八年级英语上册Unit 10教学设计

第一篇：八年级英语上册Unit 10教学设计

Unit 10I'm going to be a basketball player.一、前期分析

本教学设计方案内容属于义务教育课程标准实验教科书人民教育出版社八年级上册Unit 10I'm going to be a basketball player.的第四教时。本单元主要是通过学习be going to, would like to be等句型掌握What, where, when, how questions。学会如何制订New Year’s Resolutions or New term’s Resolutions。

二、教学目标

1.Structures:

a)To learn the express future with going to;Want to be;What, where, when, how questions

b)To talk and read about future intentions

c)To practice listening, speaking, reading and writing using the target language.d)To think about the future and make a decision about themselves.2.Target language:

1)What are you going to be when you grow up? I’m going to be a

computer programmer.2)How are you going to do that? I’m going to study computer science.3)What are you going to do next year?I am going to take acting

lessons.4)My new year’s resolution is to study hard at maths.3.Vocabulary:

Computer programmer, professional, engineer, pilot, computer science, dream job, move to, fashion show, retire, save, resolution, get good grade, get a part-time job, make more friends

4.Learning strategies:

Using context, Role-playing, Cooperating

三、学习者特征分析

1.八年级学生对一般将来时已经有了一定的了解，特别是一般将来时的时间状语学生在前几个教时就已经掌握了。eg：when you grow up、next year、next term等为学习本单元搭好了平台。

2.八年级学生对英语已经不在陌生，已经有了一定的语言基础，刚接触时的不和谐音符已悄悄退去，为学习本单元提供了主观条件。

3.Make New Year’s Resolutions是新出现的任务，在学习过程中一定会有很大的难度，仍需要教师的引导。

4.Make a report of the members’ resolutions.是任务的深化和提高，也需要教师的指导。

四、教学策略选择与设计

1、通过男女同学竞赛和猜谜游戏巩固单词。

2、在掌握单词的基础上，自编对话，成组练习。

3、调查问卷设计真实的情景，展开活动，交流各自的观点。

五、教学资源与工具设计

1.人教版新目标go for it 八年级上册

2.本课件配套的ppt课件，相关的图片、视频和音频

3.录音机

六、教学过程（教师活动与学生活动）设计

Step 1Warming-up

Are you happy today? Let’s sing a song.(The more we get together)Who will start the song for us?

The students sing the song together.(这首歌很好的活跃了课堂气氛)

Step 2Competition

Oh, I think girls sang better than boys, do you think so? Now, let’s see who will win in this competition? Say some sentences like I’m going to be a teacher or I want to be a basketball as many as you can.If you stand up, I’ll give you a star.(Draw two faces on the blackboard)(通过竞赛复习和巩固单词及句型)

Step 3Pair Work

1.Ask one student: What are you going to do when you grow up? Ask the other students.Then tell them to ask and answer in pairs.Call several pairs to act out.2.Ask more questions.What are you going to do when you grow up? How are you going to do that?（老师和学生用英语进行口语交际，然后上升一个层次，能和同伴进行对话练习。）

Step 4A Guessing Game

Look at the picture, do you know him? Yes, he is Kenea.He is a clever boy!Now, let’s play a guessing game.I need some help.Who can help me? Take an example for this action.（模仿幸运52你比画我猜的游戏。出示图片给予操作上的指导，用上面学生说出的词引出句型I’m going to be an engineer.理解并掌握本单元的词汇及句型。再次活跃课堂气氛。最后一个词汇必须是singer, 为下一个步骤服务。）

Step 5Sing a song

Do you want to be a singer? Can you sing a song ? The new year is coming, let’s sing the song Happy New Year!(To sing a song is to have a rest.)

