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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 （第二课时：Section A Grammar Focus - 3c） 课型 语法与阅读课
教学目标 语言能力 Language Competence Students can deeply understand the usage of the "be going to" structure in different contexts, including expressing intentions, predictions, and plans. They can use it accurately in relevant exercises and oral communication with an accuracy rate of over 80%. Students can master various sentence - pattern conversions of the "be going to" structure proficiently, such as changing declarative sentences into general questions and negative sentences. The grammar error rate during the conversion process should be controlled within 10%. Students can use the "be going to" structure, combined with the vocabulary learned in this unit, to describe future activities and plans accurately and fluently, demonstrating good language - organizing and expressing abilities in writing and conversations.
文化品格 Cultural Awareness By comparing the ways and attitudes of people from different cultures in making future plans, guide students to understand cultural differences and cultivate cross - cultural communication awareness. Let students realize the importance of making reasonable plans for personal growth and goal - achievement, and establish a positive attitude towards life and a goal - oriented mindset.
思维品质 Thinking Quality Through the induction, summary, and application exercises of the "be going to" structure, cultivate students' logical thinking and summarizing abilities. Teach them to discover rules from language phenomena and use these rules for expression. During discussions and writing, encourage students to think critically about the rationality and feasibility of future plans, and cultivate their innovative thinking and problem - solving abilities.
学习能力 Learning Ability Guide students to learn to independently summarize the usage characteristics of the "be going to" structure, improve their autonomous learning ability, and enable them to actively sort out and consolidate knowledge after class. Through group - cooperation exercises and mutual evaluation, cultivate students' cooperative learning and self - evaluation abilities. Teach them to obtain information from others' feedback and improve their learning methods.
教学重点 Deepen students' understanding of the usage of the "be going to" structure, especially its accurate application in different situations. Strengthen the practice of sentence - pattern conversions of the "be going to" structure to ensure that students can proficiently convert between various sentence patterns. Guide students to use the "be going to" structure for organized writing and oral expression to describe future plans.
教学难度 Help students distinguish the subtle differences in semantics and usage between the "be going to" structure and other future - tense structures (such as "will"), and avoid misusing them. Guide students to naturally integrate rich details into their writing and oral expressions using the "be going to" structure, making their expressions more vivid and specific, and avoiding simple and mechanical application of sentence patterns.
教具准备 Multimedia equipment, PPT courseware, in - class exercise materials (including practice questions, writing samples, etc.)
教学内容及过程 教学方法及手段
Step 1 Review and Lead - in (5 minutes) Use the PPT to show some pictures of occupations. Let the students describe the career dreams and plans of the people in the pictures using the learned vocabulary and the "be going to" structure, reviewing the knowledge learned in the previous lesson. Randomly select students and ask some basic questions about the "be going to" structure, such as its formation and meaning, to check the students' mastery. Step 2 Grammar Explanation (10 minutes) Present the sentences in Grammar Focus. Guide the students to observe all the sentence patterns of the "be going to" structure and summarize its formation rules. Affirmative sentence: Subject + be going to + base form of the verb; Negative sentence: Subject + be not going to + base form of the verb; General question: Be + Subject + going to + base form of the verb Answer: Yes, Subject + be./No, Subject + be not. Focus on explaining some confusing knowledge points. Make comparative analyses through example sentences. For example, "I'm going to play basketball tomorrow." and "I will play basketball tomorrow." Let the students understand the subtle differences between the "be going to" structure and "will" when expressing the future tense. Let the students do some simple sentence - making exercises, using different sentence patterns of the "be going to" structure to describe their own plans. Invite some students to share their sentences and give timely feedback and guidance. Step 3 Practice Exercises (15 minutes) Let the students complete the exercise in 3b of the textbook, matching the situations with the corresponding plans. The teacher walks around to correct the students' mistakes in time. After that, invite the students to share their answers and explain. For common problems among students, conduct centralized explanations and intensive exercises. Show some short passages about future plans. Let the students read and find the sentences with the "be going to" structure, analyze their usages and the meanings expressed. Then, let the students answer questions according to the passage content to cultivate their reading - comprehension ability. Carry out a group - competition activity. The teacher gives some scenarios describing future plans, and each group is required to make sentences with the "be going to" structure within a specified time. See which group can make the most and most accurate sentences. Through the competition, stimulate the students' learning enthusiasm and competitive awareness. Step 4 Writing Practice (10 minutes) Writing Guidance: Based on the content learned in this lesson, guide the students to do a writing practice. Give the writing topic, such as "My Weekend Plan", help the students sort out their writing ideas, and list the writing points. For example, the things you plan to do on the weekend, the specific time arrangement, etc. Encourage students to use the "be going to" structure to enhance the expressive effect. Students' Writing: Let the students write according to the points they listed. Require them to use the learned vocabulary, sentence patterns, and grammar knowledge, and try to make the sentences smooth and the expression clear. The teacher walks around to observe the students' writing and gives timely guidance and help. Encourage the students to express their ideas boldly. Presentation and Evaluation: Invite some students to share their compositions. The other students listen carefully and give evaluations, putting forward suggestions from aspects such as content integrity, language accuracy, grammatical correctness, and the use of the "be going to" structure. The teacher finally summarizes and evaluates, affirms the students' advantages, points out the existing problems, and gives directions for improvement.
布置作业 Complete the unfinished part of 3c in the textbook. According to your actual situation, use the "be going to" structure to describe in detail the aspects you want to improve in the future and your specific plans, with no less than 80 words. Make an English poster about "My Future Plan". Require the use of the "be going to" structure and make it illustrated. The content can include career plans, study plans, life goals, etc. Share it in the next class. Review the usage of the "be going to" structure learned in this lesson, preview the content of Section B, try to find the sentences with the "be going to" structure in it, and analyze their usages.
板书设计 The "be going to" Structure: Affirmative sentence: Subject + be going to + base form of the verb Negative sentence: Subject + be not going to + base form of the verb General question: Be + Subject + going to + base form of the verb Answer: Yes, Subject + be./No, Subject + be not. Practice Examples: I'm going to visit my grandparents this weekend. Are you going to have a party Yes, I am. Writing Points: Describe the things you plan to do on the weekend. Explain the specific time arrangement. Use the "be going to" structure.

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