(共29张PPT)
Section A (2d-3c)
Unit 6 I’m going to study computer science.
doctor医生
engineer工程师
Review
violinist小提琴手
pilot飞行员
pianist钢琴家
scientist科学家
Review
Summary
+ist:
+ress:
+er:
+or:
teacher driver writer dancer
actor doctor
actress
pianist violinist
player singer reporter programmer
inventor
dentist scientist artist
waitress
+man:
policeman
policewoman
当你长大的时候，你想成为什么？
What do you want to be when you grow up
我想成为一名程序员。
I want to be a computer programmer.
每天我要练习打篮球。
I'm going to practice basketball every day.
Review
A:What is he/she going to be when
he/she grows up
B:He/she is going to be a/an…
A:How is he/she going to do that
B:He/she is going to…
study well
practice playing the violin
pilot
exercise every day
keep on writing
violinist
writer
scientist
根据所给单词编对话
Say your dream job out!
What do you want to be when you grow up
Where are you going to work/move
When are you going to start
How are you going to do that
Hi, I’m______. I want to be a/an______when I grow up.
Maybe I’m going to move to______, because______.
To make my dream come true, I’m going to______.
I’m going to start when I finish______.
Presentation
Look and say.
Have you ever read the book
----By Hemingway
“由…创作”
The Old Man and the Sea by Hemingway.
此处介词by为“由……所著”之意
a short story by Lu Xun
鲁迅的一部短篇小说
the music by Mozart
莫扎特写的音乐
paintings by Van Gogh
梵高的绘画
Presentation
Look and say.
Have you ever read the book
----By Hemingway
Ken
“由…创作”
1. What does Ken want to be
____________________________________
2. How is he going to do that
____________________________________
3. What does Andy want to be
____________________________________
____________________________________
Read 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.
2d
be sure about确信
keep on doing 坚持做
Summary
Ken is reading _____________________.He wants to be a ________.
He is going to ___________________.Andy's parents want her to be
____________.But she is not ______________.Just ___________we
try our best.Then we can be ___________ we want.
the Old Man and the sea
writer
keep on writing stories
a doctor
sure about that
make sure
anything
Andy: 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 …
擅长于做……
keep on doing…
继续，坚持干…
Listen and repeat.
2d
此处介词by为“由……所著”之意。
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.
make sure
确信，证实
try one’s best
尽最大努力
be sure about…
对…有把握，确信…
2. I’m going to keep on writing stories…
keep on doing sth.
“继续做某事; 重复做某事”。
He often keeps on working after dark.
他经常天黑后还在继续工作
Kate, don’t keep on asking such questions.
凯特，不要继续问这种问题了
表示动作的反复
他一直给我打电话, 而我真不想跟他说话。
He keeps on phoning me and I really
don’t want to talk to him.
老师让我一直站着
The teacher makes me keep standing.
表示动作或状态的持续
keep doing sth.
“保持做某事”
keep sb. from doing sth 阻止/防止某人做某事
=stop sb. (from)doing sth
=prevent sb.(from)doing sth
我阻止他砍树
I keep him from cutting down the trees
=I stop him from cutting down the trees
我阻止他倒脏水
I keep him from pouring the dirty water.
=I stop him from pouring the dirty water.
3. be worried about
worry about
她为他儿子担心
She is worried about his son.
She worries about his son.
对…担心
4. be sure about/of +名/代 对…有把握,确信某事
be sure that +句子 肯定/确信…
我对这次比赛有把握
I am sure about/of this match.
我肯定我能跑更快
I am sure that I can run much faster.
make sure (that)+句子 确保/信某事
确保你真的理解了
Make sure(that) you really understand it.
=make sure to do 务必做某事(可用祈使句)
一定要来我的派对
Make(be) sure to come to my party.
be sure to do sth
5. Just make sure you try your best.
try one’s best意为“尽力; 尽量”，
即try one’s best to do sth,
表示“尽某人最大努力做某事”。如:
He tried his best to finish the work.
