人教版八年级英语上册Unit 6 I'm going to study computer science教案.docx

Unit 6 I'm going to study computer sciencePeriod 3 Section A (3a-3c)教材分析_Grammar Focus的表格将单元重点语法结构want to be和be going to放在对未来 的职业理想和打算怎么做的语境中自然呈现，并以what, how, where, when引导的特 殊疑问句展开对话。3a-3b在创设语境，帮助学生巩固重要语法结构的同时，自然完成 对谈论未来功能结构的掌握。3a主要帮助学生理解并学习多种实现理想所采取的措施， 重点巩固begoingto结构。3b以半开放的练习形式要球学生再一次使用what, how , where, when引导的特殊疑问句谈论对未来打算。3c那么以完全开放的形式让学生从 what,how, where, when四个因素放开对未来打算的讨论。语法活动从固定到半开放 再到完全开放，层层递进，由易到难，给各个程度学生都提供了开口说机会。 学情分析学生在1a-2d经历了听说任务活动，对want to be和be going to结构以及相关句型 结构有了更深地感知和体验。在口语中，能够灵活运用。在此基础上，学习本节课的语 法知识有了一一定的基础。完本钱节课几个任务活动应该不难。语法活动从固定到半开 放再到完全开放，层层递进，由易到难，给各个程度的学生都提供了开口说的机会，教 学时注意鼓励学生积极开口教学内容Teaching contents: Unit 6 I'm going to study computer science SectionA (3a-3c)教学目标Teaching Objectives1. Let students grasp how to flexibly talk about the future ideal jobs.2. Students are able to learn new grammar “be going to“ by having conversations in pair and do exercises and apply it to speaking and writing.3. By completing the task, students work hard to achieve the plans they set up and build up positive attitudes towards life.教学重点Teaching EmphasisLet students grasp how to flexibly talk about the ideal jobs.1. Let students grasp the structure “be going to “ and the usages.教学难点Possible DifficultiesStudents may not know how to start a conversation properly.1. Students may have difficulties in expressing the efforts they do to achieve their plans.教学用具Teaching AidsPowerPoint, multimedia projector, chalk&blackboard教法Teaching MethodsCommunicative language teaching methodTasked-based language teaching method(体验-归纳-操练-灵活使用)学法Learning MethodsCooperative learning (group work, discussion)Exercise method教学时间Teaching time:40mins教学步骤Teaching ProceduresStep 1 Lead-in1. Game: Give some riddles on jobs to the Ss. Ss try to guess the job.Purpose of my design: arouse students' interest by guessing riddles and review the professional words they have learned.2. Activities (group work)Play a game (relay in sentence making)Student A:I am going to be.Student B:I am going to be .She is going to be.Student C:I am going to be . . She is going to beHe is going to be.Student D: I am going to be . . She is going to beHe is going to be. . . She is going to be.Purpose of my design: by playing this game, students can use want to be and be going to in real environment.Step 2: PresentationTask 1: present some sentence patterns on the screen, and students make conversations in pairs and then change the roles according to their real life. A: What are you going to be when you grow up?B: m going to be a basketball player.A: How are going to do that?B: ， m going to practice basketball every day.Purpose of my design: by presenting some statements, and special questions, let students discover the differences and then conclude the rules and structures of the new grammar.Step 3:practiceSs have to finish the exercisesTask 1:finish the exercise 3a. (Students read the sentences in 3a, and find out the jobs, how to make them come true then some students show the sentences for us.)Task 2:fill in the blanks with be going to according to Grammar FocusTask 3:finish the exercise 3bTask 4:finish some grammar exercises(rewrite and translate).Purpose of my design:practice more and better use the tense of futureStep 4:discussionWork 3c in pair (ask and answer with following sentence patterns)A:What do you want to be when you grow up?B:I want to be a reporter.A： How are you going to do that?B: I am going to doStep 5:summary1. Sum up the use of the tense of Future with be going to.2. Teacher, s words: hold up your dreams and they will come true one day.Step 6: homework1. Read and recite the grammar focus.2.IF you can, make a survey of your friends, relatives, or classmates, write a report about their dream jobs with “be going to” .Purpose of my design: consolidate the grammar focus and target language Blackboard DesignUnit 6 I am going to study computer science.Section A(3a-3c)A:What do you want to be when you grow up?B:I want to.A： How are you going to do that?B: I am going to do .教学反思Teaching Refection