Unit 1 My Dream Job-Preparing for the Topic-Listening & Speaking 教学设计 2025-2026学年仁爱科普版英语八年级上册

本文围绕仁爱版八年级英语教材“梦想职业”单元的听说课展开，聚焦职业相关词汇与句型学习。承接基础英语知识，为后续深入交流梦想职业奠基，呼应单元主题。通过词汇匹配、对话练习等环节，渗透语言能力、文化意识、思维品质和学习能力等核心素养。 该设计亮点在于采用多样互动活动，如小组猜职业游戏。从学生层面看，提升语言表达与思维能力；从教师角度，提供清晰授课流程；课堂效果上，增强互动，突破灵活运用知识的难点。

Unit 1 My Dream Job-Preparing for the Topic-Listening & Speaking This "Listening & Speaking" section in Unit 1 "My Dream Job" of Ren'ai Science Edition (2024) English textbook for Grade 8 aims to introduce students to various job-related vocabulary and help them express their dreams and preferences regarding future occupations. It starts with basic job identification and progresses to more in - depth discussions about personal career aspirations. In Activity 1, students are first asked to match job titles such as "director", "postman", "office worker", "builder", "artist", "guide", "pilot", and "scientist" with corresponding pictures, and then add more jobs on their own. This activity helps students familiarize themselves with a wide range of job names. Subsequently, they fill in blanks to describe the job functions, which further deepens their understanding of these occupations. The pair - work part allows students to practice simple conversations about identifying jobs and expressing dream jobs. Activity 2 involves listening to riddles related to jobs and filling in the blanks. The riddles describe the tools and work content of an artist and a director, which trains students' listening comprehension ability in a job - related context. Overall, this section lays a solid foundation for students to communicate about the topic of "dream jobs" in English, integrating vocabulary learning, listening practice, and speaking practice. 教学目标 A. Knowledge Objectives Students will be able to master the pronunciation, spelling, and meaning of job - related vocabulary, including "director", "postman", "office worker", "builder", "artist", "guide", "pilot", "scientist", etc. Students will learn and be able to use job - related sentence patterns, such as "What is he/she doing? He/She is...", "What's your dream job? I want to be...", and "What do I do? You are...". B. Ability Objectives Develop students' listening skills to understand job - related descriptions, riddles, and simple conversations. They should be able to extract key information from listening materials, such as identifying jobs from descriptions or conversations. Improve students' speaking skills to communicate fluently about job - related topics. They can accurately describe job functions, talk about their own dream jobs, and engage in simple job - guessing games in English. C. Emotional Objectives Stimulate students' interest in thinking about their future careers and encourage them to explore different job possibilities. Foster students' confidence in expressing themselves in English through job - related discussions, enhancing their overall English - learning motivation. 教学重难点 A. Key Points Mastery of job - related vocabulary and correct pronunciation. For example, words like "director" /daɪˈrektə(r)/, "scientist" /ˈsaɪəntɪst/ often have pronunciation difficulties for students, and teachers need to focus on guiding correct pronunciation. Proficiency in using job - related sentence patterns for communication. Students should be able to use these patterns accurately in various speaking situations, such as asking about others' jobs, introducing their own dream jobs, and guessing others' jobs. B. Difficult Points Enabling students to apply the learned vocabulary and sentence patterns flexibly in real - life communication scenarios. It is not enough for students to just recite words and patterns; they need to be able to use them spontaneously when discussing job - related topics in different contexts. Helping students understand the cultural connotations behind different jobs. For example, in Western cultures, some jobs may have unique social status or development prospects. Teachers need to guide students to understand these cultural aspects to deepen their understanding of the topic. A. Vocabulary Job - related words: director: a person who is in charge of making a film, play, etc. postman: a man whose job is to collect and deliver letters and parcels office worker: a person who works in an office, doing administrative or clerical work builder: a person whose job is to build or repair houses and other buildings artist: a person who creates works of art, such as paintings, drawings, etc. guide: a person who shows tourists around places pilot: a person who flies an aircraft scientist: a person who studies science and does scientific research Word - building: Some words can be formed by adding suffixes. For example, "science" (n.) + -ist = "scientist" (n.). B. Sentence Patterns Asking about jobs: What is the man/woman doing? What do you do? What does he/she do? Answering about jobs: He/She is a/an + job title. I am a/an + job title. Asking about dream jobs: What's your dream job? What do you want to be in the future? Answering about dream jobs: I want to be a/an + job title. I am going to be a/an + job title. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different jobs on the PPT, such as a doctor treating a patient, a teacher teaching in a classroom, and a driver driving a bus. Ask students to quickly say the job names in Chinese. Then, introduce the English words for these jobs one by one, write them on the blackboard, and let students read them aloud several times. B. Presentation (10 minutes) Activity 1A Present the eight job names ("director", "postman", "office worker", "builder", "artist", "guide", "pilot", "scientist") on the PPT, along with pictures of people in these occupations on the next page. Ask students to match the jobs with the pictures. Give them a few minutes to complete this task. Check the answers together. Then, ask students to brainstorm and add more job names they know, such as "nurse", "engineer", "lawyer", etc. Write these new words on the blackboard. Activity 1B Explain the task: students need to fill in each blank with a suitable job from above according to the job function description. For example, "____ shows people around a place." The answer is "guide". Let students work independently for a few minutes. Then, check the answers and ask students to read the completed sentences aloud to reinforce the understanding of job functions. C. Practice (15 minutes) Activity 1C First, play the recording of the sample conversation "What is the man doing, Xiao Ya? He is flying a plane. He is a pilot. What's your dream job? I want to be an artist." on the PPT. Let students listen and repeat. Then, divide students into pairs. Ask them to replace the bold - faced parts (the job - related content) with the jobs they just learned or the new jobs they added, and practice the conversation. Walk around the classroom to monitor and offer help if necessary. Invite several pairs to come to the front of the classroom and perform their conversations for the whole class. Give positive feedback and encouragement. Activity 2 Tell students that they are going to listen to two riddles about jobs. Explain that they need to listen carefully and fill in the blanks. Play the recording of the riddles: "Pencils, brushes, paper and erasers are my tools. I draw or paint in the park, by the river or at other places. What do I do? Let me see. Oh, you are an ____." and "I work with actors, actresses and other artists. I give directions to them. Together with them, I produce films. What do I do? Let me see. Oh, you are a ____." After playing the recording, give students a minute to fill in the blanks. Then, check the answers and ask students to read the completed riddles aloud. D. Production (10 minutes) Pair work Ask students to work in pairs again. This time, they need to talk about their dream jobs and explain why they want to do it in the future. Provide some guiding questions on the PPT, such as "What is your dream job?", "Why do you want to be...?", "What do you need to do to achieve your dream?" Let students have a 5 - minute conversation. Walk around to listen to their conversations and offer language support if needed. Invite several pairs to share their conversations with the class. Encourage other students to listen carefully and ask questions if they are interested. Group activity (optional) If time permits, divide students into groups of four. Each group member takes turns to describe a job (without saying the job name directly), and the other group members guess the job. The one who guesses correctly can describe the next job. Set a time limit for this activity, such as 5 minutes. After the activity, ask each group to share the most interesting job - guessing experience. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the job - related vocabulary they learned, such as "director", "postman", etc., and the important sentence patterns for talking about jobs and dream jobs, like "What's your dream job? I want to be...". Emphasize the importance of thinking about their future careers and using English to communicate about this topic. Homework Ask students to write a short passage about their dream jobs, including what their dream jobs are, why they choose these jobs, and what they plan to do to achieve their dreams. The passage should be at least 80 words. Encourage students to search for more information about their dream jobs on the Internet, such as the requirements, working conditions, and future development prospects, and share it in the next class. 教学反思 Positive aspects The use of pictures in the warming - up and presentation stages effectively attracted students' attention and helped them quickly get into the context of job - related learning. Most students were actively involved in matching jobs with pictures and adding new job names, which showed that they were interested in this topic. The pair - work and group - work activities provided students with sufficient opportunities to practice speaking English. Through these activities, students' speaking confidence was enhanced, and they could communicate more fluently about job - related topics. Areas for improvement Some students still had difficulty pronouncing certain job - related words accurately, such as "scientist" and "director". In future classes, more time should be spent on individual pronunciation correction and more pronunciation practice activities should be designed. When students were talking about their dream jobs and reasons, some students' language expressions were relatively simple and repetitive. Teachers could provide more sample sentences and rich vocabulary during the production stage to help students express their ideas more vividly and diversely. In the group activity of job - guessing, the time management could be improved. Some groups did not have enough time to fully complete the activity. In the future, more specific time limits and clear instructions should be given to ensure the smooth progress of group activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$