《新目標英語(yǔ)》八年級上單元備課稿
Unit10 I’m going to be a basketball player.
樂(lè )清英華學(xué)校 張立寧
一、 單元教學(xué)內容分析：
本單元的主要目標是用一般將來(lái)時(shí)談?wù)撐磥?lái)自己與他人理想的職業(yè)及原因，為實(shí)現理想所做出的打算和安排，以及制定未來(lái)一段時(shí)間內的學(xué)習計劃。
本單元的語(yǔ)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(diǎn)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.
本單元復習到的單詞和短語(yǔ)：
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(xué)習活動(dòng)有:
在1a之前有一副圖片，在這副圖片里本單元的主要語(yǔ)言目標已經(jīng)基本呈現。它的作用應當是相當于我們平時(shí)做的warming-up，在復習舊知識的同時(shí)將新知溝通連接起來(lái)。同時(shí)由于談?wù)摰膬热莘浅ＹN近學(xué)生的現實(shí)生活，也易于被學(xué)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(dòng)通過(guò)學(xué)生自主判斷練習，復習學(xué)習過(guò)的單詞，同時(shí)引入新單詞。并引起學(xué)生學(xué)習的興趣。
1b: Listen and match the items below.
（這段對話(huà)的目的是通過(guò)聽(tīng)的方式呈現句型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(dòng)1a-1c通過(guò)聽(tīng)說(shuō)讀寫(xiě)的方式呈現并練習目標語(yǔ)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(dòng)2a-2c通過(guò)一副圖片和一段聽(tīng)力練習進(jìn)一步練習本單元的目標語(yǔ)言。這一部分更多的呈現了what, where, how, when等問(wèn)句練習，與grammar focus的內容緊密相連，使學(xué)生能更清楚的理解”be going to”， 同時(shí)，pairwork也提供了學(xué)生練習目標語(yǔ)言的機會(huì )。Grammar focus是語(yǔ)法的歸納和總結
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(dòng)3a-4通過(guò)讀寫(xiě)的方式訓練目標語(yǔ)言。首先用日記形式呈現目標語(yǔ)言，使學(xué)生更好的理解“be going to”,再通過(guò)與現實(shí)聯(lián)系緊密的寫(xiě)作講解“be going to”結構并訓練學(xué)生應用目標語(yǔ)言。體現了 Learn by doing/Do sth. by language 任務(wù)型教學(xué)思想,同時(shí)這一活動(dòng)蘊涵了 “我為奧運做貢獻”的情感教育內容.
Section B 中有以下幾項活動(dòng):
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(diǎn)難度。增加了詞匯量，也加大了對目標語(yǔ)言的練習的廣度和深度。用學(xué)生易于接受的日常生活的片斷來(lái)進(jìn)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用目標語(yǔ)言進(jìn)行寫(xiě)作。同時(shí)也是對學(xué)生對于目標語(yǔ)言掌握情況的一個(gè)檢測。并通過(guò)寫(xiě)作訓練學(xué)生養成良好的寫(xiě)作習慣，能夠正確運用短語(yǔ)和語(yǔ)言結構，而不是簡(jiǎn)單的將漢語(yǔ)直接翻譯成英語(yǔ)。通過(guò)學(xué)生自己完成self-check 來(lái)檢驗自己本單元的學(xué)習情況。
二、 學(xué)生學(xué)情分析和教學(xué)重難點(diǎn)：
本單元的主題是使用一般將來(lái)時(shí)對未來(lái)一段時(shí)間內的計劃以及理想，這對于學(xué)生來(lái)說(shuō)是比較熟悉的，因為在每一學(xué)期或每一年的開(kāi)始他們都會(huì )習慣性的（或是在老師或家長(cháng)的強迫下）給自己列下一個(gè)學(xué)習計劃，同時(shí)，每個(gè)學(xué)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(guò)采訪(fǎng)，討論等小組活動(dòng)來(lái)練習鞏固本單元的內容剛好能夠激發(fā)他們的學(xué)習熱情。但學(xué)生也許會(huì )將“be going to”結構與現在進(jìn)行時(shí)相混淆，因此要通過(guò)聽(tīng)說(shuō)讀寫(xiě)各種形式重點(diǎn)練習這個(gè)結構。同時(shí)，在實(shí)現情感態(tài)度的教育目標時(shí)，一定要讓學(xué)生明白計劃的制定要結合自己的實(shí)際情況，具有可行性，一旦制定下來(lái)就要堅持完成，不能三天打魚(yú)兩天曬網(wǎng)，好的計劃會(huì )引導你走向成功。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(shí)現理想要付出努力而放棄或是改變。因為“無(wú)志之人常立志，有志之人立常志”，只有努力才能實(shí)現理想。
教學(xué)方法建議：采用聯(lián)系情景對話(huà)，角色扮演和采訪(fǎng)等活動(dòng)來(lái)展開(kāi)課堂交際活動(dòng)和小組活動(dòng).
