阅读教学设计呼兰区利民二中于福涛

What would you like to have?  教学设计呼兰区利民二中 于福涛一、教材依据选自仁爱版英语七年级下册二、设计理念本课设计依据教材，学生年龄特点及“课程标准”提出的新教学理念，力求通过新颖的教学设计，激发学生的参与热情。在任务设计方面注意满足学生的需求。在倡导学生自主学习的同时，注意培养学生的合作精神和创新思维意识。活动设计由易到难，由繁到简，层层递进，适合不同水平的学生。本设计重语言教学和学习规律，先听说，后读写；先输入，后输出，让学生在活动重中不知不觉地体验并掌握目标语言，让他们享受快乐的学习过程，在交际中提高综合运用语言的能力。本设计同时也关注学生的情感教育，适时的鼓励他们，培养他们树立自信心。三、教学目标及方法1、知识目标：（1）帮助学生巩固关于运动的词汇和相关短语。（2） 通过听、说、对话练习使学生了解并掌握“What would you like to have? ”的语言功能。做到能够用英语熟练的询问和回答与未来计划相关的内容。2. 能力目标：（1）能够熟练的用英语展开“What would you like to have? ”话题并开始讨论。（2）能够通过听力搜索信息，回答相关问题，完成对话，对听力内容做简单的复述。（3）能用校准的英语描述自己的未来计划。3.情感目标：引导学生做事要有计划并努力实现计划，而且决不放弃。4.教学方法；任务性教学，合作学习。四、教学重点1.听说练习；通过听力回答回答相关问题及复述的主要内容。2.写作练习：能用较准确的英语描述自己的未来。五、教学难点通过听力回答相关问题及复述主要内容。六、教学准备1.录音机及磁带2.多媒体及自制教学课件。七、教学过程Step1.Warming up(6mins)1.Song-enjoyingBefore starting our new class,lets sing an English song together(设计意图：课前听，唱英文歌，让学生立刻沉浸在快乐的英语学习氛围中，学习兴趣就被激活，并产生学习英语的期待，渴望情绪。)2.Reviewing some words and phrases(Show students some pictures)(1)观看记录图中人物职业单词或人物行为动作短语。采用个人比赛方式 (2)两组代表就上述复习的单词和短语进行问答比赛。A1.whatdoes your sister do?B1 : She is an actor.A2：What does she often do?B2:  She often takes acing lessons.(3)Listen and match(设计意图：复习检测学生所学的单词、短语，扫清听力材料中的生词障碍，为听力理解和语言输出作准备。为避免枯燥的检测，可采用竞赛方式，记录多、快、准者胜。)Step2.Leading inDiscuss What would you like to have? ,according to  the pictures lead in the new lesson .Lets look at some photosPicture1(A boy who is playing basketball.Look at the first photo .This is my son .He likes playing basketball.He is going to be a basketball player like YaoMing.Picture 2(A girl is singing)T: Look at this girl .Alovely girl. What is she going to be ?Can you guess?(学生依据照片猜测。)Teacher: What are you going to be in the future ,Jenny?Jenny: Im going to be a basketball player.Teacher:How are you going to do that?Jenny: Im going to practice basketball  everyday.To talk about the third photo in the same way .(设计意图：通过论照片中学生的未来计划引出本课话题，通过学生猜测他们的未来计划来活跃课堂气氛，进而激发学生学习英语的兴趣。)Step3.Listening and Speaking 1.Pre-listening(Predicting)Look at the people in the picture first . Can you guess what Cheng Han is going to be , before we listen to the tape .(设计意图：通过讨论预测，引起学生对所要听的内容的兴趣)2.While listeningFinishing the tasksTask1: Listen and answer:What is Cheng Han going to be？Check the answers with your partners first and then in class.Task2:Listen to the tape again and fill in the chart.What Cheng Han is going to be?Where How.  When.(设计意图：通过问题设计帮助学生理解听力材料，培养学生捕捉信息的能力。设计的问题中包括What,Where,How,When,为下一步根据问题复述打下基础。)3.Post-listening(1)Try to say something about them.(设计意图：训练学生快记能力和复述能力。)(2)Summarize and write the sentence structure on the blackboardWhat are you going to be when you grow up?Im going to be an actor.How are you going to do that?Im going to take acting lessons.(设计意图：突出重点、强化记力。)(3)Learn a new songTeach a new song using the tune they are familiar with to emphasize the key points.What are you going to be when you grow up?Im going to be an actor.How are you going to do that?Im going to take acting lessons.(设计意图：通过歌唱英语激发学生学习兴趣，强化重点句行)Step 4.Pair work (1)Read the dialogue in big groups:Apple team and Banana team .(设计意图：小组比赛的方式，激发学生的学习热情，活课堂氛。)Fill in the chart,then discuss in pairsWhat would you like to have?(设计意图：采用合作学习方式，培养学生的合作意识亦可达到一帮一的目的，利于解决个别学困生的问题。)(3)Summarize and write the sentence structure on the blackboardWhat are you going to work?Im going to work in Beijing.(设计意图：突出重点、强化记忆。)(4)Please interview some students ,ask them their plans for the future ,using the key structures on the blackboardWhat Im  going to be?Where How.  When.(设计意图：语言输出训练。提供个人展示机会，让每一个学生都产到成功的喜悦。)How do you make your dreams come ture ?(学生答后)教师总结：Yes,you  should study hard !Never give up.And you should do some exercises to keep healthy.Step5.Group work (page 61 Group work)1.Discuss in group and finish the sentences.2.Try to finish a passage.(设计意图：教师通过让学生讨论将来划将所学语言在次输出，让学生在真实情景中运用语言，实现语言交际的，最后将语言输出提高到写作高度。)Step6.Summary and homework(3mins)1.Read the key sentences on the blackboard.2.Describe your future plans to your parents and write them down .板书设计：What would you like to have?  would like to do sth What would you like to have? Id like 八、教学反思再这节课的教学中，我结合学生的生活实际和生活体验，尝试着以课本为和核心、依据学生的年龄特点和知识水平将语言材料进行整合拓展，力求通过听、说、对话等各种语言活动引导学生是、认识、体会和运用语言材料，取得较好的效果。整个教学设计过程，每一环节都是按学生的实际能力，有层次、有梯度的由易到难进行。活动设计贴近学生生活，又能让学生很好地完成每一步学习任务，并在完成任务的过程中，达到了预期的各项学习目标，特别是将重点句型用学生熟悉的曲调演唱出来，很受学生们欢迎，使学生感受到了学习的乐趣。总的来说，本可的教学设计为学生提供了充足的语言输入和输出机会，使学生在体验中自然地、主动地学习语言。6