Unit2 I am going to study computer science. (SectionA1a-2d) 教学设计
学校： 教材版本： 鲁教版
教师
樊洪霞
年级
七年级下
学生人数
45
授课时间
2018.4.23
课题
I’m going to study computer science.
课时安排
5课时
第1 课时
授课类型
听说课
一、学情分析
本单元教学对象是初二年级的学生（即14-15岁年龄段的）。已要求具备一定的基本知识和技能，对英语学习有一定的兴趣和爱好。这一阶段的同学活泼好动，好奇心强，充分利用他们的特点，发挥小组活动，能学会一些职业名词并探讨自己的理想职业。在课堂活动中乐于模仿、敢于开口、积极参与，主动请教。对即将学习的内容能适当地提前做好预习工作。
二、教材分析
本课是围绕“future intentions”为话题，开展教学活动，学习职业名称并且用一般将来时be going to句型探讨自己的理想职业和规划。本课课堂活动设计以谈论理想职业为主线，将want to do与be going to句型结合起来并与以前所学的职业名称等词汇等融入一系列小任务中，完成任务最终达到交际目的。
三、教学目标设计
语言
知识
熟练掌握下列词汇及短语： cook, doctor, engineer, violinist, driver, pilot, pianist, scientist , grow up, computer programmer, be sure about, make sure.
掌握并熟练运用下列句式：
A：What do you want to do when you grow up?
B：I want to be a…..
A：How are you going to do that?
B：I am going to ……
A：where are you going to work?
B：I’m going to work in…
A: When are you going to start?
B: I’m going to start……..
语言
技能
通过听说技能的训练，掌握如何正确地询问别人的理想职业计划和怎样表达自己的职业规划话题。
学习
策略与思维
技巧
任务型教学法与多媒体技术辅助教学模式相结合。
情感
态度与
价值
培养学生要有理想，有抱负，对自己的未来有规划并且学会坚持永不放弃。
四、
教学重点难点
教学
重点
教学重点：职业名称doctor ,pilot, scentist…和一般将来时态中be going to句型的用法， 熟练会话：
A：What do you want to do when you grow up?
B：I want to be a…..
A：How are you going to do that?
B：I am going to ……等。
教学
难点
be going to do sth的用法及意义。
五、
教学方法
（学法）
教学方法：任务型教学法，合作探究教学法，多媒体辅助教学法。
学习方法：合作式学习法、观察发现法?讨论学习法、探索学习法
六、
教学媒体运用
多媒体课件 歌曲，视频， 音频文件
七、教学过程设计
教学环节1
教学过程
Warming up and leading in
Greeting and introduce myself and my family members’ jobs. Listen to a song called: Be what you wana be.
Let the Ss say out the jobs they heard.
Do you want to learn more about jobs?
教师出示图片:What does he/she do？学习新的职业名称。
教师活动
给学生播放歌曲，介绍自己家庭成员职业并出示图片引导学生学习新的职业名称，
学生活动
用心听歌曲，列出歌曲中职业名称并看图片学习新的单词。
设计意图
通过介绍自己家人职业引入正题：谈论职业，通过听歌曲Be what you wana be让学生复习职业名称，出示图片让学生生动的学习新的关于职业名称的新单词。歌曲使学生的思维活跃，增强课堂气氛，激发学生提高学习英语的兴趣。再通过介绍自己拉近自己与学生的距离。通过复习what do you want to be when you grow up?以及学过的关于职业的单词起到承前启后的作用。
教学环节2
教学过程
Presentation
1. Talk about dream jobs:
T：What do you want to do when you grow up?
S：I want to be a…..
2. Talk about your plans.
T: How are you going to do that?(板书)
S: I am going to…………..
T: explain: be going to
Make conversations according to the form.
Dream jobs
How to do that
cook
take cooking lessons
pianist
take piano lessons
scientist
study science really hard
doctor
study medicine
A: What do you want to…. B: I want to be a….
