課題Unit6PlanforYourselfGrammarFocus(3a3d)學(xué)段初中年級(jí)八課型語(yǔ)法課課時(shí)3學(xué)科English單元主題分析本單元的主題屬于“人與自我”范疇，涉及“生活與學(xué)習(xí)”主題群中的“學(xué)習(xí)與生活的自我管理”子主題內(nèi)容。單元內(nèi)容圍繞未來(lái)計(jì)劃展開(kāi)，涵蓋談?wù)摾硐肼殬I(yè)、學(xué)習(xí)使用begoingto結(jié)構(gòu)表達(dá)個(gè)人計(jì)劃、讀寫(xiě)新年決心以及探索自我提升的方法等多個(gè)層面，將語(yǔ)法知識(shí)、功能用語(yǔ)與真實(shí)語(yǔ)境緊密結(jié)合，不僅注重培養(yǎng)學(xué)生的語(yǔ)言綜合運(yùn)用能力，更強(qiáng)調(diào)對(duì)其未來(lái)素養(yǎng)的啟蒙與塑造。通過(guò)思考?jí)粝肼殬I(yè)、制定實(shí)際計(jì)劃、反思自我成長(zhǎng)路徑，學(xué)生逐步建立起目標(biāo)意識(shí)、時(shí)間管理能力及自主發(fā)展的責(zé)任感。文本解讀What:本課是人教版(2024)八年級(jí)上冊(cè)第六單元PlanforYourself的第三課時(shí)的語(yǔ)法課，本語(yǔ)法課的核心內(nèi)容是系統(tǒng)講解和操練“begoingto”結(jié)構(gòu)。首先，3a部分通過(guò)一組經(jīng)典對(duì)話(huà)，讓學(xué)生在真實(shí)語(yǔ)境中觀察和感知目標(biāo)語(yǔ)法點(diǎn)的形式與功能，引導(dǎo)他們自主總結(jié)其用法。接著，3b部分通過(guò)匹配練習(xí)，訓(xùn)練學(xué)生在不同情境中準(zhǔn)確選擇并理解“begoingto”所表達(dá)的意圖。最后，3c的對(duì)話(huà)填空和3d的制定計(jì)劃任務(wù)，將語(yǔ)法學(xué)習(xí)推向更高層次的半控制性及自由產(chǎn)出性運(yùn)用，確保了語(yǔ)言形式、意義與用法的統(tǒng)一。Why:本語(yǔ)法課的首要目標(biāo)是幫助學(xué)生超越語(yǔ)法形式的機(jī)械記憶，真正掌握“begoingto”的表意功能，即談?wù)搨€(gè)人計(jì)劃和既定安排，從而將語(yǔ)言學(xué)習(xí)與學(xué)生的真實(shí)生活和未來(lái)規(guī)劃緊密相連，提升學(xué)生在真實(shí)會(huì)話(huà)中流利、準(zhǔn)確地運(yùn)用該結(jié)構(gòu)進(jìn)行協(xié)商、制定共同計(jì)劃的能力，最終實(shí)現(xiàn)從課本知識(shí)到實(shí)際交際能力的有效轉(zhuǎn)化。How:對(duì)于3a采用“發(fā)現(xiàn)法”，引導(dǎo)學(xué)生通過(guò)觀察加粗字體自行總結(jié)出“begoingto”的結(jié)構(gòu)（am/is/are+goingto+do）及其用于“計(jì)劃”和“預(yù)見(jiàn)”的兩大核心用法。3b部分采取小組合作競(jìng)賽的形式進(jìn)行匹配，并要求學(xué)生闡明匹配理由，深化理解。3c的對(duì)話(huà)填空是控制性練習(xí)，應(yīng)強(qiáng)調(diào)主語(yǔ)與be動(dòng)詞的一致性等細(xì)節(jié)準(zhǔn)確性。最后的3d是輸出核心，教師應(yīng)創(chuàng)設(shè)“周末計(jì)劃交流會(huì)”的真實(shí)任務(wù)，提供語(yǔ)言支架，鼓勵(lì)學(xué)生進(jìn)行結(jié)對(duì)訪(fǎng)談與協(xié)商，將語(yǔ)法知識(shí)內(nèi)化為交際技能，同時(shí)培養(yǎng)學(xué)生的合作與計(jì)劃能力。學(xué)情分析1.學(xué)生基本情況本課面向初二年級(jí)英語(yǔ)學(xué)習(xí)者，該年齡段的學(xué)生思維活躍，對(duì)未來(lái)的職業(yè)和生活充滿(mǎn)想象和興趣，樂(lè)于表達(dá)自己的觀點(diǎn)和計(jì)劃。他們對(duì)于“未來(lái)”的概念有初步認(rèn)知，但需要學(xué)習(xí)更準(zhǔn)確、更地道的表達(dá)方式來(lái)表達(dá)計(jì)劃和意圖。2.已有知識(shí)經(jīng)驗(yàn)學(xué)生已經(jīng)學(xué)習(xí)過(guò)一些關(guān)于職業(yè)、學(xué)科和日常活動(dòng)的詞匯，掌握了動(dòng)詞be（am,is,are）的用法和人稱(chēng)代詞的搭配，這是構(gòu)成“begoingto”句式的核心要素。3.學(xué)習(xí)難點(diǎn)預(yù)測(cè)雖然結(jié)構(gòu)容易記憶，但在真實(shí)情境中準(zhǔn)確判斷何時(shí)使用“begoingto”而非其他未來(lái)表達(dá)方式，是一個(gè)深層難點(diǎn)。4.教學(xué)對(duì)策強(qiáng)化結(jié)構(gòu)認(rèn)知，對(duì)比明晰用法，采用口訣、公式等方式強(qiáng)化記憶。通過(guò)對(duì)比性練習(xí)，如提供情景讓學(xué)生選擇用“begoingto”還是“will”，初步感知兩者區(qū)別，但不過(guò)度深入。教學(xué)目標(biāo)語(yǔ)言能力1.Studentswillbeabletorecognize,understand,andaccuratelyusethestructure"begoingto+verb"initsaffirmative,negative,andinterrogativeforms.2.Studentswillbeabletousethestructuretotalkaboutandaskaboutfutureplansandintentionsincontrolledandsemicontrolledcontexts.