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Unit 6 Plan for Yourself
科目 英语 年级 八年级 班级 授课时间
课堂 Unit 6 Plan for Yourself (第一课时：Section A 1a - 2d) 课型 听说课
教学目标 语言能力 Language Competence Students should be able to accurately read, spell, and understand key vocabulary such as "add", "cut up", "mix", "pour", "boil", "bake", etc. The accuracy rate of spelling and paraphrasing in the in - class vocabulary test should reach over 80%. Students should be proficient in using imperative sentences and adverbs of sequence (such as "first", "next", "then", "finally") to express cooking steps. The accuracy rate of using these sentence patterns in in - class conversations and exercises should reach over 75%. Students should correctly use the learned vocabulary and sentence patterns to describe the cooking process of simple foods, improving the accuracy and fluency of their language expression
文化品格 Cultural Awareness By discussing different occupations, guide students to understand the value and significance of various occupations in society, and cultivate students' respect and understanding for different occupations. Let students realize the relationship between career choices and personal interests, abilities, and social needs, and help students establish a correct view of careers.
思维品质 Thinking Quality By thinking about and discussing their career dreams, cultivate students' self - awareness and logical thinking ability, and teach them to express their ideas in an organized way. In exchanges and sharing, encourage students to think independently and respect different opinions of others, exercising their critical thinking.
学习能力 Learning Ability Cultivate students' ability to obtain key information through listening. The accuracy rate of capturing key information in listening exercises should reach over 70%. Guide students to actively participate in classroom activities, learn to cooperate in groups, and improve their autonomous learning ability. They should be able to review and consolidate the learned content after class on their own.
教学重点 Learning and application of key vocabulary, including mastering the spelling, pronunciation, and basic meanings of words. The formation and usage of the "be going to" structure. Students should be able to use this structure proficiently to express future plans and intentions.
教学难度 Distinguish the differences between the "be going to" structure and other expressions of the future tense, and use the "be going to" structure accurately. In real - life communication, guide students to use the learned knowledge naturally and fluently to express their real career dreams and plans, avoiding mechanical application of sentence patterns.
教具准备 Multimedia equipment, PPT courseware, word cards, pictures or video materials related to occupations
教学内容及过程 教学方法及手段
Step 1 Greeting and Lead - in (5 minutes) The teacher warmly greets the students and has a simple daily conversation, such as "How are you today What did you do last weekend " to create a relaxed classroom atmosphere. Show some pictures or video clips of people working in different occupations. Guide the students to observe and ask questions like "What can you see in the pictures/videos What are they doing Do you know what their jobs are " Encourage the students to express their observations in simple English to lead in the theme of this lesson - talking about dream jobs. Step 2 Vocabulary Learning (8 minutes) Use the PPT to display the vocabulary in 1a one by one, such as "engineer", "designer", "director", "musician", "fireman", "teacher", etc. Lead the students to read the words and correct their pronunciations. Help the students understand the meanings of the words by showing relevant pictures or videos of the working scenes of these occupations. For example, play a video of an engineer designing blueprints in the office to explain "engineer", and show pictures of a fashion show by a designer to explain "designer". Distribute word cards. Let the students work in pairs. One student shows the card, and the other reads the word and says its meaning. Then they switch roles. The teacher walks around the groups to check the students' practice and give timely guidance and help. Play a vocabulary game called "Guess the Occupation". The teacher describes the characteristics or job content of a certain occupation, and the students quickly guess the corresponding occupation word. Through this game, stimulate the students' learning interest and deepen their memory of the vocabulary. Step 3 Listening Practice (10 minutes) Let the students look at the pictures and vocabulary in 1a. The teacher says, "Now, let's listen to some conversations. Please listen carefully and circle the three jobs you hear in 1b." Play the recording of 1b, and the students listen and complete the task. After playing the recording, invite the students to share their answers. The teacher checks the answers and gives a simple explanation of the listening content to help the students understand the key information in the listening material. Play the recording of 1b again. Let the students listen and complete the task in 1c, matching the people with their corresponding plans. After playing, invite the students to share their answers, check and explain the answers to help the students understand the listening content. When explaining the answers, the listening text can be combined to help the students better understand the sentence structures and key information. Step 4 Oral Practice (7 minutes) The teacher makes a demonstration: "Let's talk about John's dream job. John wants to be a fireman. How is he going to do that He is going to exercise every day." Guide the students to observe the pictures and use the learned vocabulary and the "be going to" structure to describe the dream jobs and plans of John, Jason, and Tina. Let the students work in pairs. According to the pictures and vocabulary in 1a, they choose one of the characters and have a conversation practice, describing the character's dream job and the way to achieve it to each other. The teacher walks around the groups, encourages the students to speak actively, and corrects their grammar mistakes and pronunciation problems in time. Invite several pairs of students to show their conversations. The other students listen carefully and give evaluations. The evaluation content includes the accuracy of vocabulary usage, the correctness of sentence patterns, and the fluency of expression. The teacher summarizes and gives feedback on the students' performance, gives affirmation and encouragement, and also puts forward suggestions for improvement. Step 5 Pronunciation Practice (5 minutes) Play the pronunciation - practice audio and display the classification of phonetic symbols, such as /h/ (habit, human, etc.), /w/ (want, week, etc.). Let the students follow and imitate, paying attention to the mouth - shape and tongue - position of pronunciation. Play the audio again. The students follow the audio, and the teacher emphasizes the rhythm and intonation of the sentences. Invite individual students to imitate and read aloud. The teacher corrects and guides them to help the students master the correct pronunciation skills. Step 6 Listening and Oral Expansion (10 minutes) Play the recording of the conversation in 2a. Let the students listen and think about the questions: "What does Fu Xing want to be How is he going to achieve his dream " After playing the recording, invite the students to answer the questions. Play the recording again. The students follow the recording and imitate the pronunciation and intonation. Then let the students work in pairs and read the conversation in roles, paying attention to the pronunciation, intonation, and emotional expression. Invite several pairs of students to show their performance. The other students listen carefully and give evaluations. The teacher finally summarizes and gives feedback. Guide the students to pay attention to the use of the "be going to" structure in the conversation and encourage them to use this structure flexibly in real - life communication.
布置作业 Recite the key vocabulary learned in this lesson. Get the signature of parents to confirm. There will be a vocabulary quiz the next day. Use the learned vocabulary and the "be going to" structure to describe your dream job and your plans to achieve it, with no less than 5 sentences. Preview the content of Section A's Grammar Focus - 3c and try to understand the grammar knowledge.
板书设计 Key Vocabulary and Phrases: engineer; designer; director; musician; fireman; teacher The "be going to" Structure: be going to + base form of the verb, used to express plans or intentions for the future Pronunciation Practice: /h/ habit human; /w/ want week

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