Go for it 8A Unit 10全英文上课学习上课学习教案

人教版新目标Go for it! 8AUnit 10 I’m going to be a basketball player课题：本节课选用的课题出自人教版新目标英语（Go for it!）八年级上册Unit 10 I’m going to be a basketball player. 授课对象为我校七年级29班的48名学生。

学情分析：授课学生大部分为城市学生，平均年龄在13岁左右。

这个年龄段正处于精力充沛，朝气蓬勃时期。

而且大部分的学生均从小学三年级开始接受英语学习，英语学习功底扎实，对英语学习有着浓厚兴趣，英语语言表达能力出色，都喜欢新鲜事物，喜欢在任务型教学的活动中发挥自己的思维活跃，积极踊跃表达自己的见解。

求知欲强，有较强的竞争意识，主动参与课堂且有较好的自控能力。

学生通过将近一年的新目标英语学习，对本教材的整个课程的模式有一定的了解，具备一定的听、说、读、写基础。

另外，“be going to…”句型本单元主要围绕“future intentions”这个话题展开讨论，并根据所掌握的相关单词和句型，如：“be going to…”, “want to…”等，谈论自己或他人将来的理想。

学生通过将近一年的新目标英语学习，对本教材的整个课程的模式有一定的了解，具备一定的听、说、读、写基础。

另外，“be going to…”句型已在《人教课标版小学英语六年级上册》“Unit 3 What Are You Going to Do？”中，作为重点句型让学生掌握；而部分与职业有关的单词也已在《人教版新目标英语七年级下册》“Unit 4 I want to be an actor.”中有所接触。

上述条件为本单元目标词汇与句型的运用打下了较好的语言基础。

通过本单元的进一步学习，是学生能更加自如地使用目标语言进行交际活动。

教材分析：Unit 10以“future intentions”为话题，选材自学生的日常生活，十分符合学生的实际，通过本单元的提出的话题，学生可以对自己将来的发展进行思考，并通过目标语言的学习，和同学、朋友探讨各自的人生理想，通过活动能真心体会成长过程中他人的帮助和关爱，同时，进一步学习目标句型来描述将要发生的事情。

3.引导学生思考如何用英语描述这些即将发生的事情，从而激发学生对将来时态的好奇心和求知欲。
（二）讲授新知
1.教师呈现SectionA1a的图片，让学生观察并描述图片内容。引导学生注意图片中的人物正在谈论一个即将举行的活动。
2.教师播放SectionA1a的对话录音，让学生跟读并回答问题。通过回答问题，让学生关注对话中的一般将来时态表达。
2.教学步骤：
（1）导入：通过与学生谈论即将举行的学校活动，激发学生对将来时态的兴趣。
（2）新知呈现：呈现本节课的目标词汇和短语，引导学生通过观察、模仿和实践，掌握一般将来时态的用法。
（3）听力训练：设计有针对性的听力练习，帮助学生提高听力理解能力。
（4）口语实践：组织小组讨论、角色扮演等活动，让学生在实际交流中运用所学知识。
2.在实际交流中，部分学生存在时态混淆的现象，导致表达不准确。
3.学生的听力水平参差不齐，部分学生在听力练习中存在困难。
4.部分学生对英语学习缺乏兴趣和自信，课堂参与度不高。
针对以上学情，教师在教学过程中应关注学生的个体差异，采用分层教学策略，提高学生的学习兴趣和自信心。同时，注重词汇教学，加强听力训练，提高学生的英语综合运用能力。此外，通过创设有趣、真实的语境，激发学生的学习热情，使他们更积极地参与到课堂教学中。
（2）课外活动：鼓励学生参加英语角、英语演讲比赛等活动，拓宽他们的知识面，提高英语水平。
四、教学内容与过程
（一）导入新课
1.教师与学生进行自由谈话，询问他们最近是否有参加或即将参加的有趣活动，如学校庆典、运动会等。通过这个话题，自然引入本节课的主题——将来时态。
2.在谈话过程中，教师注意板书学生提到的关键词汇，如"invite", "contest", "practice", "prepare", "perform"等，为接下来的新课做好铺垫。

