人教版（2024）八年級(jí)上冊(cè)英語(yǔ)Unit6PlanforYourself教案

單元教材分析

UnitThemeAnalysis（單元主題分析）

Thethemeofthisunitisaboutcareeraspirations.Throughaseriesofactivities

andtasks,itaimstoguidestudentstotalkaboutdifferentjobs,expresstheircareer

plans,andunderstandthestepsneededtoachievethosegoals.Bydiscussingvarious

jobsandrelatedpreparations,studentscanthinkabouttheirfuturecareersandlearn

relevantEnglishexpressions.

OverviewofUnitEmphasisandDifficulties（單元重難點(diǎn)一覽）

1.Masterthevocabularyandsentencepatterns

relatedtofutureplans.

KeyPoints2.Beabletouse“begoingto,9structureto

expressfutureplansrelatedtojobs.

3.ReadandwriteNewYear'sresolutions.

I.Usethe“begoingto“structureaccuratelyin

differentcontexts.

Key2.Organizethoughtsandexpressdetailedcareer

Difticultiesplansandstrategiesclearly.

3.Pronouncewordswithspecificphonetic

patternscorrectly（asinthePronunciationpart）.

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單元學(xué)情分析及教學(xué)建議

LearningSituationAnalysis（學(xué)情分析）

1.Studentsmayhaveabasicunderstandingofcommonjobs,buttheirEnglish

expressionsfortalkingaboutcareerplansmaybelimited.

2.The“begoingto"structureandpronunciationofsomejob-relatedv/ordsmay

posedifficultiesforstudents,requiringmorepractice.

3.Somestudentsmaystruggletoclearlyexpresstheirlong-termcareergoalsand

thestepstoachievethem.

4.Studentsmaylackfamiliaritywithcross-culturalcareerconcepts（e.g.therole

ofafilmdirectorvsaTVproducer）andhowculturalcontextsinfluencejob

responsibilities.

5.Manystudentsmayfinditchallengingtousethe“begoingto“structurein

complexsentences,suchasexpressingconditionalplansorcombiningmultiplegoals.

TeachingSuggestions（教學(xué)愛(ài)議）

1.Usemultimediaresourcessuchaspicturesandvideosofdifferentjobstomake

theteachingmoreengagingandtohelpstudentsvisualizevariousjobs.

2.Adoptgroup-workandrole-playmethods.Letstudentsdiscusscareerplansin

groupsandactoutjob-huntingorcareer-planningscenariostoimprovetheir

communicationskills.

3.Providesentencetemplatesandexamplesforexpressingcareerplanstohelp

studentsorganizetheirwriting.Offermoreopportunitiesforwritingpracticeand

timelyfeedback.

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4.Payattentiontoindividualdifferences.Providedifferentiatedtasksand

guidancetomeettheneedsofstudentsatdifferentlevels.

5.Incorporatecareerexplorationactivities,suchasresearchingjobrequirements

fortargetoccupationsandpresentingfindingsinclass,todeepenunderstandingofreal

—worldcareerpaths.

6.Designpronunciationworkshopsfocusedonchallengingjobtitles,using

minimalpairs（e.g."musician"vs"mission"）andtongue-twisterstoimproveclarity.

單元整體目標(biāo)

1.Masterjob-relatedvocabularyandthe"begoingto“sentence

pattern.

Language2.Understandconversationsandtextsaboutfutureplansthrough

Proficiencylisteningandreading.

（語(yǔ)言能3.Talkaboutfutureplans,askandanswerquestionsaboutplans

力）fluently.

4.Writeshortdescriptionsaboutfutureactivitieswithcorrect

grammarandvocabulary.

Cultural

Awareness1.Understandthediversityoffutureplanningindifferentcultures.

（文化意2.Respectdifferentcareerpathsandtheeffortsrequiredforeach.

識(shí)）

Thinking1.Analyzeandcomparedifferentfutureplans,andexpresspersonal

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第一課時(shí)SectionA[(la—ld)&Pronunciation1—2]

TeachingProcedures(教學(xué)過(guò)程)

Activity1Warmingupandrevision(感知與注意)

T:Let*sstartwiththe“BIGQuestion^^onpage51:"Whydoweneedplans?”

