Unit 7 When Tomorrow Comes【人教新版八上英语授课典案+备课素材】

Unit7WhenTomorrowComes【人教新版八上英语授课典案+备课素材】/让教学更有效___精品试卷|英语学科

SectionA

第一课时[(1a-1d)&Pronunciation]

StudyoftheText_______________

What:Thediscourserevolvesaroundpredictionsaboutthefuture.1alists6predictions,andasksstudentstotickwhattheyagreewith.1basksstudentstofillintheblanksafterlisteningtotheconversationaboutanewsci-fimovie.1cis“trueorfalse"listeningpracticeabouttwopeople’sviewsonthefuture.1disaconversationexercisebasedon1a.Thepronunciationsectionrequiresstudentstolistenandaddawordtoeachphoneticalphabet,involvingthepronunciationofdifferentlettersorlettercombinations.Thispartalsoneedsstudentstomatchtheemotionswiththerightsentencesbylistening.

Why:Throughthetopicoffuturepredictions,whichisclosetostudents’interests,students’willforthinkingandexpressingcanraise,andtheirlanguageabilitytousethesimplefuturetensecanenhance.Listeningexercisesimprovestudents’abilitytocapturekeyinformationandunderstandconversations,whiletheoralquizimprovesstudents’communicationskills.Thepronunciationsectionhelpsstudentsmasterthepronunciationrulesofcommonlettersandlettercombinations.ThematchingpracticealsohelpsstudentsimprovetheirperceptionofEnglishintonationandemotionalexpression,andlaythefoundationfororalcommunicationandlisteningcomprehension.

How:Thefirsthalfofthecontentisaseriesoflisteningandspeakingexercisesaboutfuturepredictions.Alotofsentencesinthesimplefuturetense,suchas“Wewon’tbeabletoliveonearth.”“Therewillbelessfood."areclosetoreallifeandeasyforstudentstounderstandandimitate.Theexercisesareinavarietyofforms,graduallyguidingstudentstoapplywhattheyhavelearned.Thepronunciationsectionfamiliarizesstudentswithpronunciation.Simplewordsandsentencesarechosenforstudentstolearnanduse.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.useEnglishtotalkaboutpredictionsaboutthefuture;

2.improvetheabilitytocapturekeyinformation;

3.askandanswerothers’ideasofthefuture;

4.maketheirpronunciationmoreappropriate.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.TouseEnglishtotalkaboutpredictionsaboutthefuture.Step1Lead-in1.Greetings.2.Discuss:Whatwilllifebelikein100yearsYoucanthinkaboutitfromthefollowingaspects:climate/technology/livingways/workingways/studyingwaysStep2PredictionWorkon1a.Whichofthepredictionsdoyouthinkwillcometruein100yearsTicktheonesthatyouagreewith.Observestudents’per-formanceinansweringquestionsandknowabouttheirrelevantknowledge.Observestudents’understandinganddiscussionandjudgehowwelltheyarepreparingforthelesson.

PurposeToencouragestudentstoexpresstheiropinionsinthesimplefuturetense.

2.Toimprovetheabilitytocapturekeyinformation.Step3Listening1.Workon1b.Listentothefirstconversationandcompletethesummary.◎Key:HuaxiaCinema;online;5:15p.m.;fiveo’clock2.Workon1c.ListentothesecondconversationandcircleTfortrueorFforfalse.◎Key:T;F;F;T;FObservewhetherstudentsareabletoanswerthequestionscorrectlytounderstandtheirunderstandingofthelisteningmaterialandtheirmasteryofthetargetlanguage.

PurposeToimprovestudents’abilitytocapturekeyinformationandunderstandconversations,sothatstudentscanmasterkeyvocabularyandgettoknowthetargetlanguage.