Step 6Task

New year is coming.What are you going to do next year? Ask your group members.Write down their New Year’s Resolutions.Then make a report.（把学生带入到实践中去，从表格中你能看出什么？自己尝试用英语阅读、归纳和总结。做报告是任务提升，教师应随时给予帮助和指导。）

Step 7Homework

Write a short composition about your group members’ resolutions on your exercise books.评价过程：

1、Speak highly of the good students.2、总结评价：对所有积极参与课堂活动的同学，送出第四份礼物：英语谚语 Knowledge is better than houses and land!（知识胜于财富！）邀请最终领先小组选举代表，上台装饰一张灿烂却有趣的笑脸。

设计反思：

1、这节课是在本单元自学完以后进行的，不存在词汇、句型、语法知识的新授问题，重点在于英语知识的运用，交际能力的提高。在任务设计时，我是做的新

授型，还是复习型教学设计？没有进行考虑。

2、根据教学需要，对内容进行整合、扩展，应用多媒体，运用情景教学、话题交流、小组竞争、小组合作、采访调查等任务活动设计教学任务，感觉较满意。但考虑教学环节，设计各环节的衔接过渡，制作、美化课件，搜图片等，长达好几天，费心思、费时间太多。如果按课本上的设计思路授课，要轻松的多。

3、想“听说读写”四种技能的培养都照顾全，在本课中只侧重了“听说”和“写”。在课后作业中，应安排一两篇有关理想的阅读链接，但没有及时搜材料。

4、问卷调查活动为使课堂活动灵活多样而设计，其问题难度大，是否重复？是否在“表演”浪费时间，出现冷场？

6、鼓励学生写有真情实感、敢于发表自己见解的文章，但新年计划的操作难度考虑不够充分。

教后反思：

这一教学设计是一节公开课，借助多媒体上课，比较顺利。

1、教学导入环节，包括唱歌、陈述小组竞争机制、悬念和趣味相结合的猜谜导入，授课用时5-6分钟。

2、把单元重点设计为悬念和趣味相结合的猜谜，配以简单动作，利于学生记忆知识，激发学习兴趣和活跃课堂气氛。自认为要比上课前唱首英语歌单为活跃气氛要好。

3、任务设计时，应考虑学生的生活经历和英语语言表达水平，不然学生“有话说不出来”，任务再新鲜巧妙，也是白费。

4、课堂中间唱歌，能够舒缓竞赛一段后带来的紧张气氛。但不清楚这首歌曲是否合适？

5、给近段时期英语进步较快的几名学生拍了照片和一段录像，既作为了教学载体，又对他们的进步成功给予肯定和积极评价，这一“招”，自己有点沾沾自喜。同时利用竞争机制，分阶段及时肯定表扬评价，利于调动学生的参与积极性，利于提高大容量课堂的速度。

第二篇：八年级上册Unit10教学反思

八年级上册Unit10教案设计

Unit 10 I’m going to be a basketball player.广西桂平市社步镇第一初级中学黄颖坚

一、教学内容Go for it!（Section A Period1 P59）

二、教学目标：

1、知识目标:（1）、掌握本课重点词汇grow, grow up, programmer, computer science, engineer, pilot, professional ,act.（2）、本课主要句型：What are you going to be when you grow up? I’m going to be a computer programmer.How are you going to do that? I’m going to study computer science.（3）、语法：用be going to表示一般将来时。

2、能力目标：培养学生应用英语谈论将来计划，提高学生听、说、读、写等能力。

3、情感目标：通过谈论将来打算做什么以及准备怎样实现目标，让学生考虑自己的将来，及早

为将来做好准备。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，善于合作，培养学生团结协作精神。

4、.教学重、难点：重点是掌握本课等重点词汇grow, grow up, programmer, computer science, engineer, pilot, professional ,act.以及What are you going to be when you grow up? I’m going to be a computer programmer.How are you going to do that? I’m going to study computer science.等重点句型和语法：用be going to表示一般将来时。

难点是一般将来时be going to 中be 的具体形式和后面接动词原形的用法, 而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做实现目标则既是难点，又是能力训练点。

三、教具：小黑板.彩色粉笔.录音机等。

四、教学过程：

Step1 Organization and duty report

Step2 Revision

Ask students to say jobs we’ve learned in a minute

通过游戏的形式复习旧单词, 调动学生的学习积极性。

Step3 Presentation

1.Teach new words and expressions on the small blackboard.利用小黑板展示引入新词汇,目标明确。

2.Present What are you going to be when you grow up? How are you going to do that?

