下载文档原格式
Unit6 SectionA（1a—2c）导学案知识目标：1.掌握以下句型：A: What do you want to be when you grow up ?B:I’m going to be a computer programmer.A :How are you going to do that ?B :I’m going to study computer science.A: What does Cheng Han want to be?B :He wants to be…2. 熟练掌握以下词汇：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist等。
3. 正确使用when 引导的时间状语从句，并能用be going to 结构对将来的事做出计划。
技能目标：能听懂用be going to结构谈论自己及他人理想职业的对话，并能用这种结构进行相关话题的会话。
情感态度：通过谈论将来的计划打算和怎样实现这一目标，引导学生思考自己的人生目标，及早为将来做准备，树立正确的人生观。
回忆并写出我们学过的有关职业的英文表达方式：teacher, nurse, doctor, basketball player, runner, actor, actress,singer, astronaut,reporter,writer...你知道更多的职业的英文表达方式吗？1. 各组同学说出课前回忆的职业名称,读出这些职业名称。
2.在这些职业中，选出你长大后想从事的职业并简单谈论一下。
A: What do you want to be when you grow up ? B: I want to be ….3.学习关于职业的新单词。
4.微课助学（1）. —What do you want to be when you grow up? —I want to be a computer programmer.在以上两句话中，want 后跟动词的哪种形式做宾语？_______ 即：___________(想要做某事)（2）. —What are you going to be? —I’m going to be a basketball player.“be going to+______”表示________(过去/现在/将要)发生的事或打算、计划、决定要做的事情。
Unit6 SectionA〔1a-1c〕全英版教案Teaching Aims1. Knowledge Objects(1)Function：Talk about future intentions.(2)Key V ocabulary：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist(3)Target Language：①What do you want to be when you grow up?②I’m going to be a ...③How are you going to do that?④I’m going to do...(4)Structure：be going to; want to be2. Ability ObjectsLearn to talk about future intentions using the target language.3. Moral ObjectsTo set up the broad ideal and know how to achieve it,Teaching Key Points1. Key vocabulary in this period.2. Target language in this period.Teaching Difficult PointsStructure “be going to〞.Teaching Methods1. Listening method.2. Speaking method.3. Communicative approach.Teaching Aids1. A tape recorder.2. A computer for multimedia use.Teaching ProceduresStep 1 Leading in (about 3 minutes)T：Hello, boys and girls. Nice to meet you again. Would you like to tell me your parents’jobs? You can say like this：My mother is a ... My father is a…S1：My father is a doctor. My mother is a teacher.S2：My father is a policeman. My mother is a nurse.T：Good. Please write their jobs on the blackboard. Draw a chart with two columns on the blackboard, with “father〞and “mother as t he headings. And let students write their parents, jobs on the blackboard.Object：In this way, help students to review the words they have learned about jobs before, such as doctor, teacher, policeman, waiter, driver and so on.Step 2 la (about 10 minutes)Show some word cards to students and help them to learn about some new jobs.T：Now please look at these cards. Do you know what jobs they are?First get students to identify the jobs by themselves, then read each word and explain both in English and Chinese. Students repeat after the teacher.T：Computer programmer is a person whose job is to write programs for a computer.(introducing computer games)Pilot — a person who flies a plane.Basketball player— a person who plays basketball (introducing baseball player, volleyball player ...)Engineer —someone whose job is to design or build roads, bridges, machines，and so on.Actor — a man who plays a role in a play or a film or television programs, (introducing actress.)Ask some students to read each new word to the class, correct their pronunciations.T：Do you think these jobs are interesting? (Students may have all kinds of responses.) Now rank them please. 1 is the most interesting and 12 is the least interesting.Check their answers and find out the most in teresting job in the students’opinions.Step 3 Function presentation (about 10 minutes)T：(Ask one of the students) Would you like to be a computer programmer in the future?S1：Yes. I like to be a computer programmer.T：That is to say，“ You are going to b e a computer programmer in the future.〞(Writing the sentence on the blackboard)Circle “are going to〞on the blackboard.T：Today we’ll learn to talk about future intentions using “ be going to 〞. Future intention means something you want to do or plan to do in the future.T：We learned to talk about future plans using “be + v. –ing〞structure. Remember? Could you give me an example?S1：I’m buying a new bike. (Write on the blackboard and ci rcle the “-ing〞word)S2：—Where are you going next week?