Unit6I’mgoingtostudycomputerscience.Period1SectionA1a-2c(教案)Teachingaims1.Studentslearntotalkaboutfutureintentions.2.Thestudentswillbeabletolearnthewordsandphrases:growup,computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist,3.Thestudentswillbeabletousetheexpressions:①─Whatdoyouwanttobewhenyougrowup?─Iwanttobeabasketballplayer.②─Howareyougoingtodothat?─I’mgoingtopracticebasketballeveryday.③--Whereareyougoingtowork?4--Whenareyougoingtostart?Abilityaims:Thestudentscanusethequestionstogetinformationtoimprovetheirlisteningandspeakingabilities.Totrainthestudents’cooperationwiththeirpartners.Keyandimportantdifficultpoints:A.VocabularyB.Targetlanguage1.Whatdoyouwanttobewhenyougrowup?Iwanttobeacomputerprogrammer.2.Howareyougoingtodothat?I’mgoingtostudycomputerscience.StructuresC.Futurewithgoingto,Wanttobe,What,HowquestionsGrammarThesimplefuturetense.Emotionalaims:Tohelpthestudentstomaketheirfutureplanandgetthemtoknowtheyshoulddolotsofthingtomaketheirdreamscometrue.Teachingprocedures:Step1Warmingup.Enjoyashortflashaboutwhattheyaregoingtobe/wanttobewhentheygrowup.Leadinthesubjectofthisclass.以下是截取的視頻片段(可窺一般)，極符合青少年成長心理特征設計意圖：讓學生們觀看關于談論他們長大后想從事的職業(yè)的視頻，創(chuàng)設情境，為學生營建一個寬松愉悅的學習氛圍，自然引入這節(jié)課所要學習的主題：你長大了想干什么？以及與職業(yè)有關的詞匯（astuntactor特技演員，apilot飛行員，acomputerprogrammer電腦程序員afortuneteller算命先生）。Step2PresentationShowpicturesonthescreen.Whataretheirjobs?HaveSslookatthepicturesonthescreenandidentifythejobsinthephotos.1.Canyouguessthesejobs?2.Readthewords.3.Doyouknowanyotherjobs?4.Whatdoyouwant/areyougoingtobewhenyougrowup?設計意圖：1.通過學生熟悉的句型Whatdoeshe/shedo?詢問圖片中人物的職業(yè)，很好的復習了學生學過的有關職業(yè)的單詞,并自然引入更多新詞匯的學習。2.談論夢想的職業(yè)：T:Whatdoyouwanttobewhenyougrowup?Doyouwanttobea/an…?S1:Yes.Iwanttobea/an….whenIgrowup./T:Whatareyougoingtobewhenyougrowup?Areyougoingtobea/an…?S1:Yes,I’mgoingtobea/an….讓學生通過說句子識記單詞，既強化了學生對新單詞的記憶，又強化他們對目標語言的感性認識。讓學生在語境中學習單詞、學習句子，反復的語言實踐，加深了學生對begoingto含義的理解，體現(xiàn)了學習語言的目的在于應用。Step3Workon1a.1.Readthewords.2.Doyouthinkthesejobsareinteresting?Whichjobdoyouthinkisthemostinteresting?Whichjobdoyouthinkistheleastinteresting?Rankthem3.Studentsanswer.Tobeacomputerprogrammeristhemostinteresting.Tobeabusdriveristheleastinteresting.Step4Workon1b.1.T:Weknowourplans,doyouwanttoknowotherSs’plans?Nowopenyourbooks,let’sseethepicture,listentofourconversationsandanswerquestions.Youshouldmatchandfillintheblanks.Nowlet’schecktheanswers.2.Checktheanswers:(對話簡單,教師可以在放完一遍錄音以后就訂正答案)Step5Workon1cT:Practicetheconversationinthepicture.Thenmakeconversationsaboutotherjobsonthescreen.HaveSsgetintopairsandmaketheirconversations.Thenhavesomepairscometothefronttopresenttheirconversationtotheclass.設計意圖：假設你是圖片中的小主人翁，讓他們利用begoingto結構談論將來可能將要從事的職業(yè)，這樣既復習了有關職業(yè)的詞，又訓練了將來時態(tài)的句型。充分利用所提供的對話模式，強化輸入，給學生pairwork練習的時間,并在全班展示小組對話。Step6Workon2a.2b..1.Listenforthemainideaof2a.While-listeningactivities：T:Boysandgirls!Lookatthepicturein2a.Here’saboynamedChengHan.Canyoutellmewhatheisdoing?S1:Dreaming.S2:Thinkingabouthisfuture.……T:OK.Firstlet’slistenandgetthemainideaoftheconversation.設計意圖：利用課本插圖設置懸念，激發(fā)學生聽對話的欲望。ThemainideaoftheconversationisaboutChengHan’s．A.dreamB.jobC.planforthefuture2.Listenforthespecificideasof2aand2b.(1)T:Students,pleaselookatthepicturein2aagain.CanyouguesswhatChengHanwantstobe?S1:Doctor.S2:Actor.S3:Teacher.……T:OK,let’scometo2a.Listen.WhatisChengHangoingtodo?Check(√)thecorrectboxesinthepicture.(2)T:NowweallknowthatChengHanwantstobeateacher.Buthehasotherplansforthefuture.Whereishegoingtomove?Howisthegoingtobecomeateacher?Andwhenishegoingtostart?Pleaselistentothetapeagainandfillinthechartin2b.