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Unit 6 Plan for Yourself
SectionA (2a -2d +Pronunciation2）
人教版 八年级上册
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听懂关于职业梦想的对话并抓取关键信息；准确朗读、模仿对话；清晰表达个人及他人职业理想与实现计划；完成职业调查记录;
学习能力
培养学生的逻辑思维能力，引导学生思考如何规划自己的未来职业，通过分析、推理等思维活动，确定实现职业目标的具体方法。
思维品质
认识到不同职业对社会的贡献，培养尊重不同职业的价值观。
文化意识
掌握 “writer, doctor, athlete” 等职业词汇及重点短语；熟练运用 “What do you want to be... How are you going to... ” 等句型交流职业梦想与规划;
语言能力
Learning Objectives
What do you want to be
Lead-in
Review
A:What do you want to be when you grow up
B: I want to be an IT engineer.
A: How are you going to become an IT engineer
B: I am going to study math hard.
A:What does he want to be when he grows up
B: He wants to be afireman.
A: How is he going to become afireman
B: He is going to exercise every day.
fireman
fireman
A:What does she want to be when she grows up
B: She wants to be musician.
A: How is she going to become a musician
B: She is going to practise my piano every day.
fireman
musician
Player
Worker
Dentist
Vet
Manager
Accountant
Actor
Singer
Director
Review
Listen and repeat. Notice how the coloured words are pronounced.
2
A: What do you want to be when you grow up
B: I want to be a fireman.
A: How are you going to do that
B: I’m going to exercise every day, because a fireman needs to be strong.
Presentation
弱读（Weak Form）
在英语语流中，说话者一般会遵循省力原则，弱读不太重要的功能词，给听者的印象是某些词一带而过，甚至含混不清。实际上，这种听觉上的模糊读音有规律可循。了解弱读的一些基本规律，一方面有助于我们准确理解语流中的弱读音，另一方面在自己表达时也能尽量做到强弱得当。
常见功能词的弱读形式
根据表中例词可以看出，这些功能词的元音一般会弱化为/ /。
a / / am / m/ from /fr m/
an / n/ are / / have /h v; v/
you /j ; j / do /d / has /h z; z/
them / m/ does /d z/ had /h d; d/
her /h ; / and / nd; n/ can /k n/
us / s/ but /b t/ could /k d/
there / / for /f / must /m st; m s/
Look and share
Who is she
J.K. Rowling
What does she do
She is a writer .
What does she write
She writes novels like Harry Potter and The Christmas Pig.
What do you know about her
She started writing in the 1990s. She kept on writing when life was hard and finally she gave the world a classic, Harry Potter.
Pre-listening
Look and share
Who is she
What does she do
What does she write
What do you know about her
She is a writer .
She writes essays.
She wrote her life in Altay into her book, My Altay. Stories in her book are moving and real. The attachment between human and nature make us think.
Li Juan
Do you want to be a writer
Pre-listening
Listen 2a and answer the questions.
1. What does Fu Xing want to be
2. What does Adam want to be
She wants to be a writer.
His parents want him to be a doctor, but he is not sure about it.
How does Fu Xing plan to realize her dream
Why is Adam not sure about his dream
While-listening
Listen to the conversation and fill in the blanks.
2a
Adam: What are you reading, Fu Xing
Fu Xing: It’s a book of essays by a famous ________________.
Adam: Wow, now I know why you’re so good at writing.
Fu Xing: Thanks! You know, I want to be a writer when I’m older.
Adam: Really How do you __________ do that
Fu Xing: I’m going to read more classics. And also, I’m going to keep on writing
__________________.
Adam: Your plan sounds wonderful! I think you’re going to be a great writer.
Fu Xing: I hope so! What about you, Adam What do you want to be when you’re older
Adam: My parents want me to _____________, but I’m not sure about that.
Fu Xing: Well, don’t worry. Not everyone knows what they want to be. Just make sure
you try your best at school. Then you can do anything you want!
Adam: Yeah, you’re right.
Chinese writer
plan to
stories and essays
be a doctor
While-listening
Read the conversation and decide whether these statements are true (T) or false (F).
1. Fu Xing is reading a novel by a famous Chinese writer.
2. Fu Xing is going to read classic literature.
3. Fu Xing is going to write novels.
4. Adam's parents want him to be a doctor.
5. Adam is not sure about what he wants to be.
T F
T F
T F
T F
T F
2b
stories and essays
Listen to the conversation again. Then role-play it.
