Unit 1 Starting Out教学设计 2025-2026学年外研版八年级英语下册

外研版2024 Grade 8下册 Unit 1 Career Talks Starting Out 教学设计 I. Basic Information · Textbook: Foreign Language Teaching and Research Press Grade 8 Volume 2 · Unit: Unit 1 Career Talks · Class Hour: Starting Out (Lead-in Lesson, 45 minutes) · Core Tasks: 1　 Finish the matching activity: Match the given people to their corresponding jobs (worker, police officer, dentist, singer). 2　 Look at the textbook picture carefully and answer the two questions: ① What other jobs do you know? ② How do jobs keep our world running? 3　 Master the core job-related words and simple sentence patterns, and activate the awareness of career topics. 4　 Encourage students to speak actively in English and lay a foundation for the subsequent learning of the unit. · Students: Grade 8 Students II. Teaching Objectives 1. Knowledge Objectives 1. Master the core job words: worker, police officer, dentist, singer, and understand their basic meanings and usages. 2. Master simple sentence patterns related to jobs: “He/She is a...”, “...is a job that...”, “Jobs keep our world running by...”, and be able to use them to answer questions and talk briefly. 3. Understand the basic responsibilities of the four jobs (worker, police officer, dentist, singer) and know how to match people to their jobs according to their characteristics. 2. Ability Objectives 1． Be able to finish the matching task independently and correctly, and improve the ability of information matching and logical judgment. 2． Be able to observe the textbook picture carefully, extract relevant information, and answer the two key questions in simple and fluent English. 3． Be able to talk about jobs they know with classmates in English, and improve the ability of oral expression and communication. 3. Emotional Objectives 1. Know different kinds of jobs, understand the value and significance of each job, and establish a correct view of occupation and labor. 2. Be willing to participate in classroom activities, actively speak English, and enhance confidence in English learning. 3. Realize that all jobs are important and that they work together to keep the world running smoothly. III. Key and Difficult Points 1. Key Points 1． Master the four core job words (worker, police officer, dentist, singer) and finish the matching activity correctly. 2． Be able to look at the picture and answer the two key questions in English correctly and fluently. 3． Be able to use simple sentence patterns to talk about jobs. 2. Difficult Points 1. Using correct sentence patterns to answer the second question: “How do jobs keep our world running?” and expressing ideas clearly and logically. 2. Expanding other job words and using them to talk about jobs freely in English. 3. Overcoming the shyness of speaking English and actively participating in classroom communication. IV. Teaching Preparations 1． Multimedia Courseware (PPT): Pictures of workers, police officers, dentists and singers, matching task worksheets, textbook picture, key sentence patterns, and other job pictures. 2． Learning Materials: Matching task papers (English version), question answering tips, core word cards. 3． Teaching Aids: Job picture cards, small gifts, blackboard eraser, chalk. 4． Preview Task: Ask students to preview the four job words (worker, police officer, dentist, singer) and try to remember their pronunciations and meanings. V. Teaching Procedures (45 minutes) Step 1: Warm-up & Lead-in (5 minutes) 1. Warm-up Activity: “Job Word Pronunciation” The teacher shows the core job word cards (worker, police officer, dentist, singer), reads them aloud, and asks students to follow. Pay attention to correcting students’ pronunciation, especially the stress of “police officer” and “dentist”. Quick Response: The teacher says the job word, and students raise their hands to say its Chinese meaning; then the teacher says the Chinese meaning, and students say the English word. This activity helps students consolidate the four core job words. 2. Lead-in: The teacher says, “Today we will start our new unit — Career Talks. We will learn about different jobs. First, let’s get to know four common jobs and finish some interesting tasks. Let’s start with the first task: matching people to their jobs.” Step 2: Task 1 — Match These People to Their Jobs (12 minutes) 1　 Introduce the Task: The teacher shows the PPT with pictures of four people (a person working in a factory, a person in police uniform, a person working in a dental clinic, a person singing on stage) and the four job words (worker, police officer, dentist, singer). Then explain the task: “Look at the pictures of the people and match them to the correct jobs. Write the job words next to the corresponding people.” 2　 Independent Matching: Distribute the matching task papers to students. Students finish the matching task independently. The teacher walks around the classroom, observes students’ performance, and helps students who have difficulties (e.g., remind them of the characteristics of each job). 3　 Check and Correct: Invite 2-3 students to share their matching results on the blackboard. The teacher checks together with the whole class, corrects wrong answers, and explains the reasons (e.g., “The person in police uniform is a police officer, because police officers wear uniforms and keep our society safe.”). 4　 Extend: Ask students to say one sentence about each job, using the sentence pattern “A... is a person who...”. For example, “A worker is a person who works in a factory.” “A dentist is a person who helps people take care of their teeth.” This helps students understand the responsibilities of each job better. Step 3: Task 2 — Look at the Picture and Answer the Questions (18 minutes) 1. Show the Picture: The teacher shows the textbook picture on the PPT, asks students to look at it carefully for 2 minutes, and says, “Look at the picture carefully. There are many people doing different jobs in the picture. Now let’s answer two questions about it.” 2. Question 1: What other jobs do you know? 1　 The teacher guides students to observe the picture and think about other jobs besides the four we just learned. For example, teacher, doctor, nurse, driver, cook, etc. 2　 Group Discussion: Students work in groups of 4, discuss the question, and list the jobs they know. Each group needs to prepare 3-5 other jobs. 3　 Class Sharing: Invite each group to share their answers. The teacher writes the jobs on the blackboard, and leads students to read them aloud to consolidate new words. The teacher can also add some common job words and their pronunciations. 3. Question 2: How do jobs keep our world running? 1　 Guide and Prompt: The teacher gives prompts to help students think, e.g., “What does a police officer do? How does it help our world? What does a doctor do? ” Then teach the key sentence pattern: “Jobs keep our world running by...”, and give examples, e.g., “Police officers keep our world running by keeping us safe.” “Dentists keep our world running by helping people keep healthy teeth.” 2　 Individual Thinking & Group Exchange: Students first think about the question independently, then discuss with their group members, and organize their language to answer the question using the key sentence pattern. 3　 Class Presentation: Invite 3-4 students to share their answers. The teacher comments on their answers, affirms the correct parts, and helps them correct wrong expressions. For example, if a student says “Worker makes things”, the teacher can correct it to “Workers keep our world running by making things we need.” Step 4: Summary & Consolidation (7 minutes) 1． Summary: The teacher summarizes the key content of this class: “Today we learned four core job words: worker, police officer, dentist, singer. We finished the matching task and answered two important questions. We also knew many other jobs and understood how jobs keep our world running.” 2． Consolidation Activity: “Job Introduction” — Students choose one job they like (including the ones learned today and the extended ones), and introduce it in one sentence using the sentence patterns we learned. For example, “I know a teacher. A teacher keeps our world running by teaching us knowledge.” 3． Encouragement: The teacher encourages students: “All jobs are important. They play different roles in our world. I hope you can learn more about different jobs and respect every worker.” Step 5: Homework (3 minutes) 1. Basic Homework: Copy the four core job words (worker, police officer, dentist, singer) 5 times each, and write one sentence for each word. 2. Improvement Homework: Answer the two questions in Task 2 in writing, using 2-3 sentences for each question. 3. Extension Homework: Ask your parents about their jobs, and try to introduce their jobs in English (1-2 sentences). VI. Teaching Evaluation 1． Process Evaluation: Observe students’ participation in warm-up activities, matching tasks, group discussions and class sharing. Evaluate their enthusiasm and initiative in speaking English. 2． Task Evaluation: Check students’ matching task papers to see if they can match people to jobs correctly. Evaluate students’ answers to the two questions, focusing on the correctness of language and the clarity of ideas. 3． Hierarchical Evaluation: Pay attention to the performance of students at different levels. For students with weak foundation, focus on their mastery of core words and simple sentences; for students with strong ability, encourage them to expand more job words and express their ideas more fluently. VII. Teaching Reflection (After Class) 1. Did students master the four core job words? Were there any problems in pronunciation that need to be emphasized again? 2. How was the effect of the matching task? Did most students finish it correctly? What difficulties did students encounter and how to solve them? 3. How was students’ performance in answering the two questions? Were they able to use the key sentence patterns correctly? How to help students express their ideas more logically? 4. Was the classroom activity design reasonable? Were students actively involved? How to optimize the activity to improve students’ interest in learning? 5. Follow-up Improvement Measures: According to the problems found, strengthen the training of job words and sentence patterns, design more interesting oral communication activities, and encourage students to speak English boldly and actively. 学科网（北京）股份有限公司 $