Unit 6 I'm going to study computer science Section A【人教八上英语教案精彩课堂（教案+素材）】

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Unit 6 Section A【人教八上英语教案精彩课堂（教案+素材）】
Unit 6　I'm going to study computer science.
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
导入一 　智力游戏
　　教师对某一职业进行简单描述,让学生进行猜测。
　　T: He works in the kitchen. He often wears a white hat on the head.
　　S: Cook.
　　T: He drives a plane when he works.
　　S: Pilot.
　　T: A person who works in a hospital.
　　S: Doctor.
　　…
导入二　幽默故事
A Stubborn Horse
　　The great novelist had gone mad, but now there seemed to be some hope for his recovery. For six months, he had been sitting at his typewriter pounding out a novel. Finally, he pronounced it completed and brought the book to his psychiatrist, who eagerly began reading it aloud:
　　“General Jackson leaped upon his faithful horse and yelled, ‘Giddyap, giddyap, giddyap, giddyap.’” The doctor thumbed through the rest of the manuscript.“There's nothing here but 500 pages of giddyaps!” he exclaimed.
　　“Stubborn horse,” explained the writer.
倔强的马
　　这位伟大的小说家已经疯了,但现在他似乎还有恢复的希望。六个月以来,他一直坐在打字机旁敲打着一部小说。终于,他宣称书已写好并把它拿到精神病医生那里。医生急切地大声读起来:
　　“杰克逊将军跨上他那忠实的马,喊道:‘驾,驾,驾,驾……’”医生翻了翻剩下的原稿。“五百页纸竟全是‘驾!’”他惊奇地说。
　　“是匹倔强的马,”作家解释道。
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　未来职业调查
　　引导学生填写未来职业调查表。
Profession Ways to realize
Student 1
Student 2
Student 3
Student 4
… … …
活动二　Role-play
　　1.两两对话,从班中选两位同学,谈论自己或他人的未来职业或实现的途径。
T: What do you want to be when you grow up
S: I want to be…
T: How are you going to do that
S: I'm going to…
T: What does he want to be
S: He wants to be…
T: How's he going to do that
S: He's going to…
　　2.分角色表演,谈论小组成员的未来职业理想以及实现的途径。
A: Today let's talk about our jobs in the future. What are you going to do when you grow up
B: I'm going to…
A: How are you going to do that
B: I'm going to…
A: What about you
C: I'm going to…
…
活动三　未来职业报告(汇报本组成员的未来职业理想和实现理想的途径。)
　　In our group there are six students. A is going to be a…when he grows up. He is going to… B is going to be a…when she grows up. She is going to… C is going to be a…
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
Ⅰ.听录音,选出最佳答案。
第一节(听力原文:Section A　1b　Conversation 1)
(　　)1.What does Tina want to be when she grows up
　　 A　　　　　　B　　　　　　　C　　　　　　　D
(　　)2.What is Tina going to study
A.Natural science.　　　　　　
B.Computer science.
C.Math. D.Writing.
第二节(听力原文:Section A　1b　Conversation 2)
(　　)3.What does Larry want to be when he grows up
　　 A　　　　　　 　B　　　　　　C　　　　　D
(　　)4.What is Larry going to practice every day
A.Soccer.　　　　　　　　
B.Basketball.
C.Tennis. D.The guitar.
第三节(听力原文:Section A　1b　Conversations 3&4)
(　　)5.What does the girl want to study
　　 A　　 　　 B　　　　　C　　　　D
(　　)6.What does the boy want to do
A.Take acting lessons. B.Take swimming lessons.
C.Take cooking lessons. D.Take singing lessons.
　　◎Keys: 1—6　ABDBBA
Ⅱ.听录音,完成短文。(听力原文:Section A　2a, 2b)
　　A girl interviews Cheng Han. Cheng Han wants to be a 1.　　　　.He isn't going to move to Beijing.He is going to move to 2.　　　　. He is going to learn how to 3.　　　　 children. He is going to 4.　　　　 high school and college first.
