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教學設計
課題 Unit6 I’m going to study computer science. Section A(1a-1c)
課型 新授課 復習課 試卷講評課□ 其它課□
教學內容分析 本課時內容為人教版新目標初中英語教材8上Unit 6第1課時 ,該單元話題是“Life goals”, 功能是“Talk about future intentions"，此節課型定位為以話題為核心的“聽說課型”。本課時的話題是談論未來理想的職業以及如何去做，才能實現理想職業。本課時的重點是以角色扮演的方式，結合自身實際，反復運用句型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 ... . 來談論未來理想職業，激發學生話題交流的興趣。同時，通過一系列的聽、說訓練，來強化學生對單元主題內容及語言項目的學習和理解，從而提高他們運用所學語言的綜合能力。引導學生運用語言和發展語言的能力，促使學生逐步去判斷思考,談論對未來職業的憧憬，樹立健康積極的生活目標。該課的新單詞和目標語言是本單元的主要內容，因此，讓學生學好這一課非常重要。
學情分析 （1）學生在小學階段和七年級已初步掌握了部分職業詞匯，這些為順利學習本單元奠定了知識基礎，但談論理想時，因學生對未來理想的憧憬多種多樣，表達時會受詞匯的限制，教師應提前做好準備，幫助學生能正確運用相關職業的詞匯。 （2）口語交際中，為了激發學生的表達欲望，多聯系實際，創設不同的情境，以角色扮演的方式，運用be going to ,want to be 結構來談論自己的理想職業。在此過程中，學生可能會出現主謂不一致問題導致表達錯誤，應加強師生對話互動示范，注意第三人稱單數，從而提高表達流暢度和準確性，提升綜合運用英語的交際能力。
學習目標 1.通過圖片展示搶答職業和真人秀猜職業，認讀職業名詞并簡單問答職業理想。 cook, engineer, violinist, driver, pilot, pianist, scientist, computer programmer. 2. 通過轉盤識詞組，聽力練習，刮刮卡游戲和采訪，能夠在具體語境中用不同人稱詢問和回答理想職業。 ---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. 借助明星勵志故事，感悟內涵，樹立正確的生活目標并為之努力。
重難點 1.通過圖片展示搶答職業和真人秀猜職業，認讀職業名詞并簡單問答職業理想。 cook, engineer, violinist, driver, pilot, pianist, scientist, computer programmer. 2. 通過轉盤識詞組，聽力練習，刮刮卡游戲和采訪，能夠在具體語境中用不同人稱詢問和回答理想職業。 ---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...
評價任務 1.快速準確的在圖片展示環節搶答職業名詞，準確猜出真人秀所扮演的職業并簡單說出自己的理想職業愿望，溫故知新。 2.在轉盤游戲中準確翻譯詞組，結合聽力，刮刮卡，采訪等活動，準確地用不同人稱問答職業理想，表達職業愿望，檢測學生是否能夠正確運用be going to ,want to be句型結構。 3.理解感悟明星勵志故事的內涵，榜樣勵志，樹立自己的生活目標并為之打算，堅持到底，永不放棄，努力實現夢想。
教學評活動過程 教師活動學生活動Step 1：Greeting and Leading in教師活動 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. 學生活動 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. 設計意圖：歌曲視頻情景式導入話題并呈現英文歌詞字幕如：What do you want to be nurse/engineer/pilot/actor/banker/astronaut等，引起學生的學習興趣，活躍課堂氣氛，快速導入主題內容情景。Step2：Prepare for the dream jobs, learn and try to say new words.教師活動 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.學生活動 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 _______.設計意圖：1.運用多媒體教學，展示具有代表性的如鐘南山，屠呦呦，張桂梅，王亞平，全紅嬋，朗朗等正能量的名人職業圖片來引出新單詞，引起學生興趣并記憶單詞，更直觀生動形象，為后續猜詞游戲和聽力活動中抓住關鍵信息做鋪墊。2.播放真人秀模仿視頻，讓學生來猜測所扮演的職業，鞏固學生所學詞匯的同時，也加深了其對詞匯的理解和應用。3.情景導入對話練習，將所學的詞匯加以鞏固應用，達到學以致用的目的，達成目標一，任務一。環節三：Practice the dream jobs by finishing different kinds activities.教師活動 1. Through the game ,ask Ss to try to say the phrases in this class.（轉盤游戲轉詞組，讓學生隨機翻譯詞組） 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. (教師在黑板上畫出許愿樹，讓學生上臺展示對話，并粘貼他們的心愿卡在理想之樹上) 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.（借助希沃白板呈現刮刮獎游戲，讓沒有理想目標的學生隨機刮出職業練習句子。） 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 :（讓學生組內采訪，一生扮演記者，其他三人為受訪者，接受采訪，記者填表記錄采訪內容，書寫采訪報告） (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.