Unit 6 Section A (1a～Pronunciation) 教学设计2026-2027学年人教版英语八年级上册

该初中英语教学设计聚焦职业词汇积累、want to be/be going to句式运用及辅音音素/θ/、/ð/等与功能词弱读，通过“看图分享”学生周计划导入，关联已学一般将来时，搭建从日常计划到职业规划的学习支架。 特色在于任务型与PWP教学法结合，1a小组讨论职业兴趣、1c听力匹配信息培养逻辑思维（思维品质），语音环节借助弱读规则表和角色扮演评价提升发音准确性（语言能力）。作业用思维导图梳理词汇助系统积累，教师可直接使用评价标准与活动设计，提升课堂效率。

Unit 6 Section A (1a~Pronunciation) 教案 —— Plan for Yourself (人教版八年级上册 2026-2027学年) 课题 Unit 6 Section A (1a~Pronunciation) 学科 英语 年级 八年级上册 教材版本 人教版（2024） 课时 1课时 课型 听说与语音课 教学方法 任务型教学法、PWP教学法、情境教学法 教学用具 多媒体课件、教材、录音 学情分析 八年级学生已掌握部分职业词汇和一般将来时基本结构，但对be going to句式的综合运用仍需练习。学生对语音弱读和辅音音素/θ/、/ð/等的准确发音有一定困难，需要通过跟读模仿来提升。本课话题贴近学生生活，有利于激发学习兴趣和表达欲望。 教学目标 语言能力：能识别和积累常见职业的英文名称，听辨对话中不同人物谈及的理想职业及打算，使用want to be和be going to句式谈论理想职业及计划。文化意识：了解不同职业的价值和意义，树立正确的职业观。思维品质：通过分析对话中人物的理想职业和行动计划，培养逻辑思维和规划意识。学习能力：能听辨并正确朗读辅音音素和弱读音，在朗读和口头交流中做到语流流畅、轻重得当。 教学重难点 重点：掌握常见职业词汇，使用want to be和be going to句式谈论理想职业及实现计划。难点：准确朗读辅音音素/θ/、/ð/等及功能词的弱读音，在语流中做到轻重得当。 一、教学过程 Step 1 Warm-up（情景导入）（3~5 min） Look and Share 看图分享 【教师活动】T: Look at the photo. What can you see in the picture? What do you think the student is doing? When do you make a plan? 【学生活动】Ss: I can see a student writing a 'Weekly Plan'. I think the student is planning his week. I usually make a plan at the beginning of a new term or a new year. Look and share 看图分享 Section A Introduction 板块导入 【教师活动】T: Now let's enter Section A. The guiding question for this section is: When do we make plans? Think about this question as we go through the lesson. Section A 板块导入 【过渡语】让我们开始认识各种职业的英文名称。 Step 2 Presentation（知识呈现）（10~15 min） Look and Say 认识职业 【教师活动】T: Look at the picture. What do the people do in the picture? Can you name the jobs? Let's see how many jobs you can identify. 【学生活动】Ss: I can see a cook/chef, a doctor/nurse, a worker, a manager/businessman, a painter, a teacher, and a waiter. 常见职业词汇：cook/chef 厨师；doctor/nurse 医生/护士；worker 工人；manager/businessman 经理/商人；painter 画家；teacher 教师；waiter 服务员 Look and say 认识常见职业 More Jobs 更多职业 【教师活动】T: Can you name more jobs? Here are some new ones for you. Let's learn these words together. 【学生活动】Ss: engineer 工程师；技师；fashion 时装业；时尚；designer 设计师；director 导演；主任；董事；fireman 消防队员 新职业词汇：engineer /ˌendʒɪˈnɪə(r)/ n. 工程师；技师；fashion /ˈfæʃn/ n. 时装业；时尚；designer /dɪˈzaɪnə(r)/ n. 设计师；director /dəˈrektə(r)/ n. 导演；主任；董事；fireman /ˈfaɪəmən/ n. 消防队员 More jobs 更多职业词汇 【理解要点】职业词汇的构词法 1. -er/-or 后缀表示“做某事的人”：teach → teacher, design → designer, direct → director 2. 复合词：fire + man = fireman（消防员），business + man = businessman（商人） 3. cook 和 chef 都表示“厨师”，但 chef 更强调“主厨、大厨” 【知识点】职业词汇积累：cook/chef, doctor/nurse, worker, manager/businessman, painter, teacher, waiter, engineer, fashion, designer, director, fireman Job Descriptions 描述职业 【教师活动】T: What do you think of these jobs? Which ones do you think are interesting? Use adjectives to describe the jobs. 【学生活动】Ss: I think being a fireman is dangerous but helpful. Being a designer is creative. Being a teacher is interesting and helpful. Being a worker is tiring but important. 描述职业的形容词：interesting 有趣的；creative 有创造力的；helpful 有益的；dangerous 危险的；difficult 困难的；tiring 累人的 Job descriptions 描述职业特点 【过渡语】认识了各种职业后，让我们列出自己知道的所有职业并进行讨论。 1a List all the jobs you know and discuss what jobs interest you. 【教师活动】T: Now work in pairs. List all the jobs you know and discuss what jobs interest you. Use the sample dialogue to help you. Sample dialogue: A: Do you want to be a teacher / ...? Why? B: Yes. / No. Because ... A: What jobs interest you? B: ... 1a 列出职业并讨论 【学生活动】Ss: Students work in pairs, list jobs they know, and discuss which jobs interest them using the sample dialogue. 