新目标初中英语八年级上册教案Unit 10《Im going to be a basketball player》Word下载.docx
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新目标初中英语八年级上册教案Unit 10《Im going to be a basketball player》Word下载.docx
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TO
SA
Textbook
Exercises
(Source)
Supplementary
Section
Page
1
A1a,1b,1c
59
1,2,6
5
2
2a,2b,2c
60
Ps.77-78I,II
怀化市教科院组编《学练王—初中课程基础训练
八年级上册》》
3,4,8
3
3a,3b4
61
P.78-79I,II
5,6,8
4
B1a,1b,2a,2b,2c
62
Ps79-80I,II
5,6
3a,3b,3c,4
63
4,9
6
SelfCheck
64
Ps.81-85达标检测
7,10,11
Total
All
1-11
93
⑤Veryconfident④Quiteconfident③Confident②Slightlyconfident①Notconfident
(单元教学效果采用百分制表示,公式为100÷
实际课时数÷
5×
各课时自评等级分之和。
)
Feedback
本单元教学自评93分,表明教学目标达成度较高。
整个单元教学回归教材,紧紧围绕“谈论职业”这一主题,由浅入深、由简单到复杂,从谈论理想职业到最终制定人生计划,教学活动形式多样,教学步骤步步递进、环环相扣,形成合力,从听、说、读、写诸方面培养学生这一话题的表达能力。
由于教学内容紧扣学生实际,学生积极投入各项学习活动,勇于表达自己的真情实感。
同时,在谈论热门职业,特别是在谈论如何树立理想,并制定实现理想的计划过程中,体会到了成功的艰辛,从而树立努力学习、积极向上的人生观。
为了减轻学生课余学业负担,提高教学效率,教材所涉及的所有练习,包括增加的多个写作练习都安排在课堂完成。
就其成功原因主要在于,课前我们认真研读了教材,尽可能吸取了与教材配套的《教师教学用书》提供的中英文教学建议,并结合学生的实际,从单元整体备课,细化单元及课时教学目的,合理安排课时教学内容,并在尽可能多的预设教学活动的前提下,关注课堂生成,随时根据学情调整教学活动,因而教学收到了事半功倍的效果。
但课后在不增加学生过重课业负担的前提下,如何指导学生复习、开展预习、课外阅读等活动,尽快培养学生英语语感等方面还有待研究。
Planforeveryperiod
Period1SectionA(1a,1b,1c)→
Teachingaims
1学会去谈论自己理想的职业并如何实现它
2学习并掌握目标语言:
1)
生词和词组:
computerprogrammer,computerscience,engineer,pilotactorgrowup
2)重点句子:
①Whatareyougoingtobewhenyougrowup?
②I’mgoingtobeabasketballplayer.
③Howareyougoingtodothat?
④I’mgoingtopracticebasketballeveryday.
3学会运用begoingto;
4能写一篇报告,简单介绍本小组同学理想的职业;
5教会学生从小树立自己的目标,并知道如何实现目标,树立正确的人生观。
Teachingaids
CAI
Teachingprocedures
Chart
视频引入→谈论他们的职业→职业单词竞赛→听录音填空→两人对话→巩固与拓展→小组合作学习→布置作业
Step1Leading-in(3’)
T:
Goodafternoon,boysandgirls!
DoyoulikewatchingTV?
Let’swatchavideo.Think“Whatdotheydo?
”
PlayavideoaboutaNBAgame.
Tostudents:
whatdotheydo?
S:
(Theyarebasketballplayers)
Whatdoesyourfather/motherdo?
(Askagrouptoanswerthesequestions,)
SectionA1a
Step2Presentation(12’)
1.T:
Howmanyjobsdoyouknow?
Whatdo/does…..do?
Let’shaveacompetition.Dividethewholeclassintofourgroups.Group1-2isabiggroupandsodotheothergroups.Iwillseewhichgroupisthebestonetoknowthemostjobs,Areyouready?
Let’sbegin.Studentssayoutthejobstheyknow,andtheteacherisajudge,writeoutthescoresonthescreen.
