《新目標英語》八年級上單元備課稿Unit10 I’m going to be a basketball player

《新目標英語》八年級上單元備課稿

Unit10 I’m going to be a basketball player.

樂清英華學校 張立寧

一、 單元教學內容分析：

本單元的主要目標是用一般將來時談論未來自己與他人理想的職業及原因，爲實現理想所做出的打算和安排，以及制定未來一段時間內的學習計劃。

本單元的語言目標：

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.

本單元的重點詞彙：

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.

本單元複習到的單詞和短語：

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 部分學習活動有:

在1a之前有一副圖片，在這副圖片裏本單元的主要語言目標已經基本呈現。它的作用應當是相當於我們平時做的warming-up，在複習舊知識的同時將新知溝通連接起來。同時由於談論的內容非常貼近學生的現實生活，也易於被學習接受。

1a: do you think these jobs are interesting? Rank them from [1-6].(1 is most interesting, 6 is least interesting.)

這一活動透過學生自主判斷練習，複習學習過的單詞，同時引入新單詞。並引起學生學習的興趣。

1b: Listen and match the items below.

（這段對話的目的是透過聽的方式呈現句型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1a-1c透過聽說讀寫的方式呈現並練習目標語言.

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2a-2c透過一副圖片和一段聽力練習進一步練習本單元的目標語言。這一部分更多的呈現了what, where, how, when等問句練習，與grammar focus的內容緊密相連，使學生能更清楚的理解”be going to”， 同時，pairwork也提供了學生練習目標語言的機會。Grammar focus是語法的歸納和總結

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3a-4透過讀寫的方式訓練目標語言。首先用日記形式呈現目標語言，使學生更好的理解“be going to”,再透過與現實聯繫緊密的寫作講解“be going to”結構並訓練學生應用目標語言。體現了 Learn by doing/Do sth. by language 任務型教學思想,同時這一活動蘊涵了 “我爲奧運做貢獻”的情感教育內容.

Section B 中有以下幾項活動:

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難度。增加了詞彙量，也加大了對目標語言的練習的廣度和深度。用學生易於接受的日常生活的片斷來進行知識的深化。

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言進行寫作。同時也是對學生對於目標語言掌握情況的一個檢測。並透過寫作訓練學生養成良好的寫作習慣，能夠正確運用短語和語言結構，而不是簡單的將漢語直接翻譯成英語。透過學生自己完成self-check 來檢驗自己本單元的學習情況。

二、 學生學情分析和教學重難點：

本單元的主題是使用一般將來時對未來一段時間內的計劃以及理想，這對於學生來說是比較熟悉的，因爲在每一學期或每一年的開始他們都會習慣性的（或是在老師或家長的強迫下）給自己列下一個學習計劃，同時，每個學生都有自己的理想，而且他們也都希望將他們的理想展示給別人，因此透過採訪，討論等小組活動來練習鞏固本單元的內容剛好能夠激發他們的學習熱情。但學生也許會將“be going to”結構與現在進行時相混淆，因此要透過聽說讀寫各種形式重點練習這個結構。同時，在實現情感態度的教育目標時，一定要讓學生明白計劃的制定要結合自己的實際情況，具有可行性，一旦制定下來就要堅持完成，不能三天打魚兩天曬網，好的計劃會引導你走向成功。對於自己的理想也是一樣，要爲自己的理想努力，決不能因爲要實現理想要付出努力而放棄或是改變。因爲“無志之人常立志，有志之人立常志”，只有努力才能實現理想。

教學方法建議：採用聯繫情景對話，角色扮演和採訪等活動來展開課堂交際活動和小組活動.

三、課時劃分及其教學內容：

總體來說，可將本單元分成兩大部分即Section A 和Section B 進行教學，而Section A 和Section B 中的內容則可以進行有機的整合，用5-6課時進行教學。在實際教學過程中，並不一定要按照固定的模式和課本安排好的順序進行講授，可以根據學生自身的學習情況進行隨機的調整。

Periods 1-3 Section A

Periods 4-6 Section B and Self-check

教學設計

Section A

I. 教學內容和目標：

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. 教學過程：

一、創設情境，匯入新課

Section A部分主要透過介紹一些職業名稱來學習將來時態，因此我們可以採取視聽覺引導教學的方式：首先，教師可以透過呈現一些關於職業的圖片或動漫來複習職業名詞，並且提問“他/她是做什麼的？”回答“他/她是。。。”比如老師呈現一張教師的圖片並提問“她是做什麼的？”回答 “她是老師。”以同樣的方式演示其他的職業名稱。問學生“What does he/she do?”讓學生回答 “He/She is a/an….”完了問學生“你想成爲一名。。。嗎？”讓他們回答是或不是。呈現完了讓學生運用目標語言進行Pairwok和互相提問的活動。

二、自讀感知，整體把握

Section A部分主要透過介紹一些職業名稱來學習將來時態，每一部分的設計將是步步推進：在1a-1c部分，先是介紹一些職業名稱，接着來學習這些職業的人經常是做什麼的，學習 “be going to be”這一結構和用法，以及相對應的肯定回答，像“我想成爲一名。。。”；在2a-2c部分，先鞏固學過的職業名稱，然後透過一系列的活動練習目標語言，比如閱讀一篇日記，把Josefa計劃要去做的事情下劃線，然後填到表格中，並且根據表中的內容編一組對話關於 “what, where, and how”這一話題，並做pairwork。最後創設一個情景，2008年北京舉行奧林匹克運動會，用 “going to be”來談論這一話題.

