下载文档原格式
初中英语八年级上册Unit 7Will people have robots一、本课分析本课是一节阅读课。
文本话题是机器人。
通过设置读前预热、读中理解、读后检测和拓展等活动，让学生了解机器人的由来、发展过程、对人类生活产生的重大影响等，并把所读信息转化成对话信息，关注语言的使用。
引导学生关注生活，展望未来和相信未来，崇尚科学，探索和创造未来，从而对学生进行适当的情感态度教育。
帮助学生树立远大的理想。
（二）教学目标的确立1.能学会重点词汇以及目标语言。
2.在阅读中尝试概括段落大意，加强对篇章的整体理解。
3.在阅读过程中尝试找出文章的主线。
三、教学过程Step I. Warming-up and lead inAsk: What do the robots look like ?What can they do？Step II Fast readingLook at the questions.Read the article and match each paragraph with the question it discuss.2. Careful reading1. Listen to the text and pay attention to the pronunciation, they c an underline the topic sentences of each paragraph and the detail inf ormation that they interest.2. What can robots do in movies?They help with housework and do jobs like working in dirty or dangerous places.3. Have students read the text aloud then compete the sentences below (1). Robots can build _cars___ in factories.(2).They can do __simple__ jobs many times and never get bored.(3).Some can __walk___ and _dance____.(4).Some can help __look for ___ people under _the buildings_____. 4.Write T or FScientists in Japan can make robots walk and dance.Some scientists believe it will be difficult for robots to look like a humanJames White thinks robots can talk like humans in the future.Step III. After-reading(1)About whether robots can think , do scientists have the same ideas?(2)What are the different ideas?(3) Which idea are you on? Say why.StepⅣ.Homework1. Recite the new words and expressions in the article.2. Write a short paragraph.For example: I want to have a robot in the future. It will look lik e a ______. It will be able to_____, and it will also be able to help me _______________________________________________... .I think I will like it very much.3. Ask S to finish 2d-2e.四、教学反思本节课的设计从激发学生的兴趣开始，由易到难，逐步完成各个环节，尤其注意文本信息的思考、评价和转换，使学生找到了学习兴趣。
人教新目标英语八年级上册Unit 7 Will people have robots?集体备课时间：第13周主备教师：集体备课参加教师：Analysis of the Teaching Material1. Teaching Aims and Demands(1) Knowledge Objects: In this unit students learn to make predictions.(2)Ability Objects: To improve students’ability of listening, speaking, reading and writing.(3)Moral Objects: The important thing in life is to have a great aim, and the determination to attain it.2. Teaching Key Points: Introducing the key vocabulary and target language.3. Teaching Difficulties:•There will be fewer trees. There will be less pollution.•robot, free time, more, less, fewer, building, pollution, ago, will, won't, high school, college, sports car, childII. Teaching Time: Six periodsPeriod oneSection A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：paper, pollution, prediction, future, pollute, environment, planet, earth, plant, part, play a part2) 能掌握以下句型：①What will the future be like?Cities will be more polluted. And there will be fewer trees.②Will people use money in 100 years?③Will there be world peace?④Kids will study at home on computers.⑤They won’t go to school.2) 能了解以下语法：will + 动词原形来表达一般将来时态。
初二英语unit7备课教案初二英语unit7备课教案1一、说教材1、教材内容及地位本节课的主要内容是新目标英语八年级上册第2单元第一课时，教材是以What’s the matter为中心话题，描述身体不适和提出建议展开，学习和运用“What’s the matter ?”和“Whatshould…do?”让学生学会描述身体的不适和提出建议，本课教材内容与学生的实际生活密切相关,易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。
第一课时主要学习的内容是学习有关身体部位的单词，学习“What’s the matter ?”和“What should …do?”句型。
2、说教学目标1) 知识目标：学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。
2) 能力目标：听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单的交流，能正确朗读本的对和句型，能写出本课的单词和句型。
3) 情感目标：通过描述自己的身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。
4) 文化意识目标：用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家询问和表达身体不适的习惯,培养世界意识。
3、说教学重难点重点：本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。
难点：身体不适的表达及建议二、说学情初二年级的学生对英语已经有了一定的基础，但本地区部分学生对学习英语的兴趣不是很浓，在学习中，他们更喜欢从游戏中或活动中学习，这样更能提高他们的学习兴趣，让他们更轻松地掌握英语知识。
三、说教法作为教学的引导着，我遵循新课程“学生是学习的主人，一切的教学活动设计在以学生为本”的教学理念，坚持“为学生的发展，必须培养学生的自主性、能动性、独立性和创造性”的教学原则。
新目标八年级英语上册Unit7_复习课优秀教案教学设计第一篇：新目标八年级英语上册Unit7_复习课优秀教案教学设计Unit 7 How do you make banana milk shake?课程类型：复习课教学目标：1、复习和区分可数名词和不可数名词2、学会使用how many/how much问句3、学会描述制作某个东西的过程和步骤。
