2019-2020年八年級英語上冊 Unit 10 Im going to be a basketball player全單元5課時 人教新目標(biāo)版.doc

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2019-2020年八年級英語上冊 Unit 10 Im going to be a basketball player全單元5課時 人教新目標(biāo)版 I． Teaching objectives 單元教學(xué)目標(biāo) Skill Focus 聽 Listen to people talking about their future plans and resolutions. 說 Talk about future intentions and resolutions. 讀 Read about someone’s dream job and New Year’s resolution. 寫 Write about resolutions. 功 能 句 式 Ask and answer about future intentions What are you going to be when you grow up? I’m going to be a ... How are you going to do that? I’m going to ... Where is she going to move? She’s going to move to New York. I want to be ... Language Focus 詞 匯 1. 重點(diǎn)詞匯 grow, engineer, pilot, act, move, dream, somewhere, save, hold, rich, travel, yet, all over, fit, lady, foreign, teach, build 2. 認(rèn)讀詞匯 programmer, professional, part-time, exhibition, retire, resolution, instrument, fax, reader, municate, exchange 3. 短語 grow up, puter science, at the same time, all over, exchange student 語 法 Be going to表將來 Want to be What, where, when, how引導(dǎo)的特殊疑問句 Strategy Focus Using context Role playing II. Teaching materials analyzing and rearranging 教材分析和教材重組 1. 教材分析 本單元的主題是Life goals。通過單元學(xué)習(xí)，要求學(xué)生學(xué)會一些有關(guān)職業(yè)的表達(dá)方式，用 be going to , want to be 等結(jié)構(gòu)來談?wù)撟约号c他人理想的職業(yè)，談?wù)摓閷?shí)現(xiàn)理想所做的打算和安排。語法結(jié)構(gòu)掌握when 引導(dǎo)的時間狀語從句及what, when, where, how引導(dǎo)的特殊疑問句。在聽說的基礎(chǔ)上學(xué)會綜合運(yùn)用目標(biāo)詞匯、短語及功能句式表達(dá)自己理想的職業(yè)，學(xué)習(xí)為實(shí)現(xiàn)理想而做出打算和安排，制定未來一段時間的計劃。 Section A 1a 呈現(xiàn)了幾種不同的職業(yè)，要求學(xué)生根據(jù)趣味性為其排序。一方面讓學(xué)生復(fù)習(xí)已經(jīng)學(xué)過的一些表示職業(yè)的詞匯（如teacher等），同時認(rèn)知一些新的表示職業(yè)的詞匯（如puter programmer），為后面的各項活動作鋪墊；1b 是一個聽音配對的練習(xí)，一方面訓(xùn)練學(xué)生的聽力技能，同時引出本單元的目標(biāo)語言；1c 是一個口頭會話活動，練習(xí)be going to表將來及what和how 引導(dǎo)的特殊疑問句；2a要求聽錄音判斷Cheng Han的未來職業(yè)，在理解目標(biāo)語的基礎(chǔ)上培養(yǎng)聽力和觀察能力；2b是針對2a內(nèi)容的書面輸出練習(xí)，要求學(xué)生在理解的基礎(chǔ)上注意目標(biāo)語的語法形式、句子的結(jié)構(gòu)及語義搭配，鞏固what, where, how, when 疑問句的回答；2c是針對2a內(nèi)容的口頭輸出練習(xí)，要求以結(jié)對子的形式把目標(biāo)語融入到具體真實(shí)的語境中進(jìn)行操練，鞏固目標(biāo)語；3a提供的是一個閱讀練習(xí)，幫助學(xué)生在上下文的語境中進(jìn)一步掌握目標(biāo)語言；3b要求學(xué)生用目標(biāo)語談?wù)撟约旱奈磥泶蛩?，學(xué)用結(jié)合；4結(jié)合xx年北京奧運(yùn)會這一主題創(chuàng)設(shè)真實(shí)的語境使用目標(biāo)語，既可增強(qiáng)學(xué)習(xí)興趣又可提高學(xué)生對目標(biāo)語的實(shí)際應(yīng)用能力。同時這一活動蘊(yùn)涵了“我為奧運(yùn)做貢獻(xiàn)”的情感教育內(nèi)容。 Section B 本部分以“新年的決心”為主題設(shè)計了一系列的活動：1a要求學(xué)生將圖片和相應(yīng)的新年決心配對，為后面實(shí)施交際功能提供了材料；1b引導(dǎo)學(xué)生通過對話鞏固掌握1a 出現(xiàn)的生詞及be going to結(jié)構(gòu)；2a和2b是聽力練習(xí)同時也是輸出性的任務(wù)，在聽力理解的基礎(chǔ)上要求學(xué)生注意形式的正確性；2c要求學(xué)生列出一些自己的決心或計劃，然后進(jìn)行小組討論；3a是一個閱讀練習(xí)，要求列出文章里提到的一些新年的決心。標(biāo)題是新年計劃調(diào)查表，任務(wù)輸入和輸出并重，便于鞏固、應(yīng)用目標(biāo)語言；3b和3c是兩個寫作練習(xí)，培養(yǎng)學(xué)生用目標(biāo)語言寫作的能力；4小組活動的主題是清潔與綠色，培養(yǎng)學(xué)生在情境中運(yùn)用語言的能力，同時滲透德育教育。 Self check 1 用所學(xué)詞的適當(dāng)形式填空然后用這些詞造句，檢查學(xué)生對幾個重點(diǎn)詞匯的含義及用法的掌握情況；2 是對本單元目標(biāo)語言學(xué)習(xí)情況的綜合評價，由此可讓學(xué)生認(rèn)識自己的成就與不足。 2. 教材重組與課時分配 Period 1 (Section A: 1a， 1b， 1c) Function introduction Period 2 (Section A: 2a， 2b， 2c， Grammar Focus) Grammar Period 3 (Section A: 3a， 3b， 3c) Integrating skills Period 4 (Section B: 1a， 1b， 2a， 2b， 2c) Listening and Speaking Period 5 (Section B: 3a， 3b， 3c， 4； Self check) Reading and Writing III. Teaching plans for each period 分課時教案 Period 1 Function introduction Target language 目標(biāo)語言 1. Words and phrases 生詞和短語 puter programmer, baseball player, pilot, engineer, actor, grow up, puter science 2. Key sentences 重點(diǎn)句子 What are you going to be when you grow up? I’m going to be a ... How are you going to do that? I’m going to do ... Ability goals 能力目標(biāo) Learn to talk about future intentions using the target language. Learning ability goals 學(xué)能目標(biāo) Help students to learn how to talk about future intentions and make a plan for the future. Teaching important and difficult points 教學(xué)重難點(diǎn) “Be going to” structure. Teaching aids 教具準(zhǔn)備 A tape