人教版八年级上册Unit6 I’m going to study computer science. Section A(1a-1c) 教学设计（表格式）

教学设计
课题 Unit6 I’m going to study computer science. Section A(1a-1c)
课型 新授课 复习课 试卷讲评课□ 其它课□
教学内容分析 本课时内容为人教版新目标初中英语教材8上Unit 6第1课时 ,该单元话题是“Life goals”, 功能是“Talk about future intentions"，此节课型定位为以话题为核心的“听说课型”。本课时的话题是谈论未来理想的职业以及如何去做，才能实现理想职业。本课时的重点是以角色扮演的方式，结合自身实际，反复运用句型A: What do you want to be when you grow up B:I want to be... . A: How are you going to do that B: I’m going to ... . 来谈论未来理想职业，激发学生话题交流的兴趣。同时，通过一系列的听、说训练，来强化学生对单元主题内容及语言项目的学习和理解，从而提高他们运用所学语言的综合能力。引导学生运用语言和发展语言的能力，促使学生逐步去判断思考,谈论对未来职业的憧憬，树立健康积极的生活目标。该课的新单词和目标语言是本单元的主要内容，因此，让学生学好这一课非常重要。
学情分析 （1）学生在小学阶段和七年级已初步掌握了部分职业词汇，这些为顺利学习本单元奠定了知识基础，但谈论理想时，因学生对未来理想的憧憬多种多样，表达时会受词汇的限制，教师应提前做好准备，帮助学生能正确运用相关职业的词汇。 （2）口语交际中，为了激发学生的表达欲望，多联系实际，创设不同的情境，以角色扮演的方式，运用be going to ,want to be 结构来谈论自己的理想职业。在此过程中，学生可能会出现主谓不一致问题导致表达错误，应加强师生对话互动示范，注意第三人称单数，从而提高表达流畅度和准确性，提升综合运用英语的交际能力。
学习目标 1.通过图片展示抢答职业和真人秀猜职业，认读职业名词并简单问答职业理想。 cook, engineer, violinist, driver, pilot, pianist, scientist, computer programmer. 2. 通过转盘识词组，听力练习，刮刮卡游戏和采访，能够在具体语境中用不同人称询问和回答理想职业。 ---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... 3. 借助明星励志故事，感悟内涵，树立正确的生活目标并为之努力。
重难点 1.通过图片展示抢答职业和真人秀猜职业，认读职业名词并简单问答职业理想。 cook, engineer, violinist, driver, pilot, pianist, scientist, computer programmer. 2. 通过转盘识词组，听力练习，刮刮卡游戏和采访，能够在具体语境中用不同人称询问和回答理想职业。 ---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...
评价任务 1.快速准确的在图片展示环节抢答职业名词，准确猜出真人秀所扮演的职业并简单说出自己的理想职业愿望，温故知新。 2.在转盘游戏中准确翻译词组，结合听力，刮刮卡，采访等活动，准确地用不同人称问答职业理想，表达职业愿望，检测学生是否能够正确运用be going to ,want to be句型结构。 3.理解感悟明星励志故事的内涵，榜样励志，树立自己的生活目标并为之打算，坚持到底，永不放弃，努力实现梦想。
教学评活动过程 教师活动学生活动Step 1：Greeting and Leading in教师活动 1.Greeting as usual. 2.Play a song video of “What do you want to be” and ask ss to listen carefully and try to under the meaning of the song. If you can sing, you can sing with the video. 3. Ask students questions: After enjoying a song, can you hear some jobs Today, we will talk about them ,now let’s begin our new class. 学生活动 1.Greeting as usual. 2.Enjoy a song , listen carefully and try to under the meaning of the song. If they can sing, they can sing with the video. 3.Students answer questions. 设计意图：歌曲视频情景式导入话题并呈现英文歌词字幕如：What do you want to be nurse/engineer/pilot/actor/banker/astronaut等，引起学生的学习兴趣，活跃课堂气氛，快速导入主题内容情景。Step2：Prepare for the dream jobs, learn and try to say new words.教师活动 1.Show different kinds of job pictures on TV and ask Ss to say the jobs as soon as possible. 2. Play the Ss’ reality show video, ask ss to guess what jobs they act. 3.(1)Ask ss to finish 1a and write the most interesting job on the card. (2)Then lead in a pair work. I have a dream. I want to be a doctor like Zhong Nanshan. Do you have a dream (3)Ask and answer one student, give Ss an example. Then ask them to practice with their partner. Then check their dialogues. A: What do you want to be when you grow up B:I want to be a/an _______. 4.Praise the students about their answers.学生活动 1.Look at the different kinds of job pictures on TV and say the jobs as soon as possible. 2. Enjoy the Ss’ reality show video, guess what jobs they act. 3.(1) Rank words [1-12]. 1 is most interesting, 12 is least interesting. Then write the most interesting job on the card. (2)Make and practice the dialogue with their partner, then show their dialogues by using the topic sentences. A: What do you want to be when you grow up B:I want to be a/an _______.设计意图：1.