人教新目标英语八下Unit1 Will people have robots教案 Period 3

新目标英语八年级下册Unit1Willpeoplehaverobots知识点Unit1 Will people have robots【重点词语】1.paper n 纸，报纸，试卷，论文a piece of paper 一张纸What do the paper say?报纸上怎么说?a morning (an evening) paper 晨(晚)报a term paper 学术论文look over examination paper 阅卷2.pollution n. 污染，(pollute，vt. 污染)air pollution 空气污染water pollution 水污染noise pollution 噪音污染environmental pollution环境污染3.in prep.(1)在里面，在之内in the room 在房间里in class 在课堂上(2)在(某段时间)之间in the morning 在早上in the past 在过去I′ll come back in a day or two我过一两天就会回来in，after，later 接时间段，都可表示“(一段时间)之后”，它们有什么区别呢?①“in+一段时间”指“(将来的)一段时间之后”。

What will you be in five years?五年之后你干什么?We’ll start off in ten minutes.我们十分钟后出发。

②“after+一段时间”或“一段时间+later”表示“(在过去某个时间看来)一段时间之后”。

He went home after two days.他两天后回家了。

Three years later，she had a baby.三年后，她生了一个婴儿。

4.less adj. 较少的;少量的(little的比较级)They buy less beer and fewer cigarettes now现在他们买的啤酒和香烟比以前少了。

