人教版八年级上册英语Unit6 I’m going to study computer science.教案

这是一份人教版八年级上册英语Unit6 I’m going to study computer science.教案，共20页。
人教版八年级上册英语Unit6 I’m going to study computer science.教案教材解读本单元通过复习和学习一些关于职业的词汇,引导学生用“be going to”结构谈论长大以后打算做什么以及打算怎样实现目标,以及用“want to be/do”结构谈论未来。第一课时,从学生现实生活切入,引导学生说出自己长大后想从事的工作,并通过听力内容了解相关职业名称及想从事该职业所需付出的前期努力。接着通过对话的形式谈论学生们长大后的理想职业。第二课时，主要通过对话、填空、小组合作讨论的形式练习be going to, want to be, 和 what, where, when, how 引导的特殊疑问句的用法，总结归纳一般将来时的用法,并巩固练习一般将来时态。第三课时,通过学习新年计划,让学生学会制定未来计划与安排。通过对话与听力内容让学生掌握本节课的内容。第四课时,通过讨论与学习有关新年计划的文章,让学生思考自己未来想从事的职业,并思考为实现理想应在哪些方面做出努力。然后号召大家:制定一份新年计划,说说自己的打算。第五课时，围绕新年计划,进行形式多样的练习,旨在让学生学会制定计划,谋划未来,同时热爱环境,养成良好的行为习惯。单元课程标准要求1. 词汇: computer programmer, science, engineer, pilot, violinist, scientist, etc.2. 句型: —What do you want to be when you grow up?—I want to be an engineer.—How are you going to do that?—I’m going to study math really hard.—Where are you going to work?—I’m going to move to Shanghai.3. 语法: 用be going to表示一般将来时态；掌握一般将来时be going to中be的具体形式和后面接动词原形的用法。4. 让学生根据自己喜欢的职业,运用所学知识谈论自己打算怎样实现自己的理想。这既是难点,又是能力训练点。5. 谈论自己与他人未来想从事的职业及原因。6. 谈论为实现理想所应付出的前期努力。7. 学习制定未来一段时间的计划。教法导航采用视听教学法，运用多媒体。2. 听、说、读相结合引导学生在运用语言中学习语言，然后再创造性的运用语言，为用而学，在用中学，学了就用。3. 开展任务型教学方法，提供给学生合作交流的空间与时间，促使学生为完成任务和同学进行合作。学法导航课前准备，要求学生做好课前预习，熟悉本单元的单词及学习目标。合作学习，要求学生课上积极主动，相互合作交流，提高口语及交际能力。自主学习，要求学生勤于思考，善于总结。课后复习，要求学生完成课后作业，对所学的知识加以复习、总结和巩固。课时分配第1课时: Section A (la-1c)第2课时: Section A (2a-2d)第3课时: Section A (Grammar focus-3c)第4课时: Section B (1a-1e)第5课时: Section B (2a-2e)第6课时: Section B (3a-Self Check)Period 1 Section A (1a-1c)授课时间________ 实有人数________ 缺席人数________ 缺席原因_________【课时目标】重点单词: cook, doctor, engineer, violinist, driver, pilot, pianist 重点短语: grow up, computer programmer, basketball player重点句式: A: What do you want to be when you grow up? B: I’m going to be a computer programmer.A: How are you going to do that? B: I’m going to study computer science.4. 让学生了解有关职业的英文表达，并运用所学知识进行讨论。5. 让学生会说自己和他人未来想从事的职业及原因。【教学重难点】1. 熟练掌握新课标要求的重点单词和词组及其用法。此外，还需掌握be going to的用法。2. 激发学生的兴趣,让他们运用所学知识谈论未来想从事的职业。【教学过程】Step 1 Greet the classT: Is everyone here today? Let’s go on to learn “Unit 6 I'm going to study computer science.”Step 2 Warming up (la)1. First look at the pictures on page 41. Ask students to say what they can see in the thought bubbles. Each thought bubble shows what the person wants to be in the future.2. Read each of the words to the class, and teach the new words. Ask students to complete activity la. Then check the answers.3. Divide the students into groups to discuss which job is the most interesting, and which job is the least interesting.4. Ask each group to make a result report. Fill their answers into a form, and then rank the jobs from l to 12.Step 3 PresentationLet each group write a short article to show their answers. The activity will help the students to know each other better, and to know which job is the most popular among students.Step 4 Listening 1(1b)1. This activity provides listening practice with the target language.2. Read the instructions to the class.3. Point out the sample answer and read it to the class.4. Play the tape the first time, and let students only listen. Then play the tape a second time, and ask students to draw lines connecting the jobs and the activities. Check the answers.keys: l. b 2. c 3. d 4. aStep 5 Practice the conversation(lc)First ask two students to read the conversation in lc.T: Now work with a partner. Make your own conversations. As students talk, move around the classroom checking their work. Offer language assistance as needed.Then ask some pairs to present their conversations to the class.Step 6 Pair workA: What do you want to be when you grow up? B: I’m going to be a computer programmer.A: How are you going to do that? B: I’m going to study computer science.Step 7 Homework Do Self Check on Page48.【拓展延伸】【板书设计】Period 2 Section A(2a-2d)授课时间________ 实有人数________ 缺席人数________ 缺席原因_________【课时目标】1. 重点单词: writer, doctor, future2. 重点短语: keep on, be sure about, make sure3. 