学情分析
1．初中学生的抽象思维能力比较低，形象思维能力强，但注意力容易分散。
2．初中生的学习心理特点：
（1）兴趣：对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复。
（2）记忆：对刺激记忆手段多的知识记忆深刻，遵从记忆规律。
（3）思维：偏重于形象思维，对片面,零碎的材料尚缺乏一定的概括分析能力。
（4）评价：主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强。因此，在本学科的教学过程中，在注重启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法，全身反应教学法等，激发学生学习的兴趣，让学生乐于接受，易于接受。
评测效果分析
本节课，师生互动、生生互动，收到良好效果。
一、完成课前预习，鉴于所学职业，让学生养成有目的预习的好习惯，培养超前学习的能力，提高学习效率，提高课堂效率。
二、博闻强识，夯实基础。完成单词，句型，扫清障碍。
三、理清思路。明确围绕职业问题，练习基本句型。
四、高效学习，当堂达标。归纳时注重启发学生会运用be going to 的句型，学生通过听说训练，从而自然而然地理解本单元的语法。
Unit6 I’m??going to study computer science
Section A (1a---2c) 授课人：王艳
【学习目标】
1、知识目标： （1）掌握下列单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist （2）掌握重点句型：
－What do you want to be when you grow up? －I want to be a computer programmer. －How are you going to do that? －I’m going to study computer science. 2、能力目标：正确使用when 引导的时间状语从句，并能用be going to 结构对将来的事做出计划，而且能听懂用be going to结构谈论自己及他人理想职业的对话，并能用这种结构进行相关话题的会话； 3. 情感态度：通过谈论将来的计划打算和怎样实现这一目标，引导学生 思考自己的人生目标，及早为将来做准备，树立正确的人生观。 【学习重点及考点】 1、be going to…句型； 2、有关职业的描述。 【课前自学指导】 1、你熟悉下列人物吗？通过学习，试着写出他们职业的英文表达方式。 Yang Liwei:_____________ Jackie Chen:______________ Jay Chou: _____________ Yao Ming:______________ 2、你知道更多职业的英文表达方式吗？回忆并写出我们学过的有关职业的英文表达方式，查资料写下来与同伴分享吧. ________________________________________________________________________________________________________________________________________________ ●Teaching steps:
Step1 Revision
Play the song “ To Be What You Want to Be.”
Ask the students to pay attention to the jobs in the song.
Show the lyrics and sing together.
Listen to the song and review about the jobs .
Step 2 Lead-in
Listen to the song and review about the jobs .
Step 3 New words
grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist.
Show some picture about the jobs and ask students to guess the name of the job.
Ask student” Do you want to be a/an … like …?” and “ What do you want to be when you grow up?”
Step 4 1a
1, Practise these sentences:
－What do you want to be when you grow up? －I want to be a computer programmer. －How are you going to do that? －I’m going to study computer science. 2, To help Ss recognize the target language in natural speech.
Step 5 Listening
一．Listening and fill in the blanks. Then match the items.
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.
二．In activity 2a ,ask Ss : what is cheng han doing? Elicit from Ss that he is graduating,teaching and acting .He is a student,a teacher and an actor. Listen what is cheng han going to do ?
三．In activity 2b, listen
1: What is Cheng Han going to be?
2 : Where is Cheng Han going to move?
3: What is Cheng Han going to do?
4: When is Cheng Han going to start?
Show the answers on the big screen.
Step 6 Pair-work
Practice the conversation in the picture. Then make conversations about the other jobs in 1a.
1. Let Ss read the model with their partners.
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.
Step 7 summary
Summarize the new words and sentence patterns.
What are you going to be when you grow up?
I am going to be a/an…
How are you going to do that ?
I am going to …
Step 8 Homework
Make a conversation about your future using the sentence patterns we learnt today.
Blackboard design:
?????
课件51张PPT。Believe in myself.
I can because I think I can .Unit 6
I’m going to study computer science.Section A B what u wanna BGuessing jobsa studenta waitera nursea reportera policemanA basketball player篮球运动员an actorteacheran engineer
工程师a pilot
飞行员pianist电脑设计师a computer
Programmer
driverviolinistScientistdoctorcookChallenge your eyesI’m going to be a basketball player.Congratulations!English teacherA: What do you want to be when you grow up?
B: I want to be an English teacher.
A: How are you going to do that ?
B: I’m going to study English hard.study English hardSay:basketball
playersingerteacherwriterplay
basketballstudy hardread moretake
singing
lessonsWhat do you want to be when you grow up? How are you going to do it?Pair work:A: What are you going to be when
you grow up?
