unit6Iamgoingtostudycomputerscience教学设计

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Unit6Iamgoingtostudycomputerscience.SectionA2a-2c教学设计王新芳I.AnalysisoftheteachingmaterialsThisisthesecondperiodofsectionA.Itcontains2a-2c.Itisalisteningandspeakinglesson.Studentsneedtobeabletousewhat,where,how,whenquestionstoaskandanswerandtalkabouttheirownandothers’futureplans.Inthisperiod,Imainlypromptstudentstolistenandspeakindifferentways.II.AnalysisofthestudentsThetopicoftheunitislifegoals.Firstly,studentsareinterestedinthetopicoflifegoals.Sotheyknowwhattosay.ThedifficultyforthemishowtosaythatinEnglish.It’seasyforthemtoanswer“whatdoyouwanttobewhenyougrowup?”aftertheylearnwordsaboutjobs.Butit’sdifficulttoanswer“Howareyougoingtodothat?”.Sotheteachershouldprovidethemwithsomeusefulexpressions.III.TeachingAimsKnowledgeobjectsSentences:Whatdoeshewanttobe?Hewantstobeateacher.Whereishegoingtomove?HeisgoingtomovetoShanghai.Howishegoingtobecomeateacher?Heisgoingtolearntohowtoteachchildren.Whenishegoingtostart?Heisgoingtofinishhighschoolandcollegefirst.begoingto结构的一般疑问句Abilityobjects.Studentscantalkaboutfutureintentionswith“begoingto“and“wanttobe“.Listening,speakingabilities.MoralobjectsHoldfasttoyourdreams,thentheywillcometrueoneday.IV.TeachingkeypointsSentencesandlistening.begoingto结构的一般疑问句V.TeachingdifficultpointsTalkaboutfutureintentionswith“begoingto”and“wanttobe”VI.TeachingprocedureprocedureTheteacher’sactivitiesStudents’activitiesDesignintentStep1RevisionandwarmupAskstudentstowatchavideoandsaythejobstheyhearHowmanyjobsdidyouhear?Whatarethey?Showstudentssomepicturesaboutjobsandaskthemtomakesentencesusing“begoingto“Watchthevideoandanswertheteacher’squestions.Makesentenceswith“begoingto“Revisethewordsaboutjobsandbegoingto.EncouragestudentstospeakEnglish.Step2presentationAskstudentstoguesswhattheteacherisgoingtobeusing“Areyougoingto...?”ShowstudentsaphotoofalittlegirlandasksomequestionsaboutherWhoisthegirl?Doyouknowwhatsheisgoingtobe?Askthestudentstoguessusing“Isshegoingto...?Guesstheteacher’sandthegirl’sdreamjobsusing“Areyougoingtobea/an...?”“Isshegoingtobea/an...?”Createasituationtopresent“Areyougoingto...?Isshegoingto...?Step3pairworkAskstudentstoaskandanswerwiththehelpofpictures,expressionsandsampleconversationsAskandanswerwiththeirpartnerandthenshowtheirconversationsPracticeusingwhatandhowquestionswithbegoingtoandusefulexpressionsStep4listening(2a,2b)PlaytherecordingandgivetasksFinishtheteacher’slisteningtasksDevelopstudents’listeningabilitiesStep52cChecktheanswerswiththestudentsAskandanswerinpairsaboutChengHan’sfutureplansusingwhat,where,howandwhenquestions.Checkandpracticetargetlanguage.Step6Let’stalkShowstudentssomepicturesandtellthemwhattodo.HaveamonologuethatistrueforthemDevelopstudentstouselanguageHomeworkMakeasurveyofyourclassmatesaboutwhattheywanttobe,howtheyaregoingtogettheirdreamjob,wheretheyaregoingtomoveandwhentheyaregoingtostart.Completethechartandhaveasurveyreport.yourclassmate’snamefutureplans(未来 