Unit_10_I’m_going_to_be_a_basketball_player第一课时教案

1、Unit 10 Im going to be a basketball player.第一课时教案一、课型及教学内容：新授课 Section A （1a1c）二、教学目标l 1.知识与能力（1）掌握有关职业的名词。（2）能使用 be going to +do结构来谈论对未来的打算。（3）如何用 what, how与 be going to +do结合的句型提出询问理想的问题，并做出正确回答。l 2.过程与方法 发挥学生的主观能动性，善于抓住用英语交际的机会，充分感知，联系实际，积极体验，大胆实践。l 3.情感目标通过对职业理想的学习和讨论，学生树立自己的人生理想，并且下决心为实现自己的理想而努

2、力奋斗。三、重点：职业的相关词汇和be going to + do结构。 难点：动词一般将来时的用法和基本结构。四、教法、学法 教法：尝试教学法学法：合作式学习法、观察发现法 讨论学习法、探索学习法五、教学用具图片、录音机、黑板等六 教学过程Step 1 激情游戏导入主动体验职业名称 （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, basketb

3、all player, doctor teacher worker 等。教师: Is he / she a (an)或者What does he /she do?学生: 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. 探究更多职业名称（为句型操练做好知识准备和铺垫）1.根据班内学生分组，要求各组集体讨论并找代表说出尽可能多的职业。比一下哪个小组说的多。然后在黑板上总结学生们总结的职业名称。教师：There are many jobs in our life,such as basketball player， teacher， singer

4、， and so on.Can you write down the jobs you know as many as you can ? Please work in pairs.同学们在我们的生活中有许多不同的职业，请小组一起写出你们所知道的尽可能多的职业，在1分钟内写的又多又快。2.找学生黑板上写，如果一个学生写不全其他学生补充教师：Who can write the names of the jobs on the blackboard ? 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 3.尝试学习本课时新的职业名称（教具使用有关职业的图片）利用新

5、图片继续进行问答,用以呈现新单词，逐一出示图片。professional basketball player actor engineer pilotcomputer programmer教师：Look at this picture ,Is he / she a (an)或者What does he /she do?或者Do you know the job ?学生：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 4. 重点句型的引入和尝试操练 1. 引入句型出示尝试问题What are you going

6、 to be when you grow up? ，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：教师：Do you know Yao Ming ? he wants to be a professional basketball player when he grows up ?Then what about you ? Do you want to be a basketball player ,too ? but I am going to be a teacher when I grow up .(板书),再问学生：What are you

7、 going to be when you grow up? (板书)学生：Im going to be a/an （板书)用上述句型来引出下列目标语言并板书到黑板上：What are you going to be when you grow up?I am going to be a ?How are you going to do that?Im going to 2. 句型对话合作练习：练习方式为教师领读 师生对话 生生对话小组合作3. 再次尝试转换第三人称句型的应用（知识拓展和丰富）教师问一个学生：What are you going to be when you grow up ?

8、学生回答：Im going to be a .教师再问全班同学：He/she is going to be .Whats he/she going to be when he/she grows up ?(板书)4. 总结 be going to 用法： be going to be/do 打算或者计划成为/做什么注意：be 动词的形式与主语的形式保持一致 ，to后接be原型和动词原型5. 当堂练习：1. He _(watch) TV the day after tomorrow.2. Lucy _(not stay) at home next weekend. 3. _ they _ (wo

9、rk) in China in 2006.6. 学生尝试教师示范，利用上述语言结构采用师生问答的方式展开示范对话、然后同桌之间互问互答，鼓励学生使用上述新学目标语言进行操练A:What are you going to be when you grow up? B:I am going to be a ?A:How are you going to do that? B: Im going to (提供课本上的短语让学生参考)1.practice basketball every day 2.study computer science 3.take singing lessons 4.rea

10、d medicine books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 6. 听力练习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. 小组活动：采访（知识输出，练习第三人称句型，培养学生写作能力） 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

11、grows up?How is he / she going to do that?1. 在表格的第一行写上自己的名字和相关信息。2. 小组调查：利用本课语言结构询问本组其他成员的信息并填入表格内。3. 小组汇报（例文参考）： I am going to be a/an _ when I grow up ,so I am going to _everyday .But is going to be a/an _when he/she grows up So he/she is going to _every day . 4. 学生评价：各个小组内自我评价， 互相评价。Step 8. 二次尝试：

12、 1.His father is an e , he can repair your machine.2.Although he is young, he is famous computer p .3.My sister who wants to be an a often takes a lessons on weekends.4.It is well known that Yao Ming is a p_ basketball player5.Im going to be a basketball player like Yao Ming and _ basketball every d

13、ay. A. practice B. enter C. do D. keep6.- are you going to be a guide. Im going to study English hard.A. How B. Why C.When D.What7.- on Sunday? Shes going to wash her clothes.A.What she is going to do B.What is she going to do C.When is she going to do D.How she is going to spend Procedure Chart8.I

14、_ ( move ) to Guangzhou in a year.9. _ you _(play) soccer with me next week?10. Where _ your sister_ (visit) tomorrow? Step 9.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 + be/do We / You / They areI amHe / 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

15、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。Step10. 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。板书设计： Unit 10 Im going to be a basketball player.第一课时engineerpilotprofessionalprogrammergrow grow upWhat are you going to be when you grow up? (板书) I am going to be a teacher when I grow up .(板书) How are you going to do that? (板书) Im going to study computer science. (板书)I am He/ She/ It is going to be/do(板书)We/ You/ They areThe space