Unit 10 I am going to be a basketball player教案 Microsoft Word 文档.docVIP

.? Unit 10 I am going to be a basketball player Ⅰ、教学内容和目标： 一?Knowledge?objects:  Key?vocabulary,?target?language,?writing?practice. 二.?Ability?objects:  Listening,?speaking,?reading?and?writing?skills;?sequencing?skill,?cooperating?skill. 三 Moral?objects:  Good?plan?and?hard?work?could?solve?Chinese?riddle.?  No?power?to?speak?without?survey.  Do?before?talk?makes?a?man. II.?教学过程 一、创设情境，导入新课  Section?A部分主要通过介绍一些职业名称来学习将来时态，因此我们可以采取视听觉引导教学的方式：首先，教师可以通过呈现一些关于职业的图片或动漫来复习职业名词，并且提问“他/她是做什么的？”回答“他/她是。。。”比如老师呈现一张教师的图片并提问“她是做什么的？”回答?“她是老师。”以同样的方式演示其他的职业名称。问学生“What?does?he/she?do?”让学生回答?“He/She?is?a/an….”完了问学生“你想成为一名。。。吗？”让他们回答是或不是。呈现完了让学生运用目标语言进行Pairwok和互相提问的活动。  二、自读感知，整体把握  Section?A部分主要通过介绍一些职业名称来学习将来时态，每一部分的设计将是步步推进：在1a-1c部分，先是介绍一些职业名称，接着来学习这些职业的人经常是做什么的，学习?“be?going?to?be”这一结构和用法，以及相对应的肯定回答，像“我想成为一名。。。”；在2a-2c部分，先巩固学过的职业名称，然后通过一系列的活动练习目标语言，比如阅读一篇日记，把Josefa计划要去做的事情下划线，然后填到表格中，并且根据表中的内容编一组对话关于?“what,?where,?and?how”这一话题，并做pairwork。最后创设一个情景，2008年北京举行奥林匹克运动会，用?“going?to?be”来谈论这一话题.  三、合作交流，解读探究  The?main?content?in?Section?A?is?to?learn?the?target?language:?1What?are?you?going?to?be?when?you?grow?up?2I’m?going?to?be?an?actor.?3How?are?you?going?to?do?that??4I’m?going?to?take?acting?less-ons. Step?1?演示 Learn?some?nouns?about?professions?first,?and?then?the?teacher?communicates?with?the?students:? show?some?pictures?about?professions?or?project?some?flashcards?about?professions. (demonstration)?he?is?a/an…. (question)?do?I?want?to?be?a/an…? (answer)?yes,?I?do./?no,?I?don’t. (ask?the?students)?do?you?want?to?be…? (get?them?to?answer)?yes,?I?do./?no,?I?don’t. (ask?the?students)what?are?you?going?to?be?when?you?grow?up?(repeat?twice) (help?them?to?answer)I’m?gong?to?be?a/an….?(practice?some?times?with?students) (ask?the?students)?how?are?you?going?to?do?that?? (help?them?to?answer)I’m?gong?to….?(practice) Step?2?活动 Get?the?students?to?practice?conversations?and?communicate?with?each?other?with?the?flashcards: What?are?you?goi