他尽力完成工作
Grammar focus
Translate these sentences and let’s read.
Grammar Focus
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.
你长大后想做什么？
我想成为一名工程师。
你打算怎么做？
你要去哪里工作？
你打算什么时候开始？
我打算在高中和大学毕业后开始上课。
我打算搬到上海。
我将非常努力地学习数学。
一般将来时
I’m going to see the paintings.
I’m going to save money.
I’m going to mail a letter.
I’m going to read a book.
I’m going to buy a shirt.
I’m going to buy butter(黄油).
be going to表__________
表示说话人的意图，指计划/打算/将要做某事，其后+___________
be going to
将来
动词原形
一般将来时的标志词
in the future
in an hour
tomorrow
next week/month/ year/time/...
肯定句
否定句
一般疑问句
特殊疑问句
主语+be(am/is/are)+going +to+动词原形+其他.
be going to的句型
主语+be(am/is/are)+not+going+to+动词原形+其他.
Be(Am/Is/Are)+主语+going+to+动词原形+其他
疑问词+be(am/is/are)+主语+going+to+动词原形+其他？
I do my homework.
She eats lunch.
I am going to do my homework.
She is going to eat lunch.
I am not going to do my homework.
She is not going to eat lunch.
Are you going to do your homework
Is she going to eat lunch
What are you going to do
What is she going to do
【运用】根据各题后括号内的要求完成下列各题，每空一词。
1. She is going to visit the museum. (用her parents代替she改写句子)
_____ _________ _____ going to visit the museum.
2. The boy is cleaning his room. (用be going to改写句子)
The boy ___ ________ ____ _____ his room.
3. We are going to climb the mountain. (改为否定句)
We _______ _______ to climb the mountain.
4. Dale is going to swim in the pool. (改为一般疑问句并作肯定及否定回答)
-_____ Dale _______ to swim in the pool
-_______, he _______. /_______, he _______.
Her parents are
is going to clean
No isn’t
aren’t going
Is going
Yes is
1. My friend wants to be an engineer.
2. My brother wants to be an actor.
3. I want to be a scientist.
4. My sister wants to be a school teacher.
5. Those boys want to be soccer players.
6. My friend and I want to be singers.
7. My cousin wants to be a cook.
8. I want to be a race car driver.
Match what these people want to do with what they are going to do.
a. They' re going to practice every day.
b. I'm going to buy a fast car.
c. We' re going to take singing lessons.
d. She's going to study education.
e. She's going to study math.
f. I'm going to study science.
g. He's going to go to a cooking school.
h. He's going to take acting lessons.
e
h
f
d
a
c
g
b
3a
上声乐课
上表演课
3b
Fill in the blanks. Then practice the conversation.
A: Kelly, what do you want to be _____ you grow up
B: I _____ to be a doctor.
A: Wow! _____ are you going to do that
B: I’m ______ to study medicine at a university.
A: Hmm…sounds difficult. ______ are you ______ to
study
B: I’m going to______ in London.
A: _______ are you going to start
B: I’m going to ______ next September.
when
want
How
going
Where
going
study
When
startUnit6 I’m going to study computer science.
Section A 第 1 课时（1a 2d)
课型：听说课 授课时间： 年 月 日
一、学习目标：
1. 语言知识目标：
1) 能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure
能掌握以下句型：
① ─What do you want to be when you grow up
─I want to be a basketball player.
② ─How are you going to do that
─I’m going to practice basketball every day.
③ Where are you going to work
④ When are you going to start
⑤ I’m not sure about that.