三、課時(shí)劃分及其教學(xué)內容：
總體來(lái)說(shuō)，可將本單元分成兩大部分即Section A 和Section B 進(jìn)行教學(xué)，而Section A 和Section B 中的內容則可以進(jìn)行有機的整合，用5-6課時(shí)進(jìn)行教學(xué)。在實(shí)際教學(xué)過(guò)程中，并不一定要按照固定的模式和課本安排好的順序進(jìn)行講授，可以根據學(xué)生自身的學(xué)習情況進(jìn)行隨機的調整。
Periods 1-3 Section A
Periods 4-6 Section B and Self-check
教學(xué)設計
Section A
I. 教學(xué)內容和目標：
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(xué)過(guò)程：
一、創(chuàng )設情境，導入新課
Section A部分主要通過(guò)介紹一些職業(yè)名稱(chēng)來(lái)學(xué)習將來(lái)時(shí)態(tài)，因此我們可以采取視聽(tīng)覺(jué)引導教學(xué)的方式：首先，教師可以通過(guò)呈現一些關(guān)于職業(yè)的圖片或動(dòng)漫來(lái)復習職業(yè)名詞，并且提問(wèn)“他/她是做什么的？”回答“他/她是。。。”比如老師呈現一張教師的圖片并提問(wèn)“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(chēng)。問(wèn)學(xué)生“What does he/she do?”讓學(xué)生回答 “He/She is a/an….”完了問(wèn)學(xué)生“你想成為一名。。。嗎？”讓他們回答是或不是。呈現完了讓學(xué)生運用目標語(yǔ)言進(jìn)行Pairwok和互相提問(wèn)的活動(dòng)。
二、自讀感知，整體把握
Section A部分主要通過(guò)介紹一些職業(yè)名稱(chēng)來(lái)學(xué)習將來(lái)時(shí)態(tài)，每一部分的設計將是步步推進(jìn)：在1a-1c部分，先是介紹一些職業(yè)名稱(chēng)，接著(zhù)來(lái)學(xué)習這些職業(yè)的人經(jīng)常是做什么的，學(xué)習 “be going to be”這一結構和用法，以及相對應的肯定回答，像“我想成為一名。。。”；在2a-2c部分，先鞏固學(xué)過(guò)的職業(yè)名稱(chēng)，然后通過(guò)一系列的活動(dòng)練習目標語(yǔ)言，比如閱讀一篇日記，把Josefa計劃要去做的事情下劃線(xiàn)，然后填到表格中，并且根據表中的內容編一組對話(huà)關(guān)于 “what, where, and how”這一話(huà)題，并做pairwork。最后創(chuàng )設一個(gè)情景，2008年北京舉行奧林匹克運動(dòng)會(huì )，用 “going to be”來(lái)談?wù)撨@一話(huà)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(dòng)
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(dòng)
(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、應用遷移，鞏固提高
對父母或朋友的職業(yè)做一項調查：不同的人喜歡不同的工作，每個(gè)人的工作是不一樣的。老師可以組織學(xué)生做這一活動(dòng)，讓學(xué)生問(wèn)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(cháng)大了你打算做什么呢？”。做調查的學(xué)生把這些記下來(lái)；找幾個(gè)學(xué)生來(lái)介紹他們父母的工作。這一活動(dòng)可以幫助學(xué)生記住關(guān)于職業(yè)的名稱(chēng)，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(xué)內容和目標：
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(xué)過(guò)程：
一、創(chuàng )設情境，導入新課
在Section B中，通過(guò)復習和學(xué)習一些決定，復習并且鞏固了 “want to be”的用法和”going to”肯定形式的用法。我們仍可以采用視聽(tīng)覺(jué)引導的方法：教師可以呈現實(shí)物或圖片或動(dòng)漫圖片，根據這些圖片學(xué)生做Pairwork，目的是復習在第一部分學(xué)過(guò)的單詞；同樣，教師呈現關(guān)于職業(yè)的實(shí)物或圖片或動(dòng)漫，并且描述他/她是做什么的？他/她是一位。。。，此時(shí)學(xué)生只是看著(zhù)聽(tīng)著(zhù)。然后重復一遍，這次教師讓學(xué)生跟著(zhù)講并且使他們明白是什么意思；最后，讓學(xué)生觀(guān)察1a中的圖片，并把圖片跟新年的決定連起來(lái)，完成1a部分的教學(xué)任務(wù)。
二、自讀感知，整體把握
通過(guò)復習和學(xué)習B部分的一些決定，復習并鞏固 “going to”肯定形式的用法.