B: I’m going to be a/an…
A:How are you going to do that?
B:I’m going to..A:Where are you going to work?
B:I’m going to work in…Guess!What is Marry going to be when she grows up?Marry She wants to be a dancer
Tom
A basketball playerTinaAn artistNow
JohnA singerYou did very well !Future tense!be going to do表示对未来“打算,计划”
what are you going to be in 10 years?scientist doctorpilot driver Programmer engineercookComputer Listen and fill in the blanks. Then match the items. Listening1bactingcomputerbasketballmathListeningListen. What is Cheng Han going to do? Check (√) the correct boxes in the picture. 2ahttp://zhdduya100.taobao.com/B: He is going to be a teacher.B: He is going to move to Beijing.B: He is going to learn how to teach children.B: He is going to finish high school and
college first.A: What is Cheng Han going to be?A : Where is Cheng Han going to move?A: What is Cheng Han going to do?A: When is Cheng Han going to start?2b listen and answer questionsExercises一、用所给词的适当形式填空。
1.The boys __________ (go) play soccer this afternoon.
2. _____ you _____________(play) basketball with me next week?
3.The actor ___ going to ________(move) New York.
4. He admires actors very much. He’s going to take_____ (act) lessons every day.
5. Lucy ________________(not stay) at home next weekend.
are going toAre going to playismove toacting is not going to stayⅡ. 句型转换 1.They have a basketball match every
Sunday. (用next Sunday替换every Sunday) They ____ _____ ___ _____ a basketball
match next Sunday. 2. We are going to have a school trip next
week. (就划线部分提问)
_____ ____ you ___ ___ _____ next week?
3. I’m, going to, walk, school, not, to,
(连词成句)
__________________________________aregoinghaveWhat aredogoingtotoI’m not going to walk to school. 4. I’m going to see my teacher on
Teachers’ Day. (改为一般疑问句,
并做肯定回答） --____ ____ going to see _____ teacher
on Teachers’ Day? --Yes, I am.
5. Friday, what, is, do, going, to, next,
he (连词成句） ________________________________?What is he going to do next FridayAreyouyourwww.xkb1.comWriting time !Sentences pattern:
What are you going to be when you grow up?
I am going to be a/an…
How are you going to do that ?
I am going to …
be going to +v原形表示“打算做某事”
Summaryhttp://zhdduya100.taobao.com/I’m a usual boy. But I have a dream.
I’m going to be a famous actor when
I grow up. 明星讲述 http://zhdduya100.taobao.com/So I learn Chinese Kungfu very hard.
http://zhdduya100.taobao.com/I never give up.
http://zhdduya100.taobao.com/At last, I become a very famous actor.
http://zhdduya100.taobao.com/Where there is a will,
there is a way.
有志者,事竟成。Work hard, You can make your dream come true!
努力吧, 你可以梦想成真！Hold fast to dreams.
They will come true one day!
紧紧抓住梦想，总有一天
梦想会成真。 Homework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…Thanks a lot!教材分析
本单元话题功能为谈论职业理想以及如何实现理想的举措。Section A主要谈论未来职业和实现理想的措施。围绕?“My dream job”这一主题进行一系列的交际活动，使学生掌握be going to, want to be结构的准确表达，正确使用what, how, where, when引导的特殊疑问句对未来计划进行询问。在谈论这一主题时，学生对于未来理想的憧憬会多种多样，表达时会受到词汇的限制，所以词汇教学和语法教学既是重点也是难点。
Section B谈论新年计划“New Year’s resolutions”。围绕这个话题，实现对Section A所学知识的巩固、拓展和提升运用。围绕此话题，教材设计了一系列的任务链活动，例如，听力练习，对话练习，阅读练习。阅读旨在帮助学生在掌握语篇信息的同时，发展相应的阅读技能，提升阅读水平。所以，学生学习的难点在于对阅读语篇出现的多重阅读策略的领会和掌握上。通过Section B的学习，要求充分理解和掌握将来时的含义，以便在以后的学习和生活中准确运用be going to ,want to be结构。
观评记录
本节课教师用心准备，透彻把握学生，清晰地体现了英语学习的过程；学生自主、合作、探究，体现出教学中的“动”的过程。整个教学过程，胸有成竹，设计鲜明，有条不紊，恰到好处。
一、教学设计新颖
用结尾一句话切入教学内容，切入点小，贯穿整个教学过程，使课堂思路清晰，课堂结构层递，优化了教学内容，灵活运用be going to do sth 的句型，给我们教学作了一个很好的示范。
二、深入教学
首先复习旧词，引出关于职业的新词，运用各种活动，反复练习grow up, computer programmer, cook, doctor, engineer, violinist,driver, pilot, pianist, scientist。并练习句型－What do you want to be when you grow up? －I want to be a computer programmer. －How are you going to do that? －I’m going to study computer science. 三、现场效果生成
学生大声朗读，讨论热烈，碰到困难时，其他同学给予帮助解决，体现互助合作，课堂生成体现较好。
四、存在问题
有些地方引导不到位，要给学生明确思考的角度，才能让学生往正确的路上走。
评测练习
一、用be going to的适当形式填空
1.The boys __________ (go) play soccer this afternoon.
