Unit 2 Dream jobs-A Getting ready 教学设计 2025-2026学年沪外教版英语八年级上册

该初中英语教学设计聚焦“梦想职业”主题，围绕职业词汇与个人品质表达展开，通过图片导入、词义辨析、情境对话和听力训练等环节，层层递进地搭建语言学习支架，帮助学生从感知到运用逐步实现知识内化。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在Pair Work环节中，学生借助卡片配对进行逻辑推理与表达，既锻炼了语言组织能力，又培养了批判性思维；在听力活动中，通过问题链引导学生提取关键信息，提升听觉理解力；同时融入多元职业文化认知，鼓励尊重不同职业选择，增强跨文化意识。教师可直接使用此设计开展高效课堂，学生则能在真实语境中主动建构语言，激发学习兴趣，提升综合素养。

Unit 2 Dream jobs-A Getting ready This unit focuses on the theme of "Dream Jobs". In section A "Getting ready", students are introduced to vocabulary related to different jobs and qualities required for those jobs. They will also start to think about their own interests and how they might relate to future career choices. Through various activities, students will be gradually led to explore the world of work and lay a foundation for further discussion and learning about dream jobs in the following sections of this unit. 教学目标 1. Language Knowledge Students will be able to master the new words and phrases related to jobs, such as "detective", "manager", "organisation", "excel", "be good at", "come up with", etc. They will understand and be able to use expressions to talk about personal qualities and skills, like "creative", "organised", "purpose", "meaningful", etc. 2. Language Skills Develop students' listening skills by listening to job - related descriptions and identifying key information. Improve students' speaking skills as they discuss and share their initial thoughts about dream jobs, using the newly learned vocabulary. Enhance reading skills through reading short texts about different jobs to extract relevant details. 3. Learning Strategies Encourage students to use word - association and context - guessing strategies to learn new vocabulary. Guide students to cooperate in group work, sharing ideas and learning from each other. 4. Cultural Awareness Enable students to understand that different cultures may have different attitudes towards career choices and the importance of respecting diverse career paths. 5. Affective Attitudes Stimulate students' interest in thinking about their future careers and arouse their motivation to learn English through this relevant and practical topic. 教学重难点 1. Key Points The acquisition of new vocabulary related to jobs and personal qualities. How to use the learned vocabulary to simply describe jobs and personal qualities. 2. Difficult Points Helping students to connect their personal interests and hobbies with potential future jobs in English expression. Guiding students to have a relatively in - depth discussion about career choices within the limited English proficiency. 1. Key Points The acquisition of new vocabulary related to jobs and personal qualities. How to use the learned vocabulary to simply describe jobs and personal qualities. 2. Difficult Points Helping students to connect their personal interests and hobbies with potential future jobs in English expression. Guiding students to have a relatively in - depth discussion about career choices within the limited English proficiency. IV. Knowledge List 1. New Words Jobs: detective, manager, organisation, engineer, educator, etc. Personal Qualities: creative, organised, purposeful, meaningful, excellent, determined, confident, etc. 2. Phrases be good at, come up with, get rid of, work out, be up to sb, etc. 3. Expressions for Talking about Jobs and Qualities "I want to be a/an... because I think it is... " "A good... should be... and be able to... " "I am good at... so I think I can be a... " 教学过程 1. Lead - in (5 minutes) Greet the students and show them some pictures of different workplaces, such as a hospital, a police station, a company office, a school, etc. Ask the students: "Boys and girls, look at these pictures. Can you tell me what kind of jobs people may do in these places?" Encourage students to answer freely, using simple English like "People can be doctors in the hospital." "Maybe there are policemen in the police station." 2. Vocabulary Presentation (10 minutes) Present the new words related to jobs on the PPT one by one. For each word, show a vivid picture and give a simple definition or example sentence. For example, when presenting "detective", show a picture of a detective wearing a hat and looking for clues, and say "A detective is a person who tries to solve crimes. For example, Sherlock Holmes is a very famous detective." After presenting all the job - related words, review them with the students by asking them to read the words after the teacher and then close their eyes to recall the words according to the pictures. Next, present the words about personal qualities in the same way. When presenting "creative", show a picture of an artist painting a beautiful picture and say "A creative person can come up with new and interesting ideas. For example, an artist needs to be creative to create wonderful works." Let students practice reading these words in pairs and correct each other's pronunciation. 3. Pair Work (10 minutes) Divide the students into pairs. Give each pair a set of cards with job names on one side and personal qualities on the other side. Instruct the students to take turns to pick a card. If a student picks a job - name card, he/she should say something like "If I want to be a/an [job name], I should be [personal quality] because... " If a student picks a personal - quality card, he/she should say "If a person is [personal quality], he/she may be suitable for the job of [job name] because... " Walk around the classroom, listen to the students' conversations, and offer help and guidance when necessary. After a few minutes, ask some pairs to come to the front of the class and share their conversations with the whole class. 4. Listening Activity (10 minutes) Tell the students that they are going to listen to a short passage about three people's dream jobs. Before playing the recording, show them some questions on the PPT, such as "What are the three people's dream jobs?", "Why do they want to do these jobs?" Play the recording for the first time. Let the students listen carefully and try to get a general idea of the passage. Play the recording for the second time. This time, ask the students to take notes and answer the questions on the PPT. After the second listening, check the answers with the students. Play the recording one more time if necessary for the students to clarify any misunderstandings. 5. Summary and Homework Assignment (10 minutes) Summarize the key points of this class with the students, including the new vocabulary, the expressions for talking about jobs and qualities, and the content of the listening passage. For homework, ask the students to write a short passage about their own dream jobs. They should include what their dream jobs are, why they want these jobs, and what qualities they think they need to have for these jobs. Encourage them to use as many new words and expressions as possible. 教学反思 After this class, I need to reflect on several aspects. First, in terms of vocabulary teaching, I should observe whether students can really master and use the new words flexibly. If many students still have difficulties in using the words, I may need to design more vocabulary - practice activities in the next class, such as vocabulary games or fill - in - the - blank exercises. Second, during the pair work and group discussion, I need to assess whether all students actively participated. If some students were left out, I should think about how to create a more inclusive classroom environment, perhaps by adjusting the grouping method or giving more specific guidance to those less - active students. Third, for the listening activity, I need to consider if the difficulty level of the listening material was appropriate. If most students had trouble understanding, I should choose easier materials or provide more pre - listening guidance in the future. Overall, through continuous reflection and improvement, I aim to make my teaching more effective and better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $