Unit 6 Plan for Yourself 教学设计 2025-2026学年人教版（2024）八年级英语上册

本文围绕Section A（1a - 1d及Pronunciation 1 - 2）展开，核心知识点为职业相关词汇、“be going to”句型及特定发音。承接学生对“计划”的思考，为后续职业规划学习奠基，呼应单元主题。通过讨论、听力等活动，培养学生语言、文化、思维及学习能力。 该设计亮点在于采用多种活动形式，如竞赛、仿说练习等。从学生层面看，提升语言运用与思维能力；从教师角度，提供清晰授课流程；课堂效果上，增强互动，有效突破发音及句型运用难点。

第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Activity 1 Warming up and revision (感知与注意) T: Let's start with the “BIG Question” on page 51: “Why do we need plans？” Discuss in pairs. (Studentsdiscuss.) T: Let's share some of your ideas. 设计意图：通过讨论激活学生对“计划”话题的兴趣，让学生思考计划的重要性，为新课学习做好铺垫。 Activity 2 Presentation (获取与梳理) T: Let's start with 1a. Look at the pictures of different jobs. Tick the jobs that you think are interesting. Then share your choices with your partner. (Studentstickandshare.) T: Now, let's learn the names of these jobs. (Showpicturesagainandteachthejob­relatedvocabulary: ITengineer, fashiondesigner, filmdirector, musician, fireman, teacher.) 设计意图：让学生通过勾选活动，复习和巩固与工作相关的词汇，为后续语言输出做准备。 Activity 3 Listening (获取与梳理) T: Before listening to 1b, guess: Which three jobs will you hear in the conversations? Discuss with your partner. (Studentsguessinpairs. Theteacherwritespredictionsontheblackboard.) T: Now listen and check your predictions. Circle in 1a the three jobs you hear. 设计意图：通过听前预测和听后核对，培养学生的推理能力和听力技巧，提高学生对对话内容的关注度。 Activity 4 Listening (获取与梳理) T: Listen to the conversations again. Match the names with the statements in 1c. (Playtherecording. Studentslistenandmatch.) T: Let's check the answers. Explain your choices. 设计意图：进一步提升学生的听力理解能力，让学生学会在听力中匹配信息，加深对对话内容的理解。 Activity 5 Pair work (想象与创造) T: Now that we know what the students in the conversations want to do, let's try to talk about John's, Jason's, and Tina's career plans with your partner. You can use the sentence patterns in the book. (Givestudentsasampleframeworkonthescreen.) A: What does John want to be when he grows up? B: He wants to be a fireman. A: How is he going to realize his dream? B: He is going to exercise every day. T: Now it's your turn. Work in pairs and make your own conversations about the other students' career plans. 设计意图：通过仿说练习，让学生在熟悉语境中练习句型和表达，降低语言输出难度。模仿对话结构帮助学生在句式运用上建立信心，顺利过渡到谈论职业规划的任务中。 Activity 6 Pronunciation (归纳与应用) T: Let's listen to the sounds in Pronunciation 1. Repeat after the recording. Then, add one more word to each group as required. (Playtherecording. Studentslistenandrepeat, thenwriteadditionalwords.) T: Now, let's have a competition! Each group has 2 minutes to write as many words as possible that match the sounds in each column. The group with the most correct words wins. 设计意图：结合竞赛形式提高学生参与度，通过归纳练习帮助学生掌握语音模式。 Activity 7 Listen and repeat (归纳与应用) T: Listen to the sentences in Pronunciation 2. Notice how the italicized words are pronounced. Repeat after the recording. (Playtherecording. Studentslistenandrepeat.) 设计意图：帮助学生关注句子中单词的发音。通过跟读练习，使口语表达更自然流畅，培养语感，提升口语水平。 Activity 8 Homework(课后作业) Record a 1－2­minute video to introduce a job you are most interested in. The video should use the job­related vocabulary and the “be going to” structure learned in this class. 第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Key words：engineer, fashion designer, director, musician… Key sentence patterns： What do you want to be when you grow up? I want to be a/an… How are you going to realize your dream? I am going to… Pronunciation：/h/, /w/, /θ/, /ð/, /k/, /kw/, /ʃ/, /ʒ/ In this lesson, students actively participated in job­related discussions through games, pair work, and listening activities. The pronunciation activities were effective in helping students practise phonetic patterns. However, some students still had trouble using the “be going to” structure accurately. Next time, more in­class exercises and a summary chart for this structure should be provided. Overall, students showed great enthusiasm. In future lessons, more real­life examples of career planning can be added, and the time for pair work can be adjusted according to students' performance to further improve their oral communication skills. 