Unit 6 I going to study computer science.听说课教学设计

Section A(Period 1)

教学目标：

1. 学会正确运用will/ be going to/ want to等来表达对将来的描述，能够用将来时表达未来的愿望，尽量做到使用准确。

2. 基于以上教学目标的基础上，学生能在不同的情景和会话中自主应用。

3.通过学习和语言的运用来激发学生们的学习主动性和学习兴趣，使他们富有理想，并为实现自己的理想而不断努力。

 

教学重点，难点：

学会重点词汇和目标语言；学会重点词汇和目标语言，学会用be going to, want to ; will等来表达将来，并能够在情境交际中运用目标语言。

学法：情境学习，合作学习，探究学习

教法：启发点拨，任务驱动, 活动引导

一，导入

1.播放歌曲《Be what you wanna be》

（Can you remember the words which about different jobs in the song?）

2，Who is he ?(Guessing game)

(展示周杰伦八岁，十四岁的照片，让学生猜测这是谁的照片，并用英语进行表达，从而畅想未来生活，提出梦想。)

Step 1 Dream it!

1.(观察图片，用英语说出职业)

PPT屏显关于不同职业的图片。

Ex:

What does he do?

He is a doctor/violinist/pilot/…

2.词汇分类，看ppt屏显的词缀，分组以快速接龙比赛的形式说出相对应的表示职业的名词。（看哪组说的最多）

   Ex:

-er: soccer player  teacher  singer  reporter

     -ist: scientist  violinist  artist  pianist

     -r: writer  dancer  programmer driver

-ian: musician  magician

-ress: actress  waitress

 

3.Guessing game

(用矩形遮盖表示职业的人物图片，再逐渐露出部分，直到学生猜对为止)。

图略

What does he want to be ?

     He wants to be a________.

 

4.Let’s play a game: Bingo!(我说你猜)

（One student describe the traits (特征) of his ideal job, and  other students guess what he is going to be when he grows up .If someone get it, we should say: bingo!）

 

Step 2 Do it!

1.Listen and fill in the blanks. Then match the items.

1.computer programmer     a. take _______ lessons

2.basketball player         b. study_______ science

3.engineer                c. practice _______every day

4.actor                   d.study ______ really hard

2.Pair work:(两人组对话)

A: What are you going to be when you grow up?

B: I’m going to be an actor.

A: How are you going to do that ?

B: I’m going to take acting lessons.

A: Where are you going to work?

B: I’m not sure yet. Maybe Beijing or Shanghai.

3.Group work : talk about your dream job and finish the chart.（小组合作，给出报告）

 

Name

What are you going to be?

How are you going to do that?

Where are you going to work?

Report like this:

Student A wants to be a/an…when he grows up.

He is going to…

He is going to work in …

Student B…

Student C…

Step 3. Live for it!

Talk about your dream job

(Talk about what you are going to be in 15 years.).

1.Group work(小组对话)

a.What do you want to be when you grow up?

b.How are you going to do that?

c.What are you going to do when your dream comes true?

2. 小组代表口头给出报告，教师点评。

Ex：

I want to be a teacher 15 years later. To do that, I am going to study English hard, but I am not going to watch too much TV. When my dream comes true, I am going to teach children English and help them study happily.   I really hope my dream can come true 15 years

 

 

 附：板书设计

Unit 6 I going to study computer science. Section A(Period 1)                 engineer                 A: What do you want to be when you grow up?                                cook                    B: I want to be a basketball player.                  pilot                     A: How are you going to do that?                 actor                     B: I am going to practice basketball every day.

 

 

 教学反思:

    对于本节听说课来说，重点就是描述职业词汇和两个句型，掌握一般将来时 be going to +V (动词原形)。上完这节课，我觉得整体还是不错的。第一，词汇的掌握比较扎实，接受快，句子的练习上也是尽可能多地让学生总结构成规律，多练习，多动口，采取师生互动，生生互动，包括组与组，小组合作等不同形式，灵活地练习，让每个学生都可以参与进来。第二，教学目标的展示。打破了传统的教学方式， 采取歌曲导入，猜测游戏，对话活动来激发学生的学习兴趣，从而使教学目标更加地深入人心。第三。采取小组积分制的评价方式，最后用表格来展示积分结果，以此激励学生，量化学习效果。

   不足之处是虽然采取了不同形式的课堂活动及训练方式，但仍旧没有真正实现将课堂交还给学生的授课理念。活动的面不够广泛，师生活动比较多，生生活动相对较少，而且生生活动的形式相对比较单一。另外，对于课堂过程中临时生成性的突发性问题处理的不够好。例如像让学生进行职业的词汇分类时，以-or结尾的职业词汇，有学生把doctor一词和actor,visitor等词归在了一起，但我没有及时进行区别引导，没有把握好这个教学契机。这些都是今后教学中需要注意的问题。