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Unit 6 Plan for Yourself
Opening Page&Section A(1a-1d) &Pronunciation
教学设计
Unit 6 Plan for yourself
Opening Page&Section A(1a-1d) &Pronunciation
教学设计
一、单元内容分析
本单元围绕“制订计划”这一主题展开。该主题与课标要求的“人与自我”主题范畴中的“职业启蒙，职业精神”“自我认识，自我管理，自我提升”子主题，以及“人与社会”主题范畴中的“对未来的畅想”等子主题密切相关；围绕大问题“Why do we need plans ”，设计了丰富的主题学习内容，主要包括:谈论自己的理想职业; 运用be going to结构讨论未来计划; 阅读并撰写新年计划; 探索完善自我的路径与方法。其选材与我国优秀传统文化中“立志”“修身”的思想内核高度契合。本单元立足点在于引导青少年树立远大志向，通过系统规划和学会制定切实可行的个人规划(如职业规划新年决心等)提升自我，反思自我成长路径，逐步建立起目标意识、时间管理能力及自主发展的责任感，最终达成人生目标，培养自我提升的意识与能力。这一教育理念既传承了传统文化精髓，又具有新时代的教育意义。
二、语篇分析
本课时的听力文本是两组学生Susan与John、Jason与Tina 围绕“梦想职业”展开交流的对话。John渴望成为一名消防员，因为他对从事消防工作的叔叔充满敬意，将其视为英雄榜样。为了达成这一目标，John计划坚持每天锻炼来增强体魄; Tina梦想成为时装设计师，为此她计划通过每天参加美术课程和练习绘画来培养专业技能; Jason则立志成为IT工程师，决定主攻数学并研读TT与人工智能相关书籍来夯实基础。这里所谈及的三个人的职业理想都与具体行动计划紧密关联: John的身体锻炼计划直接对应消防员强健的体魄，Tina的艺术训练对应时装设计所需的创意表达能力，Jason的数理学习正是IT行业的核心能力要求，体现了他们将职业目标转化为可执行步骤的清晰思路。语篇通过呈现不同学生对未来职业的憧憬和具体行动规划，引导学生思考自身理想职业，理解为实现目标需付出行动，传递“有理想并为之努力规划、付诸实践”的积极价值观，契合单元“激励学生依据理想和目标制订自我提升计划”的教学意图，帮助学生树立职业规划意识，明白努力方向，启发学生认识到:职业选择可以考虑与个人天赋特质相匹配，每个发展方向都能成就精彩人生。
语篇采用问答形式推进，以“What do you want to be when you grow up ”开启话题，询问职业理想; 接着用“How are you going to... ”追问实现路径，逻辑清晰，符合日常交流探讨职业规划的语境。运用一般将来时(be going to 结构)表达未来计划，如“I’m going to exercise every day.”“I'm going to take art lesson.”清晰呈现行动规划。词汇上，文本选取了firefighter、fashion designer、IT engineer等典型职业词汇，并配以exercise every day, take art lessons, practise drawing skills, read books about IT and AI等对应的能力培养活动。这种设计不仅帮助学生认知不同职业的特质，更潜移默化地强化了语言形式与意义之间的关联。
三、学情分析
经过小学和初中一年的学习，八年级学生已经积累了一些关于职业和实现计划的词汇，如“teacher、doctor、 student、worker， farmer ...”“study, read, exercise ...”，具备了一定的听、说、读、写的能力，也已掌握一般现在时、一般过去时等基础时态，对“谈论未来”有初步认知(如用“will” 表意愿)，在日常生活中也有“制定计划”的经验、思维和能力(如周末安排、学习计划)等等。
但面对新教材，新挑战，在英语学习上，八年级学生也存在基础薄弱，两极分化严重，个体差异明显等现象。部分学生语言基础知识薄弱，词汇量不足，语法理解困难，听说读写技能发展不均衡，尤其在口语表达和语音方面问题突出，学生不愿意开口说，教学条件有限，缺乏语言学习环境。少数学生缺乏学习动力和主动性，在英语学习上存在畏难情绪，对英语学习兴趣不高，上课回答问题不积极。部分学生学习方法不当，缺乏自主学习能力和学习策略。
教学目标
通过本节课的学习，学生能够：
能够通过观察图片识别和积累常见职业的英文名称，理解其工作性
质与工作内容。
2.能够听辨出对话中John，Jason和Tina的理想职业以及他们的打算。
3.能总结 /h/、/w/、/θ/、/ /、/ / 对应的常见发音字母及字母组合
并正确拼读相关词汇，感知识别“do you”“want to be”“be going to”的连读与弱读规则并规范运用。
4.能理解不定式作宾语的表意功能与用法，结合对话语境运用 want to be、be going to 句式，谈论不同人物的理想职业及实现目标的计划。
五、教学流程：
Step I Warming up
Before the class, the students enjoy the English song “What Do You What
To Be”.