1b Listen to the conversations. Circle the three jobs you hear. 【教师活动】T: Now listen to the conversations and circle the three jobs you hear in 1a. Pay attention to the job names mentioned in the conversations. 【学生活动】Ss: Students listen carefully and circle the three jobs: fireman, IT engineer, fashion designer. 1b 听力圈画职业 【知识点】1b听力答案：fireman（消防员）, IT engineer（IT工程师）, fashion designer（时装设计师） 1c Listen again and find out what each student is going to do. Match the names with the statements. 【教师活动】T: Listen again and match each name with the dream job and what he/she is going to do. Write your answers in the table. Name Dream / Future Job What he/she is going to do John fireman I'm going to exercise every day. Jason IT engineer I'm going to work hard at maths. And I'm going to read more books about IT and AI. Tina fashion designer I'm going to take art lessons and practise my drawing skills every day. 1c 听力匹配信息 【学生活动】Ss: Students listen again and match: John — fireman — exercise every day; Jason — IT engineer — work hard at maths and read more books about IT and AI; Tina — fashion designer — take art lessons and practise drawing skills every day. 【判断技巧】听力匹配策略 1. 听前预读表格，熟悉人名和职业词汇 2. 听时关注关键词：want to be, be going to, plan to 3. 注意区分不同人物的发言，抓住人名与职业的对应关系 4. 听后再听一遍，核对匹配是否准确 【过渡语】大家完成了听力匹配练习，现在让我们阅读对话原文，深入了解内容。 Step 3 Practice（操练巩固）（15~20 min） 1d Read and complete the sentences. 【教师活动】T: Now read the conversations and complete the sentences. Fill in the blanks according to what you hear. 1. A fireman needs to be ____________. 2. John wants to be a fireman because ____________. 3. A fashion designer should be good at ____________. 4. Jason wants to be an IT engineer. To do this job, you need to ____________. 【说明】课件勘误 课件1d填空部分将“IT engineer”归为John的志愿，写为“John wants to be an IT engineer”，但根据听力原文Conversation 2，想成为IT engineer的是Jason，而非John。John想成为的是fireman。正确内容应为：Jason wants to be an IT engineer. To do this job, you need to be good at maths and learn more about IT and AI. 教学中请以此为准。 1d 阅读填空 Conversation 1 对话一（Susan & John） 【教师活动】T: Let's read Conversation 1 between Susan and John. Pay attention to how John talks about his dream job and his plan. Susan: John, what do you want to be when you grow up? John: I want to be a fireman. Susan: Wow! But why? John: Well, my uncle is a firefighter. He is like a hero to me. So I want to be just like him. Susan: So how are you going to become a fireman? John: I'm going to exercise every day, because a fireman needs to be strong. Susan: Yes, you need to be really fit. Conversation 1 Susan与John对话 Conversation 2 对话二（Jason & Tina） 【教师活动】T: Now let's read Conversation 2 between Jason and Tina. Notice how they talk about their future plans using 'be going to'. Jason: Tina, what do you want to be when you grow up? Tina: I want to be a fashion designer. Jason: Cool! How are you going to do that? Tina: I'm going to take art lessons and practise my drawing skills every day. Jason: That sounds great! Tina: What about you, Jason? What do you want to be when you're older? Jason: I want to be an IT engineer. Tina: Nice! How do you plan to do that? Jason: I'm going to work hard at maths. And I'm also going to read more books about IT and AI. Conversation 2 Jason与Tina对话 1d Answers 填空答案 【教师活动】T: Now let's check the answers for 1d. Please correct your answers if needed. 1. A fireman needs to be strong. 2. John wants to be a fireman because his uncle is a firefighter, John respects him, and wants to be like him. 3. A fashion designer should be good at drawing. 