3.Toaskandanswerothers’ideasofthefuture.Step4Groupwork1.Doyourememberthepredictionsyoumakein1aWhatisyourdeskmate’sideaofitAskhim/her!Workinpairsandmaketheconversationandpresentittotheclass.Youcanusethefollowingpatterns:—Willwebeabletoliveonearthin100years—Yes,wewill.Ibelievepeoplewillmaketheearthabetterplace.—Willmanypeopleliveinouterspace—Well,Idon’tthink…2.Invitestudentstoshowtheconversationinclassandmakecommentsabouttheirlanguage,pronunciation,bodylanguageandcreativity.Listentostudents’expressiontoknowabouttheirmasteryoftoday’slesson.Helpstudentsthinkdeeplyaccordingtotheiranswersandunderstandthephilosophyoflife.

PurposeTodevelopstudents’oralcommunicationskillsandenhancetheirpracticaluseoflanguageunderthetheme.

4.Tomakestudents’pronunciationmoreappropriate.Step5Pronunciation1.Listenandrepeat.Addonemorewordtoeachgroup.2.Listenandmatchtheemotionswiththesentences.◎Key:excited;scared;worried;bored;tiredObserveifstudentscancomeupwithrelevantwordsandunderstandwhatthey’vealreadyknown.

PurposeTohelpstudentsbecomefamiliarwiththepronunciationrulesofcommonlettersandlettercombinations,andimprovetheirpronunciationaccuracy.Toletstudentsfeeltheexpressionofdifferentemotionsinlistening,andimprovetheperceptionofintonationandemotionalexpression.

Homework1.Basichomework:Finishtheexercisesandchecktheanswers.2.Practicalhomework:Tellyourpredictionaboutthefuturetoyourparentsandaskfortheirideas.3.Extendedhomework:SearchformorepredictionsaboutthefutureonlineandmakeyourcommentsontheminEnglish.

TeachingReflectio_______________

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第二课时(2a-2e)

StudyoftheText_______________

What:Thedialogueisbasedonthepredictionsaboutthefuture,includingthepopulationofthecity,thetransportsystem,education,healthcareandlifeexpectancy,etc.2aasksstudentstolistenandchoosethecorrectsentencestoaddtothedialogue.2b-2caskstudentstocompletethetableandanswerthequestionsaccordingtothedialogue.2d-2easkstudentstorole-playandmakeuptheirowndialoguestoimaginesocietyandlifeinthefuture.

Why:Theexercisesin2a,2band2careallbasedonthetextfrom2a.Throughtheseexercises,studentscanimprovetheirabilitytocommunicateinthelanguageandtheirreadingskillsfororganizinginformation.Therole-playin2dallowsstudentstofurtherperceivethecontextinwhichthetargetlanguageisused.Thegroupdiscussiontopredictthefutureisasublimationandextensionof2a,anditalsoguidesstudentstopayattentiontothedevelopmentofsociety,buildupasenseofcreativityandhaveagoodvisionofthefuturelife.

How:HelenandJennifer’sdailydialogue,withJenniferwatchingavideoaboutfuturepredictionstointroducethetopic,islogicalandclearandeasyforstudentstounderstandandaccept.Vocabularyandsentencepatternsareclosetothelifeandlearninglevelofjuniorhighschoolstudents,suchas“What’sup”“Soundsgreat!"andotherdailyexpressions.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.talkaboutthefuturelifeinthesimplefuturetense;

2.talkaboutthefuturepredictionsaccordingtotheconversation;

3.sharetheirfuturepredictionsandimagineandexplorethefuturelife.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Totalkaboutthefuturelifeinthesimplefuturetense.Step1Lead-inLookandsay:(详见课件资源)Talkaboutthefuturelifeusingthesentencestructure“Therewillbe…”.Givecommentsbasedontheaccuracyoftheirresponses.

PurposeUsingpicturestoattractstudents’attentioncanquicklybringstudentsintotheclassroomsituation,stimulatestudents’interestinthefuturelifetopics,andpavethewayforsubsequentteachingactivities.

