Unit6 I’m going to study computer science
Section A (1a-1c)
Good morning, everyone ! I’m very glad to present my teaching design here.I’ll talk about it from the following parts.
Part 1: The analysis of teaching material(教材分析)
The topic is from Unit 6 I’m going to study computer science Section A （1a-1c）. It is a listening and speaking lesson，the first period of this unit. This lesson mainly talks about future intentions and how to achieve it.It is based on students lives .They can make students establish
The determination and confidence to strive for the life’s ideals.
Part 2: The analysis of students(学情分析)
The students have learned English for more than one and a half years so far. They have showed great interest in English. They want to express themselves but they are lack of vocabularies. Most of them don’t often use English to communicate with others. Some of them are not active in the class because they are afraid of making mistakes. In order to encourage them to express themselves in front of others, I’ll create some real situations for them to practice the key words and structures.
Part 3:The teaching aims(教学目标)
Knowledge objects(知识目标):
1. Master the new words and phrases through some pictures:
Cook doctor engineer driver pilot pianist scientist violinist grow up.
2.Learn to use the target sentence patterns.
What do you want to be when you grow up I want to be a/an...
How are you going to do that I’m going to do ../be going to+v to express future career plans and dreams.
Ability objects(能力目标):
1.To develop the students’ listening and speaking abilities.
2.To train the students’ ability of working in pairs.
3.Ask questions about Dream jobs using target languages.
Moral objects(情感目标):
By the end of the class ,students will set up life goals and find a way to achieve it.
Part 4:Teaching important and difficult points(教学重难点):
1.Master the new words and phrases.
2.Be able to talk about future intentions.
3.Train students to use the target language “ want to be a/an ” and “be going to ”to describe favorite jobs, and how to achieve it.
Part5: Teaching methods（教学方法）
In this lesson I’ll mainly use the Task-based teaching method and the situational teaching method. That is to say, I’ll let the students learn in the real situations and finish tasks by listening and making dialogues. That can help students to get a better understanding of the key structures.
Part6: Learning methods（学习方法）
In this lesson, I’ll let them work in groups and pairs to practice the knowledge they have learned. In this way, they can learn better. Work in groups or pairs can also improve their ability of communica-
tion.
Before we learn a new lesson, I always ask them to preview it. After they preview the new lesson, they can learn about the items and know the important and difficult points. And then, they willconcentr-
ate more on the knowledge that they don’t understand well. It can make them learn easily in class.
Part 7: Teaching procedures（教学过程）
In this lesson, I’ll finish it in three main parts and eight tips.
Part 1 learning of new words and target language. （新知学习）
Step 1. lead in （导入）
In this step, Students play a guessing game and lead students to answer:what does she do
Step 2. Presentation（展示）
Firstly,Students look at the pictures,videos,and listen,then the students just say some words to describe different kinds of jobs to learn new words of this lesson.
Next, ask them to use a sentence to describe what do you want to be from these jobs.
During the teaching, make students understand how to do next.And present the sentence How are you going to do that
Step 3. Practice（练习）
I’ll invite some students to make dialogues, ask others to describe her favourite jobs .
When they practice, I’ll tell them to pay more attention to the usage of “want to be” and “be going to”.
Part 2. Listening and talking（听说活动）
Step 4. listening
After they practice the target language, they have known how to describe jobs and mastered the words and structures. Next. I’ll let them do some listening practice.
1.Pre-listening. I’ll let the students finish 1a .
2.While-listening.The first time, I’ll let them listen to the tape to fill in the blanks and then check answers.For 1b. The second time, listen again and tell me how is Tina/Larry going to do that. 3.Post-reading. Get students to read the dialogue together.
Step 5. Pair work（合作）
Let the students make conversations by using the information in1c. I’ll ask the students to share their conversation in front of the class.
Part 3 Moral education and summary（情感教育和总结）
Step 6. Moral education
I’ll make a survey about futurejobs to let students report the survey,the students understand : work hard to realize your dream.
Step 7. Summary
I’ll let students memorize what we have learned today with me together and show them on the screen.Encourage students to think about how to work hard to achieve their ideal career.Through this teaching activity, students will be able to think about their career dreams and realize their dreams can be realized through effort.
Part 8: Homework（家庭作业）
1.Remember the new words and target language .
