八上Unit6第二课时

1、八年级Unit 6 Im going to study computer science.Section A 1a-2d (Period two) Teaching and learning Goals:一、功能：Talk about future intentions.二、词汇和常用表达：Learn to use words and sentences: grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make

2、sure, What do you want to be when you grow up? I want to be an engineer. How are you going to do that? Im going to study math. Where are you going to work? Im going to move to Shanghai. When are you going to start? Im going to start when I finish high school and college.三、学习策略：Sum up the patterns an

3、d useful expressions in the conversations. Get some listening information from the picture in 2a. Master the structure “be going to & want to be” by the inductive method. Role-play the conversations with the partner.四、文化知识：Help students to know about Hemingway and his work The Old Man and the Se

4、a. And tell all students “If you want to find your favorite job in the future, you must study hard now. Work hard for your dream! You can make it come true!”Pre-listening activities1.Preview一. Read from P41 to P42 and put the following into English orally. Then write them down without looking at the

5、 book.1. Put the phrases into English.(1) 计算机程序设计员 _ (2) 工程师 _ (3) 篮球运动员 _ (4) 科学家 _ (5) 小提琴手 _(6) 钢琴家 _2. Put the sentences into English.(1) 你长大后要干什么工作？ _(2) 我想成为编程人员。_(3) 你怎样才能做到呢？_(4) 我会学习计算机科学。_(5) 我父母想让我成为一名医生。_(6) 不是每个人都知道他们会干什么工作的。_二. Check the preview. T: Boys and girls! Let me check your pr

6、eview. If you know the answers, you can translate them. Please stand up without putting up your hands. Then Ill give you one mark. Lets see which group is the best.（设计意图：通过课前预习可以使学生更有针对性地学，老师更有针对性地教。）2.Warm up and lead in1. 1.T: Boys and girls!Do you know the man in the picture?Ss: Yes.T:Who is he ?

7、Ss:He is Yao Ming.T: Yes .He is a basketball player. And playing basketball is his job. Just like me, Im a teacher.And teaching students is my job.In our daily life .We have all kinds of jobs.I have some pictures and do you know ”What does he / she do?”Show the pictures to students and ask students,

8、(设计意图：通过学生熟悉的句型What does he /she do?询问图片中人物的职业，很好的复习了学生学过的有关职业的单词。)3.Presentation.1.T:I have a friend .He is a policeman . I like to call him”Mr. Going-to-do”,because he always says , “Im going to do something.” But he never does.Look here is his car .Its very dirty. Mr. Going-to-do often says, “ I

9、am going to wash it tomorrow.” But he never washes it.T:Look! This is Mr. Going to-dos room. What a mess!Can you guess What Mr. Going-to-do says?He always says , “_.”T: These are his clothes. They are very dirty. Can you guess What Mr. Going-to-do says?He always says, “_.”Students complete the sente

10、nce according to the example.Then the teacher show two sentences and ask students if they are right.2.Questions: 1.If you are going to do something ,it means you plan to do something. 2.Be-going-to-do happens in sometime in future. tomorrow/ next year/next month/in 2015be going to do表示即将发生的事或打算、计划或可

11、能发生的事。结构：be going to+动词原形。(设计意图：首先以我的朋友Mr.Going-to-do 的一些生活习惯为例，引导学生了解“be going to ”语法结构，然后通过问题的形式然学生进一步了解总结be going to 的含义、语法结构及常与那些时间状语连用。)4. PracticeT:I have a picture of a boy.Suppose you are the boygrow up A:What are you going to be when you grow?B:I am going to be _ when I grow up.grow up A:Wh

12、at are you going to be when you grow?B:I am going to be _ when I grow up.(设计意图：假设学生是图片中的小主人翁，让学生利用be going to 结构谈论将来可能将要从事的职业，这样既复习了有关职业的词有训练了将来时态的句型。)5.DiscussHow are you going to do that if you want to be a basketball player? exercise every dayeat healthy foodpractice basketball every day（设计意图：本部分

13、教学是在上一环节对话的基础上逐步推进，让学生在很自然的情况下讨论为实现自己的梦想，我们应该怎么做。同时为下面的听力训练打下了基础。）Listening Practice IWhile-listening activities1. Listen for the general idea of 1b.T: Boys and girls, please look at the picture in 1a. In the picture some students are talking something.Now lets listen and see what they are talking a

14、bout .Ok? The general idea of the conversations is about A. their dream jobsB. action they should takeC. A and B2. Listen for the specific ideas of 1b.T: Class, we all know there are four jobs in the conversations. How is everyone going to do that? Lets listen for the specific ideas. Then youll know

15、 the answer.(1)Listen and fill in the blanks. Then match the puter programmer a. take _ lessonsbasketball player b. study _ scienceengineer c. practice _ every dayactor d. study _ really hard（设计意图：通过初听培养学生听取大意的能力，而细听主要是培养学生听细节、听重点的能力。）Post-listening activities1.Share your dream job(晒晒你梦想的工作

16、) We have known other peoples dream job.Now I want to know what you want to be and how you are going to do that.please work in pairs to practice.You can use:A: What do you want to be when you grow up?B: I want to be .A: How are you going to do that?B: Im going to.2.Students works in pairs to show th

17、eir conversations.（设计意图：通过让学生利用目标语言对话，锻炼学生的口头表达能力。）Listening Practice IIWhile-listening activities1. Listen for the general idea of 2a.T: Boys and girls! Look at the picture in 2a. Heres a boy named Cheng Han. Can you tell me what he is doing?S1: Dreaming.S2: Thinking about his future.T: OK. First l