4、培养学生团结协作和动手能力Teaching procedures:Task I: 复习与制作食物有关的单词，谈论比较喜爱的食物。
Aim: 熟悉巩固必要词汇，为之后的活动做铺垫。
Step 1.Lead-in以一个经典笑话导入，使学生轻松的进入课堂。
Step 2 Offer words of ingredients with courseware.使用课件给学生扩展一些有关食物的词语以便学生在对话和活动中运用。
Step 3 Tell the different fruit in the salad向同学展示一盘沙拉，并请几个同学品尝，分别说出沙拉中所包含的水果种类。
Step 4.Good Taster: What do you like in your favorite fruit salad?(how many/how much)对话练习，在日常生活中理解和恰当表达有关数量词的交际功能。
Step 5 Reading Put the sentences in the correct order.提供一篇关于制作三明治的过程的文章，要求学生把打乱顺序的语句重新排列。
该练习着重训练学生处理信息的逻辑分析能力。
Task II: Make it and taste it.(开展小组活动，合作制作一种食物) Aim: 通过实践活动，培养学生的实际操作能力，调动学生的情感态度，兴趣等非智力因素。
Step 1.Pre-task Ask students to bring materials of making salad or sandwich.(Teacher)Objects to bring to class: salad, hamburger, fruits.课前布置适当任务，使学生准备好自己所要制作食物的原材料。
人教版八年级英语上册Unit 7教案Unit 7: Will People Have Robots?In this unit。
students will imagine what the future will be like and make ns.One of the main concerns for the future is the XXX。
we will be in great danger。
It is important to take n now to XXX.Robots will play a part in the future。
and it is possible that every home will have one。
They can help with tasks that XXX。
XXX will shape our future in a negative way.In 100 years。
it is unlikely that people will still use money。
Everything will be free。
and we will have to find new ways to measure value。
This will have a XXX.Space will also be a significant part of our future。
We may have space XXX will have to adapt to living in a new XXX.It is XXX future is not set in stone。
We can make choices now that will impact what happens in the future。
Let's work towards a future of peace。
八年级英语上册Unit 7教案Unit 7 How do you make a banana smoothie ?I. Teaching aims and teaching demands:In this unit students learn to describe a process and follow instructions. II. Teaching key and difficult points:A. Vocabularyturn on, cut up, peel, pour, put, mix up how much, how many , amountblender, smoothie, yogurt ,watermelon Jngredient ,cinnamon, sauce , teaspoon ,cup, tablespoon, popcorn , oven sandwich, mayonnaise, lettuce, relish ,turkey ,bread ,first, then ,next, finally ,recipeB. Target languageHow do you make a banana smoothie ?First, peel the milk into the blender...Then put the milk into the blender....How many bananas do we need ?We need three bananas .C. StructuresImperativesCountable /Uncountable nounsHow many /how much questionsIII. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV. This unit is divided into five periods.Period OneI. Teaching aims and demands :Students learn to describe a process and follow instructions.II. Teaching key and difficult points:A. Vocabularyturn on, cut up, drink ,peel, pour, put, drink blender, smoothie, yogurt, B. Target languageHow do you make a banana smoothie ? Peel the bananas,Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie. III. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV.Teaching procedureStep 1. RevisionRevise the names of some fruits:Apples bananas pears oranges watermelonStep 2. The key vocabularyIntroduce the new vocabulary and give the students a clear picture of the process that is described in this by using the pictures in the unit.Task 1. Tsach the names of all items.Point to the pictures of the items and ask students to repeat.Task 2. Focus on the pictures. Ask the students to tell what they see in the picture.Describe each action and ask students to repeat the following :Peel the bananas, Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie.Task 3. Ask the students to write the names of the actions on the blank lines. Then check the answersStep 3. ListeningTask 1. Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening .Ask others to read the list of actions in activity 1b.Task 2. Play the recording for the first time .The students only listen. Then listen to the conversation. Number the instructions.Ask students to complete the activity on their own. Then correct the answers.Step 4. Practice using the target language.Task 1. Read the instructions in the correct order.Task 2. How do you make a banana smoothie ?Task 3. Pairwork. Ask the students to start their conversations like the sample conversation.As they talk, move around the room monitoring their work.Task 4. Ask one or two students to say the list of instructions to the class without looking at the book.Homework1. review the words .2. describe a process .课后反思：本课在设计上听说结合，相得益彰。
