人教八上Unit6-副本.docx

Unit6 I’m going to study computer science.
单元总览
本单元话题是谈论将来的职业或决心。
Section A部分通过对12种职业的有趣程度排序，引出谈论的话题——谈论未来的职业；通过有关兴趣、理想职业以及为实现理想所做准备的听力训练，学习以my dream job为话题的相关生词和基本句型；通过听力形式对单元话题和句型进行拓展，对如何实现理想进行扩充，给学生更多表达机会；通过简单会话以及提供更为真实情景的分角色会话，提高学生谈论个人将来职业的表达能力；通过Grammar Focus后面的书面训练，进一步提高学生的应用及表达能力。教学重点是职业词汇在生活中的应用和学会如何谈论将来的职业以及实现的途径。
Section B部分通过新年决心和图片的搭配活动引入新课；通过深入训练如何谈论新年决心要做的事情，提高学生的交际能力；通过对有关新年决心的含义、种类和观点文章的阅读，提高学生的阅读应用能力；最后通过对建设绿色环保城市的规划，提高学生的想象力和写作能力。
Self Check部分是对本单元所学语法(“be going to”以及“want to be”)的练习。

一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：college, education, medicine, university, London, article, send
2）进行下一步复习巩固学习Section A 部分所学的生词和词组。
3）总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
4) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
2. 情感态度价值观目标：
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
二、教学重难点
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
2. 教学难点：
1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
单元课时分配：Period 1 Section A1a-1c
Period 2 Section A 2a-2d
Period 3 Section A Grammar Focus-3c
Period 4 Section B 1a-1e
Period 5 Section B 2a-2e
Period 6 Section B 3a-Self Check

第一课时 Section A (1a-1c)
知识目标：
1. 掌握以下句型：
A: What do you want to be when you grow up ? B:I’m going to be a computer programmer.
A :How are you going to do that ? B :I’m going to study computer science.
A: What does Cheng Han want to be? B :He wants to be…
2. 熟练掌握以下词汇：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist
3. 正确使用when 引导的时间状语从句，并能用be going to 结构对将来的事做出计划。
技能目标：能听懂用be going to结构谈论自己及他人理想职业的对话，并能用这种结构进行相关话题的会话
情感态度：通过谈论将来的计划打算和怎样实现这一目标，引导学生思考自己的人生目标，及早为将来做准备，树立正确的人生观。
教学过程:
Step 1　Lead－in
1．Fun English Time (快乐英语时间)
(1)Ask the students to practice the following sentence:
Good cookies could be cooked by a good cook, if a good cook could cook good cookies.(如果一个好厨师能烤出好面包，那就让他来烤面包。)
(2)趣味导入。
2．介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些表示职业的单词： teacher, nurse, doctor, basketball player, runner, actor, actress…
3．询问学生们想要从事的职业，从而引出句型：
─What do you want to be when you grow up?
─I want to be a basketball player.
Step 2　Presentation
1．Play the slide and show some pictures about different jobs, giving the students more chances to learn new words about jobs: computer programmer cook, engineer, violinist, pianist, pilot, scientist…
2．Make a survey about jobs in the future.
3．Game time
(1)Show some pictures on the big screen.
(2)Let students guess what he/she does.
(3)Let students try their best to guess the job. See which group is the best.
Step 3　Listening (1b)
1．Tell students to read the words of jobs in 1b. Make sure they know the meaning of the words and sentences.
2．Play the recording for the students and let them fill in the blanks.
3．Play the recording again. Students listen and match the jobs with activities.
4．Show the answers on the big screen.
5.Do more listening practice.
Step 4　Pair－work (1a, 1c)
1．Give the students 2 minutes to read the words in the chart and rank them according to the facts. And talk about what's the most/least interesting with your partner.
2．Let students read the model in 1c with a partner.
3．Use the information in 1b. Ask and answer with a partner.
Step 5　Homework
Practice the conversation with a partner.
教学反思：

