Unit 6 Period 4 Section B(1a ～ 1e)教学设计 2025-2026学年人教版（2024）八年级英语上册

Unit 6 Period 4 Section B(1a - 1e)教学设计 【教学分析】 教学内容 讨论如何制定计划以及如何将计划付诸实践。 核心素养 1. 学生能够理解文章内容，概括文章主旨及段落大意。 2. 学生能够根据上下文选择正确的句子，补全文章。 3. 学生能够根据文章内容完成思维导图。 4. 学生能够结合自身经历，对文章中的观点进行讨论。 5. 学生能够根据所学知识，表达自己的观点，增强口语表达能力。 重点难点 重点：理解文本内容，提取文本关键信息，完成相应的题目。 难点：对文章中的观点进行讨论，并发表自己的观点。 【教学过程】 Step 1 Lead - in Greet the class and check the homework. Design 意图: To start the class with a routine greeting and ensure students have completed the previous homework. Step 2 Work on 1a Ask students: "What kinds of plans did you make last year?" "Were you able to stick to the plans? Why or why not?" Leave some time for them to discuss. Lead students to have a brief discussion on whether making plans is a good idea. Use the following points to guide the discussion. Encourage students to share their own opinions and experiences. Points: (1) Plans is necessary. (2) Plans can help you improve yourself. (3) You should stick to your plans. Design 意图: To activate students' prior knowledge about making plans and encourage them to share personal experiences, preparing them for the upcoming text. Step 3 Work on 1b Teach the new words and phrases, explaining their usages by taking examples. Have students read the passage fast, trying to choose the best main idea. Have students read the passage carefully and put the sentences in the correct places. Check the answers: D; A; B; C. And explain the reasons. Explain the following language items: (1) Some resolutions have to do with learning new things. (2) People hardly ever keep them! (3) Sometimes the resolutions may be too difficult to keep. (4) Encourage them to remind you of your goals. Design 意图: To help students master new vocabulary, develop skimming and scanning skills, and understand key sentence structures in the text. Step 4 Work on 1c Have students read the text again and match each paragraph with its main purpose. Check the answers: 1→B; 2→A; 3→D; 4→C. Ask students to compare their answers in pairs and discuss any differences. Lead students to read each paragraph carefully and summarize the main idea of each paragraph. Design 意图: To enhance students' ability to analyze paragraph structure and summarize main ideas, promoting collaborative learning. Step 5 Work on 1d Show the incomplete mind map on the board and ask: "What information do you remember about making resolutions?". Ask students reread the text silently and fill in the mind map individually. Have students discuss their answers in groups until each group gets the final answer. Check the answers: (1) meaning: a promise that people make to themselves; (2) most common kind: New Year's resolution; (3) when to make it: the start of the year; (4) resolutions can be about: physical health; learning new things; self-improvement; (5) how to make resolutions work: plan your resolutions wisely; set mini-goals; write them down; talk about them with your family and friends; (6) reasons why people hardly keep resolutions: the resolutions may be too difficult to keep; people just forget about them. Design 意图: To help students organize information visually using a mind map, reinforcing comprehension and collaborative discussion. Step 6 Work on 1e Divide students into groups. Each group member should share their own experiences about making resolutions and discuss with each other on the following questions: Do you think it is useful to make resolutions? Why or why not? Do you like to plan ahead or do things at the last moment? Why? Each group talk about their opinions and reasons in class. Design 意图: To encourage students to connect the text with their personal lives, express opinions, and improve speaking skills through group discussion. Step 7 Summary Summarize the key points of the lesson and emphasize the importance of making resolutions. Design 意图: To recap the lesson's main content and reinforce the significance of the topic. Step 8 Homework Assign students to write down their own resolutions and the way to achieve them. Design 意图: To extend learning beyond the classroom by having students apply what they've learned to their own goals. 【随堂作业】 根据句意，用括号中所给单词的适当形式填空。 It is impossible (possible) for us to finish this big project in a week. These people are very efficient, very organized (organize), and excellent time managers. Learning to manage time wisely (wise), and you can make the most out of each day. It's healthy (health) to eat when I'm hungry and to stop when I'm full. Some people use the Internet to kill time while others use it for improvement (improve). 【板书设计】 Unit 6 Plan for Yourself Section B How can we make good plans? (1a - 1e) Words and expressions: able, stick, stick to sth, resolution, have(...)to do with sb/sth, mini - goal, achieve, physical, health, healthily, take up, photography, self - improvement, confident, organized, wisely, possible, paragraph, introduce, meaning, fail, ahead Sentences: (1) Some resolutions have to do with learning new things. (2) People hardly ever keep them! (3) Sometimes the resolutions may be too difficult to keep. (4) Encourage them to remind you of your goals. 【教学反思】 This class centers on "how to make effective plans", integrating reading, discussion, and mind map training to help students understand the importance of goal management and enhance execution ability. (1) Students can share last year's plans (e.g., "recite words every day", "keep exercising"), but some students only stay at surface description and lack in-depth analysis of "the reasons for failure" (e.g., "the plan is too vague", "lack of supervision"). Guidance is needed to use structured expression (e.g., "because... so..."). (2) Most students can complete the text according to the context, but the error rate in locating abstract sentences is relatively high, reflecting the lack of logical reasoning ability. (3) Students are very interested in the topic of "New Year's resolutions", especially interacting actively when discussing "sports plans" and "learning goals"; in the mind map task, some students try to classify information with icons or colors, reflecting innovative thinking. Improvement measures: (1) Help students break through grammatical barriers by analyzing sentence structures (subject-predicate-object + clauses) and comparing example sentences. (2) Organize phrases related to "goal management" (e.g., "set specific goals", "track progress") and design situational sentence-making exercises to strengthen language application. (3) Introduce real cases (e.g., "straight-A students' study plans"), allow students to analyze success factors, and imitate to make personal plans to enhance practicality. This class helps students initially establish the awareness of goal management but still needs strengthening in logical analysis, vocabulary depth, and practical guidance. In the future, it can be combined with interdisciplinary tasks (e.g., collaborating with class meetings to create a "class goal wall"), allowing students to experience the importance of plans in real scenarios and gradually improve their self-learning ability. 学科网（北京）股份有限公司 $$