Discussinpairs.

{Studentsdiscuss.)

T:Let'ssharesomeofyourideas.

設(shè)計(jì)意圖：通過(guò)討論激活學(xué)生對(duì)“計(jì)劃”話題的興趣，讓學(xué)生思考計(jì)劃的重

要性，為新課學(xué)習(xí)做好鋪墊。

Activity2Presentation(獲取與梳理)

T:Let'sstartwithla.Lookatthepicturesofdifferentjobs.Tickthejobsthatyou

thinkareinteresting.Thenshareyourchoiceswithyourpartner.

(Studentstickandshare.)

T:Now,letslearnthenamesofthesejobs.

(Showpicturesci^ainandteachthejob-relatedvocabulary:ITen^ineer,

fashiondesigner,filmdirector,musician,fireman,teacher)

設(shè)計(jì)意圖：讓學(xué)生通過(guò)勾選活動(dòng)，復(fù)習(xí)和鞏固與工作相關(guān)的詞匯，為后續(xù)語(yǔ)

言輸出做準(zhǔn)備。

Activity3Listening(獲取與梳理)

T:Beforelisteningtolb,guess:Whichthreejobswillyouhearinthe

conversations?Discusswithyourpartner.

(Studentsguessinpairs.Theteacherwritespredictionsontheblackboard.)

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T:Nowlistenandcheckyourpredictions.Circleinlathethreejobsyouhear.

設(shè)計(jì)意圖：通過(guò)聽(tīng)前預(yù)測(cè)和聽(tīng)后核對(duì)，培養(yǎng)學(xué)生的推理能力和聽(tīng)力技巧，提

高學(xué)生對(duì)對(duì)話內(nèi)容的關(guān)注度。

Activity4Listening(獲取與梳理)

T:Listentotheconversationsagain.Matchthenameswiththestatementsin1c.

(Playtherecording.Studentslistenandniatch.)

T:Let'schecktheanswers.Explainyourchoices.

設(shè)計(jì)意圖：進(jìn)一步提升學(xué)生的聽(tīng)力理解能力，讓學(xué)生學(xué)會(huì)在聽(tīng)力中匹配信息，

加深對(duì)對(duì)話內(nèi)容的理解。

Activity5Pairwork(想象與創(chuàng)造)

T:Nowthatweknowwhatthestudentsintheconversationswanttodo,let'stry

totalkaboutJohn's,Jason's,andTina'scareerplanswithyourpartner.Youcanusethe

sentencepatternsinthebook.

(Givestudentsasampleframeworkonthescreen.)

A:WhatdoesJohnwanttobewhenhegrowsup?

B:Hewantstobeafireman.

A:Howishegoingtorealizehisdream?

B:Heisgoingtoexerciseeveryday.

T:Nowifsyourturn.Workinpairsandmakeyourownconversationsaboutthe

otherstudents*careerplans.

設(shè)計(jì)意圖：通過(guò)仿說(shuō)練習(xí)，讓學(xué)生在熟悉語(yǔ)境中練習(xí)句型和表達(dá)，降低語(yǔ)言

輸出難度。模仿對(duì)話結(jié)構(gòu)幫助學(xué)生在句式運(yùn)用上建立信心，順利過(guò)渡到談?wù)撀殬I(yè)

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規(guī)劃的任務(wù)中。

Activity6Pronunciation（歸納與應(yīng)用）

T:Let'slistentothesoundsinPronunciation1.Repeataftertherecording.Then,

addonemorewordtoeachgroupasrequired.

（Playtherecording.Studentslistenandrepeat,thenwriteadditionalwords.]

T:Now,letfshaveacompetition!Eachgrouphas2minutestowriteasmany

wordsaspossiblethatmatchthesoundsineachcolumn.Thegroupwiththemost

correctwordswins.

設(shè)計(jì)意圖：結(jié)合競(jìng)賽形式提高學(xué)生參與度，通過(guò)歸納練習(xí)幫助學(xué)生掌握語(yǔ)音

模式。

Activity7Listenandrepeat（歸納與應(yīng)用）

T:ListentothesentencesinPronunciation2.Noticehowtheitalicizedwordsare

pronounced.Repeataftertherecording.