第二课时 Section A (2a-2d)
知识目标：
1. 掌握以下句型：
A: What do you want to be when you grow up ? B:I’m going to be a computer programmer.
A :How are you going to do that ? B :I’m going to study computer science.
A: What does Cheng Han want to be? B :He wants to be…
2. 熟练掌握以下词汇：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist
3. 正确使用when 引导的时间状语从句，并能用be going to 结构对将来的事做出计划。
技能目标：能听懂用be going to结构谈论自己及他人理想职业的对话，并能用这种结构进行相关话题的会话
情感态度：通过谈论将来的计划打算和怎样实现这一目标，引导学生思考自己的人生目标，及早为将来做准备，树立正确的人生观。
教学过程:
Step 1　Warming－up and revision
Have a dictation of the new words learned in the last class.
Step 2　Presentation
Make conversations about the jobs learned in the last class according to 1c.
Step 3　Listening
Work on 2a：
1．Let students look at the pictures. Explain the activities in the pictures if necessary.
2．Play the recording for the students to listen to and check (√) the correct boxes in the picture.
3．Play the recording again to check the answers.
Work on 2b:
1．Let students read the chart. Tell students that they'll listen to Cheng Han's plan for the future.They should answer the questions.
“What” means “What does Cheng Han want to be？”
“Where” means “Where is Cheng Han going to work？”
“How” means “How is he going to do that？”
“When” means “When is he going to start？”
2．Play the recording for the students to write the correct answers in the chart.
3．Play the recording again to check the answers.
Step 4　Pair－work (2c)
1．Tell students to ask and answer questions about Cheng Han's plans using the information in 2b.
2．Give a model to the students.
3．Let students work in pairs.
4．Ask some pairs to act out their conversations.
Step 5　Role－play (2d)
1．Read the conversation and answer the questions:
(1)What does Ken want to be?
________________________________________________________________________
(2)How is he going to do that?
___________
(3)What does Andy want to be?
________________________________________________________________________
2．Explain main points in the conversation.
●TheOldManandtheSea by Hemingway. 海明威所写的《老人与海》。此处介词by为“由……所著”之意。如：a short story by Lu Xun (鲁迅的一篇短篇小说)，the music by Mozart(莫扎特写的音乐)，paintings by Van Gogh(梵高的绘画)等。
●Then you can be anything you want!那么你就能成为你想做的人了。
此句的主干是“you can be anything”，不定代词anything指代未来所从事的某一职业，“you want”用来修饰anything。
Step 8　Language points
cook; violinist; grow up; practice doing sth; be sure about
Step 9　Homework
1．Practice the conversation with a partner.
2．Try to remember the new words and make conversations about your favorite job.　
教学反思：

