一、教學(xué)目標：
1. 語言知識目標：
1) 能掌握以下單詞：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 goi ng 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) 能了解以下語法：
掌握一般將來時態(tài)的構(gòu)成形式；
3) 用一般將來時態(tài)表達將要做的事情。
2. 情感態(tài)度價值觀目標：
每個人都有自己的夢想和對未來的打算，對于將來想要從事的職業(yè)也充滿了憧憬。 人們以常談?wù)撍麄兊脑O(shè)想，因此，應(yīng)通過學(xué)習(xí)這單元的內(nèi)容來激發(fā)學(xué)生們的學(xué)習(xí)主動性和學(xué)習(xí)興趣，使他們更加有理想，并為實現(xiàn)自己的理想而不斷努力。
二、教學(xué)重難點
1. 教學(xué)重點：[來源:學(xué)科網(wǎng)ZXXK]
1) 學(xué)習(xí)一般將來時態(tài)的構(gòu)成方式。
2) 學(xué)習(xí)本課時出現(xiàn)的重點句型，通過在不同 情景下運用來熟練運用一般將來時態(tài)。
2. 教學(xué)難點：
用一般將來時態(tài)表達自己未來的打算。
三、教學(xué)過程
Ⅰ. Lead-in
1. 介紹自己小時候想要從事的職業(yè)，由此歸納出以前所學(xué)過的一些職業(yè)的英語表達方式：
teacher, nurse, doctor, basketball player, runner, actor, actress…
2. 詢問學(xué)生們想要從事的職業(yè)，從而引出句型：
─ What do you want to be when you grow up?
─ I want to be a basketball player.
3. 學(xué)生們看幻燈片，引導(dǎo)學(xué)生們進行問答自己將來所喜歡的職業(yè)。
Ⅱ. Presentation
1. 播放幻燈片，展示一些職業(yè)的圖片，來引導(dǎo)學(xué)生們學(xué)習(xí)一些新的職業(yè)名詞：
computer programmer, cook, engineer, violinist, pianist, pilot, scientist,…
2. 讓學(xué)生們看大屏幕來學(xué)習(xí)記憶這些生詞。[來源:Z.xx.k.Com]
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 som e 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 recordin g 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. Listeni ng
Work on 2a:
1. Let Ss look at the pictures below. Explain the activities in t he pictures if necessary.
2. Play the recording for the Ss to listen and check (√) the correct boxes in the picture.
3. Play the re cording again to check the answers.
Work on 2b: [來源:學(xué)科網(wǎng)ZXXK]
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. S s 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: [來源:學(xué)_科_網(wǎng)Z_X_X_K]
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. [來源:學(xué)科網(wǎng)]
The Old Man and the Sea by Hemingway. 海明威的《老人與海》。 此處介詞by為“由……所著 ”之意。再如：a short story by Lu Xun (魯迅的一部短篇小說)，the music by Mozart(莫扎特寫的音樂)，paintings by Van Gogh(梵高的繪畫)等。
Then you can be anything you want! 那么你就能當上你想做的人了。
此句的基本意思是you can be anything，不定代詞anything指代未來所從事的某一職業(yè)，you want用來修飾anything。
3. Let Ss r ead the co nversation 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. 根據(jù)圖片提示或自己的實際想法編寫一個對話。
--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…