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Unit 6 Plan for Yourself（Section A1a-2）
Period 1教 学 设 计
课题 Section A 1a-2 Period 1 单元 Unit 6 Plan for Yourself 课型 Listening and Pronunciation
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “未来计划及职业梦想” 展开，以 “Why do we need plans ” 为主题，引导学生运用 “be going to” 结构谈论未来计划，并掌握相关职业词汇。 1a 通过观察图片、讨论学生行为及制定计划的场景，激活与计划、职业相关的词汇储备； 1b-1c 为听力训练，围绕学生关于未来职业的对话，捕捉职业信息（如 IT engineer, fireman）和计划表达（如 take art lessons, exercise every day）； 1d-2a 聚焦口语输出，通过模仿对话、谈论约翰、杰森和蒂娜的职业梦想及实现方式，强化 “be going to” 结构的运用。 此外，语音部分涉及辅音音素 /w/、/θ/、/ / 等（如 “want”“think”“than”）及字母组合发音（如 “c, k, ck”“s, sh”）的辨析，结合职业与计划相关词汇（如 “quiet”“sugar”）提升发音准确性。
学情 分析 八年级学生已掌握基础职业词汇（如 “teacher”“doctor”）和一般将来时的简单表达，对未来职业有一定想象和思考，但对 “be going to” 结构的连贯使用（如 “I'm going to...because...”）及职业计划的逻辑性描述不足。 学生对职业梦想话题兴趣较高，但在听力中抓取职业名称和计划细节方面需强化。部分学生易混淆相似辅音发音（如 /θ/ 与 / /），且对字母组合 “s, sh”“c, k, ck” 的发音规则掌握不牢固。
学习 目标 语言能力：能运用 “be going to” 结构描述未来计划；掌握职业词汇（如 IT engineer, fashion designer）；理解并区分 /w/、/θ/、/ / 等音素及相关字母组合的发音。 学习能力：通过听力训练提升职业与计划信息捕捉能力；在对话练习中学会合作交流，梳理职业计划的逻辑顺序。 思维品质：能分析职业与实现计划之间的关联，理性表达未来规划；通过辨析发音差异，培养细节观察能力。 文化意识：了解不同职业的特点及所需准备，认识 “规划未来的重要性”，培养为目标努力的意识。
学习 重点 使用 “be going to” 结构谈论未来计划和职业梦想。如："I'm going to take art lessons.", "He is going to work hard at maths.", "What do you want to be when you grow up I want to be a film director."
学习 难点 准确运用 “be going to” 结构描述连贯的职业计划（e.g., "I want to be a musician. I'm going to practise playing the piano every day."）； 区分并正确发音含 /w/（如 “want”“week”）、/θ/（如 “think”“maths”）、/ /（如 “than”“father”）的单词及字母组合 “c, k, ck”（“cook”“luck”）、“s, sh”（“sugar”“share”）； 恰当使用职业相关词汇进行对话（如 “What is Tina going to do She is going to practise her drawing skills because she wants to be a fashion designer.”）。
教学 方法 Task-based Language Teaching（TBLT）、Cooperative Learning、Audio-lingual Method
教学 工具 PPT、textbook、audio recorder、word cards（含职业词汇、计划表达与音标）、职业场景图片（IT 工程师工作、消防员救火等）
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in Show pictures of different jobs（IT engineer working, fashion designer drawing, fireman putting out fire）and ask： "What jobs can you see in the pictures Do you think these jobs are interesting What's your dream job " Guide students to share their dream jobs and write key job words on the blackboard（e.g., "musician", "teacher"）. Look at pictures, share their dream jobs using simple words（e.g., "I want to be a teacher." "My dream job is a film director."）.
Step 2 Pre-listening 1. Present the job list（IT engineer, fashion designer, film director, etc.）, lead students to match words with pictures（e.g., "fireman" 对应消防员救火的图片）and read aloud. 2. Ask students to discuss with partners："What do you need to do if you want to be a ... What plans will you make " 1. Finish the job-picture matching task in 1a. 2. Discuss possible plans for different jobs（e.g., "If I want to be an IT engineer, I'm going to learn more about computers."）using prior knowledge.
Step 3 While-listening Play the recording of 1b, ask students to circle the three jobs they hear（e.g., fireman, IT engineer, artist）. Play again for 1c, guide students to match the names（John, Jason, Tina）with their plans（e.g., John - I'm going to read more books about IT and AI）. Check answers and emphasize key structures（be going to + do）and job-related words（IT, art, maths）. 1. Listen to the recording and circle jobs in 1b. 2. Listen again, match names with plans in 1c, and check in groups.
Step 4 Post-listening Present the example dialogue about future jobs and plans, demonstrate questions and answers（e.g., "What does John want to be when he grows up He wants to be an IT engineer. How is he going to realize his dream He is going to read more books about IT and AI."）. Ask students to practice in pairs, describing John, Jason, and Tina's jobs and plans using 1a-1c information. Practice dialogues in pairs, using "be going to" structure and job words to talk about future plans.
Step 5 Pronunciation Play the recording of pronunciation part, ask students to listen and repeat words with /w/, /θ/, / / and letter combinations（e.g., "want", "think", "than", "cook", "sugar"）. Guide students to add more words to each group（e.g., "wheel" for /w/, "thin" for /θ/）. Play the sentence recording, ask students to repeat and notice pronunciation in job and plan descriptions（e.g., "I want to be a fireman. I'm going to exercise every day."）. Repeat words and sentences after the recording. 2. Summarize pronunciation rules for target phonemes and practice intonation in dialogues
Step 6 Summary&Practice Lead students to review key job words, "be going to" structure and pronunciation rules. Assign workbook exercises on 1a-2. Retell key language points. Finish exercises to consolidate learning.
家庭作业 Finish the listening and matching exercises in 1a-2 of the workbook. Write 5 sentences about your dream job and how you are going to achieve it（e.g., "I want to be a musician. I'm going to take piano lessons every week."）.
板书设计 Unit 6 Plan for Yourself（Section A 1a-2） Key phrases： Jobs: IT engineer, fashion designer, film director, musician, fireman, teacher Plans: exercise every day, work hard at maths, take art lessons, practise drawing skills, read more books Key sentences： 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... What does he/she want to be He/She wants to be... How is he/she going to realize his/her dream He/She is going to... Pronunciation： /w/: want, week, who, wheel /θ/: think, earth, maths, thin / /: than, though, father, this c, k, ck: cook, luck, actor, clock s, sh: sugar, share, fashion, ship
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