3.Ask What’s heshe going to be when heshe grows up? How’s heshe going to do that?

结合实际谈论自己的个人成长计划，引导学生谈论自己的将来计划。

Step4 Listening

Listen and match the items in 1b,then listen and repeat.通过听、说、读，进一步巩固所学知识。

Step5 Practice

1.Do exercises(about vocabulary and “ be going to do sth.”structure)通过练习,检查教学效果.2.Ask the students to make an investigation about their future plans in groups of four.通过小组调查活动操练本课重点句型。

Step6 Sum up

In this class we learn to use “be going to” to describe future plans.通过小结，回顾本课主要内容

Step7 Homework

Read the four conversations in 1b, recite one of them.Make their own conversations in pairs, write it on the exercise books.布置两人合作做对话，促使学生加强合作，互相帮助。

五、板书设计

Unit 10 I’m going to be a basketball player.Section A

Words: grow, grow up, programmer, computer science,engineer,pilot, professional ,act

句型：What are you going to be when you grow up? I’m going to

be a computer programmer.How are you going to do that? I’m

going to study computer science.语法：用be going to表示一般将来时。

八年级上册Unit10教学反思

广西桂平市社步镇第一初级中学黄颖坚

一、反思教法

1、我尽力用英语去教英语，由于我平时注重多说，多练，所以这节课表达非常流利，声音也响亮，给学生“大胆开口说英语”起到模范作用。

2、重难点处理：本节课通过听力训练，两人对话，小组调查等多种形式反复操练重点句型，巩固所学知识，提高灵活运用能力，通过操练中人称的变化更好的领会语法。

3、任务型教学法课前布置任务，要求学生复习七年级（下）Unit 4中关于职业的词汇，预先读本课新词，让学生带着任务有目的地上课，并在课堂学习中不断获得完成此任务所必须的知识、能力、技能等，为最终完成任务作全面的准备。通过上课来看，学生复习很到位，学过的单词computer，science，reporter 等没有读错的现象，对an actor，he，she 等使用也很好。

4、竞赛教学法：根据初中生争强好胜的性格特征，在课堂内引进小组竞争机制，提高团体活动效率，加强团体凝聚力，激发学生的求知欲和参与意识。所以我在复习环节就进行了单词列举比赛，并适时给予鼓励，或表扬，这样学生的学习热情极高。

二.反思学法

1、预习效果很好：学过的单词computer，science，reporter 等没有读错的现象，对an actor，he，she等使用也很好。

2、学生的游戏参与意识很高：在教学过程中我让学生在“玩中学，学中玩”，因为好玩是学生的天性，让学生轻松学习，体会学英语原来可以这么有趣，提高学习兴趣与热情。每次活动，很多有人举手，积极参与。

3、合作学习：积极参与2人或4人小组对话或活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识，整体来看，效果可以，但是个别学困生学习意识不强，在练习过程中，要求听不清，或练习只是做样子，走过场，叫起来照着课本读课文，这些需以后进一步提高。

4．“为用而学，用中学，学了就用”：善于抓住用英语交际的机会，充分感知，联系实际，积极体验，大胆实践。句型结构导入自然，学生顺着话题练下去。

三.反思教学过程

Step1 Organization and duty report 有少部分学生有些紧张，问题没听清楚，答非所问的现象，不过此部分学生很快就进入角色，很好的完成任务。

Step2 RevisionAsk students to say jobs we’ve learned in a minute 通过游戏的形式复习旧单词，调动学生的学习积极性。在此环节我进行了单词列举比赛，并适时给予鼓励，或表扬，这样学生的学习热情极高。

Step3 Presentation1、Teach new words and expressions on the small blackboard.A、利用小黑板展示引入新词汇，目标明确；B、教学时间把握很好；C、联想法教单词,让学生巩固旧知识，学习新知识，同时也是学法指导。

