Unit 6 Plan for Yourself 第3课时 Section A Grammar focus(3a-3d)教案人教版（2024）八年级上册

第3课时　Section A Grammar focus(3a-3d)
一、教学目标
1.通过归纳,能够总结并掌握be going to的肯定句和特殊疑问句的用法。
2.通过情境体验,能够在对话中正确使用be going to句型。
3.通过创编故事,能够使用be going to描述自己和他人的未来规划,提高语言运用能力。
二、核心语言知识
1.核心词汇:
单词:
bath;miss
短语:
be tired of
2.核心句式:
(1)—What do you want to be in the future —I want to be an IT engineer.
(2)—How are you going to do that —I'm going to work hard at maths.
(3)—Are you going to read more books about IT —Yes,I am.
(4)—What else are you going to do —I'm going to learn about AI too.
3.教学重难点:
(1)be going to结构的各种句式。
(2)be going to结构在实际生活中的应用。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Show some pictures and ask students to try to remember the words of jobs they learnt from the previous class. Teacher asks students to answer the questions.Pay attention to the “W+H” sentences. 教师通过观察学生对职业词汇的回忆、回答问题的表现、参与互动的热情,全面掌握学生学习情况。
设计意图:通过图片提示和对话练习,复习巩固上节课所学的词汇和句型,为新课做好准备。
◆Step 2　Presentation Work on 3a 1.Ask students to read the sentences in the chart and then show the following questions on PPT.Let students think by themselves. (1)What tense does the structure “be going to” represent (2)What is the declarative sentence structure of “be going to” (3)What is the general interrogative sentence structure of “be going to” (4)What is the special interrogative sentence structure of “be going to” 2.Let students discuss those questions in groups of four and then write their answers. 3.Choose several groups to report the answers of their groups and then evaluate their answers. 学生通过自主思考、小组讨论及汇报,有效梳理了“be going to”的时态内涵与各类句式结构,教师的评价反馈促进了知识的巩固与理解。
设计意图:将本课重点语法汇总,系统地进行讲解和分析,结合典例,帮助学生形成语法体系。将独立思考和小组探究的方式相结合,既培养了学生独立思考的能力,也培养了其合作学习的能力。
◆Step 3　Practice 1.Work on 3b Ask students to match the situations with what people are going to do. 2.Work on 3c (1)Ask students to fill in the blanks in 3c. (2)Let students practise the conversation in pairs,and then select some pairs to act in front of the class. 教师通过观察学生的交流互动、填空时的反应及对话表演的流畅性,判断他们语言运用及合作能力的提升状况,从而全面掌握学生的学习效果。
设计意图:引导学生联系情境与行动,锻炼自主思考与知识运用能力,加深对知识点的掌握;分角色表演提升表达流畅度,培养协作意识与学习兴趣,提升综合语言运用能力。
◆Step 4　Role-play 1.Ask students to write down their weekend schedules for each time period within 5 minutes.The content can include studying,relaxing,doing sports,etc. 2.Pair up students.Then they can start asking questions and making records: A:What are you going to do on Saturday morning B:I'm going to finish my maths homework. Both sides take turns to share their weekend plans with each other. 3.Invite several groups of students to share the results of their communication and the activities they have arranged together with the whole class. 教师观察到学生们认真书写周末计划,反映出他们对时间规划的思考。学生积极运用“be going to”句型问答,互动频繁,语言表达逐渐流畅。教师可据此全面评估学生对一般将来时的运用及交流能力并给予指导。
设计意图:通过让学生自主规划周末日程,培养他们的时间管理与自主学习能力,同时为后续口语交流积累素材。接着,借助结对问答引导学生在真实情境中运用“be going to”句型,有效提升语言运用与沟通能力,加深对一般将来时的理解。
板书设计 Unit 6　Plan for Yourself 第3课时　Section A　Grammar Focus(3a-3d) be going to结构的用法
课堂评价
作业布置
必做: 1.Revise the Grammar Focus. 2.Make your own schedule for the weekend.(50 words) 选做: Create a set of four-panel or multi-panel comic strips centred around the usage of “be going to”.Illustrate the plans of different characters and add English dialogues.
教学反思
　　本节课通过图片导入、语法讲解、练习巩固和角色扮演等多种教学方式,帮助学生复习了职业词汇,并系统学习了“be going to”结构的一般将来时用法。学生在课堂上表现出较高的参与度,尤其是在小组讨论和角色扮演环节,能够积极运用所学句型进行交流,展现了较好的语言运用能力。然而,部分学生在语法结构的掌握上仍存在一些混淆,特别是在特殊疑问句的构成上容易出现语序错误。