八年级新目标上Unit_10_I'm_going_to_be_a_basketball_player教案.doc

Unit 10 I’m going to be a basketball player.
I． Teaching objectives 单元教学目标
Skill Focus

听
Listen to people talking about their future plans and resolutions.
说
Talk about future intentions and resolutions.
读
Read about someone’s dream job and New Year’s resolution.
写
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

词

汇
1. 重点词汇
grow, engineer, pilot, act, move, dream, somewhere, save, hold, rich, travel, yet, all over, fit, lady, foreign, teach, build
2. 认读词汇
programmer, professional, part-time, exhibition, retire, resolution, instrument, fax, reader, communicate, exchange
3. 短语
grow up, computer science, at the same time, all over, exchange student
语

法
Be going to表将来
Want to be
What, where, when, how引导的特殊疑问句
Strategy
Focus
Using context
Role playing
II. Teaching materials analyzing and rearranging 教材分析和教材重组

1. 教材分析
本单元的主题是Life goals。通过单元学习，要求学生学会一些有关职业的表达方式，用 be going to , want to be 等结构来谈论自己与他人理想的职业，谈论为实现理想所做的打算和安排。语法结构掌握when 引导的时间状语从句及what, when, where, how引导的特殊疑问句。在听说的基础上学会综合运用目标词汇、短语及功能句式表达自己理想的职业，学习为实现理想而做出打算和安排，制定未来一段时间的计划。
Section A 1a 呈现了几种不同的职业，要求学生根据趣味性为其排序。一方面让学生复习已经学过的一些表示职业的词汇（如teacher等），同时认知一些新的表示职业的词汇（如computer programmer），为后面的各项活动作铺垫；1b 是一个听音配对的练习，一方面训练学生的听力技能，同时引出本单元的目标语言；1c 是一个口头会话活动，练习be going to表将来及what和how 引导的特殊疑问句；2a要求听录音判断Cheng Han的未来职业，在理解目标语的基础上培养听力和观察能力；2b是针对2a内容的书面输出练习，要求学生在理解的基础上注意目标语的语法形式、句子的结构及语义搭配，巩固what, where, how, when 疑问句的回答；2c是针对2a内容的口头输出练习，要求以结对子的形式把目标语融入到具体真实的语境中进行操练，巩固目标语；3a提供的是一个阅读练习，帮助学生在上下文的语境中进一步掌握目标语言；3b要求学生用目标语谈论自己的未来打算，学用结合；4结合2008年北京奥运会这一主题创设真实的语境使用目标语，既可增强学习兴趣又可提高学生对目标语的实际应用能力。同时这一活动蕴涵了“我为奥运做贡献”的情感教育内容。
Section B 本部分以“新年的决心”为主题设计了一系列的活动：1a要求学生将图片和相应的新年决心配对，为后面实施交际功能提供了材料；1b引导学生通过对话巩固掌握1a 出现的生词及be going to结构；2a和2b是听力练习同时也是输出性的任务，在听力理解的基础上要求学生注意形式的正确性；2c要求学生列出一些自己的决心或计划，然后进行小组讨论；3a是一个阅读练习，要求列出文章里提到的一些新年的决心。标题是新年计划调查表，任务输入和输出并重，便于巩固、应用目标语言；3b和3c是两个写作练习，培养学生用目标语言写作的能力；4小组活动的主题是清洁与绿色，培养学生在情境中运用语言的能力，同时渗透德育教育。
Self check 1 用所学词的适当形式填空然后用这些词造句，检查学生对几个重点词汇的含义及用法的掌握情况；2 是对本单元目标语言学习情况的综合评价，由此可让学生认识自己的成就与不足。

2. 教材重组与课时分配
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
分课时教案

Period 1 Function introduction

Target language 目标语言
1. Words and phrases 生词和短语
computer programmer, baseball player, pilot, engineer, actor, grow up, computer science
2. Key sentences 重点句子
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 能力目标
Learn to talk about future intentions using the target language.
Learning ability goals 学能目标
Help students to learn how to talk about future intentions and make a plan for the future.
Teaching important and difficult points 教学重难点
“Be going to” structure.
Teaching aids 教具准备
A tape recorder, word cards and some pictures.
Teaching procedures and ways 教学过程与方式

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: Computer programmer is a person whose job is to write programs for a computer
(Introduce computer 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 computer programmer in the future?
S: Yes. I like to be a computer programmer.
T: That is to say, “You are going to be a computer 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 computer 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. “computer programmer” is connected with “study computer science”. That is to say, if you are going to be a computer programmer, you should/need to study computer 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 come 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:
computer
programmer,
computer 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, computer progra-mmer.)
How are you going to do that?
I’m going to practice basketball every day.
(... study math really hard.)
(... study computer 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.
职业词汇拓展:
在学生力所能及的范围内，尽可能多地介绍有关职业的名词。
lawyer 律师 guide 导游 babysitter 育婴员
editor 编辑 zookeeper 动物管理员
librarian 图书管理员 inventor 发明家
office worker 办公室职员 journalist 记者
judge 法官 hunter 猎人 fisherman 渔民
boxer 拳击运动员 conductor 指挥家

Period 2 Grammar

Target language 目标语言
1. Words and phrases 生词和短语
move, actor, take acting lessons, college
2. Key sentences 重点句子
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 能力目标
Practice listening about future intentions.
Learning ability goals 学能目标
Help students learn how to use “be going to” to talk about their future plans.
Teaching important and difficult points 教学重难点
The coherence between the subject and be.
Teaching aids 教具准备
Some cards, tape recorder.
Teaching procedures and ways 教学过程与方式

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 computer 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.
computer 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 complete 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 become 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.
(就划线部分提问)
_____ _____ going to move to shanghai next year?
4. She gets up at six everyday.
（用tomorrow改写句子）
She ____ _____ to get up at six tomorrow.
5. She wants to be a doctor. (就划线部分提问)
_____ _____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 目标语言
1. Words and phrases 生词和短语
dream, somewhere, fashion show, part-time, save, yet, travel, at the same time, hold, exhibition, rich, all over, retire
2. Key sentences 重点句子
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 能力目标
Enable students to read and talk about future intensions.
Learning ability goals 学能目标
Help students learn how to make plans for 2008 Olympics with the target language.
Teaching important and difficult points 教学重难点
Talk about future intentions.
Teaching aids 教具准备
Tape recorder.
Teaching procedures and ways 教学过程与方式

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. 我要成为像姚明那样的篮球运动员。（like）
2. —你朋友打算搬到哪里？
—她打算搬到上海。
3. —我将来要成为一名作家。
—你打算如何去实现？
—我要多读书、每天写文章。
Sample translations:
1. I’m going to be a basketball player like Yao Ming.
2. —Where is your friend going to move?
—She is goi