（Playtherecording.Studentslistenandrepeat.）

設(shè)計(jì)意圖：幫助學(xué)生關(guān)注句子中單詞的發(fā)音。通過(guò)跟讀練習(xí)，使口語(yǔ)表達(dá)更

自然流暢，培養(yǎng)語(yǔ)感，提升口語(yǔ)水平。

Activity8Homework（課后作業(yè)）

Recorda1-2-minutevideotointroduceajobyouaremostinterestedin.The

videoshouldusethejob-relatedvocabularyandthe“begoingto“structurelearnedin

thisclass.

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BlackboardDesign（板書設(shè)計(jì)）

第一課時(shí)SectionA[（la—ld）&Pronunciation1—2]

Keywords：engineer,fashiondesigner,director,musician

Keysentencepatterns：

Whatdoyouwanttobewhenyougrowup?

Iwanttobea/an?八

Howareyougoingtorealizeyourdream?

Iamgoingto…

Pronunciation：/h/,/w/,/0/,/d/,/k/,/kw/,/f/,/j/

TeachingReflection（教學(xué)反思）

Inthislesson,studentsactivelyparticipatedinjob-relateddiscussionsthrough

games,pairwork,andlisteningactivities.Thepronunciationactivitieswereeffective

inhelpingstudentspractisephoneticpatterns.However,somestudentsstillhad

troubleusingthe“begoingto"structureaccurately.Nexttime,morein-classexercises

andasummarychartforthisstructureshouldbeprovided.Overall,studentsshowed

greatenthusiasm.Infuturelessons,morereal-lifeexamplesofcareerplanningcanbe

added,andthetimeforpairworkcanbeadjustedaccordingtostudents1performance

tofurtherimprovetheiroralcommunicationskills.

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第二課時(shí)SectionA(2a—2d)

TeachingProcedures(教學(xué)過(guò)程)

Activity1Warmingup(感知與注意)

T:Goodmorning/afternoon,class!Now,let'sstartourclasswithashortvideo.

Watchthevideocarefullyandthinkaboutwhattheywanttobewhentheygrowup.

(Playavideoshowingvariousjobslikedoctors,teachers,athletes,etc.)

設(shè)計(jì)意圖：激發(fā)學(xué)生對(duì)職業(yè)話題的興趣，營(yíng)造輕松的學(xué)習(xí)氛圍。

Activity2Listening(獲取與梳理)

T:Now,listentoaconversationbetweenAdamandFuXing.They'retalking

abouttheirfutureplans.Yourtaskistofillintheblanksin2awhilelistening.

(Playtherecordingforthefirsttime.)

T:Listenagaintodouble-checkandcompleteyouranswers.

(Playtherecordingagain.)

設(shè)計(jì)意圖：訓(xùn)練學(xué)生的聽(tīng)力理解能力和抓取關(guān)鍵信息的能力。

Activity3Reading(整合與概括)

T:Lookat2b.Wehaveasetofstatementsbasedontheconversation.Readthe

conversationandthesestatementscarefully.Considerquestionslike"What'sFu

Xing'sgoal?"and"WhatareAdam^parents*expectations?.

(Studentsreadindependently.)

T:Now,decidewhethereachstatementistrueorfalse.

{Studentsworkindividually^

T:Let'sgothroughtheanswers.

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設(shè)計(jì)意圖：通過(guò)判斷正誤幫助學(xué)生內(nèi)化對(duì)話內(nèi)容，提升他們的閱讀理解能力。

Activity4Languagepractice（內(nèi)化與運(yùn)用）

T:Listentotheconversationonemoretime.Then,findapartnerandrole-play

theconversation.OneactsAdam,andtheotheractsFuXing.Tilgiveyou5minutesto

practise,andthensomepairswillcometothefronttoshowustheirperformance.

設(shè)計(jì)意圖：通過(guò)反復(fù)聽(tīng)音頻和角色扮演來(lái)強(qiáng)化聽(tīng)說(shuō)技能。表演和評(píng)價(jià)環(huán)節(jié)有

助于學(xué)生關(guān)注語(yǔ)言細(xì)微之處，提升口語(yǔ)交際能力。

Activity5Groupwork（實(shí)踐與應(yīng)用）

T:Lookatthepicturesofdifferentjobsin2d.First,chooseajobyouare

interestedin.Then,walkaroundtheclassroomandinterviewyourclassmatesabout

theirdreamjobsandtheirplans.Fillinthetablewiththeinformationyouget.After8

minutes,someofyouwillreporttheresultsinfrontoftheclass.

