Unit 6 I’m going to study computer science.
Section A(1a-2d) 教学设计 昆明市西山区福海中学 李存芝
本课时教学内容分析 ：
1.本单元主要是围绕“谈论自己与他人理想的职业”为话题开展教学活动的，学习动词的一般将来时的表达法。
2.本课时的核心语言项目是谈论职业, 主要话题是学习谈论自己与他人理想的职业，为实现理想所做出的打算和安排；学习制定未来一段时间的计划。 一． 语言目标：
1.学习并掌握以下词汇：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure 2.能掌握以下句型:
① ─What do you want to be when you grow up? ─I want to be a basketball player. ② ─How are you going to do that?
─I’m going to practice basketball every day. ③ Where are you going to work? ④ When are you going to start? ⑤ I’m not sure about that.
二．能力目标：学习并运用“be going to +V-原形 ” 结构来谈论自己
和他人理想的职业以及打算如何实现理想。
三．情感态度价值观：通过对未来话题的讨论，让学生树立自己的生活目标和制定相应的学习计划，树立积极健康的生活目标。 教学重点：
1.能正确使用be going to结构表示将来。 2.能正确使用want to be句型谈论未来的理想 3.能正确使用how引导的特殊疑问句。 教学难点：be going to 结构的运用 学情分析：
我的教学对象为八年级（7）、（8）班的学生，大部分学生来自农村和外来务工子女，他们英语基础较差，但经过一学年的学习习惯培养，大部分学生已经养成了课前预习和背诵单词的习惯，部分学生已能记住本单元的一些生词，但是他们的英语口语能力，英语思维能力和用英语进行交际的能力还处于培养训练阶段。因此，在教学中我不断培养学生的学习能力，使学生在学法上能逐渐形成举一反三，合作交流的良好学习习惯。为此，我通过任务型教学，让学生在动口、动脑、动手的过程中体验学习的快乐。 教学过程： Step 1: Warming-up:
1. Show a photo of Wang Yaping and ask the students: T: Who’s that? Ss: It’s Wang Yaping. T: What’s she? T: She’s a pilot.
2. Learn some new words about jobs by showing the other pictures, such as: a computer programmer, a pianist, a teacher, an engineer, a cook, a bus driver…
3. Read the new words. 4. Play a game: Who is the best?
Ask students to say the words about jobs as much as possible. Step 2: Revision: 1. Ask and answer questions:
T: What do you want to be when you grow up? Ss: I want to be a/an…
T: What does he/she want to be when he/she grows up? Ss: He/She wants to be a/an… (Pay attention: want to be)
2. Ask students to finish 1a, check to say which things are the most interesting in the class,.
Step 3: Presentation (New Lesson)
1. Show a picture of Yao Ming, present the target language: A: What do you want to be when you grow up? B: I want to be a basketball player. A: How are you going to do that?
B: I’m going to practice basketball every day.
2. Explain the language point:“be going to +动词原形” 句型
用于表示对将来的打算、计划和安排，常接表示将来的时间状语（如：tomorrow, next week等），be动词随着主语的人称和数的变化而变化。 Step 4: Practice:(一) 1. Listening (P41, 1b)
(1). T: Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences.
(2). Play the recording for the Ss to listen and fill in the blanks. (3). Play the recording again. Check the answers with the Ss.
(4). Play the recording again. Ss listen and match the jobs with activities. (5). Show the answers on the big screen. 2. Pair work (1c)
(1). Let Ss read the model with their partners.
(2). Use the information in the chart of 1b. Ask and answer with a partner. (3). Let some pairs ask and answer about the chart. Step 5: Practice (二) 1..Listening （P42 2a,2b） Work on 2a:
(1). Let Ss look at the pictures below. Explain the activities in the pictures if necessary.
(2). Play the recording for the Ss to listen and check (√) the correct boxes in the picture.
(3). Play the recording again and check the answers.
Work on 2b:
(1). Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future.
(2). Play the recording for the Ss to write the correct answers in the chart. (3). Play the recording again and check the answers. 2. Pair work (2c)
(1). Tell Ss to ask and answer about Cheng Han’s plans using the information in 2b.
(2). Give a model to the Ss.
