Unit 6 Plan for Yourself-Section A 1a-1d 教学设计 2025-2026学年人教版（2024）八年级英语上册

该初中英语教学设计聚焦职业词汇与“be going to”结构，通过展示医生、教师等职业图片激活已知词汇，借助1a图片匹配与兴趣排序任务，搭建从旧知复习到新知学习的支架，衔接词汇、语法与交际能力培养。 特色在于真实情境任务链设计，1b听力捕捉职业信息，2d角色扮演模拟真实对话，提升语言能力，写作任务结合个性化职业规划，培养思维品质，分层听力与预习作业助力学习能力发展。为教师提供可操作的听说活动与反思方向，帮助学生自然运用语法表达真实想法。

Unit 6 Plan for Yourself-Section A 1a-1d This section is from Unit 6 "Plan for Yourself" of the People's Education Press (2024) English textbook for Grade 8. It focuses on the topic of future career plans. 1a presents a list of different jobs, which helps students review and learn new job - related vocabulary. 1b is a listening activity where students listen to conversations about people's future job plans and complete corresponding tasks. 1c is a speaking activity that allows students to practice asking and answering questions about future career aspirations. 2a - 2d further expand on the theme, with 2a - 2b being listening tasks about how people are going to achieve their career goals, and 2d being a role - play activity in a more realistic context. Overall, this section aims to help students master vocabulary related to jobs, understand and use the "be going to" structure to express future plans, and improve their listening, speaking and communicative skills. 教学目标 Listening ability: Students will be able to understand conversations about future career plans and relevant details, and complete listening tasks accurately, with an accuracy rate of over 70% in classroom listening exercises. Speaking ability: Students will be able to communicate fluently about their own and others' future career dreams and plans in pairs or groups, using the learned vocabulary and sentence patterns. The accuracy rate of using sentence patterns in classroom conversations should reach over 75%. Communicative ability: Students will learn to ask for and express information about future plans in a natural and appropriate way in real - life - like situations, improving their cross - cultural communication skills. 教学重难点 Distinguishing the differences between the "be going to" structure and other expressions of the future tense (such as "will + verb 原形"), and using the "be going to" structure accurately in different contexts. Encouraging students to use the learned knowledge naturally and fluently in real - life communication to express their true career dreams and plans, rather than mechanically applying sentence patterns. A. Vocabulary Jobs: engineer /ˌendʒɪˈnɪə(r)/n. 工程师；doctor /ˈdɒktə(r)/n. 医生；teacher /ˈtiːtʃə(r)/n. 教师；actor /ˈæktə(r)/n. 男演员；actress /ˈæktrəs/n. 女演员；pilot /ˈpaɪlət/n. 飞行员；pianist /ˈpɪənɪst/n. 钢琴家；scientist /ˈsaɪəntɪst/n. 科学家；violinist /ˌvaɪəˈlɪnɪst/n. 小提琴手；driver /ˈdraɪvə(r)/n. 司机；singer /ˈsɪŋə(r)/n. 歌手；dancer /ˈdɑːnsə(r)/n. 舞者；writer /ˈraɪtə(r)/n. 作家；programmer /ˈprəʊɡræmə(r)/n. 程序员；dentist /ˈdentɪst/n. 牙医；nurse /nɜːs/n. 护士；police officer /pəˈliːs ɒfɪsə(r)/ 警察 Phrases: be going to 计划；打算；grow up 长大；computer science 计算机科学；take acting lessons 上表演课；study medicine 学医；practice basketball 练习篮球；move to... 搬到…… B. Grammar - The "be going to" Structure Formation Affirmative sentence: Subject + be (am/is/are) + going to + verb 原形 + other. Negative sentence: Subject + be (am/is/are) + not + going to + verb 原形 + other. Interrogative sentence: Be (Am/Is/Are) + subject + going to + verb 原形 + other? Usage It is used to express future plans or intentions that have been decided in advance. For example, "I'm going to visit my grandparents this weekend." It can also be used to make predictions based on present evidence. For example, "Look at the clouds. It's going to rain." 教学过程 A. Warming - up (5 minutes) Greet the class as usual. Show some pictures of different jobs on the PPT, such as a doctor treating a patient, a teacher teaching in the classroom, and an actor performing on the stage. Ask students: "Do you know what these people do? Can you name their jobs in English?" Encourage students to answer actively and review some familiar job - related words. B. Presentation (10 minutes) 1a Present the words in 1a on the PPT. Let students read the words individually first, and then read them together as a class. Pay attention to the pronunciation of each word, especially some words with difficult pronunciation, such as "engineer", "pianist", "scientist". Ask students to match the words with the pictures in 1a. Check the answers together. Then, ask students to rank the jobs in 1a according to their personal interests. Have a brief discussion in pairs. For example, one student says: "I rank 'teacher' first because I like to teach kids. What about you?" The other student answers: "I rank 'actor' first because I think acting is very