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Grammar—Teach the Future Tense “be going to do”
Go for it Book 2A Unit 10
一、教学课型：语法课
二、教材分析
1.教学内容(教材内容见Go for it Book2 A Unit10 Section A)
2.教材处理
本节课教学的语言目标是“Talk about the future inventions”。复习和学习一些关于职业的词汇，让学生用“be going to do”的形式谈论各自长大后打算干什么及打算怎样实现目标。然后用“be going to”形式就当前热门话题——环保进行谈论，适合学生的认知水平，进一步激发学生学习英语的兴趣。
3.教学目标
(1)语言知识：学会用“be going to”的形式表示将来并能正确使用“be going to”结构的特殊疑问句；学习新词汇：grow, programmer, engineer, pilot, professional, act, move。
(2)语言技能：能够谈论自己今后的人生目标以及为实现这一目标而做出努力；能用英语谈论将来的计划，同时提高听说读写的能力。
(3)情感态度：通过谈论将来的打算和怎样实现这一目标，学生能考虑自己的人生目标，及早为将来作准备，树立正确的价值观和人生观。
(4)学习策略：抓住用英语交流的机会，充分感知英语，联系实际，善于表达自己。
4.教学重点和难点
(1)学生根据自己喜欢的职业，运用“be going to”的形式来谈论自己的打算并怎样实现目标。
(2)联系当前的热门话题，用“be going to”形式谈论自己的看法。
三、教学设计
1.总体思路
本课的教学设计主要是围绕培养学生的交际技能而展开的。先呈现一幅宁波图，唤起学生的亲切感，后复习职业单词并引出新的词汇，就自己喜欢的职业互相交流信息；谈今后自己的打算和怎样实现自己的目标，学会和熟练运用“be going to do”的形式，并穿插听、说、读、写提高学生的交际技能，最后就当前热门话题大胆提出自己的打算。层层递进，环环紧扣，过渡自然，使学生在学习语言的环境中体验到语言的美，感受到学习的成功和快乐。
四、教学过程
Step1 Warming up
Play the video of a song “Big Big World”.Let the students watch the video and sing the song together.
[设计说明]
营造轻松，温馨的语言环境，激活学生英语细胞，为下面的教学做准备。
Step 2 Lead-in
(1)What’s the name of the song? Yes, the world is very, very big.There are many cities and towns.And there are many different jobs in the world.Then how to ask his/her job?(Let one student come to the front, asking like a teacher.)
(2)Let the students revise different jobs.
[设计说明]
运用多媒体呈现单词。教学既直观，又简洁。同时复习前面已学过的职业单词，为下面单词的引入埋下伏笔。此外，由学生扮演老师角色也是一次小小的创新，使学生体验到成功的喜悦。
Step 3 Presentation
用多媒体呈现新的有关职业的图片。
(1)Do you know these new jobs? Who is he? What does he do?
(2)Who is rich and good at making computer software?
(3)Are you good at playing basketball?
Can you make money by playing basketball?
After presenting the new words, let the students talk about their future jobs and ask and answer why, using “I like…because….”
[设计说明]
把语言教学置于真实的环境中，学生会积极主动地用英语表达自己的理想职业。
Step 4 Talking in pairs freely
Show a picture of my daughter and present “I’m going to do.”
(1)“Mum, I want to be a person like you when I grow up.” What does she want to be?
(2)Yes.She is going to be a teacher when she grows up.
(3)Is she going to be a teacher when she grows up?
(4)What are you going to be when you grow up?
(5)How are you going to do that?
(6)What’s he/she going to be when he/she grows up?
(7)How is he/she going to do that?
Let the students talk in pairs freely.
[设计说明]
以旧带新，自然过渡。同时以小孩谈论未来职业既亲切又自然。学生也会迫不及待地跃跃欲试。
Step5 Listening
Ask the students to listen to a dialogue and answer the following questions.
(1)What is Cheng Han going to do?
(2)What are Cheng Han’s plans for the future?
(3)Where is he going to move to?
(4)When is he going to start?
[设计说明]
听力练习让学生进一步熟悉和巩固了生词和词组，同时也为提高听力打下一定的基础。
Step6 Pairwork
(1)Let the students read the dialogue.
(2)Practice the dialogue like that with your partner.
(3)Which pair wants to act your dialogue out?
[设计说明]
此环节体现了任务型教学的理念，既在学中用，用中学，以训练学生在具体语境中得体和灵活地运用所学语言的能力，也为下一步活动做好了准备。
Step7 Hot Discuss
To get your favorite job, you all have your plans.As we know, Ningbo is a beautiful modern city.It’s called “Seashore City”.What are you going to do to make it more beautiful?
[設计说明]
检验学生对新句型的掌握程度。同时让学生发散思维，开拓创新，合作学习在语言运用中感受到语言美。
Step8 Grammar Focus
According to what the students have learned, do the following exercises.
[设计说明]
趁热打铁；不忽视总结语法规律，能令学习者达到事半功倍的理想效果。
Step9 Homework
So much for this.A good plan is a good start to success.Go for it, boys and girls!Don’t be another Mr Going To Do.
(1)Design your life goal and write a short passage.
(2)Preview the text.
