Unit 6 Plan for Yourself-Section B-Vocabulary in Use教学设计-2025-2026学年初中英语人教版八年级上册

Unit 6 Plan for Yourself-Section B-Vocabulary in Use 教学目标和重难点 教学目标 语言能力：掌握核心词汇及短语，能运用其描述规划； 思维品质：通过词汇运用培养逻辑表达能力； 文化意识：了解中外规划文化差异； 学习能力：学会自主积累词汇，提升自主学习效率。 教学重难点 重点：掌握health、confident、achieve等核心词汇及stick to、have to do with等短语的用法； 难点：灵活运用词汇及短语描述个人规划，区分易混词形变换。 教学过程 （一）热身导入：情境激趣，激活旧知 1. 情境问答：教师结合学生生活实际，用简单英语提问：“Do you have a plan for this term? What are you going to do to improve yourself?” 引导学生自由发言，鼓励学生用Unit 6 Section A所学的be going to句型尝试表达，如“I’m going to study English harder.”“I’m going to exercise more.” 2. 词汇铺垫：根据学生的回答，自然引出本节课核心词汇的相关话题，如学生提到“exercise more”，教师顺势引导：“Exercising more is good for our health. Health is very important for us.” 板书“health”，并简单标注词性（n. 健康），再延伸出“healthy（adj. 健康的）”“healthily（adv. 健康地）”，让学生初步感知词形变换。 3. 导入课题：教师总结：“Today we will learn the new vocabulary in Section B and use them to talk about our plans. Let’s master these words and make better plans for ourselves.” 设计意图：以学生熟悉的“学期规划”为情境，贴近学生生活，能快速激发学生的学习兴趣和参与热情。通过问答激活Section A所学的句型知识，为本节课词汇的运用奠定基础；同时自然引出核心词汇，实现旧知与新知的衔接，降低学生的学习难度，培养学生的语言运用意识和学习能力。 （二）词汇呈现：分层讲解，突破基础 本环节聚焦本节课核心词汇，结合词形变换、搭配、例句及情境，分层讲解，帮助学生理解词汇含义，掌握用法，同时渗透思维品质的培养。 1. 核心词汇讲解（分批次呈现，兼顾易混点） 第一批次：基础名词及形容词（health, healthy, healthily; confident, confidence） - 教师出示实物图片（健康的食物、运动的场景、自信的学生），结合图片讲解：“This is healthy food. It is good for our health. We should eat healthily every day.” 强调三个词的词性差异和用法，引导学生造句，如“She is a healthy girl. She lives healthily and keeps good health.” - 结合学生发言，讲解“confident”和“confidence”：“If you believe in yourself, you are confident. Confidence can help you achieve your goals.” 举例说明搭配：be confident in sth.（对某事有信心），build confidence（建立信心），让学生尝试用两个词分别造句，巩固词形变换和用法。 第二批次：动词及相关短语（achieve, stick to, have to do with; fail, failure） - 讲解“achieve”时，结合“规划”主题：“When you finish your goal, you achieve it. Achieve means ‘达到，完成’.” 板书搭配：achieve a goal（实现目标）、achieve success（获得成功），例句：“He works hard to achieve his dream.” 延伸名词“achievement（成就）”，简单举例：“His achievement makes his parents proud.” - 讲解短语“stick to”和“have to do with”，结合课文语境：“Stick to your plan, and you’ll succeed.”（坚持你的计划，你就会成功），强调“stick to + 名词/动名词”；“Some resolutions have to do with self-improvement.”（有些决心与自我提升有关），引导学生结合自身规划，用两个短语造句，如“My plan has to do with English study. I will stick to reading English every morning.” - 讲解“fail”和“failure”：“If you can’t finish your goal, you fail. Fail is a verb, and failure is a noun.” 例句：“He didn’t fail the exam. His failure in the competition made him try harder.” 引导学生理解“fail to do sth.