郭红玉教学设计.doc

教学设计（教案）基本信息学科英语年级八年级教学形式新授课教师郭红玉单位济源市实验中学课题名称八年级上册Unit6SectionA(1a-2c)学情分析1.学生已经在七年级学会了使用现在进行时的用法，对本单元的教学有所铺垫。本单元主要讲授使用begoingto+do结构来表述将来的计划或打算（可能会发生、也可能不会发生的事）。2.本课通过复习七年级学过的职业词汇，以旧引新的方法呈现目标语言，谈论未来理想职业，通过问题Whatdoyouwanttobewhenyougrowup?引出本单元新的职业词汇，激发学生的学习兴趣。用Howareyougoingtodothat?让学生来设计、谈论人生目标，为下一课时的NewYear’sresolution话题的谈论做好语言铺垫。本课以mydreamjob为话题学习相关生词和基本句型，并进而引出本单元的重要话题——生活目标.3.本课时难点在于学生对未来理想的憧憬多种多样，表达时会受到词汇的限制。教师应该提前做好准备，帮助学生能正确运用相关职业的词汇来谈论自己的理想职业。运用begoingto,wanttobe结构，谈论理想的内容和实现理想的举措是本课的教学重点。难点是一般将来时begoingto中be的具体形式和后面接动词原形的用法,而学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力训练点。教学目标知识目标：1.口、笔头掌握以下句型：Whatdoyouwanttobewhenyougrowup?Iwanttobeacomputerprogrammer.Howareyougoingtodothat?I’mgoingtostudycomputerscience.WhatdoesChengHanwanttobe?Hewantstobe…Whereareyougoingtowork?I’mgoingtoworkin….2.熟练掌握以下词汇：growup,computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist3.正确使用when引导的时间状语从句，并能用begoingto结构对将来的事做出计划。二、能力目标：能听懂用begoingto结构谈论自己及他人理想职业的对话，并能用这种结构进行相关话题的会话。三、情感目标：通过谈论将来的计划打算和怎样实现这一目标，引导学生思考自己的人生目标，及早为将来做准备，树立正确的人生观。教学过程Step1Revision1.Revisethewordsaboutjobsbyplayingaguessinggame.2.Askstudentstosayjobswe’velearnedStep2PresentationTeachnewwordsandexpressionsbyshowingthepictures.PresentWhatareyougoingtobewhenyougrowup?Howareyougoingtodothat?AskWhat’she\shegoingtobewhenhe\shegrowsup?How’she\shegoingtodothat?Step2Listening1.1bListentwiceandfillintheblanks.Thenmatchtheitems.2.2aListentwice.WhatisChengHangoingtodo?Checkthecorrectboxesinthepicture.3.2bListentwiceagain.WhatareChengHan’splansforthefuture?Completethechart.Step3PracticeAskthestudentstomakeaninvestigationabouttheirfutureplansingroupsoffour.A:Whatdoyouwanttobewhenyougrowup?B:Iwanttobe…A:Howareyougoingtodothat?B:I’mgoingto…A:Whereareyougoingtowork?B:I’mgoingto…A:Whenareyougoingtostart?B:I’mgoingto…Step4SumupInthisclasswelearntouse“begoingto”todescribefutureplans.Step5HomeworkReadthefourconversationsin1b,reciteoneofthem.Maketheirownconversationinpairs,writeitontheexercisebooks.板书设计Unit6