2.Writethenamesofjobsontheblackboard,andaskthestudentstopayattentionstothewordsandreadthemtogether.
3.Asksomestudentstogivesomeopinionsaboutthemostinterestingjobs?
Thenpracticewhatdoyouwanttobewhenyougrowup?
Itisalsosaidlikethis:
Whatareyougoingtobewhenyougrowup?
4.Askthestudentstolookatthepictures,thenchoosethepicturesaboutthejobstheylikeandanswerthefollowingquestions:
I’mgoingtobea/an…….
Howareyougoingtodothat?
I’mgoingto……
1b
Step3Listeningpractice(4’)
1Openbooksandreadthephrasesinthebook,
2Askstudentstoguesswhichanswerissuitabletothejob
3Listenandmatchtheitemsbelow.
1)Pleaselookatthechart,thesample,andthespace.Listencarefullyandmatchtheitemsbelow.
2)Playtherecording.
3)Let’schecktheanswers.
Keys:
1.b2.c3.d4.a
录音原文
Conversation1
A:
Tina,whatareyougoingtobewhenyougrowup?
Bl:
Hmmm.IthinkI’mgoingtobeacomputerprogrammer.
Wow!
Soundsdifficult.Howareyougoingtodothat?
I’mgoingtostudycomputerscience.
Conversation2
Larry,whatareyougoingtobewhenyougrowup?
B:
I’mgoingtobeaprofessionalbasketballplayer.
Howareyougoingtodothat?
I’mgoingtopracticebasketballeveryday.
Conversation3
I’mgoingtobeanengineer.
I’mgoingtostudymathreallyhard.
Conversation4
I’mgoingtobeanactor.
I’mgoingtotakeactinglessons.
1c
Step4Pair-work(6’)
1Readthesampleconversationintheboxbyyourself.
2Roleplay.Totwostudents,Readittotheclass.
3Nowworkwithyourpartner.Makeyourownconversationsabouttheintentionjobsinthepicture.
Thesampledialogue:
I’mgoingtobea…
Iamgoingto...
.
4Askafewpairstopresenttheirconversationsbeforetheclass.
Step5group-work(9’)
Competition2
Chainsentencepractice:
askfourgroupstosayoutthesentences,thegroupwhichhastheleasttimeisthewinner.
S1:
I’mgoingtobeareporter.
S2:
She/Heisgoingtobeareporter.I’mgoingtobeacomputerprogrammer.
……..
Step6Reporttime(10’)
Competition3
1.Eachgroupmakesasurveyaboutintentionjobs.Askastudenttobeareportertowriteareportaboutthesurveyontheblackboard,thegroupthatwritesthebestessayisthewinner.
Thesample:
Inourgroup……,xxxisgoingtobea/an….whenhe/shegrowsup.He/Sheisgoingtodo……Ithinkxxxisthemostinterestingjob.
2.Theteacherchecksfouressaysthatarewrittenontheblackboardwithallstudents.
Step6Homework(1’)
1Memorizethewordsaboutjobswehavelearnedtoday
2Writeanessayaboutintentionjobstinyourgroupintheexercise-book.
3PreviewSectionA2a---2conP.59.
Feedback
个人认为本堂课教学目标达成,以竞赛为主轴线贯穿整节课,使学生能热情投入并积极主动参加课堂活动,,课堂氛围非常热烈。
这课堂紧紧围绕教学目标Whatareyougoingtobewhenyougrowup?
的用法,创设情境并结合学生的实际,由浅入深展开多种形式的教学活动,其中许多活动与学生实际运用语言的形式一致,学以致用,收效很好。
教师在课堂上驾驭课堂的能力要求较高,如果不能很好的控制小组练习的节奏,就不能完成任务.
Period2SectionA(2a,2b,2c)→
1学会运用下列疑问词谈论为实现理想所做出的打算和安排:
1)what
—Whatishegoingtobewhenhegrowsup?
—Heisgoingtobeanactor.