—I’m going to my grandmother’s home next week.T：Very good. We can use “be + v. –ing〞to talk about future events. Today we’ll talk about future intentions using “be going to〞structure. Look at this sentence:I’m g oing to be a computer programmer when I grow up. (Writing the sentence on the blackboard)Circle “when I grow up〞and point out that it is not a question but means time.T：Please read after me.Students repeat the sentence after the teacher. Then let them practice making more sentences with the words in activity la, using the structure: I am going to be a....Step 4 1b (about 10 minutes)Call attention to the items in activity lb. Let students read the items before listening to the tape. Then tell them what they are supposed to do.T：Look at the example give n. “ Computer programmer〞is connected with“study computer science〞. That is to say, if you are going to be a computer programmer, you should/ need to study computer science.Then play the recording. Students do the match work.Play the recording again and students check their answers.After listening, ask students to practice reading the phrases in activity 1b and explain what a professional basketball player is like.Step 5 1c (about 10 minutes)First, get students to practice the conversation in1c on page 41 in pairs.Call attention to the two questions：1. What are you going to be when you grow up?2. How are you going to do that?T：What—question asks about the jobs and how—question asks about the actions you will take. Is that clear? Now look at the conversation in the picture. Let’s read it. Boys play role A. Girls play role B.…Then let them work in pairs and make more conversations about the other jobs.Get several pairs to demonstrate their conversations to the class.Step 6 Summary and Homework (about 2 minutes)T：Now let’s come back to the key words and sentences we have learned today.Pointing to the blackboard. Let boys read the key words first and ask girls if there are some mistakes, and then let girls ask and boys answer using the sentences on the blackboard.Call attention to the word order, pointing out we should say “how are you〞not “how you are〞.Homework：Have a conversation about your future job with your partner and write down your conversation on your exercise book. Please use “what〞and “how〞questions.Black board DesignUnit 6 I’m going to study computer science.The First Period (Section A la—1c)Key V ocabulary：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientistKey Sentences：1. What do you want to .be when you grow up?2. I’m going to be a basketball player.(…an engineer, actor, computer programmer.)3. How are you going to do that?4. I’m going to practice basketball every day.(…study math really hard.)(…study computer science.)(...take acting lessons.)。
Unit 6 I’m going to study computer science.Section A (1a–2c) 教学设计Teaching aims（教学目标）1. Master words of different jobs.2. Learn to ask and answer “What do you want to be when you grow up?” and “How are you going to do that?”3. Learn to talk about her/his plans for the future.Language points（语言点）1.要求掌握以下句式：a. What do you want to be when you grow up?I’m going to be a(n) ...b. How are you going to do that?I’m going to ...2．要求掌握以下词汇：1) 名词n. computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist2) 动词v. cook, grow upDifficulties（难点）：使用be going to do 表达将来的打算；合理地表达如何实现自己的职业梦想。
Teaching steps（教学步骤）1. Warm-up and lead-in（导入）(1) Students watch a short video about a song——Be What You Wanna Be. Try to remember the words of different jobs in the video.(2) Show those words of jobs on PPT and read together.2. Presentation（呈现新知识）【目标一】Master words of different jobs(1) What do they do?Let students look at the pictures on the screen.Teach them how to read the nine kinds of jobs. computer programmer, cook, doctor, engineer, violinist,bus driver, pilot, pianist, scientist(老师教读单词并检查学生朗读，提醒学生注意an engineer/actor/actress, 板书9个单词)（2）Let students read the words in !a, review all the words of jobs.（3）Play a game——Quick eye: Show the letters on the screen one by one, and students say the words quickly.【目标二】Learn to ask and answer “What do you want to be when you grow up?” and “How are you going to do that?”(1) 通过Jackie Chan 引入第一大句型(板书)Ask pe ople’s future jobs：A: What do you want to be when you grow up?B: I want to be an actor.（通过Jackie Chan 引入What do you want to be when you grow up?进一步展现相关职业的新单词，并反复用新单词进行第一句型的练习。
Unit 6 Section A 1a-2c【Learning objectives】Knowing : 本课的9个单词Habit----forming: 掌握形容词比较级的变化规则。