2. _____ you _____________(play) basketball with me next week?
3.The actor ___ going to ________(move) New York.
4. He admires actors very much. He’s going to take_____ (act) lessons every day.
5. Lucy ________________(not stay) at home next weekend.
Ⅱ. 句型转换 1.They have a basketball match every
Sunday. (用next Sunday替换every Sunday) They ____ _____ ___ _____ a basketball
match next Sunday. 2. We are going to have a school trip next
week. (就划线部分提问)
_____ ____ you ___ ___ _____ next week?
3. I’m, going to, walk, school, not, to,
(连词成句) 4. I’m going to see my teacher on
Teachers’ Day. (改为一般疑问句)
--____ ____ going to see _____ teacher
on Teachers’ Day? 5. Friday, what, is, do, going, to, next,
he (连词成句） ________________________________?
通过自主学习，你还有什么问题： 1._______________________________________________ 2._______________________________________________
课后反思
本节课在教学目标的确定上比较明确，能围绕be going to …句型进行有针对性的课堂教学设计。在课前准备方面，特别注意材料和辅助教学手段的使用，在新知识的呈现上，要注意到了视听手段的结合，通过录音和图片手段的结合，有效地引导学生对本课内容进行最初的阅读理解。在活动中设计出不同的问题，学生在问题引导下，展开小组讨论和表达。
难点和重点就是 be going to do这一将来进行时态，而这一课时重点难点也在于此，所以针对这一情况，我设计了一些相关的练习，让学生在练习中进行实际操作运用，也设计了一些疑问激发学生的兴趣。 另外对于语法是学生比较难以接受的，我在课堂上虽然运用了练习希望以次让学生从中掌握规律，但是在总结的时候，可能由于时间过紧，我直接告诉了学生规律，我觉得可以让学生自己从中发现规律，这样也许印象更为深刻。另外这节课的整体结构我觉得安排的不是很好。对于有规律的一些时间比如说 this morning, this afternoon, this evening , tomorrow,因为单词学生已经掌握了，所以可以一起出现让学生来学习。把更多的时间让在其他词语和语法操练上。
课标分析
《新标准》在设计上体现了“以人为本”的教育理论，由浅入深，逐步过渡，符合学生的年龄特征和认知能力结构。以直观思维为主，内容容易发挥学生的能动性，容易激发学生的兴趣，培养学生良好的学习习惯。
一、教学理念
《新标准》在设计上体现了“以人为本”的教育理论，由浅入深，逐步过渡，符合学生的年龄特征和认知能力结构。随着学生的知识不断丰富，学习内容的难度广度也相应加大。初二则注重语调、连读、重读及意群、停顿等等，由浅及深，层层递进，不仅符合教学规律又符合学生的年龄特征。
二、新旧变化
1.教学目的：突出外语教育不再是“精英教育”，而是“大众教育”。
2.课程性质：将英语课程的性质界定为“具有工具性和人文性双重性质”
3.基本理念部分的修订以突出英语学科特点的思想为原则，使英语教育的特点一目了然。
4.课程设计思路：明确指出了英语课程设计的总体思路，提出了科学发展观和先进的外语课程理念为指导，综合考虑我国英语教育的发展现状，从义务教育阶段起，建立一个以学生发展为本的、系统而持续渐进的英语课程体系。
5.语言技能（听、说、读、写）要求上的调整。
三、语法项目系统化
传统的教材以语法为纲，并且在很长的时间里占很统治地位。随着交际法的兴起与传播，明确指出：基础教育阶段英语课程的总体目标是培养学习的综合语言运用能力，包括：语言技能，语言知识，文化意识，情感态度和学习策略五个方面。语言知识和语言技能是综合语言运用能力的基础。
四、不足与缺点
所有的东西都不可能做到完美，《新标准》同样有它的不足之处。例如小学与初中语法衔接中会出现重复或脱节现象，还没有做到小学到中学的一条龙教学，这样就造成了教学资源的浪费。由于本人的水平有限，对《新标准》的认识一定还存在许多不足，不妥之处，恳请各位专家批评指正。