2)how
—Howishegoingtobeanactor?
—Heisgoingtotakeactinglessons.
3)when
—Whenishegoingtostart?
—Heisgoingtofinishhighschoolandcollegefirst.
4)where
—Whereishegoingtomove?
—HeisgoingtomovetoNewYork.
4能写短文,写为实现理想所做出的打算和安排。
CAI
Chart
师生对话复习旧句型→猜测打算和安排引出新句型→看图说话学习、拓展句型→听力练习→口头运用句型→写作练习→布置作业
Step1Revision(3’)
1Enjoysomepicturesoftopjobsandtoppeople.Askseveralstudentstoanswerthefollowingquestions:
Whatareyougoingtobewhenyougrowup?
S:
I’mgoingto…
Howareyougoingtodothat?
I’mgoingto…Workhardandyourdreamwillcometrueoneday!
2Chant.Readoutthefollowingsentencesbyusingachant.
What,what,areyougoingtobe?
Ateacher,ateacher,I’mgoingtobeateacher.
How,how,areyougoingtodothat?
Studyinghard,studyinghard,I’mgoingtostudyhard.
Step2Leading-in(5’)
Whatisshe/hegoingtobewhenshe/hegrowsup?
1Aguessinggame.Showsomepuzzlepicturesandaskstudentstoguesswhatshe/heisgoingtobewhenshe/hegrowsup.Congratulationstothequickeststudents.
2Acompetition.Dividethewholeclassintotwoparts.OnlyonegroupisA.TheothergroupsareB.AstudentinpartAsaysasentencelikethis:
IamgoingtobeabasketballplayerwhenIgrowup,anotherstudentinpartBviestosay:
Heisgoingtobeabasketballplayerwhenhegrowsup.Practicelikethisonestudentafteranother.HaveacompetitionamongB.Congratulationstothefastestandbeststudents.
Step3Presentation(7’)
Whatisher/hisplanforthefuture?
1Talkaboutplansforthefuture.Showfourpicturesonthescreen,thenaskstudentstotalkaboutthem,using“she/heisgoingto”.
P1:
Sheisgoingtobeateacherwhenshegrowsup.
P2:
SheisgoingtostudyEnglishhard.
P3:
Sheisgoingtogotocollegefirst.
P4:
SheisgoingtoworkinShanghai.
2Askstudentstomakesomequestionsaccordingtothefourpictures.
Q1:
Whatisshegoingtobewhenshegrowsup?
Q2:
Howisshegoingtodothat?
Q3:
Whenisshegoingtodothat?
Q4:
Whereisshegoingtowork?
3Brainstormingroups.
ThegirlisgoingtobeanEnglishteacher.
ThegirlisgoingtobeanEnglishteacher.SheisgoingtostudyEnglishhard.
S3:
ThegirlisgoingtobeanEnglishteacher.SheisgoingtostudyEnglishhard.Sheisgoingtogotocollegefirst.
S4:
ThegirlisgoingtobeanEnglishteacher.SheisgoingtostudyEnglishhard.Sheisgoingtogotocollegefirst.SheisgoingtoworkinShanghai.
4Congratulationstothebestgroups.
2a,2b
Step4Listening(6’)
1Warmup.
Pointtoapicture.Say:
ThisisChengHanandaskstudentstosaywhattheythinkofChengHandoes.Theymaysaythingssuchas:
Heisinhighschool.Heisateacher.Heisanactor.
22aListen.
1)Listen.WhatisChengHangoingtodo?
Check﹙√)thecorrectboxesinthepicture.
2)Checktheanswers.
Thesepicturesshouldhavechecks:
ChengHengraduatingfromhighschool,ChengHenactingonastage.
32bListen
1)Listenagain.WhatareChengHan’splansforthefuture?
Fillinthechart.
2)Checktheanswers.
What:
ChengHanisgoingtobeanactor.
Where:
ChengHanisgoingtomovetoNewYork.
How:
ChengHanisgoingtotakeactinglessons.
When:
ChengHanisgoingtofinishhighschoolan
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