(3). Work in pairs. Try to ask and answer about Cheng Han’s plans. (4). Ask some pairs to act out their conversations. 3. Reading (2d)
(1). Read the conversation and answer the questions. ① What does Ken want to be? ② How is he going to do that? ③ What does Andy want to be? (2). Role-play the conversation. Language points
1. The Old Man and the Sea by Hemingway. 海明威的《老人与海》。 此处介词by为“由……所著”之意。再如：a short story by Lu Xun (鲁迅的一部短篇小说)
2. I’m going to keep on writing stories…
keep on doing sth.可意为“继续做某事; 重复做某事”。 如： He often keeps on working after dark. 3. Just make sure you try your best.
try one’s best意为“尽力; 尽量”，其后常接带to的动词不定式, 即try one’s best to do sth., 表示“尽力做某事”。 如: He tried his best to finish the work.
4. Then you can be anything you want! 那么你就能当上你想做的人了。 此句的基本意思是you can be anything，不定代词anything指代未来所从事的某一职业，you want用来修饰anything。 5. sure意为“确信；肯定；有把握”，常用结构有： ◆ be sure of / about sth. 表示“对某事有把握”。如： I’m sure of / about Linda’s phone number.
◆ be sure to do sth. 表示“务必做某事，一定做某事”。如： Be sure to arrive on time tomorrow. ◆ “be sure + that从句”表示“肯定；确信”。如： Helen is sure that she can pass the exam.
◆ make sure表示“确保；查明”，其后可接of sth，动词不定式或that从句。如：
—Did you lock the door?
—I think so, but I’d better make sure of it. Make sure to close the door when you leave. She looked around to make sure that she was alone.
Step 6: Production (Do a survey)
Ask students to survey what their classmates want to be and how they are going to do that? Write down their survey and try to report it after the example. Name What does he/she want to How is he/she going to do that? do? Report example: I want to be an actor. I am going to take acting lessons. Wang Pin wants to be a teacher. He is going to study hard. Li Dan wants to be a…. She is going to…. Step 6: Exercise:
用所给词的适当形式填空。
1. The boys __________ (go) play soccer this afternoon. 2. _____ you _________ (play) basketball with me next week? 3. The actor ______ going to ________ (move) to New York.
4. He wants to be an actor. He’s going to take_____ (act) lessons every day.
5. Lucy _______________ (not stay) at home next weekend. Step 7: Summary
1. Let student Summarize what they have learned today. 2. Show the language points on the screen. Step 8: Homework:
1. Recite the new words and prepare for dictation.
2.Finish the “survey”and write it down on your exercise book.
板书设计：
Unit 6 I’m going to study computer science.
1.“be(am, is ,are) going to +动词原形 ” 表示对将来的计划、打算和安排
2．New language points:
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 … 教学反思：
1.本节课设计思路上非常清晰，复习部分由词逐步过渡到句，新课的引入由学生原来所学的知识自然过渡到新的语言点，由浅入深，由易到难，从而达到温故而知新的目的。
2.教师在教学中起到了很好的指导作用，在新课的讲授中，教师着重培养学生质疑解惑的能力和举一反三的能力，课堂呈现出师生关系融洽，师生互动的局面。为顺利完成教学中的活动任务，教师利用多媒
体辅助教学为学生创设了比较直观的语言情景，确保了活动的有效性。在课堂活动中，教师采用Pair work的方式，使学生在活动中能运用所学知识的同时，学会了与人合作交流。
3.课堂教学按“20+25”教学模式设计、进行，但是，由于在教学生词这一教学环节上所花费的时间稍微多了一点，致使学生口笔头的训练的时间有所减少，生生之间的互动做得少了一点。但是，整个课堂，学生在自主、合作、探究中学习，课堂充满活力，气氛和谐。改进措施：在今后的教学中，注意课堂各个教学环节的把控，真正把课堂还给学生，力争使课堂呈现师生、生生互动的富有活力的局面。 4.整个教学环节训练了学生听、说、读、写的能力，学生能运用所学知识进行简单的口语交际，但是由于学生的词汇量少，致使学生在课堂上的口笔头练习受到，学生在完成“个性调查报告”的话题上发挥得不够，针对这一问题，在今后的教学中，应注意扩充学生的词汇量。另外，对学生的评价方式上也显得单一，改进措施：完善学生学习中的评价体系。
