Unit 2 Dream jobs-D Listening and speaking 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，围绕词汇、句型与交际任务展开，通过图片导入激发兴趣，借助分层听力训练（泛听—精听—模仿）搭建语言输入支架，再以小组讨论和汇报输出实现知识迁移，形成从感知到运用的完整学习闭环。 本设计亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在预听环节通过“描述不报名”游戏激活已有认知，培养逻辑推理与表达能力；在后听活动中引导学生用目标句型“我想要成为……因为……”阐述梦想，提升思维深度与情感共鸣；同时设置采访家庭成员的实践作业，强化真实语境下的语言应用与跨文化意识。教师可直接套用结构化流程，学生则在任务驱动中自然习得语言，实现学用结合，提升课堂实效。

Unit 2 Dream jobs-D Listening and speaking This part is mainly about listening and speaking activities related to the theme of "Dream jobs". It provides students with opportunities to learn and practice vocabulary related to different occupations, understand descriptions of people's daily work, and express their own opinions and dreams about occupations. Through various listening materials and speaking tasks, students can improve their listening comprehension ability, oral expression ability and communication skills in English. 教学目标 A. Knowledge Objectives Students can master key vocabulary related to occupations, such as "engineer", "doctor", "teacher", "artist", "pilot", "scientist", etc. Students are able to understand and use expressions to describe daily work, like "go to work by...", "work in...", "deal with...", "help...", etc. Students can learn and apply target language structures, for example, "What does/do... do?", "What's his/her/their job?", "He/She/They is/are a/an...", "I want to be... because...". B. Ability Objectives Improve students' listening skills, including catching key information, understanding specific details and inferring the main idea from the listening materials about occupations. Develop students' speaking skills, enabling them to communicate fluently and accurately about the topics of occupations, express their own dream jobs and reasons clearly in English. Train students' ability to cooperate and communicate in groups, and improve their teamwork spirit. C. Emotional Objectives Arouse students' interest in learning English and stimulate their enthusiasm for exploring different occupations. Encourage students to think about their future career choices, help them establish correct values of career, and cultivate their sense of responsibility for future career planning. 教学重难点 A. Teaching Key Points Vocabulary related to occupations and expressions for describing daily work. Target language structures for asking about and expressing occupations. Developing students' listening and speaking skills through relevant tasks. B. Teaching Difficult Points Helping students understand different accents and speeds in listening materials, and improving their ability to quickly process and respond to information. Encouraging students to express their personal views and reasons about dream jobs vividly and comprehensively, and overcoming their psychological barriers in speaking English. Training students to use language flexibly and appropriately in real communication situations. Vocabulary Occupations: engineer, doctor, teacher, artist, pilot, scientist, nurse, policeman, postman, driver, chef, journalist, etc. Daily work expressions: go to work by subway/bus/car/bike, work in a hospital/school/company, deal with patients/problems, help students/people, write reports/articles, fly planes, conduct experiments, etc. Target Language Structures Asking about occupations: What does your father do? What's your mother's job? What are they? Answering about occupations: He/She is a doctor. They are teachers. Expressing dream jobs: I want to be a pilot because I like flying in the sky. My dream job is to be a scientist as I am interested in science. 教学过程 A. Warming-up (5 minutes) Greet the students as usual. Show some pictures of different occupations on the PPT, such as a doctor in a white coat treating a patient, a teacher teaching in the classroom, and an engineer working on a design. While showing the pictures, ask students some simple questions like "What can you see in the picture?" "Do you know what this person does?" to arouse their interest and lead in the topic of occupations. B. Pre-listening (10 minutes) Vocabulary learning Present the new vocabulary about occupations on the PPT one by one. Teach students how to pronounce each word correctly, for example, when teaching "engineer", emphasize the pronunciation of "en-" and "-eer". Let students read after the teacher several times to ensure they can pronounce accurately. Divide students into pairs. Ask them to take turns to describe an occupation in their own words without saying the name of the occupation, and the partner tries to guess what it is. For example, one student may say "This person designs buildings and bridges. He/She often uses a computer and makes blueprints." The partner should guess "engineer". This activity can help students understand and remember the meanings of the words better. Brainstorming Guide students to brainstorm more occupation words they know. Write the words they mention on the blackboard. Encourage them to think widely, including some special or less common occupations like "astronaut", "photographer", "translator", etc. After that, ask students to classify these occupations into different categories, such as medical occupations, education occupations, art occupations, etc. This can help students organize their knowledge and have a better understanding of different types of occupations. C. While-listening (15 minutes) Listen for the first time Play the recording of the listening material for the first time. The listening material is a dialogue between two students talking about their parents' occupations and daily work. Before playing, tell students to listen carefully and answer the general question "What are they mainly talking about?" After listening, ask some students to share their answers. Listen for the second time Play the recording again. This time, ask students to listen carefully and fill in the blanks in the handout. The blanks are designed to test students' ability to catch key information, such as "What does the boy's father do?", "How does the girl's mother go to work?" etc. After listening, check the answers with the whole class. Listen for the third time Play the recording for the third time. Ask students to listen and pay attention to the intonation and stress in the dialogue. Then divide students into pairs to imitate the dialogue, trying to imitate the intonation and stress as accurately as possible. Invite some pairs to come to the front of the class and perform the dialogue for the whole class. D. Post-listening (10 minutes) Group discussion Divide students into groups of four. Give each group a topic: "If you could choose any job in the world, what would it be and why?" Ask students to discuss in their groups, sharing their dream jobs and reasons. Encourage them to use the vocabulary and target language structures they have learned. Walk around the classroom, listen to their discussions and give necessary guidance and help. Report After the group discussion, ask each group to choose a representative to report their group's discussion results to the whole class. The representative should say something like "In our group, Tom wants to be a doctor because he wants to save people's lives. Mary dreams of being a teacher as she likes to stay with kids...". While the representatives are reporting, other students listen carefully and can ask questions if they have any. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary about occupations, the expressions for describing daily work, and the target language structures for talking about occupations. Review the main content of the listening material and the important points in the speaking activities. Homework Ask students to write a short passage about their dream jobs, including what their dream jobs are, why they want to do these jobs, and what they need to do to achieve their dreams. They should use at least five new words and three target language sentences they learned in this class. Require students to interview one of their family members or friends about their jobs. They need to write down the information they get from the interview, such as the person's occupation, daily work, and their feelings about the job. They will share the interview results in the next class. 教学反思 In this class, the warming-up activity with pictures can effectively arouse students' interest and quickly lead in the topic. However, in the future, more vivid materials like short videos can be used to make the warming-up more attractive. The pre-listening vocabulary learning and brainstorming activities can help students lay a good foundation for listening. But some students may still have difficulty in quickly understanding and using some new words. In the following classes, more vocabulary practice activities should be designed, such as vocabulary games and vocabulary competitions. During the listening process, most students can catch the key information, but a few students have problems in understanding the listening materials due to the speed and accents. In the future, more listening materials with different speeds and accents can be provided for students to practice, and some listening skills training should be strengthened. The post-listening group discussion and report activities can actively mobilize students to participate in speaking, but some students are still a little shy and not very active in expressing their opinions. Teachers need to give more encouragement and guidance to these students to help them overcome their psychological barriers and improve their speaking ability. The summary and homework settings can help students review and consolidate the knowledge they learned in class. But when checking the homework, teachers should pay more attention to individual differences among students and give more targeted feedback and guidance. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $