Whenwasheborn教案

　　grade 8 go for it         unit 10 i’m going to be a basketball player

　　section  a  1a—1c教案

　　一、课型：会话课

　　二、教学时长：40分钟

　　三、教材分析：

　　1.教学内容：本课时的教学内容选自人教版义务教育课程标准实验教科书《新目标英语》学生用书 八年级上册，第十单元 i’m going to be a basketball player 中section a 1a-1c。

　　2.地位和作用：这是第十单元的第一课时的内容，其中心话题是谈论人生理想。通过本课时的学习，学生对 be going to 这一结构表示“将来”会有一定基本的了解，并能初步运用这一语言结构进行交流，为下一节课的学习打下基础，在教学中的地位是举足轻重的。

　　3.重点：目标词汇和be going to + do结构。

　　难点：动词一般将来时的用法和基本结构。

　　四、教学目标分析

　　  1.认知目标

　　（1）掌握本课时的目标词汇和目标语言。（2）学习运用 be going to +do 这种结构来谈论对未来的打算。（3）学会用 what, how与be going to +do结合来提出问题并做出正确回答。

　　  2.能力目标

　　    听 能听懂谈论有关人生理想的词汇及表达。

　　    说 能运用目标语言进行有关人生理想的谈论。

　　    读 能从课文提供的语言材料中获取有关人生理想的信息。

　　    写 能运用正确的语言结构写一篇题为 “my future”的短文。

　　  3.情感目标

　　通过对人生理想的讨论，让学生从小就树立自己的人生理想，并且下决心为实现自己的理想而努力奋斗，使他们成为有理想、有抱负、有动力、健康成长的新一代青少年学生。

　　五、学情分析

　　学生已经在unit 3 what are you doing for vacation中学会了使用现在进行时表示计划即将着手去做的事（一定要发生的事），对本单元的教学有所铺垫。本单元主要讲授使用be going to +do结构来表述将来的计划或打算（可能会发生、也可能不会发生的事）。

　　六、教法、学法

　　教法：任务型教学法

　　学法：合作式学习法、观察发现法 讨论学习法、探索学习法

　　七、教学手段

　　多媒体、录音机、黑板等

　　八、设计理念

　　本节课抓住初中学生的心理特点，一开始就用他们乐于参与的游戏开局，增强课堂的趣味性、调动学生的积极性和主动性，同时也起到复习的作用。在新职业名称呈现之后，再次引入竞争机制，开展小组竞赛，更进一步活跃课堂，增强生生互动，同时起到新旧知识整合的作用。在目标语言的呈现方面，采用了“以旧引新”的办法，用 want to be结构引出本节课的目标语言be going to + do结构。在听、说能力训练的同时，本节课对读、写能力训练也设计了一定内容（group work、homework）.总之，本节课注重初中学生的心理特征，设计了活泼、有趣、参与性强、参与面广的课堂活动；注重师生互动、生生互动；强调新旧知识的整合；在强化听、说能力的同时，也进行了必要的读、写训练，使各项能力平衡发展。

　　九、教学过程

　　teaching

　　procedures teacher’s activities students’ activities explanation

　　revision

　　(3 minutes) ask one student to come to the blackboard and act out what the teacher tells him (her) to do. guess what kind of work he (she) does. revise the names of jobs learned before.

　　presentation

　　(4 minute) show some pictures to present the new words.  learn the new words: engineer,

　　pilot, professional , programmer. 

　　task 1 (1a)

　　(5minutes)

　　presentation and drill

　　(8minutes) ask ss to write down the jobs they know in groups

　　present the new target language: what are you going to be when you grow up?  how are you going to do that? ss write down the jobs they   know on the blackboard.

