Unit 6 Plan for Yourself 第2课时 Section A (2a-2d)教案人教版(2024)八年级上册

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名称 Unit 6 Plan for Yourself 第2课时 Section A (2a-2d)教案人教版(2024)八年级上册
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更新时间 2025-07-13 16:52:47

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第2课时 Section A (2a-2d)
一、教学目标
1.能熟练运用职业名称相关词汇和句型谈论自己的理想职业。能听懂用be going to结构谈论自己及他人理想职业的对话,并能运用这种结构进行相关话题的对话。
2.能够初步了解中外学生的择业观,树立健康积极的生活目标,制订相应的学习计划,增强为实现人生理想而努力的决心和信心。
3.通过谈论未来理想,激发对英语学习的兴趣;能借助小组活动的机会,积极用英语与其他同学交流,谈论未来的理想职业。
二、核心语言知识
1.核心词汇:
单词:
classic;literature;athlete;photographer;painter;businessman;actress;lawyer;law
短语:
plan to do sth;keep on doing sth;make sure;try one's best
2.核心句式:
(1)It's a book of essays by a famous Chinese writer.
(2)I'm going to keep on writing stories and essays.
(3)My parents want me to be a doctor,but I'm not sure about that.
(4)Not everyone knows what they want to be.
(5)Just make sure you try your best at school.
3.教学重难点:
(1)指导学生正确使用相关词汇、短语和句型结构。
(2)使学生能够用英语流利地表达自己未来的职业规划及相关理由。
(3)培养学生用英语交流和思考未来职业发展的能力。
三、教学过程
学习活动 效果评价
◆Step 1 Lead-in Career Guessing Game Play a wonderful video clip featuring people from different professions in their work environments,such as a writer focusing on writing in a quiet study,firefighters swiftly responding to extinguish fires and conduct rescues,and fashion designers meticulously crafting garments in their studios.After the video ends,initiate the activity.The teacher will describe job-related characteristics shown in the video,and have students race to guess the profession's name. 教师通过观察学生在竞猜职业游戏中的表现、讨论理想职业时的参与度以及语言表达的准确性,评估他们对职业词汇的理解和运用能力,并根据学生的表现给予及时指导。
设计意图:通过游戏吸引学生的注意力,快速引入主题;复习旧知,通过联想关键词和短语激活学生思维。
◆Step 2 Pre-listening T:Have you ever thought about what you want to be when you grow up Why Invite some students to share with the whole class. 观察学生在诉说职业名称以及分享想法时的参与情况。如果大多数学生积极参与并表现出热情,则说明该活动是有效的。
设计意图:激活学生已有的职业知识,激发他们对未来职业规划主题的兴趣,为接下来的听力任务营造交际氛围。
◆Step 3 While-listening Work on 2a 1.Listen to the conversation and fill in the blanks. 2.Play the listening material for the second time.Check the answers. 3.Play the recording again and let students read after it and imitate the pronunciation and intonation. 教师通过观察学生在听力任务中的表现、填空的准确性评估他们对听力内容的理解和语言模仿能力,并根据学生的表现给予针对性的反馈和指导。
设计意图:通过听力填空和跟读模仿,帮助学生提高听力理解能力,巩固关键词汇、短语和句型,同时通过模仿录音的发音和语调,提升学生的语音准确性和语言表达能力。
◆Step 4 Post-listening 1.Work on 2b Read the conversation and decide whether these statements are true or false. 2.Work on 2c Pair work Read the conversation and then role-play it. 3.Work on 2d Work in pairs,make students ask and answer questions with each other about their own dream jobs and how they are going to make their dreams come true. 4.Group work (1)Ask students to have an interview in a group.One is a reporter,the other student will answer the questions like this. A:I'm a reporter from CCTV.Can I ask you some questions B:Yes,please! A:What do you want to be when you grow up B:I want to be… A:How are you going to do that B:I'm going to… (2)Ask students to fill in the blanks. NameWhat do you want to be when you grow up How are you going to do that
(3)Give a report. In my group,A wants to be…He/She is going to…As for me,I want to be… and I am going to…I am sure to try my best and then I can do anything I want. 教师通过观察学生角色扮演的表现、回答问题的准确性以及小组对话的流利度,评估他们对对话内容的理解和语言运用能力,并根据学生的表现给予积极的鼓励和指导。
设计意图:通过角色扮演和小组对话练习,帮助学生巩固对话内容,提升他们的口语表达能力和自信心,同时通过提问和反馈,确保学生对对话内容的理解和掌握。通过模拟采访活动和填写表格,帮助学生巩固职业词汇和未来计划的表达方式,提升他们的口语交流能力和信息整理能力,同时增强学生的自信心和参与度。
板书设计 Unit 6 Plan for Yourself 第2课时 Section A (2a-2d)
课堂评价
作业布置
必做: 1.Remember the words,phrases and sentences in this lesson. 2.Based on the classroom dialogue,complete the dialogue fill-in-the-blank exercise and write a similar conversation discussing your and your friend's future dreams and plans,using the “be going to” structure and at least three job-related vocabulary words. 选做: Choose a career that interests you.Learn about the job responsibilities,required skills,and development prospects of this career by searching the Internet,referring to books,and other means.Then create a hand-copy newspaper and give a brief introduction in English.
教学反思
  在本次教学中,各环节有序推进但仍存改进空间。导入环节的职业猜猜猜游戏成功吸引学生注意力,多数学生积极参与,职业词汇运用较流畅,只是小组讨论时部分学生参与度欠佳,后续可优化分组引导。听力练习中,预测场景有效调动学生思维,不过部分学生在听力填空时对细节把握不足,教师讲解重点知识后,跟读模仿环节学生发音语调有进步。角色扮演时,多数小组表现自然,能理解对话内涵,只是个别学生口语表达稍显生硬。小组采访活动里,学生口语交流较活跃,但表格信息整理存在格式不规范等问题。整体而言,后续应强化小组合作引导,增加针对性听力训练,规范学生信息整理习惯,提升教学成效。
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