recorder, word cards and some pictures. Teaching procedures and ways 教學(xué)過程與方式 Step I Lead-in T: Hello, boys and girls. Nice to see you again. Would you like to tell me your parents’ jobs? Please tell me like this: “My mother is a ...; My father is a ...” S: My father is a doctor. My mother is a teacher. S: My father is a policeman. My mother is a nurse. S: ... T: Good. Please write their jobs on the board. Draw a chart with two columns on the board, with “father” and “mother” as the headings. And let students write their parents’ jobs on the board. In this way, help them to review the words they have learned about job before such as doctor, teacher, policeman, waiter, driver and so on. Step II New words learning (Section A: 1a) Show some word cards to students and help them to learn some new jobs. T: Now please look at these cards. Do you know what jobs they are doing? First get students to identify the jobs by themselves, then read each word and explain both in English and Chinese. Students repeat after the teacher. T: puter programmer is a person whose job is to write programs for a puter (Introduce puter games) Pilot - a person who flies a plane Baseball player - a person who plays baseball (introduce basketball player, volleyball player ...) Engineer - someone whose job is to design or build roads, bridges, machines etc Actor - a man who plays a role in a play or a film or television programs (introduce actress） Ask some students to read each new word to the class, correct their pronunciations. T: Do you think these jobs are interesting? (Students may have all kinds of responses.) Now rank them please. 1 is the most interesting and 6 is the least interesting. Check their answers and find out the most interesting job in the students’ eyes. T: Who made engineer number 1? Hands up! ... Step III Function presentation T: (Ask one of the students) Would you like to be a puter programmer in the future? S: Yes. I like to be a puter programmer. T: That is to say, “You are going to be a puter programmer in the future.”(On the board) Circle “are going to” on the board. T: Today we’ll learn to talk about future intentions using “be going to”. Future intention means something you want to do or plan to do in the future. Clear? Ss: Yes. T: We learned to talk about future plans using “be +v-ing” structure in unit 3. Remember? Could you give me an example? S: I’m buying a new bike. (Write on the board and circle the “-ing” word) S: —Where are you going next week? —I’m going to my grandmother’s home next week. T: Very good. We can use “be+v-ing” to talk about future events. Today we’ll talk about future intentions using “be going to” structure. Look at this sentence: I’m going to be a puter programmer when I grow up. (On the board) Circle “when I grow up” and point out that it is not a question but means time. T: Please read after me. Students repeat the sentence after the teacher. Then let them practice making more sentences with the words in activity 1a, using the structure: I am going to be a ... Step IV Listening (Section A: 1b) Call attention to the items in activity 1b. Let students read the items before listening to the tape. Then tell them what they are supposed to do. T: Look at the example given. “puter programmer” is connected with “study puter science”. That is to say, if you are going to be a puter programmer, you should/need to study puter science. Clear? Then play the tape, students do the match work. Play the tape again and students check their answers. After listening, ask students to practice reading the phrases in activity 1b and explain what a professional basketball player is. Step V Oral practice (Section A: 1c) First get students to practice the conversation in 1c on page 59 in pairs. Call attention to the two questions: What are you going to be when you grow up? How are you going to do that? T: What-question asks about the jobs and how-question asks about the actions you will take. Is that clear? Now look at the conversation in the picture. Let’s