[设计说明]
深化了语言教学，同时把德育教育渗透到语言教学中；结合具体真实的情景进一步运用语言，也提高了写作水平；预习是良好的学习习惯，应坚持下去。
Go for it Book 2A Unit 10
一、教学课型：语法课
二、教材分析
1.教学内容(教材内容见Go for it Book2 A Unit10 Section A)
2.教材处理
本节课教学的语言目标是“Talk about the future inventions”。复习和学习一些关于职业的词汇，让学生用“be going to do”的形式谈论各自长大后打算干什么及打算怎样实现目标。然后用“be going to”形式就当前热门话题——环保进行谈论，适合学生的认知水平，进一步激发学生学习英语的兴趣。
3.教学目标
(1)语言知识：学会用“be going to”的形式表示将来并能正确使用“be going to”结构的特殊疑问句；学习新词汇：grow, programmer, engineer, pilot, professional, act, move。
(2)语言技能：能够谈论自己今后的人生目标以及为实现这一目标而做出努力；能用英语谈论将来的计划，同时提高听说读写的能力。
(3)情感态度：通过谈论将来的打算和怎样实现这一目标，学生能考虑自己的人生目标，及早为将来作准备，树立正确的价值观和人生观。
(4)学习策略：抓住用英语交流的机会，充分感知英语，联系实际，善于表达自己。
4.教学重点和难点
(1)学生根据自己喜欢的职业，运用“be going to”的形式来谈论自己的打算并怎样实现目标。
(2)联系当前的热门话题，用“be going to”形式谈论自己的看法。
三、教学设计
1.总体思路
本课的教学设计主要是围绕培养学生的交际技能而展开的。先呈现一幅宁波图，唤起学生的亲切感，后复习职业单词并引出新的词汇，就自己喜欢的职业互相交流信息；谈今后自己的打算和怎样实现自己的目标，学会和熟练运用“be going to do”的形式，并穿插听、说、读、写提高学生的交际技能，最后就当前热门话题大胆提出自己的打算。层层递进，环环紧扣，过渡自然，使学生在学习语言的环境中体验到语言的美，感受到学习的成功和快乐。
四、教学过程
Step1 Warming up
Play the video of a song “Big Big World”.Let the students watch the video and sing the song together.
[设计说明]
营造轻松，温馨的语言环境，激活学生英语细胞，为下面的教学做准备。
Step 2 Lead-in
(1)What’s the name of the song? Yes, the world is very, very big.There are many cities and towns.And there are many different jobs in the world.Then how to ask his/her job?(Let one student come to the front, asking like a teacher.)
(2)Let the students revise different jobs.
[设计说明]
运用多媒体呈现单词。教学既直观，又简洁。同时复习前面已学过的职业单词，为下面单词的引入埋下伏笔。此外，由学生扮演老师角色也是一次小小的创新，使学生体验到成功的喜悦。
Step 3 Presentation
用多媒体呈现新的有关职业的图片。
(1)Do you know these new jobs? Who is he? What does he do?
(2)Who is rich and good at making computer software?
(3)Are you good at playing basketball?
Can you make money by playing basketball?
After presenting the new words, let the students talk about their future jobs and ask and answer why, using “I like…because….”
[设计说明]
把语言教学置于真实的环境中，学生会积极主动地用英语表达自己的理想职业。
Step 4 Talking in pairs freely
Show a picture of my daughter and present “I’m going to do.”
(1)“Mum, I want to be a person like you when I grow up.” What does she want to be?
(2)Yes.She is going to be a teacher when she grows up.
(3)Is she going to be a teacher when she grows up?
(4)What are you going to be when you grow up?
(5)How are you going to do that?
(6)What’s he/she going to be when he/she grows up?
(7)How is he/she going to do that?
Let the students talk in pairs freely.
[设计说明]
以旧带新，自然过渡。同时以小孩谈论未来职业既亲切又自然。学生也会迫不及待地跃跃欲试。
Step5 Listening
Ask the students to listen to a dialogue and answer the following questions.
(1)What is Cheng Han going to do?
(2)What are Cheng Han’s plans for the future?
(3)Where is he going to move to?
(4)When is he going to start?
[设计说明]
听力练习让学生进一步熟悉和巩固了生词和词组，同时也为提高听力打下一定的基础。
Step6 Pairwork
(1)Let the students read the dialogue.
(2)Practice the dialogue like that with your partner.
(3)Which pair wants to act your dialogue out?
[设计说明]
此环节体现了任务型教学的理念，既在学中用，用中学，以训练学生在具体语境中得体和灵活地运用所学语言的能力，也为下一步活动做好了准备。
Step7 Hot Discuss
To get your favorite job, you all have your plans.As we know, Ningbo is a beautiful modern city.It’s called “Seashore City”.What are you going to do to make it more beautiful?
[設计说明]
检验学生对新句型的掌握程度。同时让学生发散思维，开拓创新，合作学习在语言运用中感受到语言美。
Step8 Grammar Focus
According to what the students have learned, do the following exercises.
[设计说明]
趁热打铁；不忽视总结语法规律，能令学习者达到事半功倍的理想效果。
Step9 Homework
So much for this.A good plan is a good start to success.Go for it, boys and girls!Don’t be another Mr Going To Do.
(1)Design your life goal and write a short passage.
(2)Preview the text.
[设计说明]
深化了语言教学，同时把德育教育渗透到语言教学中；结合具体真实的情景进一步运用语言，也提高了写作水平；预习是良好的学习习惯，应坚持下去。