学科网（北京）股份有限公司 $$ 第二课时　Section A(2a—2d) Activity 1 Warming up(感知与注意) T: Good morning/afternoon, class! Now, let's start our class with a short video. Watch the video carefully and think about what they want to be when they grow up. (Playavideoshowingvariousjobslikedoctors, teachers, athletes, etc.) 设计意图：激发学生对职业话题的兴趣，营造轻松的学习氛围。 Activity 2 Listening(获取与梳理) T: Now, listen to a conversation between Adam and Fu Xing. They're talking about their future plans. Your task is to fill in the blanks in 2a while listening. (Playtherecordingforthefirsttime.) T: Listen again to double­check and complete your answers. (Playtherecordingagain.) 设计意图：训练学生的听力理解能力和抓取关键信息的能力。 Activity 3 Reading(整合与概括) T: Look at 2b. We have a set of statements based on the conversation. Read the conversation and these statements carefully. Consider questions like“What's Fu Xing's goal？” and “What are Adam's parents' expectations？”. (Studentsreadindependently.) T: Now, decide whether each statement is true or false. (Studentsworkindividually.) T: Let's go through the answers. 设计意图：通过判断正误帮助学生内化对话内容，提升他们的阅读理解能力。 Activity 4 Language practice(内化与运用) T: Listen to the conversation one more time. Then, find a partner and role­play the conversation. One acts Adam, and the other acts Fu Xing. I'll give you 5 minutes to practise, and then some pairs will come to the front to show us their performance. 设计意图：通过反复听音频和角色扮演来强化听说技能。表演和评价环节有助于学生关注语言细微之处，提升口语交际能力。 Activity 5 Group work(实践与应用) T: Look at the pictures of different jobs in 2d. First, choose a job you are interested in. Then, walk around the classroom and interview your classmates about their dream jobs and their plans. Fill in the table with the information you get. After 8 minutes, some of you will report the results in front of the class. 设计意图：培养学生的沟通合作能力，让他们在互动中练习使用英语。 Activity 6 Homework(课后作业) Write a short essay in English about your own career dream. Include what your dream job is and how you plan to achieve it. Use the vocabulary and sentence patterns learned in class. 第二课时　Section A(2a—2d) Vocabulary for occupations：writer，athlete，photographer，worker，doctor… Key phrases：want to be… keep on doing… try one's best Key sentence patterns： What do you want to be when you grow up？How are you going to do that？ Students showed enthusiasm for discussing career dreams. However, some students struggled with using the learned vocabulary and sentence patterns accurately in oral communication, especially when elaborating on career­achievement plans. In future teaching, more targeted oral practice will be arranged, such as impromptu speaking exercises and group discussions on career­related topics. 学科网（北京）股份有限公司 $$ 第三课时　Section A(Grammar Focus 3a—3d) Activity 1 Presentation (获取与梳理) T: Class, look at the sentences in 3a on the screen. Read them aloud together. Pay special attention to the words in bold. (Studentsreadthesentences.) T: Now, turn to your partner and discuss: When do we use “be going to”？ You have 3 minutes. (Studentsdiscussinpairs.) T: Time's up. Who'd like to share your ideas? (Elicitstudents' answers.) T: Excellent! “Be going to” is often used to talk about our future plans or intentions. Let's write down the key points on the blackboard. (Writethebasicstructureandusageexplanations.) 设计意图：通过阅读和讨论，让学生初步感知“be going to”的用法，并主动探索其规则，为后续学习奠定基础。 Activity 2 Practice (内化与运用) T: Look at 3b. Here we have some situations and corresponding actions. Your task is to match them correctly. (Givestudentsafewminutestoworkindependently.) T: After you've finished, check your answers with your partner. If there are differences, discuss and figure out the right ones. 设计意图：通过匹配练习，学生能够进一步理解“be going to”在不同情境中的应用，并梳理他们对这一语法点的理解。 