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标题: Unit 10 I'm going to be a basketball player 教学设计与反思 [打印本页]

作者: 网站工作室 时间: 2013-2-17 22:03
标题: Unit 10 I'm going to be a basketball player 教学设计与反思
一．教学目标：

1、三维目标

1）Knowledge goals

A. Key vocabulary

B. Target language: what are you going to be when you grow up?

                  I’m going to be …

                  How are you going to do that?

                  I’m going to study computer science.

2）Ability goals :listening and cooperating skills

3）Moral goals: a good plan is a good start to success.

2. Teaching important points: Training the target languages:

                                             What are you going to be when you grow up?

                                             I’m going to be a/an…

                                             How are you going to do that?

                                             I’m going to …

3. Teaching difficult points: New language and key vocabulary of the new jobs.

4. Teaching methods: situation approach, Task-based language teaching approach, pair work, listening method

二．学情分析

      1）教材方面：学生在初一时期已经掌握了一下些关于职业的词汇。将在这个单元进行深入，本单元主要使用be going to +do结构来表述将来的计划或打算。本课是这单元的第一课和重点课，学好本课将为进一步学习一般将来时打下良好的基础。

      2）学生方面：初中生活泼、好表现、可塑性大，但仍有部分同学不愿意开口，所以我们教师要尽可能多地为他们创造语言实践的机会，多设置情境，倡导其活动参与，并利用小组竞争机制，可以激发学生的学习兴趣，提高课堂效率。

三．教学步骤：

Step1

ead in

1、Play a guessing game.(T ask some Ss to stand in front of the class to act out what T tell him or her to do, the other Ss guess his or her job)

T: what does he do? Is she a…?

2、competition(write down the jobs you know) There are so many jobs ,what do you think is the most interesting, and what is the least interesting?

（以一个游戏开始激发学生的好奇心，复习旧单词并引出本单元的新单词.引出课题。）

Step2：Presentation

What do I do?

Do you want to be a teacher when you grow up?

What are you going to be when you grow up?

（由单词到对话，学生不会觉得有难度，由教师本身做导入，把句型的教学置于很自然的语境中，学生会主动地表达自己的人生目标，充分调动学生参与教学活动的热情，进行口语训练，强化记忆。）

Step3 Pair work

Ask students to work in pairs. Then, get some pairs to act their conversations out.

（通过Pair work把新句型从第一、二人称的问答拓展到对第三人称进行操练）

Step4: Presentation

No pains, no gains.

We should try our best to make our dreams come true, so how are you going to do that?

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

T：How are you going to do that?

(以一句谚语承上启下，自然过渡到下个句型How are you going to do that?)

Step5: Listening

1 Listen and match the items

2 Check the answers

3 Listen again and repeat the tapescript.

Step6: Group work

Suppose you are a reporter from DZTV, you want to know something about people’s dream jobs, now interview your classmates

（创设情景，假设你是达州电视台的一名记者，采访同学们的理想的工作等，分小组合作，为学生提供表现自我的空间。在展现自我过程中学习新的词汇）

Step7: Summary

What have we learn today？

Step8: Homework

作者: 网站工作室 时间: 2013-2-17 22:03
教学反思

在本堂课的教学设计时有意识的注意了以学生为主体这块，多创设情景，让学生有运用语言的机会，让他们在使用语言中巩固本课的语言点，感受用英语交流的成就感，从而培养了学生的运用语言、合作学习的精神。在教学实践中，我们教师应当更好的发挥学生的主体地位，让学生自己去发现问题、分析问题、解决问题，并设法让学生在快乐的环境下学习，充分地调动学生的情感因素。

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