【教学设计】Unit 6 Section A（英语人教八上）.docx

Unit 6 Im going to study computer science.Section A教学设计 本课时编写：武侯实验中学 周丹凤 Period 1 1a-1c教材分析本课是一节听说课，首先通过主题图中关于未来职业的谈论，以及几幅职业场景的图片将学生带入my dream job话题，la中罗列了学生之前学过的以及本单元新学的职业词汇，如：computer programmer, engineer, driver, pilot等，通过问题What do you want to be when you grow up? How are you going to do that?导入对话，呈现了本单元want to be和be going to do的重点句型，并由此引入学生对自己理想职业的打算和思考。1a-lc通过按个人兴趣为职业排序、听力练习及对话训练等活动，让学生的听说能力得到提高。教学目标1 学生能熟练掌握下列词汇和短语：grow up，computer programmer，cook，doctor，engineer，violinist，driver , pilot , pianist, scientist。2 熟练运用目标语言：- What do you want to be when you grow up?- I want to be basketball player.- How are you going to do that?- Im going to practice basketball every day.3 能够利用目标句型谈论自己理想的职业和如何实现自己的理想。教学重难点【教学重点】功能及句型结构：- What do you want to be when you grow up?- I want to be a basketball player.- How are you going to do that？- Im going to practice basketball every day.【教学难点】1 掌握一般将来时态的构成形式，了解用一般将来时态表达将要做的事情；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一般将来时态。课前准备1 整理学生原来学过的职业名词；2准备好录音机、制作多媒体课件及学案。教学过程Step l Lead-inAsk students questions, if necessary, ask students to look at the pictures on the screen:T: What does Yao Ming do?Ss: He is a basketball player.Talk about some other famous people:Jackie Chan, Sun Li, Liu Xiang and the people around us, for example, the head teacher and their parents in order to revise the following words: teacher, nurse, runner, actor, actress, farmer, musician. 【设计意图】通过问答，导入话题，复习以前学过的表示职业的单词，激起学生已有的学习经验，为下一步谈论自己的理想作好铺垫。Step 2 Presentation1. Ask students:Do you want to be a teacher?What do you want to be?And help them to answer like this：I want to be a teacher. Continue the conversation above and present the topic sentences:- What do you want to be when you grow up?- I want to be a basketball player.- How are you going to do that?- Im going to practice basketball every day.观察与思考1(1) 观察上面的句型，你会发现什么结构？这个结构后面要加动词什么形式？这个结构可以表示什么时间发生的动作或存在的状态。(2) 询问别人将来想干什么应该用什么，回答自己的理想职业应该说什么？2. Show the pictures on the screen and present the new words:computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist. Ask students to ask and answer:- What do you want to be when you grow up?- I want to be a- How are you going to do that?- Im going to.观察与思考2Can you find any easy way to remember jobs?(1) worker cleaner writer painter player singer dancer thinker动词后加 er(2) actor visitor inventor动词后加 or(3) pianist violinist artist scientist名词后加ist(4) actress waitress 表女性将-er或-or换成-ress3. Let students do la by themselves. Tell students to rank them 1-12. 1 is the most interesting, 12 is the least interesting.【设计意图】询问学生们想要从事的职业，利用图片学习更多的表职业的单词，这样学生在结对操练lc口语活动时的视野就能更开阔，同样也就更有话可说。这将有利于促成口语对话的自然开展。Step 3 Listen to 1b1. T: Tell students to read the words of jobs in lb. Make sure they know the meaning of the words and pronounce it correctly.2. Ask students. Ask students to guess what the people in the picture are going to be.【设计意图】通过浏览信息、观察图片获取信息铺垫，为获取准确的听力信息做好准备，猜测可降低听力的难度。While listening1. Play the recording for the first time, and ask students to listen and fill in the blanks.2. Play the recording for the second time and ask students to listen and match the jobs with activities.3. Play the recording again. Ask students to listen and repeat, paying attention to their pronunciation and intonation.4. Show the answers on the big screen.【设计意图】通过听的方式输入本课功能句型，达成知识目标。在听的过程中先听后读，培养学生学习英语的良好习惯，同时引导学生注意语音语调，争取能说标准流利的英语。After listeningStep 4 Work on lc1. Ask students to talk about the people in lb- What does Tina want to be when she grows up?- She wants to be a- How is she going to do that?- Shes going to.2. Get students to make up their own conversations in pairs, talking about their own dream jobs.3. Ask several pairs to act out their conversations.【设计意图】引导学生运用合作学习法进行初步的语言实践，鼓励学生大胆开口，学了就说，培养学生运用目标语言进行交际的能力。教学反思这节课主要学习了职业名称和谈论对有关职业的将来规划。