interesting." Introduction to the "be going to" structure Write some sentences on the blackboard, such as "I'm going to be a teacher when I grow up." "He's going to study hard to become a doctor." Underline the "be going to" part. Explain to students that this structure is used to talk about future plans or intentions. Analyze the formation of the structure with students: the verb "be" changes according to the subject (I - am, he/she/it - is, you/we/they - are), and then followed by "going to" and the base form of the main verb. Give some more examples and ask students to imitate and make similar sentences. C. Listening (10 minutes) 1b Tell students: "Now, we are going to listen to a conversation. In the conversation, some students are talking about their future jobs. Listen carefully and circle the jobs you hear." Play the recording of 1b for the first time. Students listen and circle the jobs. Play the recording again. Check the answers with the class. Ask several students to read out the jobs they circled. 2a - 2b For 2a, tell students: "Next, we will listen to another conversation. Two students are talking about their plans for the future. Listen and check (√) the correct boxes in 2a." Play the recording of 2a. Students listen and mark the boxes. After that, play the recording of 2b. Say: "Listen again. Fill in the blanks with the information you hear." Check the answers for 2a and 2b. Explain some key points in the conversation, such as new words or phrases that appear, and how the "be going to" structure is used. D. Speaking (15 minutes) 1c Ask students to work in pairs. One student asks: "What do you want to be when you grow up?" The other student answers using the "be going to" structure. For example, A: "What do you want to be when you grow up?" B: "I'm going to be a singer. I'm going to take singing lessons." Walk around the classroom, listen to students' conversations, and offer help and guidance when necessary. Select several pairs of students to come to the front of the class and show their conversations. Give them positive feedback and praise. 2d First, ask students to read the conversation in 2d silently and understand the context. Then, play the recording of 2d. Students listen and imitate the pronunciation and intonation. Ask students to role - play the conversation in pairs. Encourage them to act out the conversation vividly. After that, ask students to make up their own conversations based on the model in 2d. They can change the jobs and the ways to achieve their goals. Walk around the classroom to monitor students' progress and offer help. Select some pairs of students to perform their new conversations in front of the class. Let the rest of the students listen and evaluate. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the job - related vocabulary and the usage of the "be going to" structure. Ask students to recall and repeat some important words and sentences. Emphasize the importance of having a clear plan for the future and working hard to achieve it. Homework Ask students to write a short passage about their future career plans, using at least five sentences with the "be going to" structure. Tell students to preview the next part of the textbook, Grammar Focus, and try to find out more about the "be going to" structure. 教学反思 Through this 45 - minute class, students have had the opportunity to learn job - related vocabulary and the "be going to" structure for expressing future plans. The warming - up activity effectively aroused students' interest and quickly brought them into the learning context. The presentation of new knowledge was relatively clear, and students seemed to have a basic understanding of the new words and grammar. During the listening part, most students were able to complete the tasks, but some students still had difficulty in catching specific information. In the future, more listening practice with different speeds and accents should be provided. In the speaking activities, students actively participated, but some students were a bit shy and not very confident in speaking English. Also, there were still some mistakes in using the "be going to" structure in their oral expressions. To address these issues, more encouragement and individual guidance should be given in class, and more real - life - like speaking situations should be created to help students practice using the learned knowledge more naturally. Overall, this class laid a certain foundation for students to further study the content of this unit, but there is still room for improvement in teaching methods and student guidance. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$