i,am,going,to,教案

篇一：I am going to do long jump教案

I am going to do long jump

、一、教学目标

1、1、语言知识目标

(1)能听懂，会用日常交际用语“i'm going to do ……”对"what are you going to do ?"做出相应的回答。

(2)能理解会听懂，会说：do long jump ,do high jump ,run a race

2、语言技能目标

（1） 能使用句型what are you going to do on sports day ?i am going to ……进行交流。

（2）能简单的描述将要发生的事情。

（3）能培养学生在游戏中熟练运用句型和词组的能力。

3、情感态度目标

（1）在学习、应用本课知识的过程中，培养发散思维、创造思维的能力。

（2）培养学生团队意识和合作精神，共同完成学习任务。

（3）激发学生学习英语的兴趣，帮助学生树立信心。

二、教学准备：幻灯片，单词卡片，人物头像等

三、教学过程

Step1 warm-up

1、1、greeting :hello,boys and girls ,how are you today? 2、2、Are you happy today ?let's do some sports ok? 3、3、Say a chant :swim ,swim ,i can swim ;jump jump,i can jump ;run run ,i can run ;cun you ran ?yes i can .no ,i can't(配上动作）

Step2 presentation

1、1、new words

(1)(1)can you run ？

(2)(2)Group1 can you run fast?(介绍评价方式this is superman ,i want to see which group can run fast and get the medal )group1 can you play basketball? Group3 can you play football ? Grop4 can you swim ?

(3)(3)Can you do long jump ?教授do long(来自:www.sMHaiDa.com 海 达范文网:i,am,going,to,教案) jump 采用方式 one by one

And can you do high jump ?教授do high jump 采用方式two by two

Who about this ? 教授run a race 采用方式group by group 、大小声

（4）巩固单词：magic eyes ;say these words quickly . 2、2、new sentences

(1)(1)look ,this is my school .and i'm going to run a ruce .

Read after me "i'm going to ……”带读新句型

（2）（2）问“what are you going to do on your sports day ?"

（3）（3）巩固句型let's play a game 转盘游戏there are a lot of sports .you can choice .who guess right .who is the winnner.

（4）（4）Let's review these sentences "i'm going to ……”

3、3、teach passage

(1)(1)出示三张人物头像Do you know ?who is he /she? Today Amy ,Sam ,Daming are talking about sports .listen carefully and circle "going to "

(2)(2)check the answer ,and read after video

(3)(3)Listen and repeat

(4)(4)Read in groups

(5)(5)Role play

Step4 extension

This weekend ,i prepare for my sports day .and what are you going to do at this weekend?

老师请学生示范：what are you going to do at this weekend?

I'm going to ……

So we can say she/he going to ……

Let's have discuss.

Today we have learnt i'm going to ……

Step5 homework

1、1、read this passage follow the tape

2、2、Talking about what are you going to do on charismas day?

总结评价：today group1 can ran fast ,you is the winner . And all of you do a good job !clap hands for yourself! Class over ,goodbye !

篇二：unit 10 I am going to be a basketball player教案

张欣_英语_教学设计方案

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板书设计

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篇三：赛课I am going to be a teacher教案

I’m going to be a teacher.教案

成县镡坝学校 周龙龙

一、教学目标：

1. 语言知识目标：

1) 能掌握以下

单词：

grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist,assistant, sales assistant, reporter, police officer, waiter, bank clerk, star, nurse, money, station, magazine, dinner, dangerous, afraid, late，

短语：

be sure about, make sure,get … from, work for, work hard, call at, school play, evening newspaper, be afraid of

能掌握以下句型：

① ─What are you going to do when you grow up?

─I am going to be a basketball player.

—What do you want to be when you grow up?

—I want to be a cook/teacher/report/driver...

② ─How are you going to do that?

─I’m going to practice basketball every day.

③ ─I’m not sure about that.

2) 能了解以下语法：

掌握一般将来时态的构成形式；

3) 用一般将来时态表达将要做的事情。

2. 情感态度价值观目标：

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。 人们以常谈论他们的设想，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。

二、教学重难点

1. 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。

2. 教学难点：

用一般将来时态表达自己未来的打算。

三、教学过程

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, actress…

2. 询问学生们想要从事的职业，从而引出句型：

─What are you going to do when you grow up?

─I am going to be a basketball player.

─How are you going to do that?

─I’m going to practice basketball every day.

