《新目標英語》八年級上單元備課稿

Unit10 I’m going to be a basketball player.

樂清英華學校 張立寧

一、 單元教學內(nèi)容分析：

本單元的主要目標是用一般將來時談?wù)撐磥碜约号c他人理想的職業(yè)及原因，為實現(xiàn)理想所做出的打算和安排，以及制定未來一段時間內(nèi)的學習計劃。

本單元的語言目標：

What are you going to be when you grow up?

I’m going to be a computer programmer.

How are you going to do that?

I’m going to study computer science.

本單元的重點詞匯：

Computer programmer, professional, basketball player, engineer, airline pilot, take lessons, grades dream job, grow up, move to, exhibition, resolutions, get good grades, get a part-time job, make more friends.

本單元復(fù)習到的單詞和短語：

Want to, actor, doctor, reporter, teacher, study, practice, learn, eat, make, get, exercise lessons, every day, computer, science, math, basketball, what/how/where questions.

本單元Section A 部分學習活動有:

在1a之前有一副圖片，在這副圖片里本單元的主要語言目標已經(jīng)基本呈現(xiàn)。它的作用應(yīng)當是相當于我們平時做的warming-up，在復(fù)習舊知識的同時將新知溝通連接起來。同時由于談?wù)摰膬?nèi)容非常貼近學生的現(xiàn)實生活，也易于被學習接受。

1a: do you think these jobs are interesting? Rank them from [1-6].(1 is most interesting, 6 is least interesting.)

這一活動通過學生自主判斷練習，復(fù)習學習過的單詞，同時引入新單詞。并引起學生學習的興趣。

1b: Listen and match the items below.

（這段對話的目的是通過聽的方式呈現(xiàn)句型what are you going to be when you grow up? I’m… going to….. how are you gong to do that? I’m going to…. ）

1c :Pairwork: practice the conversation in the picture. Then have conversations about the other jobs.（口頭練習target language的表達.）

活動1a-1c通過聽說讀寫的方式呈現(xiàn)并練習目標語言.

2a: Listen. What is Cheng Han going to do? Check the correct boxes in the picture.。

2b：listen again. What are Chent Han’s plans for the future? Fill in the chart.

2c: Pairwork: ask and answer questions about what Cheng Han is going to be..

Grammar Focus.

活動2a-2c通過一副圖片和一段聽力練習進一步練習本單元的目標語言。這一部分更多的呈現(xiàn)了what, where, how, when等問句練習，與grammar focus的內(nèi)容緊密相連，使學生能更清楚的理解”be going to”， 同時，pairwork也提供了學生練習目標語言的機會。Grammar focus是語法的歸納和總結(jié)

3a. Read the diary and underline the things that Tian Tian is going go do.

3b. Fill in the chart with information with about what you are going to be. Then discuss with your partner.

4. Beijing is hosting the 2008 Olympic Games. What can you and your classmates do to help make the Olympics a success? Make a list with “be going to”.

活動3a-4通過讀寫的方式訓(xùn)練目標語言。首先用日記形式呈現(xiàn)目標語言，使學生更好的理解“be going to”,再通過與現(xiàn)實聯(lián)系緊密的寫作講解“be going to”結(jié)構(gòu)并訓(xùn)練學生應(yīng)用目標語言。體現(xiàn)了 Learn by doing/Do sth. by language 任務(wù)型教學思想,同時這一活動蘊涵了 “我為奧運做貢獻”的情感教育內(nèi)容.

Section B 中有以下幾項活動:

1a. Match the pictures with the new years resolutions. Number the pictures [1-6].

1b. Pairwork: what things are you going to do this year? Discuss with your partner.

2a. Listen and circle the resolutions in activity 1a that you hear.

2b. Listen again. How are they going to make their resolutions work? Write what they are going to do.

2c. Groupwork: make a list of other resolutions you want to make. Then discuss with your group.

B部分是A部分的拓展和延伸, 這一部分的知識相對有了一點難度。增加了詞匯量，也加大了對目標語言的練習的廣度和深度。用學生易于接受的日常生活的片斷來進行知識的深化。

3a. Read the magazine article and make a list of the new year’s resolutions it mentions.