read it. Boys play role A. Girls play role B. Together, OK? ... Then let them work in pairs and make more conversations about the other jobs. Get several pairs to demonstrate their conversations to the class. Step VI Summery and Homework T: Now let’s e back to the key words and sentences we have learned today. Pointing to the board, let boys read the key words first and ask girls if they have made some mistakes, and then let girls ask and boys answer using the sentences on the board. Call attention to the word order, pointing out we should say “what are you” not “what you are”, “how are you” not “how you are”. On the board: New words and expressions: puter programmer, puter science, engineer, actor, pilot, basketball player, grow up Key sentences: What are you going to be when you grow up? I’m going to be a basketball player. (... an engineer, actor, puter progra-mmer.) How are you going to do that? I’m going to practice basketball every day. (... study math really hard.) (... study puter science.) (... take acting lessons.) Homework: Have a conversation about your future job with your partner and write down your conversation on your exercise book. Please use what and how questions. 職業(yè)詞匯拓展: 在學(xué)生力所能及的范圍內(nèi)，盡可能多地介紹有關(guān)職業(yè)的名詞。 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(yùn)動員 conductor 指揮家 Period 2 Grammar Target language 目標(biāo)語言 1. Words and phrases 生詞和短語 move, actor, take acting lessons, college 2. Key sentences 重點(diǎn)句子 Where is Cheng Han going to move? He is gong to move to New York. When are you going to start? I’m going to finish high school and college first. Ability goals 能力目標(biāo) Practice listening about future intentions. Learning ability goals 學(xué)能目標(biāo) Help students learn how to use “be going to” to talk about their future plans. Teaching important and difficult points 教學(xué)重難點(diǎn) The coherence between the subject and be. Teaching aids 教具準(zhǔn)備 Some cards, tape recorder. Teaching procedures and ways 教學(xué)過程與方式 Step I Revision Check the homework first. T: Good morning, everyone. Tell me about your future intensions please. What are you going to be and how are you going to do that? Have several pairs present their conversations to the class. Then show some cards with the following phrases to the students. a. take acting lessons b. study puter science c. practice basketball everyday d. study math really hard T: Now I’d like you to make sentences by joining one of the phrases on the cards with “be going to”. Who will have a try? S: I’m going to take acting lessons. S: I’m going to ... Then have a dictation with the following words and phrases. puter programmer, engineer, pilot, basketball player, grow up, take acting lessons, actor Step II Rule explanation (Grammar Focus) T: We usually say: I’m going to do ... You are going to be ... (Circle I’m and you are) So here we can see (Pointing to the circle) when the subject is different, “be” is different. So we also say: He/She is going to be (or to do) ... We/They are going to be (or to do) ... Show the following chart. I He / She We / They / You am is are T: Now let’s do some practice. Get students into two groups. Group A will write subjects (including names of persons, pronouns) on the left side of the board under Column A; Group B will write plans or actions (to be or to do phrases) on the right side of the board under Column B. T: Good job! Now make new sentences by joining the items from each column with “be going to”. Pay attention to the use of “be”. Any match will be OK unless it makes sense. Possible list: Column A Column B Jane be a doctor My uncle be an actress Our classmates study Japanese He work hard every day ... ... Step III Listening (Section A: 2a 2b) In this step, students will do some listening practice with the target language. Call attention to the picture in activity 2a on page 60 and say: T: Cheng Han is thinking about his future plans. But what is he going to do? What job does each picture show? Ss: Doctor, teacher and