八年级英语Unit 10 I’m going to be a basketball player新人教版.doc

Unit 10 I’m going to be a basketball player.
一、知识目标
1）教学生掌握be going to和want to be结构及运用
2) 教学生掌握when,what,wheret how引导的特殊疑问句
3）教学生掌握运用一般将来时描述说话者未来的打算及计划
二、能力目标
1）听：能听懂表示愿望并努力实现愿望的材料。
2）说：能够谈论未来生活目标。
3）读：能读懂描述他人愿望的文章。
4）写：能写出Section A和Section B中的重点单词和重点句型，并能够描述自己未来生活的愿望。
三、策略目标
1) 教学生学会通过看、听、说和讨论来获取信息。(看图作问答)
2）通过小组活动学习，学生能谈论各自己未来的愿望（个体与群体思维）
3) 从本单可以学到如何谈论未来的计划，自己的设想及通过努力去实现愿望来导入表示“打算”的一般将来时的使用，
四、德育目标
1） 通过谈论长大后要当什么职业，又怎样努力才能实现梦想，让学生明白自己的未来把握在他们现在的手中。
2）通过本单元的学习，学会从小树立自己远大的生活目标。
五、重点与难点
1）重点：a.掌握be going to和want to be。
b.掌握when,what,where,how引导的特殊疑问句。
c. 掌握职业，专业术语。
2）难点：a.形容词修饰不定代词结构,somewhere interesting
b.when引导时间状语从句用一般现在时，则主句用一般将来时。如，When he grows up he is going to be a doctor.
c.宾语从句用陈述语序，注意时态上的要求。如，1.An old lady said she found a job as a foreign language teacher.一般主句用过去时其宾语从句动作完了的也用过去时。2.Some readers said they are going to learn a new language. 主句表示过去已经说过，用一般过去时，而宾语从句表示这个动作还没有完成，使用一般将来时。
六、教学准备
1）通过报刊杂志和网络收集各种职业所需要具备的专业知识。
2) A tape-recorder, multi-medium，
3）教学课时为五课时
第一课时(The First Period) Look, speak and Listen for Section A
一、Teaching process design
Step 1: Warming up and lead in
Greeting and show students some pictures of profession to encourage them to think about future intentions.The teacher asks students, “Do you have any plans?” “What job do you want to have?” The answers are various. Then lead in by listing out the answers on the blackboard and ask students to think about which job they are interested in and rank them with numbers (1=most interesting, …6=less interesting)
Step 2: Look and match
Then ask students to look at the pictures in 1a on Page 59 and first work in groups to match the jobs with the four persons using the target language:
A:What is the girl going to be in Picture 1
B: She is going to be a pilot.
A: What is the boy going to be in Picture 2?
B: He is going to be a basketball player.
A: What is the boy going to be in Picture 3?
B: He is going to be an actor.
A: What is the girl going to be in Picture 4?
B: She is going to be a computer programmer.
Then ask students to rank the jobs given in 1a in their opinions with the numbers—1 is most interesting and 6 is least interesting. Let them finish ranking the jobs and read them.(Finish 1a)
As for 1b, let students practice listening. The teacher asks students to focus on the content of the chart in 1b. Teach the expressions and asks students to listen to the tape and match the items below. Check the answers with students:
1. computer programmer
2. professional basketball player
3. engineer
4. actor
a.take acting lessons
b.study computer science
c.practice basketball every day
d.study math really hard
Step 3: Pairwork
Before working in pairs, students should review the information about the four people in the picture in 1a. After that, ask students to practice the conversation about the information in 1b with the target language. Then follow the sample dialogue to make conversations with their partners:
A: Look at the man with glasses. What’s he going to be when he grows up?
B: He is going to be an actor.
A: How is he going to do that?
B: He is going to take acting lessons.
Then practice their own dialogue like this:
A: What are you going to be when you grow up?
B I’m going to be a basketball player.
A: How are you going to do that?
B: I’m going to practice basketball every day.
The teacher moves around the classroom and give some help as needed.
Then explain the usage of the future tense and the present tense in the compound sentence: e.g. What is he going to be when he grows up? After that, ask pairs of students to show their work. Praise them for their excellent work.
Step 4: Look, Listen and Write
2a & 2b provide guided listening and writing practice using the target language.
As for 2a, the teacher asks students to look at the picture carefully and be familiar with the content of the picture, and decide what Cheng Han is going to do by listening to the tape, and check the correct boxes in the picture with “√”.
It’s up to, 2b the teacher asks students to look at the chart and be familiar with the content of the chart to make sure they should know what to fill in the chart in 2b. Then ask students to listen to the tape and fill in what Cheng Han’s plans are for the future in the chart. Then check the answers with students.