2) 能了解以下语法：
掌握一般将来时态的构成形式；
2.过程与方法：用一般将来时态表达将要做的事情。
3. 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。 人们以常谈论他们的设想，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。
二、教学重难点
1. 教学重点：
1) 学习一般将来时态的构成方式。
2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。
2. 教学难点：
用一般将来时态表达自己未来的打算。
1. A: What do you want to be when you grow up B:I’m going to be a computer programmer.
三、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
四、学法：自主、合作、交流、展示。
五、学习过程：
学习环节 教师活动 学生活动 预设效果 设计意图
师生问好 Greetings. Greetings. 学生能与老师交流。 亲近学生
复习导入师问生答 Step 1情景导入 介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式： teacher, nurse, doctor, basketball player, runner, actor, actress… 学生们想要从事的职业，从而引出句型：─ What do you want to be when you grow up ─ I want to be a basketball player. 2. 学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。 通过与学生用重点句型问答互动，让学生模仿教师方法。 通过贴近现实生活的情景教学，激起学生的表达欲望，引起学生的学习兴趣。
出现新知学生词完成1a核对答案 tep2完成教材1a—1c播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词： computer programmer, cook, engineer, violinist, pianist, pilot, scientist,… 2. 让学生们看大屏幕来学习记忆这些生词。 1.to rank them [1-12]. 1 is most interesting, 12 is least interesting. 2. Try to remember the new words. 几乎所有的学生可以对重点词汇句型理解透彻，组内的优等生教读、教说。用边听边按暂停键的方法,学生都能听懂。 使用图片可以帮助学生非常形象地记住词汇。为后面的听说训练作铺垫丰富学生的词汇量，为听力做铺垫。
听说训练师播放听力生听核对答案 Step 3完成教材2a—2d的任务1. T: Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences. 2. Play the recording for the Ss to listen and fill in the blanks. 3. Play the recording again. Check the answers with the Ss. 1.听录音，在2a的句子中填写 将朋友的建议补充完整，集体核对答案。Play the recording again. Ss listen and match the jobs with activities. . Show the answers on the big screen. .大声朗读2d中的对话，读熟后与同伴结对练习，分角色表演对话。 以听说为主的方式输入重点句型，在情景中练习理解重点，为输出做准备。同时，学生在感知、理解、运用的基础上，突破难点。
师播放听力生标核对答案 1.Listen and check the questions you hear.2.Play the tape.3. Check the answers. 1. Listen.2. Listen and check.3. Check the answers. 大多数学生能回答出来。
师播放听力生圈核对答案 Good job. Let’s listen and match.2.Play the tape.3. Check the answers. 1. Listen.2. Listen and match.3. Check the answers. 进行听力指导：抓关键词，让学生多关注重点词汇。
巩固运用师示范生练习生展示师生评价 1.Pair work 1. Let Ss read the model with a partner. 2. Use the information in the chart of 1b. Ask and answer with a partner. 3. Let some pairs ask and answer about the chart. make a conversation using the information in 2a and 2b. 2. Let one pair to read out their conversation first. 多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。 将1c和2c内容融合，在对话中运用、输出重难点知识，为本单元后续练习奠定基础。通过两个小活动，使语言知识运用到实际交流中。
归纳小结 引导学生完成本课归纳小结。 生归纳 借助板书，学生能够总结出来。 回顾本课知识，进行再一次梳理。
板书设计 I’m going to study computer science.teacher, nurse, doctor, basketball player, runner, actor, actress… Where are you going to work When are you going to start
作业布置 Write three conversations Where are you going to work When are you going to start
课后反思
Section A 第 2 课时 （3A-3c）
课型：综合型活动课 授课时间： 年 月 日
一、学习目标
1. 语言知识目标：
1) 学习掌握下列词汇：college, education, medicine, university, London, article, send
2）进行下一步复习巩固学习Section A 部分所学的生词和词组。
3）总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2.过程与方法：能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
3. 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。 人们以常谈论他们的设想，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。
二、教学重难点
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