Activity 3 Practice (内化与运用) T: Now, focus on 3c. We need to complete the conversation using the words in brackets. First, read the conversation silently and try to figure out the context. (Studentsreadsilently.) T: Start filling in the blanks. If you have any doubts, you can discuss with your partner. (Studentsworkontheexercise.) 设计意图：完成对话有助于学生在实际语境中内化“be going to”的用法。 Activity 4 Pair Work (想象与创造) T: Class, now it's time to make your own schedule for the weekend. Use “be going to” to write down your plans. (Givestudents 3－4 minutestocreatetheirschedules.) T: After that, find a partner. Share your schedules and try to arrange a time to do something together. Use the example dialogue as a guide. (Studentscommunicateinpairs.Thenaskstudentstosharetheirconversationswiththeclass.) 设计意图：这项活动使学生能够在贴近现实生活的交流中运用“be going to”结构，巩固他们的知识并提升口语交际能力。 Activity 5 Homework(课后作业) Write a short passage about your next­week plans using “be going to”. Include at least 5 sentences. 第三课时　Section A(Grammar Focus 3a—3d) Basic structure of “be going to”： Sb ＋ be (am/is/are)＋ going to ＋ verb 原形． Usage explanation： Express future intentions and plans. During the teaching, students showed a good understanding in simple matching and conversation­completion tasks. However, when creating their own schedules and communicating in pairs, some students still made mistakes in using the correct form of “be going to”， especially with the correct use of “am/is/are”. In future teaching, more varied and complex practice exercises will be designed to help students master the accurate usage of “be going to” in different contexts. 学科网（北京）股份有限公司 $$ Learning Situation Analysis(学情分析) 1．Students may have a basic understanding of common jobs, but their English expressions for talking about career plans may be limited. 2．The “be going to” structure and pronunciation of some job­related words may pose difficulties for students, requiring more practice. 3．Some students may struggle to clearly express their long­term career goals and the steps to achieve them. 4．Students may lack familiarity with cross­cultural career concepts (e.g. the role of a film director vs a TV producer) and how cultural contexts influence job responsibilities. 5．Many students may find it challenging to use the “be going to” structure in complex sentences, such as expressing conditional plans or combining multiple goals. 1．Use multimedia resources such as pictures and videos of different jobs to make the teaching more engaging and to help students visualize various jobs. 2．Adopt group­work and role­play methods. Let students discuss career plans in groups and act out job­hunting or career­planning scenarios to improve their communication skills. 3．Provide sentence templates and examples for expressing career plans to help students organize their writing. Offer more opportunities for writing practice and timely feedback. 4．Pay attention to individual differences. Provide differentiated tasks and guidance to meet the needs of students at different levels. 5．Incorporate career exploration activities, such as researching job requirements for target occupations and presenting findings in class, to deepen understanding of real－world career paths. 6．Design pronunciation workshops focused on challenging job titles, using minimal pairs (e.g. “musician” vs “mission”) and tongue－twisters to improve clarity. 学科网（北京）股份有限公司 $$ 第五课时　Section B(2a—3c) Part 1 Vocabulary in Use Activity 1 Warming up and presentation (感知与注意) T: Class, look at 2a. Here are some definitions of jobs. First, read the first definition: “This person helps to put out fires.” Who can tell me the job? (Elicittheanswer “fireman” andwriteitontheblackboard.) T: Now, complete the remaining blanks on your own. Then, add more job definitions for your partner to guess. (Studentsworkindividuallyandtheninpairs.) T: Let's share some interesting definitions and jobs. (Invitestudentstosharetheircreateddefinitionsandtheguessedjobs.) 