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教學設計
課題 Unit 6 I’m going to study computer science.（Section B 2a-2e）
課型 新授課 復習課□ 試卷講評課□ 其它課□
教學內容分析 在單元話題新年計劃的牽引下，A部分談論過將來的職業和簡單的實現方式后，Section B 部分就上升到了未來計劃和具體的實現決心，聽力部分主要通過聽前以教師情景輸入信息，聽中策略滲透抓信息，聽后信息的挖掘和學生的真實情景輸出，引導學生運用語言和發展語言的能力；閱讀部分，通過讀前、讀中、讀后活動的設計，幫助學生在掌握語篇信息的同時，發展相應的閱讀技能，提升閱讀策略仿 。在閱讀中對學生的綜合語用能力要求更高，引導學生通過閱讀文本來制定新年計劃，并將決心和計劃落實到具體行動中，進而培養學生能思考和辯證的思維品格力，樹立健康、積極的生活目標。這些需要引導學生利用舊知，卷入新知，通過理解性學習，實現綜合能力的提高。
學情分析 學生們已經學過本單元的課本基礎知識，可以借助于將來時對“決心、新年計劃”等詞匯表達自己的夢想和對未來的打算，對于將來想要從事的職業也充滿了憧憬，所以對本單元的話題學生們是很有興趣的，尤其是十幾歲的孩子們，很愿意談論他們的設想，因此，通過本節課聽力和文段語料的學習吸收，一方面激發學生們的學習主動性和學習興趣，另一方面是使他們更加有理想，并為實現自己的理想而不斷努力。
學習目標 （1） 能掌握以下單詞：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork （2）能掌握以下句式結構： ─What are you going to do next year ─I’m going to take guitar lessons. Many resolutions have to do with self-improvement. They’re going to take up a hobby like painting. Sometimes the resolutions may be too difficult to keep. 每個人都有自己的夢想和對未來的打算，對于將來想要從事的職業也充滿了憧憬。人們以常談論他們的設想，因此，應通過學習這單元的內容來激發學生們討論未來的計劃和決心，并為實現自己的理想而不斷努力。
重難點 （1） 能掌握以下單詞：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork （2）能掌握以下句式結構： ─What are you going to do next year ─I’m going to take guitar lessons. Many resolutions have to do with self-improvement. They’re going to take up a hobby like painting. Sometimes the resolutions may be too difficult to keep.
評價任務 1. 聽力前能預測相關信息，聽力中能識別寫出關鍵信息；聽后能提煉出文本主要內容； 2. 利用閱讀策略提煉閱讀文本關鍵詞，文章主旨及段落大意； 3. 讀中能準確、無誤地朗讀文段，并準確記憶關鍵詞匯； 4. 讀后能依據文章，發散思維，組織語言表達自己的新年計劃。
教學評活動過程 教師活動學生活動環節一：Warming-up Daily greeting. T: Hello, boys and girls! It’s time for class! How are you today Brainstorming Let students say more jobs, the teacher can organize a group match.1.Greeting S: I’m fine. / I’m very well. 2. Students in 8 groups to say jobs as much as puter programmer, pianist, scientist, violinist, pilot, nurse……設計意圖:預先輸入詞匯,為課堂活動的開展進行鋪墊 頭腦風暴集聚每個學生的思維，培養學生的反應度，也可以形成競爭。環節二：ListeningStep 1: Pre-reading 1. T: Do you have any New Year’s Resolutions 2. Show some others’ New Year’s resolution on the PPT. For example: (1a) I am going to learn to play the piano. Ask Students to try to remember these resolutions and think of other resolutions. T: Do pair work and make the conversation. T: Let Ss tell their partners their own New Year’s resolutions each other. Step 2: While-reading 1. T : Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear. T: The teacher plays the recording for the Ss to listen and circle. 2. T: Now, please look at the chart in 1d. Tell Ss that Lucy, Kim, and Mike are talking about their New Year’s resolutions. And ask Ss to answer the questions: How are they going to do it T: Please listen and try to fill in the blanks. How are they going to do it 3.The teacher plays the recording again and check the answers with the class. 1. Let some Ss answer your questions. 2. ……………..make the soccer team. ……………..get good grades. ……………..eat healthier food. ……………..get lots of exercise. 3. S1: What are you going to do next year S2: I am going to eat healthier food next year. What are you going to do next year S1:I am going to get good grades. 1. Circle the resolutions. (1) learn to play an instrument (2) make the soccer team (3) get good grades 2. (1)Ss answer the questions: Lucy going to take piano lessons Kim _____________________ Mike _____________________ (2)Ss: Ss listen to the tape carefully and try to grasp the key words. 3. Ss fill in the blanks of 1b and 1c and read follow the tapes. Step 3:Post-listening Group Work: 1. Take 1e as the example, and let Ss work in groups. Ask some groups to act out the conversation. Ss can choose the best one. 2. Ask Ss the two questions: Did you make any resolutions last year Were you able to keep them Why or Why not 1.Ss discuss in groups and make conversations with the information in 1e. 2. Ss make a list of resolutions and make a plan to make them come true. 設計意圖1.聽前預測是教師為了降低聽力難度給學生提供一些背景信息，這樣學生完成起來也比較容易。 2.聽中教師設置的問題能幫助學生更加有效得聚焦聽力中的關鍵信息和細節。 