Unit 1 Will people have robots? 课文及导学案SECTION A1a SENTENCES1.People will have robots in their homes.2.People won‟t use money. Everything will be free.3.Books will only be on computers, not on paper.4.Kids won‟t go to school. They‟ll study at home on compute rs.5.There will only be one country.6.People will live to be 200 years old.1c PAIRWORKA: Will people use money in 100 years?B: No, they won‟t. everything will be free. Will people live to be 200 years old?A: Y es, they will.Grammar Focus—Will there be less pollution? —No, there won‟t. There will be more pollution.—Will there be fewer trees? —Y es, there will.—Kids won‟t go to school. Kids will study at home on computers.3aFive years ago, Sally was in high school. She played soccer. She had a cat.Today, Sally is in college. She plays the guitar. She has a dog.In five years, Sally will be a doctor. She will play tennis. She will have a car.SECTION B3aIn ten years, I think I‟ll be a reporter. I‟ll live in Shanghai, because I went to Sh anghai last year and fell in love with it. I think it‟s really a beautiful city. As a reporter, I think I will meet lots of interesting people. I think I‟ll live in an apartment with my best friends, because I don‟t like living alone. I‟ll have pets. I can‟t have any pets now because my mother hates different pets.I might even keep a pet parrot. I‟ll probably go skating and swimming every day. During the week I‟ll look smart and probably will wear a suit. On the weekend, I‟ll be able to dress more casually. I think I‟ll go to Hong Kong on vacation, and one day I might even visit Australia.SELF CHECK2 Predicting the future can be difficult. There are many famous predictions that never came true. Before 1929, there was no sound in movies. The head of one of the biggest movie companies in the United States predicted that no one would want to see actors talk. Of course, he was wrong! In 1977, the head of the largest computer company in the United States said, …“No one will want to have a computer in his or he r home.” He thought that computers would never be used by most people.SECTION 2 While Y ou ReadDo you think you will have your own robot?In some science fiction movies, people in the future have their own robots. These robots are just like humans. They help with the housework and do the most unpleasant jobs.Some scientists believe that there will be such robots in the future. However, they agree it may take hundreds of years. Scientists are now trying to make robots look like people and do the same things as us. Japanese companies have already made robots walk and dance. This kind of robot will also be fun to watch.But robot scientist James White disagrees. He thinks that it will be difficult for a robot to do the same things as a person. For example, it‟s easy for a child to wake up and know where he or she is. Mr. White thinks that robots won‟t be able to do this. But other scientists disagree. They think that robots will be able to talk to people in 25 to 50 years.Robot scientists are not just trying to make robots look like people. For example, there are already robots working in factories. These robots look more like huge arms. They do simple jobs over and over again. People would not like to do such jobs and would get bored. But robots will never get bored.In the future, there will be more robots everywhere, and humans will have less work to do. New robots will have many different shapes. Some will look like humans, and others might look like snakes. After an earthquake, a snake robot could help look for people under buildings. That may not seem possible now, but computers, space rockets and even electric toothbrushes seemed impossible a hundred years ago. W e never know what will happen in the future!语法精讲（一）一般将来时1.主语+am/ is/ are going to +动原do2.主语+助动词will+ do (若主语为第一人称，也可用I/ We + shall do)3.部分动词如：come, go, leave, move, start, arrive, fly等常用进行时结构be+ doing 表示将来；4.表示将要有……, 用：There is/ are going to be +主语+其他；或There will be +主语+其他；E.g.: People will have robots in the future.否：People robots in the future.一般疑问句：people robots in the future?回答：Y es, . / No, .划线提问：people in the future?同义句：People robots in the future.（二）many/ much—more—most 表数量多，可修饰可数名词复数或不可数名词few—fewer—fewest 表数量少，只修饰可数名词复数little—less—least 表数量少，只修饰不可数名词用上述词的适当形式填空：1.They’ll do their work well with money.2.There are / buildings in our city than their city.3.There will be pollution if we plant trees.4.There are too many people here. It’s too crowded.5.I feel better now.6.He’s new here. He has friends, does he?（三）alone: adj./ adv. 表示形体上“单独的，独自地”lonely: adj. 表示精神上“孤独的，寂寞的”1.She is afraid to go out at night.2.It’s hard for him to finish the work .3.She lives and that makes her feel sometimes.（四）except: prep. 除……之外；（不包含…）All the students finished the homework except Nick. (指Nick未完成作业)She goes to work every day except Sunday. (Sunday 除外)（五）It‟s +adj.+ for sb. to do…= 主语+find (think, believe…) it +adj. to do…对某人来说做…太…了E.g.: Maybe these children find it hard to think for themselves when they’re older.= Maybe it’s hard for these children to think for themselves when they’re older.基础夯实一．根据音标和句意拼写单词1.I think r will do housework instead of people.2.Money is important, but money isn’t3.He / / a letter to his brother yesterday.4.He is a worker. He works in a5.Don’t worry about me. I can look after / /.6.He is too young to himself.二、选择填空：1.I saw a boy when I walked along the river.A. swimB. to swimC. swimmingD. swims2.are going home on a train.A. Mr. TurnerB. Mr. Turner’sC. The TurnersD. The turners’3.All the fruit is free. Y ou can eat .A. as many as possibleB. as much as possibleC. as more as possibleD. as many as possibly4.We need time and freedom ourselves after whole day’s work.A. relaxB. relaxesC. relaxingD. to relax5.We find easy to get along with him.A. isB. itC. thisD. that6.Wang Liqin the national team in 1998 and then he a lot of ping pong matches.A. joins; takes part inB. joins; took part inC. joined; takes part inD. joined; took part in7.People use money to buy food, books, bicycles and other things they need.A. a hundred ofB. hundreds ofC. two hundreds ofD. hundred of8.We’ll go for a picnic if it this Sunday.A. don’t rainB. doesn’t rainC. won’t rainD. isn’t raining9.Are you here on business or fun?A. inB. onC. atD. for10.The TV program was very and we all got .A. boring; boredB. bored; boringC. bored; boredD. boring; boring11.To be here at Christmas time is a dream that has .A. be trueB. comes trueC. come trueD. came true12.Please who broke the window.A. findB. look forC. look atD. find out13.I will see you on the moon .A. a dayB. every dayC. one dayD. everyday14.There will a concert in our city.A. haveB. hasC. isD. be15.—Do you like the city life or the country life?—It’s hard to say. In the city it is interesting, but in the country there is pollution.A. less; moreB. more; lessC. more; fewerD. much; much16.My life will be better than it is now.A. a lotB. a lot ofC. a fewD. more17.What will happen to our human 100 years from now?A. 100 years agoB. 100 years before nowC. since 100 years agoD. in 100 years18.This coat doesn’t fit him well, as he has a huge body and the coat is small.A. so; suchB. so; soC. such; suchD. such; so三、用括号内所给词的适当形式填空We can see robots in some places. There are robots 1 (work) in factories. They do simple jobs over and over again. People don’t want 2 (do) such jobs. In some restaurants, we can see robots 3 (say) hello to people or serving dishing. Japanese companies have already made robots (walk) and dance. It’s fun 5 (watch). In the future, there (be) more robots everywhere, and humans will have (little) work to do.四、句型转换1.There is going to be a new building here in 2 years. (同义句)There a new building here 2 years .2.She can sing the song in French. (同义句)She the song in French.3.It took her 500 yuan to buy the ticket. (同义句)She 50 yuan / the ticket.She 50 yuan the ticket.4.My parents will go to Beijing in two years. (对划线部分提问)your parents to Beijing?5.He seems to like this book. (同义句)he likes this book.6.Cities will be big and crowded in the future. (否定句)Cities very big crowded in the future.7.We’ll go out for a walk with you. (同义句)We out for a walk with you.8.The weaher will be sunny tomorrow. (对划线部分提问)the weather tomorrow?五、完成句子1.学习使用计算机对你有好处。