4. To do this job (IT engineer), you need to be good at maths, and learn more about IT and AI. 【学生活动】Ss: Students check their answers and correct mistakes. 【过渡语】核对完答案，让我们总结谈论理想职业的有用表达。 Let's Summarize 有用表达总结 【教师活动】T: Let's summarize the useful expressions for talking about future and dream jobs. These expressions will help you talk about your own plans. 一、询问对方未来的理想工作及回复： — What do you want to be when you grow up / are older? — I want to be a/an ... 二、询问实现理想的方式及回复： — How are you going to do that? / How do you plan to do that? — I'm going to ... Useful expressions 有用表达总结 【重点强调】be going to 结构 结构：主语 + be (am/is/are) + going to + 动词原形 用法：表示打算、计划做某事，或根据迹象推测将要发生的事 例：I'm going to exercise every day.（我打算每天锻炼。） 例：She is going to take art lessons.（她打算上美术课。） 注意：be动词随主语变化；going to 后面接动词原形 【知识点】核心句式：want to be + 职业（谈论理想职业）；be going to + 动词原形（谈论实现计划） Listen and Repeat 跟读模仿 【教师活动】T: Now listen and repeat the conversations. Pay attention to your pronunciation and intonation. Then role-play the conversations with your partner. 【学生活动】Ss: Students listen and repeat Conversation 1 and Conversation 2, then role-play in pairs. Conversation 1 跟读模仿 Conversation 2 跟读模仿 【过渡语】跟读练习完成后，让我们进入语音学习板块，关注功能词的弱读现象。 Pronunciation 2 Listen and repeat. Notice the weak forms. 【教师活动】T: Now let's focus on pronunciation. Listen and repeat the dialogue. Notice how the coloured words (function words) are pronounced — they are usually weakened. A: What do you want to be when you grow up? B: I want to be a fireman. A: How are you going to do that? B: I'm going to exercise every day, because a fireman needs to be strong. Pronunciation 2 弱读对话 Let's Learn 弱读规则学习 【教师活动】T: Generally, function words that serve a grammatical purpose are weakened in connected speech, such as articles, pronouns, auxiliaries, and prepositions. Also, 'want to' has the spoken reduced form 'wanna' /ˈwɒnə/, and 'going to' has the spoken reduced form 'gonna' /ˈɡɒnə/. 弱读说明：一般来说起辅助作用的语法功能词会弱读，如冠词、人称代词、助动词、介词等。另外，want to 的口语缩略形式是 wanna，读为 /ˈwɒnə/；going to 的口语缩略形式是 gonna，读为 /ˈɡɒnə/。 词类 单词 弱读音 介词 at, for, of, to, from, as /ət/, /fə(r)/, /əv/, /tə/, /frəm/, /əz/ 冠词 a, an, the /ə/, /ən/, /ðə/ 连词 and, but /ənd/, /bət/ 代词 you, us, them, her, his /jə/, /əs/, /ðəm/, /hə(r)/, /ɪz/ 助动词 am, are, have, has, do, does, would, can, could, should, must /əm/, /ə/, /həv/, /həz/, /də/, /dəz/, /wəd/, /kən/, /kəd/, /ʃəd/, /məst/ 【知识拓展】口语缩略形式 wanna 与 gonna want to → wanna /ˈwɒnə/：I wanna be a fireman.（我想当消防员。） going to → gonna /ˈɡɒnə/：I'm gonna exercise every day.（我打算每天锻炼。） 注意：wanna 和 gonna 主要用于非正式口语，书面语中仍使用 want to 和 going to。 弱读规则学习 【知识点】弱读规则：功能词在语流中弱读，元音通常弱化为 /ə/；wanna = want to /ˈwɒnə/，gonna = going to /ˈɡɒnə/ Role-play 角色扮演练习发音 【教师活动】T: Now role-play the dialogue with your partner. Pay attention to the weak forms of function words when you speak. 【学生活动】Ss: Students role-play the dialogue in pairs, paying attention to weak forms. Role-play 角色扮演练习发音 Pronunciation 1 Listen and repeat. 辅音音素 【教师活动】T: Now let's learn the consonant sounds. Listen and repeat. Pay attention to how each sound is pronounced and which letter combinations make these sounds. 音素 字母/字母组合 例词 /h/ h, wh habit, human, who, hot, whose /w/ w, wh want, week, what, word, where /θ/ th think, earth, maths, thank /ð/ th than, though, father, this /k/ c, k, ck actor, cook, luck, cat, book /kw/ qu quiet, queen, question, quick /ʃ/ s, sh sugar, share, fashion, sure, fish /ʒ/ s usually, pleasure, television, leisure 【易错提示】/θ/ 与 /ð/ 的发音区别 /θ/ 清辅音：舌尖放在上下齿之间，轻轻咬住，气流通过，声带不振动 例：think, earth, maths, thank /ð/ 浊辅音：发音部位同/θ/，但声带振动 例：than, though, father, this 注意：th 字母组合可以发 /θ/ 或 /ð/，需要逐词记忆 Pronunciation 1 辅音音素表 【学生活动】Ss: Students listen and repeat the consonant sounds and example words, paying attention to the difference between /θ/ and /ð/. 