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

Unit 6 Plan for Yourself Section A (1a-1d+Pronunciation) 教学设计（第一课时·听说课） 2026—2027学年　人教版（2024）英语八年级上册 课　　题 Plan for Yourself!（Unit 6 Section A 1a-1d+Pronunciation） 课　　型 听说课（Listening & Speaking） 课　　时 第1课时（45分钟） 授课年级 八年级上册 核心素养目标 素养维度 目标描述 语言能力 掌握 yourself, engineer, fashion, designer, director, musician, fireman, AI 等词汇（课本 p.52）与职业名词后缀 -er/-r/-ist/-or/-ian/-ress/-man 的构词规律；能听懂关于梦想职业的两段对话，圈出所听职业、将人物与计划连线并完成填空；能用 What do you want to be when you grow up? / How are you going to do that? 问答梦想职业与实现计划；掌握 /h/ /w/ /θ/ /ð/ /k/ /kw/ /ʃ/ /ʒ/ 的发音，初步感知连读（do you /duːjuː/、want to /ˈwɒnə/、going to /ˈɡənə/）与弱读规律。 学习能力 听前读题预测可能出现的职业词汇，建立听音预期；听中边听边记、依据句意定位填空答案；借助例词自主归纳字母与字母组合的发音规律，并模仿语流中的连读与弱读。 思维品质 将职业名词按后缀归类梳理，建立构词法思维；由职业推断所需素质（a fireman needs to be strong and fit），建立“职业—素质—行动”的关联。 文化意识 了解 AI（artificial intelligence 人工智能）与 IT（information technology 信息技术）等科技缩略语，感受科技时代职业的多元；体会 A great dream + A good plan + Never give up → Dreams come true 的追梦精神（Where there is a will, there is a way! 有志者事竟成。）。 教学重难点 教学重点：①1b 圈出所听职业、1c 将人物与计划连线（课本 p.52）；②句型 What do you want to be when you grow up? / How are you going to do that? 及 be going to 表计划的初步感知；③职业名词后缀构词规律；④/h/ /w/ /θ/ /ð/ /k/ /kw/ /ʃ/ /ʒ/ 与连读、弱读（课本 p.53）。 教学难点：①1c 中五个计划与三位人物的准确对应；②when 引导的时间状语从句中“主将从现”的初步感知；③连读与弱读在实际语流中的听辨与模仿。 教学过程 教学环节 师生活动 活动观层次 评价要点 Step 1 歌曲热身 职业导入 (4’) ①观看歌曲视频 Be What You Wanna Be，补全歌词——Doctor, actor, lawyer or a singer. / Policeman, firefighter or a postman.；②What jobs are mentioned（提到）in the song? —Doctor, actor, lawyer, singer, policeman, firefighter, postman.；③点题：Today we are going to talk about our dream jobs. What do you want to be when you grow up? —I want to be… when I grow up. 学习理解 感知与注意 职业词汇复现广度（诊断性评价） Step 2 Work on 1a 职业认读 (4’) ①Look at the pictures. Do you think these jobs are interesting?（p.52）——IT engineer（n. 工程师；技师）/ fashion designer（n. 设计师）/ film director（n. 导演；主任；董事）/ musician（n. 音乐家；乐师）/ fireman（n. 消防队员）/ teacher；②List all the jobs you know and discuss what jobs interest you.（p.52）——补充：basketball player, dancer, pianist, police officer, violinist, scientist, singer, painter, doctor, cook, nurse, astronaut；③Talk：I want to be a musician. Because I'm good at singing and dancing. 学习理解 获取与梳理 认读准确度与个人观点表达 Step 3 后缀规律 归类归纳 (3’) ①After reading the words of jobs, can you find any rules?；②归纳——-er：singer, lawyer, teacher, player, engineer, designer, painter, firefighter；-r：driver, dancer, officer；-ist：pianist, violinist, scientist, dentist；-or：actor, doctor, director；-ian：musician, magician；-ress：actress, waitress；-man：policeman, postman, fireman。 