Unit 1 Grammar in Use 教学设计 2026-2027学年英语仁爱科普版八年级上册

该初中英语教学设计聚焦职业后缀-er/-or/-ian/-ist构词法及will/be going to表未来规划，通过图片与句子引导学生圈画加粗词，感知后缀与原词形变关系，搭建从具体实例到构词规律的学习支架，梳理语法知识脉络。 此资料特色在于融合核心素养，语篇阅读中圈画职业与理由培养思维品质，双人对话练习提升语言能力。采用“感知-归纳-运用”教学法，分层作业满足不同需求，助力学生掌握语法，教师教学更高效。

Unit 1 My Dream Job Grammar in Use 教学设计（第三课时·语法课） 2026—2027学年　仁爱科普版（2024）英语八年级上册 课　　题 My Dream Job（Unit 1 My Dream Job Grammar in Use） 课　　型 语法课（Grammar in Use） 课　　时 第三课时（45分钟） 授课年级 八年级上册 核心素养目标 语言能力 掌握职业后缀 -er/-or/-ian/-ist 构词法，会用 will/be going to 谈论理想职业与未来规划。 学习能力 利用后缀规律自主记词，主动开展双人口语交际。 思维品质 辨析 will 与 be going to 用法，梳理文本中的职业与追梦缘由。 文化意识 感受不同职业的社会价值，树立积极正向的职业理想。 教学重难点 教学重点：①掌握 -er/-or/-ist/-ian 后缀构成职业名词的规则②熟练运用一般将来时 will/be going to 表达未来规划 教学难点：①区分 will 与 be going to 的使用场景，避免混用②结合将来时完整口头、书面介绍自身理想职业 教学过程 教学环节 师生活动 活动观层次 评价要点 Step 1 感知引入 读句圈画 (4’) ①Look at the pictures and read the sentences, pay attention to the words in bold：My grandpa works on a farm. He is a farmer. / My brother likes acting. He wants to be an actor. / My aunt works carefully in the library. She is a librarian. / My sister really likes playing the piano. She wants to be a pianist.；②引导学生观察加粗词与 farm/act/library/piano 的关系，初步感知后缀构词。 学习理解 感知与注意 能否说出加粗词与原词的形变关系（诊断性评价） Step 2 构词操练 后缀归纳 (6’) ①归纳：后缀 -er、-or、-ian 和 -ist 都用于构成描述人们职业或角色的名词——farm+er→farmer（农民）、act+or→actor（演员）、library→librarian（图书管理员）、piano→pianist（钢琴家）；②Make new words by adding suffixes（music、art、play、direct、dance + -er/-or/-ian/-ist），完成五句填空：Zhenzhen likes drawing, and she wants to be a(n) artist. / Wenbo is interested in tennis, and he likes to be a tennis player. / Ziwen began to learn dancing at the age of 5. Her dream job is a(n) dancer. / Jim likes watching movies and he dreams of becoming a(n) director one day. / Xuanxuan is good at music. She wants to be a(n) musician in the future. 学习理解 获取与梳理 五个后缀构词填空正确率 Step 3 语篇阅读 圈画梳理 (6’) ①看图认职业：teacher、explorer、taikonaut、doctor；②Read the text and circle the jobs, then underline the reasons：I want to be a teacher or a doctor. I enjoy teaching children, and I love making friends with them. I also hope to help people with their illness... My brother has a different idea. He wants to be an explorer. He is interested in mountains, rivers and forests on Earth, as well as stars in space. He is very curious about the secrets of nature.；③核对：职业 teacher/doctor/explorer，理由 enjoy teaching、love making friends、hope to help people with illness、interested in nature、curious about secrets。 学习理解 概括与整合 职业圈画与理由下划线完整性 Step 4 双人对话 理由表达 (5’) ①Discuss your dream job with your partner and explain the reasons；②参照范例：—What do you want to be in the future? —I want to be a musician. —Could you tell me the reason? —I love music. I enjoy playing the piano and sharing beautiful songs with people. —Sounds fantastic.；③请2—3组展示，要求「职业+理由」两层完整。 应用实践 内化与运用 对话是否含职业与至少一条理由 Step 5 语法聚焦 will 用法 (7’) ①读对话感知：We will have a class meeting tomorrow. / Will you share your opinion? / Of course. I will. / The rain won't last long.；②归纳一般将来时：表示将来某个时间将要发生的动作或存在的状态，也可表达打算、计划、预测、意愿；时间标志词 in the future、in future、in+时间段（in ten years）、tomorrow、next week；③will+动词原形适用场景：对未来客观预测、当下临时决定、表达意愿承诺；肯定句 He will be a taikonaut.