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。

四、.Group work

1. 让学生们看表格中的四个特殊疑问词，告诉他们，在这个活动中要求学生们在表格中填写出自己的理想、实现理想的做法，工作的地点及开始的时间等问题。

2. 学生们与自己的小组成员一起来讨论自己理想、实现理想的做法，工作的地点及开始的时间等问题，同学们根据自己的实际情况，在表格先填写出自己打算成为what职业的人；打算在where工作；打算how to do；打算when开始。

3. 就上述问题，根据表格的提示，用英语进行讨论。

4. 让几个小组的同学来用英语问题上述四个问题。

(最后，可以经学生们评议来推举最有能力的小组）

5.学习Role-play conversation,并分角色扮演朗读，后让学生学习编造对话并表演。

五、小结：

1、I want to be ......句型的使用

2、I am going to do sth.句型的使用

3、常用职业单词的学习

篇四：i_am_going_to_be_a_basketball_player教案

Unit 10 I’m going to be a basketball player

Section A(listening and speaking)

Analysis of the teaching materials:

The language function of this unit is to talk about future intentions. The topic deals with life goals and the students should learn the structure and usages of “be going to” to express the future. The students should learn to make their life goals and dream jobs according to their knowledge and the actual circumstances. The students should learn the structure of the interrogative words

“ what， where， when， how” to grasp their basic sentence patterns。 Knowledge aims: talk about future intentions

words and expressions:

ilot， engineer， professional basketball player， computer programmer， grow up

Sentences:

— What are you going to be when you grow up?

— I’m going to be a/an ...

— How are you going to do that

— I’m going to ...( where are you going to work? ?) Important point:

1.the structure and usages of “be going to” to express the future.

2.learn the structure of the interrogative words

“what， where， when， how “to grasp their basic sentence patterns. Teaching difficulty:

the interrogative words “what， where， when， how” to ask questions Emotion aims:

The students should learn to make their life goals and dream jobs according to their knowledge and the actual circumstances. Teaching steps

Step 1

一开始，老师做了一个从口袋拿出听筒的动作并挂在耳朵上，走上前去试着听学生的心脏：

T：Class， look at me and guess what jobs they are.What am I? S ：A doctor.

T：Good. Let’s see again.

老师做唱歌的样子。

T：What am I?

S：A singer.

T：Yes. Who can do it like this?

一学生走上来，老师悄悄低声地告诉他表演a driver，然后这个学生就开始表演起来了，嘴里发出嘀嘀声， 同学们都笑了。

T：Now， look! What is he?

Ss：A driver.

T：Good. Who else wants to have a try?

此时学生很积极， 又一学生走上来， 同样表演了一个跳舞的动作，学生们大笑

Step 2

将班级分成两大组，进行比赛，看哪组在规定的时间里所写词汇最多。每组从第一个同学开始写，后面的同学可以在规定的时间里依次上来补充。

通过比赛的方式，调动学生积极性，激发学习热情，同时复习一下表示职业的词汇。

t:Do you know other jobs? Let’s have a competition between the two groups. Write as many words about jobs as possible on the blackboard in two minutes. Let’s begin from the first student in each group. 两分钟后，师生一起读一读来检查黑板上的词汇。

T：Time is up. Thank you. Let’s read the words together .

T：Let’s count.Which group write more ...

Ss：Group One.

T：Congratulations!(鼓掌)

Step 3

通过多媒体，从已学词汇过渡到本课目标词汇的学习，并自然过渡到这一课的目标句型“What are you going to be when you grow up?”。

T:Here are so many jobs， what do you want to be? Are you going to be a teacher

Ss：No.( some of them answer)

T：What are you going to be when you grow up?

跟读，屏幕显示这句话，并解释grow up 的意思。

Ten years ago， you were children， now you are young boys， so you grow up， ten years later， you are going to be young men. That means you grow up again. Do you understand

Ss：Yes.

T：What are you going to be when you grow up?

S1：I’m going to be a singer.

T：Why? Why are you going to be a singer?

S1:Because I can make more money and I think the job is very interesting.

Step 4

T：now I know some of your dream job. but how are you going to do that? Please open your books and turn to Page 60.Unit 10 Section A,1b,first read the expressions and try to match them. The

n listen and check the answers.

T：Did you catch the answers?

S：Yes.

T： OK. Let’s check the answers.Ask and answer.

step 5

t:Then practice in pairs with” what are you going to be when you grow up?”and“how are you going to do that ?”I’ll give you two minutes.

2分钟后，选择不同组的学生相互交流， 通过目标句型展现出来。老师抓住最后回答问题的一个学生接着引出其他几个相关的问题。

之所以引出这两个问句就是为下面的听力做好准备， 因为后面的听力涉及到这些内容.

T：Now， Let’s see another boy Chen Han. What is he going to do ? Let’s listen! First look at 2a. Which picture is mentioned， please check it.

同时屏幕上显示此人，播放录音一遍，检查答案

再放一遍录音。此时，老师要观察学生做的情况，一遍不行，就要听两遍。 伴随着学生的回答，参考答案在屏幕上逐一显示出来。

Step 6

在学习掌握好了这几个目标语言后，可以进行交流反馈所学情况.

T:Now is Talk Show Time. Let’s discuss the dream jobs in groups. One is the host from CCTV， others are guests.

借助屏幕显示这个活动的要求。并下发一张有what，how，why，when，where等几个相关问题的表格，让小组填写

课堂上，有一小组只有两个人，所以我就加入了他们一组，成为一个嘉宾。在参与过程中发现学生掌握的还不错。5分钟之后， 展示结果。

屏幕上显示出反馈采访结果的形式( a report)并给出范例.

T：OK.Time is up.Please show your result. Which group is the first？ 学生可以仿照屏幕上的示范汇报。

学生就接着问了几个相关问题，why， when， where，这组学生表现的相当优秀，赢得了全班热烈的掌声。

T:So whatever you are going to be when you grow up， we must study hard first， do you think so?

Ss：Yes.

T：No pains， no gains.（不劳无获。）

这句话显示在屏幕上，让学生跟读。

Homework

T:So today’s homework： How are you going to get good grades? Please write them down. Thank you! Goodbye!

篇五：Unit 6 I'm going to study computer science.教案

Unit 6 I’m going to study computer science.

Section A1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure

能掌握以下句型：

① ─What do you want to be when you grow up?

─I want to be a basketball player.

② ─How are you going to do that?

─I’m going to practice basketball every day.

③ Where are you going to work?

④ When are you going to start?

⑤ I’m not sure about that.

2) 能了解以下语法：

掌握一般将来时态的构成形式；

3) 用一般将来时态表达将要做的事情。

2. 情感态度价值观目标：

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。 人们以常谈论他们的设想，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。

二、教学重难点

1. 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。

2. 教学难点：

用一般将来时态表达自己未来的打算。

三、教学过程

Ⅰ. 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, actress…

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。

Ⅱ. Presentation

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. Tell Ss to rank them [1-12]. 1 is most interesting, 12 is least interesting.

2. Try to remember the new words.

Ⅲ. Game

1. Show some pictures in the big screen.

2. Let Ss guess what he/she does.

3. Let Ss try their best to guess the job. See which group is the best.

Ⅳ. Listening

1. T: Tell Ss 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 Ss to listen and fill in the blanks.

3. Play the recording again. Check the answers with the Ss.

4. Play the recording again. Ss listen and match the jobs with activities.

5. Show the answers on the big screen.

Ⅴ. Pair work

1. Let Ss read the model with a partner.

2. Use the information in the chart of 1b. Ask and answer with a partner.

3. Let some pairs ask and answer about the chart.

Ⅵ. Listening

Work on 2a:

1. Let Ss look at the pictures below. Explain the activities in the pictures if necessary.

2. Play the recording for the Ss to listen and check (√) the correct boxes in the picture.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future. They should answer the questions:

“What” means “What is Cheng Han want to be?”

“Where” means “where is Cheng Han going to work?”

“How” means “How is he going to do it? ”

“When” means “when is he going to start?”

2. Play the recording for the Ss to write the correct answers in the chart.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss to ask and answer about Cheng Han’s plans using the information in 2b.

2. Give a model to the Ss.

3. Ss work in pairs. Try to ask and answer about Cheng Han’s plans.

4. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the two 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 Ss read the conversation after the teacher.

4. Practice the conversation with their partner. Then let some pairs to act out the

conversation.

Homework:

1. Recite the conversation in 2d after school.

2. 根据图片提示或自己的实际想法编写一个对话。

--What are you going to be when you grow up?

--I’m going to be a/an…

--How are you going to do that?

--I’m going to…

板书设计：

Section A2 (Grammar focus-3c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：college, education, medicine, university, London, article, send

2）进行下一步复习巩固学习Section A 部分所学的生词和词组。

3）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。

4) 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。

2. 情感态度价值观目标：

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。 人们以常谈论他们的设想，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。

二、教学重难点

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

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。

2. 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。

三、教学过程

Ⅰ. Warming- up and revision

1. Have a dictation of the new words learned in the last class.

2. Game: Give some riddles on jobs to the Ss. Ss try to guess the job.

3. Ask and answer what they want to be and how they’re going to do that.

4. Role-play the conversation in 2d.

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

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?

字数作文