設(shè)計(jì)意圖：培養(yǎng)學(xué)生的溝通合作能力，讓他們?cè)诨?dòng)中練習(xí)使用英語(yǔ)。

Activity6Homework（課后作業(yè)）

WriteashortessayinEnglishaboutyourowncareerdream.Includewhatyour

dreamjobisandhowyouplantoachieveit.Usethevocabularyandsentencepatterns

learnedinclass.

BlackboardDesign（板書設(shè)計(jì)）

第二課時(shí)SectionA（2a—2d）

Vocabularyforoccupations：writer,

athlete,photographer,worker,doctor*,,

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Keyphrases：wanttobe

keepondoing-?,

tryone'sbest

Keysentencepatterns：

Whatdoyouwanttobewhenyougrow

up?Howareyougoingtodothat?

TeachingReflection（教學(xué)反思）

Studentsshowedenthusiasmfordiscussingcareerdreams.However,somestudents

struggledwithusingthelearnedvocabularyandsentencepatternsaccuratelyinoral

communication,especiallywhenelaboratingoncareer-achievementplans.Infuture

teaching,moretargetedoralpracticewillbearranged,suchasimpromptuspeaking

exercisesandgroupdiscussionsoncareer-relatedtopics.

第三課時(shí)SectionA（GrammarFocus3a—3d）

TeachingProcedures（教學(xué)過(guò)程）

Activity1Presentation（獲取與梳理）

T:Class,lookatthesentencesin3aonthescreen.Readthemaloudtogether.Pay

specialattentiontothewordsinbold.

（Studentsreadthesentences.）

T:Now,turntoyourpartneranddiscuss:Whendoweuse“begoingto”?You

have3minutes.

{StudentsdiscussinpairsJ）

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T:Time'sup.Who'dliketoshareyourideas?

(Elicitstudents'answers.)

T:Excellent!”Begoingto“isoftenusedtotalkaboutourfutureplansor

intentions.Let'swritedownthekeypointsontheblackboard.

(Wntethebasicstructureandusageexplanations^

設(shè)計(jì)意圖：通過(guò)閱讀和討論，讓學(xué)生初步感知"begoingto”的用法，并主動(dòng)

探索其規(guī)則，為后續(xù)學(xué)習(xí)奠定基礎(chǔ)。

Activity2Practice(內(nèi)化與運(yùn)用)

T:Lookat3b.Herewehavesomesituationsandcorrespondingactions.Your

taskistomatchthemcorrectly.

(Givestudentsafewminutestoworkindependently.)

T:Afteryou'vefinished,checkyouranswerswithyourpartner.Ifthereare

differences,discussandfigureouttherightones.

設(shè)計(jì)意圖：通過(guò)匹配練習(xí)，學(xué)生能夠進(jìn)一步理解“begoingto”在不同情境中

的應(yīng)用，并梳理他們對(duì)這一語(yǔ)法點(diǎn)的理解。

Activity3Practice(內(nèi)化與運(yùn)用)

T:Now,focuson3c.Weneedtocompletetheconversationusingthewordsin

brackets.First,readtheconversationsilentlyandtrytofigureoutthecontext.

(Studentsreadsilently.)

T:Startfillingintheblanks.Ifyouhaveanydoubts,youcandiscusswithyour

partner.

(Studentsworkontheexercise.)

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設(shè)計(jì)意圖：完成對(duì)話有助于學(xué)生在實(shí)際語(yǔ)境中內(nèi)化"begoingto”的用法。

Activity4PairWork（想象與創(chuàng)造）

T:Class,nowit'stimetomakeyourownschedulefortheweekend.Use“be

goingto“towritedownyourplans.

（Givestudents3—4minutestocreatetheirschedules.）

T:Afterthat,findapartner.Shareyourschedulesandtrytoarrangeatimetodo

somethingtogether.Usetheexampledialogueasaguide.