学习理解 比较与归纳 后缀归类正确率 Step 4 Work on 1b 听音圈职业 (4’) ①John、Tina、Jason 三位同学也想分享他们的梦想职业；②Listen to the conversations. Circle in 1a the three jobs you hear.（p.52）——答案：fireman, IT engineer, fashion designer；③文化小贴士：AI=artificial intelligence 人工智能；IT=information technology 信息技术。 学习理解 获取与梳理 1b 圈词正确率 Step 5 Work on 1c 连线计划 (5’) ①How are they going to realize their dreams? Listen again and find out what each student is going to do. Match the names with the statements.——1. I'm going to exercise every day.→John；2. I'm going to work hard at maths.→Jason；3. I'm going to take art lessons.→Tina；4. I'm going to practise my drawing skills every day.→Tina；5. I'm going to read more books about IT and AI.→Jason；②点拨：“be going to+动词原形”表示将要发生的动作或安排，或打算、计划、决定要做的事。 学习理解 获取与梳理 1c 连线正确率（对应语言能力目标） Step 6 填空精听 原文核对 (8’) ①Conversation 1 填空核对——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.；②Conversation 2 填空核对——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.；③对话功能标注：To ask about dream jobs（What do you want to be…?）/ To ask about plans（How are you going to do that? / How do you plan to do that?）。 学习理解→应用实践 内化与运用 填空正确率与功能句识别 Step 7 读后思考 人物品质 (4’) ①Q1 Why does John want to be a fireman? —Because his uncle is a firefighter and is like a hero to him.；②Q2 What qualities（素质）does a fireman need? —A fireman needs to be strong and fit.；③Q3 What qualities and skills does a fashion designer need? —A fashion designer should be good at drawing.；④Q4 Why is Jason going to work hard at maths? —Because Jason wants to be an IT engineer. To do this job, you need to be good at maths and learn about IT and AI。 学习理解→应用实践 分析与判断 四问回答的依据意识（对应思维品质目标） Step 8 Work on 1d 复述输出 (7’) ①Talk about the jobs that John, Jason, and Tina want to do.（p.52）——范例：What does John want to be when he grows up? He wants to be a fireman. How is he going to realize his dream? He is going to exercise every day. / What does Jason want to be when he grows up? He wants to be an IT engineer. He is going to work hard at maths and read more books about IT and AI. / What does Tina want to be when she grows up? She wants to be a fashion designer. She is going to take art lessons and practise her drawing skills every day.；②Group work 小组调查——A: What do you want to be…? B: I want to be… A: How are you going to…? B: I'm going to…；③Discuss & Share：What's your dream job? How will you do to achieve this job? —study hard / practice more / work harder / improve yourself / learn new knowledge / make a good plan and do it… 应用实践 内化与运用 复述中职业与计划的完整表达（表现性评价） Step 9 语言点拨 (3’) ①What does John want to be when he grows up? 约翰长大以后想做什么？——when 此处用作连词，意为“当……时”，引导时间状语从句；主句是一般将来时，从句要用一般现在时表示将来（主将从现）；②want to be“想成为”（后接职业、身份等名词，I want to be a fireman in the future.）