八年级英语下册《Will people have robots》教案人教版章节一：课题引入教学目标：1. 让学生了解发展的现状和未来趋势。

2. 引导学生思考人们是否会有。

教学步骤：1. 向学生展示一些的图片，让学生猜测这些的用途。

2. 引导学生讨论在我们生活中的作用，如清洁工、医生等。

3. 提问学生：“你们认为未来人们会有吗？为什么？”4. 让学生阅读课文，了解人们是否会有。

教学评价：通过学生参与讨论和回答问题的情况来评价学生的学习效果。

章节二：单词和短语学习教学目标：1. 让学生掌握课文中的生词和短语。

2. 培养学生正确使用这些单词和短语的能力。

教学步骤：1. 让学生跟读课文，标注出生词和短语。

2. 教师讲解生词和短语的意思，并给出例句。

3. 让学生练习使用这些单词和短语造句。

4. 进行小组活动，让学生相互练习使用生词和短语。

教学评价：通过学生造句的正确性和流利度来评价学生的学习效果。

章节三：课文理解教学目标：1. 让学生理解课文内容，掌握课文的主要观点。

2. 培养学生运用所学知识进行思考和分析的能力。

教学步骤：1. 让学生复述课文内容，检查学生对课文的理解。

2. 教师提问，引导学生深入思考课文中的观点。

3. 进行小组讨论，让学生分享自己的观点和看法。

4. 让学生写一篇短文，阐述自己对课文主题的理解和看法。

教学评价：通过学生复述课文、回答问题和小组讨论的表现来评价学生的学习效果。

章节四：语法学习教学目标：1. 让学生掌握本课所学的语法知识。

2. 培养学生正确运用所学语法知识的能力。

教学步骤：1. 讲解本课所学的语法知识，如时态、语态等。

2. 让学生进行语法练习，巩固所学知识。

3. 进行小组活动，让学生相互练习使用所学语法知识。

4. 让学生写一篇短文，运用所学语法知识进行表达。

通过学生语法练习的正确性和流利度来评价学生的学习效果。

章节五：课堂总结与作业布置教学目标：1. 让学生回顾本节课所学内容，巩固知识点。

新目标英语八年级下册Unit 1 Will people have robots单词表整理鏂扮洰鏍囪嫳璇叓骞寸骇涓嬪唽Unit 1 Will people have robots?鍗曡瘝琛ㄦ暣鐞?will 灏嗭紱浼氾紱瑕?Clare will be five years old next month. 鍏嬭幈灏斿皢鍦ㄤ笅涓湀婊′簲宀佷簡銆?They won't lend us any more money. 浠栦滑涓嶄細鍐嶅€熺粰鎴戦挶浜嗐€?I'll see him tomorrow. 鎴戞槑澶╄瑙佷粬銆?1 robot 鏈哄櫒浜?These cars are built by robots. 杩欎簺姹借溅鏄敱鏈哄櫒浜哄埗閫犵殑銆?2 won't =will not 灏嗕笉 3 they'll =they will 4 everything姣忎欢浜?涓€鍒?Take this bag, and leave everything else to me. 浣犳嬁鍖咃紝鍏朵粬涓€鍒囩暀缁欐垜銆?鈥楬ow's everything with you?鈥?鈥楩ine, thanks.鈥?鈥滀竴鍒囬兘濂斤紵鈥?鈥滄槸鐨勶紝璋㈣阿銆傗€?My family means everything to me. 瀹跺涵瀵规垜鏉ヨ鎰忓懗鐫€涓€鍒囥€?閾炬帴鈫抋nd everything 绛夌瓑She told me about the baby and everything. 濂规妸鍏充簬杩欎釜瀛╁瓙鐨勬儏鍐电瓑绛夐兘鍛婅瘔浜嗘垜銆?5 paper n. 绾?涓嶅彲鏁?,鏂囦欢,璁烘枃,鎶ョ焊; 璇曞嵎(鍙暟) v. 鐢ㄧ焊绯?璐村绾? adj.绾稿埗鐨?a piece/sheet of paper 涓€寮犵焊The photo was on the front page of all the papers. 杩欏紶鐓х墖鐧诲湪鎵€鏈夋姤绾哥殑澶寸増銆?6 use n. 鍒╃敤,浣跨敤,鐢ㄩ€? v. 浣跨敤; vt. 浣跨敤,鐢?鈼弖se something Can I use your phone? 鎴戝彲浠ョ敤浣犵殑鐢佃瘽鍚楋紵鈼弖se something for something/for doing something We used a carrot for the snowman's nose. 鎴戜滑鐢ㄤ竴鍙儭钀濆崪褰撲綔闆汉鐨勯蓟瀛愩€?鈼弖se something to do something Police used tear gas to disperse the crowds. 璀﹀療鐢ㄥ偓娉摝鏂┍鏁ｄ汉缇ゃ€?鈼弖se something as something You can't keep using your bad back as an excuse. 浣犱笉鑳戒竴鐩寸敤鑳岀棝褰撲綔鍊熷彛銆?閾炬帴鈫?use up鐢ㄥ畬;鑰楀敖锛寀se your head鍔ㄥ姩鑴戠瓔7 less a. pron.adv. 鏇村皯鐨?鏇村皬鐨? 鏇村皯鍦?鏇村皬鍦?Exercise more and eat less. 灏戝悆澶氳繍鍔ㄣ€?Getting out of bed in summer is less difficult than in winter. 澶忓ぉ璧峰簥姣斿啲澶╁鏄撶偣銆?閾炬帴鈫掆棌less and less 瓒婃潵瓒婂皬銆斿皯銆曞湴He's less and less able to look after himself. 浠栬秺鏉ヨ秺涓嶈兘鐓ч【鑷繁浜嗐€?鈼弆ess than ... 涓嶅埌锛屽皯浜?The young man is less than twenty years old. 杩欎釜骞磋交浜轰笉鍒?20 宀併€?鈼弉o less than 鎰忎负鈥滀笉灏戜簬锛涗笉涓嬩簬鈥︹€︿箣澶氾紱澶氳揪鈥︹€濄€備緥濡傦細In that battle, we wiped out no less than twenty thousand enemies. 鍦ㄩ偅涓€娆℃垬褰逛腑锛屾垜浠秷鐏殑鏁屼汉涓嶄笅20,000 浜恒€?鈼弉ot less than 鎰忎负鈥滀笉灏戜簬鈥濓紝鍚?at (the) least銆?Our school has not less than three thousand students. 鎴戜滑瀛︽牎鎷ユ湁鐨勫鐢熶笉涓?3,000 浜恒€?8 fewer a. 灏戠殑; int. 杈冨皯鏁? a. 杈冨皯鐨?There seem to be fewer tourists around this year. 浠婂勾娓稿浼间箮灏戜簡銆?閾炬帴鈫抐ewer+鍙暟鍚嶈瘝锛屽锛歠ewer books銆?less+涓嶅彲鏁板悕璇嶏紝濡傦細less water銆?9 pollution n. 姹℃煋air/water pollution 绌烘皵銆佹按姹℃煋environmental pollution 鐜姹℃煋noise pollution鍣煶姹℃煋10 tree 鏍?We sat under a tree for shade. 鎴戜滑鍧愬湪鏍戜笅涔樺噳銆?11 she'll=she will 12 building寤虹瓚鐗?tall/old/historic buildings 楂樺ぇ銆佸彜鑰併€佸巻鍙插缓绛?the building of the school 瀛︽牎鐨勫缓绛?the building trade寤虹瓚涓?13 astronaut 瀹囪埅鍛?14 rocket n. 鐏,鐑熺伀; v. 鍙戝皠鐏,鐚涙定They launched a rocket to the planet Venus. 浠栦滑鍚戦噾鏄熷彂灏勪簡涓€棰楃伀绠€?15 space n. 浣嶇疆,绌洪棿,璺濈; v. 闅斿紑,鍒嗛殧Is there any space for my clothes in that cupboard? 琛ｆ煖杩樻湁绌洪棿鏀炬垜鐨勮。