；否定句 I won't give up my dream.；一般疑问句 Will you work hard for your dream? —Yes, I will. / No, I won't. 学习理解 概括与整合 will 三种句式的转换准确度 Step 6 语法聚焦 be going to 用法 (6’) ①适用场景：事先已经计划、打算好的事情（谈论理想职业首选）；根据现有迹象预判某事马上发生；②肯定句 She is going to be a musician.；否定句 They are not going to stop trying.；一般疑问句 Are you going to realize your dream? —Yes, I am. / No, I am not.；③结合 Step 5 对话 It is going to rain.（看云识雨、有迹象）强化「有迹象/有安排用 be going to」的判断依据。 学习理解 概括与整合 be going to 否定句与疑问句的转换准确度 Step 7 语篇运用 综合填空 (7’) ①Complete the table（答案：is going to / we aren't / are going to / will / won't）；②Read the text and fill in the blanks with will or be going to（必要时变换形式）：My cousin Zihan is 13 years old. She enjoys cooking and she is going to be a cook in the future. Next week, Zihan is going to take part in the Top Ten Young Cooks of the Year Competition. After that, she is going to write an interesting cook book for kids. She hopes to encourage kids to learn cooking. Her friends and family are very proud of her. They think Zihan's book will be a big success.；③点拨判断依据：学做饭→当厨师、下周参赛、之后出书均为既有规划→is going to；对书的预测→will。 应用实践 内化与运用 表格五空与语篇四空正确率 Step 8 巩固小结 分层作业 (4’) ①完成巩固检测并即时核对（见作业设计）；②课堂小结：后缀 -er/-or/-ian/-ist 构职业名词；will（预测·临时·意愿）与 be going to（计划·迹象）分工；③布置分层作业（见作业设计）。 迁移创新 批判与评价 巩固检测完成质量；两类将来时场景复述完整性 作业设计（分层） 【基础·必做】①背诵本单元核心短语与句型；②完成一般将来时（will & be going to）巩固练习；③完成“巩固检测一”。 巩固检测一　单项选择（选自本节课堂练习） 1. There ______ a lot of interesting activities in the park during the Spring Festival. 　　A. is going to have　　　B. is going to be　　　C. are going to have　　　D. are going to be 2. —Our school has organized so many activities. Which one do you like? 　　—The Empty Plates Movement. It makes every effort to _____ us to save food. 　　A. encourage　　　B. allow　　　C. make　　　D. consider 3. —There ______ an interesting movie tonight. 　　—Really? Exciting news! 　　A. is going to be　　　B. is going to have　　　C. will have 【提升·选做】完成“巩固检测二”。 巩固检测二　用方框中单词的正确形式填空（选自本节课堂练习） 备选词：art　piano　music　dance　secret 1. The girl can play the piano well and she wants to be a(n) _________. 2. My friend, Linda, and I always share __________ with each other. 3. Lili is good at music and she is going to be a(n) __________ in the future. 4. —Qi Baishi is good at painting and I want to be a(n) ________ like him. 　　—That's great! 5. —Will you choose to be a(n) __________? 　　—Of course, I like dancing very much. 【拓展·挑战】①选做：与同伴编一段关于理想职业的简短对话，正确使用 will 与 be going to 各至少一次。 巩固检测参考答案（供教师批阅） 一：1—3　D　A　A（1. activities 复数→are going to be；2. encourage sb. to do 鼓励我们节约食物；3. there be 句型将来时→is going to be） 二：1. pianist　2. secrets　3. musician　4. artist　5. dancer 拓展任务评价要点：对话须自然呈现两类将来时，理由表达完整。 板书设计 Unit 1 My Dream Job — Grammar in Use Suffixes: farm+er=farmer / act+or=actor / library→librarian / piano→pianist will + 动词原形：预测 / 临时决定 / 意愿承诺（won't） be going to + 动词原形：事先计划 / 有迹象（am/is/are going to） 教学评价与反思 1. 目标—评价对应（教-学-评一体化）： 素养目标 课堂评价任务与证据 语言能力目标 构词填空五空正确率；表格与语篇将来时填空成绩；对话句式准确性 学习能力目标 后缀规律迁移记词的表现；双人交际的主动性 思维品质目标 will 与 be going to 的场景辨析质量；语篇判断依据的表述 文化意识目标 对教师、医生、探险家等职业社会价值的认同表达 2. 预设反思点： ①后缀规律是否由学生自主归纳而非直接告知；②将来时辨析是否先场景后规则；③there be 句型将来时（are going to be）的易错点是否提前预警；④语篇填空是否引导学生说出判断依据。 学科网（北京）股份有限公司 $