（未能做某事）”的用法，避免与“achieve”混淆。 第三批次：其他核心词汇（wise, wisely, wisdom; possible, impossible; introduce, introduction; final, finally; form; miss） - 采用“词形变换串联”的方式讲解：“Wise is an adjective. If you do things wisely, you use your wisdom.” 结合规划主题举例：“You should plan your time wisely. It’s wise to set mini-goals.” - 讲解“possible”和“impossible”，强调反义词关系，结合规划场景：“It’s possible to finish your homework on time. It’s impossible to achieve a difficult goal without hard work.” 搭配：It’s possible (for sb.) to do sth.，引导学生造句。 - 简要讲解“introduce, introduction; final, finally; form; miss”，结合简单例句帮助理解：“She will introduce herself in class. His introduction is very interesting.”“Finally, we finished our plan. The final exam is coming.”“We can form a good habit. Don’t miss the chance to improve yourself.” 2. 易混点辨析：针对本节课重点易混词形变换（如health-healthy-healthily, confident-confidence, achieve-achievement），通过表格对比的方式，让学生清晰区分词性、含义和用法，教师引导学生填写表格，强化记忆。 设计意图：分层呈现词汇，符合八年级学生的认知规律，由易到难，逐步深入。结合图片、情境和例句，让抽象的词汇变得具体可感，帮助学生理解词汇含义和用法；通过词形变换串联、易混点辨析，培养学生的逻辑思维能力；引导学生造句，让学生初步运用词汇，落实语言能力的培养；同时，结合规划主题讲解词汇，让学生感受到词汇的实用价值，激发学习动力。 （三）词汇操练：多样练习，巩固运用 本环节设计多层次、多形式的练习，从基础巩固到灵活运用，逐步提升学生的词汇运用能力，同时培养学生的合作意识和思维品质，落实学习能力的培养。 1. 基础练习：词形变换填空 教师出示练习题，让学生独立完成，然后小组内核对答案，教师巡视指导，重点关注易错词形变换（如stick的过去式stuck，fail的名词failure），针对错误较多的知识点进行二次讲解。 练习题示例： （1）We should keep our body ______ (health). We need to eat ______ (health) and exercise more. （2）She is very ______ (confident). She has enough ______ (confidence) to finish the task. （3）He worked hard and ______ (achieve) his goal at last. His ______ (achieve) is amazing. （4）It’s ______ (wise) to plan your time ______ (wise). Wisdom is important for everyone. （5）He ______ (fail) to pass the exam. His ______ (fail) made him sad. 设计意图：基础练习聚焦词形变换，帮助学生巩固本节课核心词汇的词形变化规则，夯实词汇基础，同时培养学生独立思考和自主纠错的能力，落实学习能力的培养。小组核对答案的方式，能让学生相互学习、相互帮助，培养合作意识。 2. 提升练习：短语匹配与造句 （1）短语匹配：将左侧的短语与右侧的含义及例句匹配，学生独立完成后，举手回答，教师纠正错误，强化短语记忆。 短语及匹配内容： stick to sth. —— 坚持某事 —— Stick to your plan, and you’ll succeed. have to do with —— 与……有关 —— My plan has to do with self-improvement. set mini-goals —— 设定小目标 —— We should set mini-goals to achieve our dream. write down —— 写下 —— Write down your resolutions to remember them. take up —— 开始从事 —— She is going to take up painting as a hobby. （2）造句练习：让学生从上述短语中选择3个，结合自身规划造句，每个句子不少于5个词，完成后小组内互相交流，每组推选2-3名学生进行展示，教师进行点评，重点关注词汇和短语的运用准确性，鼓励学生大胆表达。 设计意图：短语匹配帮助学生巩固短语含义和用法，造句练习则让学生将短语与自身生活结合，实现词汇和短语的灵活运用，提升语言表达能力。小组交流和展示环节，能激发学生的表达欲望，培养学生的合作意识和语言表达能力，同时教师的点评的能及时纠正错误，强化知识点。 3. 