　　◎Keys: 1.teacher　2.Shanghai　3.teach　4.finish
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　Step 1　观察及探究
　　(一)be going to 结构
　　【观察】
　　—What are you going to do this afternoon 你今天下午打算干什么
　　—I'm going to go shopping. 我打算去购物。
　　He isn't going to go out to play tomorrow.明天他不打算出去玩。
　　—Is she going to visit her friends next week 她打算下周去拜访她的朋友吗
　　—Yes, she is. 是的,她打算去。
　　How are you going to do that 你打算怎样做那件事呢
　　Where is he going to work next year 明年他打算去哪里工作
　　When are you going to start 你打算什么时候开始
　　Look at the dark clouds in the sky. It is going to rain. 看空中的乌云,天就要下雨了。
　　He will be 15 years old next year. 明年他就要15岁了。
　　【探究】
　　在英语中,be going to 结构表示人的打算,be going to 后接　动词原形　,be动词随主语的人称变化而变化。另外,be going to 还表示一种有迹象的　预测　。be going to 表示根据主观判断要发生的事情,will表示客观上必然要发生的事情。
　　(二)动词-ing形式作定语
　　【观察】
　　We're going to take singing lessons. 我们打算上音乐课。
　　He's going to a cooking school.
他打算上一所烹饪学校。
　　She's going to take acting lessons.
她打算上表演课。
　　The old man uses a walking stick to walk.
这位老人使用拐杖走路。
　　【探究】
　　在英语句子中,动词-ing形式可以作　定语　,放在要修饰的名词前面。
　　语法巧记口诀:
　　　　“be going to”结构
be going to表打算,后接动原记心间,
句子结构要变化,be的转换来实现,
它的功能不单一,还能预测看迹象,
将来形式有两种,还要区分will动原,
will用来表客观,be going to是主观。
　　Step 2　练习巩固(教材P43　3a, 3b)
Section A
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: Students learn about various jobs and requirements of different jobs by ranking the 12 careers in order of interest; learn relevant vocabulary and basic sentence patterns through listening training on interests, ideal careers and preparations for realizing them.
Why: 1a and 1b are to lead students to learn about various jobs and requirements. 1c is to improve students' ability to talk about their future intentions. 2a and 2b are to set an example for students by listening to Cheng Han's plans. 2c and 2d are to develop students' ability to talk about future intentions and resolutions.
How: Students will be led to learn about their interest in jobs by ranking and learn how to achieve their dreams by listening to requirements of different jobs. The example of Cheng Han will be given to lead students to reflect and make their own resolutions.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To learn to talk about future intentions with the sentence patterns:
be going to…　　　want to be…
2.To learn to talk about your dream job with the sentence patterns:
I want to be a computer programmer.
I'm going to study computer science.
3.Role-play the conversation.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To learn to talk about future intentions with the sentence patterns: be going to… want to be… Step 1　Lead-in 1.Tongue twister(绕口令) Ask the students to practice the following sentence: Good cookies could be cooked by a good cook if a good cook could cook good cookies. 2.The teacher introduces dream jobs in childhood and shows some jobs: teacher, nurse, doctor, basketball player, runner, actor, actress. 3.Questions to discuss: What do you want to be when you grow up Step 2　Work on 1a 1.Look at the picture and learn about what they want to be. 2.Rank the given jobs according to your preference. Step 3　Listening (1b) 1.Listen to the recording and fill in the blanks. 2.Play the recording again. Students listen and match the jobs with activities. 3.Show the answers on the screen. Step 4　Pair-work (1c) 1.Read the model in 1c with a partner. 2.Make conversations about the other jobs in 1a.　 Listen to students' discussion. Observe whether they can express their dream jobs correctly. Observe whether the students can match the jobs with activities correctly. Encourage students to discuss and correct their mistakes.
Purpose To arouse students' learning interest by English games and introduce the topic of jobs. To lead students to learn about different kinds of jobs and make their own future intentions. To improve students' ability to make a schedule.