A: How are you going to….. B: I am going to……
教师活动
通过和学生对话引导学生学会主要句型：
What do you want to be? 以及How are you going to do that并指导学生生生操练
学生活动
教师互动；小组自主尝试合作环节；掌握重点句型并且生生互相问答操练
设计意图
在目标展示环节，很自然地引出本节课的两个个重点句型：What do you want to be? 以及How are you going to do that 将教师的语言输出自然转换成学生的语言输入，进入学习并运用句型的环节。针对询问理想职业的话题，让学生从谈论职业进而理解be going to的用法和意义。
在自主尝试环节，设计了两个任务：一是要求学生先运用所学知识询问理想职业；二是教师出示be going to让学生理解并试着运用。前者时为了后者打下基础，降低学生完成任务的难度。通过尝试，，相信学生已经能够掌握How are you going to do that?以及回答的方式。这也为下面的教学铺平了道路。
教学环节3
教学过程
1. Listening practice (1b)
T: let’s do some listening practice.
1b picture.(多媒体显示)
S: Show their answers.
T .(教师核对答案) can you match them?
S: Show their answers.
T: Let us have a pair-work.
(出示多媒体，显示1c的对话).
2. Listening 2a and ab.
T: How about Cheng Han’s dream job and plans
S: talk about the pictures in groups first.
T: Show the picture and play the tape.
S: show the answers.
T: Ask and answer Cheng Han’s dream job and plans.
3. Do a survey in your group about the classmates’ dream job.
Name
What
Where
How
When
S1
?
?
?
?
S2
?
?
?
?
S3
?
?
?
?
S4
?
?
?
?
教师活动
教师通过引导学生分析图片进行猜测来引导学生听听力并且复述对话内容或者组织自己的对话。
引导学生在组内做一个调查并汇报调查结果。
学生活动
学生合作探究听力答案；小组合作进行对话复述，或者组织自己的对话
在组内做梦想职业的调查并汇报。
教学环节4
教学过程
2d
T: Guess the boy’s job? Listen and check your answer.
(show the pictures)
S: A writer.
T: Read the conversation and fill in the form.
S: Show their answer.
T: Give you 2 minutes to prepare for role-play it.
S: Role-play it.
2. Do a survey about what to do to protect the earth.
教师活动
通过播放听力录音让学生了解文章内容对话内容，讲解个别新短语用法并鼓励学生表演对话。
引导学生做小组调查并进行汇报
学生活动
听听力理解对话内容，小组合作复述对话。
做关于保护环境的志愿工作调查并汇报。
设计意图
设计听力任务，让学生带着任务去听，激发他们听的欲望，。通过读小组合作表演对话，提高他们语言输出的能力。
通过小组调查检查他们的知识掌握情况。
教学环节5
教学过程
Summary
音乐图片配激励性名言警句，对学生进行情感教育
教师活动
通过名言警句对学生进行情感教育
学生活动
观看图片体会老师所讲内容，让自己情感得到升华。
设计意图
使学生通过小结对本课所学习的目标语言进行巩固与强化，达到熟练使用“be?going?to?do”来谈论将来的打算，为下一步的学习打下基础.
八、教学情境设计
Warming up and leading in—----Presentation—----Listening practice (1b，2a，2b)— role-play 2d----Summing up
九、
学生
学习
活动
评价
设计
自主学习（几乎所有的学生都做了认真预习）--小组合作（合作过程中成员团结）---倾听表达---纠正落实（这点做的很到位，一发现错误，立即纠错）---学习检查-----小组评价反馈
十、
板书
设计
Unit2 I am going to study computer science
SectionA1a—2d
How are you going to do that? I’m going to…….
Where are you going to work？ I’m going to…….
When are you going tostart？ I’m going to…….
十一、作业
设计
1. Collect as many words aboutjobs as possible.
2. Write a short passage about your dream job and plans.
My future
十二、课后
反思
在教学过程中1、本课的教学设计注重了教材的前后联系，考虑了学情，做到了有的放矢；在教学内容上，注重了让学生发现问题和尝试解决问题，注重了交流展示，学生思维活跃，有较大进步。2、也尽可能的把主动权交给学生，去探索学会知识和呈现学习成果的学习方法。但学困生仍然保守内敛，应当鼓励各组给学困生表现的机会，建立更加适合学困生的评价机制。
十三
随堂练习
一．单词拼写：根据句意完成句中已给出首字母的单词。
1. When?I?grow?up,?I?want?to?be?an?e?__________.
2．My?uncle?is?a?computer?p_____________,?he?is?good?at?computer.
3. Computer?s____________?is?Jake's?favorite?subject.
4、Mary's?father?is?an?airline?p____________.