-引导学生谈论视频中的乐器，激发学生对新词汇的兴趣；
-通过提问方式，了解学生对音乐及乐器的了解程度，为新课的学习做好铺垫。
2.教学实施：
-播放音乐会视频，引导学生注意观察；
-邀请学生分享视频中看到的乐器，并尝试用英文描述；
-教师适时呈现新词汇，如piano、guitar等，让学生跟读、模仿；
-通过提问，了解学生对音乐及乐器的基础知识，为新课的学习做好过渡。
八年级英语上册（人教新目标GoForIt!）Unit10第1课时SectionA(1a2d)教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教新目标GoForIt!八年级英语上册Unit10第1课时SectionA(1a2d)，掌握以下知识与技能：
1.词汇：学生能够熟练掌握并运用以下词汇：cousin, instrument, piano, guitar, violin, drum, play the piano, play the guitar, play the violin, hit, practice, band, concert, audience, perform等，并能运用这些词汇进行简单的英语对话。
3.情感激励：通过鼓励和正面反馈，增强学生的自信心，减少学习中的焦虑感，特别是在口语表达方面。
4.合作学习：鼓励学生进行小组合作，通过同伴互助和角色扮演等活动，提高口语和听力技能。
5.多元化教学手段：
-利用多媒体资源，如视频、音频等，丰富听力训练，提高学生的兴趣和注意力；
-创造互动式学习体验，如在线问答、现场表演等，增加课堂的互动性和趣味性；
8.课外拓展：鼓励学生参加学校或社区的音乐活动，了解各种乐器的特点及演奏技巧，拓宽知识面。

学期教学计划一. 指导思想注重素质教育，强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

为学生的充分发展创造条件，为继续学习打下基础。

二. 教材分析《新目标英语八年级（上）》共有十二个单元，每个单元都分为两个部分：A 部分和B部分。

新课通过听、说、读、写的全面训练，培养学生全面发展的能力。

配以适量练习，及时对所学内容进行复习巩固。

教材突出几个方面：1．语言功能项目（Functions）：Talk about how often you do things; Your health, give advice;Future plans; How to get to places;Make,accept and decline invitations; obligations;Personal traits; compare people; Describe a process; follow instructions;Events in the past; Famous people;Future intentions; Make polite requests; ask for permission;Discuss preferences; make comparisons.2．语法项目：形容词和副词的比较级和最高级；动词种类：情态动词can、could、must、have to、should；动词用现在进行时来表示按计划或安排将要进行的动作；用“be going to +动词原形”表示将要发生的事或打算；句子成份、句子的类型、简单句的五种基本句型。

三. 提高教学质量的措施1．遵循英语教学规律，寓思想教育于语言教学中；2．精讲多练，着重培养交际运用英语的能力；3．听、说、读、写全面训练，不同阶段有所侧重；4．尽量使用英语，适当使用母语；5．发挥教师的主导作用，采取多种教学方法，充分调动学生的主动性和积极性；6．对学生进行因材施教，全面提高学生素质；7．提高课堂教学质量，积极开展课外活动，培养学生学习英语的兴趣；8．充分利用直观教具，优化教学手段，努力创造英语学习环境，提高英语教学质量。