　　1. ss answer the question: what do you want to be when you grow up? 2. then learn to answer the question: what are you going to be when you grow up? 3. drill arouse interest about ideal jobs

　　use the first question to present the phrase “grow up ” and “be going to + do”

　　pair work

　　(5minutes) ask ss to make conversations in pairs  ss use the target language to talk about their ideal jobs. use the names of the jobs learned before

　　listening(1b)

　　(4minutes) play the tape record. and check the answers. ss listen to the tape and match the items in 1b. 

　　practice

　　(8minutes) ask the ss to make interviews about their ideal jobs. ss make interviews and report. writing and reading practice

　　summary

　　(2minutes) summarize the usage of the structure “be going to +do”. consolidate the usage of “be going to + do”. 

　　homework

　　(1minute) ask the ss to write short passages about their future. write an article named my future. 

　　board writing

　　engineer

　　pilot

　　professional

　　programmer

　　grow 

　　grow up 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.

　　i am           

　　he/ she/ it is        going to do

　　we/ you/ they are the space is for checking students’ answers.

　　教学过程（文字说明）

　　step  1  revision  （play a guessing game）

　　请一位学生到讲台上，老师轻声耳语告诉他（她）某个职业，要求该学生用动作表现出来，教师使用what does he (she) do?向其他学生提问，让学生猜测台上学生所表演的职业，用以复习以前所学职业名称：singer, actor, dentist, basketball player, doctor等。（3分钟）完成任务所需要语言结构：

　　is he / she a (an)……

　　what does he /she do?

　　he /she is a (an)……

　　[目的] ：复习与本单元的教学内容有关的职业名称和句型。

　　step 2.  presentation

　　利用新图片继续进行问答,用以呈现新单词professional， programmer，engineer，pilot。完成任务所需要语言结构：

　　is he / she a (an)……

　　what does he /she do?

　　he /she is a (an)……

　　[目的]：通过这个环节，学生进一步学习与谈论职业和人生理想相关的新单词，为新课的展开做好铺垫。

　　step 3. task（1a）

　　根据班内自然组分组，要求各组集体讨论并在黑板上写出他们所知道的职业，各小组所写内容不能重复，比一比，看哪个小组写得最多、最快。

　　[目的]：通过比赛，进一步引起学生对未来职业的兴趣，为下一步谈论理想做好铺垫。

　　step 4. presentation and drill

　　1. presentation

　　设置问题，与学生谈论他们的理想，用以呈现新句型be going to +do。完成任务所需要语言结构：

　　what do you want to do when you grow up?

　　i want to be an actor.

　　用上述句型来引出下列目标语言：

　　what are you going to be when you grow up?

　　i am going to be a …… ?

　　how are you going to do that?

　　i’m going to ……

　　2. drill

　　采用师生问答、生生问答的方式，鼓励学生使用上述新学目标语言进行半开放式操练。

　　[目的]：联系学生的实际想法，鼓励学生积极参与讨论，激发学生的学习兴趣，让学生掌握 be going to + do 的用法。

　　step 5. pair work (1c)

　　要求学生用新学句型结合已有有关职业知识进行开放式操练。完成任务所需要语言结构：

　　what are you going to be when you grow up?   

　　i am going to be a ……?

　　why do you want to be ……                   

　　because……

　　how are you going to do that?    i’m going to ……

　　………

　　[目的]：采用开放式的操练，进一步强化目标语言的运用、加强新旧知识的进一步整合。

　　step 6.  listening

　　通过前一阶段的学习和操练，要求学生完成59页的练习1b 的听力训练。

　　[目的]：对本节课所学的词汇和目标语言从听力上进行巩固与强化，达到听力训练目的。

　　step 7. practice

　　设计如下表格，要求学生4人一组谈论他们的理想职业和实现自己的理想必须要做的工作，做好记录，在班内作报告。

　　name  what is he / she going to do when he/ she grows up? how is he / she going to do that?

　　step 8. summary

　　对本节所学的句型结构“be going to do”进行一个的小结：

　　i am

　　he / she / it is      going to + do

　　we / you / they are

　　[目的]：使学生通过小结对本课所学习的目标语言进行巩固与强化，达到熟练使用“be going to do”来谈论将来的打算，为下一步的学习打下基础。

　　step 9.  homework

　　要求以“my future”为题写一篇短文谈论自己的人生理想，以及为实现这个理想要付出哪些努力。

　　[目的]：检查学生的学习情况，培养学生运用所学知识解决问题的能力；也检验教学的效果，对有问题的地方，采取及时的补救措施；对学生进行评价。

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