2.Totalkaboutthefuturepredictionsaccordingtotheconversation.Step2ListeningWorkon2a.Listentotheconversationandfillintheblanks.◎Key:B;A;D;CStep3Reading(详见课件资源)1.Workon2b.Readtheconversationandcompletethetable.◎Key:

WhatwillthefuturebelikePeopleincitiesmorepeopleTransportsystemmoreefficientEducationstudyathomeoranyplacestudentswantHealthcarebetterhealthcaretechnologyLengthoflifelivetobeover100yearsoldorevenlivetobe150

2.Workon2c.Readagainandanswerthequestions.◎Key:1)Sheiswatchingavideoaboutfuturepredictions.2)Yes,sheis.Shekeepsaskingmoreaboutit.3)Yes,itis.Fromsomeadjectives,suchas“great"“efficient”and“wonderful".Step4Role-playWorkon2d.Listentotheconversationagain.Thenrole-playit.(Tip:Payattentiontotheintonationandpronunciation.)Observewhetherstudentscanselectivelylistenandidentifythecorrectsentencestocompletethedialogue.Observewhetherstu-dentscaneffectivelysortandintegrateinformation.

PurposeToimprovestudents’listeningskillsandreadingcomprehensionsothattheycanquicklyandaccuratelyobtainkeyinformationfromthetext,anddeveloptheiranalyticalandproblem-solvingskills.

3.Tosharestudents’futurepredictionsandimagineandexplorethefuturelife.Step5Workon2eWhatdoyouthinklifewillbelikeinthefutureMakeupaconversationaboutyourfuturepredictions.(fromtheaspectsofhome,population,transport,job,freetimeandsoon)Evaluategroupsandindividualsbasedonparticipationingroupdiscussions,creativityofviewpointsandaccuracyofexpression.

PurposeThroughgroupdiscussions,studentsareprovidedwithanauthenticlanguagecommunicationenvironment,whichguidesthemtopayattentiontosocialdevelopment,andbuildsupasenseofcreativityandabrightvisionofthefuturelife.

Homework1.Basichomework:Listento,followandrecitethedialoguein2a.2.Practicalhomework:Writeashortessayaboutlifeinthefuture.3.Extendedhomework:Searchforinformationaboutrobotsontheinternet,anddesignanddescribeanidealrobot.

TeachingReflection_______________

第三课时(GrammarFocus)

StudyoftheText_______________

What:3aistofindsentencesusingthesimplefuturetense;3bistocompletetheconversationswiththecorrectformsoftheverbs;3cistowritesomepredictionsaboutyourpartner’slifein20yearsandthenmakeupaconversation.

Why:Thetextistoenablestudentstobuilduptheirintuitiveknowledgeoftheconceptoftensesbyrecognizingsentencesinthesimplefuturetense,tostrengthentheaccurateuseofgrammaticalformsbyfillingintheblankswithverbs,andtotraintheirlogicalthinkingandimaginativeabilitythroughpredictivewriting.

How:Fromgrammaticalawarenesstosingle-sentenceapplicationtoimaginativepredictionofthefuturelife,studentscanapplywhattheyhavelearnedfrombeginningtoend,andgraduallyimprovetheirmasteryofthesimplefuturetenseandtheirabilitytouseit.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.learntoidentifythesimplefuturetense;

2.masterverbformsinfuture-tenseconversations;

3.practisepredictingandmakingdialoguesaboutthefuture.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tolearntoidentifythesimplefuturetense.Step1Lead-in1.Greetings.2.Askandanswer:HowlongwillpeopleliveStep2Workon3aReadthesentencesandnoticethewordsinbold.FindmoresentencesinSectionAthatusethesimplefuturetense.(详见课件资源)Understandthelin-guisticfunctionsoftensesthroughcom-parativeanalysis.