重点句式: What does Cheng Han want to be?He wants to be…How are you going to become…?I’m going to…4. 运用相关句式对个人想要做的职业发表自己的观点并说明如何成为自己想成为的人。5. 通过学生之间交流想法, 培养学生学会对自己人生进行规划以及良好的行为习惯。【教学重难点】Learn to talk about your ideas with the use of future indefinite.Talk about your favorite career and express your ideas with other people.【教学过程】Step 1 GreetingsStep 2 Listening (2a)1. Read the instructions and point to the pictures in 2a. Point to the white box on each picture.2. Play the tape the first time, and let students only listen. Then play the tape a second time, ask students to think about what Cheng Han is going to do.Keys: Cheng Han graduates from high school or college. Cheng Han is teaching in the classroom.Check the answers.Step 3 Listen again(2b)Read the instructions and point out the sample answer. Ask a student to read the sample question and show the sample answer to the class.Keys:What: Cheng Han is going to be a teacher.Where: Cheng Han is going to move to Shanghai.How: Cheng Han is going to learn how to teach children.When: Cheng Han is going to finish high school and college first.Play the tape again. Ask students to write their answers in the chart.Step 4 Pair work(2c)First ask a student to read the sample conversation to the class. Point to the questions and answers in activity 2b. Make a conversation about Cheng Han’s plans.As the pairs talk, move around the classroom checking their work. Offer language assistance as needed.After several minutes, ask a few pairs to present their conversations to the class.Step 5 Role-play the conversation(2d)First ask two students to act out the conversation and then ask them to make their own conversations. This step helps them to improve their oral English and speaking skills.Step 6 SummaryThis class we’ve learnt some new words about jobs: programmer, engineer, pilot, professional, grow, etc. And we’ve learnt to talk about what you are going to be when you grow up. After class you can think about what your ideal job is and how to make actual plans to make your dream come true.Step 7 Homework1. Finish the exercises in workbook.2. Recite the conversation of 2c and make a similar conversation with your partner.【拓展延伸】【板书设计】Period 3 Section A (Grammar Focus-3c)授课时间________ 实有人数________ 缺席人数________ 缺席原因_________【课时目标】重点单词: college, education, medicine, university, London, article, send重点词组: study hard, grow up, be going to重点句式: —What do you want to be when you grow up? —I want to be an engineer.—How are you going to do that? —I’m going to study math really hard.—Where are you going to work? —I’m going to move to Shanghai.—When are you going to start? — I’m going to start when I finish high school and college.4. 归纳总结一般将来时的用法。5. 巩固练习一般将来时态。【教学重难点】1. 掌握本课重点词汇及一般将来时的句型结构。2. 能够谈论未来自己与他人的理想职业及为实现理想所做出的努力。【教学过程】Step 1 RevisionAsk students’ ideal jobs and help them answer. Step 2 Leading-inFirst ask students what they want to be when they grow up, and then talk about their daily life.Step 3 Grammar focusRead the sentences together and then help students to summary the grammar. This period we’ve learnt some important sentences using “be going to”.Key sentences:What do you want to be when you grow up? I want to be an engineer.How are you going to do that? I’m going to study math really hard.Where are you going to work? I’m going to move to Shanghai.When are you going to start?I’m going to start when I finish high school and college.Step 4 Exercise (3a & 3b) 1. Read the instructions to make sure the students understand what they should do. Then give students a sample answer, For example:e My friend wants to be an engineer. e. She is going to study math. Then match what these people want to do with what they are going to do. This step helps students know what they are going to do to make their dreams come true. And grasp the responses to the questions.2. First ask students to fill in the blanks with the right words. Then check the answers and ask two students to read the conversation to the whole class.3. Ask students to