八年級英語unit10教學設計 (人教版英語八年級)

Teaching Procedures

Pre-task

A. Greetings

Hello, everyone. I’m an English teacher from No. 4 Middle School. My name is Han Guili. You can call me Miss Han. Today I’m going to be your English teacher. We are going to learn Unit 10 Section B together. Now let’s begin our class. Stand up, please. Good morning, class. How are you today? I’m OK. Thank you. Sit down, please.

B. Explain “resolution” by listening to a song.

We all know New Year is coming. Today I have a gift for all of you like music? Great. Let’s enjoy it together. If you can sing it, you can follow it.(在聽歌時教師板書課題Unit 10 I’m going to be a basketball player. Section B )

Do you like the gift ? I’m happy to hear that . I’m going to learn it next year and then I’m going to sing it for you. Do you like listening to me? This is my New Year’s resolution. “resolution” Are you clear? Follow me ,please. “resolution” From group 1to 6. “New Year’s Resolutions” From group 1to 6.(同時板書resolution New Year’s Resolutions)

（設計意圖：透過新年禮物--周杰倫的歌曲“稻香”引出主題。歌曲具有時代氣息，內容激勵學生心存夢想並努力去實現它。）

Now let’s look at some New Year’s Resolutions. What are the meanings of the resolutions.

Discuss in groups. First translate and then read them. The others follow him or ! Are you ready? Volunteer. （叫幾名學生回答，學生領讀時教師寫板書instrument最後教師領讀生詞instrument）Now we have known the meanings of the resolutions. Please match the pictures with the resolutions. Answer it together. Let’s check the answer.

（設計意圖：透過討論翻譯短語並由學生領讀。這一環節可以培養學生們的自學能力和小組探究能力。同時也能提高學生的自信心。透過圖片與短語的搭配有助於學生對短語的理解和記憶。）

C. Now let’s guess some famous people’s resolutions. Look! Who is it? What’s his resolution? Guess.（幾名學生回答）Are they right? Let’s check the answer. Yes, they are right. Who can right it on the blackboard. Volunteer. (學生寫板書時教師問)What is he going to do ? Answer it together.（這一步驟共五幅圖片採用相同的方式訓練學生）

（設計意圖：這一環節趣味性強，對學生有吸引力。透過對名人決心的猜測，一方面增強了學生的好奇心和求知慾；另一方面也鞏固了所學知識。同時也練習了對第三人稱一般將來時的提問與回答。）

While-task

A. Now let’s use the resolutions to make conversations in pairs. For example, (Ask one student)What are you going to be when you grow up? What are you going to do next year ? Sounds interesting. I’m going to learn a foreign you clear? Go! Are you ready? The more pairs the better in a group. Volunteer. The last pair. Which group has the most pairs?（給獲勝組貼一個笑臉） Come on boys and girls . Let’s learn from them.

（設計意圖：透過這一對話練習，使學生能更熟練的掌握一般將來時的問與答，而且對話內容貼近實際生活。給獲勝組貼一個笑臉，既鼓勵了獲勝組又激勵了其他組。）

B. Let’s use the resolutions to make up a play. Look at some festivals here. Please choose one of them and then make up a play in group leader should say your choice. Go! Ready? Volunter. Which group is the best? I think you are all great.（給每一組貼一個笑臉）

（設計意圖：小組合作編劇並表演出來。給每個學生展示的機會，使學生真正成爲課堂的主體。給每組一個笑臉，既是對他們積極參與的表揚，又是對他們成績的肯定。）

Let’s do some listening vity 2a. Let’s answer it you right? Let’s check the answer. Yes, you are great. Activity 2b. How are they going to do it ? Who can answer it? （叫幾名學生回答）Are they right? Let’s check the answer. Yes, they are right. Who is right? Put up your hands. OK. Put down your hands. If you are not good at listening, please practice it after class.

（設計意圖：透過聽力練習可以考察學生對所學短語和句型的理解。2a聽力部分較簡單，適合總體檢查。2b聽力部分較難，可對學生答案進行抽查，再總體覈對並進一步說明。）

Post-task

A. Now let’s have a PK in groups and answer one by one like this .(Ask one student )What are you going to do next year? This student answer it and ask the next one and go on fastest group is the winner. Go! Ready?Which group wants to be the first one? （用記時器爲每一組記時）Which group is the fastest ?（給獲勝組一個笑臉）Let’s learn from them.

（設計意圖：這一活動可以鍛鍊學生的口語表達能力和提高說的流利程度，並增強集體合作意識和榮譽感。有競爭有趣味，學生都樂於參與。）

B. Discuss in groups. How to improve your English in the new year? The group leaders write down your answers and then report it for !Ready? Volunteer.（每組組長到前面來報告）

Great! I hope your resolutions can come true in the new year. A good plan is a good start to success. And where there is a will , there is a way. Let’s work hard togther, and get good grades. Come on , boys and girls.

