八上Unit6第二课时.doc

八年级Unit 6 I’m going to study computer science.
Section A 1a-2d (Period two)
Teaching and learning Goals:
一、功能：Talk about future intentions.
二、词汇和常用表达：Learn to use words and sentences: grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure, What do you want to be when you grow up? I want to be an engineer. How are you going to do that? I’m going to study math. Where are you going to work? I’m going to move to Shanghai. When are you going to start? I’m going to start when I finish high school and college.
三、学习策略：Sum up the patterns and useful expressions in the conversations. Get some listening information from the picture in 2a. Master the structure “be going to & want to be” by the inductive method. Role-play the conversations with the partner.
四、文化知识：Help students to know about Hemingway and his work ——The Old Man and the Sea. And tell all students “If you want to find your favorite job in the future, you must study hard now. Work hard for your dream! You can make it come true!”
Pre-listening activities
1.Preview
一. Read from P41 to P42 and put the following into English orally. Then write them down without looking at the book.
1. Put the phrases into English.
(1) 计算机程序设计员 ________ (2) 工程师 _________ (3) 篮球运动员 _________ (4) 科学家 ______________ (5) 小提琴手 _____________(6) 钢琴家 __________
2. Put the sentences into English.
(1) 你长大后要干什么工作？ _______________________________________
(2) 我想成为编程人员。______________________________________
(3) 你怎样才能做到呢？______________________________________
(4) 我会学习计算机科学。____________________________________________________
(5) 我父母想让我成为一名医生。__________________________________________________
(6) 不是每个人都知道他们会干什么工作的。________________________________________
二. Check the preview.
T: Boys and girls! Let me check your preview. If you know the answers, you can translate them. Please stand up without putting up your hands. Then I’ll give you one mark. Let’s see which group is the best.
（设计意图：通过课前预习可以使学生更有针对性地学，老师更有针对性地教。）
2.Warm up and lead in

1. 1.T: Boys and girls!Do you know the man in the picture?
Ss: Yes.
T:Who is he ?
Ss:He is Yao Ming.
T: Yes .He is a basketball player. And playing basketball is his job. Just like me, I’m a teacher.And teaching students is my job.In our daily life .We have all kinds of jobs.I have some pictures and do you know ”What does he / she do?”
Show the pictures to students and ask students,

(设计意图：通过学生熟悉的句型What does he /she do?询问图片中人物的职业，很好的复习了学生学过的有关职业的单词。)
3.Presentation.
1.T:I have a friend .He is a policeman . I like to call him”Mr. Going-to-do”,because he always says , “I’m going to do something.” But he never does..Look here is his car .It’s very dirty.

Mr. Going-to-do often says, “ I am going to wash it tomorrow.” But he never washes it.
T:Look! This is Mr. Going –to-do’s room. What a mess!Can you guess What Mr. Going-to-do says?

He always says , “_______________________________.”
T: These are his clothes. They are very dirty. Can you guess What Mr. Going-to-do says?

He always says, “_________________________________.”
Students complete the sentence according to the example.Then the teacher show two sentences and ask students if they are right.
2.Questions:
1.If you are going to do something ,it means you plan to do something.
2.Be-going-to-do happens in sometime in future.
tomorrow/ next year/next month/in 2015…
be going to do表示即将发生的事或打算、计划或可能发生的事。
结构：be going to+动词原形。
(设计意图：首先以我的朋友Mr.Going-to-do 的一些生活习惯为例，引导学生了解“be going to ”语法结构，然后通过问题的形式然学生进一步了解总结be going to 的含义、语法结构及常与那些时间状语连用。)
4. Practice
T:I have a picture of a boy.Suppose you are the boy
grow up

A:What are you going to be when you grow?
B:I am going to be ______________________________ when I grow up.
grow up

A:What are you going to be when you grow?
B:I am going to be ______________________________ when I grow up.
(设计意图：假设学生是图片中的小主人翁，让学生利用be going to 结构谈论将来可能将要从事的职业，这样既复习了有关职业的词有训练了将来时态的句型。)
5.Discuss
How are you going to do that if you want to be a basketball player?
★exercise every day
★eat healthy food
★practice basketball every day
（设计意图：本部分教学是在上一环节对话的基础上逐步推进，让学生在很自然的情况下讨论为实现自己的梦想，我们应该怎么做。同时为下面的听力训练打下了基础。）
Listening Practice I
While-listening activities
1. Listen for the general idea of 1b.