(要求學生用鴻合實物展臺展示學生自己畫的職業簡筆畫，并借助簡筆畫介紹小組采訪結果) 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!學生活動 1. Take part in the game , try to say the phrases in this class.（參與轉盤游戲轉詞組，隨機翻譯詞組） 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. (學生上臺展示對話，并粘貼他們的心愿卡在理想之樹上) 6.A game: (1)choose one to talk about it. （參與希沃白板上的刮刮獎游戲，沒有理想目標的學生隨機刮出職業練習句子。） 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 : （學生組內采訪，一生扮演記者，其他三人為受訪者，接受采訪，記者填表記錄采訪內容，書寫采訪報告并展示） (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.(小組代表用鴻合實物展臺展示組內學生自己畫的職業簡筆畫，并借助簡筆畫用不同人稱介紹組內成員的理想及如何實現理想) 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!設計意圖：組織多種形式的情景活動（如：轉盤游戲譯詞組，聽說對話練習，希沃白板呈現刮刮獎游戲，組內采訪，用鴻合實物展臺展示組內學生自己畫的職業簡筆畫，并借助簡筆畫用不同人稱介紹組內成員的理想及如何實現理想等活動）進行聽說口語練習，調動學生的積極性，有利于學生熟練并靈活運用目標語言，提高學生英語的實際運用能力；活動設計由易到難，循序漸進，使學生能夠更充分的表現自己，有利于培養學生綜合運用英語的能力，提升學生的綜合素質，達成目標二，任務二。環節四： Share the dream jobs, learn some spirits from it and have a summary about this class.教師活動 1.Tell a story to Ss: A famous star’s story of Wang Baoqiang. At the same time, show the different pictures.(講述明星成名勵志故事，激勵學生勇敢追求夢想，永不言棄，實現夢想。) 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 “致學生：（對核心素養進行感情升華） Once you have a dream, 一旦你擁有夢想， Just go for it, 就要努力去追求， Never give it up easily,永遠不要輕易放棄， Your dream will come true one day.你的夢想終有一天會實現， You can be anyone you want!你可以成為任何你想成為的人。 ” 4.Ask ss to have a summary about this class. ( 以金字塔的形式遞進式總結) 學生活動 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. (傾聽明星成名勵志故事，感悟內涵，從而勇敢追求夢想，永不言棄，努力實現夢想。) 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, 一旦你擁有夢想， Just go for it, 就要努力去追求， Never give it up easily,永遠不要輕易放棄， Your dream will come true one day.你的夢想終有一天會實現， You can be anyone you want!你可以成為任何你想成為的人。 3. Summary :From words ,Phrases, sentences and Passage. talk about what they have learned.設計意圖：1.講述明星成名勵志故事，對核心素養進行感情升華,激勵學生勇敢追求夢想，永不言棄，實現夢想。2. 以金字塔的形式遞進式總結,引導學生對現有知識從零碎到整合，使學生在大腦慢慢構建從語言知識到語言運用的思維導圖結構，培養學生善于歸納，總結的邏輯思維能力，達成目標三，任務三。
板書設計
作業與拓展學習設計 1.以各行業典范為依托，創設職業訪談情景，學生扮演不同的角色進行對話采訪，了解不同職業的價值和意義。（面向所有學生，鞏固基礎。） 2.制作本課時的思維導圖，突出重難點。（面向善于總結歸納的學生，提供提高和發展的空間。） 3.以my dream job 為題，制作一份帶有職業簡筆畫的英文手抄報 （面向學有余力的學生，拓展其綜合能力。）
特色學習資源分析、技術手段應用說明 1.課前運用網上在線資源，搜集下載與本課主題密切相關的視頻及音頻，利用軟件將其剪輯，使其更加貼合教學實際。 2.課上利用希沃白板等多媒體教學工具輔助教學，開展形式多樣的教學活動，調動學生學習的積極性。 3.課后利用資源整合類工具，制作思維導圖，回顧總結本課內容脈絡及重難點，鞏固教學效果。
教學反思與改進 1.本課時的話題是談論未來理想的職業以及如何去做，才能實現理想職業。職業名詞遍布各行各業，部分學生對一些職業詞匯不夠敏感，不會用英文來表達，對于如何實現，更是理屈詞窮，因此我盡可能多的將職業融入不同的活動來展現，使學生在情景中快樂學習了解，并為其所用，無形中豐富了學生的詞匯庫。 2.設置豐富多彩的語言練習活動，由易到難，層層遞進，螺旋上升，激發學生積極性和求知欲，促使學生跟隨活動的步伐，深入練習，體現成功的快感，提高課堂效率。 3.在課堂的結尾讓學生自己總結，再進行歸納梳理，更容易激發學生的主人翁意識，調動學生的積極性，使學生學有所獲。 4.本課時句型操練，第一人稱較為順暢，但涉及到單三人稱句型練習時，學生容易出現主謂不一致現象，導致句型錯誤。可通過舉例示范，引導學生分角色多練幾遍，孰能生巧后再分組練習并展示，可有效減少錯誤；另外對已出現的主謂不一致，可當場指出并強調，學生印象會更加深刻。
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