Unit1 Will people have robots?Section ATeaching Aims and Demands1.Knowledge and Ability Objects(1)key vocabulary:Prediction; robot; will; won’t; pollution; use(2)Key structures:Will people have robots in people’s homes?Yes, there will / No, there won’t.Will there be less pollution?Yes, there will / No, there won’t.(3)To train students’ listening skill and communicative competence.2.Method Objects in Teaching(1)listening and speaking methods(2)Discussion method(3)Pairwork and Groupwork3.Sensibility and ValueTo be interested in learning English.Teaching DifficultyTo master the key structuresTeaching Aids1. A tape recorder2. A computer for multimedia useTeaching ProceduresStepⅠ Greetings and lead-inT: Hi! Boys and girls!S: Hi! Teacher!T: Have you got a good winter vacation?S: Yes / No.T: Ok. Now can you tell me where you went?S1: I went to…..S2: I visited my grandma……S3: I stayed at home……T: Ok. Where are you going in your next vacation? Well, in this unit we will learn to say what isgoing to happen before it happens. That’s to say, we will learn to make predictions.(Teacher writes “prediction’’ on the board and teaches this word to the students.)Ste pⅡLanguage StudyDraw a simple time line on the blackboard. Point to the date and ask the students some questions to teach them how to make predictions.T: Will you live in the same house in a year?S: Yes / No……T: When you want to say what is going to happen before it happens, we use “will”or“won’t”. “in a year”means“after a year”.Now think ahead, will you live in this city in five years from now? Volunteer!S1: I won’t live in this city……S2: Yes, I think so…….T: what about ten years? What job will you have? Will you have children?S: Yes / No…………T: In 100 years , will people have robots?S: Yes, they will. / No, they won’t.T: Will people/kids……?……Ste pⅢPairworkGive an example on the screen. Ask students to read them (Boys ask, girls answer/exchange) Have students work in pairs. As students work, move around the room giving support as needed. And have some pairs to show their conversations.Ste pⅣGuessing GameDivide students into two groups. Do a competition of answering the question according to the pictures. If their answers are right, their groups will get a star. The group which get the more stars, they will win the prize.Ste pⅤlistening practiceDo the listening practice in the Activtity1a.Play the recording.Check the answersSte pⅥPairworkPoint out the new sentence pattern. “Will there be……? Yes, there will. / No, there won’t.”Ask some questions about the them.Have students work in pairs. After some minutes. invite some pairs to say their conversations.Ste pⅦListening practiceDo the listening practice in Activity 2b.Play the recording.Check the answers.Ste pⅧGroupworkHave students work in four or five. Put the two sentences patterns together, make their own conversations. As students work , move around the room giving support as needed. Then check their conversations.Ste pⅨFree TalkHave students talk with their partners. Make the predictions about the city.Then let students talk about their ideas one by one.Ste pⅩDrawingStudents find their own partners. Draw a picture of the city tomorrow, and describe it to the class. They can use“will”or“won’t”Then put the pictures anywhere in the classroom. Next, invite a teacher to choose the best one and give the prize to the students.StepⅪSummaryToday, we have learned some key words and key structures. Pay attention to the simple future tense……Ste pⅫHomewokPractice the sentences patterns after class. Draw a picture showing what life will be like in 100 years.。