【设计意图】课前观看关于梦想职业的视频歌曲，激发学生已知的关于职业的词汇，初步感知What do you want to be这一功能句型，活跃课堂气氛，调动学生学习英语的兴趣,为走进课堂做准备。
Step II Talking about Opening Page
The student read the title of unit6 and understand the meaning. Then look at the picture and try to answer the questions.
Questions:
What can you see in the photo
What is the student doing
【设计意图】问题旨在让学生通过观察图片并思考与本单元话题有关的问题，为导入本节课的内容做铺垫。
Step III Talking about jobs
The students think and answer the question.
Question: What jobs do you know
The teacher presents the pictures and the students learn more words about
jobs.(1a) Then the students read and check the pronunciation of these words.
The students think and answer the questions.
Questions:
（1）Do you think these jobs are interesting What jobs interest you
（2）What do you want to be when you grow up
I want to be a/an ...
【设计意图】激发学生已知的关于职业的词汇，学习更多关于职业的新词汇，理解不同职业的特点、工作性质与工作内容，扫除词汇障碍，初步感知目标句型，降低听力任务难度，并为下面的环节做铺垫。
Step IV Listening for understanding about dream jobs and plans.
The students listen to the two conversations and match the jobs with the
names John,Jason and Tina. Then check the answers like this.
What does he/ she want to be when he/she grows up
He/She wants to be/an ... when he/she grows up.
The students listen again and fill in the blanks. Then check the answer.
Q: Why does John want to be a fireman
Because ________ is a firefighter and he is like a hero to him.
Before the third listening，the students guess the meaning of “be going to”
and predict what qualities and skills John, Jason and Tina need to realize
their dream jobs.
4.The students listen and check how they are going to do. Then they check
their answers like this.
A: How is he/she going to realize his/ her dream
B: He/ She is going to ...
【设计意图】活动旨在通过三听获取、梳理 John, Jason和Tina的梦想职业（1听），John成为消防员的原因（2听）以及他们打算怎样去做（3听），
为接下来的信息输出做准备。
Step V Listening for analyzing about dream jobs and plans
The students read the two listening materials and answer the questions.
Q: (1) How do they talk about the dreams jobs
(2) How do they talk about the future plans
2. Summarize the structures about talking about dream jobs and plans. Then
show “Tip1”
3.The students listen and circle the responses about dream jobs. Then
summarize how to response others actively. (Tip2)
The students listen to the two conversations and imitate. Pay attention to
the pronunciation of “want to be”, “be going to” “wh” “w” “h” “wh” “th”
and so on.(Tip3-4)
The students work in pairs and choose one conversation and role-play.
【设计意图】活动旨在让学生通过读回答问题、听并感知、跟读并模音等活动，逐步从语言的结构、语用知识及语音知识搭建对话交流的框架，同时让学生逐句模音，在语篇中感知弱读及部分字母组合的发音，学会如何正确、流利地表达自己的想法等，为最后的输出做准备。
Step VI Talk about the jobs that John, Jason and Tina want to do
The teacher show a model with the students to talk about John’s job that he
wants to do.
The students work in pairs to talk about the jobs that John, Jason and Tina
want to do. Then the teacher evaluate the conversations.
【设计意图】活动旨在通过利用听力获取的思维导图信息，运用本节课所学的语言知识和框架，语用知识，语音知识等，来进行会话创编，达到输出目标语言的目的，提高学生运用语言的能力。
Step V II Homework
1. Listen to the two conversations again, read and imitate.
2. Write down the conversation you made in class.
Unit 6 Plan for yourself
Section A(1a-1d)学案
1. Listen and match.(听并连线)
John IT engineer
Jason fashion designer
Tina fireman
2.Listen again and fill(听并填空).
Why does John want to be a fireman
Because ________is a firefighter and he is like a hero(英雄) to him.
3.Listen and match.(1c) (P52)
John 1. I’m going to exercise every day.
2.I’m going to work hard at maths.
Jason 3.I’m going to take art lessons.
4.I’m going to practice my drawing skills every day.
Tina 5. I’m going to read more books about IT and AI.

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