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

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

(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做一項調查：不同的人喜歡不同的工作，每個人的工作是不一樣的。老師可以組織學生做這一活動，讓學生問答“你的爸爸/媽媽是做什麼的？” “他/她是一位。。。” “你想做什麼呢？” “當你長大了你打算做什麼呢？”。做調查的學生把這些記下來；找幾個學生來介紹他們父母的工作。這一活動可以幫助學生記住關於職業的名稱，並且練習了 “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. 教學過程：

一、創設情境，匯入新課

在Section B中，透過複習和學習一些決定，複習並且鞏固了 “want to be”的用法和”going to”肯定形式的用法。我們仍可以採用視聽覺引導的方法：教師可以呈現實物或圖片或動漫圖片，根據這些圖片學生做Pairwork，目的是複習在第一部分學過的單詞；同樣，教師呈現關於職業的實物或圖片或動漫，並且描述他/她是做什麼的？他/她是一位。。。，此時學生只是看着聽着。然後重複一遍，這次教師讓學生跟着講並且使他們明白是什麼意思；最後，讓學生觀察1a中的圖片，並把圖片跟新年的決定連起來，完成1a部分的教學任務。

二、自讀感知，整體把握

透過複習和學習B部分的一些決定，複習並鞏固 “going to”肯定形式的用法.

此部分設計三個步驟：在1a-2b中， 複習並鞏固職業名稱，並且介紹一些關於今年要做的一些事情，然後讓學生討論今年他們打算做什麼。在2a-2c部分，聽錄音，學習 Lucy, Manuel, Kim今年打算做什麼，然後引導學生小組活動，列一份清單關於他們想要做出的決定。在3a-3c部分，爲了鞏固going to的用法，根據目標語言設計讀寫練習；在4部分，小組活動：假設學生是爲他們居住的 城市工作，讓學生設計出一個關於如何使城市變得更清潔的“六點”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 採訪

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

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

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

透過競選城市建設局局長一職，發表競選演說，準備並填寫這個使城市變的更加清潔更綠的“六點”計劃：爲了培養學生的集體主義，團結精神，友愛和互助精神，如有可能，可組織學生到城裏徒步旅行，目的是讓他們觀察城市並找出關於污染之類的問題。首先，把學生分組，並選一個同學就 “What are you going to do?” “I’m going to …”問各組準備去做的計劃，並統計數據和進行歸類；然後每組向班級做報告；最後，總結各組意見做一個更好的計劃。這一活動不僅可以讓學生學習他人喜歡和不喜歡的食物，還可以學習對職業名稱的歸納和班級想做計劃的梗概，使得學生彼此之間更好的瞭解

四、應用遷移，鞏固提高

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.

單元複習與驗收知識框架

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. 職業詞彙拓展：

在學生能夠掌握的範圍內，儘可能多的介紹有關職業的名詞，同時可以讓學生分組討論性格與職業的關係，透過此項活動，學生學會根據 自己的性格尋求適合祕書發展的職業，給學生一張表格，學生根據自己的實際情況填寫表格，並思考自己的理想職業及適合自己的職業。

Personal InformationName Hobby Be good atAppearance Personality My ideal job Suitable jobsSuitable jobsFriends’ suggestionsResolutions

lawyer 律師 guide 導遊 babysitter 育嬰員

editor 編輯 zookeeper 動物管理員

librarian 圖書管理員 inventor 發明家

office worker 辦公室職員 journalist 記者

judge 法官 hunter 獵人 fisherman 漁民

boxer 拳擊運動員 conductor 指揮家

(本環節略有難度，可做爲學有餘力的學生的知識拓展。)

備課反思:

這個單元的主題是學習want to be 和 going to do的用法，以及介紹職業,討論人們想做什麼和將去做什麼。教師在教授這些句子和語法時,要注意幫助學生實現他們的情感目標, 也就是說學生透過問和討論他們想作爲生活目標的職業,使他們學會關心別人。老師可以讓學生在他們自己之間,同學之間,朋友之間以及家人之間進行不同職業的比較,然後找出最適合的職業,再介紹和提供給其他人。當然學生在設計和組織這些活動時要闡述理由。這項活動不僅能夠鍛鍊目標語言,而且能夠幫助學生學會選擇合適自己的職業。透過這項實踐活動可以激發學生的興趣,讓他們大膽的用英語表達,最大限度的讓他們練習和展示自己，以及更加輕鬆、牢固地掌握知識。

單元綜合自我評價表

Unit 自我檢查評價表

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.