Unit 1 Will people have robots?I. 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 w ill be less pollution.• robot, free time, more, less, fewer, building, pollution, ago, will, won't, high school, college, sports car, childII. Teaching Time: Six periodsSection AAdditional materials to bring to class• map of the worldLanguage goal• On the board write a simple time line showing four dates: today's date, a date exactly one year from now, a date five years from now, and a date ten years from now.• Point to the date one year from now and ask students, What will be different in your life one year from now? Ask some specific questions such as, Will you be at this school in a year? Will you live in the same house in a year? Will you be in my class in a year? Under that date, write some of the things that will be the same and different for students a year from now. For example, Carlos will have a dog. Kike will be in Ms Brown's class.• Repeat the procedure with the dates five years and ten years in the future. Ask other questions to help students think ahead. For example, Will you live in this town five years from now? Will you be in college? Will you have a job five years from now? What job will you have ten years from now? Will you have children ten years from now?• After you write the students' predictions, underline the word will in each one.1 a This activity introduces the key vocabulary and the idea of making predictions. • Point to the time line on the board and extend it out to 100 years in the future. Say, In this activity we're going to talk about more than five or ten years in the future. We're going to talk about 100 years in the future.• Read each prediction to the class. Stop to introduce and explain new vocabulary items. For example, point to the picture of the robot in the book and ask students to repeat the word. Point out several countries on a map of the world and say, All these countries will be one country.• Read the instructions. Point to the columns of As and Ds and say, A means agree, 0 means disagree. Check D if you think the sentence will not be true. Check A if you think the sentence will be true.• As students work, move around the room answering any questions students may have.• Talk about the answers with the class. All students will probably not have the same answers. Point out the example in the speech hubbies and ask two students to read it to the class. Help students make their own statements using language from the example.1b This activity gives students practice in understanding the target language in spoken conversation.• Read the six prediction s to the class or have a student do it.• Read the instructions to students. Say, As you listen, circle the things you hear on the recording.• Play the recording the first time. Students only listen.• Play the recording a second time. This time say, Now listen to the conversation again. The people are making predictions about the future. Circle the predictions they talk about on the recording.• Correct the answers.1 c This activity provides guided oral practice using the target language.• Read the I nstructions.• Ask two students to read the example in the sample dialogue.• Help other students make one or two other predictions using statements like those in the sample dialogue. Point to an item in activity la and read it to the class. For example, Books will only be on computers. Help the student form the question, Will there be books in 100 years? Then help another student give the answer. He or she can say either, Yes, there will or No, there won't. Books will only be on computers.• Ask students t o work in pairs. As they work, move around the room giving language support as needed.• Ask several pairs to say their conversations to the class.Optional activityAsk students to predict what will happen at an upcoming school event such as a soccer game or a school party. They can make statements and agree or disagree with each other. For example. Our team will win the game. We'll get ten points. The other team won't score any points. Write some of the predictions on the board.2a This activity provides guided listening practice using the target language.• Point out the list of predictions and ask different students to read the predictions to the class.• Read the instructions and point out the sample answer.• Play the recording. Students circle the word they hear on the recording in each sentence: more, less or fewer• Check the answers.2b This activity provides guided listening practice using the target language.• Point to the list of predictions and ask different students to read the prediction s to the class.• Read the instructions. Play the recording once. Students only listen.• Play the recording again. Students check the predictions they hear.• Check the answers.2c This activity provide guided oral practice using the target language.• Read the instructions.• Point to the example in the sample dialogue. Ask two students to read the conversation to the class.• Point out the sentences in activity 2b. Read the dialogue again and ask students to point to the sentences that the two persons are talking about.• Then have students work in groups of four. They take turns making predictions about the future and agreeing or disagreeing with each other. As they ask and answer the questions, move around the room checking their work.• Check the ans wers by calling on different groups to say a conversation to the class.Grammar focus• Review the grammar box. Ask students to say the statements and responses.• Review the concept of countable and uncountable nouns by writing the two words on the board and asking different students to come to the board and write example of eachunder the headings. Help the students think of new words for each column. For example, uncountable nouns include familiar foods such as water, milk, orange juice, meat, bread, and butter. Countable nouns include familiar food such as eggs, cookies, muffins, apples, and bananas.Grammar noteIt may he useful to contrast countable and uncountable nouns that describe the same thing. For example, you might put these pairs of sentences on the board, adding simple pictures to help explain the vocabulary: There will he fewer lakes. There will be less fresh water. There will be fewer trees. There will be less wood. Point out that you can count lakes and trees, but that you can't count water or wood. Water and wood are uncountable nouns.Optional activityPlay a game with countable and uncountable nouns. Divide the class into two teams. Make statements using the word more plus an countable noun or an uncountable noun. For example, You need more water or You need more eggs. First one team say the statement, then the other changes their statement into another statement that uses a specific quantity. For example, You need more salt might become You need a teaspoon of salt. You need more eggs might become You need three eggs. Each correct answer is worth one point.3a This activity provides reading and writing practice using the target language. • Point to the three pictures and say, This is Salty. This is Sally five years ago, this is Salty now, and this is Salty five years in the future.