Unit 6 Plan for Yourself （公开课一等奖创新教案+导学案）人教版八年级英语上册

Unit6PlanforYourself（公开课一等奖创新教案+导学案）人教版八年级英语上册第三课时GrammarFocus(3a－3d)

TeachingObjectives

Inthisclass，studentswill：

1．understandandcorrectlyusethestructure“begoingto"toexpressfutureplansandintentions.

2．talkabouttheirownschedulesfortheweekendusingthetargetlanguage.

TeachingAdvice

Lead-in

FutureFortuneTeller1．Theteacherputsonabighatandascarftodressupasafuturefortuneteller，andthensaysthewordsinamysteriousvoice：“Icanseeyourfuture！Letmetellyouwhatyouaregoingtodo！”2．Choosesomestudentstopredictwhattheyaregoingtodo.Theteachercanpredictaccordingtothereportsaboutstudents'dreamjobsinthelastlesson.Tomakethegamemoreinteresting，theteachercanalsopredictsomefunnythings.Forexample：“Iseethatyouaregoingtobeanastronautandtraveltothemoon."“You'regoingtoberichandsuccessful.”“YouaregoingtowinagoldmedalintheOlympicGames."“Youaregoingtomeetagoodfriendthisweekend.”3．Invitesomestudentstodressupasthefuturetellerandmakepredictionsusingthestructure“begoingto"．Remindthemnottosayanythingnegative.4．Introducethetargetgrammartostudents：begoingto.

ExploretheGrammar

3a1．Havestudentsreadthesentencesinthetableandtranslatethemeanings.2．Askthemtonoticethewordsinboldandtrytosummarizetheusage.◆wanttodosth./plantodosth.◆begoingtodosth.3．Askstudentstodiscusswhentousethestructure“begoingto”inpairs.Invitesomepairstosharetheiropinions.Theteachercanusethefollowingquestionsasprompts：◆Whatdoes“begoingto"express◆Isitaboutthepast，present，orfuture

GrammarRules

◆begoingto的用法：(1)用于表达说话者已经决定或计划要做的事情。E．g.She'sgoingtostudyabroadnextyear.I'mgoingtovisitmygrandparentsthisweekend.(2)用于表达根据当前情况推测未来可能发生的事情。E．g.Lookatthosedarkclouds！It'sgoingtorain.(3)用于表达某事很快会发生，通常带有紧迫感。E．g.Hurryup！Themovieisgoingtostartin5minutes.◆begoingto的句式结构：肯定句：主语＋be动词(am/is/are)＋goingto＋动词原形＋其他．E．g.Theyaregoingtohaveapartytonight.否定句：主语＋be动词(am/is/are)＋not＋goingto＋动词原形＋其他．E．g.Iamnotgoingtoattendthemeeting.一般疑问句：Be动词(Am/Is/Are)＋主语＋goingto＋动词原形＋其他？E．g.—Areyougoingtoplayfootballafterschool—Yes，Iam./No，I'mnot.特殊疑问句：特殊疑问词＋be动词(am/is/are)＋主语＋goingto＋动词原形＋其他？E．g.—Whatareyougoingtodothisweekend—I'mgoingtohangoutwithmyfriends.

GrammarExercises

3b1．Askstudentstoreadtheinstructionandcompletethematchingexercise.2．Havestudentsworkinpairstocheckanswers.Thenasksomepairstosharetheiranswers.3c1．Havestudentsskimtheconversationandgraspthemainidea.2．Askstudentstocompletetheconversationandchecktheanswersinpairs.3．Inviteapairtoroleplaytheconversationtosharethecorrectanswers.3d1．Askstudentstomaketheirowntimetablesfortheweekend.Invitesomestudentstoshareinclassusingthestructure“begoingto”．2．Havestudentsworkinpairstotalkabouttheirtimetablesandtrytoarrangeatimetodosomethingtogether.Remindthemtorefertotheconversationin3c.3．Invitesomepairstoroleplaytheirconversations.

SummaryAskstudentstosummarizetheusageofthestructure“begoingto"．HomeworkFinishtherelatedexercisesinthebooksproducedbyYouyi.BlackboardDesignWritethegrammarrulesontheblackboard.

