Module 10 Unit 1 Are you going to go to middle school?教学设计

课题	Module 10 Unit 1 Are you going to go to middle school?		课型		新授			课时	1st
教学目标重点★ 难点△	教学目标： 1、掌握有关学科科目的词汇 2、理解运用be going to 结构和will 句型表将来 3、熟读理解课文并 .情感态度目标：憧憬美好的初中生活，想念并珍惜身边的朋友重、难点：运用be going to 结构和will 句型表将来和就有关middle school的话题进行简单交流
课前准备	教具	ＣＡＩ		学具		课本、活动手册
	Step 1 Warm Up Free talk 1.T: I’m going to go swimming this summer. What are you going to do? S: I’m going to… 2.T: Where are you going to go this September? S: I’m going to…引导学生说出并教授“middle school”(板书) 3.T: Are you going to middle school this September? (板书) Step 2 Presentation 1. T: I’ve got a student-Mark. He’s going to go to middle school, too. He’s really excited. Learn: excited He took some pictures. Let’s have a look. 2. Show pictures of No.51 midde school. Learn: History, Science,Geography 3. Tell students Lingling is very excited too because she’s going to go to middle school and study new subjects.						设计意图与反思
							通过自由对话，复习be going to句型问答，呈现重点句，为本课内容的呈现和理解做好准备。在情景中解决本课的新词并引出本课话题，为学生后面学习课文，理解课文情景扫清障碍。
教学过程	Step 3 Reading 1. Watch and answer Watch the video and answer the question: Where are Amy and Sam going to go? --They’re going to go back to England. Show pic3 and ask: How do they feel? --They are sad. 2. Listen to pic3 again and answer questions: Will they always be friends? What can they do? Who will Lingling miss? (板书 I will miss you.) 3. Listen to pic1 and fill in the blanks. 4. Listen to pic2 and do True or False. 5. Ask students to read the dialogue by themselves and find out the sentences with “going to”. Check and read. Ask them to find another structure “will”. Check and read. Analyse the difference of the two structures. Step 4 Practise 1. Listen and repeat. 2. Read in groups. Check three groups in class. 3. Retell the dialogue. Teacher gives the example first then let students do by themselves. Step 4 Consolidation 1. Read an email from Mark and answer the questions. 2. Write a reply to Mark’s email. Step 5 Summary and Homewok T: What did you learn today? S: …						设计意图与反思
							再看课文，以不同形式的练习达到对课文的理解和掌握。摘出两种表示将来的句式结构并进行简单对比。练习读，巩固学生对重点句的朗读和模仿。通过复述活动巩固重点句型并达到对课文的较好理解和对主要句型的较熟练的上口。通过阅读巩固重点句型以及提高阅读理解能力。有指导的写作练习作为学生学习后的产出。回顾所学知识要点。
作业设计	1. Read the dialogue fluently. 2. Finish the email.
板书设计	Module10 Unit 1 Are you going to go to middle school this September? I’m really excited. I will miss you. I will miss you, too.
师傅（同伴）修改意见	在本课的教学活动中应该能体现分层教学，如设计利用图片或板书复述课文的环节，使相对优秀的孩子以发挥的空间，从而让更多的学生感受到成功的喜悦。
教学反思	亮点采集1．课堂气氛是通过师生间相互作用和同学间的相互影响而表现出来的一种群体心理状态。老师在这节课的导人部分较好地体现了这点，Warm up活动中语气非常热情，一下子就把师生之间的关系拉近了，形成了良好的开端。2.教学思路清晰，活动形式多样。使学生的思维一直处于活跃状态，也使教师达到了教学目标，教学效果好。3.利用多种模式，开展有效的活动，使语言的学习在浓郁的课堂气氛中进行。教师积极地整合语言材料，为达到理想的教学效果奠定了基础。。
	存在问题与改进措施：分层教学体现的不够充分。优生的能力没能充分发挥，教师应该留给学生更多的参与语言时间活动的时间和空间。今后应加强语言操练活动的趣味性，鼓励学生参与语言活动的实践，设计循序渐进的语言训练活动，尤其要适当增加写的练习。