此部分設計三個(gè)步驟：在1a-2b中， 復習并鞏固職業(yè)名稱(chēng)，并且介紹一些關(guān)于今年要做的一些事情，然后讓學(xué)生討論今年他們打算做什么。在2a-2c部分，聽(tīng)錄音，學(xué)習 Lucy, Manuel, Kim今年打算做什么，然后引導學(xué)生小組活動(dòng)，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，根據目標語(yǔ)言設計讀寫(xiě)練習；在4部分，小組活動(dòng)：假設學(xué)生是為他們居住的 城市工作，讓學(xué)生設計出一個(gè)關(guān)于如何使城市變得更清潔的“六點(diǎn)”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(fǎng)
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(dòng)
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(dòng)
Get the students to write down their own resolutions, and finish the teaching task of part 3c.
Step 9應用：競選演說(shuō)
通過(guò)競選城市建設局局長(cháng)一職，發(fā)表競選演說(shuō)，準備并填寫(xiě)這個(gè)使城市變的更加清潔更綠的“六點(diǎn)”計劃：為了培養學(xué)生的集體主義，團結精神，友愛(ài)和互助精神，如有可能，可組織學(xué)生到城里徒步旅行，目的是讓他們觀(guān)察城市并找出關(guān)于污染之類(lèi)的問(wèn)題。首先，把學(xué)生分組，并選一個(gè)同學(xué)就 “What are you going to do?” “I’m going to …”問(wèn)各組準備去做的計劃，并統計數據和進(jìn)行歸類(lèi)；然后每組向班級做報告；最后，總結各組意見(jiàn)做一個(gè)更好的計劃。這一活動(dòng)不僅可以讓學(xué)生學(xué)習他人喜歡和不喜歡的食物，還可以學(xué)習對職業(yè)名稱(chēng)的歸納和班級想做計劃的梗概，使得學(xué)生彼此之間更好的了解
四、應用遷移，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、總結拓展
1. 小結：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(xué)生能夠掌握的范圍內，盡可能多的介紹有關(guān)職業(yè)的名詞，同時(shí)可以讓學(xué)生分組討論性格與職業(yè)的關(guān)系，通過(guò)此項活動(dòng)，學(xué)生學(xué)會(huì )根據 自己的性格尋求適合秘書(shū)發(fā)展的職業(yè)，給學(xué)生一張表格，學(xué)生根據自己的實(shí)際情況填寫(xiě)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 導游 babysitter 育嬰員
editor 編輯 zookeeper 動(dòng)物管理員
librarian 圖書(shū)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(dòng)員 conductor 指揮家
(本環(huán)節略有難度，可做為學(xué)有余力的學(xué)生的知識拓展。)
備課反思:
這個(gè)單元的主題是學(xué)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(yǔ)法時(shí),要注意幫助學(xué)生實(shí)現他們的情感目標, 也就是說(shuō)學(xué)生通過(guò)問(wèn)和討論他們想作為生活目標的職業(yè),使他們學(xué)會(huì )關(guān)心別人。老師可以讓學(xué)生在他們自己之間,同學(xué)之間,朋友之間以及家人之間進(jìn)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(xué)生在設計和組織這些活動(dòng)時(shí)要闡述理由。這項活動(dòng)不僅能夠鍛煉目標語(yǔ)言,而且能夠幫助學(xué)生學(xué)會(huì )選擇合適自己的職業(yè)。通過(guò)這項實(shí)踐活動(dòng)可以激發(fā)學(xué)生的興趣,讓他們大膽的用英語(yǔ)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(jià)表
Unit 自我檢查評價(jià)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.