TeachingReflection

Inthislesson，studentspractisedusing“begoingto”throughactivitieslikeroleplayingandcreatingweekendschedules.TheFutureFortuneTellergameeffectivelyengagedstudents，andthegrammarexercisesreinforcedtheirunderstanding.However，somestudentshadtroubleformingquestionsusing“begoingto"．Nexttime，Iwillprovidemoreguidedpracticeandvisualaidstosupporttheirlearning.Overall，thelessonachieveditsobjectives，butIwillimprovescaffoldingforweakerstudentsandensuresmoothertransitionsbetweenactivities.【预习自学】

预习单词

你自己；您自己pron.________/j

self/

工程师；技师n.________/end

n(r)/

时装业；时尚n.________/fn/

设计师n.________/dzan(r)/

导演；主任；董事n.________/drekt(r);darekt(r)/

音乐家；乐师n.________/mjuzn/

消防队员n.________/famn/

预习短语

makeaplan

_

growup

_

workhardatmaths

_

takeartlessons

_

realizehisdream

_

AI(artificialintelligence)_

预习句子（英汉互译）

John长大后想成为什么？

WhatdoesJohn______________________________whenhe______________________

Sohowareyougoingtobecomeafireman

_____________

I'mgoingtotakeartlessonsandpractisemydrawingskillseveryday.

_____________

你计划怎样做？

Howdoyou___________

dothat

参考答案：【预习自学】

预习单词：yourself;engineer;fashion;designer;director;musician;fireman

预习短语：制定一个计划；成长、长大；努力学习数学；上美术课；实现他的梦想；人工智能

预习句子：1.wantstobe,growsup

那么你打算怎样成为一名消防队员呢？

我打算上美术课，并且每天练习我的绘画技巧。

planto【预习自学】

预习单词

小品文；文章n.________/ese/

经典作品；名著n.

最优秀的；古典的adj.________/klsk/

文学；文献n.________/ltrt(r)/

运动员n.________/θlit/

摄影师；拍照者n.________/ftɡrf(r)/

画家；油漆匠n.________/pent(r)/

商界人士；企业家n.________/bznsmn/

女演员n.________/ktrs/

律师n.________/lj(r)/

预习短语(英译汉)

keepondoingsth

_

makesure

_

tryone’sbest

_

besureabout

_

预习句子（英译汉）

It'sabookofessaysbyafamousChinesewriter.

___________

Myparentswantmetobeadoctor,butI'mnotsureaboutthat.

____________

Noteveryoneknowswhattheywanttobe.

____________

参考答案：【预习自学】

预习单词：essay;classic;literature;athlete;photographer;painter;businessman;actress;lawyer

预习短语：继续做，反复做；确保，保证；尽最大努力；对……确定

预习句子：1.这是一本由一位著名中国作家所写的散文集。

我的父母希望我成为一名医生，但我对此不确定。

并非每个人都知道自己想成为什么。第四课时SectionB(1a－1e)&VocabularyinUse

TeachingObjectives

Inthislesson，studentswill：

1．getkeyinformationaboutresolutionsfromthetextandunderstanditsmainideas.

2．analyzethestructureandlanguagefeaturesofthetext.

3．talkabouthowtomakegoodplansandsticktothem.

TeachingAdvice

Lead-in

WatchandSayShowstudentsavideoaboutpeoplemakingNewYear'sresolutionsandaskthemtoanswerthefollowingquestions.(视频见优翼配套教学课件)◆Whatarethesepeopledoing◆WhyaretheydoingsoFreeTalk1．Havestudentsworkinpairstotalkaboutthefollowingquestions：◆HaveyouevermadeaNewYear'sresolutionlikethoseinthevideo？Whatwasit◆DidyousuccessfullykeepyourpastNewYear'sresolutions？Whyorwhynot2．Invitesomepairstosharetheiranswers.

Pre-reading

1a1．Havestudentsdiscussthequestionsingroups.Theteachercanprovidethefollowexpressionsaslanguagesupport：◆Studyplans：joinastudygroup；makeadailystudyschedule；readEnglishtextseverymorning...◆Weightlossplans：jogeveryday；eatlessjunkfood；eatmorevegetables…◆Socialplans：makeatleastonenewfriendeverymonth；contactoldfriendsandarrangegettogethers...2．Invitesomegroupstosharetheiranswers.