practice the conversation and make their own conversations.Keys: when; want; How; going; Where; going; study; When; startStep 5 Free talk & Pair work(3c) 1. The teacher first asks students some questions: What do you want to be when you grow up? How are you going to do that? Where are you going to work? When are you going to start?2. Ask two students to read the sample conversation to the class. Ask the students to complete the chart and discuss it with their partners.3. Then ask a few pairs to show their own conversations. Choose the most popular job among students and encourage them to study hard to make their dreams come true.Step 6 SummaryHelp the students know when and how to use the simple future tense.Step 7 Homework1. Finish the exercises in workbook.2. Recite the sentences in Grammar Focus and make similar sentences.【拓展延伸】【板书设计】Period 4 Section B（1a-1e）授课时间________ 实有人数________ 缺席人数________ 缺席原因_________【课时目标】重点单词: resolution, team, foreign重点词组: sound like, play the piano, make the soccer team, get good grades, eat healthier food, get lots of exercise, take guitar lessons, foreign language, study hard重点句式:—Sounds interesting. I’m going to learn another foreign language.—Are you?—Great! But foreign languages are not for me.—Sounds like a good plan. I want to get a lot of exercise.学生能听懂用be going to结构谈论未来打算的对话，并能用该结构谈论未来的打算。通过谈论未来的打算，引导学生学会给自己制定目标，并能为之付出努力。【教学重难点】1. 掌握重点短语和句型。2. 会用be going to谈论新年决心。3. Enhance the listening and speaking skills.【教学过程】Step1 Leading in1. Check the homework by asking some students to read the sentences in grammar box.2. Then show some pictures of activities and say, I’m going to...What about you?3. Ask Ss to give their resolutions next year using the structure “I’m going to...”.Step2 Pre - task Page 44, 1a & 1b.1. Point to the resolutions and ask different Ss to explain what each one means in their own words.2. Point out the box next to each picture and ask some Ss to read the phrases.3. Ask Ss to match the phrases and pictures on their own. 4. Ask two Ss to read the sample conversation to the class.5. Then ask Ss to find partners to have a conversation.6. Ask several pairs to say their conversations to the class.Step 3 While - task Page 44, 1c & 1d.1. Read the instructions and point out the phrases in the list in Activity 1a.2. Play the recording. Ss listen and circle the phrases on the list in Activity1a they hear.3. Check the answers. 4. Play the recording. Ask Ss to write their answers on the blank lines after each person’s name.5. Ask three Ss to write one answer each on the board.6. Check the answers.Step 4 Post - task Page 44, 1e.1. Ask two Ss to read the sample conversations.2. Then ask Ss to work with a partner.Step 5 SummarySummarize the important phrases and sentences.Step 6 Homework1. Have Ss write their resolutions on the exercise books.2. Do the exercises on Page 47 in students’ book.【拓展与延伸】【板书设计】Period 5 Section B (2a-2e)授课时间________ 实有人数________ 缺席人数________ 缺席原因_________【课时目标】1. 重点单词: question, meaning, discuss, promise, beginning, improve, physical, hobby, weekly, schoolwork, agree2. 重点短语: make resolutions, make promises, at the beginning of, different kinds of, physical health, write down, have to do with, take up, have sth. in common, for this reason, agree with3. 重点句式: When we make resolutions at the beginning of the year, we hope that we are going to improve our lives.Although there are differences, most resolutions have one thing in common. People hardly ever keep them!4. 通过学习关于新年计划的文章，让学生了解什么是新年计划和不同种类的新年计划，以及关于制定新年计划的观点。5. 能阅读关于新年计划方面的文章，学会养成良好的习惯，从而制定合理的人生规划。6. 培养学生的阅读理解能力，提高辨别是非的能力。【教学重难点】阅读短文，获得相关信息，提高学生的阅读能力。【教学过程】Step 1 Leading inSay, I made a resolution last year. I was going to join the soccer team and get lots of exercise. I planned to eat a balanced diet as well. Now I make it. I really feel good! Then discuss the questions with Ss:1. Did you make any resolutions last year?2. Were you able to keep them? Why or why not?Step 2 Pre - task Page 45,2a & 2b.1. Project these new words on the screen or write them on the board and teach the new words. Ask Ss to repeat them. Make sure everyone knows their meanings.question v.