Unit6 Period 3 Section A Grammar Focus(3a～ 3d)教学设计 2025-2026学年人教版（2024）八年级英语上册

Unit6 Period 3 Section A Grammar Focus(3a - 3d)教学设计 【教学分析】 教学内容 掌握 “want to be” 和 “be going to” 的结构和用法。 核心素养 1. 学生能够弄清楚 “be going to” 使用的具体情境。 2. 学生能够掌握一般将来时在一般疑问句与特殊疑问句中的用法。 3. 学生能够运用所给单词的将来时填空，完成句子。 4. 学生能够在日常生活中运用将来时描述自己未来的计划。 重点难点 重点：识别一般将来时的结构，掌握其在问句中的变形及其回答。 难点：将一般将来时熟练应用于不同的情境中。 【教学过程】 Step 1 Lead - in 1. Greet the class. 2. Show students your plans for the next week and ask them how they should say these plans in English (e. g., go shopping, visit friends, read three books...). Lead them to use “be going to” to make sentences and write them down on the board. Design Purpose: To activate students' prior knowledge about future plans and introduce the target structure "be going to" in a contextual way. Step 2 Work on 3a 1. Introduce the Grammar Focus by explaining the concept of the simple future tense, emphasizing that it is used to talk about plans or dreams that will happen at a specific time in the future. 2. Write on the board a few example sentences and highlight “be going to + v. ” in the simple future tense and the time expressions. 3. Read the sentences in the table aloud and notice the words in bold. Have students discuss in groups when “be going to” are used. Design Purpose: To explicitly teach the grammatical structure "be going to" for future plans, helping students understand its form and usage through explanation, examples, and group discussion. Step 3 Work on 3b 1. Ask students to match the situations with what people are going to do. 2. Check the answers. The answers are: (1)→C; (2)→F; (3)→E; (4)→B; (5)→A; (6)→D. 3. Ask students to create some original sentences using “want to be” “be going to” and share with a partner.Example: —There is an English test next week. —I'm going to work hard. —I want to be an engineer. —You are going to learn maths well. 4. Divide students into pairs, students act out scenarios like the examples. Design Purpose: To provide controlled practice in matching and creating sentences with "want to be" and "be going to", then extend to interactive pair work to enhance oral fluency. Step 4 Work on 3c 1. Ask students: “How do you usually spend your weekend?” “If you want to play badminton with your friends this weekend, how are you going to plan this?” 2. Pair students up. Have them discuss the conversations and complete the conversation using the words in brackets. 3. Check the answers. The answers are: (1)are, going to do; (2)Do, want; (3)do, want; (4)are, going to meet; (5)are, going to meet; (6)is going to be. 4. Have each group role - play the conversations. Teacher praises the good groups and correct the bad groups. Design Purpose: To contextualize the use of "be going to" and "want to" in a weekend planning scenario, allowing students to practice through pair discussion, sentence completion, and role - play. Step 5 Work on 3d 1. Divide students into groups and make their own timetable for the weekend together. 2. Discuss with their partners about the following questions: (1)What do you want to do this weekend? (2)Where are you going to meet? (3)When are you going to meet? 3. After the pair work, select a few pairs to share their timetable and conversations with the class, promoting language use in a real - life expressions. Design Purpose: To encourage collaborative learning and real - life application of the target structures by having students create timetables and discuss weekend plans, then share with the class. Step 6 Summary Summarize the key points of the lesson, emphasizing the importance of using the simple future tense correctly with time expressions. Design Purpose: To reinforce students' understanding of the lesson's key grammatical points and their correct usage. Step 7 Homework Assign students to write a short diary about their plans for next week, ensuring they use the simple future tense. Design Purpose: To provide extended writing practice outside of class, allowing students to consolidate their use of the simple future tense. 【随堂作业】 根据句意及汉语提示完成下列句子。 1. I would love a hot bath（洗澡）and clean clothes. 2. —You can't drive after drinking. —I am going to（将要）take a taxi. 3. Tina wants to be（想要成为）a famous singer. 【板书设计】 Unit 6 Plan for Yourself Section A When do we make plans? Grammar Focus(3a - 3d) Words and expressions: bath, miss, be tired of Sentences: —What do you want to be in the future? —I want to be an IT engineer. —How do you plan to do that? —I'm going to work hard at maths. Key grammar: The simple future tense. 【教学反思】 The teaching process is relatively smooth overall. From introduction to various activities, it gradually guides students to learn the structures of "want to be" and "be going to". (1) During the introduction, there is insufficient guidance for students with weak foundations, and their participation is low; although classroom activities are diverse in form, they lack depth, and training in complex situational application is insufficient, so students' innovative expression is not fully explored. (2) Most students master basic structures, but there are many problems in variant application and complex situational expression. In the transformation fill-in-the-blank of the simple future tense structure, some students easily make mistakes, reflecting issues such as insufficient understanding of grammatical rules and unskilled application. (3) In situational dialogue demonstrations, some students are nervous and their expressions are hesitant, so their actual communication ability needs improvement. Improvement measures: (1) In subsequent teaching, conduct hierarchical teaching based on students' differences and provide more consolidation exercises for students with weak foundations. (2) Optimize activity design and add open scenarios, such as "debate on future life planning", to improve students' comprehensive application ability. (3) Strengthen classroom feedback, correct mistakes in a timely manner, and provide counseling for common problems after class. 学科网（北京）股份有限公司 $$