Unit6 Plan for Yourself period2 SectionA 2a-2d教学设计（表格版）2025-2026学年人教版（2024）八年级英语上册

2025年秋基于英语核心素养教学设计 Unit 6 Plan for Yourself（Section A 2a-2d） Period 2教 学 设 计 课题 Section A 2a-2d 单元 Unit 6 Plan for Yourself 课型 Listening and Speaking 使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人 学习 内容 分析 本课围绕 “职业梦想的具体规划及实现路径” 展开，通过 Adam 与傅兴关于未来职业的对话，强化 “be going to” 结构在真实语境中的综合运用。 2a-2b 为对话补全与信息判断，聚焦核心信息（如职业目标 “be a writer”、实现计划 “read more classics”“keep on writing”）；通过阅读理解梳理细节（职业选择、规划内容）； 2c-2d 为口语输出，通过角色表演、小组调查（记录同学的职业梦想及计划）及创编对话，巩固 “What do you want to be? How are you going to do that?” 等询问句型和职业相关表达。 学情 分析 学生已能使用 “be going to” 结构表达简单的未来计划，但在 “职业目标与实现路径的逻辑关联”（如 “想成为作家需坚持写作”）上描述不深入；对不同职业的具体要求（如律师需学习法律）了解有限，在角色表演中融入真实职业场景的能力需提升。 学习 目标 语言能力：能运用 “read classics”“study law” 等短语描述实现职业梦想的具体行动；掌握句型 “What do you want to be when you grow up? I want to be... How are you going to do that? I'm going to...”；理解对话中隐含的职业规划逻辑（如 “坚持写作是成为作家的重要途径”）。 学习能力：通过听力训练提升职业目标与计划细节的捕捉能力；在角色表演中学会合作创编对话，深化职业场景与语言表达的结合。 思维品质：能根据对话内容归纳职业规划的核心要素，培养逻辑梳理能力；通过对比不同职业的实现路径，理性看待职业选择的多样性。 文化意识：理解 “职业无高低，规划有必要” 的理念，体会 “为梦想制定计划并努力” 的价值。 学习 重点 用核心短语和句子从多维度（职业目标、实现计划、职业要求）谈论职业梦想：e.g., “want to be a writer”, “be going to read more classics”, “a lawyer needs to study law”。 学习 难点 1. 准确运用 “be going to” 结构描述连贯的职业规划（e.g., “I want to be a photographer. I'm going to learn photography and take photos every day.”）； 2. 理解并表达不同职业的核心要求（如 “a doctor needs to study medicine”）； 3. 角色表演中自然衔接职业目标与计划的描述（如 “What are you going to do to be an actress? I'm going to take acting lessons and practice performing.”）。 教学 方法 Task-based Language Teaching（TBLT）、Communicative Language Teaching（CLT）、Situational Teaching 教学 工具 PPT（含不同职业场景图片、对话录音、职业调查表格）、audio recorder、角色卡片（作家、医生、律师等）、思维导图模板（维度：Dream Job/Plans/Requirements） 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1. Show pictures of various professions (writer working, lawyer in court, doctor treating patients) and ask： "What are these people's jobs? What do they usually do?" 2. Introduce key phrases: "dream job", "achieve one's dream" and write on the board. Observe pictures, share ideas about different jobs using simple expressions (e.g., "A writer writes books. A doctor helps sick people."). Step 2 While-listening 1. Play the conversation recording between Adam and Fu Xing. Ask students to fill in the blanks in 2a (e.g., "writer", "read more classics", "keep on writing"). 2. Play again, guide to underline plan expressions (e.g., "I'm going to read...", "I'm going to keep on..."). Check answers, emphasize "be going to" structure usage. 1. Listen and complete 2a. 2. Re-listen, mark plan phrases, then discuss in pairs. Step 3 Reading & Comprehension 1. Present the complete conversation. Ask students to read and decide whether the statements in 2b are true (T) or false (F) (e.g., "Fu Xing is going to read classic literature" is true). 2. Guide analysis: "Why does Fu Xing plan to read more classics? (Because it helps him become a writer)". 1. Read conversation, finish the T/F task. 2. Discuss in groups about the reasons for Fu Xing's plans, share ideas. Step 4 Mind Map & Dialogue Practice 1. Provide survey table template (Name: "Who"; What: "dream job"; How: "plans"). Ask students to interview classmates and fill in the table. 2. Demonstrate dialogue: "What do you want to be when you grow up? I want to be a painter. How are you going to do that? I'm going to take painting lessons...". Students practice in pairs using the survey results. 1. Complete survey by interviewing classmates. 2. Practice dialogues using survey data, describing dream jobs and plans. Step 5 Role-play 1. Assign role-play task (2c): "Groups of 2 (interviewer and interviewee). Act out talking about dream jobs, adding details about job requirements (e.g., "A businessman needs to learn about business"). 2. Provide examples: "Interviewer: What do you need to do to be a doctor? Interviewee: I'm going to study medicine at university because a doctor needs medical knowledge...". Invite groups to perform, feedback on logic and expression accuracy. 1. Prepare role-plays, add job requirement details. 2. Perform and observe, note feedback. Step 6 Summary & Practice 1. Summarize key plan expressions and job-related structures. 2. Assign workbook exercises on 2a-2d. 1. Review key points, finish exercises. 2. Note difficult parts for further practice. 家庭作业 1. Write 5 sentences describing your dream job and detailed plans to achieve it using "be going to" structure; 2. Interview one family member about their job and how they prepared for it, take notes. 板书设计 Unit 6 Plan for Yourself（Section A 2a-2d） Key phrases： Jobs: writer, doctor, lawyer, photographer, athlete, painter Plans: read classics, study law, take lessons, practice skills, keep on writing Requirements: need to study, need to practice, need knowledge Key sentences： What do you want to be when you grow up? I want to be... How are you going to do that? I'm going to... What does a... need to do? A... needs to... Career tip： Clear plans help make dreams come true! 教学反思 学科网（北京）股份有限公司 $$