质疑; meaning n.意思; discuss v.讨论;promise n. & v.承诺; beginning n.开端; improve v.改进; physical adj.身体的; agree v.同意; write down写下; have to do with关于; take up学着做; agree with同意2. Read the instructions in 2b to the class. Make Ss scan the passage. Ask students to put a mark in contents that are unfamiliar to them. Then lead Ss to learn the passage sentence by sentence. Pay attention to the key words and phrases.3. Ss match each paragraph with its main purpose in the small box.4. Check the answers.5. Practice reading.Step 3 While - task Page 46,2c & 2d.1. Make Ss read the passage again. Be sure to know the main purpose for each paragraph. Before that，Ss look through the four sentences numbered[A -D].2. Ss complete the task in 2c. Make each sentence go in right paragraph.3. Choose the student who first finishes it to present his or her results.4. Check the answers together with the whole class. 5. Call students’ attention to 2d.6. Ss answer the seven questions with short sentences individually.7. Choose 1 or 2 students to give answers. Teacher asks the questions and the students answer. Write down the results.8. Check the answers.Step 4 Post - task Page 46,2e.1. Focus on 2e. And make Ss circle the phrases in the passage. Read the sentences that contain the phrases to know how they are used.2. Write your own sentences with these phrases. Write them down on the blank lines.3. Choose 1 or 2 students to read their answers out.Step 5 SummaryTo make the students summarize what they have learned in this class.Step 6 Homework1. Practice reading the passage on Page 45.2. Do the exercises on Page 46 in students’ book.【拓展与延伸】【板书设计】Period 6 Section B (3a-Self check)授课时间________ 实有人数________ 缺席人数________ 缺席原因_________【课时目标】1. 重点单词: own, personal, relationship2. 重点短语: make sb. happy, have to, go to university3. 准确、灵活运用将来时写未来的打算。4. 树立健康、积极的生活目标。【教学重难点】1. 写三个决定，做出决定的理由以及为实现所做决定采取的行动。2. 想法与语言能力不同步，无法表达出一些想法。【学习过程】Step 1 Leading in1. Check the homework by asking 1 or 2 students to read the passage on Page 45.2. Then say, Yesterday we talked about resolutions. Through learning the passage, we know what a resolution is, when and why people usually make resolutions, why resolutions may be difficult to keep and so on. Today we’ll still center on the topic-resolutions. Let’s begin.Step 2 Pre - taskPage 47,3a.1. Call students’ attention to 3a. And choose a student to read the words in the box to the class.2. Complete the blanks in the paragraphs about resolutions with the words in the box.3. Check the answers.4. Practice reading.Step 3 While - task Page 47,3b & 3c.1. Focus on 3b. Ss write their resolutions under the following headings on their own. 2. Turn to 3c. Writing practice. Use the notes in 3b to write three more paragraphs about your resolutions. In each paragraph, write what you are going to do and why.3. Choose 2 or 3 Ss to present the results.4. Correct the results.Step 4 Post - task Page 48,Part 4.1. Call students’ attention to Part 4. Read the instructions and sample sentences to the class.2. Divide Ss into small groups to do the activity.3. Ask some groups to write their plans on the blackboard.Step 5 Exercise Page 48, Self Check.1. Ss complete the tasks on their own.2. Check the answers.Step 6 Homework1. Review the Grammar Focus on Page43. Focus on the structure “be going to”.2. Do the exercises on Page 42 in students’ book.【话题分析】本单元的话题是“生活目标”，与该话题相关的写作主要是谈论将来的打算。写作时可先写出自己将来的打算，再写出原因，其次可写为实现这一目标采取的方法，最后表明自己的决心或希望。该类作文主要会用到一般将来时和一般现在时。 写作素材1. I want to be a… 我想要成为一（名）……2. The reason is that… 原因是……3. I’m going to… 我将要……4. I hope that… can come true. 我希望……能够成真。【写作实践】你校要举行一年一度的英语演讲比赛，演讲题目为“My dream”。请你以此为题目，写一篇英语演讲稿，谈一下自己的梦想。体裁: 演讲稿人称: 以第一人称为主时态: 一般将来时为主My dream________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【教学反思】________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________