{Studentscommumcateinpairs.Thenaskstudentstosharetheircoiwersationswiththec

lass.）

設(shè)計(jì)意圖：這項(xiàng)活動(dòng)使學(xué)生能夠在貼近現(xiàn)實(shí)生活的交流中運(yùn)用“begoingto”

結(jié)構(gòu)，鞏固他們的知識(shí)并提升口語(yǔ)交際能力。

Activity5Homework（課后作業(yè)）

Writeashortpassageaboutyournext-weekplansusing“begoingto^.Includeat

least5sentences.

BlackboardDesign（板書設(shè)計(jì)）

第三課時(shí)SectionA（GrammarFocus3a—3d）

Basicstructureof“begoingto”：

Sb+be（am/is/are）+goingto+verb原形.

Usageexplanation：

Expressfutureintentionsandplans.

TeachingReflection（教學(xué)反思）

Duringtheteaching,studentsshowedagoodunderstandinginsimplematching

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andconversation-completiontasks.However,whencreatingtheirownschedulesand

communicatinginpairs,somestudentsstillmademistakesinusingthecorrectformof

“begoingto”,especiallywiththecorrectuseof"am/is/are”.Infutureteaching,more

variedandcomplexpracticeexerciseswillbedesignedtohelpstudentsmasterthe

accurateusageof“begoingto“indifferentcontexts.

第四課時(shí)SectionB（la一le）

TeachingProcedures（教學(xué)過(guò)程）

Activity1Warmingup（感知與注意）

T:Class,let'sstartwithadiscussion.Lookatthequestionsinla.First,think

aboutthekindsofplansyoumadelastyear.

（Givestudents1-2minutestothink.）

T:Now,turntoyourpartnerandshareyourplans.Also,talkaboutwhetheryou

wereabletosticktothemornotandthereasons.

設(shè)計(jì)意圖：通過(guò)討論激活學(xué)生關(guān)于規(guī)劃的已有知識(shí)，激發(fā)他們對(duì)決心這一話

題的興趣。

Activity2Reading（獲取與梳理）

T:Now,let'smovetolb.Hereisatextaboutresolutions.First,readthetext

quicklyandthefoursentencesA-D.Trytounderstandthegeneralideaofeach.

（Studentsreaclthetextanclthesentences.）

T:Thenputthesentencesinthecorrectplaces.Youcandiscusswithyourpartner

ifyou'renotsure.

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(Studentsreadandcompletethetask.)

設(shè)計(jì)意圖：通過(guò)這項(xiàng)閱讀和句子填空任務(wù)，幫助學(xué)生理解與決心相關(guān)的文本

結(jié)構(gòu)和內(nèi)容，提升他們的閱讀理解能力和文本分析能力。

Activity3Practice(概括與整合)

T:Readthetextagain.Thistime,yourtaskistomatcheachparagraphwithits

mainpurposein1c.Thinkaboutthekeypointofeachparagraph.

(Studentsreadandmatch.)

T:Checkyouranswerswithyourpartner*.Then,let'scheckasaclass.

(Gothrou^heachpara^rciph-purposematchandexplain.)

T:Basedonthetextinformation,completethemindmapinId.Fillintheblanks

aboutthemeaning,types,reasons,etc.ofresolutions.

(Studentsworkonthemindmap.)

T:Afteryou'redone,shareyourmindmapwithyourgroupmembers.Discuss

andmakesuretheinformationiscorrectandcomplete.

設(shè)計(jì)意圖：這些任務(wù)有助于學(xué)生進(jìn)一步內(nèi)化有關(guān)決心的知識(shí)，理解文本中的

細(xì)節(jié)和關(guān)聯(lián)，提升他們總結(jié)和組織信息的能力。

Activity4Groupdiscussion(內(nèi)化與運(yùn)用)

T:Lookatthequestionsinle.Workingroupsoffourtodiscussthem.Forthe

firstquestion,thinkabouttheadvantagesanddisadvantagesofmakingresolutions.

Forthesecondone,considertheadvantagesanddisadvantagesofplanningaheadand

doingthingsatthelastmoment.

{Studentsdiscussingroups^

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T:Now,eachgroupselectsarepresentativetoshareyourgroup'sideaswiththe

class.