拓展练习：情境对话与短文填空 （1）情境对话：将学生分成4-5人小组，创设“谈论个人学期规划”的情境，要求小组内成员运用本节课所学的核心词汇和短语，进行不少于5轮的对话，对话内容需包含规划的方向（身体健康、自我提升、兴趣爱好等）、具体行动和决心。教师巡视指导，帮助学生解决表达中的困难，引导学生灵活运用词汇和短语，规范表达。 对话示例： A: What’s your plan for this term? B: My plan has to do with physical health and self-improvement. I’m going to exercise more to keep healthy. A: That’s a good plan. How are you going to stick to it? B: I will set mini-goals, like exercising for 30 minutes every day. And I will ask my friend to remind me. C: I’m going to take up reading English books. I want to improve my English and achieve good grades. D: That’s wise. You should write down your plan and read every morning. Don’t miss any chance to practice. （2）短文填空：出示一篇关于“个人规划”的短文，短文空白处填入本节课所学的核心词汇或短语，学生独立完成后，小组内核对答案，教师讲解易错点，引导学生理解短文含义，进一步巩固词汇和短语的运用。 短文示例： As a student, I have a plan for this term. My plan ______ (have to do with) self-improvement and physical health. First, I want to be more ______ (confident) in English. I will ______ (stick to) reading English every morning and ______ (take up) writing English diaries. Second, I will exercise more to keep ______ (health). I will set mini-goals to ______ (achieve) this. Finally, I will ______ (write down) my plan and ask my parents to remind me. I believe if I plan ______ (wise), I will not ______ (fail) to finish my plan. 设计意图：情境对话和短文填空属于综合性练习，能让学生在真实的语境中灵活运用本节课所学的词汇和短语，提升语言综合运用能力。情境对话培养学生的合作意识和口语表达能力，短文填空则培养学生的阅读理解和书面表达能力，同时引导学生梳理规划的逻辑，培养思维品质；整个练习过程，让学生感受到词汇的实用价值，提升自主学习的积极性。 （四）文本衔接：词汇融入，深化理解 1. 回顾课文：引导学生回顾Section B的课文内容，教师提问：“What is a resolution? What kinds of resolutions are there in the text? How can we make our resolutions work?” 让学生用本节课所学的词汇和短语回答，如“A resolution is a promise that we make to ourselves. Some resolutions are about physical health, some have to do with self-improvement. We should plan wisely and set mini-goals.” 2. 词汇梳理：结合课文，让学生找出课文中运用本节课所学词汇和短语的句子，如“Some resolutions have to do with self-improvement.”“To make your resolutions work, you need to plan them wisely.”“Try to set mini-goals to help you achieve your resolution.” 引导学生分析词汇和短语在课文中的用法，进一步深化理解。 3. 文本拓展：让学生结合课文内容，补充自己的规划，用本节课所学的词汇和短语，完善课文中“如何坚持决心”的建议，如“In addition to writing down resolutions, we can talk about them with our friends. We should be confident and not give up easily. If we fail, we can try again.” 设计意图：将词汇学习与课文内容衔接起来，让学生感受到词汇在语篇中的运用，避免词汇学习与语篇脱节，深化学生对词汇和课文的理解。同时，引导学生补充建议，培养学生的逻辑思维和语言表达能力，落实语言能力和思维品质的培养；结合课文内容，让学生进一步理解“规划”的意义，渗透文化意识，引导学生树立合理的规划意识。 （五）总结升华：梳理回顾，情感渗透 1. 词汇回顾：教师引导学生共同梳理本节课所学的核心词汇、词形变换和短语，通过提问的方式，让学生主动回忆，如“Who can tell me the word for ‘健康’? What’s its adjective form? What’s the meaning of ‘stick to’?” 