2.Talk about your dream job with your partners.
3.Write a report about your dream job.
Part 9: Blackboard Design（板书设计）
Unit 6 I’m going to study computer science
Section A (1a- 1c)
New words:
cook doctor engineer driver pilot
pianist scientist violinist grow up
Sentences 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
I’m going to practice basketball every day.
Part 10 :Teaching Reflection
It’s never too late to learn
2 / 5教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Unit6 I’m going to study computer science section A(1a_1c)
教科书 书 名：GO for it 出版社：人民教育出版社 出版日期：2012年10月
教学目标
I. Teaching objectives: Language objectives: Master the vocabulary: grow up,computer programmer, engineer, violinist, pianist,cook violinist,pilot,scientist ... Ability objectives: Learn to use the target sentence patterns "What do you want to be when you grow up ", "How are you going to become a ____ ” to discuss future plans and dreams. Emotional objectives: Through learning, allow students to establish correct values and outlooks on life, and understand that only through effort can dreams be realized.
教学内容
Teaching important and difficult points: Teaching focus: Master the key sentence patterns and vocabulary of this lesson. Teaching difficulty: Properly use the target language for communication.
教学过程
教学步骤课堂活动学生活动设计意图 Step 1 Lead-in Greeting. Learning objects 3. Guessing game. 1,看图说职业。 2.听声音猜职业。利用看图，听声音，引出本课主题，引导学生思考并头脑风暴，在思考的过程中自然的感知目标语言，激发学生学习兴趣。 Step 2 Pre-listening 1. T teaches the key phrases by asking the questions, and teaches phonetic symbols and key words. 2. T uses the target language to talk aboutthe topic picture. 3. T asks Ss to finish the task in 1a-T asks students to look at the picture and read the jobs in the box. Then match their jobs with their .actions.跟随老师一起学习新单词和音标，并感知句型完成练习。 根据主题情景图片回答老师的问题，逐步使用功能句子。 完成书本1a部分任务。 观察1a部分图片中人物的职业，弄清楚职业词汇常以什么结尾？观察后指导学生自行总结职业词汇表达法，训练学生的归纳整合能力。 将句型操练式融入单词教学中进行教授，有助于应用。 书本任务有利于学生更好的掌握词汇和句型的用法。 Step 3 While-listening 1. T asks students to finish the task in 1b—Listen and match the jobs with the actions . 2. T asks students to listen again and fill in the blanks. 完成书本1b任务：将人物职业与行为连线。 再听一遍，完成句子 通过听力策略的教授，帮助学生更好的把握听力侧重点。 用跟读录音的模式，培养学生的语音语调意识，也使学生巩固目标词汇和重点句型的使用。 听力前先带领学生熟悉图片内容和听力方向，引导学生观察图片内的关键任务，猜测他们所进行的话题，为听力找寻关键词。 跟读录音的模式，培养学生的语音语调意识。 Step 4 Post-listening 1.T asks students to have pair-work to make conversations by using the information in 1c. 2. T asks students to share their conversations. 3. T asks students to make a survey by using the target language. 4. T asks students to report their survey by using the target language. 根据1c部分任务进行结对训练。 同桌进行问答练习表演。 运用目标语言进行调查。 汇报调查报告。 通过之前句型的学习，为1c部分的练习打好的基础，要求学生以小组的形式进行问答的难度降低。 通过表演对话和开头报告形式，让学生理解掌握和运用本课的重点单词与句型，发展听说能力，培养小组合作能力和自信心，培养成就感。Step 5 SummarySummarize the key content in this lesson. 跟随老师一起进行内容总结。总结本课所学内容，巩固加深印象。 Step 6 HomeworkAsk the students to finish the survey after class.将家庭作业做好记录。加深对未来职业的规划，并能检查学习效果，加深对知识的理解和记忆。
教学反思 经过本次教学，我认识到自己的不足之处。首先，在语言表述方面，我有时使用了一些复杂的词汇和语法结构，可能会让学生感到困惑。其次，在教学设计方面，我有时未能将教学内容与学生的实际生活紧密联系起来，导致学生难以产生共鸣。此外，我在组织小组讨论和角色扮演活动时，对学生的参与度关注不够，导致部分学生未能充分发挥自己的潜力。