（設計意圖：透過對怎樣提高英語的討論，同學們之間都瞭解了各自的決心，併爲之而努力。最後教師用恰當的諺語來鼓勵學生並對學生進行情感教育。）

C. Sum up . What have you learned today?（先由學生總結最後教師總結）

（設計意圖：鍛鍊學生的總結能力。）

D. Homework :Clean and Green

Imagine you work for your city . It’s your-job to make it cleaner. What are you going to do ? Think of a six-point plan.

（設計意圖：使學生會運用所學知識。）

Unit 10 I’m going to be a basketball player.

Ⅰhing aims and demands:

Students learn to talk about future intentions.

Ⅱhing key and difficult points:

bulary

uter programmer, professional, engineer, pilot

uter science, dream job, grow up, move to, fashion show, retire, save

lution, get good grades, get a part-time job, make more friends

et language

1. What are you going to be when you grow up?

I’m going to be a computer programmer.

2. How are you going to do that?

I’m going to study computer science.

ctures

Future with going to

Want to be

What, Where, When, How questions

mar

The simple future tense.

Ⅲhing aids :

A tape recorder

Ⅳhing methods:

Audio-lingual method; Communicative Approach; PPP

Ⅴ unit is divided into five periods.

Period 1 Listen and speak

Ⅰhing aims and demands:

Students learn to talk about future intentions.

Ⅱ and difficult points:

A. Vocabulary

essional, acting, take lessons, every day

uter programmer, engineer, baseball player, pilot, actor, actress, artist

B. Target language

are you going to be when you grow up?

I’m going to be a computer programmer.

are you going to do that?

I’m going to study computer science.

ctures

Future with going to

Want to be

What, How questions

mar

The simple future tense.

Ⅲhing aids :

A tape recorder

Ⅳhing methods:

Audio-lingual method; Communicative Approach; PPP

Ⅴhing procedures:

Step 1 Warming up

Task 1 Ask students to think about ways they already know to talk about future events. For example:

☆Where are you going next week?

I’m going to my grandmother’s house next week.

☆How long are you staying?

I’m staying for a week.

☆What are you doing on Saturday?

I’m playing tennis all day.

Task 2 Circle the –ing in each sentence. Say, We use ing words to talk about things that are going to happen in future. We are sure these things will happen.

Step 2 Key vocabulary

Task 1 Read each words to the class. Ask the students to point to the jobs that appear in the picture.

Task 2 Read the instructions and say, put a 1 after the most interesting job, put a 2 after the second most interesting job, and so on.

Task 3 Check to say which things are the most interesting in the class. Ask students to write the six jobs on the blackboard. Ask: How many students made engineer number 1?

Step 3 Target language

Task 1 Read the instructions.

Learn the 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.

Task 2 Play the recording the first time. Students only listen.

Task 3 Play again. Ask students to draw lines connecting the jobs and the activities.

Task 4 Check the answers.

Step 4 Pair work

Task 1 Ask students to look at the pictures in activity 1a. Then ask students to read the sample conversations in activity 1c.

Task 2 Ask students to work in pairs and make their own conversations.

Task 4 Ask some pairs to present one or more of their conversations to the class.

Ⅵ Homework

mber the vocabulary and the target language.

ew the simple future tense.

Period 2 Listen , speak and Grammar Focus

Ⅰhing aims and demands:

1. Revise the target language, and complete the listening practice;

2. Learn Grammar Focus.

Ⅱ and difficult points:

A. Vocabulary

take acting lessons, move

B. Target language

are you going to be when you grow up?

I'm going to be an actor.

are you going to do that?

I'm going to take acting lessons.

ctures

Future with going to

What, Where, When, How questions

mar

The simple future tense.

Ⅲhing aids :

A tape recorder

Ⅳhing methods:

Audio-lingual method; Communicative Approach; PPP

Ⅴhing procedures:

Step 1 Revision

Task 1 Ask questions beginning with “What are you going to be when…” “How are you going to do…

Task 2 Practice the conversations using the target language students have already studied.

Step 2 Listening

Task 1 Read the instructions.

Task 2 Ask some students to say what they say.

Task 3 Play the recording the first time. Students only listen.

Task 4 Play again. Ask students to check the pictures of the things Cheng Han is going to do.

Task 5 Check the answers.

Step 3 Listening

Task 1 Read the instructions and point out the sample answer.

Task 2 Ask a student to read the sample questions and sample answers to the class.

Task 3 Play again. Ask students to fill the chart.

Task 4 Check the answers.

Step 4 Pair work

Task 1 Read the instructions for the activity.

Task 2 Ask students to read the dialogue to the class.

Task 3 Ask students to work in pairs, ask and answer,

Task 4 Check the answers by asking different pairs to do one question and answer each.

Step 5 Grammar Focus

Task 1 Read Grammar Focus

Task ain the two different ways of saying the same things.

I'm going to take acting lessons.

﹦ I'm taking acting lessons.