；grow up“长大”（不及物动词短语，主语为人）；③So how are you going to become a fireman?——be going to do sth. 表示计划、打算或意图，用于描述主语事先经过考虑的、即将发生的动作（I am going to study abroad next year.）；也可表示预测（基于现有证据，根据迹象或事实推断未来会发生的事）。 学习理解 概括与整合 语言点笔记质量 Step 10 语音聚焦 总结作业 (3’) ①Pronunciation 1：Listen and repeat. Add one more word to each group.（p.53）——/h/（h, wh：habit, human, who；whole）、/w/（w, wh：want, week, what；wing）、/θ/（th：think, earth, maths；three）、/ð/（th：than, though, father；brother）、/k/（c, k, ck：actor, cook, luck；cat）、/kw/（qu：quiet, queen, question；quick）、/ʃ/（s, sh：sugar, share, fashion；shoe）、/ʒ/（s：usually, pleasure, television；treasure）；②Pronunciation 2：连读与弱读——What do you want to be when you grow up? I want to be a fireman.；“do you”读作/duːjuː/（结尾辅音与半元音/j/自然衔接）；“want to”口语中弱读连读为/wɒntə/，缩略形式 wanna 读作/ˈwɒnə/；“going to”弱读连读为/ˈɡəʊɪŋtə/，缩略形式 gonna 读作/ˈɡənə/；弱读规律：功能词的元音一般弱化为/ə/；③情感升华：A great dream+A good plan+Never give up→Dreams come true. Where there is a will, there is a way!；④布置分层作业。 迁移创新 概括与整合 音素补词与连读模仿质量（对应学习能力目标） 作业设计（分层） 【基础·必做】反复阅读 1b 的听力原文，注意重点单词和句型（依据教材基础作业）；完成“巩固检测一”。 巩固检测一　根据汉语意思完成句子，每空一词（课堂原题） 1. 你打算怎样成为一名演员？How ____ you ______ __ ____ an actor? 2. 你妹妹将来想做什么？What does your sister _____ __ ___ in the future? 3. 她打算努力学习数学。She __ ______ __ study maths ____. 【提升·选做】写一段关于你理想职业的文字，要点包括你将如何实现它的计划（依据教材提升作业）。 巩固检测二　理想职业小语篇（依据教材提升作业） 以 My Dream Job 为题写一段话，说明你想从事的职业以及用 be going to 表达的实现计划（不少于 5 句）。 【拓展·挑战】网上查询一位从事你梦想职业的知名人物，写一段话（至少 5 句）介绍他/她是如何成功的（依据教材拓展作业）。 巩固检测三　名人追梦介绍（依据教材拓展作业） 介绍一位从事你梦想职业的知名人物，写清他/她的职业、为之付出的努力与成功经验，至少 5 句。 巩固检测参考答案（供教师批阅） 一：1. are; going to be（be going to 的一般疑问语序用 are）　2. want; to be（want to be 想成为）　3. is; going; to; hard（study maths hard 努力学习数学） 二：示例—I want to be a doctor. I am going to study hard at biology. I am going to read more books about medicine. I am going to exercise every day to keep fit. I am going to enter a medical university.（答案不唯一） 三：按内容真实性与语言准确性评价，不设唯一答案。 板书设计 Unit 6 Plan for Yourself! — Dream Jobs 句式: What do you want to be when you grow up? I want to be… / How are you going to do that? I'm going to…（be going to 表计划打算） 人物: John—fireman（exercise every day） Jason—IT engineer（maths; IT & AI books） Tina—fashion designer（art lessons; drawing skills） 后缀: -er singer · -r driver · -ist pianist · -or actor -ian musician · -ress actress · -man fireman 语音: /h/ /w/ /θ/ /ð/ /k/ /kw/ /ʃ/ /ʒ/ 连读 do you /duːjuː/ wanna /ˈwɒnə/ gonna /ˈɡənə/ 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 1b/1c 完成正确率；1d 复述质量；巩固检测一完成质量 学习能力目标 听前预测与边听边记策略的执行；发音规律的自主归纳 思维品质目标 职业后缀归类的准确度；职业—素质关联的推断质量 文化意识目标 对 AI/IT 缩略语的了解；对“有志者事竟成”追梦精神的认同表达 2. 预设反思点：①1c 是否要求学生先口头复述五个计划再连线；②主将从现是否只作感知、把系统学习留给后续课时；③wanna/gonna 是否说明使用场合（口语随意场合，正式书面语避免）；④调查活动是否要求每人记录一条同伴的梦想职业与计划。 学科网（北京）股份有限公司 $