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课题 Unit 6 Plan for Yourself Section B (2a-3c) 学段 初中 年级 八
课型 词汇＆写作课 课时 5 学科 English
单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“生活与学习”主题群中的“学习与生活的自我管理”子主题内容。单元内容围绕未来计划展开，涵盖谈论理想职业、学习使用be going to结构表达个人计划、读写新年决心以及探索自我提升的方法等多个层面，将语法知识、功能用语与真实语境紧密结合，不仅注重培养学生的语言综合运用能力，更强调对其未来素养的启蒙与塑造。通过思考梦想职业、制定实际计划、反思自我成长路径，学生逐步建立起目标意识、时间管理能力及自主发展的责任感。
文本解读 What:本课时是人教版(2024)八年级上册第六单元Plan for Yourself 的第五课时，本课时分为词汇应用与写作实践两部分。2a-2c板块聚焦核心词汇的识记与运用，通过职业定义、句型操练和语篇完形等形式夯实关键表达；3a-3c板块则提供了范例文本《New Year, New Me》，以清晰的总分结构和第一人称口吻，展示了如何从健康、爱好、学业三个维度制定具体计划，并为学生提供了可模仿的表格和段落写作框架。 Why:本课时的设计意图在于超越语言知识本身，着力培养学生的元认知能力与成长型思维。词汇练习并非孤立进行，而是嵌入“制定计划”的真实语境中，使语言学习服务于表达功能。写作任务引导学生进行自我反思与规划，鼓励他们将课本语言转化为表达个人目标的工具，从而认识到英语不仅是学习对象，更是进行自我管理和未来规划的实用工具。 How:文本语言简洁实用，具有强烈的情境化与程序性特征。范例文本使用“I am going to...”等高频句型，逻辑清晰，示范性强。练习设计遵循“输入—内化—输出”的路径：先通过阅读和填表理解信息，再通过模仿范例进行个性化写作，最终完成三个段落的计划书写，实现了从语言输入到创造性输出的完整闭环，有效促进了知识迁移与应用能力的发展。
学情分析 1.学生基本情况 本节课的教学对象正处于自我意识快速发展期，对自身成长、未来规划开始产生浓厚兴趣，但往往缺乏持之以恒的毅力和科学的方法。他们思维活跃，乐于表达个人观点，喜欢与自身生活经验相关的学习内容。 2.已有知识经验 学生已经掌握了大量的动词短语和一些基本形容词，能够进行简单的自我描述。他们初步接触过“be going to”和“will”等表示将来意图的句型结构，为本课谈论“计划”提供了核心的语言形式基础。 3.学习难点预测 在主动、准确地运用“take up”, “stick to”, “make sure”, “have to do with”等短语进行个性化造句和写作时，可能会遇到困难。 4.教学对策 搭建语言支架，化解输出难点。在写作任务前，开展针对性强的词汇操练，并提供一个包含逻辑连接词、动词短语和范例句型的“词句银行”，帮助所有学生尤其是基础较弱的学生，有能力进行表达。
教学目标 语言 能力 Students will be able to write a short, structured paragraph about their personal resolutions by imitating the model text, using target language and logical connectors.
文化意识 Students will be encouraged to reflect on and share their own attitudes towards planning and making resolutions, fostering a cross-cultural perspective on personal goal-setting.
思维品质 Students will be able to analyze a text to categorize different types of resolutions (eg, physical health, learning, self-improvement).
学习能力 Students will be able to self-monitor their learning by reflecting on their own study habits and planning for improvement, developing strategies for autonomous learning.
教学 重难点 教学重点 Students will be able to use the "be going to + verb" structure accurately and appropriately to express future intentions and personal plans in both oral and written forms.