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新目标英语Go for it八年级下Unit10教案新目标英语（Go for it）八年级下Unit 10教案Unit 10 It’s a nice day, isn’t it?(Book 2) The Second Period Teaching Aims and Demands 1. Knowledge and Ability Objects (1)Key vocabulary: Franklin Lake; noon (2)Key structures: ---It’s really cold today, isn’t it? ---Yes, it is .I hope the bus comes soon. (3)Train students` ability of listening and speaking. (4) Train students` ability of communication. 2. Method Objects in Teaching (1)Listening and speaking methods. (2)Communicative approach 3. Enable students to understand the feeling of others in communication. Teaching Key Points 1. Key phrases; by noon ; on the weekend 2. Master the structures in Grammar Focus. Teaching Difficulty Make conversations using the target language in Grammar Focus. Teaching Aids A tape recorder. A computer Teaching Proc edures StepⅠ Greetings and revision Greet the as usual and check the homework .Ask students to show their written work. StepⅡ New words Show the new words on the Bb and teach the words. Franklin Lake 富兰克林湖 noon 中午StepⅢ 2a 2a provides guided listening practice using the target language. First write successful and unsuccessful on the blackboard. T: Do you know what the meaning of the word successful is? S1: Yes .I think it means having done well. T:Great .What about the word unsuccessful? Ss: We are not sure. T: It means not successful. Clear? Ss: Yes. T: To have successful small talks, both people need to ask questions. Now listen to the three conversations. Are they examples of successful small talks? Write “s” or “u” in the blanks. Play the tape for the first time .Students only listens. Then play it a second time .This time students write “s” or “u” in the blanks. Check the answers. Answers: Conversation 2: u Conversation 3: s StepⅣ 2b T: Listen to conversation 3 again. Put the sentences andque stions in order .First I’ll ask different students to read the lines of conversation to you .The sample answer “f” is given. This is the opening line of the conversation. Play the tape .Ask students to write the letter of each sentence from the conversation in the correct place. Check the answers. Answers: 1. f 2.b 3.e 4.a 5.d 6.c 7.g StepⅤ 2cPair work This activity provides guided oral practice using the target language. T: First I’ll ask a pair of students to read the conversation in 2b. Sa: Yes. It alw ays rains on the weekend, doesn’t? Sb: Yes. Itrains every Saturday. Sa: Do you think it’ll stop by noon? Sb: I hopeso .I want to go swimming. Sa: Oh? Where do you swim? Sb: At Franklin lake . Sa: Do you ever go there? (Write two phrases and a sentence onthe blackboard: On the weekend; by noon; I hope so) T: In the conversation, there are two important phrases and a key structure.Please look at the blackboard, on the weekend means on Sunday and I hope so means I hope it will stop by noon. Please remember them .Now practice the conversation in pairs. (After a while) T: OK. Now it’s your turn to make your own small talks. You can use the questions in the box. As students are talking to each other, move around the classroom checking their work .In the end ask several pairs to come to the front of the classroom and act out their conversations to the class. Sample conversation: A: It’s really cold today, isn’t it? B: Yes, it is .The No. 15 bus stops here, doesn’t it? A: Yes it does. I hope the bus comes soon .I must go to school on time. B:I hope so . StepⅥ Grammar Focus Look at the Grammar Focus box .Ask students to read the questions and answers. Ask students to copy the three sets of questions and answers in their exercise books. Then show the following on the screen. It’s really windy today, isn’t it? Yes, it is. You’re Ben’s sister,aren’t you? Yes, I am The No.15 bus stops here, doesn’t? Yes, itdoes T: Look at the sentences. According to the tag questions, can you see how to give the correct Yes or No short answersto go with each question? Ss: Yes. T: Can you give me some examples? S2: He is a good student, isn’t he? S3: Li Ping likes music, doesn’t he? T: Right. Can you think of a small talk question that ends with don’t you? S4: You take this bus, don’t you? T: That’s correct. And what answers could you give? No. S5: No, I don’t. T: Correct. And Yes . S6: Yes I do. T: That’s correct .Very good. Write the students` words on the blackboard and ask students to practice a lot. StepⅦ Grammar Note P oint out that tag questions are a simple, direct way to start a conversation. Because tag questions ask for a short answer (Yes, I do .No, it isn’t.), they are easy to answer and give two people who don’t know each other a comfortable way to start talking. StepⅧ Summary T: This class we’ve learnt what one should say to start a small talk. I hope you can start a with strangers. n this way you can practice your spoken English and make a lot of friends. StepⅨ Homework T: Tape record yourselves as you read your conversations for 2c.。