T: Boys and girls, please look at the picture in 1a. In the picture some students are talking something.Now let’s listen and see what they are talking about .Ok?
The general idea of the conversations is about 　　　　　．
A. their dream jobs
B. action they should take
C. A and B
2. Listen for the specific ideas of 1b.
T: Class, we all know there are four jobs in the conversations. How is everyone going to do that? Let’s listen for the specific ideas. Then you’ll know the answer.
(1)Listen and fill in the blanks. Then match the items.
①computer programmer a. take ___________ lessons
②basketball player b. study ___________ science
③engineer c. practice ___________ every day
④actor d. study ___________ really hard
（设计意图：通过初听培养学生听取大意的能力，而细听主要是培养学生听细节、听重点的能力。）
Post-listening activities
1.Share your dream job(晒晒你梦想的工作)
We have known other people’s dream job.Now I want to know what you want to be and how you are going to do that.please work in pairs to practice.
You can use:
A: What do you want to be when you grow up?
B: I want to be ...
A: How are you going to do that?
B: I’m going to...
2.Students works in pairs to show their conversations.
（设计意图：通过让学生利用目标语言对话，锻炼学生的口头表达能力。）
Listening Practice II
While-listening activities
1. Listen for the general idea of 2a.

T: Boys and girls! Look at the picture in 2a. Here’s a boy named Cheng Han. Can you tell me what he is doing?
S1: Dreaming.
S2: Thinking about his future.
……
T: OK. First let’s listen and get the general idea of the conversation.
（设计意图：利用课本插图设置悬念，激发学生听对话的欲望。）
The general idea of the conversation is about Cheng Han’s 　　　　　．
A. dream
B. job
C. plan for the future
2. Listen for the specific ideas of 2a and 2b.
(1) T: Class, please look at the picture in 2a again. Can you guess what Cheng Han wants to be?
S1: Doctor.
S2: Actor.
S3: Teacher.
……
T: OK, let’s come to 2a.
Listen. What is Cheng Han going to do? Check (√) the correct boxes in the picture.

(2) T: Now we all know that Cheng Han wants to be a teacher. But he has other plans for the future. Where is he going to move? How is the going to become a teacher? And when is he going to start? Please listen to the tape again and fill in the chart in 2b.
（设计意图：通过提问题，让学生明确所要完成的听力任务，并熟悉在做听力练习时所要重点把握的句型和内容。）
Listen. What are Cheng Han’s plans for the future? Complete the chart.
What

Where

How

When

(3)Check the answers.
（设计意图：在学生做听力填空之前，先给予一定的听力策略指导，以帮助学生有针对性地去听，这样可以提高做题的准确率，消除学生对听力的恐惧心理。）
Post-listening activities
Retell : We have known something about Cheng Han ,Now let’s talk about his plans about future.
( )Cheng Han wants to be a __________ when he __________. He is going to _________ high school and college first. He is going to move to ___________. He is going to learn how to ____________children.