設(shè)計(jì)意圖：通過(guò)小組討論和分享，學(xué)生可以鞏固對(duì)主題的理解，表達(dá)自己的

觀點(diǎn)，并提高口語(yǔ)交際能力和批判性思維能力。

Activity5Homework(課后彳乍業(yè))

WriteashortpassageaboutyourownNewYear'sresolution.Includewhatyour

resolutionis,whyyoumadeit,andhowyouplantokeepit.

BlackboardDesign(板書設(shè)計(jì))

第四課時(shí)SectionB(la—le)

Keywords:resolution,physicalhealth,

self-improvement,organized,?,

Sentencepatterns：

Aresolutionisapromisethatyoumaketoyourself.

Peoplemakeresolutionstoimprovetheirlife.

Textstructureanalysis：

Paragraph1:Introductionofresolution'smeaning

(B)

Paragraph2:Popularresolutions(A)

Paragraph3:Reasonsforfailure(D)

Paragraph4:Howtoachieveresolutions(C)

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TeachingReflection（教學(xué)反思）

Duringtheteachingprocess,studentsactivelyparticipatedingroupdiscussionsand

readingtasks.However,somestudentsstillhaddifficultiesinexpressingcomplex

ideasclearlyduringtheoral-discussionpart,especiallywhenanalyzingthereasons

andgivingsuggestions.Infutureteaching,moreoral-practiceactivities,suchas

debate-likediscussionsandimpromptuspeaking,willbedesignedtoimprove

students*oral-communicationability.

第五課時(shí)SectionB（2a—女）

TeachingProcedures（教學(xué)過(guò)程）

Part1VocabularyinUse

Activity1Warmingupandpresentation（感知與，主意）

T:Class,lookat2a.Herearesomedefinitionsofjobs.First,readthefirst

definition:"Thispersonhelpstoputoutfires."Whocantellmethejob?

（Elicittheanswer“fireman“andwriteitontheblackboard.）

T:Now,completetheremainingblanksonyourown.Then,addmorejob

definitionsforyourpartnertoguess.

（Studentsworkindividuallycindtheninpairs.）

T:Let'ssharesomeinterestingdefinitionsandjobs.

（Invitestudentstosharetheircreateddefinitionsandtheguessedjobs^

設(shè)計(jì)意圖：激活學(xué)生關(guān)于職業(yè)的已有知識(shí)，以互動(dòng)的方式引入新詞匯，激發(fā)

他們對(duì)詞匯學(xué)習(xí)的興趣。

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Activity2Vocabularypractice(獲取與梳理)

T:Moveonto2b.Wehavesomephrasesinbracketsandweneedtowriteour

ownsentences.Lookatthefirstone:"Myfather'sjob.(havetodowith)”.

Let'sthinkabouthowtocompletethissentence.

(Elicitsomesamplesentencesfromstudents.)

T:Now,writetheremainingsentences.Afteryou'redone,exchangeandcheck

yoursentenceswithyourpartner.

(Studentswriteandchecksentences.)

設(shè)計(jì)意圖：通過(guò)造句練習(xí)幫助學(xué)生理解短語(yǔ)的用法，并梳理他們對(duì)這些短語(yǔ)

在語(yǔ)境中如何運(yùn)用的理解。

Activity3Vocabularypractice(內(nèi)化與運(yùn)用)

T:Lookat2c.Wehaveapassageandsomewordsinthebox:"confident'',

“explain"，"fail","practise","tryone'sbest”.First,readthepassagesilentlyand

trytounderstandthecontext.

{Studentsreadsilently^

T:Then,completethepassagewiththecorrectformsofthewordsinthebox.

設(shè)計(jì)意圖：讓學(xué)生在語(yǔ)篇語(yǔ)境中內(nèi)化所學(xué)單詞，理解其實(shí)際用法。

Part2ReadingforWriting

Activity1Warmingup(感知與注意)

T:Class,asthenewyearisapproaching,doyouusuallythinkaboutmaking

somechangesorsettingsomegoalsforyourself?Forexample,doyouwanttoget

bettergrades,orlearnanewskill?Turntoyourpartnerandshareyourideas.

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{Studentsdiscussfor3—minutes^

設(shè)計(jì)意圖：激活學(xué)生關(guān)于新年目標(biāo)的已有知識(shí)和思考，激發(fā)他們對(duì)新年決心

這一話題的興趣，并為接下來(lái)的學(xué)習(xí)營(yíng)造良好的氛圍。

Activity2Readingandcomprehension(獲取與梳理)

T:Class,lookat3a.Hereisatexttitled"NewYear,NewMe”.First,readthetext

quicklytogetthegeneralidea.

{Studentsreadquickly.)

T:Now,readitcarefullyandcompletethetable.Thinkaboutwhattheauthor

wantstoimproveandwhatresolutionshemakes.

(Studentsreadcarefullyandcompletethetable.)

設(shè)計(jì)意圖：通過(guò)閱讀激活學(xué)生對(duì)新年決心的思考，并幫助他們理解如何在文

本中表達(dá)目標(biāo)和決心。

Activity3Personalgoal-setting(內(nèi)化與運(yùn)用)

T:Nowit'syourturntothinkaboutthethingsyouwanttoimproveandyour

resolutions.Youcanthinkaboutaspectslikestudy,health,orhobbies.

(Studentsthinkf'orcifewminutes^

T:Writedownyourideasinthetable.Afteryou'redone,sharewithyourpartner

andgiveeachothersomeadvice.

(Studentswriteandshare.)

T:Let'shearsomeofyourgoalsandresolutions.Whowantstoshare?

設(shè)計(jì)意圖：幫助學(xué)生獲得自我提升的思考能力，并梳理他們關(guān)于目標(biāo)和決心

的想法。

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Activity4Writingpractice（想象與創(chuàng)造）

T:Basedonthenotesin3b,we'regoingtowritethreeparagraphs.First,lets

reviewhowtostartaparagraph.Wecanbeginwith“Iwanttoimprovemy???“and

thenexplainhow.

（ShowasampleparagraphontheblackboardifnecessaryJ）

T:Now,startwritingyourparagraphs.Ifyouhaveanyproblemswithgrammaror

expression,youcanaskyourpartnerorme.

（Studentswriteparagraphs.）

T:Afteryou'redone,Iwillchoosesomestudentstoreadtheirparagraphsaloud.

Therestoftheclasscangivesomepositivecommentsandsuggestionsfor

improvement.

設(shè)計(jì)意圖：使學(xué)生能夠內(nèi)化表達(dá)決心的知識(shí)，通過(guò)練習(xí)提升寫作能力，并從

同伴反饋中學(xué)習(xí)。

Activity5Homework（課后作業(yè)）

Reviseyourparagraphsbasedonthefeedbackyougot,andthenwriteonemore

paragraphaboutanotheraspectyouwanttoimprove.

BlackboardDesign（板書設(shè)計(jì)）

第五課時(shí)SectionB（2a—女）

Job-relatedvocabulary:

Writingtips：

firemanmusicianBespecificaboutyourgoals.

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actorengineerUsecorrectgrammarand

vocabulary.

fashiondesignerlawyerMakesureyour

paragraphsarecoherent.

TeachingReflection（教學(xué)反思）

Duringtheteaching,studentsshowedenthusiasminsharingtheirpersonalgoals

andresolutions.However,intheparagraph-writingprocess,somestudentshad

problemswithorganizingtheirideasandusingappropriateconnectivestomakethe

paragraphscoherent.Infutureteaching,morewriting-strategytraining,suchasusing

transitionwordsandstructuringparagraphs,willbeprovided.

第六課時(shí)SectionB（Project&Reflecting）

TeachingProcedures（教學(xué)過(guò)程）

Activity1Groupwork（感知與注意）

T:Class,nowwe'regoingtostartourproject.First,lefsworkingroups.Each

groupwilldiscusstheproblemsinourclassorschool.Thinkaboutaspectslikethe

environment,studyatmosphere,orrelationshipsamongclassmates.

（Dividestudentsintogroups.）

T:Then,makealistoftheproblemsyoufindandthereasonswhytheyexist.You

canusethetableonthetextbookpage.

（Givestudents8-10mimitestodiscussandlist^

T:Time'sup.Somegroupsmayhavefoundproblemslike“Therearesome

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scribblesonthewallsofourschool."Now,shareyourproblemsandreasonswiththe

class.