一.根据汉语意思完成下列句子。
1. 我爸爸打算给我买一辆新自行车。
My father ___ ______ ____ ____ a new bike for me.
2. 明天我打算去上吉他课。
I ___ ______ ____ ____ the guitar lesson
tomorrow.
3. 他们没有打算住在那座小屋。
They _____ _____ ____ ____ in that little
house.
二.根据要求改写句子
1．The students have a field trip on Sunday.（用next Sunday改写）
The students _____ ______ _____ ______ a field trip next Sunday．
2．He's going to tell me a story.（改为否定句）
He _____ ______ going to tell me a story.
3．She is going to work hard at English this term．(对划线部分提问)
______ ____ she ______ _____ ______this term？
课件40张PPT。Section A 1
1a-2dUnit 6
I’m going to study
computer science.走 向 未 来Hold Fast To Dreams 紧紧抓住梦想
----by Langston Hughes 兰斯顿·休斯
Hold fast to dreams 紧紧抓住梦想， For if dreams die 因为一旦梦想消亡
Life is a broken-winged bird 生活就像折断翅膀的小鸟
That can not fly 无法自由翱翔 Hold fast to dreams 紧紧抓住梦想， For when dreams go 因为一旦梦想离开 Life is a barren field 生活就会变成贫瘠荒芜的土地 Frozen with snow 只有冰雪覆盖A short poem.
诗歌欣赏The harder I study the luckier I will be!Our Goals
目标Show1 Looking for dreamsShow2 Fighting for dreamsShow3 Fly our dreams追逐理想: How are you going to do that?寻找理想：What do you want to be ? 放飞理想: Be the one you want to be!Guessing game你演我猜cookpilotWords and expressionsviolinistpianistscientistcomputer programmerengineerdriverdoctorTop10Top9Top8Top6Top5Top4Top3Top2Top1Can you remember? Top 10 排行榜 Top7Memory challenge(记忆大挑战)Rank these jobs [1-12]1a____ computer programmer ____ cook
____ doctor ____ engineer ____ teacher
____ violinist ____ bus driver ____ pilot
____ pianist ____ basketball ____ scientist ____ actor playerWhat do you want to be when you grow up? How are you going to do that?be going to + 动词原形表示将来的打算、
计划或安排长大；成熟；grow upI want to be a/an---Listen and fill in the blanks. Then match the items. 1bactingcomputerbasketballmath自主学习engineer
study math hard--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 hard.合作学习1cactingcomputerbasketballmath合作学习12346578Play a game!9singerpractice singing every dayEnglish teacherstudy English hardA soccer playerPractice soccer every daycomputer programmerstudy computer scienceengineerstudy math really hard
basketball playerpractice basketball
every dayactortake acting lessonsScientist
/′sai?ntist /n.
科学家work hard actresstake acting lessons寻找梦想合作学习说理想，谈打算。ListeningListen. What is Cheng Han going to do? Check (√) the correct boxes in the picture. 2aHe is going to move搬去 to
Shanghai.He is going to learn how to teach children.He is going to finish high school
and college first.Listening2bA:What does Cheng Han want to be?
B:He ---
A:How--?
B:---
A:---Where?
B:---
A:When---?2cAsk and answer questions about Cheng Han’s plans. 1.1) What does Ken want to be?
____________________________________
2) How is he going to become a writer?
____________________________________
3) What does Andy want to be?
____________________________________
____________________________________2dReadingRead the conversation and find the answers to the questions.He’s going to keep on writing stories. He wants to be a writer. His parents want him to be a doctor. But he’s not sure about that. 自主学习2dAndy: What are you reading, Ken?
Ken: The Old Man and the Sea by Hemingway.
Andy: Wow, now I know why you’re so good at writing stories.
Ken: Yes, I want to be a writer.Andy: Really? How are you going to become a writer?
Ken: Well, I’m going to keep on writing stories, of course. What do you want to be?be good at doing…
擅长于干…Andy: My parents want me to be a doctor, but I’m not sure about that.
Ken: Well, don’t worry. Not everyone knows what they want to be.
Just make sure you try your best. Then you can be anything you want!
Andy: Yes, you’re right.
keep on doing…
继续，坚持干…be sure about…
对…有把握，确信…make sure
确信，查明
try one’s best
尽最大努力
The Old Man and the Sea by Hemingway.
海明威的《老人与海》。
此处介词by为“由……所著”之意。
eg：a short story by Lu Xun (鲁迅的一部短篇小说)，
疑难点拨What are you reading, Ken?... The Old Man and the Sea by Hemingway. …Role-play the conversation.用心做了输和赢都是精彩！AB角色表演Summary课时重点回顾---What do you want to be…?
---I want to be…
---How are you going to do that?
---I’m going to…根据汉语意思完成下列句子。
1. 我爸爸打算给我买一辆新自行车。
My father ___ ______ ____ ____ a new bike for me.
2. 明天我打算去上吉他课。
I ___ ______ ____ ____ the guitar lesson
tomorrow.
3. 他们没有打算住在那座小屋。
They _____ _____ ____ ____ in that little
house.成果展示is going to buyam going to takearen’t going to live1．The students have a field trip on Sunday.（用next Sunday改写）
The students __ ____ __ __ a field trip next Sunday．
2．He's going to tell me a story.（改为否定句）
He _____ ______ going to tell me a story.
3．She is going to work hard at English this term．(对划线部分提问)
______ ____ she ______ ___ ___this term？ is notWhat is going to do are going to have成果展示Fly our dreams!I can be the one I want to be!我可以成为我想成为的人！Fly our dreams!Where there is a will,
there is a way.
有志者事竟成My plan for lifeI want to be… I’m going to…Homework 放飞梦想Thank you !Hold fast to dreams.
They will come true one day!
紧紧抓住梦想，总有一天
梦想会实现。 Unit6 SectionA（1a-2d）
【教材版本与册数】新目标人教版八年级上册
【单元名称】Unit6 I’m going to study computer science.
【课时】Section A 1a-2d （第1课时）
【课型】Listening and Speaking（听说课）
教
材
分
析
本课时内容人教版新目标初中英语教材8上Unit 6第1课时 ,该单元话题是“Life goals”, 功能是“Talk about future intentions"，此节课型定位为以话题为核心的“听说课型”。策略上主要在以单元话题牵引下通过听前以教师情景输入信息=听中策略渗透抓信息=听后信息的挖掘和学生的真实情景输出等，引导学生运用语言和发展语言的能力，引导学生逐步去判断思考,谈论对未来职业的憧憬，树立健康积极的生活目标。在本课时，让学生在语言技能上学习关于职业的单词以及be?going?to?的用法，能用一般将来时谈论未来自己和他人理想的职业，为实现理想做出的打算和安排；在情感态度上，通过对人生理想的讨论使学生不仅对未来充满憧憬，而且要从现在起为自己的理想而奋斗。该课的新单词和目标语言是本单元的主要内容，因此，让学生学好这一课非常重要。
教
学
目
标
语言知识目标：
通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下
的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：?
grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure
─What do you want to be when you grow up?
─I want to be a basketball player.
─How are you going to do that?
─I’m going to practice basketball every day.
Where are you going to work?
When are you going to start? ---I’m not sure about that.
能力目标：
1. 通过听前的词汇分类与听中聚焦关键信息，通过图片认知，能进行上下文猜测等技能，能够完成听力任务并能根据需要获取主要信息。
2. 通过听后深度挖掘听力信息和文本再构，以及话题牵引下的情景设置和角色表演对话练习，引导学生用英语谈论将来的计划，提高听、说能力。
情感态度价值观目标：
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们经常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
教
学
重
难
点
教学重点：
1、 学习一般将来时态的构成方式。
2、 用be going to/ want to be 结构，谈论理想的内容和实现理想的举措。
教学难点：
用一般将来时态表达自己未来的打算。
熟练运用be going to /want to be 结构。
建议
教法
情景交际法，任务型教学法，听说课的“3P”教学模式：
P--呈现（语言输入）
P--操练（1.机械操练2. 听力训练）
P--运用（语言输出）
设置情景意义操练
设计听后活动任务，先模仿再迁移
总结，听后设置任务提升学生语言运用能力
教学流程
（详见相应教学活动设计）
附：教学活动设计
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
1
预备与激活先期知识
2
获取新知识
3
深度加工知识
4
评价学生学习
Step 1
Greeting and Leading in ( 3mins )
Step2
Pre-
listening
（听前） (8 mins)
Step 3
While-
listening
（听中）(15 mins)
Step 4
Post-
listening（听后） (12mins)
Enjoy a poem.
You can be just the one you want to be
2.T :Ask students questions:
What does your father do?/ What does your mother do?
S: He/She is a/an…
T: The teacher divides students into 4 groups and ask them to discuss in groups. Ask jobs each other.
1.T: Show some jobs’ pictures at the PPT, and lead students to learn some new words: cook, engineer, violinist, driver, pilot, scientist, pianist, computer programmer.
Ss: Ss study these new words and remember them.
T: Check these words.
The teacher asks students to read these words together or one by one.
Use pictures that have showed just now to ask students questions to lead new sentence.
T: What job do you like?/ Do you want to be a…… when you grow up?
Ss: I like doctor. Yes, I want to be a doctor when I grow up.
T: Teacher asks another student: What do you want to be when you grow up? Ss: Ss answer the question.
T: Ask students to do pair work, ask questions and answer each other.
T: T continues to ask: If you want to be an actor, how are you going to do that?
Ss: take acting lessons.
Use this method to lead others and practice.
For example: Computer programmer—study computer science, a teacher—study education…
T : Some students are talking about their future intentions. Look at 1b, let’s listen and fill in the blanks, then match the items.
Check the answer after listening.
T: Show the picture of 2a, and tell students this is Cheng Han. Ask What’s he going to do?
Ss: Ss answer the question according to the picture. He’s going to be an actor/ a teacher.
T: play the tape.
Ss: listen to the tape and make the choice.
T: Let students read the chart in 2b, tell them that they will listen Chen Han’s plan for the future. Please listen carefully and answer the question.
“What” means What’s Cheng Han want to be?
“Where” means Where is he going to work?
“How” means How is he going to do it?
“When” means When is he going to start?
T plays the recording again and check the answers.
Andy and Ken are talking about their plans for the future.
T: Read the conversation and answer three questions:
What does Ken want to be ?
How is he going to do that?
What does Andy going to be ?
Ss: Ss answer the questions according to their reading.
T: Check the answers.
Answer: He wants to be a writer.
He is going to keep on writing stories.
She is not sure about it.
2. 1) Ask students to read the conversation again and try to find the main points.
2)The teacher explains the main points carefully.
3.T: Let’s do role play. Practice the conversation with their partner. And let some pairs complete the conversation.
Step 5
Free Talk
（7 mins）
T: Use the four questions “What where when how” to ask students to design their own plans for the future.
Discuss their plans in groups by using sentences and words what we have learned in the class.
Find students to show his or her plans.
Step 6
Summary
---What do you want to be…?
---I want to be…
---How are you going to do that?
---I’m going to…
Homework
1.Write a composition: My plan for life
1.利用视频来帮助学生感知目标语言。有效的激活学生兴趣及与此话题相关的背景知识和激活学生的前期知识，培养学生良好的预习习惯。
2.真实情景式导入话题并呈现所需描述职业的词汇，如：Actor/ doctor/ teacher/farmer等，激发学生的学习兴趣
1. 运用多媒体教学，展示图片来引出新单词，让学生记忆，更直观生动形象，为后续听力活动中抓住关键信息做铺垫。
2. 对于学生来说，接受知识肯定是先易后难，2和3这两组句型也是，先易后难，先给出图片，让学生感知，这是一个输入的环节，先死记忆，后面才能灵活运用。
让新的语言知识在听力材料中出现，达到一个巩固的效果。
【
提前告诉学生一些信息，有利于减轻学生听力过程中的难度，2a 的图片让学生更加形象的感知主人公的将来的计划。
2b的听力任务比较重，对学生来说较难，教师应详细的解释表格中的这四个词的意思，这样能够使学生更加了解听力任务，完成起来也比较容易，从而能逐步掌握利用听中聚焦关键信息和关注细节的策略。
进一步巩固本节课所学新知内容，拓展学生思维。
对话中会遇到学生不懂得语法点，这个时候老师必须点出来，并且仔细解释清楚，否则学生会似懂非懂的过去，也不问，留下盲点。
通过角色扮演让学生进一步巩固新学描述计划的句型，逐步引导学生思考并总结，培养学生学会确立人生目标的意识。
这部分是一个输出的环节，学习了新知后就要会灵活去运用，能够口头表达出来，并且在用的过程中，学生自然而然的又复习了一遍所学新知，培养学生学会总结归纳并形成判断的思维品质。
现知识从零碎到整合，给学生在大脑慢慢构建从语言知识到语言运用的思维导图结构，培养学生善于归纳，总结的逻辑思维能力。运用所
1.通过课前的预习，培养学生的预习习惯。
2.学生利用老师提供的信息对老师进行提问。