2. 教学难点：
1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
四、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
四、学法：自主、合作、交流、展示。
五、学习过程：
学习环节 教师活动 学生活动 预设效果 设计意图
师生问好 师生问好。 认真倾听,并做相应互动。 生能听懂语速适中 亲近学生
师导入语生模仿回答 复习已学目标语和导入谈论时间的话题Look at the picture.1. Show some pictures in the big screen. 2. Let Ss guess what he/she does. 3. Let Ss try their best to guess the job. See which group is the best. Ss guess what he/she does. 3. Let Ss try their best to guess the job. See which group is the best. 通过与学生用重点句型问答互动，让学生模仿教师谈论学习方法。 用紧扣本课时重点学习内容的话题导入，自然进入新课。
学习对话句型 Step 4 ReadingLet Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future. They should answer the questions:“What” means “What is Cheng Han want to be ”“Where” means “where is Cheng Han going to work ”“How” means “How is he going to do it ”“When” means “when is he going to start ”2. Play the recording for the Ss to write the correct answers in the chart. Ss that they’ll listen to Cheng Han’s plan for the future. They should answer the questions:“Where” means “where is Cheng Han going to work ”“How” means “How is he going to do it ”“When” means “when is he going to start ”2. Play the recording for the Ss to write the correct answers in the chart. 大部分的学生可以对重点词汇句型理解透彻，部分人可能会对重点词汇读不准确。组内的优等生教读、教说。 通过阅读分析文章，学生的阅读分析能力在这一环节得到提升；小结训练又及时地巩固强化了重要的知识点。。
师出示例子生练习生展示 Step 3完成教材3c的任务Work on 3c Tell Ss to ask and answer about Cheng Han’s plans using the information in 2c. 2. Give a model to the Ss. 3. Ss work in pairs. Try to ask and answer about Cheng Han’s plans. Ss work in pairs. Try to ask and answer about Cheng Han’s plansusing the information in 2c. 2. Give a model to the Ss. 教读难点词汇。借助板书指导。 通过这一环节的学习让学生对同义的单词或短语有了更深刻的了解和巩固。
师导生读师生练习 Role-play 1. Read the conversations and answer the two questions: ① What does Ken want to be ____________________② How is he going to do that ____________________③ What does Andy want to be ____________________ Ss read the conversation after the teacher. 2.Practice the conversation with their partner. Then let some pairs to act out the conversation. Explain main points in the conversation. 学生问题不大，个别辅导。
总结归纳 引导学生完成本课归纳小结。 生归纳 借助板书，学生能够总结出来。 回顾本课知识，进行再一次梳理。
作业 Homework: 1. Recite the conversation in 2d after school. 2. 根据图片提示或自己的实际想法编写一个对话。 --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…
板书设计 Section A1 (1a-2d)Words: grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure Sentence structures: ① ─What do you want to be when you grow up ─I want to be a basketball player.
课后反思
第3课时 Section B 1a-1e
课型：听说课 授课时间： 年 月 日
一、学习目标
1. 语言知识目标：
1) 学习掌握下列词汇：college, education, medicine, university, London, article, send
2）进行下一步复习巩固学习Section A 部分所学的生词和词组。
3）总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2.过程与方法：能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
3. 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。 人们以常谈论他们的设想，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。
二、教学重难点
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
2. 教学难点：
1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
三、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
四、学法：自主、合作、交流、展示。
五、学习过程：
学习环节 教师活动 学生活动 预设效果 设计意图
师生问好 师生问好。 认真倾听,并做相应互动。 学生能与老师交流。 亲近学生