2、Present What are you going to be when you grow up？ How are you going to do that？句型结构导入自然，学生顺着话题练下去。

3.Ask What’s heshe going to be when heshe grows up？ How’s heshe going to do that？ 叫一同学询问理想和打算，让学生转述，句型引入自然。然后让学生进行小组调查，在活动前，强调了语法，防止学生在练习过程出现错误。

Step4 Sum upIn this class we learn to use “be going to” to describe future plans.通过小结，回顾本课主要内容，再次强调重点。

Step5 HomeworkMake a survey

整个教学过程推进速度很好，从第四环节的听力练习和第五环节的教学检查即复习巩固环节看教学效果很好。

四、反思教材处理和其他

1、教材处理：A、充分利用教材资源，及时巩固所学知识，如图片的观察和分析，1a词汇的利用，1c句型结构的掌握；、B教材编排顺序的灵活调整，听力放在了最后；C、加入了人称的替换，增加了课容量，扩展了语法；D、词汇目标实现，句型目标结构合理，语法的掌握也很好；E、学生听、说、读、写等能力有所提高；F、情感目标点题，总结时说“良好的打算是成功的开始”让学生为实现目标而从现在开始好好学习英语。

总之, 这节课我处理得很好，得到了听课的教师、领导的好评。通过这次教学，我深深地认识到, 扎实的教学基本功，灵活的教学技巧可以极大地调动学生学习英语的兴趣和积极性，有利于英语教学成绩的提高！

第三篇：新目标八年级英语下册unit10教学设计

新目标八年级英语下册

Unit 10 I’ve had this bike for three years.教学设计

Period 1(Section A 1a---,2d)教学对象：八年级学生

设计者：杨改玲

一、教学目标（知识与能力，情感态度与价值观）1.知识与能力：

1）知识目标：本课单词和短语yard sale, sweet, soft toy, bear maker, scarf, board game, check out

2)能听懂谈论人们拥有某物多长时间的话题，能熟练运用since, for 谈论自己的个人物品。

二．.情感目标：正确处理并充分利用自己的废旧物品。

三、重点、难点 教学重点：

目标句型： I’ve had it for seven years.I’ve read it three times.教学难点：能够正确使用含有for和since引导的现在完成时态。

五、资源准备

多媒体课件、录音机、教室及相关教学资源。

六、教学过程 Task1 Organization AndLead-in（3’）

1.Watch the pictures about yard sale, toy bear, bread maker, scarf, soft toys, board games and ask them to read.2.Read and answer:

Do you have any of these things at home?

How long have you had them? What are you going to do with them? Watch pictures and read the new words.(设计思路：通过观看图片和认读词语和问答问题，既能激发学习兴趣，又能自然的引入新课的学习。)Task2Presentation（4’）

.Let the students talk about them in pairs by using the important sentences.--How long have you had that bike over there?--I’ve had it for three years!I learned how to ride a bike on it.Work in pairs(设计思路：通过学习新句型，使他们感受现在完成时态的另一种含有for和since的时间状语的情况，为后面的内容的顺利学习做铺垫。)Task 3 Guessing game 1.Say what about Jeff and Amy do with their old things please listen and check the facts you hear in 1b.2.Play the tape for them to listen.3.Check their answers in class.Listen and finish the task.(设计思路：通过听力练习巩固学生刚刚学习的词汇和接触的现在完成时态的语法。)Task 4 Presentation（5）1.Practice the conversation of 1c.2.Then make conversations about other things in the picture above.3.Invite several pairs to act their conversations in class.1.Look at the conversations of 1c and work in pair.2.Then practice conversations about them own old things like 1c.3.Share their conversations in class.(设计思路：此环节是本课z导入新课学习后的很关键的一环，先通过学生的感知体会、听力训练到实际运用。是一个由感知导习得的必要过程，是很重要的一步。)Task 5 Practice（5）

1，Say please listen and check the things Amy’s family are giving away and circle the things they are keeping in 2a.2.Play the tape for them and check the answers in class.3.Listen again and fill in then blanks in 2b.4.Play the tape for them and check the answers in class.5.More practice.Listen again and choose the correct answers.1）.Amy wants to give away the _____.A.book B.magazine C.bear D.hat 2）.Why does the bear has special meaning to Amy?

