文档内容
Unit 6 Plan for Yourself
授课时
科目 英语 年级 八年级 班级
间
Unit 6 Plan for Yourself
课堂 课型 听说课
(第一课时：Section A 1a - 2d)
Students should be able to accurately read, spell, and understand
key vocabulary such as "add", "cut up", "mix", "pour", "boil", "bake",
etc. The accuracy rate of spelling and paraphrasing in the in - class
vocabulary test should reach over 80%.
语言能力 Students should be proficient in using imperative sentences and
Language adverbs of sequence (such as "first", "next", "then", "finally") to
Competence express cooking steps. The accuracy rate of using these sentence
patterns in in - class conversations and exercises should reach over
75%.
Students should correctly use the learned vocabulary and sentence
patterns to describe the cooking process of simple foods, improving
the accuracy and fluency of their language expression
By discussing different occupations, guide students to understand
the value and significance of various occupations in society, and
文化品格 cultivate students' respect and understanding for different
教学 Cultural occupations.
目标 Awareness Let students realize the relationship between career choices and
personal interests, abilities, and social needs, and help students
establish a correct view of careers.
By thinking about and discussing their career dreams, cultivate
students' self - awareness and logical thinking ability, and teach
思维品质
them to express their ideas in an organized way.
Thinking
In exchanges and sharing, encourage students to think
Quality
independently and respect different opinions of others, exercising
their critical thinking.
Cultivate students' ability to obtain key information through
listening. The accuracy rate of capturing key information in listening
学习能力 exercises should reach over 70%.
Learning Guide students to actively participate in classroom activities, learn to
Ability cooperate in groups, and improve their autonomous learning ability.
They should be able to review and consolidate the learned content
after class on their own.
Learning and application of key vocabulary, including mastering the spelling,
教学 pronunciation, and basic meanings of words.
重点 The formation and usage of the "be going to" structure. Students should be able
to use this structure proficiently to express future plans and intentions.
教学 Distinguish the differences between the "be going to" structure and other
第 1 页 共 4 页expressions of the future tense, and use the "be going to" structure accurately.
In real - life communication, guide students to use the learned knowledge
难度
naturally and fluently to express their real career dreams and plans, avoiding
mechanical application of sentence patterns.
教具 Multimedia equipment, PPT courseware, word cards, pictures or video materials
准备 related to occupations
教学方法
教学内容及过程
及手段
Step 1 Greeting and Lead - in (5 minutes)
The teacher warmly greets the students and has a simple daily conversation,
such as "How are you today? What did you do last weekend?" to create a
relaxed classroom atmosphere.
Show some pictures or video clips of people working in different occupations.
Guide the students to observe and ask questions like "What can you see in the
pictures/videos? What are they doing? Do you know what their jobs are?"
Encourage the students to express their observations in simple English to lead
in the theme of this lesson - talking about dream jobs.
Step 2 Vocabulary Learning (8 minutes)
Use the PPT to display the vocabulary in 1a one by one, such as "engineer",
"designer", "director", "musician", "fireman", "teacher", etc. Lead the students to
read the words and correct their pronunciations. Help the students understand
the meanings of the words by showing relevant pictures or videos of the
working scenes of these occupations. For example, play a video of an engineer
designing blueprints in the office to explain "engineer", and show pictures of a
fashion show by a designer to explain "designer".
Distribute word cards. Let the students work in pairs. One student shows the
card, and the other reads the word and says its meaning. Then they switch
roles. The teacher walks around the groups to check the students' practice and
give timely guidance and help.
Play a vocabulary game called "Guess the Occupation". The teacher describes
the characteristics or job content of a certain occupation, and the students
quickly guess the corresponding occupation word. Through this game,
stimulate the students' learning interest and deepen their memory of the
vocabulary.
Step 3 Listening Practice (10 minutes)
Let the students look at the pictures and vocabulary in 1a. The teacher says,
"Now, let's listen to some conversations. Please listen carefully and circle the
three jobs you hear in 1b." Play the recording of 1b, and the students listen and
complete the task.
After playing the recording, invite the students to share their answers. The
第 2 页 共 4 页teacher checks the answers and gives a simple explanation of the listening
content to help the students understand the key information in the listening
material.
Play the recording of 1b again. Let the students listen and complete the task in
1c, matching the people with their corresponding plans. After playing, invite
the students to share their answers, check and explain the answers to help the
students understand the listening content. When explaining the answers, the
listening text can be combined to help the students better understand the
sentence structures and key information.
Step 4 Oral Practice (7 minutes)
The teacher makes a demonstration: "Let's talk about John's dream job. John
wants to be a fireman. How is he going to do that? He is going to exercise
every day." Guide the students to observe the pictures and use the learned
vocabulary and the "be going to" structure to describe the dream jobs and
plans of John, Jason, and Tina.
Let the students work in pairs. According to the pictures and vocabulary in 1a,
they choose one of the characters and have a conversation practice, describing
the character's dream job and the way to achieve it to each other. The teacher
walks around the groups, encourages the students to speak actively, and
corrects their grammar mistakes and pronunciation problems in time.
Invite several pairs of students to show their conversations. The other students
listen carefully and give evaluations. The evaluation content includes the
accuracy of vocabulary usage, the correctness of sentence patterns, and the
fluency of expression. The teacher summarizes and gives feedback on the
students' performance, gives affirmation and encouragement, and also puts
forward suggestions for improvement.
Step 5 Pronunciation Practice (5 minutes)
Play the pronunciation - practice audio and display the classification of
phonetic symbols, such as /h/ (habit, human, etc.), /w/ (want, week, etc.). Let
the students follow and imitate, paying attention to the mouth - shape and
tongue - position of pronunciation.
Play the audio again. The students follow the audio, and the teacher
emphasizes the rhythm and intonation of the sentences. Invite individual
students to imitate and read aloud. The teacher corrects and guides them to
help the students master the correct pronunciation skills.
Step 6 Listening and Oral Expansion (10 minutes)
Play the recording of the conversation in 2a. Let the students listen and think
about the questions: "What does Fu Xing want to be? How is he going to
achieve his dream?" After playing the recording, invite the students to answer
第 3 页 共 4 页the questions.
Play the recording again. The students follow the recording and imitate the
pronunciation and intonation. Then let the students work in pairs and read the
conversation in roles, paying attention to the pronunciation, intonation, and
emotional expression.
Invite several pairs of students to show their performance. The other students
listen carefully and give evaluations. The teacher finally summarizes and gives
feedback. Guide the students to pay attention to the use of the "be going to"
structure in the conversation and encourage them to use this structure flexibly
in real - life communication.
Recite the key vocabulary learned in this lesson. Get the signature of parents to
confirm. There will be a vocabulary quiz the next day.
布置 Use the learned vocabulary and the "be going to" structure to describe your
作业 dream job and your plans to achieve it, with no less than 5 sentences.
Preview the content of Section A's Grammar Focus - 3c and try to understand the
grammar knowledge.
1. Key Vocabulary and Phrases:
engineer; designer; director; musician; fireman; teacher
2. The "be going to" Structure:
板书
设计
be going to + base form of the verb, used to express plans or intentions for
the future
3. Pronunciation Practice:
/h/ habit human; /w/ want week
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