Lesson Plan Presentation08英教2 章圣雪Good morning，ladies and gentlemen. I’m very glad to have the pleasure of interpreting my lesson here today. The lesson plan I am going to present is from Go for it Grade 8 Unit10 I am going to be a basketball player. I will present my teaching plan from the following 4 aspects: the analysis of teaching material, the teaching methods and studying ways, teaching procedures and blackboard design.Ⅰ. Analysis of teaching materialThe analysis of teaching material comes first. The topic of this unit is about life goals. It is close to students’ lives and can arouse their interests. This lesson I’ll teach section A. All the activities are aimed to help students talk about future intentions. And the target language is basic for Ss to learn the other contents of this unit.As for students, they have learned future tense in unit 3 preliminarily and learned some names of jobs before. But they still need to exercise more to master the new contents.Then，I will talk about some focal points we should pay attention to. Ss have known how to use present progressive as future, but they don’t know how to use be-going to do to express their future plans. So it’s important to let them understand and use it.So in order to fulfill my learning task of this lesson，I make out the following 3 objectives：The first is knowledge aims: Ss can understand and use the words: programmer, engineer, pilot, professional. Ss can use these sentences when they communicate with each other: What are you going to be when you grow up?I’m going to be _________.How are you going to do that?I’m going to_______________.The second is ability aims: Ss can use future tense with going to to talk about their future with each other successfully. Ss can develop their listening skills and communicate in a correct and fluent way.The third is affective aims: Ss can set up the lofty goals and consider their futures. Ss know how to exchange their life goals to their friend.I will use PPT and BB in this lesson.Ⅱ. The teaching methods and studying waysNext，I will talk about the ways of teaching and studying. As we all know: the main instructional aims of learning English in the middle school is to cultivate Ss’s abilities of listening, speaking, reading, writing and their good sense of English language. So I’ll mainly choose the Communicative Approach and TBLT as the main teaching methods. Some students are lack of courage and independent thinking abilities. So I will be the guider. Many tasks require all the students to take part in，they have many chances to exercise their oral English with their classmates. They willdo some pair work and group work such as do a survey to learn how to listen to other’s opinion and exchange their information.Ⅲ. Teaching procedureNow, let’s focus on the teaching procedures which include 7 parts:Step1 greeting and revisionThe first is greeting and revision. It will cost 4 minutes. After greeting, I will ask one student to come to the blackboard and act out what I tell him (her) to do. Then I will let Ss guess what kind of work he (she) does. It can let Ss focus on the class and revise the names of jobs learned before.Step 2 Presentation and practiceHere is the second step：Presentation and practice. It will cost 24 minutes. First, I will show students some pictures of the new jobs and ask what they are going to be in the future. Then I will change “in the future”into “grow up”and let them guess the meaning. I will show them a picture to explain the meaning of “grow up”. It is aimed to introduce new words of engineer, pilot, professional, programmer and learn the new structure.Then I will let students do pair work to introduce their choices of jobs. In this step, they can ask and answer using the phrases “grow up” and “be going to + do”.After that, I will ask them to do a small exercise to fill in the blanks. They need to change the forms of verbs to finish the sentences. Ss can make comparison among present tense, past tense and future tense.Next, I will teach the new structure. I will ask them: If you want to be a professional basketball player, how are you going to do that? Then I will show them how to answer it. Then I will change the names of jobs and let some Ss answer my questions. For example, what are you going to be when you grow up? If you are going to be a professional basketball player/pilot/programmer/engineer…, how are you going to do that? By that way, Ss can practice using the target language.Step 3 Free talkThe third step is free talk. It will cost 3minutes. I will ask them: Do you think these jobs are interesting? And give them the mode: I think to be a / an … is the most interesting, but I think being a / an … is the least interesting. Because…. .Ss will talk about their opinion and develop their minds. They can be familiar with the new jobs and make preparation for next step.Step 4 PracticeThe fourth step is practice. It will cost 7 minutes. First I will let Ss read the model together. Then girls ask and boys answer. Next is group work. One is the reporter, one is the recorder. I will ask Ss to make interviews about their ideal jobs using the mode. At last, I will call some Ss to show their results. It can practice their writing and reading abilities. They can master the new words and structures deeply. Step 5 ListeningNext step is listening. It will cost 3minutes. Ss listen to 1b and then check the answers. Then Ss listen to 1b again and repeat, sometimes I will call some Ss repeat. It can develop their listening skills and consolidate the new contents.Step 6 SummarySummary is the sixth step. It will cost 3minutes. I will let Ss summarize the usage of the structure “be going to +do”. Then Ss should fill in the blanks. It can consol idate the usage of “be going to + do”.Step 7 HomeworkThe last step is to assign the homework. It will cost 1 minute. There are two. The first is let Ss recite the part of listening. The second is to write down a dialogue about their ideal jobs. The purpo se for this homework is to improve Ss’s writing abilit ies and consolidate the expressions.ⅣBlackboard designOk, this is my blackboard design. On the top is the title of this lesson. And I will write some key words on the left and the structures of the expression on the right. It is clear for Ss to know the important points they should remember.That’s all for my presentation. Thanks for your attention.。

初中英语阅读教学设计Go for it八年级上Unit 10各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢一、学生分析教学对象为八年级的学生，他们的认知能力比初一阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。

他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

二、教材分析本单元是Goforit八年级（上）unit10，主要是围绕职业这一话题展开各种教学活动，本节课旨在创造一个轻松、愉快的学习交流环境，通过听、说、读、写来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。

三、教学目标通过这堂课的学习，进一步提高学生的阅读能力，新知识的导入建立在已掌握的旧知识基础之上，学生的现实生活经验有助于他们理解能力的提高。

他们所学的新知识需要借助原有的生活经验，才容易被理解和接受。

四、教学设计思路将课本的warming-up，pre-reading，reading，comprehending四个部分结合成一个课时。

而课文中的warming-up，pre-reading部分内容较多，不适合作为该阅读课的导入部分，因此不采用编者的设计。

让学生充分了解话题，激发学生浓厚的学习兴趣，为接下来的阅读做好准备。

本课的重点在于精读部分，设计由易到难地将任务分成若干部分，目的在于训练学生掌握不同的阅读技巧，帮助学生充分地理解材料。

学生学完整课，必须学以致用。

最后设计一个角色扮演环节，让不同的学生扮演不同的角色，使学生能够设身处地地从一个记者或被采访对象的角度看问题和做事，获得实际的体验，能够积极参与学习活动，在活动中学习。