A.Because her father bought it for her.B.Because her Grandpa bought for her.C.Because her Grandma bought for her.3）.Where can Amy take these things?

A.the children’s home

B.the old people’s home

C.the teachers’ home

1.Try to understand how to do it.2.Listen and finish the task.(设计思路：在学生理解了含有for和since的现在完成时态后进一步进行听力训练，既加深了对所学目标语言的掌握和运用，又提高学生的听力和理解能力。)Task 6 Survey and report（5）

1.Say work on 2c.Student A is Amy’s mom, Student B is Amy.2.Make new conversations according to 2c.3.Invite several pairs to share their conversations in class.1.Read the sentences carefully and know how to make a conversation 2.Work in pairs.3.Share the conversations in class.(设计思路：此环节是教学中的拓展和延伸，把前几个部分所学的零散的句型进行一个综合的练习，旨在加深学生对所学知识的掌握，通过汇报，进一步提高学生说的能力及综合运用知识的能力。)Task 7 Activities and listening（5）1.Say please read 2d aloud till to fluently.2.Read silently and try to understand the meaning 3.Ask them to Role-play the conversation 4.Show the following questions to answer 1).Who is Linda? 2).Who is Amy? 3).What does Amy want to do? 4).What things has Amy bought? 5).How long has Amy or her mom had them? 5.Check the answers.6.Help them with any difficulties 1.Read the conversation and try to understand the meaning.2.Role-play the conversation.3.Read and answer the questions 4.Ask for help about any difficulties they met.(设计思路：这部分完成的是课本上的2d。由于前面有铺垫，因此完成的很轻松。通过Role-play的练习，让学生在口语对话中加强了对目标语言的理解，同时回答问题也提高了学生的理解能力。)Task 8 Summary and Homework（2）

1.Lead Ss to sum up what we have learnt in this class.2.Homework Write a conversation according to 2c Finish the task.七、板书设计

Unit 10 I’ve had this bike for three years.(Section A 1a---2d)

yard sale, sweet, soft toy, bear maker, scarf, board game, check out

--How long have you had that bike over there?--I’ve had it for three years!I learned how to ride a bike on it.

第四篇：八年级英语上册Unit10集体备课

八年级英语Unit 10 I’m going to be a basketball player集体备课

参加人员：洪观芬，聂臣琴，李聪贤，蒋燕，潘丽

主讲：洪观芬

记录：

内容：8年级（上）Unit10 I'm going to be a basketball player（Period One）

教材分析：

Unit10 I’m going to be a basketball player.这单元通过复习和学习一些关于职业的词汇，用be

going to谈论长大以后打算做什么以及打算怎样实现目标，与七年级（下）Unit 4 I want to be

an actor.学习关于职业的词汇以及用want to bedo谈论将来，和八年级(上)Unit 3 What are

you doing for vacation? 用be doing谈论将来的打算有着密切的联系。本课是这单元的第一课

和重点课，学好本课将为进一步学习一般将来时打下良好的基础。

教学目标：

(1).知识目标:掌握本课重点词汇grow up, computer programmer, actor, engineer, pilot,professional ….本课主要句型：What are you going to be when you grow up? I’m going to be an

engineer.How are you going to do that? I’m going to study math hard.What is he going to be when heup? He’s going to be an engineer.How is he going to do

that? He’s going to study math hard.语法：用be going to表示一般将来时。

(2).能力目标：培养学生应用英语谈论将来计划，提高学生听、说、读、写等能力。根据

英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运

用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。

(3).情感目标：通过谈论将来打算做什么以及准备怎样实现目标，让学生考虑自己的将来，及早为将来做好准备。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，善于