2.聽后的分組活動能開拓學生的思維，給學生的語言輸出提供了展示的平臺。環節三：ReadingStep 1 Pre-reading 1. The teacher shows some pictures about New Year’s resolutions, and students do oral practices. 2. T: Let students read the passage quickly, and match each paragraph with its main purpose. 3. T: Read the passage again, and underline the words and phrases that helped you decide. The teacher gives Ss several minutes. Ask Students to show his or her answers. 1. I’m going to … 2. To question the idea of making resolutions To give the meaning of resolution To discuss the different kinds of resolutions. 3. S1: In the first paragraph, “what a resolution is” helped me to decide. S2: In the second paragraph, “There are different kinds of resolutions” helped me to decide. S3:In the third paragraph, “People hardly ever keep them” and some reasons helped me to decide. Answer: 312速讀獲取前后關鍵信息；搭配填句。 認真精讀，核準讀音； 任務型閱讀技巧的核實。 Step 2: Careful-reading 1. T : Let Ss read the passage carefully. Ask them a question: Which paragraph in the passage do you think each sentence goes in Please write the letters(A-D) in the correct places in the passage.(2c) A. These are about making yourself a better person. B. For example, a student may have to find more time to study. C. There are good reasons for this. D. The start of the year is often a time for making resolutions. 2. Group Work: (2d) T: Read the passage again, and discuss in your groups. After this, please answer these questions: 1) What’s a resolution 2) When do people make resolutions 3) Why do people usually make resolutions 4) How can people remember their resolutions 5) How many kinds of resolutions does the writer talk about 6) Why do you think resolutions may be difficult to keep 7) Do you think the best resolution is to have no resolutions Why or why not 1.Read the passage quickly and try to find out the answers. Answer: DABC 2. (1) It’s a kind of promise that you make to yourself. (2)People often make resolutions at the beginning of the year. (3) They hope that they are going to improve their lives. (4)Some people tell their family and friends about their wishes and plans. Some people write down their resolutions and plans. (5) Physical health, self-improvement and better planning. (6)Because some people just forget about them. (7)No, I think we should have a resolution that makes us improve our life. Step 3 Post-reading T: Find these phases in the passage in 2e, and then write your own sentences with them. (have to do with, make promises, have something in common, write down, for this reason, take up) Then, let Ss show their own sentences. 1. Ss scan the whole passage and find these phrases in the passage. 設計意圖：1.通過速讀，訓練學生快速捕捉關鍵信息的能力，也可以讓學生潛移默化的學習到skimming 和scanning 兩種閱讀技巧，并且練習這兩種閱讀策略; 2.設置小組討論，能讓學生集思廣益，對于文章有一個更好地把握，降低學生對文章理解的難度，同時鞏固文章內容的掌握。環節四：Group work2. T: The teacher gives some clues about this passage on the PPT. Ask Ss to repeat the passage briefly. The clues: the definition of resolution different kinds of resolutions the most common kind most resolutions have one thing in common the reason why resolution is different for people to keep it which resolution is the best resolution for some people. 1.找出文中語句困難點，討論爭議，相互幫助解決 2. Ss try to retell the passage according to the clues. 設計意圖1.給出線索能降低學生復述的難度，同時也能幫助學生更好地理清文章脈絡 2.復述活動對學生掌握知識的要求很高，更能顯示學生運用知識的靈活性，同時，比較開放性的問題，能開拓學生的思維，拓展一些更多的知識。學生活動 1. Finish 1b and 1c. 抓住“如何做”關鍵詞信息 2. 核對答案句型，自讀，然后再次跟聽跟讀。 環節五：Practice 準確模仿，進行書寫核實1.2e習題練習：重點詞匯造句。 2. 完成幻燈片中對應的練習題，并將答案寫到練習本上。1.學生靈活運用所學知識，用所給的短語造句； 2.將練習題答案寫到練習本上。 設計意圖1.檢測學生對本節課重點詞匯的理解及運用效果； 2.從答題情況，了解學生對本節課內容的掌握情況。
板書設計 Unit6 I’m going to study computer science. （Section B 2a-2e） 1. New Year’s resolutions 2. 3 kinds of resolutions:
作業與拓展學習設計 1．課后閱讀短文，試著復述課文，總結課文出現的重難點詞組及表達方式。 2.本單元的中心話題，利用閱讀中所積累的優美詞句，敘述自己的resolutions.
教學反思與改進 課堂評價較為單一，對于學生談過自己的新年計劃之后，應該依據學生的具體回答給出肯定的評價并設置啟發性的問題，激勵學生深入思考。對于新年決心要做一定的擴充；對學生進行準確的閱讀技巧指導，提升理解力和運用力。
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