PurposeToestablishconceptualknowledgeoftensegrammarandstrengthenstudents’abilitytorecognizethesimplefuturetensestructures.

2.Tomasterverbformsinfuture-tenseconversa-tions.Step3Workon3bCompletetheconversationswiththecorrectformsoftheverbsinthebox.Someverbsareusedmorethanonce.◎Key:1.willget2.Will;be;won’tbe3.willwin;willbe4.willfind;willlive5.Shall;meet;willsee6.willneedObservestudents’completionandgiveguidanceandfeedbackbasedonstudents’performance.

PurposeToenablestudentstomastertherulesofmorphologicalchangesofverbsinthesimplefuturetenseandtrainstudentstousethegrammaticalformscorrectlyinrealcontexts.

3.Topractisepredictingandmakingdialoguesaboutthefuture.Step4Workon3cWritesomepredictionsaboutyourpartner’slifein20yearsandthenmakeupaconversation.Example:A:You’resofriendlyandnice.Ithinkyouwillbeagoodteacher.B:Well,Idon’tthinkso.IthinkI’ll…Observestudents’performanceinsharingandgraspstudents’learningandinternalizationofkeylanguages.

PurposeInpracticalapplication,studentscaninternalizewhattheyhavelearned.

Homework1.Basichomework:ReadthesentencesinGrammarFocus3acarefullyandnotetheusageofthesimplefuturetense.2.Practicalhomework:Writedownyourpredictionsaboutyourpartner’slifein20yearsandhaveaconversationwithyourpartner.3.Extendedhomework:Writeashortpassage(about80—100words)predictingwhatyourownlifewillbelikein10years.Usethesimplefuturetenseandvarioussentencestructures.

TeachingReflection_______________

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SectionB

导入一:头脑风暴导入

Write“Future”ontheblackboardandaskstudentstoquicklycalloutrelatedwords,suchas“jobs"“technology”“changes",etc.Thensay,“Thesewordsareallaboutthefuture.ButhowdoweprepareforitLet’sexploretogether.”Brainstormingactivatesstudents’priorknowledgeandnaturallyintroducesthetheme.

导入二:情景假设导入

Describeascenario:“Imagineit’s20yearslater.WhatisyourlifelikeButtoachievethatfuture,whatshouldyoudonowThisisaboutpreparingforthefuture.Let’sdiscuss."Thesituationalhypothesisgivesstudentsasenseofimmersionandpromptsthemtothinkaboutpresentactions.

导入三:图片导入

Showsomepicturesaboutthefuturelife,suchasrobotsandhigh-techproducts.Askstudents,“Lookatthesepictures.WhatdoyouthinkthefuturewillbelikeHowcanwegetreadyforsuchafuture”Throughintuitivepictures,students’imaginationofthefutureistriggered,andthentheythinkabouthowtoprepareforthefuture.

导入四:讨论导入

Letstudentsdiscussingroups,“WhatchangesdoyouthinkwilltakeplaceinthefutureHowcanweprepareforthesechanges"Agroupdiscussionformatstimulatesstudents’activeparticipationandletsthemsharetheirviewsonfuturechangesandpreparations.

活动设计_______________

活动一:信息寻宝

教师提出几个问题,如“Whatjobsmaydisappearinthefuture”“Howcanweprepareforthefuture"让学生快速阅读文本,在文中找出答案并标记。之后请学生分享答案。

通过问题引导学生捕捉文本中关于未来工作变化、未来准备方式等关键信息,培养学生的细节阅读能力。

活动二:角色扮演

将学生分成小组,每组两人,分别扮演主持人(Host)和DrLu,模仿访谈内容进行对话表演。鼓励学生尽量使用原文中的语言。表演结束后,其他学生可以简单评价。

通过角色扮演,学生能深入理解访谈内容,熟悉问答式的对话结构,同时锻炼口语表达和对英语的运用能力。

活动三:未来最惊人的变化

将学生分成小组,每组4-5人。教师提出问题“Whatdoyouthinkisthemostamazingchangeinthefuturementionedintheinterview”,学生先在小组内各自阐述观点,然后组内交流讨论,最后每组选派一名代表向全班分享小组内最受认可的观点。