文化意識(shí)Studentswillbeencouragedtoreflectonandsharetheirownfutureaspirations,appreciatingthatwhiledreamjobsmayvaryacrosscultures,theprocessofplanningforthefutureisauniversalexperience.思維品質(zhì)1.Studentswilllearntodeducegrammarrulesbyanalyzingexamplesentences,enhancingtheirlogicalthinkingandpatternrecognitionskills.2.Studentswilldevelopcausalthinkingbymatchingintentionswithcorrespondingplans,understandingthelogicalconnectionbetweenagoalandtheactionsrequiredtoachieveit.學(xué)習(xí)能力Studentswillenhancetheircollaborativelearningskillsbyworkingwithapartnertocreateatimetableandnegotiateajointplan,fosteringmunicationandpeersupportstrategies.教學(xué)重難點(diǎn)教學(xué)重點(diǎn)pletetheexercisesin3b3dandcorrectlyapplythe"begoingto"structureindifferentcontexts.教學(xué)難點(diǎn)Mastertheformationofthe"begoingto+verbbaseform"structurechangesofthebeverbaccordingtodifferentpersons.教學(xué)過(guò)程設(shè)計(jì)教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Step1LeadinGreetthestudentsasusual.ThenshowsomepicturesofdifferentjobsonthePPT,suchasadoctor,ateacher,anengineer,asinger,etc.Teacherasksstudents:"Whatdoyouseeinthepictures?Doyouwanttobeoneoftheminthefuture?"Encourageseveralstudentstosharetheirideasbriefly.Studentsobservethepictures,answerquestionsandsharetheirfuturejobplans.借助圖片引導(dǎo)學(xué)生復(fù)習(xí)有關(guān)職業(yè)的詞匯，鞏固所學(xué)，鼓勵(lì)學(xué)生分享他們的未來(lái)職業(yè)規(guī)劃。為后續(xù)學(xué)習(xí)做準(zhǔn)備。Step2PresentationWorkon3a1.TeacherletsstudentsreadthesentencesinthechartandthenshowthefollowingquestionsonPPT,leadsstudentsthinkbythemselves.goingto”①Whattensedoesthestructure"begoingto"represent?②Whatisthedeclarativesentencestructureof"begoingto"?③Whatisthegeneralinterrogativesentencestructureof"begoingto"?④Whatisthespecialinterrogativesentencestructureof"begoingto"?2.Letstudentsdiscussthosequestionsingroupsoffourandthenwritetheiranswers.3.Chooseseveralgroupstoreporttheanswersoftheirgroupsandthenevaluatetheiranswers.4.Theteachersummarizestheanswersofeachgroup,explainsandsupplementstheusageofbegoingto.1.Studentsreadthesesentencesin3a.2.Studentsworkingroupstodiscussthefollowingquestions.3.Grouprepresentativesreporttheanswers.4.Studentslistencarefullyandtakenotes.將本課重點(diǎn)語(yǔ)法匯總,系統(tǒng)地進(jìn)行講解和分析,結(jié)合典例幫助學(xué)生形成語(yǔ)法體系。將獨(dú)立思考和小組探究的方式相結(jié)合，既培養(yǎng)了學(xué)生獨(dú)立思考的能力，也培養(yǎng)了其合作學(xué)習(xí)的能力。Step3PracticeExercisesAfterexplainingtheknowledgepointsabout“begoingto”,teachershowssomeexercisesthroughPPT.1.Aliceispackingupclothesforthetripnow.(用tomorrow改寫(xiě)句子)Alice_____________________upclothesforthetriptomorrow.2.Mariaisgoingtoclimbthemountainthisweekend.(改為否定句)Maria_______________climbthemountainthisweekend.3.Theyaregoingtopickapplestomorrowafternoon.(改為一般疑問(wèn)句并作否定回答)____they_________pickapplestomorrowafternoon?____,they______.4.I’mgoingtospendmyvacationinShanghai.