While-reading

1b1．Havestudentsreadthesentencesandgetthemeanings.2．Askstudentstoskimthetextandputthesentencesinthecorrectplaces.Remindthemtopayattentiontothecontext.3．Checktheanswersinclass.1c1．Havestudentsreadthepurposestomakesuretheygetthemeaningsandthendomatchingexercises.2．Invitesomestudentstoshareanswersandreasons.1d1．Havestudentslookatthemindmapandidentifyfromwhataspectsthemindmapisorganized.2．Explaintostudentsthateachpartofthemindmapisrelatedtooneparagraphinthetext.Askstudentstoworkinpairstocompletethemindmap.3．Invitesomepairstosharetheiranswers.AnalysisoftheText1．Presentthefollowingquestionsandhavestudentsworkinpairstodiscuss.◆Whattypeisthistext？Isitanarrative，expository，orargumentation？Howdoyouknow◆Howisthetextorganized2．Invitesomepairstosharetheiranswers.Thenpresenttheconclusion.

Post-reading

1e1．Havestudentsworkinpairstodiscussthetwoquestions.2．Invitesomepairstosharetheiropinions.TeachingTip：Theteachercanprovidethefollowingexpressionsaslanguagesupport：stayfocusedongoals，keepmotivated，givecleardirections，makeprogress，formgoodhabits...hardtosticktothem，forgetaboutthem，underpressure，toodifficulttoachieve，oftenchange...

VocabularyinUse

2a1．Askstudentstoreadtheinstructionandmakesuretheygetthemeaning.Explaintheword“definitions”ifnecessary.2．Havestudentswritethejobsbasedonthedefinitionsandinvitestudentstoshareanswersonebyone.3．Encouragestudentstoaddmoreforotherstoguess.2b1．Askstudentstoreadthephrasesinbracketstomakesuretheyknowtheirmeaningsandtheusage.2．Havestudentswritethesentencesusingthephrasesandchecktheanswersinpairs.3．Invitesomestudentstosharetheirsentencesinclassandencouragethemtomakemoresentencesusingthephrases.2c1．Havestudentsreadthepassagequicklytograspthemainidea.2．Askthemtofillintheblankswiththewordsinthebox.Remindthemtousethecorrectformsbasedonthecontext.3．Checktheanswersinclass.

SummaryAskstudentstosummarizewhattheylearnedinthislesson.HomeworkFinishtherelatedexercisesinthebooksproducedbyYouyi.BlackboardDesign1．What'saresolution2．Whattypesofresolutionsarethere3．Whyisitdifficulttokeepresolutions4．Whatcanwedotomakeresolutionsworkwell

TeachingReflection

Inthislesson，studentsengagedwellwiththevideoandfreetalk，sharingpersonalresolutionsactively.However,duringthemindmapactivity,somestudentshadtroubleconnectingparagraphstothetextstructure.Nexttime，I'llprovideclearerexamplesandmorescaffoldingforweakerstudents.Thelanguagesupportfordiscussionswashelpful，butInoticedstudentsreliedheavilyonprovidedphrases.Toencourageindependentthinking，I'llgraduallyreducesupportinfuturelessons.【预习自学】

预习单词

能够；有才能的adj.

________/ebl/

粘贴；将……刺入v.（stuck/stk/）

枝条；棍n.

________/stk/

决定；决议n.

________/rezlun/

小目标n.

________/mniɡl/

（经过努力）达到；完成v.

________/tiv/

身体的；物质的adj.

________/fzkl/

健康n.

________/helθ/

健康地adv.

________/helθli/

照相术；摄影n.

________/ftɡrfi/

自我改进；自我提高n.

________/selfmpruvmnt/

自信的；肯定的adj.

________/knfdnt/

有条理的；有组织的adj.（=organised）________/

ɡnazd/

聪明地；明智地adv.

________/wazli/

可能的；合理的adj.

________/psbl/

段；段落n.

________/prɡrɑf/

介绍；引见；引进v.

________/ntrdjus/

意义；含义n.

________/min/

未能（做到）；失败v.

________/fel/

提前；在前面adv.

________/hed/

设计；计划v.

设计；花纹n.

________/dzan/

桥n.

________/brd/

最后的；最终的adj.

决赛n.

________/fanl/

信心；信任n.

