Unit6 Plan for yourself Section B (3a-3c) 教学设计-2026-2027学年人教版英语八年级上册

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Unit6 Plan for yourself Section B (3a-3c) 教学设计-2026-2027学年人教版英语八年级上册

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Unit 6 Plan for Yourself
Section B 3a-3c
I. Teaching Aims
1、Students can read the text "New Year, New Me", find the three resolutions the writer makes and complete the "To Improve... / Resolution" table.
2、Students can use the structure "be going to + do" to talk about what they are going to improve and how.
3、Students can write down their own things to improve and their resolutions, and use the notes to write three short paragraphs.
II. Key and Difficult Points
Key points: The key points are the new words and phrases (resolution, take up, a new hobby, get fitter, jogging, push-ups, sit-ups, last but not least) and the structure "be going to + do" for making resolutions.
Difficult points: The difficult points are using "be going to" correctly with different subjects (am / is / are) and writing three short paragraphs about one own plans.
III. Teaching Tools
The textbook (Section B 3a-3c), the blackboard and coloured chalks, the model text "New Year, New Me", word cards (resolution, hobby, fitter, jogging, push-ups), the "To Improve... / Resolution" tables on paper, and a simple PPT (optional).
IV. Teaching Procedures
Step 1: Lead-in (3 mins)
1、Teacher asks: "The new year is coming. What do you want to change about yourself " and writes "New Year's resolution" on the blackboard.
2、Students talk in pairs about one thing they want to improve next year.
[Purpose] To lead students into the topic of making resolutions by talking about their own real lives.
Step 2: Pre-reading (4 mins)
1、Teacher writes the title "New Year, New Me" and asks: "How many resolutions does the writer make What are they about "
2、Students read the first paragraph quickly to check their guesses.
[Purpose] To train students to predict the content from the title and the opening paragraph.
Step 3: While-reading - read and complete the table (10 mins)
1、Students read the whole text and underline the three resolutions.
2、Students finish the table in the book. Answers: 1. singing / a new hobby - join the school music club; 2. health and fitness - do push-ups and sit-ups; 3. English - study for two more hours each weekend.
3、Teacher checks the answers and explains the phrase "last but not least".
[Purpose] To help students get specific information and understand the three resolutions.
Step 4: Language focus (6 mins)
1、Teacher writes three sentences from the text on the blackboard and asks: "Which words show the writer's plans " (am going to join / am going to do / am going to study).
2、Students read the sentences and notice the structure "be going to + do".
3、Quick practice: teacher says a problem, students say a resolution, e.g. "I am not strong." - "I am going to do push-ups."
[Purpose] To help students notice and practise the target structure in a simple and basic way.
Step 5: Writing (12 mins)
1、Students finish their own table in the book: "To Improve..." and "My resolution" (three items).
2、Teacher shows the writing model: "I want to improve ____. So I am going to ____. First I am going to ____, and then I am going to ____."
3、Students use their notes to write three short paragraphs, one for each resolution. Faster students add a reason or a feeling.
4、Students check each other's work in pairs and share one paragraph with the class.
[Purpose] To help students turn the notes into three short paragraphs and use "be going to" in their own writing.
Step 6: Summary and homework (5 mins)
1、Teacher and students read the three resolutions again and review the structure "be going to".
2、Homework: polish the three paragraphs after class and read a partner's writing; try to keep one resolution this term.
[Purpose] To review the language and encourage students to put their resolutions into action.
V. Blackboard Design
New Year, New Me - be going to + do
To Improve... - Resolution
singing - join the school music club
health - do push-ups and sit-ups
English - study two more hours each weekend
I am going to ____ .
六、教学反思
"新年决心"贴近学生生活,学生普遍有话说,课堂参与度高。多数学生能读懂范文并填好表格,但个别后进生对 be going to 的人称搭配仍会漏掉 am/is/are,写作时句子偏简单、理由或做法交代不全。今后可用"问题—决心"对照板书反复带读句型,写作前先同桌互说再下笔,引导学生把话说完整。

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