课 题
Unit 10ቤተ መጻሕፍቲ ባይዱ’ve had this bike for three years.
课时
Lesson 2: Section A(3a—4c)
课型
New
教学目标
知识目标
1.学习并掌握下列词汇:
junior, clear, bedroom, own, railway, part, certain, honest, while, truthful, junior high school, clear out, part with, as for, to be honest,
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and Leading
in 1a
1. Free talk
Show a picture of a yard sale and describe what a yard sale is.Like:
T: What is a yard sale?
5. Check the answers.
1. Ss look at the map in 2a carefully.
2. Listen and circle the things in 2a.
3. Ss read the sentences in 2b carefully.
4. Listen to the tape in 2b and fill in the blanks.
2. The uses of the present perfect tense with for and since.
课前预习
Preview the new words.

英语说课应注意的问题我认为说课首先要展示的是个人的英语口语素质：发音准确、口齿清晰、语言流畅优美、语调正确（即汉语所说的抑扬顿挫）。

这是说好课的先决条件，满口说错的单词，掌握不好语流、语速及重音，就无法说一口地道的英语。

评委在评分时这是最主要的依据之一。

第二方面要展示的是教学过程设计。

所谓的教学过程设计，说白了也就是大家如何上课就如何说。

为什么把教学过程设计放在第二位呢？因为评课教师往往会先入为主，你一上台俊男靓女，激情澎湃，热情洋溢，再说一口流利的地道的英语，还有必要再刻意注重你的教学过程的设计吗？我认为评委首先考虑的就是你的个人的英语素质与休养。

第三方面可以展示一下你的书写。

板书的时候不要太多，最好是只板书课题就行。

如果你的书法是强项，也可以适当多写一点。

扬长避短。

但写的太多会占去不少的时间。

要板书的时候，说到时就板书。

第四点就是语言的运用。

不要用生僻的单词，要多用口语化的简单的英语。

英语和汉语一样，也有书面语和口头语。

能用简单英语的地方就不要说的太难懂，尤其是不要使用你自己都说不准的单词。

另外，一定不要用汉语说课，既使你的声音很有磁力，普通话也如播音员。

最后一点就是说课的时间。

一般规定是15分钟，我认为7-10最好。

因为你一上台亮相，一开口说话，评委基本上给你定好格了。

下面我就以八年级上册Unit 10 I’m going to be a basketball player.为例，来了解教材和具体的说课。

首先大家先来了解Go for it！这套教材的编写体例。

这套教材按单元编写，每单元分Section A，Section B和Self-Check三个部分。

从八年级下册开始，每单元加了一个Reading。

根据教学情况，一般可以分为五个课时进行教学：Period One—Section A：1a-2c，Period Two—Section A：Grammar focus-4，Period Three—Section B：1a-2c，Period Four—Section B：3a-4，Period Five—Selfcheck.(Period Six—Reading)其中第一、三课时为听说课，第二、四课时为读写课，第五课时为复习课，第六课时为阅读课。

2.训练听说综合能力。
教学
工具
IWB, PPT
教学
方法
任务型教学法、情景交际法
教学过程
教学步骤
课堂活动
学生活动
设计意图
Step 1
Leadin
1.Greeting
2.Tplaysthe office song ofTheWorldCup and says:What will happen if I play a video in class?T maywrite down students' answers.
2.T asks Sstodiscuss:If you are planning a class party,what will you think about?.
3.Ss read the conversation in 2d.
4.T asks Ssto read and answer the questions.
7.Go through 2a, Ss readsentencesfirst.T plays the recording,Sslistenandcircle the correct answers.
8.Go through 2b,Tlets Ss Read the instructions. Makes sure the Ss know what to do.T play the recordingagain.Ss listen and write down their answers.
Step8
Homework
Make a conversation between you and one of your classmates. In the conversation, you’ll have to talk about:

新目标英语Goforit八年级上Unit10教案（5）新目标英语（Go for it）八年级上Unit 10教案(5)Unit 10 I’m going to be a basketball player 课题Unit10 Section B 3a-4 主备人阮爱华执教人阮爱华案序 5 学习目标知识与能力: 1.掌握本单元的重点短语和句型。

