山东省肥城市安站中学八年级英语上册 Unit 10 I’m going to be a basketball player.Period 1导学案 人教新目标版.doc

unit 10 im going to be a basketball player.period 1learning goals1. learn to talk about future intentions2. new languagewhat are you going to be when you grow up?im going to be a computer programmer. period 1step 1 lead-int: hello, boys and girls. nice to see you again. would you like to tell me your parents jobs? please tell me like this: “my mother is a .; my father is a .”s: my father is a doctor. my mother is a teacher.s: my father is a policeman. my mother is a nurse.s: . t: good. please write their jobs on the board.draw a chart with two columns on the board, with “father” and “mother” as the headings. and let students write their parents jobs on the board. in this way, help them to review the words they have learned about job before such as doctor, teacher, policeman, waiter, driver and so on. step 2 new words learning (section a: 1a)show some pictures to students and help them to learn some new jobs.first get students to identify the jobs by themselves, then read each word and explain both in english and chinese. students repeat after the teacher.t: computer programmer is a person whose job is to write programs for a computer(introduce computer games)pilot - a person who flies a plane baseball player - a person who plays baseball (introduce basketball player, volleyball player .) engineer - someone whose job is to design or build roads, bridges, machines etcactor - a man who plays a role in a play or a film or television programs (introduce actress）ask some students to read each new word to the class, correct their pronunciations.t: do you think these jobs are interesting? (students may have all kinds of responses.) now rank them please. 1 is the most interesting and 6 is the least interesting. check their answers and find out the most interesting job in the students eyes. t: who made engineer number 1? hands up! .step 3 function presentationt: (ask one of the students) would you like to be a computer programmer in the future?s: yes. i like to be a computer programmer.t: that is to say, “you are going to be a computer programmer in the future.”(on the board)circle “are going to” on the board.t: today well learn to talk about future intentions using “be going to”. future intention means something you want to do or plan to do in the future. clear?ss: yes. t: we learned to talk about future plans using “be +v-ing” structure in unit 3. remember? could you give me an example?s: im buying a new bike. (write on the board and circle the “-ing” word)s: where are you going next week?im going to my grandmothers home next week.t: very good. we can use “be+v-ing” to talk about future events. today well talk about future intentions using “be going to” structure. look at this sentence:im going to be a computer programmer when i grow up. (on the board)circle “when i grow up” and point out that it is not a question but means time.t: please read after me.students repeat the sentence after the teacher. then let them practice making more sentences with the words in activity 1a, using the structure: i am going to be a .step 4 listening (section a: 1b)call attention to the items in activity 1b. let students read the items before listening to the tape. then tell them what they are supposed to do. t: look at the example given. “computer programmer” is connected with “study computer science”. that is to say, if you are going to be a computer programmer, you should/need to study computer science. clear? then play the tape, students do the match work.play the tape again and students check their answers.after listening, ask students to practice reading the phrases in activity 1b and explain what a professional basketball player is.step 5 oral practice (section a: 1c)first get students to practice the conversation in 1c on page 59 in pairs.call attention to the two questions:what are you going to be when you grow up?how are you going to do that?t: what-question asks about the jobs and how-question asks about the actions you will take. is that clear? now look at the conversation in the picture. lets read it. boys play role a. girls play role b. together, ok? .then let them work in pairs and make more conversations about the other jobs. get several pairs to demonstrate their conversations to the class. step 6 listening (section a: 2a 2b) in this step, students will do some listening practice with the target language. call attention to the picture in activity 2a on page 60 and say:t: cheng han is thinking about his future plans. but what is he going to do? what job does each picture show? ss: doctor, teacher and actor. t: now listen to the recording and check the things cheng han is gong to do.students listen and check the boxes. check the answer. then move on to activity 2b. ask students to read the instructions and point out the sample question and answer. play the recording again, ask students to fill in the chart about where, how and when. t: now lets learn more about cheng hans plan. you will focus on where, how and when. listen and write down the key words. then listen again and complete your sentences. step 7 pairwork (section a: 2c)students work in pairs to practice conversations about cheng hans plans.t: now please talk in pairs. sa asks questions with what, where, how and when. sb answers these questions. then exchange roles.get several pairs to demonstrate their conversations. step 8 summary and homeworkt: now lets come back to the key words and sentences we have learned today.pointing to the board, let boys read the key words first and ask girls if