学生回顾访谈中提到的未来变化,如机器人承担家务、AI智能冰箱等,思考并讨论哪一种变化最令人惊叹,分享自己的理由。通过此活动,学生既能巩固对阅读内容的理解,又能锻炼语言表达和思维能力,同时在交流中激发对未来科技的兴趣。

阅读突破_______________

突破一根据对话内容,回答下列问题(教材原文:SectionB1b)

1.Whatwillservicerobotsdointhefuture

2.Whatcanasmartrefrigeratordowhenfoodisnearlygone

3.Howshouldpeopleprepareforthefuture

4.Whatmayhappentosomejobsinthefuture

5.WhichfuturechangementionedintheinterviewinterestsyoumostWhy

◎Key:

1.Theywilldoalmostallourhouseworkandhelpsaveliveswhendisastersandemergencieshappen.

2.Itcanknowwhatweneedandorderfoodforus.

3.Theyshouldacceptchange,andkeeplearningandworkinghard.

4.Somejobsmaydisappear,butmorechallengingjobswillappear.

5.I’mmostinterestedinsmartfridgesbecausetheywillmakeourlifeeasier.(答案不唯一)

突破二语法填空(教材原文:SectionB1b)

ReadyforTomorrow

DrLutellsushowlife1._(be)differentin50years.Wewillseerobots2._(work)everywhere.Forexample,wewillhaveservicerobots.Theywillmakeourlife3._(easy).Theycandoalmostallourhouseworkandalsohelptosave4._(life)indisastersandemergencies.

DrLusayssomejobswill5._(appear)inthecomingyears.However,therewillbemore6._(challenge)jobsinthefuture,such7._spacepilotsandAIexperts.

DrLudoesn’tthinkrobotswillreplacehumansoneday,buttheywill8._(certain)changehowwework,studyandlive.

Howcanweprepare9._thefutureIt’ssimple.Justacceptchange.Keeplearning10._workinghard.

◎Key:1.willbe2.working3.easier4.lives5.disappear6.challenging7.as

8.certainly9.for10.and

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SectionB

第一课时(1a-1e)

StudyoftheText_______________

What:Thecontentisaninterview,inwhichthehostandthefuturistDrLutalkaboutthefuturelife.Theyexplorethewidespreaduseofrobotsin50years,thechangesinhumanwork,withsomeexistingjobsdisappearingandmorechallengingjobsemergingandthechangesAIwillbringtotheworld.Suggestionsonhowtoprepareforthefuturearegiven.

Why:Thepurposeofthistextistohelpstudentsunderstandtheimpactoffuturetechnologyandprovokethemtothinkaboutthefuture,toguidestudentstofacechangeswithapositiveattitude,torecognizetheimportanceoflearningandself-improvement,andtoarousetheirinterestanddesiretoexploretechnology.

How:Thetextcentredaroundthecorethemeof“ReadyforTomorrow"isintheformofaninterview,presentedwiththehostaskingquestionsandthefuturistprovidinganswers.Thelanguageisconversational,natural,andfluent.Theuseofthesimplefuturetensetodescribefuturesituationsmakesiteasytounderstand.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.understandthestructureandcontentoftheinterview;

2.summarizethekeypointsofthediscussionbetweenthehostandthefuturist;

3.makeaninterviewaboutthefuturelife.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tounderstandthestructureandcontentoftheinterview.Step1Lead-in1.Greetings.2.Readandguess:WhatistheinterviewaboutStep2FastreadingReadtheinterviewquicklyandsortoutthestructure.Part1:IntroductionPart2:DiscussionPart3:AdviceObservewhetherstudentscanfindthemainideaquicklytoknowtheirskimmingskills.

