Unit 6 I'm going to study computer science Section B 2a-2e 说课稿 2024-2025学年人教版英语八年级上册

Unit6I'mgoingtostudycomputerscienceSectionB2a-2e说课稿2024-2025学年人教版英语八年级上册课题：科目：班级：课时：计划3课时教师：单位：一、教学内容分析本节课的主要教学内容是Unit6"I'mgoingtostudycomputerscience"SectionB2a-2e，来自2024-2025学年人教版英语八年级上册。本节课主要围绕“未来计划”展开，包括2a的听力练习，2b的阅读理解，2c的语法学习，2d的写作练习以及2e的口语交际。

教学内容与学生已有知识的联系在于，本节课的语法点“goingto”表示未来的计划，与学生在Unit5中学过的“will”表示将来时态相辅相成。同时，通过讨论各自的未来学习计划，学生能够将所学词汇、句型和语法知识综合运用到实际情境中，提高他们的英语应用能力。二、核心素养目标1.语言能力：通过本节课的学习，学生能够理解和运用“goingto”结构表达个人的未来计划，能够在听力、阅读、写作和口语交际中有效地使用相关词汇和句型。

2.文化意识：学生将了解不同领域中人们的学习计划，增强对多元文化背景下教育选择的认识。

3.思维品质：通过讨论和写作练习，学生将发展批判性和创造性思维，学会在真实语境中解决问题。

4.学习能力：学生将培养自主学习能力，通过小组合作和互动交流，提高英语学习的效率和质量。三、重点难点及解决办法重点：

1.掌握“goingto”结构表达未来计划。

2.运用相关词汇和句型进行听、说、读、写的综合实践。

难点：

1.区分“goingto”与“will”在表示未来时的用法差异。

2.在口语交际中自然、准确地表达个人学习计划。

解决办法：

1.通过示例句型对比“goingto”和“will”的用法，让学生在实际语境中体会两者的区别。

2.在课堂练习中，设计角色扮演和小组讨论，让学生在模拟真实情景中练习使用“goingto”结构。

3.提供不同难度层次的听力材料和阅读文章，帮助学生逐步构建对“goingto”结构的理解。

4.通过个性化写作任务，鼓励学生结合个人经历表达未来计划，教师提供即时反馈，帮助学生提高准确性。

5.鼓励学生在课堂上积极发言，通过同伴互助和教师指导，共同解决使用中的困难。四、教学资源准备1.教材：确保每位学生都有人教版英语八年级上册教材，以便于跟随课堂进度学习。

2.辅助材料：准备相关单词和句型的PPT幻灯片，以及用于听力练习的音频材料。

3.教学工具：准备白板、标记笔等教学工具，以便于板书和展示教学重点。

4.教室布置：将教室划分为小组讨论区，为学生互动交流创造良好的环境。五、教学过程一、导入

1.Goodmorning,everyone!Todaywe'regoingtostartanewsectioninUnit6"I'mgoingtostudycomputerscience."Beforewebegin,let'squicklyreviewwhatwelearnedinthepreviouslessonsaboutfutureplans.Cananyonetellmewhat"goingto"isusedfor?

2.Right,"goingto"isusedtotalkaboutfutureplans.Now,let'sseeashortvideoaboutdifferentstudents'futurestudyplans.Watchcarefullyandseeifyoucanidentifyanyoftheplanstheymention.

二、听力练习（2a）

1.Nowthatwe'vewatchedthevideo,let'smoveontothelisteningpracticein2a.Pleaseopenyourbookstopage42.Youwillhearaconversationbetweentwostudentsdiscussingtheirfutureplans.Listencarefullyandanswerthequestionsontheworksheet.

2.Afterlistening,let'schecktheanswerstogether.Whocantellmewhatthetwostudentsaregoingtostudy?Goodjob!

三、阅读理解（2b）

1.Greatworkonthelistening!Now,let'sturnto2b.Herewehaveashortpassageaboutastudentwhoisgoingtostudyabroad.Pleasereadthepassagesilentlyandanswerthecomprehensionquestionsattheend.

2.Whileyou'rereading,payattentiontothenewvocabularyandthe"goingto"sentencesusedinthepassage.Ifyouencounteranydifficulties,feelfreetoraiseyourhandandI'llbehappytohelp.