Unit 7Will people have robots?Section A (1a－1c)1．重点单词：paper2．重点短语：in their homes，in 100 years，on computer，on paper3．重点句式：—Do you think there will be robots in people's homes?—Yes，there will.Kids won't go to school.They will study at home on computers.People will live to be 200 years old.—Will people use money in 100 years?—No，they won't.Everything will be free.1．will构成的一般将来时态的肯定句、否定句、一般疑问句及回答2．做预言，用will来讨论未来发生的事情做预言，用will来讨论未来发生的事情一、预习课本P49新单词并背诵，完成下面的汉译英。
纸张____________二、认真预习1a－1c，找出下列短语和句型。
1．在他们的家中____________________2．100年之后____________________3．通过电脑____________________4．在纸上____________________5．—你认为在人们的家中会有机器人吗？—是的，将会有。
________________________________________________________________________6．孩子们不用去上学，他们将在家里通过电脑学习。
________________________________________________________________________7．人们将会活到200岁。
人教版初中英语八年级上册Unit 7兴宁市大坪中学李慈红Will people have robots一、教材分析（一）教材的地位和作用Section B 2B是一个阅读板块。
“Do you think you will have your own robot?”是谈论未来的世界的话题，阅读语篇谈论的是未来机器人的发展的话题，其中涉及到机器人过去和现在的状况，并主要介绍了两派科学家对未来机器人的发展的不同的预测。
2B旨在让学生通过略读判断各段段落大意，以获得对文章的整体理解。
（二）教学目标的确立1、语言知识目标a.词汇：human、 dangerous、 disagree、 even、 shape、 fall down、 inside、possible、 impossible look for、 believeb.语法：理解“Will people have ”的一般将来时基本形式和表意功能。
2、学习策略目标：a.学习利用文章中的主题句快速理解文章大意；b.根据图片、上下文猜测、理解语篇中词语和句子；3、文化意识目标：了解当今世界环境污染问题；了解未来机器人的发展趋势。
二、教学环节的设计八年级学生有一定的英语基础知识，求知欲很强，所以，本节课讲解的时间很少，主要是训练学生利用任务型及合作式，以教师为辅，学生为主的教学原则，训练学生在学习中获取信息，处理信息和运用信息的能力。
三、教学过程Step I. Warming-up and lead in1. Show a picture of robot to the students and ask them if they know something about robots. Students describe their idea about a robot. Say what it looks like and what it can do. Then ask some students to t ell the class about their robots (the purpose is to arouse the studen ts’ interesting)2. Predicting: Ask students if they want to have their own robots and then ask them to turn to page 53, read out the title and predict the content according to the title. “Do you think you will have your ow n robot?”Step II Reading1.Fast readingAsk Ss fast read the article and then tell the main idea for each par agraphParagraph1. What are robots look like in movies?Paragraph2. What can robots do today?Paragraph3. Will robots think like humans in future?Paragraph4. What will robots be like in the future?(The purpose is to train students’ fast reading skills)2. Careful reading1. Listen to the text and pay attention to the pronunciation, they c an underline the topic sentences of each paragraph and the detail inf ormation that they interest.3. Have students read the text aloud then compete the sentences below(1). Robots can build ____ in factories.(2).They can do ____ jobs many times and never get bored.(3).Some can _____ and _____.(4).Some can help _____ people under ______.Step III. After-reading1. Teaching and analyze some important and difficult language points2. Give Ss a short time to practice the reading skills3. Sum-up： What do you learn from the text?StepⅣ.Homework1. Recite the new words and expressions in the article.2. Write a short paragraph.For example: I want to have a robot in the future. It will look lik e a ______. It will be able to_____, and it will also be able to help me _______________________________________________... .I think I will like it very much.3. Ask Ss to finish 2d-2e.四、教学反思本节课是一节阅读课，标题是“Do you think you will have your own robot?”对于这节课我最大的不足就是设置问题的难易程度没有把握好，基本上没有坡度，中等及偏上的学生都能很容易地回答，因此，一方面，不能很好地发展他们的个性思维，另一方面，由于问题简单，优生的回答基本覆盖了整个课堂，中等偏下的学生没有时间和机会思考问题，他们逐渐就懒于动脑，甚至出现讲闲话的情况，如果能在设计课程的时候，分配好难易问题，照顾到整个课堂，优生和差生都有思考的空间，那么整个课堂气氛就更加热烈，学生也能更透彻地掌握问题了。