actor. T: Now listen to the recording and check the things Cheng Han is gong to do. Students listen and check the boxes. Check the answer. Then move on to activity 2b. Ask students to read the instructions and point out the sample question and answer. Play the recording again, ask students to fill in the chart about where, how and when. T: Now let’s learn more about Cheng Han’s plan. You will focus on where, how and when. Listen and write down the key words. Then listen again and plete your sentences. Check the answers. T: Now let’s check the answer. Please tell me your answer to “where”. Volunteer? S: He is going to move to New York. T: Good. Have you got the question? What is the question? S: Are you going to move to Hollywood? T: Good! (Write the question on the board) Check the other answers in the same way and write other questions on the board. Questions: What are you going to be when you grow up? Are you going to move to Hollywood? How are you going to bee an actor? When are you going to start? Step IV Pairwork (Section A: 2c) Students work in pairs to practice conversations about Cheng Han’s plans. T: Now please talk in pairs. SA asks questions with what, where, how and when. SB answers these questions. Then exchange roles. Get several pairs to demonstrate their conversations. Step V Exercises and Homework 1. ______ are you going to do with the broken bike? A. What B. How C. When D. Why 2. What ______ you ______ to do when you ______ high school? A. do, want, finish B. will, want, finish C. are, going, are going to finish D. are, want, are going to finish 3. They are going to move to shanghai next year. (就劃線部分提問) _____ _____ going to move to shanghai next year? 4. She gets up at six everyday. （用tomorrow改寫句子） She ____ _____ to get up at six tomorrow. 5. She wants to be a doctor. (就劃線部分提問) _____ _____she _____ to be? Key: 1. A 2. A 3. Who are 4. is going 5. What does; want Homework: Interview one of your friends and write down his or her plans for the future. Period 3 Integrating skills Target language 目標(biāo)語言 1. Words and phrases 生詞和短語 dream, somewhere, fashion show, part-time, save, yet, travel, at the same time, hold, exhibition, rich, all over, retire 2. Key sentences 重點(diǎn)句子 I’m going to move somewhere interesting. I’m going to do what I want to do. I’m going to retire somewhere quiet and beautiful. Ability goals 能力目標(biāo) Enable students to read and talk about future intensions. Learning ability goals 學(xué)能目標(biāo) Help students learn how to make plans for xx Olympics with the target language. Teaching important and difficult points 教學(xué)重難點(diǎn) Talk about future intentions. Teaching aids 教具準(zhǔn)備 Tape recorder. Teaching procedures and ways 教學(xué)過程與方式 Step I Revision T: Hello, boys and girls. Before we begin a new lesson, let’s do some translations. Translate the following sentences into English: 1. 我要成為像姚明那樣的籃球運(yùn)動員。（like） 2. —你朋友打算搬到哪里？ —她打算搬到上海。 3. —我將來要成為一名作家。 —你打算如何去實(shí)現(xiàn)？ —我要多讀書、每天寫文章。 Sample translations: 1. I’m going to be a basketball player like Yao Ming. 2. —Where is your friend going to move? —She is going to move to Shanghai. 3. —I’m going to be a writer in the future. —How are you going to do that? —I’m going to read many books and write articles every day. Step II Reading (Section A: 3a) T: We talked about what we are going to be in the future. In another word, we talked about our dream job. Now we will read about Tian Tian’s dream job. Turn to page 61. Read the diary and underline the things that Tian Tian is going to do. A few minutes later, check the sentences students have underlined. Then call attention to the sentence “I want to be a reporter for a fashion magazine”. T: Like “be going to” structure, “want to be/do” can also be used to express future intentions. So “I’m going to move somewhere interesting” equals to “I want to move somewhere interesting”. Then let students close their books and review the content of the passage. T: Now close your books; try to recall the sentences you underlined