合作，培养学生团结协作精神。

教学重、难点：

1.重点是掌握本课 grow up, computer programmer, computer science, engineer, pilot,professional, actor等重点词汇，What are you going to be when you grow up? I’m going to be an

engineer.How are you going to do that? I’m going to study math hard.What is he going to be

when heup? He’s going to be an engineer.How is he going to do that? He’s going to study

math hard.等重点句型和语法：用be going to表示一般将来时。

2.难点是一般将来时be going to 中be 的具体形式和后面接动词原形的用法, there be的be going to结构there be going to be ,when等时间词引导的时间状语从句应该用一班现

在时表示将来意思。而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做来实现

目标则既是难点，又是能力训练点

本课时的教学全程分成六个阶段，各个阶段的教学设计如下：

1a.这个部分是复习和学习新的词汇。目标是让学生懂得表达一些有关职业的词汇，这部分

将结合图片与单词进行词汇的学习。

1b.这个部分听力练习，目的是让学生懂得想从事某种职业应该如何做到，及如何用英语表

达。这个部分放两遍听力，首先对一些新词汇进行解释，提醒学生抓住关键词找出答案。1c.这部分是分组活动，目的是让学生在对前面词汇的认识及听力部分的掌握后进行说的练

习，要求学生仿照model conversation，即：—what are you going to be when you grow up? 回

答时用，—I am going to be a/an teacher/doctor/artist...How are you going to do that? I’m going

to study math hard.然后用第三人称操练，即： What is he going to be when heup?

He’s going to be an engineer.How is he going to do that? He’s going to study math hard..鉴于学生职业类的词汇比较缺乏和陌生，这时老师展示一些名人图片或熟悉的图片并

配有词汇，让学生同桌之间进行对话练习，以达到在听的基础上练习说的目的！并且学生之

间有了互动，活跃了课堂的气氛！

教法的选择： 在本课中我们可以采用以下几种教法：（1）播放名人演说的视频，把学生带

入学习英语的氛围，同时学生会受到情感上的教育。（2）展示图片与词汇结合。既让学生把

实物与生词相结合来记单词，又激发他们学习的兴趣和热情。（3）听录音。听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以根据听来达到说的目的。（4）

学生进行情对景话练习。

采用的学法有：（1）听力要有技巧地听，如：注意观察题目及表格上的设计，抓住关键词等。（2）大胆地开口说英语。有的学生因为性格，面子或者学习态度上的问题而不想或不敢开口说英语。（3）反复练习，重在模仿。练习包括听，说，读和写，这四个过程重在模仿，然后才能成为自己的东西。

教学步骤：

Step 1.Lead in:观看马丁·路德·金的演讲I have a dream《我有一个梦想》，观看大约二分钟，以此把学生带入一个为自己的将来树立理想的氛围中，提高他们学习英语的兴趣！然后再向学生简单介绍马丁·路德·金的经历，主要是1964年他发表了一个著名的演讲I have a dream 《我有一个梦想》，迫使美国国会在1964年通过《民权法案》宣布种族隔离和歧视政策为非法政策。

Step2.New words: 出示一些照片，展示新词汇，并通过记忆大比拼，记住新词汇和复习旧词汇

Step3.Presentation :what are you going to be when you grow up? 回答时用，—I am going to be a/an teacher/doctor/artist...How are you going to do that? I’m going to study math hard…..然后用第三人称操练，即： What is he going to be when he grows up? He’s going to be an engineer/ teacher/doctor/artist...How is he going to do that? He’s going to study math hard..通过配合动画，学生们的学习兴趣才会调动起来！

廖良：Step3.首先向学生展示这个课时的重点词汇：Engineer工程师Computer programmer程序设计师Airline pilot飞行员。并问学生这些职业的人是怎么样子的呢？然后引出1a部分六个职业computer programmer,basketball player, airline pilot ,engineer teacher actor,并结合电脑上学生所熟悉的名人图片或职业图片进行辨认,加深对重点词汇的理解！