2c
Adam: What are you reading, Fu Xing
Fu Xing: It’s a book of essays by a famous Chinese writer.
Adam: Wow, now I know why you’re so good at writing.
Fu Xing: Thanks! You know, I want to be a writer when I’m older.
Adam: What are you reading, Fu Xing
Fu Xing: It's a book of essays by a famous Chinese writer.
Adam: Wow, now I know why you're so good at writing.
Fu Xing: Thanks! You know, I want to be a writer when I'm older.
Adam: Really How do you plan to do that
Fu Xing: I'm going to read more classics. And also, I'm going to keep on writing stories and essays
Adam: Your plan sounds wonderful! I think you're going to be a great writer.
Fu Xing: I hope so! What about you, Adam What do you want to be when you're older
Adam: My parents want me to be a doctor but I'm not sure about that.
Fu Xing: Well, don't worry. Not everyone knows what they want to be. Just make sure you
try your best at school. Then you can do anything you want!
Adam: Yeah, you're right.
Listen again and role-play.
2c
Post-listening
Ask your classmates about their dream jobs and how they are going to make their dreams come true.
2d
doctor
AI engineer
scientist
bus driver
violinist
reporter
cook
pianist
teacher
basketball player
actress
Post-listening
A: What do you want to be when you grow up
B: I want to be…
A: How are you going to do that
B: I’m going to ...
Name What How
Su Yan a lawyer She is going to study law at university.



For example
Name What How
Li Hua an athlete He is going to practice sports every day and join the school sports team.
Amy a photographer She is going to take photography courses and practice taking pictures on weekends.
Tom a worker He is going to learn practical skills at a vocational school.
Lily a doctor She is going to study medicine at college and do more volunteer work in hospitals.
Jack a painter He is going to take art lessons and visit art museums to get inspiration.
Give a report.
In my group,A wants to be a/an....He/She is going to ....As for me,I want to be a/an...and I am going to....I am sure to try my best and then I can do anything I want.
1. Wow, now I know why you're so good at writing.
2.How do you plan to do that
be good at 擅长；在……方面做得好
e.g. He is good at playing the guitar.他擅长弹吉他。
后接动词 -ing形式，表明擅长做某事。
plan to do sth. 计划做某事，侧重于表示经过思考、安排后的计划。
e.g. She plans to learn to play the piano next term.她计划下学期学习弹钢琴。
课堂笔记
3. I'm going to keep on writing stories and essays
4. Just make sure you try your best at school.
keep (on) doing sth. 坚持做某事,强调动作的反复和持续。
e.g. She keeps on writing stories. 她继续写故事。
make sure 确保；查明，其后可接从句或of 短语。
try one’s best 尽某人最大努力，其后接动词不定式，即try one’s best to do sth.
课堂笔记
e.g. We should try our best to study hard. 我们应该尽最大努力努力学习。
Summary
词汇：athlete, photographer, painter, businessman, actress…
短语：be good at，plan to do sth，keep (on) doing sth， make sure ，try one’s best …
重点句型：
1. 询问未来职业意愿：
- What do you want to be when you grow up
I want to be a(n) + 职业名词.
2. 询问实现职业的方式：
- How are you going to do that
- I'm going to + 具体行动（如 study... / practice... / go to...）.
Exercises
1.Tom likes sports. He is good ________ playing basketball.
A．with B．at C．in D. On
2. My family plan ______ visit my uncle in Shanghai next month.(visit)
3. My English teacher tells me to keep on ______ (practice) speaking English every day if I want to improve it.
4.We should ______ ______ (尽我们最大努力) to help people in need.
5. You should ______ ______ (确保) you turn off the lights before you leave the classroom.
B
to visit
practing
try our best
make sure
Evaluation (评价机制) Stars
Language
Pronunciation
Performance
Confidence
Excellent Great Good Homework
Must do:
Finish related exercises;
Recite the coversation;
Try to do:
Write a short passage about your group members’ dream jobs and how they are going to make them come true.
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词组默写。
1.___________________________擅长
2.__________________________计划 / 打算做某事
3.___________________________继续做；反复做
4.__________________________确信；对… 有把握
5.___________________________ 确保；保证
6.___________________________ 尽最大努力
7.___________________________ 经典文
二、完成句子。
1.他总是确保每个人都能及时完成任务。
He always_______________________that everyone can finish the task in time.