just now. First tell me the title of Tian Tian’s diary. Ss: My dream job. Ask more questions like: What is she going to do when she grow up? Where is she going to move? What is she going to be? How is she going to do that? (First ... Then ... Next ... Finally ...) Ss: (Review one by one) 1. do what she want to do 2. move somewhere interesting 3. find a part-time job 4. save some money 5. be a student at an art school 6. study French 7. hold art exhibitions 8. buy a big house 9. travel all over the world Then let them retell Tian Tian’s dream job according to the phrases above. Language points: 1) somewhere interesting/retire somewhere quiet and beautiful (the use of infinite pronouns) somewhere是不定代詞，形容詞修飾復(fù)合不定代詞時放在不定代詞的后面。常用的不定代詞還有： somebody, someone, something, anybody, anyone, anything, nobody, no one, nothing, everyone, everything e.g. I will tell you something important. There is nothing serious. Take this back and exchange some thing else. 2) save v. to keep money in a bank so that you can use it later So far, I’ve saved about ￡500. also save up I’m saving up for a new car. 3) hold an exhibition 舉辦展覽 hold a sports meeting 舉辦運(yùn)動會 4) dream job 名詞修飾名詞，意思是“理想中的工作” 此外還有：dream house/home/holiday etc Step III Pairwork (Section A: 3b) 1. Show the chart on the board, let students fill it in according to their own dream jobs. My dream job what where how 2. Ask a pair of students to read the example conversation aloud. 3. In pairs, let students make conversations about their dream jobs. Sample conversation: Sa: What are you going to be when you grow up? Sb: I’m going to be an actor. Sa: Why? Sb: Because I like to sing and dance. Sa: How are you going to do that? Sb: I’m going to take acting lessons. Sa: Where are you going to work? Sb: I’m not sure yet. Maybe Beijing. 4. Get some pairs say their conversations to the class. Step IV Groupwork (Section A: 4) T: (Write the year “2008” on the board) Why is that an important date for Beijing and China? Ss: The Olympic Games. T: Yes. We all know Beijing is hosting the xx Olympic Games. It is a big event. All of us are excited about this. What are you going to do to help make the Olympics a success? I believe you have good plans for it. Now please discuss in groups. choose a secretary and writes down your discussion results. Walk around and offer language support if necessary. A few minutes later, let each group representative reads their list and share their ideas with the whole class. A sample list: 1. We are going to help the athletes. 2. We are going to be news reporters. 3. We are going to clean the city. 4. We are going to help direct the traffic. Step V Summary and Homework T: You have made plans for the xx Olympic Games. Some are going to help the athletes, some are going to ... So how are you going to do that things? Ss: ... T: Many Beijing citizens are learning English for the xx Olympic Games. It’s also very important for us to learn English well. I hope all of us can make some contributions to it. Homework: Talk about Peter’s dream job using the following information in pairs and write down your conversation. Shanghai singer make money help the children in the poor village to go to school Period 4 Listening and Speaking Target language 目標(biāo)語言 1. Words and phrases 生詞和短語 resolution, soccer, grade, healthier, instrument, play an instrument, make the soccer team 2. Key sentences 重點(diǎn)句子 I’m going to learn to play an instrument. I’m going to get good grades. Ability goals 能力目標(biāo) Enable students to talk about resolutions with the tar get language. Learning ability goals 學(xué)能目標(biāo) Help students learn how to make resolutions with the target language. Teaching important and difficult points 教學(xué)重難點(diǎn) Ask and answer about New Year’s resolutions. Teaching aids 教具準(zhǔn)備 Tape recorder and some pictures of instruments. Teaching procedures and ways 教學(xué)過程與方式 Step I Lead-in (Section B: 1a) T: Good morning everyone. New Year is ing. Are you happy for it? Ss: ... T: But have you ever tho