Unit 1 My Dream Job Preparing for the Topic Function 教学设计 2025-2026学年仁爱科普版（2024）八年级英语上册

Unit 1 My Dream Job-Preparing for the Topic-Function This part of the teaching material from Ren'ai Science Edition (2024) English for Grade 8 focuses on the topic of "My Dream Job". In the "Function" section, students will mainly learn functional expressions related to discussing dream jobs. It aims to enable students to express their aspirations for future careers, describe the reasons for their choices, and communicate about different occupations. By studying this part, students can expand their vocabulary about jobs and master relevant sentence patterns to conduct simple conversations on this topic. 教学目标 A. Knowledge Objectives Students can master the key vocabulary related to jobs, such as "director", "postman", "builder", "artist", "guide", "pilot", "scientist", "actor", "actress", "vet", etc. Students are able to learn and use functional sentence patterns, for example, "What do you want to be?", "I want to be...", "I am going to be... because...". B. Ability Objectives Enable students to use the learned vocabulary and sentence patterns to accurately express their own dream jobs and reasons in oral and written forms. Improve students' listening and speaking skills through relevant listening materials and speaking activities about dream jobs. Develop students' reading comprehension ability when reading short texts related to job introductions. C. Emotional Objectives Stimulate students' interest in thinking about their future careers and cultivate their sense of career planning. Encourage students to respect different occupations and understand the importance of each job in society. 教学重难点 A. Teaching Key Points Key vocabulary and phrases related to jobs, making sure students can correctly pronounce, understand and use them. Mastery of functional sentence patterns for expressing dream jobs and reasons, and being able to apply them flexibly in communication. B. Teaching Difficult Points Helping students to clearly and logically express the reasons for choosing their dream jobs, and using appropriate adjectives and adverbs to describe job characteristics. Training students to carry out in - depth and natural conversations about dream jobs, improving their ability to communicate in real - life situations. A. Vocabulary Jobs: director /dɪˈrektə(r); daɪˈrektə(r)/n. 导演 postman /ˈpəʊstmən/ (pl. postmen /ˈpəʊstmən/) n. 邮递员，邮差 builder /ˈbɪldə(r)/n. 建筑工人 artist /ˈɑːtɪst/; /ˈɑːrtɪst/n. 艺术家；(尤指) 画家 guide /ɡaɪd/n. 导游；指南 v. 指引；指导 pilot /ˈpaɪlət/n. 飞行员 scientist /ˈsaɪəntɪst/n. 科学家；科研人员 actor /ˈæktə(r)/n. 演员 actress /ˈæktrəs/n. 女演员 vet /vet/n. 兽医 dancer /ˈdɑːnsə(r)/n. 舞蹈演员；跳舞者 Related words: send /send/v. 邮寄，发送；传达；派遣 paint /peɪnt/v. 用颜料画 tool /tuːl/n. 工具 direction /dɪˈrekʃn; daɪˈrekʃn/n. 指导；方向 produce /prəˈdjuːs/; /prəˈduːs/v. 制作；拍摄 believe /bɪˈliːv/v. 相信；把 (某事) 当真 sick /sɪk/adj. 生病的 thanks /θæŋks/excl. 谢谢，多谢 n. 感谢；谢意 excellent /ˈeksələnt/adj. 优秀的；杰出的；极好的 lively /ˈlaɪvli/adj. 活跃热情的；精力充沛的 B. Sentence Patterns Asking about dream jobs: What do you want to be? What are you going to be in the future? Answering about dream jobs: I want to be a/an... I am going to be a/an... Giving reasons: I want to be a/an... because... I am going to be a/an... because... 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 patients, a teacher teaching in the classroom, a singer singing on the stage. While showing the pictures, ask students: "Boys and girls, look at these pictures. What are these people doing? Do you know their jobs?" Encourage students to answer actively. B. Presentation (15 minutes) Vocabulary teaching Teach the new words about jobs one by one. For example, when teaching "director", show a picture of a famous movie director and say: "Look, this is a director. A director is a person who is in charge of making a movie. He/She tells the actors and actresses how to act, and decides how the movie will look. Read after me, director." Let students repeat several times and correct their pronunciations. Use the same method to teach other new words. After teaching all the words, play a word - guessing game. The teacher describes the job in English, such as "This person sends letters and parcels every day. Who is he/she?", and ask students to guess the word. Sentence pattern teaching Write the sentence "What do you want to be?" on the blackboard. Read it aloud and explain its meaning. Then ask a student: "What do you want to be?" Encourage the student to answer, for example, the student may answer "I want to be a teacher." Write this answer on the blackboard as well. Teach the sentence pattern "I want to be... because..." in a similar way. First, give an example: "I want to be a doctor because I can help sick people." Then ask students to imitate and make sentences with their own dream jobs and reasons. C. Practice (15 minutes) Pair work Let students work in pairs. They should ask each other about their dream jobs and reasons using the learned sentence patterns. For example: Student A: What do you want to be? Student B: I want to be a pilot. Student A: Why do you want to be a pilot? Student B: Because I like flying in the sky. Walk around the classroom to monitor and offer help when necessary. After a few minutes, invite some pairs to come to the front of the classroom and show their conversations. Listening practice Play a short conversation recording about two students talking about their dream jobs. The conversation may include the following content: A: Hi, Tom. What are you going to be in the future? B: Hi, Lucy. I'm going to be an artist. A: An artist? Why? B: Because I like painting and I think I can make beautiful pictures. What about you? A: I want to be a vet. I love animals and I want to help them when they are sick. Before playing the recording, ask students to read the questions on the PPT first: What does Tom want to be? Why does Tom want to be an artist? What does Lucy want to be? After playing the recording once, let students answer the questions. Then play the recording again for students to check their answers. D. Production (8 minutes) Group work Divide students into groups of four. Each group needs to make a survey about the dream jobs of group members. After filling in the form, each group chooses a representative to report the survey results to the whole class. For example: "In our group, Tom wants to be a builder because he likes building houses. Lucy wants to be a guide because she likes traveling and showing people around...". E. Summary and Homework (2 minutes) Summary Summarize the key points of this class with students, including the new words about jobs and the sentence patterns for expressing dream jobs and reasons. Ask students to recall the words and sentence patterns together. Homework Ask students to write a short passage about their own dream jobs and reasons, with at least 50 words. They should use the words and sentence patterns learned in this class. Ask students to search for more information about their dream jobs on the Internet, such as the working environment, salary, and required skills, and be ready to share in the next class. 教学反思 After this class, most students showed great interest in the topic of dream jobs. Through various teaching activities, students have basically mastered the key vocabulary and sentence patterns. However, there are still some areas that need improvement. In the pair work and group work, some students were a bit shy and did not actively participate in the communication. In future teaching, more encouragement and guidance should be given to these students to make them more confident in speaking English. Also, when students were giving reasons for their dream jobs, their expressions were relatively simple. In the next class, it is necessary to provide more adjectives and adverbs related to job characteristics for students to enrich their language. Overall, this class has laid a good foundation for students to further explore the topic of dream jobs, but continuous improvement in teaching methods and content is still needed. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$