Iamgoing-to-study-computer-science教学设计.doc

Unit 6 Im going to study computer science.教学设计（英语）Section A (1a-2c)鹿泉区大河镇第一中学 孟艳萍【设计思路】 本节课主要运用be going to 来谈论自己职业梦想及如何实现 梦想。通过谈论我及我家人的职业、到谈论学生父母职业自然过渡到谈论学生未来职业，及他们如何实现自己的梦想。最后引导学生运用所学的知识规划自己的人生。实现所学知识的迁移。【教材分析】 本课内容是人教版新目标八年级上册Unit6 I am going to study computer science Section A (1a-2c).以未来职业的梦想及打算如何实现梦想为话题的听说课。运用“be going to ”谈论自己将来计划、安排、打算; 运用“What do you want to be when you grow up?” “ How are you going to do that?” 询问对方将来的计划和安排。【教学目标】1. 语言知识目标能掌握表职业的新单词能掌握下列句型： 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. 2.能力目标：学生能运用所学的词汇及句子对职业进行谈论；能听懂使用目标语进行的对话；学生能准确朗读录音对话，培养地道的语音语调。3. 情感态度价值观目标激发学生的学习主动性和兴趣，使他们更加有理想，并为实现自己的理想制定可行的计划。【教学重点和难点】1. 教学重点1) 学习表示职业的单词。2) be going to do 句型的准确表达将来的计划、打算等。2. 教学难点结合不同的人称,正确运用“be going to do”谈论将来的职业梦想及如何实现。【教学策略与手段】(1) 启发式教学，采用师生对话，生生对话的方法。(2) 充分运用多媒体及讲学稿。【学情分析】在本书的5单元学生已经学习了want to do表达自己的喜好、制定计划。对本单元用“be going to do” 谈论自己未来的规划、打算做了铺垫。【课前准备】教师准备：制作教学课件；设计本课讲学稿。学生准备：复习学过的表示职业的单词，并预习新单词。【教学过程】Step1. warming-up (创设情境，导入新课)Show my family picture (在照片旁边注上我的年龄、住址、职业等)。Teacher asks: Do you know her ? What do you know about her ? 并介绍我的丈夫、儿子的职业。然后问：“你能告诉大家你父母的职业吗？”S1: My mother is a driver, my father is a worker.S2: My mother is a worker, my brother is a driver and my father is a doctor. . （设计意图：创造和谐融洽的学习氛围，让学生想说，敢说）T: What do you want to be when you grow up ?Ss: I want to be a. . .(设计意图：由介绍他人职业到谈论自己职业，复习学过的表职业的单词，激发学生对自己未来职业的憧憬。) Step2. Presentation（合作交流 探究新知）1Learn new words:（1）. Teach new words and expressions by showing the pictures. （设计意图：在预习的基础上,利用图片巩固单词,突破词汇难点,突出重点,培养学生预习习惯.）（2）.Brain storm：快速闪现职业的图片,让学生迅速说出该图片所展示的职业。 (设计意图 ：竞赛激趣。)(3).让学生观察表职业的单词，让学生找出这些单词的构词规律。 （设计意图 ：进行学法指导，培养学生观察、总结、归纳的能力。）2. Learn “Be going to do”T: Look, Who is the guy ? do you know ? Oh, its my friend . he is a driver, a good driver, he is a very friendly and kind person, but he has a very strange name, we all call him “Mr. going to do” . Do you know why ? Because he always says, Im going to do something, but he never does it. Look at his car. How dirty it is,isnt it ?Ss: Yes, it is.T: What does Mr. Going to do always say ? He says : “ I am going to wash it tomorrow.” But he never does it.T: Look at the bike. Oh its broken. Can you guess what does Mr. Going to do always say ?S1: I think he always say : “ I am going to repair it tomorrow.” T: Good, a clever boy! (设计意图：学生在愉悦的氛围中感知“be going to do” 的用法.)（2）Drill：T: Look at “Mr going to dos room. There is so much litter and dirty clothes. Can you guess what Mr. Going to do always say? Ss：I am going to .（设计意图：在教师的引导下理解运用be going to do）(3). 判断题下列句子是否正确。a.If you are going to do something,it means you plan to do something.（T）b.Be-going-to-do happens in sometime in future. （T）c.tomorrow/next week/next year/when I grow upare all sometime in future . （T）通过做上述判断题,学生对Be going to 结构有了更清楚的认识.师生总结并板书：结构：be（am/ is are） going to +动词原形(教师板书)(设计意图：在学生理解并能正确运用的基础上，归纳 be going to do 的用法，形成清晰的语法概念。)Step3Practice: 1. T: The weekend is coming. I am going to visit my parents. What are you going to do this weekend ?S1: I am going to do my homework. S2: I am going to . (设计意图：运用目标语言谈论周末计划，潜移默化的培养学生做事要有计划。) T: My husband is going to wash his car, and my son is going to play soccer with his friends. What about your family ?S1: My mother is going to wash the clothes.S2: . . . (设计意图：在真实的语境下，进行不同人称的替换，突破本课难点)2. Talk about students future jobs.T: I know your plans of this weekend. Can you tell me the goals of your life? T: What do you want to be when you grow up? S1: I want to be a . . .T: How are you going to do that? S1: Im going to . . .几组师生对话后，让生生对话练习并展示。根据对话内容,老师问其他学生 S1、S2、. . 等学生的将来打算。T: What does S1 want to be when he grows up ?Ss：He/ She wants to be a . . .T: How is he /she going to do that?Ss: He/ She is going to . . .几组师生对话后，让生生对话练习并展示（设计意图：强化目标语言的运用、加强新旧知识整合。）Step 4. Listening (设计意图：对本节课所学的词汇和目标语言从听力上进行巩固，达到听力训练目的。)1.1b. Draw a line between the two items.2.listen to the tape,complete the dialogue： A: What are you going to be _,Cheng Han?B: Im going to be _.A: _move to Hollywoo d?(好莱坞)B: No, Im going to _New York.A: And _become an actor.B: Well, Im going to _ A: When are you going to _?B: Im going to _ high and college frist.Step5. Do a survey.(口头报告，提升能力)教师呈现下一张幻灯片（一个调查表），运用目标句型，调查对方本人及其朋友对未来职业的梦想.A: What are you going to be when you grow up?B: Im going to be. A: How are you going to do that?B: Im going to. （设计意图：在真实的语境中练习所学的语言知识，培养学生口语表达能力。）Step 6. Writing 以“My Future”为题，写一篇作文。包括未来职业、住址、如何实现等。然后，学生展示他们的作文，其他学生给予指正。step7. summary（谈收获，树目标）Teacher: Hold fast to dreams. Try your best. They will come true one day!紧紧抓住梦想，尽最大努力，总有一天梦想会成真。Step8. Homework: Write a composition : My future job板书设计Im going to study computer science.Section A 1 (1a-2c)I am He/ She / It be isgoing to do(动词原形)We/ You/ They are 否定形式：am、is、 are +not.教学反思以谈论我和我的家人职业引出话题，然后谈及同学及其父母的职业，这样创造出愉悦的氛围。让学生敢于发言，有话可说。我设计的“头脑风暴”通过竞赛，激发学生的竞争欲。在讲授“be going to +动词原形”表将来的计划、打算时，通过听一个有趣的小故事，让学生“先感知