• Read the instructions. Point out the sample answer and ask a student to read it to the class.• Ask students to complete the work on their own.• Check the answers.3b This activity provides guided oral practice using the target language.• Read the instructions.• Point to the example in the sample dialogue. Ask two students to read the dialogue to the class.• Point out the pictures in activity 3a. Read the dialogue again and ask students to point to the picture they are talking about.• Then have students work in pairs. As they make their predictions, move around theroom checking their work.• Check the answers by calling on different students to make predictions about Sally.3c This activity presents an opportunity for students to use the language of the unit to talk about themselves and their own interests.• Read the instructions.• Give an example from your own experience. You ask a good student to do this instead if you would prefer.• Ask a few s tudents to give examples. Correct any grammatical errors to make sure the students are providing a good model for the rest of the class.• Ask students to complete the work on their own.• Review the task. Ask a few more students for answers.4 This activity provides oral practice using the target language.• Read the instructions. Say This activity has two parts-drawing a picture and talking about it.• Ask students to draw pictures on their own. Move around the room helping students get ideas if they are having trouble- For example, you can say, How about some parks, lots of green parks? You could draw some bicycles, or special roads for bicycles.• Ask students to show their pictures to other students and describe what they drew. Homework:1.Review Section A.2.Recite the words in this unit.3.Preview Section B.4.Finish Exx. Section A.Section BNew language• rocket, astronaut, space station, computer programmer, crazy, live, moon, transportation, petAdditional materials to bring to class• bilingual di ctionariesla This activity reviews earlier vocabulary and introduces some new words.• Point to the three columns and read the headings to the class. Ask students to say in their own words what each heading means.• Read the list of seven words. Ask stu dents to raise their hands if there is a word they don't understand. Write these words on the board and use a simple drawing or a brief explanation to describe each one.• Read the instructions and say, Write these words in the correct column below.• Chec k the answers.1 b This activity provides a review of previously-taught vocabulary.• Ask a student to read the words already written on the chart. Say, Mow add some words to each column. Think about the jobs we studied before. Write some of the jobs in the chart. Look back at the other units and see if you can find some types a/transportation and some places people live.• Talk about the completed chart with the class. Put a blank chart on the board and ask students to come up and add words to each column of the chart. Have the student who writes each word use it in a sentence.2a This activity provides listening practice using the target language.• Read the instructions.• Point out the three pictures. Ask students to talk about what they see in each picture. • Play the recording the first time. Students only listen. Say, You will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures.• Play the recording a second t ime. This time students number the pictures.• Check the answers.2b This activity provides listening and writing practice using the target language. • Read the instructions.• Say, I will play the recording again. Listen, and write the correct words fro m the box on the blank lines. Point out the sample answer.• Play the recording. You may want to play it more than once, or to stop it after key lines.• Correct the answers.2c This activity provides oral practice using the target language.• Read the i nstructions. Say, Now talk about Joe with your partner. One student pretends to be Alexis and the other student pretends to be Joe. Then change places. • Point out the example in the sample dialogue and ask two students to read it to the class.• Help stud ents find partners and have the pairs work on their own.• Ask some pairs of students to say their dialogues to the rest of the class.3a This activity provides reading and writing practice using the target language. • Read the instructions. Point to the paragraph and say, First read Ming's answer. Then write down any questions you would like to ask about the story. We'll answer these questions together.• Ask students what questions they have about Ming's answer. Explain vocabulary words and repeat sentences in your own words if necessary.• Point out the chart below Ming's answer. Ask a student to read the column headings to the class. Say, Now write words from her answer in the correct columns below. Help students complete one or two answers. For example, write the word reporter in one column and Shanghai in another column.• Ask students to complete the chart on their own.• Check the answers.3b This activity provides open-ended writing practice using the target language. • Read the instructions. Ask students to look at Ming swers before they write about their future lives.• Move around the room as they work. Help students find words in a bilingual dictionary (or simply tell the students the words they are looking for).• Remind students not to show their work to any students.• Collect all the papers and put the papers in a pile. Have each student choose a paper. Be sure each student gets someone else's paper, and not his or her own.• Point out the example in the sample dialogue. Ask two students to read it to the class. Say, Now you'll read your papers and talk about them like this.• Ask different students to read the paper they are holding to the class. Then ask students to guess who wrote each paper.4 This activity presents an opportunity for students to use the target language of the unit to make predictions and express agreement and disagreement.• Read the instructions.• Ask two students to read the dialogue.• Ask another pair of students to give their opinions on another topic. Pick a top ic of current interest in the news.• Ask students to complete the work in pairs.• Ask a few students to share the sample conversation.Self Check1 This activity focuses on vocabulary introduced in the unit.• Ask students to fill in the blanks on the ir own. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Tell them that they can find all the words in the preceding unit.• Check the answers.• Ask students to make their own sen tences with the words, preferably sentences that are meaningful.• Write a number of students' answers for each word on the board. Underline any mistakes (it is not necessary to say which student made the mistake) and ask students to suggest how to correct the mistake.2 This reading passage introduces some humorous predictions.• Read the instructions.• Ask students to complete the work on their own.• Check the answers.• Ask students to make predictions about other inventions, such as robots.Homework:1.Review this unit.2.Finish Exx. Section B.3.Recite 3a4.Writing: Predicting your future, including your future job, the city you will live, etc.5.Preview the next unit.。