第三课时 Section A (Grammar focus-3c)
知识目标：
1. 掌握以下句型：college, education, medicine, university, London, article, send
A: What do you want to be when you grow up ? B:I’m going to be a computer programmer.
A :How are you going to do that ? B :I’m going to study computer science.
A: What does Cheng Han want to be? B :He wants to be…
2. 熟练掌握以下词汇：
3. 正确使用when 引导的时间状语从句，并能用be going to 结构对将来的事做出计划。
技能目标：能听懂用be going to结构谈论自己及他人理想职业的对话，并能用这种结构进行相关话题的会话
情感态度：通过谈论将来的计划打算和怎样实现这一目标，引导学生思考自己的人生目标，及早为将来做准备，树立正确的人生观。
教学过程:
Step 1　Warming－up and revision
1．Have a dictation of the new words learned in the last class.
2．Game: Give some riddles on jobs to the students. Students try to guess the word.
3．Guessing the jobs.
Step 2　Grammar Focus
1．学生阅读Grammar Focus中的句子，然后做填空练习。
(1)当你长大后，想做什么？
What do you want ________ ________ when you ________ ________？
(2)我想成为一名工程师。
I want to ________ ________ ________．
(3)你打算如何做？
How ________ you ________ to ________ that?
(4)我打算努力学习数学。
I'm ________ ________ ___ ________ really hard.
(5)你想去哪里工作？
________ ________ you going to work?
(6)我打算搬往上海。
I'm ________ ________ ________ to Shanghai.
(7)你打算从什么时候开始？
When ________ you ________ to________？
(8)我打算在完成中学和大学学业时开始。
I'm going to ________ ________I ________ high school and ________.
2．学生们根据记忆，看大屏幕来完成填空练习。
3．学生们完成填空练习后，可以打开课本检查答案，对错误的句子单独进行强化记忆。
4．Learn grammar.(见语法突破建议中的be going to 结构；语法巧记口诀)
5．Learn something about v．－ing.(见语法突破建议中的动词－ing形式作定语)
Step 3　Try to find
(一)一般将来时态：
表示即将发生的事或最近 __打算进行__ 的动作；表示说话者的__意图、推测和打算__。
我打算下个月去北京参观。
__I'm_going_to__ visit Beijing next month.
她打算长大后搬往上海。
__She's_going_to__ move to Shanghai when she grows up.
练一练：
1．玛丽要卖她的汽车。
________________________________________________________________________
2．明天早上我将不吃早餐。
________________________________________________________________________
3．你打算邀请约翰参加你的聚会吗？
___________________________________
4．你打算买什么？
________________________________________________________________________
[答案] 1.Mary is going to sell her car.
2．I'm not going to have breakfast tomorrow morning.
3．Are you going to invite John to your party?
4．What are you going to buy?
(二)want to be的用法
Step 4　Practice
Work on 3a:
1．Tell students to read the sentences in 3a and match what these people want to do with what they are going to do.
2．方法指导：
(1)先读懂这些句子的意思。根据生活常识进行推测，将职业与相关的活动匹配。如：在第一题中，“我朋友想成为一名工程师”。由常识可知，答语应是学习数学，因此应选e句“她打算学习数学”。其他类似。
(2)同学们按教师指导的方法进行阅读，并根据常识来推测应实施什么样的活动。
(3)最后，教师与同学们一起核对答案，并对学生们有疑问的地方进行解释。
Work on 3b:
1．让学生阅读对话，整体把握对话的意思。
2．然后仔细阅读对话，根据上下文意及时态来确定空格处所应填的词。
3．和学生一起核对答案。
4．让学生朗读并表演这段对话。
Step 5　Group work (3c)
1．让学生看表格中的四个特殊疑问词，告诉他们，在这个活动中，要求学生们在表格中填写自己的理想、实现理想的做法、工作的地点及开始的时间等。
2．学生与小组成员一起讨论各自的理想、实现理想的做法、工作的地点及开始的时间等问题。同学们根据自己的实际情况，在表格中填写自己打算从事什么职业；打算在哪里工作；打算如何做；打算什么时候开始。
3．就上述问题，根据表格提示，用英语进行讨论。
4．让几个小组的同学用英语回答上述四个问题。
(最后，可以经学生们评议来推举最有能力的小组。)
Step 6　Exercise
If time is enough, do some more exercises on the big screen.
重排下列句子，使之成为一段完整的对话。
A. Are you going to move to Hollywood?
B. Well, I'm going to take acting lessons.
C. What are you going to be when you grow up?
D. I'm going to finish high school and college first.
E．When are you going to start?
F．I'm going to be an actor.
G．And how are you going to become an actor?
H．No, I'm going to move to New York.
→ ____→ ____→ ____→ ____→ ____→ ____→ ____
Step 7　Language points
medicine; university; send
教学反思:

第四课时 Section B (1a-1e)
知识目标：
1. 掌握以下句型：
-What are you going to do next year? –Well, I’m going to take guitar lessons.
2. 熟练掌握以下词汇: resolution, team, foreign
3. 进一步熟练掌握be going to结构的用法。
技能目标：能听懂用be going to结构谈论未来打算的对话，并能用该结构谈论未来的打算。
情感态度：通过谈论未来的打算，引导学生学会给自己制定目标，并能为之付出努力。
教学过程:
Step 1　Warming－up and revision
1．话题导入。
2．头脑风暴：说出表示职业的名词。
teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist…
(可以以小组为单位进行比赛，看谁写出来得最多。时间在3分钟内。)
3．说理想，谈打算。让学生们依次说出他们的理想及打算如何去做。(可以用大屏幕提示职业或用学生们自己刚才写的职业名词)
I want to be an engineer. I'm going to study math.
Step 2　Presentation
1．T: Do you have any New Year's resolutions?
Let some students answer your questions.
2．Present some other New Year's resolutions on the big screen: learn to play the piano, make the soccer team, get good grades, eat healthier food, get lots of exercise…
3．Let students try to remember these resolutions and think of other resolutions.
Step 3　Talking (1a, 1e)
1．Look at 1a and match the pictures with the New Year's resolutions.
2．Tell your partners about your New Year's resolutions.
3．Talk about your New Year's resolutions with each other.
S1: I'm going to get lots of exercise. I'm going to make a basketball team.
S2: I'm going to learn another foreign language. I'm going to learn French.
S3: …
Step 4　Listening
Work on 1c:
1．Tell students to read the resolutions in 1a. Ask students to listen and circle the resolutions they hear.
2．Play the recording for the students and have them circle the resolutions they hear.
3．Check the answers.
Work on 1d:
1．T: Now please look at the chart in 1d. Lucy, Kim and Mike are talking about their New Year's resolutions. How are they going to do it? Listen and try to fill in the blanks.
(听力指导：本题要求同学们听清他们打算如何做来实现各自的理想；因此，同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事情；听第二遍录音时再写出来。)
2．Students listen to the recording carefully and try to fill in the blanks.
3．Play the recording again and check the answers with the class.
Step 5　Language point
sound like
教学反思:

第五课时 Section B (2a-2e)
知识目标：
1. 掌握以下句型：
Most of the time, we make promises to other people.
Some people write down their resolutions and plans for the coming year.
Many resolutions have to do with self-improvement.
Some people say they’re going to take up a hobby like…
Most resolutions have one thing in common.
For this reason, some people say the best resolution is to have no resolutions!
2. 熟练掌握以下词汇：be able to, question, meaning, discuss, promise, beginning, improve,
write down, physical, themselves, self-improvement, hobby, weekly, schoolwork, agree
3. 掌握并能正确使用本课时的重点短语：
have to do with, make promises, have…in common, write down, for this reason, take up
技能目标: 能读懂难度相当的用be going to结构描述未来打算的短文，并能用这种结构写出未来打算。
情感态度: 通过谈论个人的未来打算，增强学生的目标意识和责任意识。
教学过程:
Step 1　Group work
1．Work in groups. Make a list of resolutions and how you are going to make them work. Then discuss with your group.
2．Ask some groups to act out the conversations.
3．Ask students the two questions：
Did you make any resolutions last year?
Were you able to keep them? Why or why not?
Step 2　Reading(2b)
1．This passage is about resolutions. Skim the passage and get the main idea.
2．Read the passage again and complete the following tasks：
Task 1
(1)Let students read the sentences in the box first. Let some students say the meanings.
(2)Let students put the four sentences in the correct places.
(方法指导：首先，应读懂四个句子的意思；然后，带着这四个句子再次认真阅读短文，特别是认真阅读空格前后的句子，以便根据上下文意及整个段落的意思来确定空格处应填的句子。结合段落的主旨大意及空格前后上下文的意思，确定最贴切的答案。)
Task 2
(1)Give students 1 minute to read the information in 2c.
(2)Read the passage quickly and match each paragraph with its main purpose. Let students underline the words and phrases that helped them decide.
Step 3　Post－reading
Work on 2d：
1．Students read the passage carefully and try to find the answers to the questions.
(方法指导：首先，读懂这七个问题的意思；然后，带着问题再次阅读短文，为相关问题找到恰当的答语；如果没有直接的答案，应根据自己对课文的理解并结合自己的生活经验给出一个恰当的答案。如：第6小题和第7小题都应给出自己的想法。)
2．Students try to answer the questions. Then discuss the answers with their partners.
3．Check the answers with the class.
Work on 2e:
1．Go through the passage again and find the phrases in the chart in 2e.
2．Students try to make sure how to use them.
3．Make sentences with the phrases.
Step 4　Reading guidance
1．Watch a TV report about New Year's resolutions. (见素材一导入三)
2．Read the passage and do some tasks. (见素材四突破一)
3．Watch a video about New Year's resolutions. (见素材四突破三)
4．Have a survey about your own New Year's resolutions.(见素材四突破二)
5．Read the passage and complete the chart.(见素材四突破四)
Step 5　Language points(详见P225课堂互动探究)
promise; write down; take up; question; discuss; at the beginning of; have to do with…； discuss with sb; too…to…； make＋宾语＋名词/形容词
Step 6　Homework
1．Review the new words and try to use them.
2．Write down your New Year's resolution and your plan about how to achieve them.
教学反思：

第六课时Section B (3a-Self Check)
知识目标
熟练掌握并运用be going to 结构
技能目标：用本单元所学词汇和句型描述将来的打算。
情感态度:过谈论未来的打算，引导学生学会给自己制定目标，并能为之付出努力。
教学过程:
Step 1　Warming－up and revision
1．Have a dictation of the new words and expressions.
2．Review the phrases. And make sentences with them.
(1)在……开始______________