Ⅵ Homework

se the target language.

sh off the exercises on work book.

Period 3 Read and speak

Ⅰhing aims and demands:

1 Revise the target language, and complete the reading practice;

2 Go on learning the simple future tense: be going to

Ⅱ and difficult points:

A. Vocabulary

Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet

B. Target language

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.

e are you going to work?

ctures

Future with going to

Want to be

What, Where, When, How questions

mar

The simple future tense: be going to

Ⅲhing aids :

A tape recorder

Ⅳhing methods:

Audio-lingual method; Communicative Approach; Control reading

Ⅴhing procedures:

Step 1 Revision

Review the simple future tense: be going to.

Step 2 Reading

Task 1 Read the instructions.

Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.

Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.

Task 4 Ask students to underline the things that Tian Tian is going to do.

Task 5 Correct the answers.

Step 3 Writing and speaking

Task 1 Read the instructions.

Task 2 Have students write down answers about themselves, and tell their plans to their partner.

Task 3 Ask students to answer these questions. Have them work in pairs to ask and answer, then change the roles.

What …? Where…?How…?

Task 4 Ask some students to say their dialogues to the class .

Step 4 Group work

Task 1 Read the instructions and point to the picture. Write the year 2008 on the blackboard. Ask the class why that is an important date for Beijing and China.

Task 2 Write going to on the board. Ask :What are you going to do to help make the Olympics a success?

Task 3 Divide the class into groups of four or five students. Ask them to make their own conversations.

Task 4Ask each group to present its conversation to the class .

Ⅵ Homework

1 Revise the target language.

2 Revise the simple future tense: be going to.

3 Finish off the exercises on work book.

Period 4 Section B

Ⅰhing aims and demands:

Learn some new language, and complete the listening practice;

Ⅱ and difficult points:

A. New language

fax, few, food, resolution, grade, healthier, instrument, part-time job, harder, learn, letter, lots of, resolutions, money, New Year, next year, make the soccer team

B. Structures

Future with going to

Want to be

What, Where, When, How questions

C. Grammar

The simple future tense: be going to

Ⅲhing aids :

A tape recorder

Ⅳhing methods:

Audio-lingual method; Communicative Approach; PPP

Ⅴhing procedures:

Step 1 Discussion

Get the students discussion the New Year’s resolutions in group of four by asking the questions like the following:

What are you going to do next year?

Why are you going to do so?... ..

Step 2 New words

Task 1 Ask students to tell when New Year’s Day is. Ask students what they do on New Year’s Eve.

Task 2 Ask students to explain the resolutions in their own words.

Task 3 Ask students to match the phrases and pictures on their own.

Step 3 Pair work

Task 1 Read the instructions and read the conversations to the class.

Task 2 Ask students to work in pairs to discuss what things they are going to do.

Task 3 Ask several pairs to present their conversations to the class.

Step 4 Listening

Task 1 Read the instructions and the phrases in activity 1a.

Task 2 Play the recording the first time. Students only listen.

Task 3 Play again. Ask students to circle the resolutions in activity 1a that they hear.

Task 5 Check the answers.

Step 5 Listening

Task 1 Read the instructions.

Task 2 Play again. Ask students to fill the chart.

Task 4 Check the answers.

Step 6 Group work

Task 1 Read the instructions for the activity. And read the sample conversations.

Task 2 Ask students to work in pairs.

Task 4 Ask some students to present their dialogues to the class.

Ⅵ Homework

1 Revise the target language.

2 Finish off the exercises on work book.

Period 5 Self check

Ⅰhing aims and demands:

Revise the content taught and complete the writing practice;

Ⅱ and difficult points:

Future with going to

Want to be

What, Where, When, How questions

Writing practice

Ⅲhing aids :

A tape recorder

Ⅳhing methods:

Communicative Approach; Control reading and writing

Ⅴhing procedures:

Step 1 Revision

Review the simple future: be going to.

Step 2 Reading

Task 1 Read the magazine article to the class.

Task 2 Read the instructions to the class.

Task 3 Ask students to finish the activity on their own.

Task 4 Ask students to make a list of the New Year’s resolutions that the article mentions.

Step 3 Reading and Writing

Task 1 Read the instructions to the class.

Task 2 Have students writing a magazine article.

Task 3 Ask students to read their articles to the class.

Step 4 Writing

Task 1 Ask students to make a list of their resolutions.

Task 2 Ask students to write about their resolutions using the language learned in this unit.

Task 3 Ask some students to read their resolutions.

Step 5 Group work: Clean and Green

Task 1 Ask a student to read the instructions and the example answer for the class.

Task 2 Ask Ss to work in groups and write the group plans.

Step 6 Self check

Task 1 Fill in the blanks.

Task 2 Write a list about your plans what the American exchange students and you are going to do.

Task 3 Just for fun: read and act out.

Ⅵ Homework

sh the writing practice.

se the words and target language of this unit.