新人教版八年级上册英语Unit7 教案Topic:Class Type:n Date: [Date]___:1. Language Knowledge Objectives:- To master the following vocabulary: paper, n, n, future, pollute, environment, , earth, plant, part, play a part.- To master the following sentence structures:1) What will the future be like?Cities will be more polluted. And there will be ___.2) Will people use money in 100 years?3) Will there be world peace?4) Kids will study at home on computers.5) They won’t go to school.- ___ the use of "will + verb" to express the simple future tense.2. Attitude and Value Objectives:- To guide students to look forward to the future and design their future lives, so as to achieve the goal of prospect ___.___:1. To learn and master the meaning and structure of the simple future tense.Teaching Difficulties:- To master the use of "more/fewer" and "more/less".___:___:___:I. Lead-in1. Show students some pictures of robots on the big screen and ask them to talk about their future jobs and plans: "What do you want to be when you grow up?"Ss: "I want to be a scientist."T: "How are you going to do that?"Ss: "I’m going to study science hard."...2. Use the pictures to guide students to the topic of robots.II. nIII. Game IV. Listening V. Pair work1. The teacher reads the first n in 1c and then has the students read it in pairs.2)掌握情态动词will来表达一般将来时态这一语法知识；教学难点：运用will来表达一般将来时态的句子构成和用法。
教学方法：情境教学法、交际教学法、任务型教学法、合作研究法。
教学手段：多媒体课件、黑板、PPT、图片等。
教学过程：Step 1 n1. Review the new words and phrases from n A.2. Ask students to share their ns for the future based on what they have learned in n A.Step 2 n1. Introduce the grammar point of using will for ___.2. Show examples of sentences using will for ___.3. ___.Step 3 Practice1. Have students complete the exercise in Grammar Focus 3c, using will to make ___.2. Ask students to share their ___.Step 4 n1. Have students write a short paragraph about their ns for the future, using will to make ___.2. Ask some students to share their paragraphs with the class.Step 5 n1. Ask students to use the phrases "be ___", "be fewer trees", "be in great danger", "less water", and "play a part" to make ___ future.2. Have students share their ___.Step 6 Homework1. Review the grammar point of using will for ___.2. Write five sentences using will to make ___.3. Prepare for the ___.___:Teaching Difficulty:___:___:I. Warm-up and n1. ___ class.2. Ask some students to give ns.Teacher: What do you think the future will be like? Student 1: There will be less free time.Student 2: There will be ___.II. Grammar Focus1. Students read the sentences in the Grammar Focus and do a fill-in-the-blank exercise.① What will the future be like?② What will the cities be like?Cities will be more polluted. And there will be ___.③ Will people use money in 100 years?Will people use money in 100 years?④ No, ___.⑤ Will there be world peace?Will there be world peace?⑥ Yes, I hope so.⑦ Kids will study at home on computers.⑧ Will they not go to school?III. Try to FindI. Simple future tenseAffirmative: Subject + will + base form of verbKids will study at home on computers.Children will learn on their home computers. Negative form: Subject + won’t + verb infinitiveIn 100 years, people won’t use money anymore. Interrogative form: Will + subject + others? Affirmative answer: Yes, subject + will. Negative answer: No, subject + won’t.Will people have more free time?Yes, they will. / No, they won’t.There are many trees near the lake.The verb "be" has two forms: "is" and "are". There is an apple tree in the park.There are many people in the park today.Future simple structure of the "There be" sentence: Affirmative form: There + will be + others. Negative form: There + won’t be + others. Interrogative form: Will there be + others? Answer: Yes, there will. / No, there won’t. Countable nouns:1. ___2. ___Uncountable nouns:1. more + ___2. less + ___Practice on 3a:1. Students should read the n in 3a and try to fill in the blanks with "more/less" or "fewer".2. They should read the whole ___ whether to use "more/less" or "fewer" based on whether the ___.3. Finally, the teacher and students should check the answers and explain any ns the students may have.4. Students should read these ___.Practice on 3b:1. Students should read the beginning of each ___.1. 研究并掌握有关未来城市的词汇和句型；2. 提高学生的口语表达能力；3. 培养学生的想象力和团队合作能力。