设计意图：激活学生关于职业的已有知识，以互动的方式引入新词汇，激发他们对词汇学习的兴趣。 Activity 2 Vocabulary practice (获取与梳理) T: Move on to 2b. We have some phrases in brackets and we need to write our own sentences. Look at the first one: “My father's job ________. (have to do with)”. Let's think about how to complete this sentence. (Elicitsomesamplesentencesfromstudents.) T: Now, write the remaining sentences. After you're done, exchange and check your sentences with your partner. (Studentswriteandchecksentences.) 设计意图：通过造句练习帮助学生理解短语的用法，并梳理他们对这些短语在语境中如何运用的理解。 Activity 3 Vocabulary practice (内化与运用) T: Look at 2c. We have a passage and some words in the box: “confident”， “explain”， “fail”， “practise”， “try one's best”. First, read the passage silently and try to understand the context. (Studentsreadsilently.) T: Then, complete the passage with the correct forms of the words in the box. 设计意图：让学生在语篇语境中内化所学单词，理解其实际用法。 Part 2 Reading for Writing Activity 1 Warming up(感知与注意) T: Class，as the new year is approaching, do you usually think about making some changes or setting some goals for yourself? For example, do you want to get better grades, or learn a new skill? Turn to your partner and share your ideas. (Studentsdiscussfor 3－4 minutes.) 设计意图：激活学生关于新年目标的已有知识和思考，激发他们对新年决心这一话题的兴趣，并为接下来的学习营造良好的氛围。 Activity 2 Reading and comprehension(获取与梳理) T: Class, look at 3a. Here is a text titled “New Year, New Me”. First, read the text quickly to get the general idea. (Studentsreadquickly.) T: Now, read it carefully and complete the table. Think about what the author wants to improve and what resolutions he makes. (Studentsreadcarefullyandcompletethetable.) 设计意图：通过阅读激活学生对新年决心的思考，并帮助他们理解如何在文本中表达目标和决心。 Activity 3 Personal goal­setting (内化与运用) T: Now it's your turn to think about the things you want to improve and your resolutions. You can think about aspects like study, health, or hobbies. (Studentsthinkforafewminutes.) T: Write down your ideas in the table. After you're done, share with your partner and give each other some advice. (Studentswriteandshare.) T: Let's hear some of your goals and resolutions. Who wants to share? 设计意图：帮助学生获得自我提升的思考能力，并梳理他们关于目标和决心的想法。 Activity 4 Writing practice (想象与创造) T: Based on the notes in 3b, we're going to write three paragraphs. First, let's review how to start a paragraph. We can begin with “I want to improve my…” and then explain how. (Showasampleparagraphontheblackboardifnecessary.) T: Now, start writing your paragraphs. If you have any problems with grammar or expression, you can ask your partner or me. (Studentswriteparagraphs.) T: After you're done，I will choose some students to read their paragraphs aloud. The rest of the class can give some positive comments and suggestions for improvement. 设计意图：使学生能够内化表达决心的知识，通过练习提升写作能力，并从同伴反馈中学习。 Activity 5 Homework(课后作业) Revise your paragraphs based on the feedback you got, and then write one more paragraph about another aspect you want to improve. 第五课时　Section B(2a—3c) Job－related vocabulary: 　　　　　　　　　Writing tips： fireman musician Be specific about your goals. actor engineer Use correct grammar and vocabulary. fashion designer lawyer Make sure your paragraphs are coherent. During the teaching, students showed enthusiasm in sharing their personal goals and resolutions. However, in the paragraph­writing process, some students had problems with organizing their ideas and using appropriate connectives to make the paragraphs coherent. In future teaching, more writing­strategy training, such as using transition words and structuring paragraphs, will be provided. 学科网（北京）股份有限公司 $$\s\p70 1.Master job-related vocabulary and the "be going to"sentence pattern. Language Proficiency 2.Understand conversations and texts about future plans through listening and reading. (语言能力) 3.Talk about future plans,ask and answer questions about plans fluently. 