Unit 2 Dream jobs B Reading and critical thinking 教学设计2025-2026学年沪外教版（2024）八年级英语上册

该初中英语教学设计聚焦“梦想职业”主题，围绕阅读文本展开语言输入与思维输出的有机衔接。通过图片导入激活旧知，预测任务搭建认知支架，再以略读、扫读和精读层层推进，帮助学生从整体理解到细节捕捉，最终实现用目标语言表达个人理想，形成清晰的知识迁移路径。 本设计亮点突出，融合语言能力、思维品质与文化意识三大核心素养。例如，在小组讨论中引导学生对比不同职业的价值观，培养批判性思维；在写作环节鼓励学生结合自身兴趣与社会需求分析职业选择，提升思维深度；同时通过真实人物案例拓展国际视野，增强文化敏感度。这种以问题驱动、活动贯穿的教学方式，既激发学生表达欲望，又促进其自主学习能力发展，为教师提供可复制、易操作的优质课堂范式。

Unit 2 Dream jobs-B Reading and critical thinking 1. Content Overview This reading passage is likely to introduce various dream jobs, present the reasons why people choose certain jobs, and might include real - life examples or interviews related to different occupations. It may also touch upon the skills and qualities required for these jobs. Through reading this text, students will be exposed to a rich vocabulary related to jobs, as well as different sentence structures used to express opinions and make descriptions. The passage is expected to stimulate students' thinking about their own career aspirations and help them understand the importance of making informed career choices. 教学目标 2.1 Language Knowledge Students will be able to master key vocabulary related to dream jobs, such as "engineer", "doctor", "teacher", "artist", "pilot", etc., and relevant descriptive words like "creative", "responsible", "challenging", "rewarding". Students will learn and be able to use sentence patterns for expressing dream jobs and reasons, for example, "I want to be... because...", "My dream job is... as it allows me to...". 2.2 Language Skills Reading: Students can read the passage about dream jobs accurately and fluently, extract key information such as the types of jobs, the reasons for choosing them, and the necessary qualities. They will also be able to summarize the main idea of each paragraph and the whole text. Speaking: Students are able to talk about their own dream jobs and the reasons clearly and coherently in English, using the learned vocabulary and sentence patterns. They can also communicate with their peers about different dream jobs in group discussions. 2.3 Learning Strategies Students will learn to use skimming and scanning techniques to quickly locate important information in the reading material. Through group work and pair work, students will enhance their cooperative learning ability, sharing ideas and learning from each other. 2.4 Affective Attitudes Stimulate students' interest in exploring different career options and encourage them to think about their future career paths. Foster students' positive attitude towards different jobs, understanding that each job contributes to society in its own way. 2.5 Cultural Awareness Students will understand the cultural differences in career choices and job values in different countries, broadening their international perspective. 教学重难点 3.1 Key Points Mastery of vocabulary and sentence patterns related to dream jobs. Ability to understand and summarize the main idea of the reading passage about dream jobs. Use of English to clearly express one's own dream job and the reasons. 3.2 Difficult Points Helping students express their opinions about dream jobs with rich details and logical thinking. Guiding students to understand the in - depth meaning behind different career choices, such as the connection between personal interests, skills, and social needs. 4.1 Vocabulary Jobs: engineer, doctor, teacher, artist, pilot, scientist, lawyer, accountant, nurse, journalist, chef, etc. Descriptive words: creative, responsible, challenging, rewarding, interesting, meaningful, well - paid, stable, etc. Others: because, as, since (used to introduce reasons), allow, enable, require, need (verbs related to expressing job requirements) 4.2 Sentence Patterns "I want to be + a/an + job because + reason clause." For example, "I want to be a doctor because I can help save people's lives." "My dream job is + a/an + job as it allows me to + verb phrase." For example, "My dream job is an artist as it allows me to express my creativity." "To be + a/an + job, one needs to + verb phrase." For example, "To be a good teacher, one needs to be patient and have good communication skills." 教学过程 5.1 Lead - in (5 minutes) Activity: Show students a PPT with pictures of different jobs, such as a doctor in a hospital, an engineer working on a construction site, a teacher teaching in a classroom. Ask students to look at the pictures and name the jobs they see as quickly as possible. Questions: Then ask students, "Which job do you think is the most interesting? Why?" Encourage several students to share their opinions briefly. Purpose: This activity can quickly arouse students' interest in the topic of jobs and activate their prior knowledge related to different occupations. 5.2 Pre - reading (8 minutes) Vocabulary teaching: Present the new vocabulary related to dream jobs on the blackboard or through a word - presentation software. Explain the meaning, pronunciation, and usage of each word. For example, when teaching "engineer", explain that an engineer designs, builds, or maintains engines, machines, or public works. And write an example sentence like "My father is an engineer, and he is working on a new bridge project." Let students read the words and example sentences after the teacher several times. Prediction: Let students look at the title of the reading passage and any pictures or headings in the text (if available). Ask them to predict what the passage might be about. For example, if the title is "My Dream Job: A Journey to Becoming a Pilot", ask students to guess what the author might talk about, such as the reasons for choosing to be a pilot, the training process, or the challenges of being a pilot. Purpose: By teaching new vocabulary in advance, students will have less difficulty in understanding the reading text. Prediction can stimulate students' curiosity and make them more actively involved in the reading process. 