yǔ)境中，易混淆“will”與“begoingto”的用法，需通過(guò)情境練習(xí)強(qiáng)化規(guī)則應(yīng)用。學(xué)習(xí)目標(biāo)語(yǔ)言能力：能辨析并使用一般將來(lái)時(shí)（will）的不同句式（肯定句、否定句、一般疑問(wèn)句、特殊疑問(wèn)句）；掌握其基本結(jié)構(gòu)（主語(yǔ)+will+動(dòng)詞原形+其他.）及句式轉(zhuǎn)換規(guī)律；理解一般將來(lái)時(shí)在表達(dá)未來(lái)預(yù)測(cè)時(shí)的功能。學(xué)習(xí)能力：通過(guò)語(yǔ)法歸納與情境練習(xí)，提升自主總結(jié)語(yǔ)法規(guī)則的能力；在小組合作中共同解決一般將來(lái)時(shí)使用問(wèn)題，強(qiáng)化應(yīng)用能力。思維品質(zhì)：能分析語(yǔ)境（描述未來(lái)趨勢(shì)、詢(xún)問(wèn)他人預(yù)測(cè)）選擇合適的一般將來(lái)時(shí)句式，歸納其構(gòu)成規(guī)律，培養(yǎng)邏輯推理能力。文化意識(shí)：結(jié)合未來(lái)預(yù)測(cè)的場(chǎng)景表達(dá)，體會(huì)不同文化中對(duì)未來(lái)發(fā)展的關(guān)注，增強(qiáng)對(duì)科技與社會(huì)變化的思考意識(shí)。學(xué)習(xí)重點(diǎn)掌握一般將來(lái)時(shí)（will）的用法：例如，“Therewillbefewertrafficaccidents.”用于表達(dá)未來(lái)趨勢(shì)，“Willpeopleliveinouterspace?”用于詢(xún)問(wèn)未來(lái)可能性；2.不同句式轉(zhuǎn)換的正確運(yùn)用（如肯定句變否定句“will→won't”）。學(xué)習(xí)難點(diǎn)準(zhǔn)確運(yùn)用一般將來(lái)時(shí)的不同句式（如否定句“Peoplewon'tusecash.”、特殊疑問(wèn)句“Howlongwillpeoplelive?”）；區(qū)分“will”與“begoingto”的用法差異（“will”表預(yù)測(cè)，“begoingto”表計(jì)劃）；根據(jù)語(yǔ)境靈活使用一般將來(lái)時(shí)（如區(qū)分“Whatwillthefuturebelike?”與“Itwillbemoreconvenient.”）教學(xué)方法GrammartranslationMethod、TaskbasedLanguageTeaching（TBLT）、SituationalTeaching教學(xué)工具PPT（含一般將來(lái)時(shí)句型對(duì)比表）、sentencecards（句型例句卡）、worksheets（3a3c練習(xí)材料）、未來(lái)生活場(chǎng)景圖片（城市、交通、醫(yī)療等）教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)Step1Leadin1.Showpicturesoffuturelife（flyingcars,smartcities,AIrobots）andmakesentences:"Therewillbeflyingcars.Peoplewon'tusecash."Highlight"will"and"won't".2.Ask:"Whatdothesesentencestalkabout?Howdoweformquestionswith'will'?"Observethepictures,listentothesentences,andtrytodiscussthefunctionof"will"anditsquestionforms.Step2 GrammarFocus1.Presentthesentencesin3a,askstudentstoreadaloudandunderlinethe"will"parts,thenidentifysentencetypes（肯定句/否定句/疑問(wèn)句）。2.Guidestudentstosummarizerules：一般將來(lái)時(shí)（will）表示未來(lái)預(yù)測(cè)，基本結(jié)構(gòu)為“主語(yǔ)+will+動(dòng)詞原形”；否定句在will后加not（won't）；一般疑問(wèn)句將will提前至句首；特殊疑問(wèn)句由“特殊疑問(wèn)詞+will+主語(yǔ)+動(dòng)詞原形？”構(gòu)成。3.pare"will"and"begoingto"：通過(guò)例句對(duì)比（"Ithinkitwillrain."表預(yù)測(cè)；"I'mgoingtotakeanumbrella."表計(jì)劃），明確用法差異。1.Readandanalyzesentencesin3a,focusingonsentencestructuresand"will"forms.2.Discussinpairstosummarizeusagerules,noting"will"hasnopersonchanges.3.Takenotesonkeyrules（如否定句“won't”的縮寫(xiě)、疑問(wèn)句語(yǔ)序）。Step3 Practice3be.g.xplainthe3btask:"Fillintheblankswith'will'or'won't'andthegivenverbs"（e.g.,"Robots______(replace)teachersin50years."→won'treplace）。2.Checkanswersasaclass,andexplaindifficultitems（如結(jié)合語(yǔ)境判斷肯定/否定意義）。1.plete3bindividually,focusingonverbformsandcontextlogic.2.Checkanswersingroups,thenexplainreasonsforeachchoice.3.Correctmistakesbasedonteacher'sexplanationof"will"usageinpredictions.Step4 Practice3c1.Introducethe3ctask:"Createadialogueaboutfuturelifeusing'will'structure"，提供場(chǎng)景示例（談?wù)撐磥?lái)交通）。think...dehintsfordialogueelements（如詢(xún)問(wèn)預(yù)測(cè)、表達(dá)看法、補(bǔ)充理由），例如："A:Willcarsflyinthefuture?B:Yes,theywill.Ithink...".3.Guidestudentstopayattentiontosentencecoherence（如用"because"銜接預(yù)測(cè)與原因）。1.Createdialoguesinpairs,usingdifferent"will"句式.2.Performdialoguesinfrontoftheclass,focusingonpronunciationandintonation.3.Evaluatepeers'dialoguesbasedonaccuracyandlogic（是否符合未來(lái)場(chǎng)景）。Step5 Consolidation1.Organizea"PredictionGame":Showfuturescenarios（如“環(huán)境變化”e.g.用"will/won't"快速造句（e.g.,"Theenvironmentwillbebetter."）。e.g.skstudentstowrite5sentencesparing"will"and"begoingto"（e.g.,"Shewillwinthegame.Sheisgoingtopracticeeveryday."）。1.Playthegametopracticesentencemakingskills.2.Writeparisonsentencesindividually,thenexchangetocheckforerrors.Step6Summary&Practice1.Leadstudentstoreviewkeyrulesof"will"structure（句式構(gòu)成、與"begoingto"的區(qū)別）。2.Assignadditionalexercisesfromtheworkbook（focusingon3a3c）。1.Retelltheusagerulesof"will",emphasizingnopersonchangesandsentencepatterns.2.Finishworkbookexercisestoconsolidatelearning.家庭作業(yè)e.g.itethedialoguein3cwithadifferenttheme（e.g.,futureeducation,spacetravel）using"will"structure.（mustdo）Makealistof8sentencesaboutfuturechanges,usingboth"will"and"begoingto"toshowtheirdifferences.（mustdo）Interviewaclassmateabouthis/herpredictionsfortechnologyin10years,recordthekeyinformationusing"will"structure.（cando）板書(shū)設(shè)計(jì)Unit7WhenTomorrowes（SectionA3a3c）willStructure：肯定句：Peoplewilllivelonger.Therewillbemorerobots.否定句：Wewon'tusepapermoney.Hewon'tmovetoanothercountry.一般疑問(wèn)句及回答：will./Nooolsdisappear?Yes,they