教学难点 Students will be able to skim the text to identify the main purpose of each paragraph and scan for specific information to complete the table.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Lead-in 1.Teacher shows some pictures of various jobs(actor, engineer,lawyer...) and asks: What jobs can you see 2.Teacher leads students to have a free talk:What do you want to be when you grow up How are you going to realize your dreams 1.Students observe the pictures and answer questions. 2.Students have a free talk. 教师通过图片展示带领学生复习有关职业的词汇，巩固所学；通过自由讨论复习有关职业计划的重点句型，引入新课。
Step 2 Vocabulary in use Work on 2a 1.Teacher lets students read the sentences of the definitions about jobs first. 2.Teacher explains each definition corresponds to a job and guides students to write the job names. 3.Teacher gives students time to add more definitions about the job for peers to guess and add to 2a. 4.Teacher lets several students share their definitions and answers. Work on 2b 1.Teacher explains the meanings and usages of the phrases.(eg,have to do with,make sure,take up...) 2.Teacher asks students to write their own sentences by using the phrases in brackets. 3.Teacher invites several students to share their sentences with the whole class. Work on 2c 1.Teacher guides students to read the passage about overcoming exam failure and choose correct words from the box. 2.Teacher leads students to check answers together. 3.Teacher organizes students to discuss the following questions in groups: Do you have any experience of failing an exam How did you feel 1.Students read the sentences of the definitions about jobs. 2.Students write the job names. 3.Students add more definitions for partners to guess. 4.Students share their definitions and answers. 5.Students listen carefully. 6.Students finish 2b. 7.Students share their sentences. 8.Students read and complete 2c. 9.Students check answers together. 10.Students have a discussion according to 2c. 通过2a评估学生对职业相关词汇的掌握情况,锻炼学生自主思考能力。 2b的讲解造句观察学生对词汇用法及搭配的掌握程度，能否准确运用这些词汇进行表述和搭配使用。 2c的阅读任务提升学生对短语的理解与语言组织水平，利用词汇释义、文章填空及通读检查夯实词汇基础、训练阅读与逻辑思维。
Step 3 Pre-reading 1.Teacher writes the famous saying“A goal without a plan is just a wish.” on the blackboard and asks:How do you understand this saying What are your plans as the new year approaches 2.Teacher leads students to discuss in pairs and invites some students share their ideas. Students discuss the two questions in pairs and share their ideas. 通过名言引入话题，激活学生已有知识储备，培养文化意识中的价值观认同，为后续写作任务做语言铺垫。
Step 4 While-reading Work on 3a Fast reading 1.Teacher asks students to quickly read the text "New Year, New Me" and answer the following questions: ①What are the three resolutions mentioned in the text ②Why does the author want to improve his/her English 2.Invites several students to share their answers. Careful reading 1.Teacher lets students read the text again and complete the table by filling in the three aspects the author wants to improve and his/her resolutions. 2.Display the 3a table through PPT and invite two students to write down their answers on the blackboard, guiding the whole class to check together. 1.Students read the text quickly. 2.Students answer questions. 3.Students fill in the table in 3a. 4.Students check answers together. 通过多样化的教学环节，全面培养学生的语言学习能力。快速阅读问题设置，能训练学生迅速定位和提取关键信息的技巧，让学生学会抓重点。再次阅读填表促使学生深入剖析文本细节，锻炼归纳总结能力。强化对文章内容的系统性理解。