.Practising: 运用比较级，谈论人物的个性特征。
【Important points】比较级的变化规则及谈论两人的差距。
【Learning process】 (教师寄语: Practice makes perfect)一、自主学习 (教师寄语: No pains, no gains)Task 1. 形容词比较级的变化规则1、写出下列词的反意词：tall thin long calmold good2、掌握形容词比较级的变化规则：把下列符合要求的单词对号入坐：thin long calm funny quiet serious outgoing smartathleticshort big heavy early interesting beautiful wild1、在词尾直接加er: taller2、以字母e结尾的单词，直接加r: later finer nicer3、双写最后一个辅音字母，加er: bigger4、辅音字母加y结尾的单词，变y为i加er: easier5、多音节词和部分双音节词，在词前加more:more beautiful 6、不规则变化词：many/more goodlittleTask 2. 谈论人物的个性特征1、记忆并练习下列对话：—Is that Tara?／That is Tara,isn't it?—No, it isn't. It's Tina. Tara's shorter than Tina.①、对两人进行外貌、性格的比较，应用：形容词比较级+than例：我比我妹妹高。
我妈妈比我爸爸更外向。
②、两人一组，利用形容词作替换练习。
２、听力练习：①听录音，选出你听到的单词：funny funnier outgoing more outgoing athletic moreathleticserious more serious smart smarter quiet quieter②再听一遍，判断下列句子的正误。
a、Tina is funnier than Tara.b、Tara is more outgoing than Tina.c、Tina is more athletic than Tara.d、Tara is more serious than Tina.e、Tina is smarter than Tara.f、Tara is quieter than Tina.用上面判断结果练习下列句型：— Is Tina funnier than Tara? —Yes,he is.二、合作共建运用比较级对班内两个同学进行比较。
三、系统总结 (教师寄语：Tomorrow comes never.)1、总结比较级的变化规则。
2、比较两人性格差异应用哪个句型？四、诊断评价 (教师寄语: Look before you leap)一、补全句子：1、She is more outgoing t his sister.2、Jim is (shorter) than Tom.3、Kate is （athletic）than Mary.4、This story is （funny）than that one.5、She is （good）than me at swimming.二、句型转换1、Mike is tall, but John is taller.(合成一句)2、Tina is taller than Tara.(变同义句)3、more, Tom , than, is , athletic, Sam.(连词成句)三、汉译英：1、Sam 的头发比Tom 的短点儿。
2、我妈妈比Mary 的妈妈高。
3、我比Tom 更健壮。
4、Tom 比Sam 更聪明吗？五、【Ideas after class】Unit 6 Section A (3a-4)【Learning abjectives】Knowing：本课的6个单词与3个短语。
Habit - forming：能对人物特征进行比较描述。
Practising：运用比较级进行人物特征描述。
【Important points】能熟练运用比较级。
一、自主学习（教师寄语：有志者事竟成）Task1、读记单词，然后自测（1）根据汉语意思，写出单词和短语单词：1、以……的方式____________ 2、某个方面____________3、两个____________4、她的____________5、物理____________6、然而____________（2）短语：1、超出____________ 2、公有的____________3、擅长____________Task2、学习3a（1）理解要点1、Thank you for your last letter. 意为“谢谢你上次的来信”for后接名词。
谢谢你的帮助____________________________________2、look the same 意为“看起来一样”，look 意为“看起来”后常接形容词。
双胞胎看起来像他们的父亲____________________________________3、both意为“二者都”，位于be动词、情感动词、助动词后，实义动词前他们两个都是学生____________________________________4、hers为名词性物主代词，相当于her hair5、how ever意为“然而，可是”我想要和你一起去游泳，可是我有很多工作要做。
________________________________________________6、enjoy going to the parties 喜欢去参加聚会 enjoy 后接动名词，表示"喜欢做某事"男孩喜欢玩电脑游戏____________________________________7、be good at 意为“在……方面做得好，擅长做……”后接名词、代词或动名词我认为英语很有趣，我擅长英语。
_________________________________Task3、学习3bPairwork模拟3b做对话练习。
A：Lin Ping is my friend. She's a little more outgoing than me.B：My friend is the same as me. We are both quiet.A：Do you look the same?B：No, I am a little taller than her.二、合作共建(教师寄语：实践出真知.)举例写出比较级的构成三、系统总结（教师寄语：总结才能提高）本节课学了哪些形容词的比较级？四、诊断评价（教师寄语：Nothing is difficult if you put your heart into it.）（一）根据句意及首字母填空。
1、Here are p___________of me and my parents.2、They are b__________good at swimming.3、Do you look the s___________?4、My friend is the s_________as me.5、She's a little more o________ than me.（二）单项选择1、Her room is _________than ________.A、bigger, myB、biger, myC、bigger, mineD、biger, mine2、He has shorter hair ______Bill.A、asB、sameC、ofD、than3、Sam is much _________than Jim.A、thinB、thinerC、thinnerD、thinnest4、Allan is ______more outgoing than Jack.A、littleB、veryC、tooD、a little（三）翻译句子1、我弟弟在数学方面不及我学得好________________________________________________________2、他们两人长得很像。
________________________________________________________3、在一些方面，他们长得不像。
________________________________________________________4、我们两个都喜欢参加聚会。
________________________________________________________5、谢谢你的上封来信。
________________________________________________________五、【课后反思】（教师寄语：没有反思就不会有提高）Unit 6 SectionB 1a-2cKnowing : 本课的 4个单词与6个短语Practising: 能用所学知识谈论人们的个性特征并对人们进行比较【Important points】谈论人们的个性特征并对人们进行比较【Learning process】 (教师寄语: Practice makes perfect)一、自主学习 (教师寄语: No pains, no gains)Task 1. 会读写本课4个单词及 6个短语单词：学业；功课促使笑；感到好笑对Task 2. 学习 1a部分小组内合作，理解短语的意思短语：一个好朋友有凉快的衣服擅长运动让我笑在校受欢迎擅长学习喜欢做的事和我一样Task 3. 学习1b1、小组内理解1b2、合作交流课文要点解惑：1）I think a good friend makes me laugh。
“我认为好朋友使我开心”make sb.do sth.例如：老师让我们在课堂上讲英语 2）For me，a good friend likes to do the same things as me."对我来说，好朋友和我喜欢做同样的事情."例如：他和Jim喜欢同样的颜色Task 4. 学习2a--2b1、听录音，完成表格Task5. 学习2c小组内讨论好朋友的特征二、合作共建比较级的变化规则有哪些？。
