Unit 6 I’m going to study computer science
教材解读
本单元以“What do you want to be when you grow up?”引出话题，谈论人们将要做什么，使学生们学会如何了解或表述将来的一种状态，正确使用be going to do 结构。重点掌握和运用“What do you want to be when you grow up?” “How are you going to do that?及其答语和相关的词汇、句型。
单元目标
一、知识与技能
1. 了解并掌握be going to do的用法，掌握重点句型：What do you want to be when you grow up? How are you going to do that? 和答语。
2. 语言技能目标：能用be going to do 的各种形式进行准确的描述和表达将要发生的动作；通过情景中的操练培养学生的发散思维能力，激发学生的想象力，培养学生的语言交际能力；能够用自己在本单元中所学的语言内容与笔友进行对话与通信。
二、过程与方法
通过听、说、读、写等任务型活动，熟练应用词汇和句型。
三、情感、态度与价值观
教法导航
采用情景法、交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积极思维状态之中，全方位，多角度培养学生运用语言的能力。
学法导航
进行听、说、读、写操练，使整个教学从知识的内化到外显呈现出一种动态、和谐的发展过程。
课时支配
第1课时：Section A 1a-2c
第2课时：Section A 2d-3c
第3课时：Section B 1a-2e
第4课时：Section B 3a-Self Check
教案Ⅰ
第1课时Section A 1a-2d
教学目标
一、知识与技能
1. 掌握重点词汇：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure
2.能掌握以下句型：
─What do you want to be when you grow up?
─I want to be a basketball player.
─How are you going to do that?
─I’m going to practice basketball every day.
─Where are you going to work?
─When are you going to start?
─I’m not sure about that.
3. 能运用所学的知识，描述人们将要做的事情。
二、过程与方法
通过看图片、讨论了解一般将来时，通过听力熟悉这一时态，通过role-play活动掌握这一时态。
三、情感、态度与价值观
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。人们常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
教学重点
1. 学习一般将来时态的构成方式。
2. 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。
教学难点
用一般将来时态表达自己未来的打算。
教法导航
图片展示法，听力训练法，角表演法。
学法导航
认真观察，努力模仿，学习应用。
教学准备
老人与海教案图片，多媒体。
教学过程
Step 1 Greetings
Greet the students as usual.
Step 2 Lead-in
1.介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式：teacher, nurse, doctor, basketball player, runner, actor, actrestudents…
2.询问学生们想要从事的职业，从而引出句型：
─ What do you want to be when you grow up?
─ I want to be a basketball player.
3.学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。
Step 3 Presentation and 1a
1. 播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词：computer programmer, cook, engineer, violinist, pianist, pilot, scientist,…
2.让学生们看大屏幕来学习记忆这些生词。
3.Ask students to rank them 1-12. 1 is most interesting, 12 is least interesting.
4.Try to remember the new words.
Step 4 Game
1. Show some pictures in the big screen.
2. Let students guess what he/she does.
3. Let students try their best to guess the job. See which group is the best.
Step 5 1b
1. Get students to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences.
2. Play the recording for the students to listen and fill in the blanks.
3. Play the recording again. Check the answers with the students.
4. Play the recording again. Students listen and match the jobs with activities.
5. Show the answers on the big screen.
Step 6 1c
1. Let students read the model conversation with a partner.
2. Ask the students to see the information in the chart of 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart in front of the class.
Step 7 Work on 2a and 2b
Work on 2a:
1. Let students look at the pictures below. Explain the activities in the pictures if necessary.
2. Play the recording for the students to listen and chec k (√) the correct boxes in the picture.
3. Play the recording again to check the answers.
Work on 2b:
1. Let students read the chart below. Tell students that they’ll listen to Cheng Han’s plan for the future. They should answer the questions:
“What is Cheng Han want to be?”
“where is Cheng Han going to work?”
“How is he going to do it? ”
“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 8 Pair work
1. Get students to ask and answer about Cheng Han’s plans using the information in 2b.
2. Give a model to the students.
3. students work in pairs. Try to ask and answer about Cheng Han’s plans.
4. Ask some pairs to act out their conversations.
课堂作业
Review the words and expressions in this period
教学反思
“良好的开端是成功的一半”，能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当地减压。
第2课时Section A 2d-3c
教学目标
一、知识与技能
1. 继续练习运用一般将来时态来谈论人们将要做的事情。
2. 总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
3. 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
二、过程与方法
通过大量的、多种形式的练习来复习巩固上节课的单词、短语和重点句型。
三、情感、态度与价值观
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，为实现自己的理想而不断努力，并在学习的过程中培养合作学习的好习惯。
教学重点
1. 掌握一般将来时态的结构及用法。
2. 通过不同形式的练习来运用一般将来时态。
教学难点
1. 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2. 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
教法导航
为学生创设尽可能多的情景来练习对话，巩固重点词汇。
学法导航
小组合作学习，加强合作意识。
教学准备
多媒体，相关练习题。
教学过程
Step 1 Greetings
Greet the students as usual.
Step 2 Revision
Have a dictation of the new words and expressions.
Step 3 Work on 2d
1. Read the conversations and answer the three questions:
① What does Ken want to be?
② How is he going to do that?
③ What does Andy want to be?
2. Explain main points in the conversation.
The Old Man and the Sea by Hemingway. 海明威的《老人与海》。此处介词by为“由……所著”之意。
再如：a short story by Lu Xun (鲁迅的一部短篇小说)，the music by Mozart(莫扎特写的音乐)，paintings by Van Gogh(梵高的绘画)等。
Then you can be anything you want! 那么你就能当上你想做的人了。
此句的基本意思是you can be anything，不定代词anything指代未来所从事的某一职业，you want用来修饰anything。
3. Let students read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the conversation.
Step 4 Grammar Focus
1. Ask the students to read “Grammar Focus”，then fill in the blanks without referring to the book.
①当你长大后，你想做什么？
What do you want ____ ___ When you _____ _____?
②我想成为一名工程师。
I want to ______ ___ _________.
③你打算如何做？
How ______ you _____ to ____that?
④我打算努力地学习数学。
I’m _______ _____ ______ _____ really hard.
⑤想去哪里工作？
______ _______ you going to work?
⑥我打算搬往上海。
I’m ______ _____ ________ to Shanghai.
⑦你打算从什么时候开始？
When ______you _______ to _____?
⑧我打算完成中学和大学时开始。
I’m going to _____ _______I _____ high school and _________.
2. 学生们完成填空试题后，打开教材检查答案，对错误的句子，单独进行强化记忆。
3. Try to Find
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