2.熟练掌握反意疑问句的用法。

3.闲聊在英语表达中的`定义与操练。

4.学会写感谢信。

过程与方法：教会学生通过看，听，说，讨论来获取信息。

通过小组合作，学会能够谈论自己过去的生活经历。

充分利用教学图片和多媒体，创设情景让学生有参与学习的欲望，引导他们主动学习。

情感态度价值观：通过对本课时的学习，使学生很顺利、愉快地完成“small talk”，促进学生的学习兴趣和成就感。

使学生能正确的用英语来表达个人情感，如Thank-you note，增强学生运用英语表达个人思想的动力。

重点难点 1.词汇：Thank you note for..,wonderful time, invite,be friendly to, feel like,part of the group, show around,hard time, help sb with sth 2.句型： Thank you for + n./ doing sth I have a wonderful time in Saturday night. I feel like part of the group now. Thanks for s howing me around the school last week. He’s really good at math, isn’t he? Friends like you make it a lot easier to get along in a new place. 学习内容与流程一、情景创设，导入新课 Did you go to a party?Have you writen a Thank-you note. Now today let’s see some notes t ogether. 二、自主学习，合作探究，师生互动 Step 1 ask Ss read the three notes or have different students do it. Then point to the list of three situations: thank-you note for a gift thank-you note for a party thank-you note for help Step 2 Ask the students to fill in the blanks. Then check the answers. Step 3 Ask students to write their own thank-you note. In the end invite some students to read their letters to the class.三、点拨升华让学生掌握感谢信的写法，并能就实际生活运用感谢信表达对他人的感激，在实际运用Thank-you note的过程中，提高自己综合运用语言的能力。

Go for it 8A Unit 10全英文教案Unit10I’mgoingtobeabasketballplayer.Part1:TeachingdesignStr uctures:Futurewithgoingto;wanttobe;what,where,when, howquestionsTargetlanguage:whatareyougoingtobewheny ougrowup?I’mgoingtobeacomputerprogrammer.Howareyougoingtodotha t?I’mgoingtostudycomputerscience.Vocabulary:computerpro grammer,professional,engineer,pilot,computerscience ,dreamjob,moveto,fashionshow,retire,save,resolution ,getgoodgrade,getapart-timejob,makemorefriendsLearn ingstrategies:Usingcontext,Role-playingSEcTIoNAGoal s●Tolearntoexpressfuturewithgoingto;wanttobe;what,whe re,when,howquestions●Totalkaboutfutureintentions●ToreadaboutfutureintentionsProcedureswarmingupbygreetingHello,everyone!weknoweverychildhashisowngreati deal.Ithinkyoudothesame.whenyougrowup,maybeyouwantt obeateacher,abusinessman,apilot,oranengineer.Todayw earegoingtotalkaboutthetopicaboutyourintentions.Tur ntolookatUnit10:I’mgoingtobeabasketballplayer.Lookattheblackboardandr eadaftermethetargetlanguageforthisunit.whenyouread, payattentiontogoingto,wanttobe,andwhat,where,when,h owquestions.Doyouknowwhatintentionmeans?Itmeanssome thingyouwanttodoorplantodointhefuture.Itisnotsometh ingwhichwilldefinitelyhappen.Iwillgiveyouoneminutet othinkaboutwaysyoualreadyknowtotalkaboutfutureevent s.Andyoucanusethequestionwordswhere,when,what,howlo ngtoaskandanswerquestions.Forexample:Q:whereareyougoingnextweek?A:I’mgoingtosummercamp.Q:Howlongareyoustaying?A:I’mstayingforaweek.Q:whataregoingtodo?A:I’mswimmingthere.Fromtheaboveweknowthat~ingwordsexpre ssthefuturetense.Nowlookatthesentencesinthespeechbubbleonpage59.Inthisunit,weareusing~ingwordstotalkab outthingsthatmayormaynothappen.wearetalkingaboutpla ns.1aRankingthejobsonpage59youwillfindaboxwithsixdi fferentjobs.Nowyouaregoingtorankthesixjobsfromthemo stinterestingtotheleastinteresting.Andafterthatyous hallfallintopairstotalkaboutthereasons.1bListeninga ndtalkingReadthephrasesinthetwocolumnsfirst.Thenlis tentofourconversationsanddrawlinesconnectingthejobs andtheactivities.Let’schecktheanswers!keys:1→b;2→c;3→d;4→aNowit’stimetoreadthetapescript,underliningtheexpressions, andshadowingsentencesexpressingfuturewithgoingto.1c DoingpairworkNowinpairsgoontoaskyourpartnerwhatthey aregoingtobeandhowtheyaregoingtodo.NowI’llgiveyouamodelconversationandyoumaypracticelikethi s2aListeningandcheckingNowlet’sgotopage60.Pleasetalkaboutwhatyouseehereinthepictu re.1.He’saprofessor.2.He’sateacher.3.He’sanactor.4.He’sastudent.Nowlistentothetapeandcheck√thecorrectboxes,thethingschengHanisgoingtodo.Nowyou shallreadthetapescript,tryingtounderlinetheexpressi onsandshadowsentencesexpressingfuturewithgoingto.2b ListeningandfillingListenagainandfillinthechart.2cD oingpairworkNextwearegoingtomakeaconversationinpair sAskandanswerquestionsaboutwhatyoutwoaregoingtodo.3 aReadingandunderlingThereisadiaryonpage61inwhichTia nTianwritesabouthisdreamjob.Nowyouaregoingtoreadita ndunderlinethethingsthatsheisgoingtodo.Firstreadthe diarytothetapetogether.Thatis,youstartreadingalouda stherecordergoes,andyoustopreadingaloudastherecorde rstops.whilereading,payenoughattentiontothepauses,t hepronunciationandtheintonationofthenativereader.ma keyourreadingaloudasthesameasthereader’s.Nowreadthediarythrough.whilereadingtrytodivide/it intopartsandunderlinethethingsthatTianTianisgoingto do.3bDoingpairworkSilence,please!wearegoingtohavear ole-playinpairs.SupposeoneofyouisTianTian,theotherw illinterviewyouaboutyourdreamjob.Nextlet’stalkaboutyourowndreaminthefutureusingthequestionwo rdswhat,where,howandetc.4Doinggroupworkwhatwillhapp eninXX?yeah,BeijingishostingtheXXolympicGames.whatcanyouandyourclassmatesdotohelpmaketheolympicsasucce ss?Nowdiscussingroupsofthreeorfourandmakealistwithb egoingto.closingdownbyplayingavideooftheolympicGame swell,toknowmoreabouttheolympicGameslet’sseeavideooftheXXolympicGames.Doyouknowwhereitwashe ld?。

08号外国语言文化学院张钕清课题名称：I am going to be a basketball player Teaching Material: 人教版Go for it 八年级上册Ⅰ. Analysis of the teaching material1. This is the tenth unit of Book 1 used for Grade Eight students in middle school.2. The language function of this unit is to talk about future intentions. The topic deals with life goals and students will learn the form, meaning and use of “be going to” to express the future, including How and Wh-questions. The students will learn to talk about their dream jobs and make life goals based on their hobbies.3. Such a topic is related to their daily lives, and it’s very int eresting and useful tostudents. So it’s helpful to raise their learning interests and improve their spoken English.Ⅱ. Teaching ObjectivesBy the end of the lesson, students are expected to be able to: Language knowledge：1. Review the vocabularies about jobs they learnt in last lesson.2. Master a new structure “be going to do something”, and understand its from, meaning, and know how to use it.Language skills：1. Listening: learn to catch the key words while listening.2. Speaking: learn to express intentions and future plans by using “be going to do something”.3. Speaking: learn to ask others’ dreams and future plans by using How and Wh-questions with what, why, where, when.Affect：1. Arouse interest and enhance confidence in learning English.2. Learn to cooperate with others through group works, and foster teamwork spirit.3. Know how to plan their future reasonably and strive for it.Learning strategies：1. Learn to detect and discover language features by summarizing the examples.2. Learn to cooperate with each other to solve problems, and appreciate each other to learn from others’ strength.3. Learn to communicate actively with others in English through classroom activities. Cultural awareness：1. Learn how to make career planning.2. Realize the language and cultural differences between China and English countries; develop intercultural communicative competence.3. Have a deeper understanding of our Chinese culture through the comparison. Ⅲ.Analysis of the important and difficult points Important points:1. The form, meaning and use of “be going to” to express the future.2. How to ask others’ dream jobs and future plans by using How and Wh-questions with what, why, where, when, and how to answer it.What are you going to be when you grow up?I am going to be a/an…Where are you going to work?How are you going to do that?When are you going to start?Teaching difficulties:Students may not have a clear goal of what they are going to be in the future. Even they have one; they may not know how to plan it. Therefore, teacher should offer more guidance and suggestion in this aspect.Ⅳ. Analysis of the teaching methodsCentere d on “Task-based L anguage T eaching”, “Communicative” teaching method and “Situational Language Teaching” method, I’ll give students some tasks and arrange different kinds of activities: small competition, pair work, group activity, listening practice and c ommunicative task to cultivate students’ abilities of listening, speaking, reading and writing.Ⅴ. Analysis of the learning methodsStudents will learn to discover the language features through observing and summarizing the examples, and work cooperatively with desk mates and group mates to finish the tasks, and also learn from each other.Ⅵ. Teaching Procedure (for 40 min)Step 1: Warm up and lead in(3 min)Step 2: Presentation of the new grammar (4 min)Step 3: Practice of the new grammar:Controlled Practice (6 min)Step 4: Practice of the new grammar:Semi-Controlled Practice 1 (8min)Step 5: Practice of the new grammar:Semi-Controlled Practice 2 --- Listening Task (5 min)Step 6: Production of the new grammar:Communicative Task (13 min)Step 7: Assignment (1min)中文版教案步骤五（13分钟）交际性活动前言：哈利波特授予了同学们魔法力量，同学们被邀请到著名的电视节目做客---“中国梦想秀”。