新目标英语八年级(下)重点短语及句型总Unit 1 Will people have robots?1. fewer people 更少的人（fewer 修饰名词复数，表示否定）2. less free time 更少的空闲时间（less 修饰不可数名词，表示否定）3. in ten years 10年后（in 的时间短语用于将来时，提问用How soon）4. fall in love with … 爱上……例：When I met Mr. Xu for the first time, I fell inlove with him at once.当我第一次见到许老师，我立刻爱上他。

5. live alone 单独居住6. feel lonely 感到孤独（比较：live alone/ go alone 等）The girl walked alone along the street, but shedidn't feel lonely.那女孩独自沿着街道走，但她并不感到孤独。

7. keep/ feed a pet pig 养一头宠物猪8. fly to the moon 飞上月球9. hundreds of + 复数数百/几百（概数，类似还有thousands of;millions of）10. the same as 和……相同11. A be different from B A与B不同(= There is a difference/ Thgere aredifferences between A and B)12. wake up 醒来(wake sb. up 表示“唤醒某人”)13. get bored 变得厌倦（get/ become 是连系动词，后跟形容词如tired/angry/ excited 等）14. go skating 去滑冰（类似还有go hiking/ fishing /skating/ bike riding 等）15. lots of/ a lot of 许多（修饰可数名词、不可数名词都可以）16. at the weekends 在周末17. study at home on computers 在家通过电脑学习18. agree with sb. 同意某人(的意见)19. I don't agree. = I disagree. 我不同意。

八年级英语下周末辅导资料（1）Unit 1 Will people have robots?一、重点、难点、考点详解1、Do you think there will be robots in people’s homes?① do you think 你认为，通常用来询问对方的看法。

后面常接宾语从句。

如do you think 用在句中，则为插入语，常放在特殊疑问词之后，结构为：疑问词+do you think + 主语+谓语+其他成分。

如：Do you think he will e back tomorrow?What time do you think the train will arrive here?② in people’s homes 在人们家里。

此时，home 作名词，家，相当于house; 注意：home 还可以用作副词，回家、在家。

如：He didn’t leave home until he was 21.I am going home now. See you tomorrow.辨析：home, family, house.home 家（乡），指家人共同居住的地方，侧重强调家庭的氛围。

