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1、Unit10 I m going to be a basketball player. 一、 单元教学内容分成析：本单元的主要目标是用一般将来时谈论未来我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 p
2、rogrammer, 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, exe
3、rcise lessons, every day, computer, science, math, basketball, what/how/where questions. 本单元 Section A 部分成学习活动有 : 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，在复习旧知识的同一时间将新知沟通连接起来。 同一时间因为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
4、 most interesting, 6 is least interesting.) 这一活动通过学生自主评判练习，复习学习过的单词，同一时间引入不常见的单词。并引起学生（ student）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法呈现句型what are you going to be when you grow up? Im going to. how are you gong to do that? Im going to. ）1c :Pair work : practice the conversation
5、in the picture. Then have conversations about the other jobs. （口头练习的表达 .）活动 1a1c 通过听说读写的方法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 Chen Hans plans for the future? Fill in the chart. 2c: Pair work : ask and answer question
6、s 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。这一部分成更多的呈现了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”， 同一时间， 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
7、 do. 3b. Fill in the chart with information with about what you are going to be. Then discuss with your partner. 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 1 页，共 7 页 - - - - - - - - - - 4. Beijing is hosting the 2008 Olympic Games. What can you and your classmates do to hel
8、p make the Olympics a success? Make a list with “be going to”.活动 3a-4通过读写的方法训练目标语言。首先用日记方法呈现目标语言，使学生（ student）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 （student） 应用目标语言。 展现了 Learn by doing/Do sth. by language 任务型教学思想 ,同一时间这一活动蕴涵了“ 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
9、 pictures with the new years resolutions. Number the pictures 1-6. 1b. Pair work : 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
10、 they are going to do. 2c. Group work : make a list of other resolutions you want to make. Then discuss with your group. B 部分成是 A 部分成的拓展和延伸 , 这一部分成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入。3a. Read the magazine article and make a list of the new year s resolutions it mentions.3b
11、. 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. Group work : clean and green. Self-check. 这部分成的主要练习应用目标语言进行写作。同一时间也是对学生对于目标语言掌握状况的一个检测。 并通过写作训练学生养成良好的写作习惯，能够正确使用短语和语言结构，
12、 然而不是简单的将汉语直接翻译成英语。通过学生我自己作完 self-check 来检验我自己本单元的学习状况。二、 学生学情分成析和教学重难点：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常常用到的， 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）给我自己列下一个学习计划，同一时间， 每个学生都有我自己的理想， 然而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，探讨等小组活动来练习巩固本单元的内容刚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方法重点练习
13、这个结构。同一时间， 在实现情感态度的教育目标时，必须要让学生了解计划的制定要结合我自己的实际状况，具有可行性， 一旦制定下来就要坚持作完， 不能三天打鱼两天晒网， 好的计划会引导你走向成功。 对于我自己的理想也是一样， 要为我自己的理想努力， 决不能因为要实现理想要付出努力然而放弃或是改变。因为 “ 无志之人常立志，有志之人立常志” ，只是有努力才能实现理想。教学方法建议： 使用联系情景对话， 角色扮演和采访等活动来开展课堂交际活动和小组活动 . 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 2 页，
14、共 7 页 - - - - - - - - - - 三、课时划分成及其教学内容：总体来说，可将本单元分成成两大多数即Section A 和 Section B 进行教学，然而 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， 并不必须要按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状况进行随机的调整。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: K
15、ey 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
16、 it out. II. 教学过程：一、创设情境，导入新课Section A 部分成主要通过介绍一些职业名字来学习将来时态，因此我们可以采取视听觉引导教学的方法： 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，并而且提问“ 他/她是做什么的？ ” 回答“ 他/她是。 。 。” 例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。 ” 以同样的方法演示其他的职业名字。 问学生 “What does he/she do? ”让学生回答“He/She is a/an . ”完了问学生“ 你想变成一名。 。吗？” 让他们回答是或不是。呈现完了让学生使用目标语言
17、(Language) 进行 Pair wok 和相互提问的活动。二、自读感知，整体把握Section A 部分成主要通过介绍一些职业名字来学习将来时态，每一部分成的设计将是步步推进：在1a-1c部分成，先是介绍一些职业名字，接着来学习这些职业的人常常是做什么的， 学习 “be going to be”这一结构和用法， 以及相对应的肯定回答， 像“ 我想变成一名。 。” ；在 2a-2c部分成，先巩固学过的职业名字，然后通过一系列的活动练习目标语言，例如阅读一篇日记， 把 Josefa计划要赴做的事情下划线， 然后填到表格中， 并而且根据表中的内容编一组对话关于“what, where, and
18、 how” 这一话题，并做 pair work。非常后创设一个情景，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，解读推究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. 精品资料 - - - 欢迎下载 -
19、 - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 3 页，共 7 页 - - - - - - - - - - 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. he is a/an.do I want to be a/an
