八年级下册 Unit 6 An old man tried to move the mountains Section A 1a-2d 教案（表格式）

Go For It 8A Unit 6 Section A 1a-2d
Analysis of teaching material What: The thematic context of this unit is man and self, and the topic is future planning. The text of Unit6 Section A is a dialogue that introduces ideas about different future jobs and the efforts needed. Why: Through the study of this discourse, students have a further understanding of future plans, and it also arouses students’ deep reflection on their future careers, inspiring their self-confidence and determination to work hard to achieve their future goals. How: This is a conversational discourse related to students’ actual lives. It uses the question words “what” “when” “where” and “how” as well as the structure “be going to do” to ask and answer questions about future plans, reflecting the theme of man and self in this unit.
Teaching objectives By the end of the session, most students will understand the listening material and grasp some new words such as “pianist, violinist, engineer, computer programmer, pilot”; learn and understand the structure “be going to do” and talk about their own future plans by using it correctly; establish lofty ideals and self-confidence, and work hard to make their future plans come true; These objectives will be achieved by: 1. teaching new words by guiding students to identify occupations through pictures; 2. teaching students sentence structures “What do you want to be... ” “I’m going to be...” “How are you going to do that” “I’m going to do ...” through pair word and discussion.
Teaching focus Listening: Understand the different efforts required to obtain different jobs. Vocabulary: pianist, violinist, engineer, computer programmer, pilot, and so on. Grammar: be going to do.
Anticipated difficulties Students may feel it difficult to correctly use “be going to do” to describe their future plans.
Teaching procedure Teaching Objective 1: learning and understanding Activity 1: Lead-in 1. Show a picture of different kinds of jobs, asking students about their parents’ jobs and lead in the notion of future plans. 2. Identify some jobs by showing corresponding pictures and introduce some new words which can help clear listening impairment. 3. Invite some students to share about their dream jobs. Activity 2: Listen and fill in the blanks, then match the items Tell students to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences. Play the recording for the students to listen and fill in the blanks. Check the answers with the students. Play the recording again. Students listen and match the jobs with activities. Show the answers on the big screen. Activity 3: Listen and tick the boxes. Ask students to make a prediction about Cheng Han’s future plan according to the pictures, then play the recording the confirm their predictions. Activity 4: Listen and complete the table. Ask students to listen carefully, catch some key information about “what” “how” “where” “when” and complete the table. Teaching Objective 2: applying and practicing Activity 1: Pair work Students work in pairs, ask and answer the questions about Cheng Han’s future plan: A: What does Cheng Han want to be B: He wants to be ... A: How is he going to do that B: He is going to... Teaching Objective 3: transferring and creating Activity 1: Discussion Work in pairs and talk about their own future plans and the efforts to be paid, using the structure “be going to...” and some key information like “what” “how” “where” “when”. Invite some pairs to present the conversation in front of the class. Activity 2: Summary Invite some students to act as attendants to sum up what they have learned today, then the teacher will make a conclusion. Listened to people talking about their future plans; 2. Learned to talk about your future plans and how you are going to do that. Introductions Activity 1: to attract students’ attention and activate their schema, leading into the topic of this unit: future intentions. Activity 2-4: through different kinds of listening activities, students can understand the discourse better and improve their listening skills. Activity 1: retell can help students review the listening materials and practice the structure “be going to do”. Activity 1: discussion can help students improve their cooperative awareness, and develop their ability of transferring and creating. Activity 2: to consolidate the content of the lesson.
Homework Listen to the tape and imitate the dialogue. Tell your parents or friends about your future plans and how you are going to do.
Blackboard design Unit 6 I’m going to study computer science Section A 1a-2d (listening and speaking) What do you want to be when you grow up I’m going to be a/an doctor, engineer, pianist, violinist, scientist, pilot,... How are you going to do that I’m going to do ...
Reflection This lesson is for listening and speaking, it is designed according to the activity-based approach to English learning. I have designed a series of activities from easy to difficult and from simple to complex to cultivate students’ core literacy, that is, language competence, cultural awareness, thinking quality and learning ability. It is aimed to help students improve their listening and speaking skills.