如：I regard Beijing as my second home.family 家（庭），指一家人或家庭成员，侧重强调人，与房子或其他无关。

如：My family are watching TV now.house 房（屋），指人所居住的地方，侧重于建筑物，包括院子等等。

如：We will move to a new house next week.2、Everything will be free.① everything pron. 每件事物，属于不定代词。

注意：做主语时，谓语用单数；当形容词修饰不定代词时，形容词后臵。

如：I hope everything goes well.He loves everything new.常见的不定代词有：something, anything, everything, nothing, somebody, someone,etc.② free adj. 自由的、空闲的，相当于have time; 免费的、免税的。

Unit 1 Will people have robots?【语法聚焦】一般将来时一、概念：一般将来时表示将来某个时间要发生的动作，事情或存在的状态.二、结构:1）陈述句：主语+will/shall+动词原形shall用于第一人称，常被will 所代替。

will 在陈述句中用于各人称，在征求意见时常用于第二人称。

will not=won't shall not=shan'tHe will read the newspaper at school next Monday.2）一般疑问句：w ill/shall+主语+动词原形Will you be at home at seven this evening? 今晚七点回家好吗？3）特殊疑问句：疑问词+ will/shall+主语+动词原形When will you go to Beijing?三、用法：1、be going to +do，表示将来。

a. 主语的意图，即将做某事。

例如：What are you going to do tomorrow? 明天打算作什么呢？b. 计划，安排要发生的事。

例如：The play is going to be produced next month。

这出戏下月开播。

c. 有迹象要发生的事。

例如：Look at the dark clouds, there is going to be a storm. 看那乌云，快要下雨了。

2、be +to表将来，按计划或正式安排将发生的事。

例如：We are to discuss the report next Saturday.我们下星期六讨论这份报告。

3、be about to +do，意为马上做某事。

例如：He is about to leave for Beijing. 他马上要去北京。

注意：a.be about to do 不能与tomorrow, next week 等表示明确将来时的时间状语连用。

Unit 1 Will people have robots?Section A (1a-2c)I. Teaching aims:1) To learn the new words, will, robot, won’t (will not), they’ll (they will), everything, paper, fewer, pollution, tree,2) To learn the Simple Future Tense (will + v.), and use it to predict the future.3) To practice the student s’ listening and speaking abilities.II. Key points and difficulties:Use the Simple Future Tense to predict the future.III. ProceduresPlay a short video before the class.1. Lead – inSay: It’s interesting to predict the future, isn’t it? Today, we are going to predict the future together.2. Presentationa) Show a picture “A student is fighting for his homework”, and talk about the picture with the students.T: Can you say some words about the picture?Ss: …(If the students cannot say many sentences, the teacher will give some clues, for example, a pen, paper, school, and so on.)T: OK, that’s our life now, right? But what about the studen ts’ life in the future? Let’s predict. Encourage the students to say some sentences according to the descriptions of the pciture,Students will _______ in the future. Student s won’t ______ in the future.b) Show a picture “A mother is fighting for the housework”, and talk about it like above.c) Show some general questions on the slide, and go on predicting the future.3. Speakinga) Go through the sentences in activity 1a, and ask them to check A or D.b) Pair work (activity 1c)A: Will people use money in 100 years?B: No, they won’t. Eve rything will be free. Will people live to be 200 years old?A: Yes, they will.4. ListeningPlay the tape of activity 1b, and students listen and circle the sentences.(Answers: 1, 2, 4, 5)5. DiscussionDiscuss together what our earth will be like in the future according to the given pictures.Learn the structure, “There will be …” and the differences between “fewer” and “less”.6. Listeninga) Play the tape of activity 2a, students listen and circle the words.(Answers: more, less, fewer, less, fewer)Ask the students to find out the differences between “fewer” and “less” by themselves.b) Play the tape of activity 2b, Check the predictions they hear.(Answers: 2, 5)7. Group workWork in groups. Talk about “What will Wenzhou be like in 20 years?”Ask one student to report what they’ve talked about.8. Writing (If time allows)Write a passage about what Wenzhou will be like in 20 years.Your passage can include people, traffic, school, life style and pollution.What will Wenzhou be like in 20 years?It’s interesting to predict what Wenzhou will be like in 20 years. Well, in my opinion, I think ________________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________9. Sum upAsk students to recall how to predict the future. Show the sentences on the slide and color some key words.People will have robots in their homes.People won’t use money in 100 years.Will kids go to school 100 years from now?Yes, they will. / No, there won’t.There will be more trees in the future.There will be less pollution one day.There will be fewer cars soon.10. Homeworka)Read the conversations in page 87.b)Finish the passage.。