20、?yes, I do./ no, I dont.do you want to be ?yes, I do./ no, I dont.what are you going to be when you grow up? (help them to answer)Im gong to be a/an. (practice some times with students)how are you going to do that? (help them to answer)I m gong to .Step 2 活动Get the students to practice conversations
21、 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 th
22、e 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
23、 training task of part 2b and the structures and usage of the verb “want to be”, and the affirmative sentencesof “going to ” at future tense. Step 4 活动(1) Get the students do pair work , and finish the teaching task of oral intercourse in part 2c. let the students practice the conversations above an
24、d 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, a
25、nd 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 pair work , and finish the teaching task of oral intercourse in part 3b. let the students fill in the chart, and practice the dialog
26、ue. 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 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 4 页，共 7 页 - -
27、 - - - - - - - - want to be a/an? Yes, I do. No, I dont. I dont like. Im going to be a/an/ ”to talk about the professions that they want to be and dont want to be and make notes; get the students do group work, make a list with “be going to” according to their own ideas, then let some students to de
28、monstrate 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：区别的人喜欢区别的工作， 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字，并而且练习了“wantto be” 和“ be goi
29、ng 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 h
30、ard 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，复习并而且巩固了“want to be”的用法和 ”going to ” 肯定方法的用法。我们仍然可以使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成学过的单词； 同样，教师呈现关于职业的实物或图片或动漫，并而且描述他 /她是做什么的？他 /她
31、是一位。 。 ，此时学生只是是看着听着。 然后重复一遍，这次教师让学生跟着讲并而且使他们了解是什么意思；非常后，让学生观察 1a中的图片，并把图片跟新年的决定连起来，作完1a部分成的教学任务。二、自读感知，整体把握通过复习和学习 B 部分成的一些决定，复习并巩固“going to ” 肯定方法的用法. 此部分成设计三个步骤：在1a-2b 中， 复习并巩固职业名字，并而且介绍一些关于今年要做的一些事情，然后让学生探讨今年他们打算做什么。在2a-2c部分成，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部分成
32、，为了巩固going to 的用法，根据目标语言设计读写练习；在4 部分成，小组活动：假设学生是为他们居精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 5 页，共 7 页 - - - - - - - - - - 住的 城市工作，让学生设计出一个关于怎么样使城市变得更清洁的“ 六点” 计划。三、合作交流，解读推究The main content in section B is to talk about the New Year s resolutions with the target language
33、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 yo
34、u going to do that? Im 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 Years resolutions, and let them communicate with each other, and make a comparison about what the
35、y are going to do each: What are you going to do this year? I m going to.Sounds interesting. Im 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
36、 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 group work and make a list of other resolutions they want to make, lead them to discuss with their group, and finish the t
37、eaching 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 Years 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 Lu
38、cy, 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，
39、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精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 6 页，共 7 页 - - - - - - - - - - 关于污染之类的问题（ problem） 。首先，把学生（ student）分成组，并选一个同学就 “What are you going to do?” “I m going to ”问各组准备赴做的计划，并统计数据和进行归类； 然后每组向班级做报告； 非常后，总结各组意见做一个更好的计划。这一活动不仅仅可以让
40、学生（student）学习他人喜欢和讨厌的食物（food） ，还可以学习对职业名字的归纳和班级想做计划的梗概，使得学生（student ）彼此之间更好的了解四、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. 2. 探讨交流：What do you want to
41、be in the future? What are you going to do? What are your new years 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 s
42、uitable 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 t
43、hem learn what and how to do in the future. 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 ,探讨人们想做什么和将赴做什么。教师在Professor这些句子和语法时 ,要关注帮助学生实现他们的情感目标, 也就是说学生通过问和探讨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我自己之间,同学之间 ,朋友之间以及家人之间进行区别职业的比较,然后找出非常适合的职业,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。这项活动不仅仅能够锻炼目标语言然而而且能够帮助学生学会选择合适我自己的职业。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,非常大限度的让他们练习和展示我自己，以及更加轻松、牢固地掌握知识。单元综合自我评价表精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 7 页，共 7 页 - - - - - - - - - -