Unit 1 My Dream Job Developing the Topic Oral Communication 教学设计 2025-2026学年仁爱科普版英语八年级上册

Unit 1 My Dream Job-Developing the Topic-Oral Communication This part is an oral communication activity, adopting the form of "promoting speaking through listening". It guides students to carry out language communication activities around the unit theme of "exploring the origin of occupations, understanding the spirit, and building the foundation of dreams". Firstly, students browse the given information, predict the audio content, and complete the matching exercise by listening to the audio to initially understand the audio content. Secondly, students listen to the audio again, fill in the missing information to complete the sentences, further understand the audio content, strengthen their listening comprehension ability, and accumulate language materials for subsequent oral activities. Finally, with the help of the provided questionnaire, students investigate the career dreams of group members and report the survey results, applying the learned knowledge in a real context for communication. There are 2 activities in this part. 教学目标 Knowledge objective Students can master key vocabulary related to occupations, such as "zookeeper", "pilot", "doctor", etc., and phrases like "dream job", "study hard", "take care of", etc. Students can skillfully use the simple future tense sentence patterns "be going to / will + verb in its base form", for example, "He is going to study hard...", to describe actions for achieving their dream occupations. Ability objective Students can accurately read, recognize and use occupation - related vocabulary. Students can understand monologues about dream occupations and complete matching and filling tasks. Students can clearly communicate and report the survey results of their group members' dream occupations. Emotional objective Students can understand the significance of future career planning and establish the awareness of striving for their dreams. Students can respect different occupations and develop a positive attitude towards careers. 教学重难点 Teaching key points Master occupation vocabulary and related expressions about the "dream job" topic. Proficiency in using the simple future tense to describe actions for achieving dream occupations, and completing listening practice tasks and group communication. Teaching difficult points Improving students' listening comprehension ability, especially in accurately grasping key information and details. Guiding students to think critically about the reasons for choosing occupations and express their unique views in English. Vocabulary Occupation words: zookeeper, pilot, doctor, teacher, scientist, artist, etc. Related phrases: dream job, achieve one's dream, take care of, study hard, give up, make plans for, etc. Sentence patterns Expressing dream occupations: My dream job is to be a... / I want to be a... Asking about reasons: Why do you want to be a... / Why is it your dream job Answering reasons: Because I want to... / Because I love... Expressing future actions: I am going to... / I will... 教学过程 1 Lead - in (5 minutes) Activity: Ask and answer The teacher asks students some questions, such as "What’s your dream job?", "Why is it your dream job?", "How are you going to achieve it?" Encourage students to answer freely, using the knowledge they have learned before. For example, a student may answer, "My dream job is to be a teacher because I like to help students learn new things. I am going to study hard in university and get a teaching certificate." Purpose: Review expressions related to ideal occupations, reasons for choosing, and career planning. Activate students' existing knowledge and prepare them for the new lesson. 2 Pre - listening (5 minutes) Activity: Free talk The teacher guides students to have a free talk in pairs. The topic is "What do you think are the important factors when choosing a dream job?" After the talk, ask several pairs to share their ideas with the class. Some students may say that personal interest, salary, and job prospects are important factors. Purpose: Let students think about the topic of occupations in advance, and at the same time, practice their oral English expression ability and activate relevant vocabulary in their minds. 3 Listening (12 minutes) Activity 1A: Listen and match the information Step 1: The teacher asks students to read through the information in Activity 1A quickly, which includes names (Li Xiang, Li Hong, Kangkang) and some information about occupations. Let students guess what the monologs are about. Step 2: Play the audio of the monologs for the first time. Students listen carefully and match the names with the corresponding occupations. Step 3: Check the answers together. The teacher asks students to report their answers one by one, and correct any mistakes. Activity 1B: Listen again and fill in the blanks Step 1: Play the audio again. Students listen carefully and fill in the blanks in Activity 1B. The blanks may include information such as reasons for choosing occupations and future plans. Step 2: Check the answers. The teacher can ask students to read out the completed sentences, and then show the correct answers on the PPT for students to compare. Step 3: Read the monologs in Activity 1 aloud. The teacher plays the audio again, and students follow the audio to read aloud, paying attention to liaison and incomplete plosion. Purpose: Through multi - level listening training activities, cultivate students' listening skills of setting goals before listening and obtaining and recording key information while listening. 4 Oral Communication (15 minutes) Activity 2: Group work Step 1: Divide students into groups of 4 - Each group gets a 调查表. The teacher explains the three questions on the 调查表: "What’s your dream job?", "Why is it your dream job?", "How are you going to make it come true?" Step 2: Group members start to survey each other. They ask and answer the three questions, and fill in the table with the information of their group members. For example, one student may ask, "What's your dream job, Tom?" Tom answers, "I want to be a scientist. Because I am interested in exploring the unknown world. I will study hard in science subjects and try to do some research projects in the future." Step 3: After the survey, each group chooses a representative to report the survey results to the class. The representative should use sentences like "In our group, Tom wants to be a scientist because... He is going to... Mary's dream job is... " Purpose: Through oral communication activities among group members, guide students to use appropriate sentence patterns and fluent language to introduce the dream occupations, reasons for choosing, and career plans of their group members in oral expression, and improve students' oral communication ability. 5 Summary and Homework (8 minutes) Summary (3 minutes) The teacher reviews the key points of this class with students, including important vocabulary, sentence patterns, and the main content of the discussion about dream occupations. Ask students to summarize what they have learned in this class in their own words. For example, students may say that they have learned some new occupation words, how to talk about their dream jobs and plans in English. Homework (5 minutes) Ask students to write a short passage about their own dream jobs, including the reasons for choosing and the future plans. They should use at least 80 words. Let students search for more information about their favorite occupations on the Internet or in books, and share it with the class next time. 教学反思 Advantages The lead - in part successfully activates students' prior knowledge and interests, making it easier for them to enter the learning state. The free talk in the pre - listening stage effectively stimulates students' thinking and language expression. The listening activities are designed in a hierarchical way, gradually improving students' listening comprehension ability. The oral communication part provides students with a real - life communication context, which is very helpful for improving their oral English ability. The summary and homework at the end of the class help students review and consolidate what they have learned, and also guide them to further explore relevant knowledge after class. Disadvantages In the group work of oral communication, some students may be too shy to express themselves actively, and the teacher may not be able to pay enough attention to every student. The time for listening practice may be a bit tight for some students with relatively weak listening ability, resulting in not fully understanding the audio content. Improvement measures For shy students, the teacher can encourage them more in advance and arrange more patient group members to help them. During the group work, the teacher can walk around the classroom more often to give individual guidance. For the listening part, if possible, the teacher can play the audio one more time for students to check their answers, or provide some extra listening materials for students with weak listening ability to practice after class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$