韦香龙：Step4.1b部分（听力）。通过前面三步的学习与认识，学生已经对于部分职业有所了解，这时再从听力上加以强化，并进一步学习如何实现所知的职业。

听力放两遍，第一遍让学生初步听出大概内容；第二遍是由老师先对一些可能学生不熟悉的词汇进行解释，然后指导学生听听力要学会抓住关键词。最后核对答案。

陈晓青：Step5.Pairwork(分组讨论）。首先由老师指导询问别人将来长大后打算做什么，即：—what are you going to be when you grow up? 回答时用，—I am going to be a/an

teacher/doctor/artist....鉴于学生职业类的词汇比较缺乏和陌生，这时老师展示一些名人图片或熟悉的图片并配有词汇，让学生同桌之间进行对话练习，以达到在听的基础上练习说的目的！并且学生之间有了互动，活跃了课堂的气氛！

廖海兰：Step6.学生在step5时对一些职业已经比较熟悉，这时老师再选其中几幅图，并对学生进行提问：—If you want to be a /an writer/scientist/actor/singer, how are you going to do that? 学生这时一般都知道（至少知道用中文）回答：努力学习，即：study hard.这时老师再进行积极引导，以达到扩展学生思维的目的！最后经过答语引出将来打算做某事的重点句型：—I am going to+动词原形+sth.林小妹：Step7.2a,2b部分（听力)。首先让学生认真观察屏幕上的图片，知道三幅图中的三类职业的表达，提醒学生听录音时注意图中主人公的梦想是什么？然后看2b方框中,告诉学生what,where,how,when 分别表示：是什么，地点，方式和时间。要让学生注意抓住这几个疑问副词作为关键词，以此找出答案！

听力放两遍，第一遍除了抓住主人公的梦想之外，还要让学生大概了解

what,where,how,when等出现在听力的哪个位置，为第二遍确认答案做好铺垫！第二遍确定答案！如果学生在第二遍还没找出答案，这时有必要再放一次录音，使学生对这部分听力有一个更清晰的认识！

杨玛丽：Step8.2c部分。Pairwork(分组活动）。这一部分是对2b听力的巩固，根据这部分的例句，让学生分别对How和when进行对话练习。然后选出一两组同学到讲台上示范对话！以听力材料做对话练习，对提高学生说的能力有很大的帮助！

周燕：Step9.Summary(总结）。为学生总结这个课时主要是学了以下重要的句型：

Sentencespattern:

(1)—What are you going to be when you grow up?

—I am going to be a/an…

(2)—How are you going to do that ?

—I am going to …

林小妹：Step10.Homework.让学生写一篇以My dream为题的作文。这篇作文除了训练写作能力和巩固本课时的内容外，还培养学生树立人生理想的能力，完成了本课的能力目标和情感目标！

蔡奋：大家分析得非常好。谢谢大家的积极发言！希望这次活动大家都有所收获。

第五篇：新目标八年级英语上册Unit10教案

2011·国培英语三班 《教学技能》教案

Unit 10 I’m going to be a basketball player

Teaching Goals: 1.Talk about future intentions.2.Learn to give reasons on the intentions.3.Give others some advice on “how to make it”.Ⅱ.Teaching key and difficult points: A.Vocabulary 1.computer programmer, professional, engineer, pilot 2.computer science, dream job, grow up, move to, fashion show, retire, save 3.resolution, get good grades, get a part-time job, make more friends B.Target language 1.What are you going to be when you grow up? I’m going to be a computer programmer.2.How are you going to do that? I’m going to study computer science.C.Structures Future with going to Want to be

学 员：

2011·国培英语三班 《教学技能》教案

What, Where, When, How questions D.Grammar The simple future tense.Ⅲ.Teaching aids : A tape recorder Ⅳ.Teaching methods: Audio-lingual method;Communicative Approach;PPP

Section A（3A —4）

Period Three Read and speak Ⅰ.Teaching aims and demands: 1.Revise the target language, and complete the reading practice;2.Go on learning the simple future tense: be going to Ⅱ.Key and difficult points: A.Vocabulary Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet B.Target language 1.What are you going to be when you grow up? I’m going to be an actor.2.How are you going to do that? I’m going to take acting lessons.3.Where are you going to work? C.Structures

