Unit 6 I’m going to study computer science. Section A 教案（表格式，3课时） 2024-2025学年人教版八年级英语上册

Unit 6 I’m going to study computer science.
Section A（1a-1c）
Teaching Aims 1.语言能力：积累与职业相关的词汇或短语。 2.文化意识：了解日常生活中的职业，明确自己的职业理想和实现理想的方法途径，树立健康积极的生活态度和价值观。 3.思维品质：学生通过听说，学会谈论自己或他人的理想以及实现理想的方法。 4.学习能力：有意识地运用知识迁移策略来谈论自己的职业理想和实现理想的途径。
Teaching Difficulties 用“want to do”“be going to do”结构来谈论对未来的打算
Teaching Aids A tape recorder ; CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can play a song for Ss. The name of the song is Be What You Wanna Be . Then the T can present the lyrics and encourage Ss to sing along with the music. After that, Ss can be asked to find out the jobs included in the lyrics and talk about what they wanna be. The T can present some pictures about different kinds of jobs and prompt Ss to write down the jobs so that Ss’ prior knowledge can be activated. At the same time, the T can pre-teach some target words. The T can also ask Ss to brainstorm more kinds of jobs and write these jobs on the board. Then the T can guide Ss to find the rules of the suffix. The T can ask Ss to have a free talk using the following prompts: What do you think of these jobs Do you think they are interesting, boring or meaningful Can you say anything about them (During the process, the T can guide Ss to respect all kinds of jobs and establish the correct points of view for career. )
Step 2 Presentation & Practice
1a The activity is to introduce Ss to the unit goal and set the scene. The T can make Ss read the words and expressions in the chart in 1a and finish the activity 1a individually. Then they can share and talk about their opinions in groups like this: A: I think ... is the most interesting and ... is the least interesting. B: For me, … and … are the most interesting. C: But I think … is the most interesting. D: In my opinion, … is the least interesting. The T can observe and make assessments. After Ss have done activity 1a, the T may want to conduct a poll to find out how Ss ranked the jobs. Ask the following questions: Raise your hand if your ranking for computer programmer was______ (1,2,3 ,etc). Record the number of Ss in each box and calculate the average score or most popular score for each job. Then the T can have Ss talk about what they want to be when they grow using the target structure be going to. 1b Before listening, the T may want to introduce the context of the listening material briefly and make sure Ss understand the requirement of the task. Then Ss can try filling in the blanks and do the match according to their common sense. 1b It is possible for Ss to do the second part (matching) of this activity without listening to the recording and only looking at the information in the textbook. Therefore, the T may have Ss close their textbooks and answer the following questions on the board: What names do you hear What jobs do you hear How are the speakers going to get the jobs they want？ What are they going to do The T may want to play the recording more than one time and to pause the recording at the appropriate times in the conversations to give Ss time to write down their responses. Then the T can check answers by making conversations with Ss like this : T: In conversation 1, what does Tina want to be Ss: She wants to be a computer programmer. T : How is she going to do that Ss: She is going to study computer science. Answers: computer programmer: b.study computer science basketball player: c. practice basketball every day engineer: d. study math really hard actor: a. take acting lessons 1b After listening, the T can play the recording again and ask Ss to try to imitate the intonation and pronunciation. Provide the tape script to Ss in need. 1c This activity is to help Ss use the target language in natural speech. The T may want to encourage Ss to project enthusiasm when they talk about what they want to be in the future. If the speaker doesn’t show any excitement at all, then the listener may not believe that the speaker is telling the truth.
Step 3 Language points learning
be going to do sth. 结构句型 be going to do sth. 结构表示“打算/将要做某事”，是一般将来时的表达方式之一，侧重表达主观意愿。如： I am going to work hard on English. He/She/It is going to run. We/You/They are going to have a party this weekend.
The language points are for reference only.
Step 4 Summary & Homework The homework can vary with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection In this part, the teacher should gradually advance from words to dialogue, so that students can accept new knowledge more easily. In this way, sentence pattern teaching is placed in a natural context, and students will actively express and talk about their life goals. When the students talk about how to achieve the goals, the teacher listens and can supplement and summarize the content. Teachers should also pay attention to the bright spots in students' statements and encourage them in time, and let them fully talk about their beautiful yearning for the future.
Unit 6 I’m going to study computer science.
Section A（2a-2d）
Teaching Aims 1.语言能力：听懂Cheng Han关于未来打算的听力材料，读懂Andy, Ken谈论职业理想的语篇，了解他们的职业规划。 2.文化意识：能够了解日常生活中的职业，明确自己的职业理想和实现理想的方法途径，树立健康积极的生活态度和价值观。 3.思维品质：能提取、概括稍长语篇的关键信息、主要内容和观点。 4.学习能力：有意识地运用知识迁移策略来谈论自己的职业理想和实现理想的途径。
Teaching Difficulties 用“want to do”“be going to do”结构来谈论对未来的打算。
Teaching Aids A tape recorder ; CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Revision & Lead in
The T can encourage Ss to talk about their dreams and plans using the following prompts: A: What are you going to be when you grow up B: I’m going to be a/an… A: How are you going to do that B: I’m going to..
Step 2 Presentation & Practice
Before listening, the T may want to preview as a class the thought bubbles in activity 2a before Ss listen to the recording. Ask Ss :What is he doing Elicit from Ss that he is graduating, teaching and acting. He is a student,a teacher and an actor. 2a The activity is to give Ss listening practice with the target language. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a individually. Then the T can invite some Ss to share their answers in class to check answers. Answers: the box on the left(finish high school and college) and the box in the middle(want to be a teacher) 2b The activity is to give Ss practice in listening for specific items in conversations. In activity 2b, Ss may not understand what they are supposed to do when they see the words in the chart. Therefore, the T may want to write the words on the board and elicit from Ss the full questions that they should answer: What does he want to be when he grows up Where is he going to work How is he going to get his dream job When is he going to start his dream job Then the T can play the recording for the second time and ask Ss to finish the task individually.Then Ss can check answers in pairs. The T can invite Ss to make conversations using the answers to make sure they get the correct answers. S1: What does Cheng Han want to be S2: He wants to be a teacher. S1:Where is he going to move S2:He’s going to move to Shanghai. ... Answers: WhatCheng Han wants to be a teacher.WhereHe’s going to move to Shanghai.How He’s going to learn how to teach children.WhenHe is going to finish high school and college first.
After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. The T can play the recording again and ask Ss to imitate the intonation and pronunciation. 2c This activity is to give Ss the opportunity to use the target language in conversations. In order to make activity 2c more exciting for Ss, the T may want to have Ss do the following: 1. Give Ss three minutes to think of original answers for each question(what,where,how,when). For example: What: scientist,lawyer,dentist,taxi driver, baker,farmer,astronaut,etc. Where:New York,London,Mexico,Sydney,etc. How:work hard, study a lot,take classes,etc. When:in 10 years,etc. 2.Have Ss practice the conversation one time with three different partners using the original answers that they have created. 3. Elicit from Ss the most interesting answers to the questions and write the answers on the board.
Step 3 Presentation & Reading
2d Before reading, the T can introduce Hemingway and The Old Man and the Sea to Ss. The T can ask Ss to read the conversation quickly and try to answer the following questions to make sure Ss get the main idea: 1. What book is Ken reading 2. Who is the author 3. What does Ken want to be 2d Then the T can focus Ss’ attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.
Step 4 Language points
by为“由……所著”之意，用作作品的后置定语。 a short story by Lu Xun 鲁迅的一篇短篇小说 the music by Mozart 莫扎特创作的音乐 paintings by Van Gogh 梵高的绘画 keep on (doing sth.) 坚持做某事，一直做某事 keep用法小结： keep + adj. 保持…… keep + doing sth. 持续做…… keep sb. from doing sth. 阻止某人做…… be sure确定Are you sure 你确定吗？ I’m sure about that. 我对那件事很有把握。 I’m sure that he will come back. 我有把握他会回来的。make sure确保You should make sure that you bring the keys. 你应当确保你带了钥匙。
Step 5 Summary & Homework
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Read and recite the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection In this period, there are more new words and expressions. The T should provide more practice in listening and speaking and encourage Ss to be more involved.The teacher should get them to learn the main structure－be going to and get the students to practice it in listening and speaking. In the reading part, Ss can experience more practice in using the target language in natural speech.
Unit 6 I’m going to study computer science.
Section A（Grammar Focus-3c）
Teaching Aims 1.语言能力：巩固be going to do结构表示将来的用法和want to be结构的意义和用法。 2.文化意识：能够了解日常生活中的职业，明确自己的职业理想和实现理想的方法途径，树立健康积极的生活态度和价值观。 3.思维品质：学会多角度、多层次、多元化地表达自己的职业理想以及实现理想的途径。 4.学习能力：能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
Teaching Difficulties 一般将来时的用法。
Teaching Aids CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can make Ss read the jobs in the chart and find the rules of the suffix. Then Ss can make conversations using these jobs to talk about their future intentions. The T should remind them to use the target structure: S1: What do you want to be when yo grow up S2: I want to be… S1: How are you going to do that S2: I’m going to ... S1: Where are you going to work S2: I’m going to work in... ...
Step 2 Grammar learning
Grammar Focus The T can ask Ss to read the sentences in the chart in pairs and get the meaning of the conversations. Encourage Ss to make more conversations using the target structure. Then the T can have Ss circle the target structure in the sentences in the chart. Guide Ss to think about how to use it. At last the T can summarize the usage of the target grammar structure from several aspects.
Step 3 Presentation & Practice
3a Ask Ss to finish the match task individually in 3a. Then the T can invite some Ss to share their answers. After all the Ss get the answers correct, the T can make boys read the sentences in the left column and girls read the sentences in the right column. During the process, the T should guide Ss to pay attention to the target structure and their usage. Answers: 1. e 2. h 3.f 4. d 5. a 6. c 7. g 8.b 3b Ask Ss to complete the conversation in 3b individually. Then Ss can role-play the conversation in pairs to check answers. Then the T can draw Ss’ attention to the key points in the conversation and explain what Ss can not understand. 3c The activity is to give Ss the opportunity to use the target language in a controlled manner. Ss can make up the dialog in pairs based on the what /where /how/when. Then the T can invite some pairs to role-play their conversations in class and other Ss can make assessments.
Step 4 Language Points
college指“学院；大学”可指综合大学内部的学院，也可指专科技术学校。She studies in a teacher training college.她在一所师范学院学习。university意为“大学”，通常指由多个学院组成的综合性大学。Both their children are at university.他们的两个孩子都在上大学。
send sb. sth. = send sth. to sb. ，表示“邮寄/发送某物给某人”。
Step 5 Summary & Homework
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the new words and phrases in Section B(1a-1e). Do the exercises in students’ book. The homework can vary with the specific conditions.
Teaching Reflection To enable students to master the grammatical structure, they should practice and use the grammatical structure repeatedly in different contexts for the purpose of communication. We must effectively improve students' participation and frequency, carry out various activities and ensure students' real participation.