5.3 While - reading (18 minutes) Skimming: Give students 2 - 3 minutes to quickly skim the whole passage. Ask them to find out the main idea of the passage and the general topic of each paragraph. After that, invite several students to share their findings. For example, the main idea of the passage might be about different people's dream jobs and the reasons behind their choices, and one paragraph might be about a person who wants to be a doctor because of a personal experience. Scanning: Then, assign some specific questions to students. For example, "What are the three most mentioned dream jobs in the passage?" "Why does the author think being a teacher is a rewarding job?" Let students scan the text to find the answers to these questions. After they finish, check the answers together. Detailed reading: In this part, divide the passage into several sections. Read each section with the students carefully, analyze the key sentences, grammar points, and difficult expressions. For example, if there is a sentence "To achieve my dream of being a famous scientist, I need to study hard in school and participate in a lot of research projects." Explain the usage of "to do" as an infinitive of purpose and the phrase "participate in". Let students read the sentences aloud and imitate the sentence structure to make their own sentences. Purpose: Skimming helps students get a general understanding of the text, scanning enables them to locate specific information quickly, and detailed reading deepens their understanding of the text, including vocabulary, grammar, and the author's intention. 5.4 Post - reading (12 minutes) Group discussion: Divide students into groups of 4 - 5. Give each group a topic for discussion, such as "If you could choose any job in the world, what would it be and why? Also, discuss what skills and qualities you need to develop for this job." Let each group member take turns to share their ideas, and the group members can ask questions and give suggestions. After 5 - 6 minutes of discussion, ask each group to choose a representative to report their group's discussion results to the whole class. Writing practice: Ask students to write a short passage about their own dream jobs. They need to include the following information: what their dream job is, why they want to do this job, and what they plan to do to achieve this dream. Give them some writing tips, such as using the vocabulary and sentence patterns learned in this class. After they finish writing, ask them to exchange their passages with their deskmates and give each other some comments, like whether the reasons are clear, whether there are any grammar mistakes, etc. Purpose: Group discussion can improve students' speaking and communication skills, and also let them learn from different perspectives. Writing practice helps students consolidate the knowledge they have learned in this class and turn their oral expressions into written forms. Peer - review can make students more aware of their writing problems and learn from their classmates. 5.5 Summary and Homework (2 minutes) Summary: Summarize the key points of this class with students, including the important vocabulary, sentence patterns, and the main content of the reading passage. Emphasize the importance of thinking about one's future career and the connection between dreams and reality. Homework: Ask students to rewrite their writing passage according to their deskmate's comments and hand it in next class. Let students search for more information about their dream jobs on the Internet, such as the average salary, working hours, and future career prospects, and make a simple report to share in the next class. Purpose: Summary helps students review and consolidate the knowledge learned in class. The first homework task can improve students' writing ability, and the second homework task can expand students' knowledge about different jobs and enhance their information - gathering ability. 教学反思 After this class, I need to reflect on the following aspects. First, in terms of vocabulary teaching, whether the way of presenting and explaining new words is effective enough for students to master. If some students still have difficulties in using the words, I may need to design more vocabulary - related exercises in the next class. Second, during the reading process, did all students really understand the text? I should pay attention to students' performance in answering questions and group discussions. If some students seem confused, I can provide more detailed explanations or additional reading materials for them. Third, in group discussions and writing practice, did students actively participate? If some students were passive, I need to think about how to better motivate them, such as setting more interesting topics or giving more positive feedback. 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 $