4.Write short descriptions about future activities with correct grammar and vocabulary. Cultural Awareness 1.Understand the diversity of future planning in different cultures. (文化意识) 2.Respect different career paths and the efforts required for each. Thinking Quality 1.Analyze and compare different future plans,and express personal opinions logically. (思维品质) 2.Develop logical thinking when writing plans or discussing future activities. 1.Stimulate interest in learning English by discussing future plans. Learning Capability 2.Learn to collect and organize information about future activities. (学习能力) 3.Improve learning efficiency through listening,speaking,reading,and writing practice related to career planning. 第六课时　Section B(Project & Reflecting) Activity 1 Group work (感知与注意) T: Class, now we're going to start our project. First, let's work in groups. Each group will discuss the problems in our class or school. Think about aspects like the environment, study atmosphere, or relationships among classmates. (Dividestudentsintogroups.) T: Then, make a list of the problems you find and the reasons why they exist. You can use the table on the textbook page. (Givestudents 8－10 minutestodiscussandlist.) T: Time's up. Some groups may have found problems like “There are some scribbles on the walls of our school.” Now, share your problems and reasons with the class. 设计意图：通过小组讨论，激发学生观察和分析周围环境的意识，帮助他们理解识别问题及其原因的重要性。 Activity 2 Writing(想象与创造) T: Based on the problems and reasons you've listed, now it's time to write down some plans to solve these problems. For example, if the problem is the scribbles on the walls, you can plan to organize a volunteer activity to clean the walls and put up posters to remind students not to scribble. (Giveasampleplan.) T: Each group member can contribute ideas, and then write down the detailed plans. (Givestudents 8－10 minutestowrite.) T: After you're done, check your plans within the group to make sure they are practical and feasible. 设计意图：引导学生思考解决方案，提高他们表达问题解决思路的写作能力，培养他们的实际问题解决思维。 Activity 3 Presentation(内化与运用) T: Now, let's start our presentations. Each group's speaker comes to the front and shares your group's plans. The rest of the class listens carefully and can ask questions or give suggestions after the presentation. (Groupstaketurnstopresent.) T: After all the presentations, we can have a short class discussion. What do you think are the most effective plans? Are there any areas that can be improved? (Classdiscussion.) 设计意图：为学生提供一个展示作品的平台，提高他们的公共演讲能力，促进全班交流，并培养学生的批判性思维。 Activity 4 Summary and reflection(总结与反思) T: Today, we've gone through the process of finding school or class problems, analyzing reasons, writing solutions, and presenting plans. We've also integrated some reflective thinking. Remember, being aware of problems and taking action to solve them is an important part of our growth. And thinking about our future goals and self­improvement is always beneficial. Activity 5 Homework(课后作业) Write a short essay about one problem in your daily life and the plan to solve it, using the knowledge and methods we've learned today. 第六课时　Section B(Project & Reflecting) Presentation tips：　　　　　　　　　Problem­solving plan structure： Clear introduction Problem statement Organized content Reason analysis Engaging conclusion Solution steps Some groups had difficulty in formulating highly practical plans, and some students were a bit nervous during presentations. In future teaching, more case­studies and practical­problem­solving examples will be provided to help students improve their ability to formulate feasible plans. 学科网（北京）股份有限公司 $$ 第四课时　Section B(1a—1e) Activity 1 Warming up (感知与注意) T: Class, let's start with a discussion. Look at the questions in 1a. First, think about the kinds of plans you made last year. (Givestudents 1－2 minutestothink.) T: Now, turn to your partner and share your plans. Also, talk about whether you were able to stick to them or not and the reasons. 设计意图：通过讨论激活学生关于规划的已有知识，激发他们对决心这一话题的兴趣。 Activity 2 Reading (获取与梳理) T: Now, let's move to 1b. Here is a text about resolutions. First, read the text quickly and the four sentences A－D. Try to understand the general idea of each. (Studentsreadthetextandthesentences.) T: Then put the sentences in the correct places. You can discuss with your partner if you're not sure. (Studentsreadandcompletethetask.) 设计意图：通过这项阅读和句子填空任务，帮助学生理解与决心相关的文本结构和内容，提升他们的阅读理解能力和文本分析能力。 Activity 3 Practice (概括与整合) T: Read the text again. This time, your task is to match each paragraph with its main purpose in 1c. Think about the key point of each paragraph. (Studentsreadandmatch.) T: Check your answers with your partner. Then, let's check as a class. (Gothrougheachparagraph­purposematchandexplain.) T: Based on the text information, complete the mind map in 1d. Fill in the blanks about the meaning, types, reasons, etc. of resolutions. (Studentsworkonthemindmap.) T: After you're done, share your mind map with your group members. Discuss and make sure the information is correct and complete. 设计意图：这些任务有助于学生进一步内化有关决心的知识，理解文本中的细节和关联，提升他们总结和组织信息的能力。 Activity 4 Group discussion(内化与运用) T: Look at the questions in 1e. Work in groups of four to discuss them. For the first question, think about the advantages and disadvantages of making resolutions. For the second one, consider the advantages and disadvantages of planning ahead and doing things at the last moment. (Studentsdiscussingroups.) T: Now, each group selects a representative to share your group's ideas with the class. 设计意图：通过小组讨论和分享，学生可以巩固对主题的理解，表达自己的观点，并提高口语交际能力和批判性思维能力。 Activity 5 Homework(课后作业) Write a short passage about your own New Year's resolution. Include what your resolution is, why you made it, and how you plan to keep it. 第四课时　Section B(1a—1e) Key words: resolution, physical health, self­improvement, organized… Sentence patterns： A resolution is a promise that you make to yourself. People make resolutions to improve their life. Text structure analysis： Paragraph 1: Introduction of resolution's meaning (　B　) Paragraph 2: Popular resolutions (　A　) Paragraph 3: Reasons for failure (　D　) Paragraph 4: How to achieve resolutions (　C　) During the teaching process, students actively participated in group discussions and reading tasks. However, some students still had difficulties in expressing complex ideas clearly during the oral­discussion part, especially when analyzing the reasons and giving suggestions. In future teaching, more oral­practice activities, such as debate­like discussions and impromptu speaking, will be designed to improve students' oral­communication ability. 学科网（北京）股份有限公司 $$ Unit 6　Plan for Yourself The theme of this unit is about career aspirations. Through a series of activities and tasks, it aims to guide students to talk about different jobs, express their career plans, and understand the steps needed to achieve those goals. By discussing various jobs and related preparations, students can think about their future careers and learn relevant English expressions. Key Points 1.Master the vocabulary and sentence patterns related to future plans. 2．Be able to use “be going to” structure to express future plans related to jobs. 3．Read and write New Year's resolutions. Key Difficulties 1.Use the “be going to” structure accurately in different contexts. 2．Organize thoughts and express detailed career plans and strategies clearly. 3．Pronounce words with specific phonetic patterns correctly (as in the Pronunciation part). 学科网（北京）股份有限公司 $$ 第一课时　Section A【(1a—1d)& Pronunciation 1—2】 第二课时　Section A(2a—2d) 第三课时　Section A(Grammar Focus 3a—3d) 第四课时　Section B(1a—1e) 第五课时　Section B(2a—3c) 第六课时　Section B(Project & Reflecting) 学科网（北京）股份有限公司 $$