Step 5 Post-reading Discussion 1.Teacher organizes students to work in groups to discuss: ①What do you think is the most important resolution Why ②Have you ever made a similar resolution Did you succeed 2.Teacher invites one representative from each group to share the answers. 1.Students work in groups to discuss the questions. 2.Students share their answers. 读后鼓励从不同视角探讨问题，同时提升口语表达与沟通能力，全方位提升学生的综合语言素养。
Step 6 Pre-writing Work on 3b Teacher lets students write down "To improve..." and "My resolution" about their plans in 3b. 2.Then organizes them to share in pairs. Students finish 3b and share in pairs. 学以致用，提升学生的语言运用能力。
Step 7 While-writing Work on 3c 1.Teacher gives some writing guidance about topic analysis,textual genre and personal tense to the students. 2.Based on the content of the table,teacher lets students write three paragraphs describing what they are going to improve and how. 3.Teacher walks around to observe students' writing situations, provides timely guidance and help. 1.Students write their compositions. 2.Ask teacher for help if necessary. 教师给予时间让学生在3b的写作基础上完成3c,巡视观察学生的写作情况，必要时教师可及时给予指导。以写作锻炼语言运用与逻辑思维，促进学生多方面成长。
Step 8 Post-writing 1.Invite several students to share their compositions. 2.Other students listen carefully and evaluate the students’ passages according to the evaluation form. 3.Teacher finally makes a summary evaluation, affirms the students' advantages, points out the existing problems, and gives the direction for improvement. 4.Teachers give students time to self-evaluate and peer-evaluate their own writing. 1.Several students share their writings. 2.Other students listen and evaluate. 3.Teacher makes a summary evaluation. 4.Students self-evaluate and peer-evaluate. 教师邀请个别学生分享他们的作文并组织学生借鉴和点评，然后教师进行总结式点评，指出存在的问题，提出进步的方向，最后给予学生时间让他们进行自我评价和同伴互评，体现了评价方式的多样化。
Step 9 Summary Teacher leads students to review the key points of this lesson: including vocabularies related to career, application of key phrase collocations, and reading and writing about New Year's resolutions. Review the key points that learned in this lesson with teacher. 教师带领学生回顾本节课的内容，包括有关职业的词汇，重点词汇短语的应用，以及关于新年决定的阅读和写作。
Step 10 Homework Level A:Make more sentences by using the phrases in 2b. Level B:Make a "New Year's Plan Chart" of your own, including improvement plans in three aspects, and write down the implementation methods and expected goals of plan in English. Level C:Here is a career fair.If you are looking for work,you need to introduce yourself to the HR.You can write like this: I want to be...I can help... If you choose me, I am going to... 本课作业设计遵循分层教学理念，从基础词汇到表格制作到短文写作，再到实际计划制定与表达，逐步提升语言运用能力，兼顾不同层次学生的需求，促进综合语言能力的发展。
板书设计 Unit 6 Plan for Yourself Section B (2a-3c)
教学反思 成功之处: 1.任务设计层次分明:整个教学设计遵循了由浅入深、由输入到输出的语言学习规律。从基础的词汇识别到核心短语的句子级应用，再到语篇层面的完形填空，为最后的自由创作搭建了坚实的脚手架。 2.注重语言的应用与迁移:本节课的最终落脚点是“写作”，但并非孤立的写作任务。它成功地将词汇、语法、阅读理解和写作输出有机地整合在一起。学生需要先理解范文的结构和语言，再提取信息完成表格，最后内化为自己的语言进行创作。 二、存在问题: 1.生生互动环节设计不足:虽然在2a环节设计了“add more for your partner to guess”的互动，但在最核心的“制定与分享计划”环节，主要是学生个体与文本、学生与教师之间的互动，缺乏有组织的学生之间的互动与交流。 2.对文化差异的关注和引导有所欠缺:New Year's Resolution是西方文化中的一个常见概念，但其执行率普遍不高，在教学过程中如果只是鼓励学生制定计划，而没有适时地引导他们思考如何坚持计划、如何应对可能的fail，那么这节课的教育意义就只完成了一半。 三、改进措施: 1.增强互动环节:在写作前，增加“Pair Interview”（同伴访谈）活动，让学生两人一组互相采访对方的计划，并记录关键信息。这既是口语练习，也为写作搜集了更多素材。 2.深化主题内涵，进行情感与策略升华:在课堂小结时，引入关于“坚持”和“应对挫折”的讨论。教师可以提问：“Making a resolution is easy, but sticking to it is hard. What can we do if we want to give up ” 将课堂从单纯的语言学习提升到生活教育和品格培养的高度，使教学更具深度和人文关怀。

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