[推荐精选]Go for it 8A Unit 10全英文上课学习上课学习教案

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校人教版新目标Go for it! 8AUnit 10 I’m going to be a basketball player湛江一中培才学校朱雪盈课题：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。

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。

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.。

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。