Unit 6 I’m going to study computer science Section A（1a-1c）（Word教案）-【优翼·学练优】2024-2025学年八年级英语上册同步备课（人教版）

Unit 6 I’m going to study computer science. Section A（1a-1c） Teaching Aims · Language goals To learn to talk about future intentions. · Key words and phrases grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist. · Key sentences 1. What do you want to be when you grow up? 2. How are you going to do that? 3. I'm going to take acting lessons. Teaching Difficulties Learn how to use the target structure to talk about future intentions. Teaching Aids A tape recorder ; CAI or multimedia courseware Teaching Procedures Tips Step 1 Lead in · The T can play a song for Ss. The name of the song is Be What You Wanna Be . Then the T can present the lyrics and encourage Ss to sing along with the music. After that, Ss can be asked to find out the jobs included in the lyrics and talk about what they wanna be. · The T can present some pictures about different kinds of jobs and prompt Ss to write down the jobs so that Ss’ prior knowledge can be activated. At the same time, the T can pre-teach some target words. The T can also ask Ss to brainstorm more kinds of jobs and write these jobs on the board. Then the T can guide Ss to find the rules of the suffix. · The T can ask Ss to have a free talk using the following prompts: What do you think of these jobs? Do you think they are interesting, boring or meaningful? Can you say anything about them? (During the process, the T can guide Ss to respect all kinds of jobs and establish the correct points of view for career. ) Step 2 Presentation & Practice · 1a The activity is to introduce Ss to the unit goal and set the scene. The T can make Ss read the words and expressions in the chart in 1a and finish the activity 1a individually. Then they can share and talk about their opinions in groups like this: A: I think ... is the most interesting and ... is the least interesting. B: For me, … and … are the most interesting. C: But I think … is the most interesting. D: In my opinion, … is the least interesting. The T can observe and make assessments. · After Ss have done activity 1a, the T may want to conduct a poll to find out how Ss ranked the jobs. Ask the following questions: Raise your hand if your ranking for computer programmer was______ (1,2,3 ,etc). Record the number of Ss in each box and calculate the average score or most popular score for each job. Then the T can have Ss talk about what they want to be when they grow using the target structure be going to. · 1b Before listening, the T may want to introduce the context of the listening material briefly and make sure Ss understand the requirement of the task. Then Ss can try filling in the blanks and do the match according to their common sense. · 1b It is possible for Ss to do the second part (matching) of this activity without listening to the recording and only looking at the information in the textbook. Therefore, the T may have Ss close their textbooks and answer the following questions on the board: What names do you hear? What jobs do you hear? How are the speakers going to get the jobs they want？ What are they going to do? The T may want to play the recording more than one time and to pause the recording at the appropriate times in the conversations to give Ss time to write down their responses. Then the T can check answers by making conversations with Ss like this : T: In conversation 1, what does Tina want to be? Ss: She wants to be a computer programmer. T : How is she going to do that? Ss: She is going to study computer science. Answers: 1. computer programmer: b.study computer science 2. basketball player: c. practice basketball every day 3. engineer: d. study math really hard 4. actor: a. take acting lessons · 1b After listening, the T can play the recording again and ask Ss to try to imitate the intonation and pronunciation. Provide the tape script to Ss in need. · 1c This activity is to help Ss use the target language in natural speech. The T may want to encourage Ss to project enthusiasm when they talk about what they want to be in the future. If the speaker doesn’t show any excitement at all, then the listener may not believe that the speaker is telling the truth. Step 3 Language points learning · be going to do sth. 结构句型 be going to do sth. 结构表示“打算/将要做某事”，是一般将来时的表达方式之一，侧重表达主观意愿。如： I am going to work hard on English. He/She/It is going to run. We/You/They are going to have a party this weekend. The language points are for reference only. Step 4 Summary & Homework The homework can vary with the specific conditions. · Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. · Homework: Preview the conversation in 2d. Do the exercises in students’ book. Teaching Reflection In this part, the teacher should gradually advance from words to dialogue, so that students can accept new knowledge more easily. In this way, sentence pattern teaching is placed in a natural context, and students will actively express and talk about their life goals. When the students talk about how to achieve the goals, the teacher listens and can supplement and summarize the content. Teachers should also pay attention to the bright spots in students' statements and encourage them in time, and let them fully talk about their beautiful yearning for the future. 学科网（北京）股份有限公司 $$