I-am-going-to-study-computer-science优秀教学设计

Unit6Iamgoingtostudycomputerscience教学内容分析：本课时为八年级上册第六单元最后一课时，学生在前面四课时已经完成了对begoingto句型的学习，基本掌握了本单元的单词和短语，以及跟begoingto相关的句型，这是一节写作复习课，通过本课时的学习，学生能够在复习的基础上，完成本单元的话题作文。学习者分析：情感方面：初中八年级学生处于有着各种各样的梦想的年纪，通过学习这一课，引导学生对未来充满希望，做一个有梦想的人。能力方面：养成好的作文习惯，学习作文技能。TeachingAims1.Knowledgeaims:(1)studentscanusethewordsandphrasesthattheyhavelearnedinthelastfourperiods;computerprogrammer,cook,doctor,engineer,violinist,driver,piolot,pianist,scientist(2)studentscanuse“begoingto”tomakesentences;2.Abilityaims:studentscanimprovetheirwritingskills.3.Emotionalaims:studentsshouldbeahard-workingperson.TeachingKeyPoints:(1)Theusageofsimplefuturetense;(2)ThewaystowriteMyDreamJob.TeachingdifficultPoints:(1)Canmakegoodplanstoachievetheirdreams.(2)Writethecompositioninagoodway.TeachingAids:Multimedia.TeachingMethods:Communicativemethodandtask-basedteachingmethod.TeachingProcedures:Step1.Lead-in＆reviewLetStudentsreviewsomewordsaboutjobs.LetStudentsreviewthesentencestructures.Usethebegoingtomakelongersentences.设计意图：复习职业词汇和句型，为作文做铺垫,回答两个特殊疑问词whatandwhy。Step2Pre-writing(1)Letstudentsmatchthedreamjobswiththewaystoachievethem.AddIamgoingtobe...,andIamgoingto...tomakecompletesentences.Then,readthesentencestogether.Changeonewayintomanywaystoachievethedreamjobs.设计意图：让学生熟悉某种职业及实现该职业梦想的一种方式。并以句子形式阅读，形成由词组到句子的过渡。(2)TrueorFalse.Inthispart,Iputanexampletoletstudentsdiscusshowyouaregoingtobeaviolinist.Puteightwaysonthepowerpointandletstudentschoosethetrueones.Usefirst，next，then，finallytomakeashortarticle.Aftereachphrase,readawholesentenceIamgoingto...Forexample:T:Ifyouaregoingtobeaviolinist.Howaregoingtodothat?Students:….T/Fandreadeachsentence.T:(Feedback)Maybeweshouldmakealist.First,Iamgoingto....Next,Iamgoingto....Then,Iamgoingto....Atlast,Iamgoingto....Ss：Readtheshortarticletogether.设计意图：让学生熟悉实现一种理想职业可以有多种实现方式，扩充短语。以句子形式阅读，形成说完整句子的好习惯。(3)Haveatry!Ileadstudentstomakesentenceslikefirst...，next...，then...，finally....Inthispart,Igive2dreamjobs,andletstudentsthemselvesmakesentencesusingfirst...,next...，then...，finally...inthewholeclass.Forexample:T:Therearemanywaystobeasinger.Ifyouaregoingtobeasinger.Howareyougoingtodothat?S1:Iamgoingto...S2:Iamgoingto...S3:Iamgoingto......T:Wecanalsomakealist.First,Iamgoingto....Next,Iamgoingto....Then,Iamgoingto....Atlast,Iamgoingto....Ss：Readtheshortarticletogether.设计意图：在老师引导了一种职业可以有不同种实现方式的基础上，让全班学生自主地就不同的两个职业发散思维，说出更多实现方法的句子。(4)Groupwork(看谁说的句子更多)要求：四人一组，从要求的两个职业中选择一个，讨论怎样去实现梦想。Thereareeightdifferentjobsintheparttochoose.Everygroupchoosesdifferentoneanddiscussingroupof4.Usetheformfirst...，next...，then...，finally....Forexample:S1:Iamgoingtobea....First,Iamgoingto...S2:Next,Iamgoingto...S3:Then,Iamgoingto...S4:Finally,Iamgoingto...Sharetheanswers.设计意图：以更小的集体去解决问题，小组四人说出针对某一种职业的实现方法。更好地解决英语作文中间部分的一个疑问词how。分享环节，为学生作文提供更多思路。（5）ThroughtheletterfromYaoMing,letstudentsknowthequestionsthatweshouldanswer.AskonestudenttoroleplaythelittleYaoMing.Readthewholearticleforus.Circlesomeinformationandaskstudentshowtoaskquestionsonthesewords.That’sthebodyofthearticle.设计意图：补充文章需要回答的when和where2个问题。强调需回答的5个疑问词what,why,how,whereandwhen.（6）Analysethearticlestructureandletstudentsaddthebeginningandtheending.Teachergivesthegoodphrasesthatcanbeputtothebeginningandtheending.Givethecompletecomposition.Readtogether.设计意图：分析文章结构，让学生自己加作文开头和结尾，构成完整作文的基础上，总结作文开头结尾常用短语，帮助学生一步步攻破如何写《我的理想工作》这篇文章。Step3.While-writingWritethearticleMydreamJob.Givethetipstohelpstudentswrite.Ask1studenttowritehiscompositionontheblackboard.Walkaroundtogivehelps.设计意图：1.学以致用，铺垫过后，生成作文;Step4.Post-writingLetsomestudentsreadtheirarticlesaloud,andothersgivethefeedback.Sharearticlesandjudgethem.Correctthearticleontheblackboard.设计意图：锻炼学生评判作文能力，提升作文能力。Step5.Tryyourbesttomakeyourdreamscometrue.Step6.HomeworkWritethearticleMyDreamJob.Step7.BlackboardDesignUnit6I’mgoingtostudycomputerscienceWhatareyougoingtobewhenyougrowup?Howareyougoingtodothat?Whereareyougoingtowork?Whenareyougoingtostart?