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 )WhatWhereHowWhenYoucanreportlikethisIaskedtwoofmyclassmatesabouttheirplansforthefuture.Oneis…He/Shewantstobea…He/Sheisgoingtomoveto…He/Sheisgoingto…He/Sheisgoingtostart…Theotheris...VII.BlackboardDesignUnit6Iamgoingtostudycomputerscience.Iamgoingto...Areyougoingto...?He/Sheisgoingto...Ishe/shegoingto...?Whatdoeshewanttobewhenhegrowsup?Whereishegoingtomove?Howishegoingtobecomeateacher?Whenishegoingtostart?VIII.教学反思首先，我讲讲这节课的亮点。这是一节听说课，为了让学生有话可说，有话能说，我设计了一系列的任务。从让学生说句子，编对话到使用begoingto结构谈论自己的未来计划，任务设计有梯度，而且每一个任务都为学生提供语言上的支撑。像词汇铺垫，图片指导，示例对话，示例语言等，调动了学生的积极性，学生参与度高。在介绍begoingto的一般疑问句时，我设计了一个guess活动，让学生猜我想做的工作和我女儿打算做的工作，自然引出Areyougoingto...?Isshegoingto...?.为了增加趣味性，在这个环节我设计了Fivequestions.学生只能猜五次。学生都希望猜出我和我女儿的理想职业，故而既积极地使用一般疑问句，又认真聆听别的同学的问题，训练了学生听与说的能力，可谓一举两得。从begoingto的陈述句，到一般疑问句再到特殊问句最后到使用begoingto结构谈论自己的未来计划。Begoingto的用法始终渗透于使用语言和一定的语境当中，达到了在使用语言中学习语言的目的。在听力部分，我预测到学生有可能很难回答Howishegoingtobecomeateacher?和Whenishegoingtostart?听前我通过谈论图片做了一些铺垫，事实证明效果不错。其次，我讲讲这节课有待改善的地方。在猜猜环节之后，我应该点一下begoingto结构的陈述句和一般疑问句，让学生通过口头练习所获得的感性认识上升到理性的思考与概括。因为这是本节课的重点之一。在完成听力的第二个任务时，只播放了一遍，虽然有部分同学给出了正确答案，但并非所有学生都能如此，多放一遍，对程度好的是检查答案，对程度不好的也是一次弥补。因为在做这个任务前，我把what,where,how,when这几个完整的问句写在了黑板上，降低了听力难度，之后我让部分学生回答的方式检查答案，他们给出的正确答案也使我以偏概全，直接进入了下一环节。最后，我讲讲教师的教学语言。教师应 规范 编程规范下载gsp规范下载钢格栅规范下载警徽规范下载建设厅规范下载 自己的教学语言，避免频繁出现一些口头语。观看这节课视频的时候，我发现我经常会不自觉地使用“是吧”，“好”这样的口头语。总之，通过这次录课，让我认识到自身的不足，我需要不断地学习。说课稿本节课的教学内容是人教新目标八年级上册第六单元第二课时内容，是一节听说课。话题是使用begoingto结构和wanttobe谈论生活目标。要求学生能使用what,how,whereandhowquestions谈论自己和他人的未来计划。对梦想和计划这一话题，学生很感兴趣，故而有话可说，如何用英语表达自己的想法，这是教学的难点。首先我让学生观看一个视频，在视频当中出现了一些关于工作的词汇，既是课前热身，又为接下来谈论工作提供语言上的支撑。然后我用 ppt 关于艾滋病ppt课件精益管理ppt下载地图下载ppt可编辑假如ppt教学课件下载triz基础知识ppt 课件呈现一些图片，旨在复习上节课所学词汇并让学生使用Iamgoingtobea/an...He/Sheisgoingtobea/an...造句。接着通过一个guess活动，自然引出并练习Areyougoingto...?Ishe/Shegoingto...?然后是一个pair-work分别练习Whatareyougoingtobewhenyougrowup?Iamgoingtobea/an...Howareyougoingtodothat?Iamgoingto...Whatishe/shegoingtobewhenhe/shegrowsup?He/Sheisgoingtobea/an...Howishe/shegoingtodothat?He/Sheisgoingto...。接下来是听力的练习。有两个听力任务，一个是checkthecorrectpictures.另一个是回答WhatisChenghangoingtobewhenhegrowsup?Whereishegoingtomove?Howishegoingtobecomeateacher?Whenishegoingtostart?听力前我通过谈论图片，听前预测的方式为学生作听前铺垫以期降低听力难度。听力后，我通过让学生askandanswer的方式检查答案并练习whatwherehowwhenquestions.最后的Let’stalk是课堂的高潮。这一部分，学生畅谈自己的理想与未来，我适时地渗透情感教育：Holdfasttoyourdreams,thentheywillcometrueoneday.我为这节课设计的家庭作业是：Makeasurveyofyourclassmatesaboutwhattheywanttobe,howtheyaregoingtogettheirdreamjob,wheretheyaregoingtomoveandwhentheyaregoingtostart.Completethechartandhaveasurveyreport.让学生完成表格。巩固了这节课的目标语言Whatishegoingtobewhenhegrowsup?Whereishegoingtomove?Howishegoingtobecomeateacher？Whenishegoingtostart？