________/knfdns/

预习短语(英译汉)

stickto

_

Have(...)todowithsb/sth_

takeup

_

putout_

预习句子（英译汉）

Afterall,thestartoftheyearisoftenaperfecttimeformakingresolutions.

____________

Andsomeresolutionshavetodowithself-improvement,likebecomingmore

confidentororganized.

____________

Sometimestheresolutionsmaybetoodifficulttokeep.

_____________

Trytosetmini-goalstohelpyouachieveyourresolution.

____________

参考答案：【预习自学】

预习单词：

able;stick;resolution;mini-goal;achieve;physical;health;healthily;photography;

self-improvement;confident;organized;wisely;possible;paragraph;introduce;meaning;fail;ahead;design;bridge;final;confidence

预习短语：1.坚持；维持

和……有关系

开始学；开始从事

扑灭；把……摆好

预习句子：1.毕竟，一年伊始往往是制定决心的绝佳时机。

而且有些决心与自我提升有关，比如变得更自信或者更有条理。

有时这些决心可能太难坚持下去了。

试着设定小目标来帮助你实现你的决心。【预习自学】

预习单词

洗澡；浴缸n.________/bɑθ/

想念；错过v.________/ms/

预习短语(英译汉)

betiredof

_

takeahotbath

_

预习句子(汉译英)

未来你想成为什么？

__________

你打算读更多有关IT的书吗？______

_

你还打算做什么？

_____________

周六去打羽毛球怎么样？

_____________

感知语法

begoingto用法

1）用于表达说话者已经决定或计划要做的事情。

e.g.She’sgoingtostudyabroadnextyear.

I’mgoingtovisitmygrandparentsthisweekend.

2）用于表达根据当前情况推测未来可能发生的事情。

e.g.Lookatthosedarkclouds!It’sgoingtorain.

3）用于表达某事很快会发生，通常带有紧迫感。

e.g.Hurryup!Themovieisgoingtostartin5minutes.

参考答案：

【预习自学】

预习单词：bath；miss

预习短语：对……感到厌倦；洗个热水澡

预习句子：Whatdoyouwanttobeinthefuture

AreyougoingtoreadmorebooksaboutIT

Whatelseareyougoingtodo

How/WhataboutplayingbadmintononSaturday第五课时SectionB(3a－3c)

TeachingObjectives

Inthisclass，studentswill：

1．getthekeyinformationaboutthewriter'sresolutionsfromthetext.

2．writethreeparagraphstointroducetheirownresolutions.

TeachingAdvice

Lead-in

1．PresentavideoaboutstudentsmakingNewYear'sresolutionsandaskstudentsthefollowingquestions.(视频见优翼配套教学课件)◆Whatarethestudentstalkingabout◆Whatresolutionsdothestudentsmake◆Whatdoyouthinkoftheseresolutions◆Doyouthinkthesestudentscanachievetheirresolutions？Whyorwhynot2．Invitesomestudentstosharetheiranswersinclass.

Pre-writing

3a1．Havestudentsreadthetextquicklyandanswerthefollowingquestions：◆Howmanyresolutionsdoesthewritermake？Whatarethey◆Whydoesthewriterwanttomaketheseresolutions2．Guidestudentstoreadthetextcarefullyandexplainthelanguagepointsifnecessary.3．Analyzethestructureofthetextandguidestudentstolearnhowtoorganizethetextinalogicalway.4．Havestudentscompletethetableandcheckanswersinclass.

While-writing

3b1．Havestudentsworkinpairstotalkaboutthethingstheywanttoimproveinthecomingnewyear.Theteachercanprovidesomeaspectsforthemtochoose：physicalfitness，tidiness，studyskills，communicationwithparents，selfconfidence，makingnewfriends…2．Havestudentsfillinthetableaccordingtowhattheytalkedabout.Thencheckeachother'stabletomakesuretheresolutionsarereasonableandachievable.3c1．Guidestudentstorefertothetextstructureandcompletethewritingtaskin3cbasedonthetablein3b.2．Duringstudents'writingprocess，theteacherremindsthemtopayattentiontothecorrectuseofgrammar，spellingandpunctuation，aswellasthecoherenceofparagraphs.