运用多媒体教学，展示具有代表性的如钟南山，屠呦呦，张桂梅，王亚平，全红婵，朗朗等正能量的名人职业图片来引出新单词，引起学生兴趣并记忆单词，更直观生动形象，为后续猜词游戏和听力活动中抓住关键信息做铺垫。2.播放真人秀模仿视频，让学生来猜测所扮演的职业，巩固学生所学词汇的同时，也加深了其对词汇的理解和应用。3.情景导入对话练习，将所学的词汇加以巩固应用，达到学以致用的目的，达成目标一，任务一。环节三：Practice the dream jobs by finishing different kinds activities.教师活动 1. Through the game ,ask Ss to try to say the phrases in this class.（转盘游戏转词组，让学生随机翻译词组） take acting lessons study medicine study math practice basketball study science take singing lessons study education go to a cooking school 2. Play the tape1b and ask Ss to fill in and match. 3.Guide Ss to check answers. 4.Ask Ss to retell the information according to the listening. Such as “…wants to be…, she/he is going to…” 5.（1）Ask Ss to have a pair work according to the listening. A: What do you want to be when you grow up B: I want to be… A: How are you going to do that B: I am going to…______. （2）Put up a dream tree on the blackboard. Ask ss to show their conversation and put up their dream in the dream tree. (教师在黑板上画出许愿树，让学生上台展示对话，并粘贴他们的心愿卡在理想之树上) 6.A game: (1) In our class, not everyone knows what they want to be. So If you don’t have one dream job, please choose one to talk about it.（借助希沃白板呈现刮刮奖游戏，让没有理想目标的学生随机刮出职业练习句子。） Such as: I want to be a scientist. I am going to study science. (2)Then, guide ss say the sentence pattern: --What does he/she want to be when he/she grows up？ --He /She wants to be a /an ... --How is he /she going to do that --He/ She is going to ... (3)Ask another four ss to choose and talk about the job they choose. Then divided ss into 2 groups, ask and answer. At last, change the role and continue to practice the conversations. 7. An interview :（让学生组内采访，一生扮演记者，其他三人为受访者，接受采访，记者填表记录采访内容，书写采访报告） (1)Ask ss to have an interview in a group. One is a reporter, the other ss will answer the questions like this. A: I’m a reporter from CCTV. Can I ask you some questions B: Yes, please! A: What do you want to be when you grow up B: I want to be a/an… A: How are you going to do that B: I’m going to …. (2) Ask ss to fill in the blanks. NameWhat do you want to be when you grow up How are you going to do that
(3)Then ask ss to show a report like this by using their dream job pictures.(要求学生用鸿合实物展台展示学生自己画的职业简笔画，并借助简笔画介绍小组采访结果) Hello! Everyone. In my group, we all have dreams. …wants to be a /an … when he/she grows up. He/ She is going to … . As for me, I…I think our dreams will come true one day. Thank you!学生活动 1. Take part in the game , try to say the phrases in this class.（参与转盘游戏转词组，随机翻译词组） take acting lessons study medicine study math practice basketball study science take singing lessons study education go to a cooking school 2. listen to the tape and fill in the blanks, then match the items. 3. Check the answer after listening. 4. Ss try to retell the information together according to the listening. Such as “…wants to be…, she/he is going to…” 5.（1）Ss have a pair work according to the listening. A: What do you want to be when you grow up B: I want to be… A: How are you going to do that B: I am going to…______. （2）Ss show their conversation and put up their dream in the dream tree. (学生上台展示对话，并粘贴他们的心愿卡在理想之树上) 6.A game: (1)choose one to talk about it. （参与希沃白板上的刮刮奖游戏，没有理想目标的学生随机刮出职业练习句子。） Such as: I want to be a scientist. I am going to study science. (2)The other ss practice the sentence pattern: --What does he/she want to be when he/she grows up？ --He /She wants to be a /an ... --How is he /she going to do that --He/ She is going to ... (3)Another four ss to choose and talk about the job they choose. The other ss change the role and continue to practice the conversations. 7. An interview : （学生组内采访，一生扮演记者，其他三人为受访者，接受采访，记者填表记录采访内容，书写采访报告并展示） (1)Ss have an interview in a group. One is a reporter, the other three ss will answer the questions like this. A: I’m a reporter from CCTV. Can I ask you some questions B: Yes, please! A: What do you want to be when you grow up B: I want to be a/an… A: How are you going to do that B: I’m going to …. (2)Fill in the blanks. NameWhat do you want to be when you grow up How are you going to do that
(3)Ss show a report like this by using their dream job pictures.(小组代表用鸿合实物展台展示组内学生自己画的职业简笔画，并借助简笔画用不同人称介绍组内成员的理想及如何实现理想) Hello! Everyone. In my group, we all have dreams. …wants to be a /an … when he/she grows up. He/ She is going to … . As for me, I…I think our dreams will come true one day. Thank you!设计意图：组织多种形式的情景活动（如：转盘游戏译词组，听说对话练习，希沃白板呈现刮刮奖游戏，组内采访，用鸿合实物展台展示组内学生自己画的职业简笔画，并借助简笔画用不同人称介绍组内成员的理想及如何实现理想等活动）进行听说口语练习，调动学生的积极性，有利于学生熟练并灵活运用目标语言，提高学生英语的实际运用能力；活动设计由易到难，循序渐进，使学生能够更充分的表现自己，有利于培养学生综合运用英语的能力，提升学生的综合素质，达成目标二，任务二。环节四： Share the dream jobs, learn some spirits from it and have a summary about this class.教师活动 1.Tell a story to Ss: A famous star’s story of Wang Baoqiang. At the same time, show the different pictures.(讲述明星成名励志故事，激励学生勇敢追求梦想，永不言弃，实现梦想。) He is a usual boy from the countryside. But He has a dream. He is going to be a famous actor when he grows up. So He learns Chinese Kung fu very hard .He never gives up. At last ,h e becomes a very famous actor. 2. Emotion improving: From his story, tell Ss to learn “Where there is a will, there is a way.有志者,事竟成 ” 3.encourage ss “致学生：（对核心素养进行感情升华） Once you have a dream, 一旦你拥有梦想， Just go for it, 就要努力去追求， Never give it up easily,永远不要轻易放弃， Your dream will come true one day.你的梦想终有一天会实现， You can be anyone you want!你可以成为任何你想成为的人。 ” 4.Ask ss to have a summary about this class. ( 以金字塔的形式递进式总结) 学生活动 1.Enjoy a story to Ss: A famous star’s story of Wang Baoqiang. At the same time, see the different pictures and understand the story. (倾听明星成名励志故事，感悟内涵，从而勇敢追求梦想，永不言弃，努力实现梦想。) 2. Emotion improving: From his story, try to learn “Where there is a will, there is a way.有志者,事竟成 ” Once you have a dream, 一旦你拥有梦想， Just go for it, 就要努力去追求， Never give it up easily,永远不要轻易放弃， Your dream will come true one day.你的梦想终有一天会实现， You can be anyone you want!你可以成为任何你想成为的人。 3. Summary :From words ,Phrases, sentences and Passage. talk about what they have learned.设计意图：1.讲述明星成名励志故事，对核心素养进行感情升华,激励学生勇敢追求梦想，永不言弃，实现梦想。2. 以金字塔的形式递进式总结,引导学生对现有知识从零碎到整合，使学生在大脑慢慢构建从语言知识到语言运用的思维导图结构，培养学生善于归纳，总结的逻辑思维能力，达成目标三，任务三。
板书设计
作业与拓展学习设计 1.以各行业典范为依托，创设职业访谈情景，学生扮演不同的角色进行对话采访，了解不同职业的价值和意义。（面向所有学生，巩固基础。） 2.制作本课时的思维导图，突出重难点。（面向善于总结归纳的学生，提供提高和发展的空间。） 3.以my dream job 为题，制作一份带有职业简笔画的英文手抄报 （面向学有余力的学生，拓展其综合能力。）
特色学习资源分析、技术手段应用说明 1.课前运用网上在线资源，搜集下载与本课主题密切相关的视频及音频，利用软件将其剪辑，使其更加贴合教学实际。 2.课上利用希沃白板等多媒体教学工具辅助教学，开展形式多样的教学活动，调动学生学习的积极性。 3.课后利用资源整合类工具，制作思维导图，回顾总结本课内容脉络及重难点，巩固教学效果。
教学反思与改进 1.本课时的话题是谈论未来理想的职业以及如何去做，才能实现理想职业。职业名词遍布各行各业，部分学生对一些职业词汇不够敏感，不会用英文来表达，对于如何实现，更是理屈词穷，因此我尽可能多的将职业融入不同的活动来展现，使学生在情景中快乐学习了解，并为其所用，无形中丰富了学生的词汇库。 2.设置丰富多彩的语言练习活动，由易到难，层层递进，螺旋上升，激发学生积极性和求知欲，促使学生跟随活动的步伐，深入练习，体现成功的快感，提高课堂效率。 3.在课堂的结尾让学生自己总结，再进行归纳梳理，更容易激发学生的主人翁意识，调动学生的积极性，使学生学有所获。 4.本课时句型操练，第一人称较为顺畅，但涉及到单三人称句型练习时，学生容易出现主谓不一致现象，导致句型错误。可通过举例示范，引导学生分角色多练几遍，孰能生巧后再分组练习并展示，可有效减少错误；另外对已出现的主谓不一致，可当场指出并强调，学生印象会更加深刻。
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