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新人教版八年级上册英语Unit6 Plan for Yourself.单元教学设计
教材内容 Unit6 Plan for Yourself. SectionA(1a-pronunciation)第一课时
教学目标
1. Ss can learn more words and expressions about job and talk about John’s, Jason’s and Tina’s dream job, also, how they’re going to do.
2. Share how they plan to do to realize the dream job by using “be going to”. 3. Realize the relationship between career and personal interests.
教学重点 1. Understand and use vocabulary related to various jobs. 2. Master the “be going to” structure.
教学难点 1. Guide ss to use the “be going to” structure naturally in conversations about future plans.
教学过程
教学内容 Step1. Lead in
1. Look and share
“Today we are going to learn Unit6. First, Look at the picture. What can you see from it What do you think the student is doing ”
Ss: Maybe he is making a weekly plan and thinking about future.
→ Why do we need plans When do we make a plan
2. Lead in
T shows a photo of Tina and guides ss to observe to guess what she wants to be.
Ss: She wants to be a designer because she draws some fashion clothes on her drawing board.
T: What do you think of this job
Step2. Pre-listening
1. Look and say
T shows some pictures related to different jobs and guide them to match jobs with pictures.
Then, Lead them to share their opinions about these jobs (Q: Which job do you think are interesting/ boring /difficult/easy. Why do you think so What jobs interests you most
2. Brainstorm – list the jobs you know
When ss share it one by one, T lists all of the jobs on the blackboard and guides them to observe and find rules.
Step3. While-listening
1. (1a) Listen and circle
2. Predict – how is Tina going to do to make her dream come true
→ T guides ss to predict how Tina is going to do and lead them to notice the structure “be going to”
Then, T shows the statements in 1c and asks them to infer which one are about each circled jobs.
3. (1b) Listen and match
4. Listen and fill
Step4. Post-listening
1. Let’s role-play (1d)
2. Group work – Make a survey
T: “Let’s talk about ourselves! Think about your dream jobs and 2-3 specific plans to achieve it, using “be going to”. Then, ask about your partner’s dream jobs and plans.
3. Have a further thinking – How to realize our dreams
Make a good plan/ keep practicing / never give up ---
Step5. pronunciation
1. Read and find rules 2. listen and repeat
纠错 vs 正确发音
板书设计
Unit6 Plan for Yourself. SectionA(1a-pronunciation)
· What do you want to be
- I want to be a(an)...
· How are you going to...
I am going to ~
-e : designer, engineer
teacher, firefighter
-m n: fireman businessman
- r: doctor, actor, director
- n: musician, magician
- st: artist scientist tourist
教材内容 Unit6 Plan for Yourself. SectionA(2a-2d)第二课时听说课
教学目标
1. Grasp the key information about the character's dream jobs and plans.
2. Develop the logical thinking ability by inferring their plans and personalities from the dialogue and organizing survey datas.
3. Realize that career success requires efforts.
教学重点 1. Understand the conversations about future plans and career aspiration
教学难点 1. Guide Ss to produce fluent, natural responses in role-playing.
教学过程
教学内容 Step1. Warm up
1. Guessing game
T shares three pictures partly and presents it step by step to lead ss to guess what their jobs are.
Ss: They may be writers./ photographer/ player (athlete).
T: Sharp eyes! Each job plays an important role in our daily life. What do you want to be when you grow up
2. Free talk
T guides Ss to have a free talk about their dream jobs and how they’re going to do. The other Ss need to listen carefully and try to retell by using “He/She wants to be... He/She is going to...”
Step2. pre-listening
1. Predict
T introduces the situation between Fuxing and Adam and guides them to predict what they are talking about
Step3. while-listening
1. (2a) Listen and fill in the blanks
2. (2b) Read and judge
T guides ss to read the instruction first to make sure they get the meaning. Then, have Ss read the statements and judge. If it is false, try to correct it.
Step4. post-listening
1. Let’s analyze
T guides ss to analyze the words from Fuxing and knows how to comfort others.
Comfort words → give advice → show the hope.
2. (2c) Listen and role play
T lets ss listen to the conversation again and guides Ss to pay attention to the pronunciation, intonation and feelings.
3. (2d) Let’s interview
Tasks ss to work in groups to do a survey about classmates’ dream jobs and how they’re going to do.
After that, have students write a report based on the table. T will provide the structure of the report.
板书设计
Unit6 Plan for Yourself. SectionA(2a-2d)
A survey about jobs and plans.
Worker
Photographer ( / )
athlete (i:/i)
Comfort
↓
give advice
↓
show hope.
Name what How
Sun Yan a lawyer study laws...
...
keep on doing
make sure...
try one’s best..
be sure about...
教材内容 Unit6 Plan for Yourself. SectionA(Grammar)第三课时语法课
教学目标
1. Master the structure of “be going to”and “want to”to describe our dream jobs for the future.
2. Use “what, how, where, when”to ask others plans for the future.
3. Learn to summarize the usage of the “be going to”improve their learning ability.
教学重点 1. Understand the form and function of “be going to”for future intentions and plans.
教学难点 1. Use the structure accurately in affirmative, negative and interrogative forms in various contexts.
教学过程
教学内容 Step1. Lead in
1. Let’s interview
To begin with, T leads ss to review what they learned last class and asks them to think about Jason’s dream job. Then, ss need to ask some questions as an interviewer.
Ss: What do you want to be in the future
How do you plan to do that
Are you going to... What else are you going to do
Step2. presentation
1. (3a) Read and translate
T asks them to read 3a and translate the meanings. Then, ask them to notice the words in bold and summarize the usage.
want to be 想要成为 plan to do 计划去做 be going to do 决定将要做
2. (3b) Read and discuss
T will present several examples to help ss understand
· What does “be going to” express in each sentence
· Is it about the past present or future
3. Let’s think
be going to → be not going to → be+主格+going to...
Step3. practice
1. (3b) Match the Situation
T asks ss to read the instruction first and try to underline the key word. Then complete the matching exercise.
2. (3c) Complete the conversation
T guides ss to skim the conversation and grasp the main idea. Then, ask them to complete it and check answers in pairs.
Step4. production
1. Let’s talk
T asks ss to make their own timetable for the weekend.
— What are you going to do on Saturday morning
— I’m going to... [What, where, how, when]
2. Let’s share
T invites some pairs to role-play their conversations
板书设计
Use “be going to” to talk about future plan well.
Use “what, how, where, when”to ask others’ plan.
have good pronunciation(语音) and intonation.
Unit6 Plan for Yourself SectionA Grammar
content:
voc.:
pronunciation:
( future intentions/plans)
· Sb. be not going to do
· Be+sb.+going to do...
· What/How+be+sb.+going to do...
What How Where When
教材内容 Unit6 Plan for Yourself. SectionB(1a-2c)阅读词汇 第四课时
教学目标
1. Ss can get key information about resolutions from the text and understand its main ideas. 2. Talk about how to make good plans and stick to them. 3. Analyze the structure and genre of the text. 4. Realize the value of setting goals.
教学重点 1. Understand the article content and learn about New Year's resolutions. 2. Express their views on New Year's resolutions and experience making plans.
教学难点 1. Help students understand some complex sentence structures. 2. Grasp the deep meaning of the article.
教学过程
教学内容 Step1. Warm up
1. Let’s watch
T plays a video about New Year's resolutions and guides students to think about “Have you made any plans last year to lead into today's topic.
2. Free talk
T guides ss to talk about the different kinds of plans they made last year to lead into today's topic.
Q: Were you able to stick to the plans why or why not
Step2. pre-reading
1. Pre-reading – Let’s predict
Q: What's this passage mainly about —Make resolutions.
Q: Can you predict the main idea of each paragraph based on the first sentence
Step3. while-reading
1. (1b) Read and put them in order.
While reading, T reminds ss to pay attention to the context and show the reading tips step by step. (Write on the blackboard)
2. (1c) Read and match the main idea
Let’s read and match, check your prediction.
3. Careful-reading
para.1 : Q: How does the writer start the passage and why
Q: Why do people make resolutions
Q: Why is New Year a perfect time to make resolution.
para.2 T will mainly guide them to answer questions by analyzing the content. For example, guess the meaning of “have to do with” → “about”.
After that, read for details to fill in the mind map (three kinds of resolutions)
para.3 Q: What is the thing in common that most resolutions have and why
Q: Why do you think resolutions may be difficult to keep
para.4 How to make resolution work （奏效，起作用）
Step4. post-reading
1. Complete the mind map
2. Retell and think : What type of the passage is it
3. (1d) Let’s discuss
Step5. vocabulary in use
1. (2a) Guess and write 2. (2b) write and share
3. (2c) Complete the passage : group the main idea first and then fill in the blanks
板书设计
Unit6 Plan for Yourself. SectionB (1a-2c)
Resolutions
para.1 What when why How
para.2 3 kinds of resolutions
para.3 reasons (why people make resolutions)
para.4 how to make them work
take actions = success
keep on doing
教材内容 Unit6 Plan for Yourself. SectionB(2a-2c) Writing 第五课时
教学目标
1. get the key information about the writer's resolutions from the text.
2. get writing structure by reading the article about making New Year's resolutions. 3. Write a passage to introduce their own resolutions.
4. Cultivate Ss’ awareness of actively planning for the future.
教学重点 1. Extract specific information from a reading text. 2. Use proper language structure to express future plans and resolutions clearly.
教学难点
教学过程
教学内容 Step1. Warm up
1. Let’s watch
T presents a video about students making New Year's resolutions and asks students the following questions.
Q: What are the students’ New Year's resolutions about
2. Let’s share
T invites ss to share about the different kinds of resolutions one by one, like study harder at school, improve the relationship. Then, T involves ss to think about the resolutions they want to make and how they are going to stick to them.
· Set mini goals. / write the goals down (put up notes ...)
Step2. pre-writing
1. Read and answer
Q1: What's the passage mainly about
Q2: What does “draw to a close” mean “End”
Q3: How many ways are mentioned How many resolutions is the writer going to make
2. Read and complete (2a)
T guides ss to read the rest part of the article and then complete the table.
T leads ss to think about what the writer mention when he talks about his resolutions. [what, how, why]
3. Read and think
T guides them to summarize the structure of the passage and write on the blackboard.
After ss’ sharing, T shows some possible ending:
“As the saying goes like this: where there is a will... - I’ll try my best to... / I believe I can keep these resolutions...”
Step3. while-writing
1. (2b) Let’s write
Have ss work in pairs to talk about things they want to improve in the coming New Year and write them down.
2. Make an outline
T shows the mind map and key information to lead students to make an outline.
Have ss check each other's writing in pairs according to the check lists.
Step4. post-writing
1. Read and think
T presents the writing sample and lets ss read and learn from it. Then, try to revise their own writings.
板书设计
Unit6 Plan for Yourself. Section B(2a-2c) Writing
Beginning background
Body
hobby Resolution
Health Resolution → what
Study Resolution → how
→ why
Ending conclusion
· The first/second/last resolution is about/ has to do with...
· I decide to...and I will.../ I plan to...
· I think ...is a great activity/ I feel ...after I...
That's why I plan to...
教材内容 Unit6 Plan for Yourself. SectionB(4a-4c) Project第六课时
教学目标
1. Ss can talk about the problems in class or at school.
2. Make plans for solving problems, using phrases and language they learned.
情感态度
价值观目标 3. Analyze the problems and think about the resolutions, cultivate logical thinking and analyze abilities.
教学重点 1. Use verbs related to planning and sentence patterns to describe the problem solving process.
教学难点 1. Create a presentation that contains key information (problem, cause, solution, expected effect)
教学过程
教学内容 Step1.
project-
preparation 1. Let's find
T shows students pictures of common school problems, such as scribbles on the walls, rubbishes on the ground.
Q: What problems do these pictures show
How do they affect our school life
Step2.
project-
presentation 1. project Task introduction
T introduces the project: Today we'll identify school problems, make plans to solve them, and share our solutions
Discover Analyze Solve Share
Step3.project-design
1. 4a Choose a dish you want to make
T explains the requirements of 4a.
Work in groups, choose a problem and collect information.
教学过程
教学内容
Step4.project-product T provides students with some useful language.
eg: We noticed ... (problem) because...(reason)
Another issue is... It happens when...
T shows parts of the reasons from students and then lead into the next step—How to solve these problems.
2. 4b Write down some plans.
Each group formulates specific solutions to the recorded problems.
T will provide a sample for them to formulate the solutions.
1. 4c Let's share your plans
One student from each group introduces the problems and reasons. And the other group members explain the solution.
--- Make our school better together! ---
problem 1: scribbled walls
action: create an art board in the hallways
who/when: The art club will be set up by October 15th.
need: Members and teacher's approval
2. Let's check
T presents the checklist for students.
板书设计
Unit6 Project- Make plans for solving problems.
Problems Reasons Solutions
There are scribbles → They think it's fun. To solve ..., we will
on the wall
Another issue is... → It's mainly caused by We need to...

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