3b. Look at activities 2a and 2b on page 62. Write a magazine article about Lucy. Manuel, and Kim and their resolutions.

3c. What are some of your resolutions? Write about them.

4. Groupwork: clean and green.

Self-check.

這部分的主要練習應(yīng)用目標語言進行寫作。同時也是對學生對于目標語言掌握情況的一個檢測。并通過寫作訓(xùn)練學生養(yǎng)成良好的寫作習慣，能夠正確運用短語和語言結(jié)構(gòu)，而不是簡單的將漢語直接翻譯成英語。通過學生自己完成self-check 來檢驗自己本單元的學習情況。

二、 學生學情分析和教學重難點：

本單元的主題是使用一般將來時對未來一段時間內(nèi)的計劃以及理想，這對于學生來說是比較熟悉的，因為在每一學期或每一年的開始他們都會習慣性的（或是在老師或家長的強迫下）給自己列下一個學習計劃，同時，每個學生都有自己的理想，而且他們也都希望將他們的理想展示給別人，因此通過采訪，討論等小組活動來練習鞏固本單元的內(nèi)容剛好能夠激發(fā)他們的學習熱情。但學生也許會將“be going to”結(jié)構(gòu)與現(xiàn)在進行時相混淆，因此要通過聽說讀寫各種形式重點練習這個結(jié)構(gòu)。同時，在實現(xiàn)情感態(tài)度的教育目標時，一定要讓學生明白計劃的制定要結(jié)合自己的實際情況，具有可行性，一旦制定下來就要堅持完成，不能三天打魚兩天曬網(wǎng)，好的計劃會引導(dǎo)你走向成功。對于自己的理想也是一樣，要為自己的理想努力，決不能因為要實現(xiàn)理想要付出努力而放棄或是改變。因為“無志之人常立志，有志之人立常志”，只有努力才能實現(xiàn)理想。

教學方法建議：采用聯(lián)系情景對話，角色扮演和采訪等活動來展開課堂交際活動和小組活動.

三、課時劃分及其教學內(nèi)容：

總體來說，可將本單元分成兩大部分即Section A 和Section B 進行教學，而Section A 和Section B 中的內(nèi)容則可以進行有機的整合，用5-6課時進行教學。在實際教學過程中，并不一定要按照固定的模式和課本安排好的順序進行講授，可以根據(jù)學生自身的學習情況進行隨機的調(diào)整。

Periods 1-3 Section A

Periods 4-6 Section B and Self-check

教學設(shè)計

Section A

I. 教學內(nèi)容和目標：

1. Knowledge objects: Key vocabulary, target language, writing practice.

2. Ability objects: listening, speaking, reading and writing skills; sequencing skill, cooperating skill.

3. Moral object:

A good plan is a good start to success.

To be great is great. Even not accomplish yet.

A good plan is not good without carrying it out.

II. 教學過程：

一、創(chuàng)設(shè)情境，導(dǎo)入新課

Section A部分主要通過介紹一些職業(yè)名稱來學習將來時態(tài)，因此我們可以采取視聽覺引導(dǎo)教學的方式：首先，教師可以通過呈現(xiàn)一些關(guān)于職業(yè)的圖片或動漫來復(fù)習職業(yè)名詞，并且提問“他/她是做什么的？”回答“他/她是。。。”比如老師呈現(xiàn)一張教師的圖片并提問“她是做什么的？”回答 “她是老師。”以同樣的方式演示其他的職業(yè)名稱。問學生“What does he/she do?”讓學生回答 “He/She is a/an….”完了問學生“你想成為一名。。。嗎？”讓他們回答是或不是。呈現(xiàn)完了讓學生運用目標語言進行Pairwok和互相提問的活動。

二、自讀感知，整體把握

Section A部分主要通過介紹一些職業(yè)名稱來學習將來時態(tài)，每一部分的設(shè)計將是步步推進：在1a-1c部分，先是介紹一些職業(yè)名稱，接著來學習這些職業(yè)的人經(jīng)常是做什么的，學習 “be going to be”這一結(jié)構(gòu)和用法，以及相對應(yīng)的肯定回答，像“我想成為一名。。。”；在2a-2c部分，先鞏固學過的職業(yè)名稱，然后通過一系列的活動練習目標語言，比如閱讀一篇日記，把Josefa計劃要去做的事情下劃線，然后填到表格中，并且根據(jù)表中的內(nèi)容編一組對話關(guān)于 “what, where, and how”這一話題，并做pairwork。最后創(chuàng)設(shè)一個情景，2008年北京舉行奧林匹克運動會，用 “going to be”來談?wù)撨@一話題.