师导生听生模仿 Step 1Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Game: Give some riddles on jobs to the Ss. Ss try to guess the job. 3. Ask and answer what they want to be and how they’re going to do that.网] Ss Give some riddles on jobs to the Ss. Ss try to guess the job. 3. Ask and answer what they want to be and how they’re going to do that. 4. Role-play the conversation 通过与学生用重点句型问答互动，让学生模仿教师谈论各个科目的学习方法。 由竞争到压力，再由压力到缓解压力的方法，过渡自然，易于理解，同时会激起学生用英语表达的积极性，锻炼了学生的口语表达能力。
出现新知学习生词巩固运用重点句型 Step 3说出表示的职业名词 teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist… 说理想，谈打算。I want to be an engineer. I’m going to study math. 让学生们依次说出他们的理想及打算如何去做。 学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）谈打算。I want to be an engineer. I’m going to study math.Let some Ss talk about their answers. 几乎所有的学生可以读会重点词汇，组内的优等生教读、教说。 通过本环节的学习让学生灵活运用了所学的重要知识点。
听说训练师指导生练习展示 Listening Work on 1c: 1. Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear. 3. Play the recording for the Ss to listen and circle. 4. Check the answers: Ss read the sentences in 1d first. Tell Ss to listen again and fill in the blanks.2. Play the recording again for the Ss to listen and write. 3. Ss listen to the recording carefully and try to write the words in the blanks. 部分学生对重点词汇发音不准。教读难点词汇。 通过现实生活中的“压力”问题引入课文内容，容易引起学生的共鸣，也能激发学生对此问题的讨论兴趣，既让他们学到了语法知识，也有助于他们解决现实生活中的烦恼，一举两得。
师播放听力生听核对答案 第一遍仅听，努力记住要做的事情；第二遍的时候再写出来。 (先行解决Section B的生词) s listen to the recording carefully and try to fill in the blanks. . Play the recording again and check the answers with the class. 用边听边按暂停键的方法，只要是小学学过英语的学生都能听懂。
师播放听力生听核对答案 分角色练习对话，教师鼓励评价 Group work 1. Work in groups. Make a list of resolutions and how you are going to make them work. Then discuss with your group. 2. Ask some pairs to act out the conversations. . Ask Ss the two questions: Did you make any resolutions last year Were you able to keep them Why or why not 大多数学生能听懂并填空。
归纳小结 引导学生完成本课归纳小结。 生归纳 借助板书，学生能够总结出来。 回顾本课知识，进行再一次梳理。
作业 Homework 1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
板书设计 Section B 1 (1a-2e) What are you going to do next year ─I’m going to take guitar lessons.
课后反思
第四课时 Section B 2a-2e
课型：综合型阅读课 授课时间： 年 月 日
一、学习目标
1. 语言知识目标：
1) 能掌握以下单词：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork
2) 能掌握以下句式结构：
① ─What are you going to do next year
─I’m going to take guitar lessons.
② Many resolutions have to do with self-improvement.
③ They’re going to take up a hobby like painting.
2.过程与方法：谈论话题Sometimes the resolutions may be too difficult to keep.
3. 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。 人们以常谈论他们的设想，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。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
三、教法：情景教学法、多媒体辅助教学、阅读训练、结对合作。
四、学法：自主、合作、交流、展示。
五、学习过程：
学习环节 教师活动 学生活动 预设效果 设计意图
师生问好 师生问好。 认真倾听,并做相应互动。 学生能与老师交流。 亲近学生
师导入生听理解模仿说 Step 1情景导入T:Now let’s work on 2a. First, let’s read the sentences and make sure we know the meanings of all the sentences. Then read the passage again and chose which paragraph in the passage each sentence goes in. 2. 方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短文的内容，特别是认真阅读空格前后句子的意思， 1.Ss read carefully and try to find the answers to the questions.读2a中的短语，标出你和你的同学经常做的活动。2.再认真阅读一遍短文，根据上下文的意思猜测黑体单词的意思。 通过与学生用重点句型问答互动，让学生几乎能与老师用旧知与老师交流。 通过本环节预习不仅锻炼了学生的阅读能力，而且通过小结训练让学生对重要知识点进行了巩固练习。
