《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.
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