三、合作交流，解讀探究

The main content in Section A is to learn the target language:

What are you going to be when you grow up?

I’m going to be an actor.

How are you going to do that?

I’m going to take acting lessons.

Step 1 演示

Learn some nouns about professions first, and then the teacher communicates with the students:

show some pictures about professions or project some flashcards about professions.

(demonstration) he is a/an….

(question) do I want to be a/an…?

(answer) yes, I do./ no, I don’t.

(ask the students) do you want to be…?

(get them to answer) yes, I do./ no, I don’t.

(ask the students)what are you going to be when you grow up?(repeat twice)

(help them to answer)I’m gong to be a/an…. (practice some times with students)

(ask the students) how are you going to do that?

(help them to answer)I’m gong to…. (practice)

Step 2 活動

Get the students to practice conversations and communicate with each other with the flashcards:

What are you going to be when you grow up?

I’m going to be a/an….

How are you going to do that?

I’m going to….

Step 3 體驗

(1) Play the tape of part 1b, and get the students to listen and match the items about professions and what they can do, finish the teaching task of part 1b.

(2) Play the tape of part 2a, and get the students to check the correct boxes in the picture they hear, finish the teaching task of part 2a.

(3) Play the tape of part 2a again, and get the students to fill in the chart with the sentences that they hear, finish the hearing training task of part 2b and the structures and usage of the verb “want to be”, and the affirmative sentences of “going to” at future tense.

Step 4 活動

(1) Get the students do pairwork, and finish the teaching task of oral intercourse in part 2c. let the students practice the conversations above and the structures of going to in affirmatives. The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: and then get the students to make the proper answers according to their own actual circumstances.

(2) Get the students to read the diary of part 3a, on page 69, and underline the things that Josefa is going to do, practice their abilities of grasping main ideas and main points in an article or a passage.

(3) Get the students do pairwork, and finish the teaching task of oral intercourse in part 3b. let the students fill in the chart, and practice the dialogue. Then let the students ask questions according to their own charts, and then make dialogues according to others’ answers.

Step 5 調(diào)查

Get the students to do profession survey, demand the students to learn to use” do you want to be a/an…? Yes, I do. No, I don’t. I don’t like…. I’m going to be a/an…/”to talk about the professions that they want to be and don’t want to be and make notes; get the students do groupwork, make a list with “be going to” according to their own ideas, then let some students to demonstrate their lists to the classes, finish the teaching task of oral intercourse in Part 4.

四、應(yīng)用遷移，鞏固提高

對父母或朋友的職業(yè)做一項調(diào)查：不同的人喜歡不同的工作，每個人的工作是不一樣的。老師可以組織學生做這一活動，讓學生問答“你的爸爸/媽媽是做什么的？” “他/她是一位。。。” “你想做什么呢？” “當你長大了你打算做什么呢？”。做調(diào)查的學生把這些記下來；找?guī)讉�學生來介紹他們父母的工作。這一活動可以幫助學生記住關(guān)于職業(yè)的名稱，并且練習了 “want to be” 和“ be going to”的用法。

people job Life goal

Father

Aunt

friend

Section B and Self-check

I. 教學內(nèi)容和目標：

1. Knowledge objects:

Key vocabulary, target language, writing practice.

2. Ability objects:

Listening, speaking, reading and writing skills; sequencing skill, cooperating skill.

3. Moral objects:

Good plan and hard work could solve Chinese riddle.

No power to speak without survey.

Do before talk makes a man.