PurposeToguidestudentstobrieflyunderstandandsortoutthecontentofthetext.

2.Tosummarizethekeypointsofthediscussionbetweenthehostandthefuturist.Step3Carefulreading1.ReadPart1andcompletetheguest’sidentitycard.(详见课件资源)2.ReadPart2andanswerthefollowingquestions:(1)In50years,robotswill

_.A.onlyworkinfactoriesB.doalittleofthehouseworkC.beseenworkingeverywhereD.replacehumanscompletely(2)Servicerobotscan

_.A.onlyhelpwithhouseworkB.onlylookafterchildrenathomeC.makehumanslosealljobsD.helpwhendisastersandemergencieshappen◎Key:(1)C(2)D3.ReadPart3andanswerthefollowingquestions.(1)AccordingtoDrLu,whichisNOTawaytoprepareforthefuture

A.Acceptingchange.B.Keepingrelaxingandhavingfun.C.Keepinglearning.D.Workinghard.(2)Whatcanweknowfromthepassage

A.Today’schoiceshavenothingtodowiththefuture.B.It’sdifficulttoprepareforthefuture.C.Weshouldbereadytofacechangesinthefuture.D.Wedon’tneedtoworkhardforthefuture.◎Key:(1)B(2)C4.Workon1c.Completethetablewiththeinformationfromtheinterview.(详见课件资源)5.Workon1d.Readagainandtickthestatementsthatyoucaninferfromtheinterview.◎Key:1,3,4,5Observewhetherstudentsareabletocompletetheexercisescorrectlytounderstandtheirunderstandingofthereadingmaterialandtheirmasteryofthetargetlanguage.

PurposeToguidestudentstounderstandthecontent,finddetailedinformation,sortoutthestructureandmasterthetargetlanguage.

3.Tomakeaninterviewaboutthefuturelife.Step4Post-reading1.Workon1e.Discussthequestions.2.Groupwork:debatingWorkinpairsandmakeaninterview.Students’abilitytograspandexpresskeysentencepatternsandvocabularyisjudgedbasedontheirperformanceinpersonalsharing.

PurposeToenhancestudents’comprehensivelanguageskillsandshapetheirabilitiesofcooperativecommunicationthroughdebatesandinterviews.Tobroadenstudents’knowledge,stimulatetheirinterestinthinkingandexploringthepresentandthefuturebydiscussingthefuturedevelopmentinvariousfields.

Homework1.Basichomework:Writedownthewordsofthispart.Readthetextaloudandcorrectly.2.Practicalhomework:Recordaninterviewaboutfamilylifein50years.3.Extendedhomework:Searchforinformationonmoretypesofservicerobots.

TeachingReflection___________

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第二课时(VocabularyinUse)

StudyoftheText_______________

What:ThecontentcentresonEnglishvocabularypractice.2arequiresstudentstolookupwordsinadictionaryandwritetheoppositesofthewords;2brequiresstudentstocompletesentenceswiththecorrectformsofwords;2casksstudentstocompleteashortessayonhowartificialintelligencetechnologywillaffecttheworldinthefuture.

Why:Throughstep-by-stepexercisesfromvocabularytothepassage,studentswillimprovetheirdictionaryuse,grammaticalsensitivityandcomprehensivelanguageskills,layingafoundationforwritingandreading.

How:Inastepwiseprogression,thetextintegratesvocabulary,grammar,andreadingcomprehension,anddevelopscontextualreasoningandlanguageapplicationskillsasawhole.Thetextusesbasiccommonvocabularyandsentencepatterns,andalsoincludessomeslightlymoredifficultvocabularytohelpstudentsexpandtheirvocabularyandimprovetheirlanguageskills.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.mastertheoppositesofthewordsandenhancevocabularyrecognition;

2.correctlyusekeywordstocompletesentencesandunderstandtheusageofthewordsinthecontext;

3.completepassage-fillingwiththekeywordsandimprovetheabilitytousevocabularyindiscourse.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tomastertheoppositesofthewordsandenhancevocabularyrecognition.