What
Cheng Han is going to be an actor.
Where
He is going to move to New York.
How
He is going to take acting lessons.
When
He is going to start high school first.
It’s up to pairwork; now ask students to make a dialogue by asking and answering questions about what Cheng Han is going to do according to the information in activity 2b in order to start oral practice using the target language with the following sample like this:
A: Excuse me. May I ask you some questions about Cheng Han’s plans?
B: Yes, of course.
A: What is Cheng Han going to be when he grows up?
B: He is going to be an actor.
A: Where is Cheng Han going to move?
B: He is going to move to New York.
A: How is he going to do that?
B: He is going to take acting lessons.
A: When is he going to start?
B: He is going to start high school first.
Then ask students to work in pairs and practice the conversation above. While students are working, the teacher is moving around the room giving some help as needed. Ask pairs of students to show their works. Praise them for their good works.(finish 2c)
Step 5: Homework
1) Write an article about what your classmate wants to be
2) Preview 3a ,3b & 4 on Page 61.
二、Word Explanation
1.actor,男演员，actress女演员
2.I am/ She is/ He is/ They are/ We are/ You are going to do sth.
3.grow up 长大, grown up 长大成人。
4.be an engineer/ an actor/ an actress / a teacher 当工程师….
5.practice sth/ doing sth
三、Exercise for the first period
1)汉译英。
1.电脑程序员__________________ 2.篮球运动员________________
3.飞行员_____________________ 4.长大_______________________
5.职业棒球运动员______6.男演员_________________
7.上表演课____________________ 8.练习篮球 __________________
9. 学习计算机科学____________________10. 搬迁到_____________
2)句子转换:给下列句子的划线部分提问。
1.She is going to be a teacher.
________________________________________________________
2.I am going to move to New York.
________
3.He is going to study math hard.
________________________________________________________
4.He is going to start high school first.
________________________________________________________
5.I’m going to take acting lessons.
__________________
Answers：1) 1.a computer programmer 2.a basketball player 3. a pilot
4.grow up 5. a professional baseball player 6.an actor 7.take acting lessons
8.practice basketball 9.study computer science 10. move to
2) 1.What is he going to be? 2.Where are you going to move? 3.What is she going to study? 4.When is he going to start? 5.How are you going to do that?
四、Rethinking for the first period
1)Successful Experience:
2) Failed Lesson:
第二课时(The Second Period) Grammar Focus for Section A
一、Teaching process design
Step 1: Review and Lead in
Greeting.
Review the usage of the “be going to +verb” . Ask students to pay attention to the agreement of the subject and “be”. Check the homework and ask students to read their articles about their future intentions. Praise them for their good work.Then lead in with the target language by asking students about their own future plans:
T:What are you going to be when you grow up?
S:I’m going to be a teacher.
T:How are you going to do that?
S:I’m going to study hard and go to normal university.
T:Thanks.
Step 2: Grammar notes
Remind students to pay attention to the Future Tense of the verbs and the usage of the “be going to verb” in the main sentence and the Present Tense in the clause.
1.What are you going to be when you grow up?
I’m going to be an actor.
2.How are you going to do that?
I’m going to take acting lessons.
Get students to read them. Stress the agreement of the subject and “be”.
Step 3: Read and Write
3a provides reading and writing practice using the target language.
The teacher helps the students to understand how to finish the task given by asking such a question: “What is Tian Tian going to do in her diary?”. Then ask students to underline the things that Tian Tian is going to do by reading her diary.The teacher moves around the room and gives support as needed. Next check the answers with students.
Tian Tian is going to
move somewhere interesting.
find a part-time job for a year or two
save some money
be a studentat an art school in Paris
study French at the same time
hold art exhibition
buy a big house with the money
travel all over the world
retire somewhere quiet and beautiful
Tian Tian wants to
be a reporter fro a fashion magazine.
be rich and famous
Let students read the article again and sum up the language points which should be explained by the teacher.
1.I’m going to do what I want to do.(Object Clause with what)
2.Paris sounds like a city that I could enjoy.( Attributive Clause with that)
3.a part-time job for a year or two; a full-time job for two years or three
4. retire somewhere quiet and beautiful (modified by attributive modifier)
5. hold art exhibitions because I want to be rich…. (Adverbial Clause)
6. travel all over the world=around the world (Finish 3a)
Now ask students to fill in the chart with information about the dialogue on the right.Discuss with your partner what you are going to be.(Finish 3b)
What
I’m going to be a reporter.
A: What are you going to be when you grow up?