II. 教學過程：

一、創(chuàng)設(shè)情境，導(dǎo)入新課

在Section B中，通過復(fù)習和學習一些決定，復(fù)習并且鞏固了 “want to be”的用法和”going to”肯定形式的用法。我們?nèi)钥梢圆捎靡暵犛X引導(dǎo)的方法：教師可以呈現(xiàn)實物或圖片或動漫圖片，根據(jù)這些圖片學生做Pairwork，目的是復(fù)習在第一部分學過的單詞；同樣，教師呈現(xiàn)關(guān)于職業(yè)的實物或圖片或動漫，并且描述他/她是做什么的？他/她是一位。。。，此時學生只是看著聽著。然后重復(fù)一遍，這次教師讓學生跟著講并且使他們明白是什么意思；最后，讓學生觀察1a中的圖片，并把圖片跟新年的決定連起來，完成1a部分的教學任務(wù)。

二、自讀感知，整體把握

通過復(fù)習和學習B部分的一些決定，復(fù)習并鞏固 “going to”肯定形式的用法.

此部分設(shè)計三個步驟：在1a-2b中， 復(fù)習并鞏固職業(yè)名稱，并且介紹一些關(guān)于今年要做的一些事情，然后讓學生討論今年他們打算做什么。在2a-2c部分，聽錄音，學習 Lucy, Manuel, Kim今年打算做什么，然后引導(dǎo)學生小組活動，列一份清單關(guān)于他們想要做出的決定。在3a-3c部分，為了鞏固going to的用法，根據(jù)目標語言設(shè)計讀寫練習；在4部分，小組活動：假設(shè)學生是為他們居住的 城市工作，讓學生設(shè)計出一個關(guān)于如何使城市變得更清潔的“六點”計劃。

三、合作交流，解讀探究

The main content in section B is to talk about the New Year’s resolutions with the target language learnt.

What are you going to be when you grow up?

I’m going to be an actor.

How are you going to do that?

I’m going to take acting lessons.

Step 1 演示

The teacher communicate with the students to review the target language:

What are you going to be when you grow up? I’m going to be an actor.

How are you going to do that? I’m going to take acting lessons.

Step 2 采訪

Get the students to make simple surveys to their classmates to practice the target language:

Step 3 交流

Get the students to write down the New Year’s resolutions, and let them communicate with each other, and make a comparison about what they are going to do each:

What are you going to do this year?

I’m going to….

Sounds interesting. I’m going to….

Step 4 體驗

(1) Play the tape of part 2a and get the students to circle the resolutions in activity 1a that they hear, and finish the teaching task of part 2a.

(2) Again play the tape of part 2a and get the students to fill in the forms according the content they hear, write what they are going to do, and finish the teaching task of part 2b.

Step 5 活動

Get the students to do groupwork and make a list of other resolutions they want to make, lead them to discuss with their group, and finish the teaching task of part 2c.

Step 6 做一做

Get the students to read the passage in part 3a and demand them to make a list of the New Year’s resolutions it mentions, and finish the teaching task of part 3a.

Step 7 應(yīng)用

Get the students to look at activities 2a and 2b on page 70, write a magazine article about Lucy, Manuel, and Kim and their resolutions, and finish the teaching task of part 3b. Demand the students to use going to.

Step 8 活動

Get the students to write down their own resolutions, and finish the teaching task of part 3c.

Step 9應(yīng)用：競選演說

通過競選城市建設(shè)局局長一職，發(fā)表競選演說，準備并填寫這個使城市變的更加清潔更綠的“六點”計劃：為了培養(yǎng)學生的集體主義，團結(jié)精神，友愛和互助精神，如有可能，可組織學生到城里徒步旅行，目的是讓他們觀察城市并找出關(guān)于污染之類的問題。首先，把學生分組，并選一個同學就 “What are you going to do?” “I’m going to …”問各組準備去做的計劃，并統(tǒng)計數(shù)據(jù)和進行歸類；然后每組向班級做報告；最后，總結(jié)各組意見做一個更好的計劃。這一活動不僅可以讓學生學習他人喜歡和不喜歡的食物，還可以學習對職業(yè)名稱的歸納和班級想做計劃的梗概，使得學生彼此之間更好的了解

四、應(yīng)用遷移，鞏固提高

1.Make a survey: use the flashcards to show the photos of the students favorite stars. Ask them to be a news reporter to interview the stars about the New Year’s resolutions. Fill in the table. In class, the teacher may choose some students to report to class. This activity makes the students not only review the language structures learnt, but also know about their ways to success and how they make progress by making a good plan.

names What are they going to do? How are they going to do that ?