設計意圖：通過提問題，讓學生明確所要完成的聽力任務，并熟悉在做聽力練習時所要重點把握的句型和內容。Listen.WhatareChengHan’splansforthefuture?Completethechart.WhatWhereHowWhen(3)Checktheanswers.設計意圖：在學生做聽力填空之前，先給予一定的聽力策略指導，以幫助學生有針對性地去聽，這樣可以提高做題的準確率，消除學生對聽力的緊張心理。Post-listeningactivitiesRetell:ChengHanwantstobea__________whenhe__________.Heisgoingto_________highschoolandcollegefirst.Heisgoingtomoveto___________.Heisgoingtolearnhowto____________children.設計時重在培養(yǎng)學生們口頭表達的能力，通過復述讓學生更好地內化語言知識，這也為提升其寫作能力打下基礎。Step7.Homework:MyplanforlifeI’mgoingtobe…Wherethereisawill,thereisaway.教材分析此套教材集合了美式英語的特點也融入了中國的教學理念，著重于文化背景知識和學習策略等部分，增加了任務型學習成份和語篇輸入。本單元的話題為談論自己的計劃、打算。圍繞“談論自己今后的工作打算”使學生學會一般將來時：1、助動詞Will/Shall+動詞原形，2、begoingto+動詞原形。本單元的教學內容與學生的實際生活密切相關，易于引發(fā)學生運用簡單的英語進行交際和交流。本節(jié)課的SectionA1a-2c主要是聽讀說和基礎語言運用,為目標句型提供分步示例和指導性練習.Unit6I’mgoingtosyudycomputerscience.Period1SectionA1a-2c(學案)【學習目標】1.讓學生能聽、說、讀、寫下列詞匯和短語。growup,computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist,besureabout,makesure.2.讓學生能夠正確使用begoingto句型，談論將來所從事的職業(yè)。－Whatdoyouwanttobewhenyougrowup?－Iwanttobeacomputerprogrammer.－Howareyougoingtodothat?－I’mgoingtostudycomputerscience.3.讓學生學會“begoingto…”句型的構成、含義和用法?！局攸c難點】重點：1.讓學生熟練使用begoingto句型表將來時。2.讓學生掌握如何表達對將來的志向和愿望，以及如何去實現(xiàn)這樣的夢想和愿望的方法和途徑。難點：1.讓學生在begoingto句型使用動詞原形。2.讓學生掌握如何表達對將來的志向和愿望，以及如何去實現(xiàn)這樣的夢想和愿望的方法和途徑。【新知預習】用begoingto填空。1.—What__________you____________(do)nextFriday?—I____________(learn)toplaythepiano.2.I________________(have)ameetingintheafternoon.3.______________Andy____________(d0)herhomeworkwiththetwins?4.They________________(watch)abasketballmatchtomorrowafternoon.5.Ken_________________(study)Chinesenextterm.【課堂探究】探究1—Whatdoyouwanttobewhenyougrowup?—Iwanttobeacomputerscience.1)growup長大，成長句:Wheredidyougrowup?2)wanttobe+職業(yè)名詞，意為“想成為……”。例如：IwanttobeabasketballplayerlikeYaoMing.3)whenyougrowup在此處是一般現(xiàn)在時表示一般將來時?！踞槍毩暋?.Heisgoingtostudycomputersciencewhenhe______________.A.growupB.growsupC.willgrowupD.grewup2.Doyouwant__________anactor?A.beB.beingC.isD.tobe探究2—Howareyougoingtodothat?—I’mgoingtostudycomputerscience.“begoingto”意為“將要；打算”后面接動詞原形，表示將要發(fā)生的事或打算、計劃、決定要做的事。含begoingto…結構的肯定句改成否定句時，只需在be之后加not即可；改一般疑問句時，只需把be動詞提前。【針對練習】Iamgoingto__________(practice)basketballeveryday.I________________________practicebasketballeveryday.(改為否定句)______you____________practicebasketballeveryday?(改為一般疑問句)探究3cookCook可數(shù)名詞，意為“廚師”。Heisagoodcook.拓展：1.Cook還可作動詞，意為“烹調、煮、燒”。Everygirlshouldlearn___________(cook).2.cooker可數(shù)名詞，意為“炊具”。Heboughtanewgas_____________(cook).【針對練習】—Hello!IsthatEmilyspeaking?—Sorry,thisisJack,Emily’sson.Mymother_______________inthekitchen.A.cooksB.cookedC.iscookingD.hascooked探究4I’mgoingtopracticebasketballeveryday.practice及物動詞，意為“練習”，后接名詞、代詞或動-ing形式作賓語?！踞槍毩暋縔ouneedtopractice___________(speak)Englisheveryday.【達標練習】用括號內所給單詞的適當形式填空。1.Tompractices_________(swim)inthepool.2.Mybrotherwantstobean(act),sohetakes_________(act)lessonseverySaturday.3.I(visit)mygrandparentsnextweek.4.—Who(play)gamesunderthetree?—Mybrotheroften(play)gamesthere.5.Gina(go)totheparklastweek.Butshe_____(go)thezoothisweek.6.Heisgoingto_________(move)toBeijingnextweek.7.Howareyougoingto________(do)that?●Time,Timeagain,Iaskmyself（請寫出這節(jié)課你的收獲，完成下面的反思）【學后反思】課標分析根據(jù)新課標目標要求，結合新課標精神，本節(jié)課采用任務型教學模式。通過聽說讀寫等活動用所學語言去做任務，學生以完成任務為動力，把知識和技能容為一體，為用而學，在用中學，學了就用。Whatdoyouwanttobewhenyougrowup?Iwanttobeabasketballplayer.Howareyougoingtodothat?I’mgoingtopracticebasketballeveryday.Whereareyougoingtowork?Whenareyougoingtostart?教師通過一個個的任務設置，讓學生在完成任務中獲得信息并通過思維加工，最后輸出語言，達到理解靈活運用語言的目的。學情分析我校學生大部分來自農村。這里的學生天性純樸，大部分小學三年級就開始學習英語，對英語有著極大的興