B:I’m going to be a reporter.
A:How are you going to do that?
B: I’m going to write articles and send
them to magazines and newspapers.
A: Where are you going to work?
B: I’m not sure yet. Maybe Beijing or Shanghai.
Where
I’m not sure yet. Maybe Beijing or Shanghai.
How
I’m going to write articles
and send them to magazines and newspapers.
Step 4: Group work: “be going to”
4a provides students the oral practice using the target language. The teacher asks students to work in groups and interview their classmates and fill in the chart. Students are allowed to leave their seats to make surveys with their classmates by asking such questions, “What are we going to do to help make the 2008 Olympic Games in Beijing a success” and “How are we going to do that? ” Then ask them to list out what they are going to do. Then students go back to their seats to complete their charts.
1.We’re going to help the tourists who can’t speak Mandarin.
2. We’re going to be players. We’re going to exercise more.
3.We’re going to be actors. We’re going to take acting lessons.
4.We’re going to be reporters. We’re going to meet the players.
The interviewers make dialogues with the interviewees.Of course, the answers are various. Remember to praise them for their brave performance.
Step 5: Homework
1) Write an article about what you are going to do to help make the Olympics a success.
2) Preview Section B
二、Word Explanation
1.move somewhere interesting,similarity:retire somewhere quiet& beautiful
2.sound like…听起来好象,sound+adj,e.g. sound great/interesting/good.
3.fashion shows;时装表演会,a reporter for a fashion magazine一名时装杂志社记者，
4. a part-time job一份兼职工作，a full-time job一份专职工作
5.for a year or two（干）一两年时间，two years or three两三年时间
6.save some money储蓄一些钱，earn money挣钱，spend money花钱
7.hold art exhibition举办美术展览，be rich and famous变得富有而成名
8.travel all over the world=around theworld周游世界
9.send article to magazines and newspapers向报社杂志社投稿
10 at the same time 同时
11. yet用于否定句,意为 “到此时，至今”;用于肯定句首,意为 “然而”
三、Exercise for the second period
用be going to改写句子。
1.I want to be an art editor.
____________________________________________________
2.He wants to be a journalist.
____________________________________________________
3.We want to be volunteers.
____________________________________________________
4.You want to be writers
_____________________________________________________
5.They want to be basketball players.
______________________________________________________
Answers: 1. I am going to be an art editor.
2.He is going to be a journalist.
3.We are going to be volunteers.
4.You are going to be writers.
5.They are going to be basketball players.
四、Rethinking for the second period
1)Successful Experience:
2) Failed Lesson:
第三课时(The Third Period) Look, Listen and write for Section B
一、Teaching process design
Step 1: Lead in
Greeting
First, get students to be familiar with the expressions in 1a and make sure they understand them well with the help of the teacher. and ask students to match the pictures with the New Year’s resolutions. Check the answers with students by asking questions like this:
Picture 1: (He wants to be an artist.)—learn to play an instrument
T: How is he going to make his resolutions work?
S: He is going to learn to play an instrument next year.
Picture 2: (He wants to be a waiter.)—get a part-time job
T: What thing is he going to do next year?
S: He is going to get a part-time job.
Picutre 3: (He wants to be a soccer player.)—make the soccer team
T: How is he going to make his resolutions work?
S: He is going to make the soccer team.
Picture 4: (He wants to be a teacher.)—get good grades
T: What thing is he going to do next year?
S: He is going to get good grades.
Picture 5: (He wants to be healthy.)—eat healthier food
T: How is he going to make his resolutions work?
S: He is going to eat healthier food.
Picture 6: (He wants to keep fit )—get lots of exercise
T: What thing is he going to do next year?
S: He is going to get lots of exercise
Then take turns to describe the pictures with the words given, and give the reasons,e.g.
In Picture 1, I think he wants to be an artist. He is going to learn to play an instrument next year.
And then ask students to describe the other pictures like above.(Finish 1a)
Step 2: Pairwork
Ask students to work in pairs and suppose he is the person in the pictures above, and he makes a dialogue with his partner using the expressions like this:
e.g. A: What are you going to do this year?
B: Well, I’m going to take guitar lessions. I really love music.
A: Sounds interesting. I’m going to get a part-time job.
The teacher moves around the room and gives support as needed. After the group work, ask students to act out their dialogues. Comment on their work and praise them for their good works.
Step 3: Listen and write
2a and 2b provide students with listening practice using the target language. Before students listen to the recorder, let students be familiar with the expressions given in activity 1a . While listening,circle the resolutions in the list in activity 1a that you hear.(Finish 2a)
As for 2b, ask