2.To learn to talk about your dream job with the sentence patterns: I want to be a computer programmer. I'm going to study computer science. Step 5　Listening Work on 2a: 1.Listen to the recording and check (√) the correct boxes in the picture. 2.Play the recording again to check the answers. Work on 2b: 1.Read the chart. Make the information in the chart clear. “What” means “What does Cheng Han want to be ” “Where” means “Where is Cheng Han going to work ” “How” means “How is he going to do that ” “When” means “When is he going to start ” 2.Play the recording for the students to write the correct answers in the chart. 3.Play the recording again to check the answers. Step 6　Pair-work (2c) Ask and answer questions about Cheng Han's plans using the information in 2b. Observe whether students can get the information in the recording correctly. Give students some listening tips in time so that they can select the correct answers. Encourage students' active sharing and observe whether they can use the expressions mentioned in the listening material.
Purpose To give students a definite example to learn how to express their future intentions and improve students' ability to listen and talk.
3.Role-play the conversation. Step 7　Role-play (2d) 1.Read the conversation and answer the questions: (1)What book is Ken reading (2)Who is the author of the book that Ken is reading (3)What does Ken want to be 2.Explain key points in the conversation. Listen to students' answers and remind students to take notes of key points in the conversation.
Purpose To give another example of future intentions and encourage students to find out reasons for their selection. To improve students' ability to get and sort out information.
Homework: 1.Required: Review the new words. 2.Optional: Interview your best friends and learn about their future intentions.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(Grammar Focus-3c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This is a grammar lesson.The focus of teaching is to lead students to talk about future intentions and resolutions by asking and answering questions, including what, how, where and when. The tasks of matching and filling in the blanks are arranged to promote students' practice of grammar.
Why: 3a is to help students to have a basic command of expressions about future intentions and definite plans. 3b is to lead students to have a deep thought of what to do to make resolutions work. 3c is to practice what they have learned in real conversation and consolidate simple future tense.
How: Presentation of dialogues shows the use of simple future tense and how to express future intentions. Then the task of matching is used to help students have a deep thought. Lastly, students practice the expressions in their real life by filling in the blanks to finish the conversation.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To learn to use “be going to”.
2.To learn to talk about future intentions with what, how, where and when.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To learn to use “be going to”. Step 1　Warming-up and revision 1.Have a dictation of the new words learned in the last class. 2.Guess Game: Give some riddles on jobs to the students. Students try to guess jobs. Step 2　Grammar Focus 1.Read the sentences in Grammar Focus. 2.Summarize and memorize the use of “be going to” and expressions of job selection. Step 3　Work on 3a 1.Read the sentences in 3a. 2.Match the numbers with the letters. 3.Ask some students to read the sentences. Pay attention to students' reaction and observe whether they can get key information quickly.
Purpose To improve students' language-using ability and pave the way for communication about future intentions and resolutions.
2.To learn to talk about future intentions with what, how, where and when. Step 4　Group work Work on 3b&3c: 1.Fill in the blanks in 3b and act out the conversation with a partner. 2.Complete the chart in 3c and discuss it with your partner. 3.Ask some students to share their resolutions. Observe whether students can fill in the right answers quickly.
Purpose To develop thinking and language-using abilities and consolidate grammar.
Homework: Give a report according to the chart in 3c.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



A Big Tree and a Young Tree
A young father asked an elderly neighbor how strict parents should be with their children.
The old man pointed to a rope between a big tree and a young one, saying, “Untie the rope.”
The young father did so and at once the young tree bent. Then the old man asked the young man to tie it again, and immediately the young tree stood upright as it used to.
Now the old man said, “There, it is the same with children. You must be strict with them for their healthy growth. But sometimes you must let them stand alone to see if they are strong enough. Being strict with them is for the sake of their independence development.”
大树和小树
一位年轻的父亲问一位上了年纪的邻居父母对待自己的孩子应该有多严格。
那位老人指着一根绑在一棵大树和一棵小树之间的绳子,说道:“解开绳子。”
年轻的父亲解开了绳子,小树马上弯下了腰。随后,老人让年轻的父亲又绑好绳子,小树马上像先前那样站得笔直了。
这时,老人说道:“瞧,这和教育孩子一样,为了他们的健康成长,你必须严格要求他们。但有时,你必须让他们自立,看他们是否足够强壮。严格要求他们是为了他们的独立发展。”
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