(對(duì)畫(huà)線(xiàn)部分提問(wèn))__________you__________spendyourvacation?5.Wearegoingtohaveasoccergameinourschooltomorrow.(改為同義句)There_____________asoccergameinourschooltomorrow.Workon3b1.Teacher2.Teacherdo.Afteradthesentencesin3bfirst.2.Teacherasksstudentstomatchthesituationswithwhatpeoplearegoingtodo.Afterdoingthat,teacherasksstudentstoworkinpairstoreadthedialoguestochecktheanswers.3.Teacherinvitessomepairstoreadthedialogueandcheckanswers.Workon3c1.Teacherasksstudentstofillintheblanksin3c.2.Letstudentspractisetheconversationinpairs,andthenselectsomepairstoactinfrontoftheclass.1.Studentsfinishtheexercisesabout“begoingto”onPPT.2.Studentsreadthesentencesin3b.3.Studentsfinish3bandreadthedialogueswithpartners.4.Somepairsreadthedialoguesandcheckanswers.5.Studentsplete3c.6.Studentspractisetheconversationandshareanswers.教師通過(guò)PPT展示begoingto的相關(guān)練習(xí)，趁熱打鐵，對(duì)剛剛講解的知識(shí)點(diǎn)進(jìn)行學(xué)以致用,強(qiáng)化學(xué)生的理解和記憶。教師通過(guò)觀察學(xué)生的交流互動(dòng)、填空時(shí)的反應(yīng)及對(duì)話(huà)表演的流暢性，判斷他們語(yǔ)言運(yùn)用及合作能力的提升狀況，從而全面掌握學(xué)生的學(xué)習(xí)效果。引導(dǎo)學(xué)生聯(lián)系情境與行動(dòng)，鍛煉自主思考與知識(shí)運(yùn)用能力，加深對(duì)知識(shí)點(diǎn)的掌握；分角色表演提升表達(dá)流暢度，培養(yǎng)協(xié)作意識(shí)與學(xué)習(xí)興趣，提升綜合語(yǔ)言運(yùn)用能力。Step4PairworkWorkon3d1.Askstudentstomaketheirownweekendschedulesforeachtimeminutes.Thein5minutes.Thecontentcanincludestudying,relaxing,doingsports,etc.2.Pairupstudents.Thentheycanstartaskingquestionsandmakingrecords:A:WhatareyougoingtodoonSaturdaymorning?homework...tofinishmymathshomework...Bothsidestaketurnstosharetheirweekendplanswitheachother.3.Inviteseveralpairsofstudentstosharetheresultsoftheirmunicationandtheactivitiestheyhavearrangedtogetherwiththewholeclass.1.Studentsmaketheirweekendschedules.2.Studentsaskquestionsandmakerecords.3.Studentssharetheirresultsoftheirmunicationandtheactivitiestheyhavearrangedtogetherwiththewholeclass.通過(guò)讓學(xué)生自主規(guī)劃周末日程，培養(yǎng)他們的時(shí)間管理與自主學(xué)習(xí)能力，同時(shí)為后續(xù)口語(yǔ)交流積累素材。接著，借助結(jié)對(duì)問(wèn)答引導(dǎo)學(xué)生在真實(shí)情境中運(yùn)用“begoingto”句型有效提升語(yǔ)言運(yùn)用與溝通能力，加深對(duì)一般將來(lái)時(shí)的理解。Step5SummaryTeacherleadsstudentstosummarizethekeypointsof“begoingto”throughPPT.Reviewthekeypointsof“begoingto”withteacher.教師帶領(lǐng)學(xué)生系統(tǒng)總結(jié)“begoingto”的用法和句型結(jié)構(gòu)，強(qiáng)化重點(diǎn)，突破難點(diǎn)，幫助學(xué)生構(gòu)建清晰框架，鞏固學(xué)習(xí)成果。Step6HomeworkLevelA:Workwithapartnertomakeaweekendschedulebasedon3d,andusethe“begoingto”tohaveatleastfourroundsofpracticeandwritethedialogues.LevelB:Writeashortparagraphofabout60words,describingyourthreeplansforthenextmonth,makesuretousethe"begoingto"sentencepattern,andexplainyourreasons.LevelC:Createasetoffourpanelormultipanelicstripscentredaroundtheusageof"begoingto"IllustratetheplansofdifferentcharactersandaddEnglish