Step1Lead-in1.Greetings.2.Askandanswer:Whataretheoppositesofthewordsdoyouknowbig—smallold—newtall—shortgood—badfat—thinrich—poorhot—coldlight—heavyStep2Workon2aWritetheoppositesofthewords.Useyourdictionary.◎Key:1.more—less/fewer2.possible—impossible3.better—worse4.challenging—unchallenging5.appear—disappear6.winner—loser7.positive—negative8.everywhere—nowhereJudgewhetherstudentshavegraspedthetargetlanguageaccordingtotheirperformanceandhelpthemenhancewhattheyhavelearned.

PurposeToexpandstudents’vocabularythroughoppositeexercisesandhelpthemunderstandtheantithesisbetweenwords.Throughstudyingprefixes(e.g.im-,dis-),studentscangraspthepatternofvocabularycompositionandimprovetheefficiencyofvocabularymemorization.

2.Tocorrectlyusekeywordstocompletesentencesandunderstandtheusageofthewordsinthecontext.Step3PracticeWorkonpletethesentenceswiththecorrectformsofthewordsinthebox.◎Key:1.mentioned2.develop3.influenced4.service5.AcceptThestudents’inter-nalizationofkeyvocabularyandthetargetlanguagewasevaluatedbasedontheircompletionoftheexercise.Giveneces-saryguidanceasneeded.

PurposeTohelpstudentstoapplygrammarrulestolexicalconversion.

3.Tocompletepassage-fillingwiththekeywordsandimprovetheabilitytousevocabularyindiscourse.Step4PractisemoreWorkon2c.Completethepassagewiththecorrectformsofthewordsinthebox.◎Key:influence;quality;traffic;creative;worse;challengesStep5ThinkGroupWork—AICreativeShowSample:IwanttodesignanAIHealthHousekeeper.Itcantesthealthindicators,suchastheheartrateandbloodpressure.Forexample,whenitdetectsthatyourheartrateistoohigh,itwill…Inaddition,itcanmakeahealthplanforyou,including…

Observeifstudentsareabletodiscussartificialintelligencethroughthevocabularytheyhavelearnedtoday.

PurposeToimprovecontextualanalysisanddiscourseorganization,andlaythefoundationforreadingandwriting.

Homework1.Basichomework:Readandrememberthenewwordsandsentencesinthispart.2.Practicalhomework:WriteanEnglishessayinnolessthan80wordstitled“AIandMyFutureLife”.3.Extendedhomework:MakeavideoaboutanEnglishsituationaldialoguewithyourfamilyorfriendsonthethemeof“ChallengesandOpportunitiesintheFutureLife".

TeachingReflection_______________

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第三课时[(3a-3c)Writing&Project]

StudyoftheText_______________

What:ThetexttellsofMandy’sdreamsforthefuture.Shethinksshewillbeanartistin20years.ShewantstogotoFrancetostudyart,visitfamousartmuseums,learnaboutdifferentartistsandtheirworksandcreateherown.Thewritingtaskistowriteashortessayaboutyourlifein20years,andtheProjectpartprovidesarangeofdirectionsforthinkingaboutwhatyourcity/townwillbelikeinthefutureinsmallgroups.

Why:ThroughMandy’sdreamsforthefuture,studentsareguidedtothinkabouttheirownplansandexpectationsforthefuture.Thetableandwritingtasksaimtohelpstudentssortouttheirideasaboutthefuture,organizetheirthoughtsbyfillinginthetable,andimprovetheirwritingskills.TheProjectparthelpsstudentspractise,mastertheusageofthesimplefuturetensethroughdiscussing,predicting,anddescribingthefuturecity/town,andimprovetheirabil