《新目标英语》八年级上单元备课稿
Unit10 I’m going to be a basketball player.
乐清英华学校 张立宁
一、 单元教学内容分析：
本单元的主要目标是用一般将来时谈论未来自己与他人理想的职业及原因，为实现理想所做出的打算和安排，以及制定未来一段时间内的学习计划。
本单元的语言目标：
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.
本单元的重点词汇：
Computer programmer, professional, basketball player, engineer, airline pilot, take lessons, grades dream job, grow up, move to, exhibition, resolutions, get good grades, get a part-time job, make more friends.
本单元复习到的单词和短语：
Want to, actor, doctor, reporter, teacher, study, practice, learn, eat, make, get, exercise lessons, every day, computer, science, math, basketball, what/how/where questions.
本单元Section A 部分学习活动有:
在1a之前有一副图片，在这副图片里本单元的主要语言目标已经基本呈现。它的作用应当是相当于我们平时做的warming-up，在复习旧知识的同时将新知沟通连接起来。同时由于谈论的内容非常贴近学生的现实生活，也易于被学习接受。
1a: do you think these jobs are interesting? Rank them from [1-6].(1 is most interesting, 6 is least interesting.)
这一活动通过学生自主判断练习，复习学习过的单词，同时引入新单词。并引起学生学习的兴趣。
1b: Listen and match the items below.
（这段对话的目的是通过听的方式呈现句型what are you going to be when you grow up? I’m… going to….. how are you gong to do that? I’m going to…. ）
1c :Pairwork: practice the conversation in the picture. Then have conversations about the other jobs.（口头练习target language的表达.）
活动1a-1c通过听说读写的方式呈现并练习目标语言.
2a: Listen. What is Cheng Han going to do? Check the correct boxes in the picture.。
2b：listen again. What are Chent Han’s plans for the future? Fill in the chart.
2c: Pairwork: ask and answer questions about what Cheng Han is going to be..
Grammar Focus.
活动2a-2c通过一副图片和一段听力练习进一步练习本单元的目标语言。这一部分更多的呈现了what, where, how, when等问句练习，与grammar focus的内容紧密相连，使学生能更清楚的理解”be going to”， 同时，pairwork也提供了学生练习目标语言的机会。Grammar focus是语法的归纳和总结
3a. Read the diary and underline the things that Tian Tian is going go do.
3b. Fill in the chart with information with about what you are going to be. Then discuss with your partner.
4. Beijing is hosting the 2008 Olympic Games. What can you and your classmates do to help make the Olympics a success? Make a list with “be going to”.
活动3a-4通过读写的方式训练目标语言。首先用日记形式呈现目标语言，使学生更好的理解“be going to”,再通过与现实联系紧密的写作讲解“be going to”结构并训练学生应用目标语言。体现了 Learn by doing/Do sth. by language 任务型教学思想,同时这一活动蕴涵了 “我为奥运做贡献”的情感教育内容.
Section B 中有以下几项活动:
1a. Match the pictures with the new years resolutions. Number the pictures [1-6].
1b. Pairwork: what things are you going to do this year? Discuss with your partner.
2a. Listen and circle the resolutions in activity 1a that you hear.
2b. Listen again. How are they going to make their resolutions work? Write what they are going to do.
2c. Groupwork: make a list of other resolutions you want to make. Then discuss with your group.
B部分是A部分的拓展和延伸, 这一部分的知识相对有了一点难度。增加了词汇量，也加大了对目标语言的练习的广度和深度。用学生易于接受的日常生活的片断来进行知识的深化。
3a. Read the magazine article and make a list of the new year’s resolutions it mentions.
3b. Look at activities 2a and 2b on page 62. Write a magazine article about Lucy. Manuel, and Kim and their resolutions.
3c. What are some of your resolutions? Write about them.
4. Groupwork: clean and green.
Self-check.
这部分的主要练习应用目标语言进行写作。同时也是对学生对于目标语言掌握情况的一个检测。并通过写作训练学生养成良好的写作习惯，能够正确运用短语和语言结构，而不是简单的将汉语直接翻译成英语。通过学生自己完成self-check 来检验自己本单元的学习情况。
二、 学生学情分析和教学重难点：
本单元的主题是使用一般将来时对未来一段时间内的计划以及理想，这对于学生来说是比较熟悉的，因为在每一学期或每一年的开始他们都会习惯性的（或是在老师或家长的强迫下）给自己列下一个学习计划，同时，每个学生都有自己的理想，而且他们也都希望将他们的理想展示给别人，因此通过采访，讨论等小组活动来练习巩固本单元的内容刚好能够激发他们的学习热情。但学生也许会将“be going to”结构与现在进行时相混淆，因此要通过听说读写各种形式重点练习这个结构。同时，在实现情感态度的教育目标时，一定要让学生明白计划的制定要结合自己的实际情况，具有可行性，一旦制定下来就要坚持完成，不能三天打鱼两天晒网，好的计划会引导你走向成功。对于自己的理想也是一样，要为自己的理想努力，决不能因为要实现理想要付出努力而放弃或是改变。因为“无志之人常立志，有志之人立常志”，只有努力才能实现理想。
教学方法建议：采用联系情景对话，角色扮演和采访等活动来展开课堂交际活动和小组活动.
三、课时划分及其教学内容：
总体来说，可将本单元分成两大部分即Section A 和Section B 进行教学，而Section A 和Section B 中的内容则可以进行有机的整合，用5-6课时进行教学。在实际教学过程中，并不一定要按照固定的模式和课本安排好的顺序进行讲授，可以根据学生自身的学习情况进行随机的调整。
Periods 1-3 Section A
Periods 4-6 Section B and Self-check
教学设计
Section A
I. 教学内容和目标：
1. Knowledge objects: Key vocabulary, target language, writing practice.
2. Ability objects: listening, speaking, reading and writing skills; sequencing skill, cooperating skill.
3. Moral object:
A good plan is a good start to success.
To be great is great. Even not accomplish yet.
A good plan is not good without carrying it out.
II. 教学过程：
一、创设情境，导入新课
Section A部分主要通过介绍一些职业名称来学习将来时态，因此我们可以采取视听觉引导教学的方式：首先，教师可以通过呈现一些关于职业的图片或动漫来复习职业名词，并且提问“他/她是做什么的？”回答“他/她是。。。”比如老师呈现一张教师的图片并提问“她是做什么的？”回答 “她是老师。”以同样的方式演示其他的职业名称。问学生“What does he/she do?”让学生回答 “He/She is a/an….”完了问学生“你想成为一名。。。吗？”让他们回答是或不是。呈现完了让学生运用目标语言进行Pairwok和互相提问的活动。
二、自读感知，整体把握
Section A部分主要通过介绍一些职业名称来学习将来时态，每一部分的设计将是步步推进：在1a-1c部分，先是介绍一些职业名称，接着来学习这些职业的人经常是做什么的，学习 “be going to be”这一结构和用法，以及相对应的肯定回答，像“我想成为一名。。。”；在2a-2c部分，先巩固学过的职业名称，然后通过一系列的活动练习目标语言，比如阅读一篇日记，把Josefa计划要去做的事情下划线，然后填到表格中，并且根据表中的内容编一组对话关于 “what, where, and how”这一话题，并做pairwork。最后创设一个情景，2008年北京举行奥林匹克运动会，用 “going to be”来谈论这一话题.
三、合作交流，解读探究
The main content in Section A is to learn the target language:
What are you going to be when you grow up?
I’m going to be an actor.
How are you going to do that?
I’m going to take acting lessons.
Step 1 演示
Learn some nouns about professions first, and then the teacher communicates with the students:
show some pictures about professions or project some flashcards about professions.
(demonstration) he is a/an….
(question) do I want to be a/an…?
(answer) yes, I do./ no, I don’t.
(ask the students) do you want to be…?
(get them to answer) yes, I do./ no, I don’t.
(ask the students)what are you going to be when you grow up?(repeat twice)
(help them to answer)I’m gong to be a/an…. (practice some times with students)
(ask the students) how are you going to do that?
(help them to answer)I’m gong to…. (practice)
Step 2 活动
Get the students to practice conversations and communicate with each other with the flashcards:
What are you going to be when you grow up?
I’m going to be a/an….
How are you going to do that?
I’m going to….
Step 3 体验
(1) Play the tape of part 1b, and get the students to listen and match the items about professions and what they can do, finish the teaching task of part 1b.
(2) Play the tape of part 2a, and get the students to check the correct boxes in the picture they hear, finish the teaching task of part 2a.
(3) Play the tape of part 2a again, and get the students to fill in the chart with the sentences that they hear, finish the hearing training task of part 2b and the structures and usage of the verb “want to be”, and the affirmative sentences of “going to” at future tense.
Step 4 活动
(1) Get the students do pairwork, and finish the teaching task of oral intercourse in part 2c. let the students practice the conversations above and the structures of going to in affirmatives. The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: and then get the students to make the proper answers according to their own actual circumstances.
(2) Get the students to read the diary of part 3a, on page 69, and underline the things that Josefa is going to do, practice their abilities of grasping main ideas and main points in an article or a passage.
(3) Get the students do pairwork, and finish the teaching task of oral intercourse in part 3b. let the students fill in the chart, and practice the dialogue. Then let the students ask questions according to their own charts, and then make dialogues according to others’ answers.
Step 5 调查
Get the students to do profession survey, demand the students to learn to use” do you want to be a/an…? Yes, I do. No, I don’t. I don’t like…. I’m going to be a/an…/”to talk about the professions that they want to be and don’t want to be and make notes; get the students do groupwork, make a list with “be going to” according to their own ideas, then let some students to demonstrate their lists to the classes, finish the teaching task of oral intercourse in Part 4.
四、应用迁移，巩固提高
对父母或朋友的职业做一项调查：不同的人喜欢不同的工作，每个人的工作是不一样的。老师可以组织学生做这一活动，让学生问答“你的爸爸/妈妈是做什么的？” “他/她是一位。。。” “你想做什么呢？” “当你长大了你打算做什么呢？”。做调查的学生把这些记下来；找几个学生来介绍他们父母的工作。这一活动可以帮助学生记住关于职业的名称，并且练习了 “want to be” 和“ be going to”的用法。
people job Life goal
Father
Aunt
friend
Section B and Self-check
I. 教学内容和目标：
1. Knowledge objects:
Key vocabulary, target language, writing practice.
2. Ability objects:
Listening, speaking, reading and writing skills; sequencing skill, cooperating skill.
3. Moral objects:
Good plan and hard work could solve Chinese riddle.
No power to speak without survey.
Do before talk makes a man.
II. 教学过程：
一、创设情境，导入新课
在Section B中，通过复习和学习一些决定，复习并且巩固了 “want to be”的用法和”going to”肯定形式的用法。我们仍可以采用视听觉引导的方法：教师可以呈现实物或图片或动漫图片，根据这些图片学生做Pairwork，目的是复习在第一部分学过的单词；同样，教师呈现关于职业的实物或图片或动漫，并且描述他/她是做什么的？他/她是一位。。。，此时学生只是看着听着。然后重复一遍，这次教师让学生跟着讲并且使他们明白是什么意思；最后，让学生观察1a中的图片，并把图片跟新年的决定连起来，完成1a部分的教学任务。
二、自读感知，整体把握
通过复习和学习B部分的一些决定，复习并巩固 “going to”肯定形式的用法.
此部分设计三个步骤：在1a-2b中， 复习并巩固职业名称，并且介绍一些关于今年要做的一些事情，然后让学生讨论今年他们打算做什么。在2a-2c部分，听录音，学习 Lucy, Manuel, Kim今年打算做什么，然后引导学生小组活动，列一份清单关于他们想要做出的决定。在3a-3c部分，为了巩固going to的用法，根据目标语言设计读写练习；在4部分，小组活动：假设学生是为他们居住的 城市工作，让学生设计出一个关于如何使城市变得更清洁的“六点”计划。
三、合作交流，解读探究
The main content in section B is to talk about the New Year’s resolutions with the target language learnt.
What are you going to be when you grow up?
I’m going to be an actor.
How are you going to do that?
I’m going to take acting lessons.
Step 1 演示
The teacher communicate with the students to review the target language:
What are you going to be when you grow up? I’m going to be an actor.
How are you going to do that? I’m going to take acting lessons.
Step 2 采访
Get the students to make simple surveys to their classmates to practice the target language:
Step 3 交流
Get the students to write down the New Year’s resolutions, and let them communicate with each other, and make a comparison about what they are going to do each:
What are you going to do this year?
I’m going to….
Sounds interesting. I’m going to….
Step 4 体验
(1) Play the tape of part 2a and get the students to circle the resolutions in activity 1a that they hear, and finish the teaching task of part 2a.
(2) Again play the tape of part 2a and get the students to fill in the forms according the content they hear, write what they are going to do, and finish the teaching task of part 2b.
Step 5 活动
Get the students to do groupwork and make a list of other resolutions they want to make, lead them to discuss with their group, and finish the teaching task of part 2c.
Step 6 做一做
Get the students to read the passage in part 3a and demand them to make a list of the New Year’s resolutions it mentions, and finish the teaching task of part 3a.
Step 7 应用
Get the students to look at activities 2a and 2b on page 70, write a magazine article about Lucy, Manuel, and Kim and their resolutions, and finish the teaching task of part 3b. Demand the students to use going to.
Step 8 活动
Get the students to write down their own resolutions, and finish the teaching task of part 3c.
Step 9应用：竞选演说
通过竞选城市建设局局长一职，发表竞选演说，准备并填写这个使城市变的更加清洁更绿的“六点”计划：为了培养学生的集体主义，团结精神，友爱和互助精神，如有可能，可组织学生到城里徒步旅行，目的是让他们观察城市并找出关于污染之类的问题。首先，把学生分组，并选一个同学就 “What are you going to do?” “I’m going to …”问各组准备去做的计划，并统计数据和进行归类；然后每组向班级做报告；最后，总结各组意见做一个更好的计划。这一活动不仅可以让学生学习他人喜欢和不喜欢的食物，还可以学习对职业名称的归纳和班级想做计划的梗概，使得学生彼此之间更好的了解
四、应用迁移，巩固提高
1.Make a survey: use the flashcards to show the photos of the students favorite stars. Ask them to be a news reporter to interview the stars about the New Year’s resolutions. Fill in the table. In class, the teacher may choose some students to report to class. This activity makes the students not only review the language structures learnt, but also know about their ways to success and how they make progress by making a good plan.
names What are they going to do? How are they going to do that ?
2. Write about your own life goal, and tell the reasons: since the changes of the modern world, many students have different ideas about their life goals and their future professions. The teacher may provide a table about professions(as following table) and tell the students to speak out their own life goals and report to class. This activity can help the students to remember the professional nouns, improve their interest in English learning, and make them learn to have a better profession.
profession Like/dislike why resolution
五、总结拓展
1. 小结：The content of this unit is to learn some profession nouns, the usage of want to be and going to; to learn how to talk about what they are going to be and what they are going to do.
单元复习与验收知识框架
Title I’m going to be a basketball player.
Topic Life goals
Function Talk about future intentions
Structure Future TenseGoing to be…What to be…What, Where, When, How questions
Target language 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.
Vocabulary Computer programmer, professional, basketball player, engineer, airline pilotTake lessons, gradesDream job, grow up, move toExhibition, resolutions, get good grades, get a part-time job, make more friends
Recycling Want toActor, doctor, reporter, teacherStudy, practice, learn, eat, make, get, exerciseLessonsEvery dayComputer, science, math, basketballWhat/How/Where questions
Learning strategy Using contextRole playing
2. 讨论交流： What do you want to be in the future? What are you going to do? What are your new year’s resolutions? The teacher may get students in groups of four to join this discussion. At first, get the students to draw some pictures about professions and write their English words under them, and then divide them: which jobs are suitable for girls and which jobs are suitable for boys? Which jobs are your life goals? Get the representative of each group to report the result to class. This activity can help the students to review and consolidate the profession nouns learnt, improve their interest in English learning and make them learn what and how to do in the future.
3. 职业词汇拓展：
在学生能够掌握的范围内，尽可能多的介绍有关职业的名词，同时可以让学生分组讨论性格与职业的关系，通过此项活动，学生学会根据 自己的性格寻求适合秘书发展的职业，给学生一张表格，学生根据自己的实际情况填写表格，并思考自己的理想职业及适合自己的职业。
Personal InformationName Hobby Be good atAppearance Personality My ideal job Suitable jobsSuitable jobsFriends’ suggestionsResolutions
lawyer 律师 guide 导游 babysitter 育婴员
editor 编辑 zookeeper 动物管理员
librarian 图书管理员 inventor 发明家
office worker 办公室职员 journalist 记者
judge 法官 hunter 猎人 fisherman 渔民
boxer 拳击运动员 conductor 指挥家
(本环节略有难度，可做为学有余力的学生的知识拓展。)
备课反思:
这个单元的主题是学习want to be 和 going to do的用法，以及介绍职业,讨论人们想做什么和将去做什么。教师在教授这些句子和语法时,要注意帮助学生实现他们的情感目标, 也就是说学生通过问和讨论他们想作为生活目标的职业,使他们学会关心别人。老师可以让学生在他们自己之间,同学之间,朋友之间以及家人之间进行不同职业的比较,然后找出最适合的职业,再介绍和提供给其他人。当然学生在设计和组织这些活动时要阐述理由。这项活动不仅能够锻炼目标语言,而且能够帮助学生学会选择合适自己的职业。通过这项实践活动可以激发学生的兴趣,让他们大胆的用英语表达,最大限度的让他们练习和展示自己，以及更加轻松、牢固地掌握知识。
单元综合自我评价表
Unit 自我检查评价表
Name Class
Date Week Weather
Words and expressions
I can do
I can’t do
I think I can get (marks) in this unit.
I must to make more progress.