2. Write about your own life goal, and tell the reasons: since the changes of the modern world, many students have different ideas about their life goals and their future professions. The teacher may provide a table about professions(as following table) and tell the students to speak out their own life goals and report to class. This activity can help the students to remember the professional nouns, improve their interest in English learning, and make them learn to have a better profession.

profession Like/dislike why resolution

五、總結(jié)拓展

1. 小結(jié)：The content of this unit is to learn some profession nouns, the usage of want to be and going to; to learn how to talk about what they are going to be and what they are going to do.

單元復(fù)習與驗收知識框架

Title I’m going to be a basketball player.

Topic Life goals

Function Talk about future intentions

Structure Future TenseGoing to be…What to be…What, Where, When, How questions

Target language What are you going to be when you grow up?I’m going to be a computer programmer. How are you going to do that?I’m going to study computer science.

Vocabulary Computer programmer, professional, basketball player, engineer, airline pilotTake lessons, gradesDream job, grow up, move toExhibition, resolutions, get good grades, get a part-time job, make more friends

Recycling Want toActor, doctor, reporter, teacherStudy, practice, learn, eat, make, get, exerciseLessonsEvery dayComputer, science, math, basketballWhat/How/Where questions

Learning strategy Using contextRole playing

2. 討論交流： What do you want to be in the future? What are you going to do? What are your new year’s resolutions? The teacher may get students in groups of four to join this discussion. At first, get the students to draw some pictures about professions and write their English words under them, and then divide them: which jobs are suitable for girls and which jobs are suitable for boys? Which jobs are your life goals? Get the representative of each group to report the result to class. This activity can help the students to review and consolidate the profession nouns learnt, improve their interest in English learning and make them learn what and how to do in the future.

3. 職業(yè)詞匯拓展：

在學生能夠掌握的范圍內(nèi)，盡可能多的介紹有關(guān)職業(yè)的名詞，同時可以讓學生分組討論性格與職業(yè)的關(guān)系，通過此項活動，學生學會根據(jù) 自己的性格尋求適合秘書發(fā)展的職業(yè)，給學生一張表格，學生根據(jù)自己的實際情況填寫表格，并思考自己的理想職業(yè)及適合自己的職業(yè)。

Personal InformationName Hobby Be good atAppearance Personality My ideal job Suitable jobsSuitable jobsFriends’ suggestionsResolutions

lawyer 律師 guide 導(dǎo)游 babysitter 育嬰員

editor 編輯 zookeeper 動物管理員

librarian 圖書管理員 inventor 發(fā)明家

office worker 辦公室職員 journalist 記者

judge 法官 hunter 獵人 fisherman 漁民

boxer 拳擊運動員 conductor 指揮家

(本環(huán)節(jié)略有難度，可做為學有余力的學生的知識拓展。)

備課反思:

這個單元的主題是學習want to be 和 going to do的用法，以及介紹職業(yè),討論人們想做什么和將去做什么。教師在教授這些句子和語法時,要注意幫助學生實現(xiàn)他們的情感目標, 也就是說學生通過問和討論他們想作為生活目標的職業(yè),使他們學會關(guān)心別人。老師可以讓學生在他們自己之間,同學之間,朋友之間以及家人之間進行不同職業(yè)的比較,然后找出最適合的職業(yè),再介紹和提供給其他人。當然學生在設(shè)計和組織這些活動時要闡述理由。這項活動不僅能夠鍛煉目標語言,而且能夠幫助學生學會選擇合適自己的職業(yè)。通過這項實踐活動可以激發(fā)學生的興趣,讓他們大膽的用英語表達,最大限度的讓他們練習和展示自己，以及更加輕松、牢固地掌握知識。

單元綜合自我評價表

Unit 自我檢查評價表

Name Class

Date Week Weather

Words and expressions

I can do

I can’t do

I think I can get (marks) in this unit.

I must to make more progress.