四、教学内容与过程
（一）导入新课
1.教师通过展示一组与学生日常生活密切相关的图片，如skateboarding, rollerblading, mountain climbing等，引发学生对日常活动的思考。
2.教师邀请学生分享他们在业余时间喜欢进行的日常活动，以及他们进行这些活动的频率。
3.教师引导学生关注本节课的学习目标，即掌握描述日常活动及频率的词汇和一般现在时态的用法。
4.阅读与写作作业：阅读教材中的Section B阅读材料，回答相关问题，并根据阅读材料编写一篇短文，描述自己和他人的日常活动及频率。
要求：阅读材料需仔细阅读，正确理解文章内容；短文内容结构清晰，语言表达准确。
5.课外拓展作业：观看一部英文电影或听一首英文歌曲，关注其中与日常活动相关的词汇和表达。
要求：记录下感兴趣的词汇和表达，尝试在日常生活中运用；撰写观后感或听后感，分享自己的感悟。
5.教学策略：
a.关注个体差异，因材施教，为不同层次的学生提供合适的学习任务。
b.创设丰富的语言环境，激发学生的学习兴趣，提高课堂参与度。
c.采用形成性评价和终结性评价相结合的方式，全面评估学生的学习成果。
d.注重情感教育，关注学生的心理健康，培养其积极向上的生活态度。
6.教学拓展：结合学生的兴趣爱好，引入与日常活动相关的课外资源，如英文电影、歌曲、新闻报道等，拓宽学生的知识视野，提高英语素养。
此外，学生在学习过程中表现出较强的求知欲和参与意识，喜欢通过互动、游戏等趣味性强的教学活动学习英语。在此基础上，他们对本章节关于日常活动的内容具有浓厚兴趣，有利于激发学习积极性。
但同时，部分学生对英语学习仍存在恐惧心理，课堂表现较为内向、拘谨。因此，在教学过程中，教师应关注学生个体差异，充分调动他们的积极性，鼓励他们大胆开口，勇于表达。

Go for it 八年级上Unit 8教案(5) 精心设计的教案教案是教师教授课程所使用的教学计划，具有设计合理，指导周全，组织安排明确等特点。

本文将结合教育教学实际情况，为大家介绍一份精心设计的教案：Go for it 八年级上Unit 8教案(5)。

1.教学目标(1)知识目标：1.掌握四会单词：tire,computer,dictionary,expensive等单词的发音、拼写和词义。

2.掌握本单元重点词组：get out of,at the weekend,be tired of,goshopping等的用法。

3.能够正确运用本单元所学语言知识完成听、说、读、写的各项任务。

(2)能力目标：1.能听懂、理解对话内容并能说出关键信息。

2.能读懂文章、了解其含义及上下文之间的联系。

3.能有较强的表达能力，描述自己喜欢的事物或热爱的运动或活动。

(3)情感目标：1.提高学生对英语教学和学习的兴趣，增强自主学习和实践操作的意识和能力。

2.培养学生的口语表达能力和沟通交流能力，提高合作意识和团队精神。

3.培养学生的感性与理性思维，强化学习能力和思维能力。

4.教学内容Go for it 八年级上Unit 8教案(5)5.教学重点1.正确使用本单元重点词组和语法句型。

2.能熟练运用所学语言知识，形成自己的语言风格。

4.教学难点1.理解文章的含义及上下文之间的联系。

2.合理搭配词汇，提高口语表达水平。

5.教学方法1.任务型教学法引导学生在课堂上发现问题、解决问题、合作完成任务，激发学生的兴趣和积极性，提高学生的综合素质和能力。

2.情景教学法构建生动的情境和场景，在教学中与生活相结合，让学生通过身临其境的教学方式更好地理解知识和掌握技能。

3.互动教学法让学生在教学中发挥主体作用，以学生为中心，促进学生在教学中互相沟通、合作、分享和交流，将知识升华为智慧。

4.多媒体教学法在教学过程中巧妙运用多媒体技术，丰富了教学手段和工具，提高了教育教学的效果和效率。