在教学中，通过呈现图片，生动直观地向同学们介绍了各种表示职业的单词，同时呈现了目标句型和be going to结构，利用目标句型练习了职业名听力的输入，由易到难，为后来的role-play进行了充分的铺垫。Period 2 2a-2d 教材分析以my dream job为话题学习相关生词和基本句型，并进而引出本单元的重要话题生活目标(life goals)。进一步深层次谈论将来的生活和将来的城市是什么样子的。教学目标熟练运用目标语言：- What do you want to be when you grow up?- I want to be basketball player.- How are you going to do that?- Im going to practice basketball every day.教学重难点1. 掌握一般将来时态的构成形式，了解用一般将来时态表达将要做的事情；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一般将来时态。课前准备准备好录音机、制作多媒体课件及学案。教学过程Step 1 Free talk What are you going to be when you grow up?【设计意图】通过讨论提高学生的学习热情。Step 2 Listen to 2a2bBefore listening1. Let students look at the pictures below. Explain the activities in the pictures if necessary.2. Let students read the chart below. Tell students that theyll listen to Cheng Hans 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?”Play the recording for the students and check the correct boxes in the picture.【设计意图】通过阅读2a中的图片和2b中的疑问并猜测疑问词代表的问题，获取信息铺垫；通过铺垫达成对获取听力信听力信息的期待。While listening1. Play the recording for the first time and get students to listen to 2a and check the correct boxes in the picture. Suggested answer: Chen Han is going to be a teacher.2. Play the recording for the second time id get students to listen to 2b and complete the chart. Suggested answers:What Cheheng Han is going to be a teacher.Where He is going to move to Shanghai.How He is going to learn how to teach children.When He is going to finish high school and college firstCheck the answers.Play the recording for the third time and get students to listen and repeat. Focus students attention on the pronunciation and intonation。【设计意图】通过听的方式输入本课功能句型。在听的过程中先听后读，指导学生快速捕捉并记录有用的信息，同时引导学生注意语音语调。After listeningStep 3: Work on 2cStudents ask and answer questions about Chen Hans plans.【设计意图】进行初步的语言实践，鼓励学生大胆开口，巩固所学的功能句型。Step 4: Role-play the conversation in 2dl. Ask students some questions about 2d:(1) What does Ken want to be?(2) How is he going to do it?(3) What does Andy want to be?2. Play the recording and get students to listen and repeat, then role-play the conversation.3. Ask several pairs to act it out.4. Let students make up their own conversation in pairs and act it out.【设计意图】引导学生运用所学的功能句型，在尽量真实的语境中进行语言的实践，培养学生运用目标语言进行交际的能力。教学反思整个操作过程是听说读写四个步骤，一环套一环，环环相扣。不足之处是由于时间关系，有些地方没有尽情地展开。所以，虽然调动了学生的积极性，却没有让广大的学生充分的参与。Period 3 3a- 3c教材分析本节课是本单元的第二课时，是以语法内容为核心整体设计的部分。Grammar Focus部分以表格形式呈现本单元的典型例句：What do you want to be when you grow up? How are you going to do that? Where are you going to work? When are you going to start? 便于学生观察、对比、发现和归纳一般将来的结构与特点，3a-3c是根据一般将来时而设计的不同形式、不同层次的语言练习和活；a是一组对话配对，练习理想与实现理想的措施；3b是完成对话，重点练习了what，how，where，when等几个疑问词和be going to加动词原形；3c则是结对练习，讨论自己的理想职业、如何实现理想以及时间、地点等等。教学目标1 学生能掌握重点单词、短语，并用目标语言进行对话；(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。2 掌握“be going to+动词原形”的用法。 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。人们经常谈论他们的设想，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。课前准备1 重点词汇短语： college，education，medicine，university，London, article, send.2 目标语言：What do you want to be when you grow up? How are you going to do that? Where are you going to work? Hen are you going to start?3 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。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。教学过程：Step l Lead-in. 1. Game:Give some riddles on jobs to the students. Students try to guess the job.(1) People come to see me when they are sick. I can help to make them feel better.(2) I act in different movies.(3) I like sports and I practice basketball every day.(4) I wear a uniform and I work to make our city a safe place.(5) I work in hotels and I can cook delicious food for people.(6) I am good at designing. I can build high buildings and long bridges.Answers : ( 1) A doctor. ( 2) An actor/actress. ( 3) A basketball player. (4) A policeman (5) Cook (6) An engineer2. Ask students what they want to be and how theyre going to do that.【设计意图】通过让学生复习上一节课所学内容，激起已有学习经验，导入话题，也为下一话题的导入和扩展作好铺垫。Step 2 Grammar Focus1. Ask students to read the sentences in Gramma1,then fill in the blanks.(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。1 want to _ _. (3) 你打算如何做？How_ you _to _ that?(4) 我打算努力地学习数学。Im _ _ _ _really hard.(5) 你想去哪里工作？_ _ you going to work?(6) 你打算从什么时候开始？When _ you _ to _ ?(7) 我打算完成中学和大学时开始。Im going to be_ _ I_high school and college .【设计意图】学生阅读Grammar Focus中的句子，然后做填空练习。根据记忆，看大屏幕来完成填空练习。然后打开课本检查答案，对错误的句子，单独进行强化记忆。这样可以巩固本单元的目标句型。【新知学习】Step 3 Work on 3a1. Learn the new words : college, education, medicine, university, London, article, send.2. Tell students to read the sentences in 3a and match what these people want to do with what they are going to do.3. 方法指导：先读懂这些句子的意思。根据生活常识来进行推测，将职业与相关的活动棍移。比如，在第一题中，“我朋友想成为一名工程师。”由常识可知答语应是学习数学；因此应选句真算学习数学。”其他类似。4. Ask students to match what these people want to do with what they are going to do.5. Check the answers together with students.Suggested answers:l. e 2. h 3. f 4. d 5. a 6. c 7. g 8.b【设计意图】学生们按老师指导的方法进行阅读，并根据常识来推测应采取什么样的活动。这样以后在遇到类似题型学生就会有规可循。Step 4 Work on 3b1. Ask students to read the conversation, and get them to know what it is about.2. Get them to read the conversation more carefully and fill in the blanks.3. Check the answers.4. Students act out the conversation.Suggested answers : when; want ; How ; going ; Where ; going ; study; When; startStep 5:Work on 3c1. Get students to go through the four wh- words in the chart. Ask them what the four words mean. 2. Ask students to make up the questions with the four wh- words.3. Complete the chart and discuss it with their partners.【设计意图】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，练习本单元重点句型：自己打算成为仃么职业的人。Homework1. 复习、背诵Grammar Focus部分。2复习Section A的词汇短语句子。教学反思本节课是一节语法课，重点学习了be going to 结构，通过Grammar Focus的典型句型，让学生观察，对比，发现和归纳一般将来时的结构特点，其后设计的关于一般将来时的不同形式，不同层次的练习和活动让学生在完成任务的过程中练习本单元的语法结构。Period 3 Section A 3a- 3c教材分析本节课是本单元的第二课时，是以语法内容为核心整体设计的部分。Grammar Focus部分以表格形式呈现本单元的典型例句：What do you want to be when you grow up? How are you going to do that?Where are you going to work? When are you going to start?便于学生观，于学生观察、对比、发现和归纳一般将来的结构与特点，3a-3c是根据一般将来时而设计的不同形式、不同层次的语言练习和活；a是一组对话配对，练习理想与实现理想的措施；3b是完成对话，重点练习了what，how，where，when等几个疑问词和be going to加动词原形；3c则是结对练习，讨论自己的理想职业、如何实现理想以及时间、地点等等。教学目标1. 学生能掌握重点单词、短语，并用目标语言进行对话；（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。2. 掌握“be going to+动词原形”的用法。 3. 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。人们经常谈论他们的设想，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。课前准备多媒体课件，学案。教学过程：Step l Lead-in. 1. GameGive some riddles on jobs to the students. Students try to guess the job.(1) People come to see me when they are sick. I can help to make them feel better.(2) I act in different movies.(3) I like sports and I practice basketball every day.(4) I wear a uniform and I work to make our city a safe place.(5) I work in hotels and I can cook delicious food for people.(6) I am good at designing. 1 can build high buildings and long bridges.Answers : (1) A doctor. (2) An actor/actress. (3) A basketball player. (4) A policeman. (5) Cook (6) An engineer.2. Ask students what they want to be and how theyre going to do that.【设计意图】通过让学生复习上一节课所学内容，激起学生已有的学习经验，导入话题，也为下一内容的导入和扩展作好铺垫。Step 2 Grammar Focus1. Ask students to read the sentences in Gramma Focus, then fill in the blanks.（1）当你长大后，你想做什么？when do you want _ _ when you _ _?（2）我想成为一名工程师。1 want to _ _. （3）你打算如何做？How_ you _to _ that?（4）我打算努力地学习数学。Im _ _ _ _really hard.（5）你想去哪里工作？_ _ you going to work?（6）你打算从什么时候开始？When _ you _ to _ ?（7）我打算完成中学和大学时开始。Im going to be_ _ I_high school and college .【设计意图】学生阅读Grammar Focus中的句子，然后做填空练习。根据记忆，看大屏幕来完成填空练习。然后打开课本检查答案，改正错误的句子，单独进行强化记忆。这样可以巩固本单元的目标句型。Step 3 Work on 3a1. Learn the new words : college, education, medicine, u