帮助学生构建词汇体系，巩固所学知识。 2. 能力总结：教师总结：“Today we have mastered many new words and phrases. We can use them to talk about our plans and resolutions. We also learned how to use these words correctly in sentences and dialogues.” 强调词汇运用的重要性，鼓励学生在日常生活中主动运用所学词汇。 3. 情感升华：结合“规划自我”的主题，引导学生思考：“Why do we need to make plans? How can we keep our plans?” 让学生自由发言，教师总结：“Making plans can help us achieve our goals and improve ourselves. We should be wise to plan, confident to try, and stick to our plans. Remember, no pain, no gain.” 引导学生树立正确的规划意识，培养坚持不懈的品质，同时渗透中国传统“凡事预则立，不预则废”的规划思想，培养文化自信。 设计意图：梳理回顾环节，帮助学生巩固本节课所学知识，构建词汇体系，培养学生的归纳总结能力，落实学习能力的培养。情感升华环节，结合主题引导学生思考规划的意义，培养学生的责任意识和坚持不懈的品质，同时渗透文化意识，实现核心素养的全面落地；让学生感受到英语学习与生活的紧密联系，激发学生的学习兴趣和自主学习的积极性。 （六）作业布置：分层作业，巩固提升 1. 基础作业：抄写本节课所学的核心词汇（每个单词抄写5遍，标注词性和中文含义）、短语（每个短语抄写3遍，搭配1个简单例句）；完成词形变换练习题（10道），巩固词汇基础。 2. 提升作业：用本节课所学的词汇和短语，写一篇80词左右的短文，题目为“My Plan for This Term”，要求包含规划的方向、具体行动和决心，语言规范、流畅。 3. 拓展作业：小组合作，制作一份“规划海报”，用英语标注规划的内容，运用本节课所学的词汇和短语，下节课进行展示；同时，和家人用英语谈论自己的规划，锻炼口语表达能力。 设计意图：分层作业兼顾不同层次学生的需求，基础作业帮助学生巩固词汇和短语，提升作业帮助学生提升书面表达能力，拓展作业则培养学生的合作意识、实践能力和口语表达能力，实现“学用结合”。同时，让学生在完成作业的过程中，进一步巩固所学知识，提升语言运用能力，落实核心素养的培养；结合家庭互动，让英语学习延伸到生活中，提升学生的学习兴趣。 板书设计 Unit 6 Plan for Yourself Section B Vocabulary in Use 一、核心词汇（词形变换） 1. health (n. 健康) → healthy (adj. 健康的) → healthily (adv. 健康地) 2. confident (adj. 自信的) → confidence (n. 信心) 3. able (adj. 能够的) → ability (n. 能力) → unable (adj. 不能的) 4. wise (adj. 明智的) → wisely (adv. 明智地) → wisdom (n. 智慧) 5. possible (adj. 可能的) → impossible (adj. 不可能的) → possibility (n. 可能性) 6. achieve (v. 达到) → achievement (n. 成就) 7. fail (v. 失败) → failure (n. 失败) 8. final (adj. 最后的) → finally (adv. 最后) 9. introduce (v. 介绍) → introduction (n. 介绍) 10. stick (v. 粘贴；坚持) → stuck (过去式/过去分词) 11. form (v. 形成；n. 形式) 12. miss (v. 想念；错过) 13. physical (adj. 身体的) 14. self-improvement (n. 自我提升) 二、核心短语 1. stick to sth. 坚持某事 2. have to do with... 与……有关 3. set mini-goals 设定小目标 4. make resolutions 制定决心 5. write down 写下 6. take up 开始从事 7. be tired of 对……感到厌倦 8. last but not least 最后但同等重要的 三、重点句型 1. A resolution is a promise that you make to yourself. 2. Some resolutions are about...; some have to do with...; and some... 3. To make your resolutions work, you need to plan them wisely. 4. Don’t set a goal that is too difficult or too much for you. 四、规划建议 1. Plan wisely. 2. Set mini-goals. 3. Write down resolutions. 4. Talk with family/friends. 5. Stick to your plan. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $