英语人教版八年级上册Unit 6 1a---2d.doc

Unit 6 I am going to study computer science.教学设计Section A 一、设计思路本节课主要学习有关职业类的词汇及句型，属于听说课。所以在课前先唱一首英语歌曲The more we get together来营造轻松的学习氛围，让学生尽快地融入进课堂。通过pair work，group work反复操练，给学生提供充分的时间进行听说训练，更加熟练掌握和巩固所学知识。二、教材分析本节课的教学内容是人教版八年级上unit 6 Im going to study computer science的第一课时,主要内容是学习有关职业的单词以及be going to 的用法，用一般将来时谈论未来的职业，通过对人生理想的讨论使学生不仅对未来有憧憬，而且要从现起为自己的理想而奋斗。三、教学目标：1.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 sure2)能掌握以下句型：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1） 让学生能积极思维，在生活中灵活运用所学单词，短语及句型。2）掌握一般将来时态的构成形式：be going to 结构3) 用be going to结构表达将要做的事情。3、情感态度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。因此，通过单元的学习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。四、教学重难点1. 教学重点：1) 学习一般将来时态的构成be going to及其用法。2) 学习本课时的重点词汇和句型，通过在不同情景下操练，以达到熟练掌握和运用一般将来时态。2. 教学难点：用一般将来时态表达自己未来的打算。五、教学策略率与手段1.词汇教学采取头脑风暴或图片演示的方式进行教学，让学生在情境中操练、理解含义，并学会运用构词法；2.口语教学采取pair work问答式的口语交际活动或游戏等小组活动互相操练；3.听力教学采取连线和对话获取关键词以及预测的方式。六、学情分析八年级学生有一定的英语语言基础，但由于都来自于农村,基础差,底子薄，学习缺乏积极性,主动性。因此为了激发和培养学生学习英语的兴趣，使其树立自信心，在教学中，要充分利用多媒体，课件、图片等教学资源来进行语言操练和实践，让学生更直观地感受英语，学习英语，运用英语。七、教学过程. Lead-in 1. 播放英文歌曲The More We Get Together,活跃课前气氛,让学生学会珍惜友谊.2. 通过名言警句告诫学生要取得成就就得付出，激发他们对未来的憧憬和设计。3. Brainstorm：展示一些学生熟悉的表示职业的图片,引导学生复习有关职业的单词,看谁说的又快又对。4. 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. 设计意图：活跃课前气氛,激发学生的学习兴趣，复习旧单词并引出本节课的新单词，导入新课题。. Presentation1. 播放幻灯片，引导学生们学习一些新的职业名词：computer programmer, cook, engineer, violinist, pianist, pilot, scientist,2. Try to remember the new words by watching the flashcards.3. Tell Ss to rank them 1-12. 1 is most interesting, 12 is least interesting. 设计意图：师生互动，生生互动，把句型教学置于很自然的语境中，学生会主动表达自己的人生目标，调动学生参与教学活动的热情，并进行口语训练，强化记忆。. Games 1. Let us have a chant for the new words.2. Read and guess what the job is according to the explanations.3. Let Ss try their best to guess the job and see which group is the best. 设计意图：通过游戏形式巩固所学新词汇，激发学生的积极性和主动性，同时培养学生善于思考的能力。. Listening 1. 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. 设计意图：训练学生听力以及在听力中运用新学语言的能力. Pairwork1 1. Let Ss read the model with a partner.A: What do you want to be when you grow up?B: I want to be a basketball player.A: How are you going to do that?B: Im going to practice basketball every day.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. 设计意图：学生相互谈论各自的理想职业，吸引学生的学习兴趣，引导学生进行句型操练，达到锻炼口语的能力，同时加强同学之间的情感交流。 Pairwork2 Read and make your own conversations with your partnersEg: -What does he want to be when he grows up?-He wants to be a basketball player.-How is he going to do that?-He is going to practice basketball every day.设计意图：帮助学生在自然语境中使用目标语言，落实be going to , want to be结构中谓语动词的第三人称单数形式的运用。VI. Groupwork 1. Choose your favorite picture and make conversations in groups. Then choose the best pair from each group to report it to the class.2. Talk about your dreams in groups .Then choose the best one to report them to the class. 设计意图：分组合作谈论各自的理想，为学生提供表现自我的空间。本环节是一个知识的延伸，使整节课的知识点由字、词、句过渡到篇，教学程序由浅入深，循序渐进。Homework: 1. Make two conversations using the target language. 2. Write a short passage about your dreams. I want to be.when I grow up. 设计意图：通过作业达到巩固知识的作用。板书设计Words: grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientistSentence structures: 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.Grammar: be going to + 动词原形 表示 将要发生的事，或打算、计划、决定要做的事。板书设计Words: grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sureSentence struc