2.如果你想要成功，你必须尽最大努力。
If you want to be successful,you must__________________________________.
3.. 当保罗是个孩子的时候就开始画画，现在他是一位著名的画家。
Paul took up _______________when he was a child. Now he is_______________________.
三、用括号内所给词的适当形式填空
1.He is dreaming of becoming a ______ (law) like his father in the future.
2.I have to give up ________ (paint) because I don’t have enough time for it.
3.That girl wants to be an ________(act) and director ,so she takes acting lessons twice a week.
4.This book must be Tom’s. He is a book lover of many ancient Chinese ________ (classic).
5.The rich ____________ (business) gives away lots of money to Project Hope every year.
参考答案：
一、词组默写。
1.be good at 2.plan to do sth 3.keep on doing sth 4.be sure about 5.make sure 6.try one's best
二、完成句子。
1.makes sure 2. try your best 3.painting; a famous painter
三、用括号内所给词的适当形式填空
1. lawyer 2. painting 3. actress 4.classics 5. businessman
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一、教学目标
依据英语学科核心素养要求，结合课件内容设定以下目标：
（一）语言能力
掌握核心词汇：writer, doctor, athlete, IT engineer, musician, fireman, photographer, painter 等职业词汇。
掌握重点短语：be good at, plan to do sth, keep (on) doing sth, make sure, try one’s best。
熟练运用核心句型：
询问职业意愿：What do you want to be when you grow up / What does he/she want to be when he/she grows up 及其回答：I/He/She want (s) to be a (n) + 职业名词.
询问实现方式：How are you going to do that / How is he/she going to do that 及其回答：I/He/She am/is going to + 具体行动.
掌握英语弱读规则，能准确朗读含弱读词的对话，模仿语音语调。
（二）学习能力
能听懂关于职业梦想的对话，精准抓取 “职业目标”“实现计划” 等关键信息。
能通过模仿、角色扮演等活动，清晰表达个人及他人的职业理想与规划。
能完成职业调查记录，将口语交流内容转化为书面信息。
（三）思维品质
通过分析对话中人物的职业规划，培养逻辑思维能力，学会推理 “目标与行动” 的关联。
引导学生结合自身实际思考职业梦想，初步形成规划未来的思维意识。
（四）文化意识
认识不同职业对社会的独特贡献，树立尊重各类职业的价值观，理解 “职业无高低，努力有价值” 的理念。
二、教学重难点
（一）教学重点
职业词汇及重点短语的识记与运用。
“询问职业意愿与实现方式” 核心句型的熟练掌握与情景交际。
听懂 2a-2c 对话并抓取关键信息，完成相关练习。
（二）教学难点
英语弱读规则的理解与实际朗读运用（如功能词 a/an, am, do 等弱化为 / / 相关发音）。
第三人称单数形式在句型中的准确运用（如 He wants to.../ He is going to...）。
结合自身或他人情况，灵活运用句型进行真实情景的职业规划交流。
三、教学准备
多媒体课件（含职业图片、J.K. 罗琳与李娟人物素材、对话音频、弱读规则表格、评价表等）。
职业词汇卡片（如 doctor, musician, engineer 等）。
职业调查记录表（供 2d 活动使用）。
四、教学过程
（一）热身导入（Lead-in & Review，5 分钟）
情境提问导入：教师展示 “fireman”“musician” 等职业图片，提问：“What do you see What do they do ” 引导学生联想职业相关内容，激活已有知识。
对话复习巩固：教师与学生示范对话，如：
T: What do you want to be when you grow up
S: I want to be an IT engineer.