（ ）

What
Teacher
Where
Shanghai
How
Learn how to teach children
When
Finish high school and college first
（设计说明：本部分内容设计为两部分，对于中下等的学生可以选择难度较低的来完成，而中等偏上的学生可以选择难度较高点的来完成。设计时重在培养学生们口头表达的能力，通过复述让学生更好地内化语言知识。）
5. Complete 2d.
(1) Ask students to read the conversation in 2d aloud. Then ask them to put the conversation into Chinese.
(2) Let students answer the questions. Then let students read them loudly in pairs. Last let students ask and answer in pairs in front of the class with looking at the books.
①What are Ken reading? _______________________________________
②What does Ken want to be? _________________________________
③How does Ken to do that? _____________________________________________
④What do Andy’s parents want him to be? __________________________________
（设计意图：回答完问题后，让学生两人一组大声朗读、互相问答，目的是让学生在读的过程中深刻理解对话内容，提高了他们口语表达能力，为下面的角色扮演做准备。）
(3) Play the recording for students to listen and imitate. Then ask students to practice the conversation for some minutes. Last ask some pairs to role-play the conversation and see which pair is the best.
（设计意图：让学生以小组竞赛的方式分角色表演对话，使所学的语言知识得以有效输出。）
Inquiry into knowledge by translation
Ask students to look at the following sentences and try to summarize the language rules. Then fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.
一、I want to be a pianist. _______________________________
表示职业的名词的词尾有以下特点：（每组至少写三个单词）
以-er结尾的 ____________ 以-or结尾的 ____________ 以-ist结尾的 ____________
二、I’m going to practice basketball every day. ______________________________
practice是及物动词，practice basketball的意思是“________”。如果后面跟动词作宾语，动词要用 ________ 形式。如：
①Jim practice _______ (ride) a bike every day. ②I practice _______ (swim) once a week.
三、Now I know why you’re so good at writing stories. ____________________________
句中be good at的意思是“__________”，相当于短语 _________，后面的宾语可以是名词、代词，是动词的要用-ing形式。如：
①他的英语学得好。___________________ ②李平擅长踢足球。___________________
四、I’m going to keep on writing stories. ____________________________
keep on 后的动词要用 _________ 形式。如：
他不停地跑，终于赶上了最后一班汽车。_____________________________________
五、I’m not sure about that. _____________________________
be sure 的意思是“_______”；后面还可跟to do，意思是“一定要……”；be sure后面还可以跟宾语从句，如：
①一定要按时来这儿。______________ ②一定要关好门窗。________________
③我确信他们会赢得比赛。___________________________
（设计意图：本节课的翻译探究先让学生自己在组内讨论，组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组有能解决的吗，最后老师再点拨。而且配有句子，可以更好地帮助学生理解知识点。）
The end-of- class test
一、用所给单词的适当形式填空。
1. What does Jim want to be when he _________ (grow) up?
2. That old man was good at ________ (fish).
3. They wanted us _______ (get) up early.
4. The teacher told them to keep on ________ (run).
5. I’m going to go to a ________ (cook) school.
二、翻译下列句子。
1. 你确信窗子开着吗？
___________________________
2. 请确保每位同学都有英语课本。
__________________________________
3. 我长大后想当一名工程师。
______________________________
4. 我朋友打算上表演课。
____________________________
5. 玛丽擅长画画。
_______________________
（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。）
Homework
1. List all jobs you know.
2. Recite the conversation in 2d.
本课亮点：
课前通过学生熟悉的句型What does he /she do?询问图片中人物的职业，很好的复习了学生学过的有关职业的单词。语法呈现时首先以我的朋友Mr.Going-to-do 的一些生活习惯为例，引导学生了解“be going to ”语法结构，然后通过问题的形式然学生进一步了解总结be going to 的含义、语法结构及常与那些时间状语连用。练习时假设学生是图片中的小主人翁，让学生利用be going to 结构谈论将来可能将要从事的职业，这样既复习了有关职业的词有训练了将来时态的句型。
不足之处：
表演对话时部分后进生不能顺利完成任务而耽误时间，影响了整个课堂的节奏，可以考虑让他们看着译文表演对话。本节课容量较大，后进生难以全部消化。
答案：
预习检测：
1. (1) computer programmer (2) engineer (3) basketball player (4) scientist (5) violinist (6) pianist 2. (1) What do you want to be when you grow up? (2) I want to be a computer programmer. (3) How are you going to do that? (4) I’m going to study computer science. (5) My parents want me to be a doctor. (6) Not everyone knows what they want to be.
翻译探究：
一、我想成为一名钢琴家。worker，teacher，driver；actor，visitor，inventor；scientist，pianist，artist 二、我会每天练习篮球。练习打篮球；动名词 ①riding ②swimming 三、现在我知道你为什么那么擅长写故事了。擅长，…… 做得好；do well in ①He is good at English. / He does well in English. ②Li Ping is good at / does well in playing football. 四、我会继续写小说。 -ing形式；He kept on running and caught the last bus. 五、我还没有把握 / 还不确定。确信，有把握的 ①Be sure to come here on time. ②Be sure to close the door and windows. ③I’m sure they will (the match).
当堂检测：
一、1. grows 2. fishing 3. to get 4. running 5. cooking 二、1. Are you sure the windows are open? 2. Please make sure every student has an English book. 3. I want to be an engineer when I grow up. 4. My friend is going to take acting lessons. 5. Mary is good at / does well in drawing.