【知识点】8个辅音音素：/h/, /w/, /θ/, /ð/, /k/, /kw/, /ʃ/, /ʒ/；注意 th 可发 /θ/ 或 /ð/，qu 发 /kw/ 【过渡语】语音练习完成后，让我们进入输出环节，进行角色扮演评价和自由表达。 Step 4 Production（拓展输出）（5~8 min） Role-play Evaluation 角色扮演评价 【教师活动】T: Now let's evaluate your role-play performance. Work in pairs and evaluate each other according to the following criteria. 评价维度 分值 评价标准 语音语调 10分 发音准确，语调自然，注意弱读和连读，语流流畅。 内容呈现 10分 对话内容完整，信息准确，能正确使用want to be和be going to句式。 合作表现 10分 配合默契，表情自然，声音洪亮，有肢体语言辅助表达。 角色扮演评价标准 【学生活动】Ss: Students perform role-play in pairs and evaluate each other based on the three criteria: pronunciation and intonation, content presentation, and cooperation. Talk about the jobs 谈论理想职业 【教师活动】T: Now talk about the jobs that John, Jason, and Tina want to do. Use the expressions we learned: 'want to be' and 'be going to'. 【学生活动】Ss: John wants to be a fireman. He is going to exercise every day because a fireman needs to be strong. Jason wants to be an IT engineer. He is going to work hard at maths and read more books about IT and AI. Tina wants to be a fashion designer. She is going to take art lessons and practise her drawing skills every day. 谈论三人理想职业 Free Talk 自由表达 【教师活动】T: Now it's your turn. What do you want to be when you grow up? How are you going to do that? Share your dream job and your plan with your partner. 【学生活动】Ss: I want to be a doctor when I grow up. I'm going to study hard and read more books about medicine. I want to be a teacher. I'm going to practise my communication skills and learn how to explain things clearly. Free talk 自由表达 【过渡语】大家分享了自己的理想职业和计划，现在让我们总结本课所学。 Step 5 Summary & Homework（总结与作业）（2~3 min） 课堂总结 【教师活动】T: Let's summarize what we have learned today. What words did we learn? What can you do now? 通过本课的学习，我能够: 1. 准确认读并运用本课单词: yourself, yourselves, engineer, fashion, designer, director, musician, fireman, AI 2. 通过观察图片识别和积累常见职业的英文名称；能听辨出对话中不同人物谈及的理想职业以及他们的打算。 3. 结合对话语境理解be going to结构所表达的意义；能使用want to be、be going to句式谈论听力对话中不同人物的理想职业以及为实现目标而做出的计划。 4. 能听辨并正确朗读辅音音素（/h/、/w/、/θ/、/ð/、/k/、/kw/、/ʃ/、/ʒ/）以及带有这些音素的常见词汇；能掌握常见功能词的弱读音，并在朗读和口头交流过程中做到语流流畅，轻重得当。 【学生活动】Ss: We learned job words: engineer, fashion, designer, director, fireman, etc. We can use 'want to be' and 'be going to' to talk about dream jobs and plans. We learned 8 consonant sounds and weak forms of function words. 【知识点】本课核心：职业词汇 + want to be / be going to 句式 + 8个辅音音素 + 功能词弱读 Homework 作业布置 【教师活动】T: Here is your homework for today: 1. 听录音，跟读模仿本课听力文本的1b和听力2对话。 2. 借助思维导图，梳理汇总表示职业的词汇，不少于15个。 Homework 作业布置 二、板书设计（三栏式） Key Vocabulary（重点词汇） Grammar Focus（语法聚焦） Useful Expressions（重点句式） 1. engineer n. 工程师 2. fashion n. 时装业；时尚 3. designer n. 设计师 4. director n. 导演 5. fireman n. 消防队员 6. AI 人工智能 want to be + 职业 例：I want to be a fireman. be going to + 动词原形 例：I'm going to exercise every day. He is going to work hard at maths. — What do you want to be when you grow up? — I want to be a/an ... — How are you going to do that? — I'm going to ... 7. cook/chef 厨师 8. doctor/nurse 医生/护士 9. worker 工人 10. painter 画家 11. teacher 教师 12. waiter 服务员 辅音音素： /h/ /w/ /θ/ /ð/ /k/ /kw/ /ʃ/ /ʒ/ 弱读： at /ət/, to /tə/, a /ə/ you /jə/, do /də/ wanna, gonna 描述职业的形容词： interesting, creative, helpful, dangerous, difficult, tiring A fireman needs to be strong. A fashion designer should be good at drawing. Unit 6 Section A (1a~Pronunciation) Plan for Yourself —— 谈论理想职业与未来计划 学科网（北京）股份有限公司 $