师要求师指导生展示评价 Step 2 完成教材2a—2b的任务1.教师让学生再读短文，回答下列问题以检查学生的理解情况。 Read the passage again. Then answer the questions with short sentences. Who gives their opinions about the problem 2. 教师根据学生阅读理解情况点拨短文中出现的重点和难点。 1. Ss try to answer the questions. Then discuss the answers with your partners. 学生朗读中的短语，教师纠错，两人一组互相提问背诵。 认真阅读短文，在你不理解的语言知识点下面画横线，然后在字典里查询不理解的单词及短语。 学生几乎所有人都能将姓名找出来并准确配对。 由师生互动问答开始，自然过渡到其他国家的学生所面临的压力情况，让学生带着好奇和疑问学习短文，增强了学习的趣味性和目的性，接着老师对知识点的讲解也使学生的学习效果得到了增强。。
作业 1．熟读并工整抄写文中的重点句。2.复习总结have to do with这个结构表示“与……相关too…to…是一种固定结构，表示“太……而不能够……”。并能完成相关练习题。
板书 Section BNew words: resolution, team, foreign, question, meaning, discuss, promise, beginning, write down, physical, have to do with; self-improvement, take up, hobby, weekly, schoolwork
课后反思
第五课时 Section B 3a-Self Check 3
课型：综合活动课 授课时间： 年 月 日
一、学习目标
1. 语言知识目标：
1) 复习一般将来时态的构成。掌握生词own, personal, relationship
2) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。
2.过程与方法
1）能够综合运用所学的知识来学习写作自己的新年决心。
2）通过完成Self check的中练习题来全面复习一般将来时态的用法。
3. 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。 人们以常谈论他们的设想，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。
二、教学重难点
1. 教学重点：
1) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。
2）能够综合运用所学的知识来学习写作自己的新年决心。
2. 教学难点：
能够综合运用所学的知识来学习写作自己的新年决心。
三、学习难点：运用所学的语言知识来写一封简短的信，表达自己对学生上课外辅导班这一社会现象的看法。
四、教法：情景教学法、多媒体辅助教学、写作训练、结对合作。
五、学法：自主、合作、交流、展示。
学习环节 教师活动 学生活动 预设效果 设计意图
师生问好 师生问好。 认真倾听,并做相应互动。 学生能与老师交流。 亲近学生
师导入生听理解模仿 Step 1 RevisionReview the expressions and sentences.Review the phrases. And make a sentence with it. 1) 在……的开端_________________2) 写下；记录下 _________________3) 关于；与有关系 _________________4) 学着做；开始 做___________________5) 有相同之处 _______6) 太……而不能 ________________7) 向某人许诺 Review the expressions and sentences.say out one by oneFill in the blanks of the main idea of the passage 学生几乎都能选对单词，在使用词汇的正确形式时存在较大问题。讲解，讨论，加深理解。 巩固重点词汇。由对话到句型到篇章，层层递进，最终达到写作层面。以写作训练方式训练学生.
师指导生练习展示核对答案 Step 2 Talking Ask Ss about their New Year’s Resolutions: e.g. T: What’s your New Year’s Resolutions, Mary Mary: I want to take up volleyball next term. T: Great! What about you, Jack Jack：I’m going to make a soccer team. And we’re going to practice soccer every weekend. 小组内通过对话的形式来完成对话.Present some new words on the big screen. Explain them to the Ss. Ss try to remember them. own, personal, relationship 在教师由浅入深的引导中，学生都能写出一些句子。借助词汇表，教师的指导完成。 由简到难，逐步进入文本写作训练，从局部到整体，层层推进。同时，学生在练习、巩固、写作的基础上，突破重难点。
师引导生写展示 Step 4 Writing Work on 3b: 1. Read the headings below. Think about your own resolutions. 2. Write your own resolutions under the following heading. (If you don’t have any ideas, you may go through the passage in 2b. ) Ss try to think about their own resolutions and try to write them down. n each paragraph, write what they are going to do and why. Check the answers with your partners. 学生都能完整的写出来。个别组内辅导。 通过回答问题的形式为写作任务做铺垫，对本单元基本知识和句型的复习和巩固，小组展示介意提高学生的积极性，并提高小组内的合作意识。
作业 1. Review Section B. 2. Interview five of your friends. Ask them what they’re going to do next weekend. Then write a report.
板书设计 Section B 2 (3a-Self check)1.3a： are; help; make; take; is; learn; listen 3c: one possible version: 2. Self check 2: want; to be; How, going; going; Where; going; going; to be; going
课后反思
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