Post-writing

1．Havestudentscheckeachother'swritinginpairs.Providethefollowingchecklist.◆Content：Clearlyshowimprovementareasandrelatedactions.◆Grammar：Properlyusethestructure“begoingto"．◆Coherence：Usethelinkingwordsortransitionalphrases.◆Spelling&Punctuation：Checkforrightspellingandproperpunctuationuse.2．Basedonthefeedbackfromtheirpartners，studentsrevisetheirwritingsandthensubmitthefinalversionoftheirwritingsforevaluation.

SummaryAskstudentstosummarizewhattheylearnedinthislesson.HomeworkFinishtherelatedexercisesinthebooksproducedbyYouyi.BlackboardDesignThefirstoneis...I'mgoingto...Besides，...Lastbutnottheleast，...

TeachingReflection

Thiswritingfocusedlessoneffectivelyledstudentsfromtextanalysistoselfexpressionofresolutions.Theinteractiveactivitieslikepairworkanddiscussionsengagedstudents.However，timemanagementcouldbebetter，andmoreindividualguidanceduringwritingmighthelpstudentsovercomedifficulties.Overall，itlaidasolidfoundationforstudents'writingability.Unit6PlanforYourself

单元总览

单元主题分析

本单元紧扣“目标与计划”主题，深度关联课程标准中“人与自我"主题范畴下的“自我认识，自我管理，自我提升”以及“职业启蒙"等子主题。学生通过本单元的学习，不仅能认识常见的职业，树立正确职业观，还能学会探讨个人目标与理想，并制定相应计划，助力自身发展与提升。

单元以大问题“Whydoweneedplans？”为引导，促使学生思考计划的重要性。同时，通过“Whendowemakeplans？"和“Howcanwemakegoodplans？”这两个引导性问题，有序串联起两个板块的内容。SectionA的对话语篇，呈现了不同角色对各自职业目标的讨论，以及为实现目标所做的规划，涉及消防员、时装设计师、IT工程师和作家等职业。这有助于学生拓宽对职业的认知视野，引导他们思考自身未来的职业方向，并规划当下行动，以实现职业目标。SectionB聚焦于引导性问题“Howcanwemakegoodplans？"。主篇阅读围绕“resolution(决心)”展开，深入介绍决心的定义、类型，以及制定和维持决心的有效方法。学生通过这部分学习，能够对自身计划进行反思，进而完善并高效执行计划。同时，该部分引导学生思考如何通过设定阶段性小目标，逐步实现远大梦想，呼应本单元的价值引领句“Dreambig，planwell，workhard，smileoften，andgoodthingswillhappen."。

综上所述，本单元以“目标与计划”为核心，借助精心设计的大问题与引导性问题，有机整合各板块内容，深入探讨计划的意义及其在达成目标过程中的关键作用。SectionA通过展示多元职业目标与计划，启发学生思考如何制定可行的职业规划；SectionB则通过对制定计划和坚持决心的探讨，强化学生对计划执行的理解。学生通过本单元的学习，既能掌握与目标、计划相关的语言知识与技能，又能在思想层面树立自我管理与提升的意识，培养规划与实践能力。

单元学习目标

通过本单元的学习，学生能够：

1．熟练运用本单元的词汇和句型，准确描述自己的目标与计划，并讨论如何实现这些目标。

2．读懂关于目标与计划的文章，获取关键信息并理解文章主旨。

3．听辨并正确朗读以下读音/h/、/w/、/θ/、//、/k/、/kw/、//、//以及含有这些读音的单词，建立字母与发音的联系；注意句子中的连读及非重音部分。

4．掌握“begoingto"结构的构成及用法，能够正确使用该结构谈论未来的计划和目标。

5．了解不同文化中关于目标与计划的观念，体会目标与计划在个人成长中的重要性，树立正确的自我管理意识。

单元学习重难点

重点：

1.掌握“begoingto”结构的构成并能够在不同的语境下正确使用。

2．学会运用略读技巧快速浏览关于目标与计划的文章，获取文章大意；运用扫读技巧定位关键信息，理解文章主旨和重要细节。

3．能够运用本单元所学词汇、句型和语法知识，撰写关于自己目标与计划的短文，清晰描述目标内容及实现步骤，做到内容完整、条理清晰、语法正确。

难点：

1.通过阅读相关文章，理解制定计划对实现目标的重要性，并能够反思自己的计划是否合理可行。

2．培养学生的自我管理意识，理解目标与计划在个人成长中的关键作用，并将其与日常生活相结合。

单元课时划分

第一课时SectionA(1a－1d)&Pronunciation

第二课时SectionA(2a－2d)

第三课时GrammarFocus(3a－3d)

第四课时SectionB(1a－1e)&VocabularyinUse

第五课时SectionB(3a－3c)【预习自学】

预习单词

（使）形成；组成v.