学 员：

2011·国培英语三班 《教学技能》教案

Future with going to Want to be What, Where, When, How questions D.Grammar The simple future tense: be going to Ⅲ.Teaching aids : A tape recorder Ⅳ.Teaching methods: Audio-lingual method;Communicative Approach;Control reading Ⅴ.Teaching procedures: Step 1 Revision Review the simple future tense: be going to.Step 2 Reading Task 1 Read the instructions.Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.Task 4 Ask students to underline the things that Tian Tian is going to do.Task 5 Correct the answers.Step 3 Writing and speaking Task 1 Read the instructions.Task 2 Have students write down answers about themselves, and tell their plans to their partner.学 员：

2011·国培英语三班 《教学技能》教案

Task 3 Ask students to answer these questions.Have them work in pairs to ask and answer, then change the roles.What „? Where„? How„?

Task 4 Ask some students to say their dialogues to the class.Step 4 Group work Task 1 Read the instructions and point to the picture.Write the year 2008 on the blackboard.Ask the class why that is an mportant date for Beijing and China.Task 2 Write going to on the board.Ask :What are you going to do to help make the Olympics a success? Task 3 Divide the class into groups of four or five students.Ask them to make their own conversations.Task 4Ask each group to present its conversation to the class.Ⅵ Homework 1.Revise the target language.2.Revise the simple future tense: be going to.3.Finish off the exercises on work book.学 员：

2011·国培英语三班 《教学技能》教案

Procedure: PRE-TASK ACTIVITIES: 1.Daily English: What do you want to do when you grow up? 2.Role-play: act out the conversation in 3b, P61.Brainstor 3.m: what other occupations could you think of?

Step 1: Listen to a song: dreaming my dreams.Talk about my dream job: Once I wanted to be a lawyer.Step 2: Look at the slide shows and speak out their jobs.Step 3: Listen to Section A, 3a.Answer two questions.What is Josefa’s dream job?

Where is she going to move?

Step 4: Read it again and try to find out How she is going to do that.Step 5: Listen to Section A 2a, fill in the chart.Step 6: Task1: Help your classmates to realize their dreams: How are they going to do that?

Hand out the students’ dreams jobs paper and each group have one.Step 7: Discus in groups: what’s his / her dream? How is he / she going to do that?

Step 8: Write down your group’s opinion and report.Step 9: Task2: We have a dream.Beijing is hosting the 2008 Olympic Games.What can you and your classmates do to help make the Olympics a success? Make a list with “going to”.教案点评及反思：

一．环节设计思路：

学 员：

2011·国培英语三班 《教学技能》教案

本课综合听说读写四个方面，以三个环环相扣，循序渐进的任务展开知识学习.首先以一首优美的歌曲“Dreaming my dream”引入，将学生自然带入语言环境，并初步感受到本课的主要话题是谈论自己的理想，由此引出本课第一个任务，学生听一段课本中的短文，了解她是如何构想将来的，并为第二个任务做了铺垫。有了理想之后，更重要的是要为实现理想付出努力。因此，第二个任务接踵而来，学生阅读短文，了解她将如何实现理想，这个任务承上启下，它引出本课的中心任务：即帮助自己的同学实现理想。最后，从个人梦想过渡到民族梦想，我们已经争取到2008奥运会的申办，那么，我们将要怎么做，为奥运会贡献自己的一份力量呢，该任务既是拓展，又是巩固。二．课后反思：

本课在设计上听说结合，相得益彰。首先给学生创造了一个语言环境，让学生自然融入，然后，缓缓导入阶梯状任务链，循序渐进，难度不断加大，但坡度平缓，铺垫充分且扎实，因此学生在完成最后的中心任务时亦不觉吃力，整堂课学生活动充分，教师的引导点到为止，给学生较大的空间发挥和创造。另外，教师在几个任务之间的点评也很及时到位，给学生非常清晰的范例和指示，利于学生明确任务的方向。

学 员：