18、ets listen and get the general idea of the conversation.（设计意图：利用课本插图设置悬念，激发学生听对话的欲望。）The general idea of the conversation is about Cheng Hans A. dreamB. jobC. plan for the future2. Listen for the specific ideas of 2a and 2b. (1) T: Class, please look at the picture in 2a again. Can you guess what Ch

19、eng Han wants to be?S1: Doctor.S2: Actor.S3: Teacher.T: OK, lets come to 2a.Listen. What is Cheng Han going to do? Check () the correct boxes in the picture. (2) T: Now we all know that Cheng Han wants to be a teacher. But he has other plans for the future. Where is he going to move? How is the goin

20、g to become a teacher? And when is he going to start? Please listen to the tape again and fill in the chart in 2b.（设计意图：通过提问题，让学生明确所要完成的听力任务，并熟悉在做听力练习时所要重点把握的句型和内容。）Listen. What are Cheng Hans plans for the future? Complete the chart.WhatWhereHowWhen(3)Check the answers.（设计意图：在学生做听力填空之前，先给予一定的听力策略指导

21、，以帮助学生有针对性地去听，这样可以提高做题的准确率，消除学生对听力的恐惧心理。）Post-listening activitiesRetell : We have known something about Cheng Han ,Now lets talk about his plans about future.( )Cheng Han wants to be a _ when he _. He is going to _ high school and college first. He is going to move to _. He is going to learn how to

22、 _children. （ ）WhatTeacherWhereShanghaiHowLearn how to teach childrenWhenFinish high school and college first（设计说明：本部分内容设计为两部分，对于中下等的学生可以选择难度较低的来完成，而中等偏上的学生可以选择难度较高点的来完成。设计时重在培养学生们口头表达的能力，通过复述让学生更好地内化语言知识。）5. Complete 2d.(1) Ask students to read the conversation in 2d aloud. Then ask them to put the

23、 conversation into Chinese.(2) Let students answer the questions. Then let students read them loudly in pairs. Last let students ask and answer in pairs in front of the class with looking at the books.What are Ken reading? _What does Ken want to be? _How does Ken to do that? _What do Andys parents w

24、ant him to be? _（设计意图：回答完问题后，让学生两人一组大声朗读、互相问答，目的是让学生在读的过程中深刻理解对话内容，提高了他们口语表达能力，为下面的角色扮演做准备。）(3) Play the recording for students to listen and imitate. Then ask students to practice the conversation for some minutes. Last ask some pairs to role-play the conversation and see which pair is the best. （设

25、计意图：让学生以小组竞赛的方式分角色表演对话，使所学的语言知识得以有效输出。）Inquiry into knowledge by translationAsk students to look at the following sentences and try to summarize the language rules. Then fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.一、I want to be

26、a pianist. _表示职业的名词的词尾有以下特点：（每组至少写三个单词）以-er结尾的 _ 以-or结尾的 _ 以-ist结尾的 _二、Im going to practice basketball every day. _practice是及物动词，practice basketball的意思是“_”。如果后面跟动词作宾语，动词要用 _ 形式。如：Jim practice _ (ride) a bike every day. I practice _ (swim) once a week.三、Now I know why youre so good at writing stories

27、. _句中be good at的意思是“_”，相当于短语 _，后面的宾语可以是名词、代词，是动词的要用-ing形式。如：他的英语学得好。_ 李平擅长踢足球。_四、Im going to keep on writing stories. _keep on 后的动词要用 _ 形式。如：他不停地跑，终于赶上了最后一班汽车。_五、Im not sure about that. _be sure 的意思是“_”；后面还可跟to do，意思是“一定要”；be sure后面还可以跟宾语从句，如：一定要按时来这儿。_ 一定要关好门窗。_我确信他们会赢得比赛。_（设计意图：本节课的翻译探究先让学生自己在组内讨论

28、，组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组有能解决的吗，最后老师再点拨。而且配有句子，可以更好地帮助学生理解知识点。）The end-of- class test一、用所给单词的适当形式填空。1. What does Jim want to be when he _ (grow) up?2. That old man was good at _ (fish).3. They wanted us _ (get) up early.4. The teacher told them to keep on _ (run).5. Im going to go t

29、o a _ (cook) school.二、翻译下列句子。1. 你确信窗子开着吗？_2. 请确保每位同学都有英语课本。_3. 我长大后想当一名工程师。_4. 我朋友打算上表演课。_5. 玛丽擅长画画。_（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。）Homework1. List all jobs you know.2. Recite the conversation in 2d.本课亮点：课前通过学生熟悉的句型What does he /she do?询问图片中人物的职业，很好的复习了学生学过的有关职业的单词。语法呈现时首先以我的朋友Mr.Going-to-do 的一

30、些生活习惯为例，引导学生了解“be going to ”语法结构，然后通过问题的形式然学生进一步了解总结be going to 的含义、语法结构及常与那些时间状语连用。练习时假设学生是图片中的小主人翁，让学生利用be going to 结构谈论将来可能将要从事的职业，这样既复习了有关职业的词有训练了将来时态的句型。不足之处：表演对话时部分后进生不能顺利完成任务而耽误时间，影响了整个课堂的节奏，可以考虑让他们看着译文表演对话。本节课容量较大，后进生难以全部消化。答案：预习检测：1. (1) computer programmer (2) engineer (3) basketball player (4) scientist (5) v