3.Onceyou'vefinishedreading,let'sdiscusstheanswerstogether.Whatisthestudent'sname?Whatcountryishegoingtostudyin?Whatsubjectisheinterestedin?

四、语法学习（2c）

1.Nowthatweunderstandthepassage,let'sfocusonthegrammarin2c.We'regoingtolearnhowtouse"goingto"totalkaboutfutureplans.Pleaselookattheexamplesentencesontheboard.

2.I'llnowdemonstratehowtoformasentenceusing"goingto."Forexample,"I'mgoingtostudycomputersciencenextyear."Now,let'strytogether.I'llgiveyouasubjectandyoumakeasentence.Forexample,"You."

-Student:I'mgoingtobecomeadoctor.

3.Verygood!Now,inpairs,practicemakingsentenceswith"goingto"usingthesubjectsandverbsonyourworksheet.

五、写作练习（2d）

1.Welldoneonthegrammarpractice!Now,let'smoveontothewritingtaskin2d.Imagineyouaregivenachancetostudyabroad.Writeashortparagraphaboutwhereyouaregoingtostudy,whatsubjectyouareinterestedin,andwhy.

2.Beforeyoustartwriting,let'sdiscusssomeusefulexpressionsandvocabularythatyoucanuseinyourparagraph.Forexample,"I'mplanningtostudyatXYZUniversitybecause..."

3.Youhave15minutestocompleteyourwriting.Remembertousethe"goingto"structureandincludeasmuchdetailaspossible.I'llwalkaroundtohelpifyouneedassistance.

六、口语交际（2e）

1.Time'sup!Now,let'sswitchtospeakingpracticein2e.Inpairs,taketurnssharingyourwritingwitheachother.Listencarefullytoyourpartner'sfuturestudyplansandaskquestionstolearnmore.

2.Forexample,"Whydidyouchoosethatuniversity?"or"Whatsubjectareyoumostinterestedin?"Remembertouse"goingto"whenyouaskquestions.

3.Afteryou'vebothshared,let'scomebacktogetherandsomeofyoucanshareyourpartner'splanswiththeclass.

七、课文主旨内容探究

1.Greatjobeveryone!Now,let'ssummarizewhatwe'velearnedtoday.Themainthemeofthissectionistalkingaboutfuturestudyplansusing"goingto."Cananyonetellmewhyit'simportanttoplanforthefuture?

2.Yes,planninghelpsusprepareforwhat'saheadandmakesusmorefocusedonourgoals.So,let'sremembertouse"goingto"whenwetalkaboutourfutureplans.

八、课堂小结

1.Well,we'vecoveredalotofgroundtoday.You'vepracticedlistening,reading,grammar,writing,andspeaking.I'mveryproudofyourhardworkandparticipation.

2.Beforeweend,let'squicklyreviewthekeypoints.Welearnedhowtouse"goingto"totalkaboutfutureplans,wepracticedwithdifferentexercises,andwediscussedtheimportanceofplanningforthefuture.

3.Yourhomeworkfortonightistowriteashortessayaboutyourfuturestudyplansusing"goingto."Remembertoincludedetailsandreasonswhyyou'vechosenyourpath.

4.Thankyouforyourattentionandgreatworktoday.Haveagreatday!六、学生学习效果学生学习效果显著，以下是他们取得的主要成果：

1.学生能够正确理解和运用“goingto”结构来表达个人的未来学习计划。通过课堂上的听力、阅读、写作和口语练习，他们能够熟练地构造句子，如“I'mgoingtostudymedicinenextyear”或“She'sgoingtobecomealawyer.”

2.在词汇方面，学生掌握了一系列与学习计划相关的词汇，如“university,”“subject,”“degree,”“abroad,”等，并能将这些词汇应用到实际语境中。

3.通过听力练习（2a），学生提高了对英语口语的理解能力，能够捕捉关键信息并回答相关问题。他们能够听懂对话中关于未来计划的讨论，并在教师的引导下进行有效的信息交流。

4.在阅读理解（2b）中，学生不仅理解了文章的主旨大意，还能够分析文章的细节，识别并学习新的词汇和表达方式。他们能够理解并讨论文章中的角色和他们的未来计划。

5.语法学习（2c）使学生能够区分“goingto”和“will”在表达未来计划时的用法差异，并能够正确地在句子中运用“goingto”结构。

6.在写作练习（2d）中，学生能够将所学知识应用到个人写作中，创作出关于自己未来学习计划的短文。他们的写作展示了对“goingto”结构的正确运用，并能够用英语表达个人的梦想和目标。