T: How are you going to become an IT engineer
S: I am going to study math hard.随后让学生两人一组，用 “IT engineer, fashion designer, teacher” 等词汇模仿练习，复习核心句型框架。
设计意图：通过图片刺激和对话模仿，快速聚焦 “职业梦想” 主题，巩固已学句型，为新课铺垫。
（二）语音呈现（Pronunciation，7 分钟）
感知弱读现象：播放课件中 2c 对话音频（含标注弱读词版本），提问：“Notice the coloured words. How are they pronounced ” 引导学生发现功能词读音的 “轻化” 特点。
讲解弱读规则：呈现 “常见功能词的弱读形式” 表格，明确弱读核心规律 —— 多数功能词的元音弱化为 / /，如 a/ /, am/ m/, do/d / 等，并结合例句示范朗读。
模仿跟读练习：学生跟随音频逐句跟读对话，教师纠正发音，重点关注弱读词的读法，确保语音语调自然。
设计意图：从 “感知” 到 “理解” 再到 “运用”，逐步突破语音难点，提升学生的口语表达规范性。
（三）听前铺垫（Pre-listening，5 分钟）
人物素材导入：展示 J.K. 罗琳（《哈利 波特》作者）和李娟（《阿勒泰的角落》作者）的图片及简介，通过问题链引导讨论：
Who is she
What does she do
What do you know about her
激活话题兴趣：提问：“Do you want to be a writer Why or why not ” 自然过渡到本课听力对话主题（Fu Xing 的作家梦想），为听力理解铺垫背景。
设计意图：通过知名作家案例激发学生兴趣，关联 “writer” 职业词汇，降低听力理解难度。
（四）听中活动（While-listening，12 分钟）
初听抓核心（2a）：
播放 2a 对话音频，提问：“What does Fu Xing want to be What about Adam ” 引导学生抓取核心职业信息。
核对答案后，追问：“How does Fu Xing plan to realize her dream Why is Adam not sure about his dream ” 引导关注 “实现计划” 与 “犹豫原因”。
再听填细节（2a 填空）：
再次播放音频，让学生完成课件中 2a 的对话填空（核心词汇：Chinese writer, plan to, stories and essays, be a doctor），强化对重点短语和信息的捕捉。
精听判正误（2b）：
呈现 2b 的 5 个判断句（如 “Fu Xing is reading a novel by a famous Chinese writer.”），播放音频后让学生判断 T/F，核对答案时要求说明依据，培养精听能力。
跟读练表达（2c）：
播放 2c 完整对话音频，学生逐句跟读，模仿语音语调（含弱读规则运用）。
两人一组角色扮演对话，教师巡视指导，重点纠正句型语法错误（如第三人称单数、介词搭配等）。
设计意图：遵循 “初听抓大意 — 再听填细节 — 精听判信息” 的听力层次，逐步提升学生的听力能力，同时结合跟读与角色扮演，衔接听说技能。
（五）听后拓展（Post-listening，10 分钟）
小组调查（2d）：
发放 “职业调查记录表”，表格含 “Name, What（职业）, How（实现计划）” 三列，学生以 4 人小组为单位，用核心句型互相询问梦想职业及规划，完成记录。
教师提供示例：“Li Hua—an athlete—He is going to practice sports every day and join the school sports team.” 引导学生规范表达。
小组汇报：
每组推选 1 名代表，用句型 “In my group, A wants to be a/an... He/She is going to... As for me, I want to be a/an... and I am going to...” 汇报小组调查结果。
其他同学认真倾听，教师适时点评（聚焦词汇、句型准确性及表达流畅度）。
设计意图：将课堂知识迁移到真实交际场景，通过 “调查 — 记录 — 汇报” 的任务链，提升学生的综合语言运用能力。
（六）总结与评价（Summary & Evaluation，3 分钟）
知识总结：师生共同梳理本课核心内容：
词汇：职业类名词（writer, doctor 等）。
短语：be good at, plan to do sth 等。
句型：询问职业与实现方式的问答句型。
课堂评价：呈现 “星级评价表”，从 “Language（语言准确性）、Pronunciation（语音语调）、Performance（课堂表现）、Confidence（表达自信度）” 四个维度，学生自评与互评结合，教师给予最终反馈。
设计意图：梳理知识形成体系，通过多元评价激发学生学习积极性，明确自身不足。
（七）作业布置（Homework，3 分钟）
必做任务：
完成本课相关练习题（如课件中词汇、句型填空题）。
背诵 2c 对话，做到语音准确、流畅。
选做任务：
撰写一篇简短短文（50-80 词），介绍小组 2-3 名成员的梦想职业及实现计划。
设计意图：分层作业兼顾基础巩固与能力提升，衔接课内外学习。
五、板书设计
plaintext
Unit 6 A Plan for Yourself (Section A)
一、核心词汇
1. 职业类：writer, doctor, athlete, musician, fireman, IT engineer, photographer...
二、重点短语
be good at (doing sth) plan to do sth
keep (on) doing sth make sure
try one’s best (to do sth)
三、核心句型
1. 询问职业：
— What do you/does he/she want to be when you/he/she grows up
— I/He/She want(s) to be a(n) + 职业.
2. 询问实现方式：
— How are you/is he/she going to do that
— I/He/She am/is going to + 具体行动 (study hard/practice every day...).
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