类型；形式；表格n.__________/fm/

关系；联系n.

____/rlenp/

俯卧撑n.

____/pp/

精力充沛的；充满活力的adj.

____/endetk/

预习短语

drawtoaclose

_

lastbutnotleast

_

预习句子

Wecanimproveourlivesbylearningsomethingnew,forminggoodhabits,workingharderat

something,orevenimprovingourrelationshipswithothers..

___________

Ihopetomakenextyearbetterthanthisone,solamgoingtomakethreeresolutions.

___________

Besidesjogging,lamgoingtodopush-upsandsit-ups.

___________

Itmightbehard,butIamgoingtogetalotbetteratEnglish!

___________

参考答案：

【预习自学】

预习单词：form；relationship；push-up；energetic

预习短语：即将结束/即将完成；最后但同等重要的

预习句子：1.我们可以通过学习新东西、养成好习惯、在某件事上更努力，甚至改善与他人的关系

来提升我们的生活。

2.我希望让明年比今年更好，所以我打算制定三个决心（计划）。

3.除了慢跑，我还打算做俯卧撑和仰卧起坐。

4.这可能会很难，但我要在英语方面变得好得多！

_________________。第二课时SectionA(2a－2d)

TeachingObjectives

Inthisclass，studentswill：

1．graspthekeyinformationaboutthecharacters'dreamjobsandtheirplans.

2．talkaboutdiversefuturecareerplansusingbegoingto.

3．learntorespectdifferentprofessionsanddevelopapositiveattitudetowardslifeandcareerchoices.

TeachingAdvice

Lead-in

CareerGuessingGame1．Presentsomedescriptionsaboutdifferentjobsandhavestudentsworkingroupstosaythejobsasquicklyaspossible.2．Thegroupthatguessedthemostjobscorrectlygetsareward.FreeTalk1．Havestudentstalkaboutthesejobsusingthefollowingquestionsasprompts：◆Whatdoyouthinkofthesejobs◆Whatdoyouneedtodonowifyouwanttobeapilot/musician/…？◆What'syourdreamjob◆Howdoyouplantoachieveyourdreamjob◆Arethereanychallengesyoumightfacewhenpursuingyourdreamjob2．Invitesomestudentstosharetheiropinionsinclass.

Pre-listening

1．HavestudentsskimtheconversationandfigureoutwhatAdamandFuXingaretalkingabout.2．Invitesomestudentstosharetheiranswersinclass.

While-listening

2a1．Askstudentstolistentotheconversationandfillintheblanks.Checktheanswersinclass.2．Explainkeylanguagepointsintheconversationtodeepenstudents'understanding.2b1．Letstudentsreadtheinstructiontomakesuretheygetthemeaning.2．Havestudentsreadthestatementsanddecidewhethertheyaretrueorfalse.Ifthestatementsarefalse，askstudentshowtheywillcorrectthem.3．Askstudentstoworkinpairstochecktheanswers.Theninvitesomepairstosharetheanswers.2c1．Letstudentslistentotheconversationagainandremindthemtopayattentiontothetone，intonationandfeelingsofthecharacters.Highlightkeysentencesandmodelhowtosaythemwithappropriateemotions：◆Adam'ssurprise：“Wow，nowIknowwhyyou'resogoodatwriting！"(brighttone，emphasison“wow”)◆FuXing'sdetermination：“I'mgoingtoreadmoreclassics."(steadytone，emphasison“more”)◆Adam'suncertainty：“I'mnotsureaboutthat."(lowertone，slowerpace)2．Havestudentsworkinpairstoroleplayit.3．Inviteonepairtoroleplaytheconversationinclass.Askotherstudentstogivefeedbackaccordingtothefollowingquestions：◆Didtheypronouncethechallengingwordscorrectlyandclearly◆Didtheyusethecorrecttoneandintonation◆Didtheirconversationsoundnatural，likerealfriendstalking