7.口语交际（2e）练习提高了学生的口语交流能力。他们能够在同伴之间自信地分享自己的写作内容，提出问题并回答问题，使用正确的语法和词汇。

8.学生通过本节课的学习，增强了他们对未来规划的意识。他们理解了制定学习计划的重要性，并能够用英语讨论和分享自己的未来计划。

9.学生在课堂上的积极参与和互动交流提高了他们的学习动机和兴趣，他们更加自信地使用英语，并在真实语境中练习语言技能。

10.学生学习后的自我评估和同伴评估也表明，他们在本节课中取得了显著的进步。他们能够识别自己的强项和需要改进的地方，并制定了相应的学习计划。

总体来说，学生通过本节课的学习，不仅掌握了“goingto”结构的使用，还提高了听、说、读、写四项基本语言技能。他们更加自信地使用英语，对未来的学习规划有了更清晰的认识，为接下来的英语学习打下了坚实的基础。七、教学反思与总结Reflectingontoday'slesson,Ifeelasenseofaccomplishmentinseeinghowfarmystudentshavecomeinunderstandingandusingthe"goingto"structuretotalkaboutfutureplans.Thelessonwasdesignedtobeinteractiveandengaging,withafocusonpracticalapplicationofthelanguage.

Whatworkedwell:

Thelisteningpractice(2a)wasparticularlyeffectiveinhelpingstudentsunderstandhow"goingto"isusedinnaturalconversation.Theywereabletolistentothedialogueandextractkeyinformation,whichtheythenusedtoanswerquestions.Thisactivityalsohelpedtoimprovetheiroveralllisteningcomprehensionskills.

Thereadingcomprehension(2b)taskwasbeneficialasitintroducednewvocabularyandprovidedacontextfortheuseof"goingto."Studentswereengagedindiscussingthecharacter'sfutureplansandwereabletomakeconnectionstotheirownaspirations.

Thegrammarpractice(2c)waswell-received,asstudentswereabletoseethepracticalapplicationof"goingto"insentenceconstruction.Theywereenthusiasticaboutpracticingthestructurewithdifferentsubjectsandverbs.

Thewritingtask(2d)allowedstudentstoexpresstheirownfutureplans,whichwasamotivatingandpersonalizedactivity.Theywereabletoapplywhattheyhadlearnedinameaningfulway.

Whatcouldbeimproved:

Whilethelessonwaslargelysuccessful,thereweresomeareaswhereIfeltitcouldbeimproved.Forinstance,somestudentsstruggledwiththereadingcomprehensiontask,findingitdifficulttograspthedetailsofthepassage.Infuturelessons,Imayneedtoprovideadditionalsupportorbreakdownthetaskintosmallerstepsforthosewhoneedit.

Additionally,duringthespeakingpractice(2e),somestudentswerehesitanttosharetheirwritingwiththeirpeers.IrealizethatIneedtocreateamoreinclusiveandencouragingenvironmentwhereallstudentsfeelcomfortableparticipating.

Teachingsummary:

Overall,thelessonachieveditsobjectivesintermsofknowledgeacquisitionandskilldevelopment.Studentshavemadesignificantprogressinusingthe"goingto"structuretotalkaboutfutureplans,andtheyhaveexpandedtheirvocabularyrelatedtoeducationandcareeraspirations.Theirlistening,reading,writing,andspeakingskillshaveallimproved,andtheyhavedemonstratedagreaterconfidenceinusingEnglish.

Studentshavealsoshownapositiveattitudetowardslearningandplanningfortheirfuture,whichisacrucialaspectoftheirpersonaldevelopment.However,thereisalwaysroomforimprovement,andIrecognizethatsomestudentsmayneedadditionalsupporttofullygraspthematerial.

Movingforward:

Toaddressthechallengesidentified,Iplantoincorporatethefollowingstrategiesintofuturelessons:

1.Providemoreexplicitinstructionandguidedpracticeforstudentswhostrugglewithreadingcomprehension.

2.Createamoresupportiveandinclusiveclassroomenvironmentthatencouragesallstudentstoparticipateinspeakingactivities.

3.Useavarietyofactivitiesthatcat