二、用所给动词的适当形式填空：
1、Mary?_____(go)?fishing?with?her?mother?next?week.
2、I'm going?to?__________（take）some?acting?lessons in?Shang Hai.
三、完成句子
1、长大后你想做什么？
What do you ______ ______ ______when you grow up??????
2、你打算怎么做？
How _____you_______ ______ do that?
3、我打算拜访我西安的朋友。
I _____ ________ ________ _______ my friend in Xian.
Unit2 I’m going to study computer science.
Section A 1a-2d 评测练习
一．单词拼写：根据句意完成句中已给出首字母的单词。
1. When?I?grow?up,?I?want?to?be?an?e?__________.
2．My?uncle?is?a?computer?p_____________,?he?is?good?at?computer.
3. Computer?s____________?is?Jake's?favorite?subject.
4、Mary's?father?is?an?airline?p____________.
二、用所给动词的适当形式填空：
1、Mary?_____(go)?fishing?with?her?mother?next?week.
2、I'm going?to?__________（take）some?acting?lessons in?Shang Hai.
三、完成句子
1、长大后你想做什么？
What do you ______ ______ ______when you grow up??????
2、你打算怎么做？
How _____you_______ ______ do that?
3、我打算拜访我西安的朋友。
I _____ ________ ________ _______ my friend in Xian.
课件26张PPT。 Unit2
I’m going to study computer
science.
SectionA1a—2d
jobsLet's enjoy a song!cookengineerdriverdoctorpilotcomputer
programmerviolinistpianistscientistfire fighterlawyerPaly a game!!!Try to stand up as quickly as possible
if you know the answer Who is he?
A: Is he the singer Jay Zhou?
B: Is he the singer Lu Han?
C: Is he the singer Zhang Jie?What does Tom do ?
A: He is a policeman.
B: He is a doctor.
C: He is an engineer.What does he do ?
A: He is a scientist.
B: He is a pilot.
C: He is a doctor.What does Tom do ?
A: He is a cook.
B: He is a doctor.
C: He is an engineer.doctor医生engineer工程师driver司机cook厨师pilot飞行员computer programmer电脑编程师violinist小提琴家pianist钢琴家scientist科学家 fire fighter消防员lawyer律师Let’s talk about your dream jobs!A: What do you want to be
when you grow up?
B: I want to be a…..
A: How are you going to do that?
B: I am going to ……………….“be going to” means: “plan to do sth”beamisaregoing to+do(It never changes
it’s form)Let’s talk about your plans!A: What do you want to be when you grow up?
B: I want to be a…….
A: How are you going to do that?
B: I’m going to…………..1bListen and fill in the blanks. Then match the items.1. computer
programmer
2. basketball
player
3. engineer
4. actora. take_______ lessons
b. study_______
science
c. practice _______
every day
d. study _______
really hardactingcomputerbasketballmathsLet’s listen for what Cheng Han
is going to do?√√2a2132bListen again.
What are Cheng Han’s plans for
the future? Complete the chart.He’s going to be a teacher.He’s going to move to
Shanghai.He’s going to learn how to
teach children.After he finishes high school
and college. Let’s do a survey in your group
about the students’ dream jobs
and fill in the form. Make a report like this:………wants to be a………
He/she is going to……
He she is going to work in……..
He/she is going to start …….
Can you guess Ken’s dream job? Listen and finish the form.A writerkeep on writing stories Andy: What are you reading, Ken?
Ken: The old man and the sea by Haimingwei.
Andy: Wow, now I know why you’re so good at
writing stories.
Ken: Yes, I want to be a writer.
Andy: Really? How are you going to become a
writer?
Ken: well, I’m going to keep on writing stories,
of course. What do you want to be?
Andy: My parents want me to be a doctor, but
I’m not sure about that.
Ken: Don’t worry, not everyone knows what they want
to be. Just make sure you try your best.
Then you can be anything you want.
Andy: Yes, you’re right.be sure to do/ be sure about sthmake sure 确保Summary 知识收获情感升华能力提升We have learned HomeworkWrite about your future like this:
I am going to be a……..
The future belongs to those who believe in
the beauty of their dreams!
Don't let your dreams just be dreams。
Hold on to them, you can be just
the one you want to be !Thanks for listening!!!