Post-listening

FurtherThinking1．Askstudentstoworkinpairstotalkaboutthefollowingquestions.◆FuXingsays，“I'mgoingtoreadmoreclassicsandkeeponwritingstoriesandessays.”Doyouthinkthisplanisenoughtobecomeasuccessfulwriter？Whyorwhynot◆DoyouagreewithFuXingthatdoingyourbestatschoolensuresyoucanachieveanythinginthefuture？Whyorwhynot◆WhatotheradvicecanyougivetoAdam2．Invitesomepairstosharetheiropinions.3．Guidestudentstodevelopapositiveoutlookoncareerchoices.2d1．Askstudentstoworkingroupstodoasurveyaboutclassmates'dreamjobsandhowtheyaregoingtomaketheirdreamscometrue.Studentscanusethesentencepatternsin2dtointervieweachother.2．Askstudentstofillinthetableaccordingtothesurvey.3．Havestudentswriteareportbasedonthetable.Theteachercanprovidethebeginningofthereport：Inourgroup，SunYanwantstobealawyer，andsheisgoingtostudylawatuniversity...

SummaryAskstudentstosummarizewhattheylearnedinthislesson.HomeworkFinishtherelatedexercisesinthebooksproducedbyYouyi.BlackboardDesignkeepondoing...makesure...tryone'sbestbesureabout...

TeachingReflection

Inthislesson，theCareerGuessingGameeffectivelysparkedinterest，androleplayinghelpedimprovetheirtoneandintonation.However，somestudentshaddifficultyexpressingcomplexideasduringtheFurtherThinkingdiscussion.Nexttime，Iwillprovidemoresentencestartersandvocabularysupporttoboostconfidence.Additionally，whilegroupworkencouragedcollaboration，timemanagementforthesurveyactivitycouldbeimproved.Overall，thelessonachieveditsobjectives，butIwilladjusttheguidanceandpacingtohelpstudentsdobetter.第一课时SectionA(1a－1d)&Pronunciation

TeachingObjectives

Inthisclass，studentswill：

learnmorewordsandexpressionsrelatedtojobsandplans.

getthedetailedinformationaboutJohn's，Jason'sandTina'sdreamjobsaswellascorrespondingplans.

discussjobsandplansusingbegoingto.

masterthepronunciationofthefollowingsounds：/h/，/w/，/θ/，//，/k/，/kw/，//，//andbeabletocorrectlyreadwordscontainingtherelatedlettersorlettercombinations.

noticethelinkingandunstressedwordswhilereading.

TeachingAdvice

Lead-in

LookandShare1．HavestudentsobservethethemepictureontheopeningpageandthinkaboutthequestionsonPage51.Theninvitesomestudentstoanswerthequestions.2．Guidestudentstothetopicofmakingplans.FreeTalk1．Havestudentsworkinpairstodiscussthefollowingquestions：◆Whatkindofplansdoyouoftenmake◆Doyoumakeplansforaweek，amonth，orevenlonger◆Doyouthinkmakingaplanishelpfulornot？WhyTeachingTip：Theteachercanlistsomecommonplanssuchasdailyplans，weeklyplans，studyplans，holidayplans，slimmingplans，savingsplansontheblackboardandsharehis/herownplanstosetanexampleforstudents.2．Presentthequotesaboutplansandguidestudentstorealizetheimportanceofplans.E.g.Agoalwithoutaplanisjustawish./Ifyoufailtoplan，youareplanningtofail.3．Havestudentstalkabouttheplansforthefuture.Theteachercanusethefollowingquestionsasprompts：◆Whatdoyouwanttobeinthefuture◆Howareyougoingtodothat

Pre-listening

1aAskstudentstobrainstormasmanyjobsaspossibleandsaythesejobsinEnglishonebyone.Showpicturestointroducejobsthatstudentsdidn'tmentionduringbrainstorming.Listallofthejobsontheblackboardandinvitesomestudentstosharetheiropinionsaboutthesejobs.Theteachercanusethefollowingquestionsasprompts：◆Whichjobsdoyouthinkareinteresting/boring/difficult/easy…？Whydoyouthinkso◆Whatjobinterestsyoumost◆Whatjobdoyouwanttotrymost

While-listening

1bAskstudentstolistentotheconversationsandcirclein1athethreejobstheyhear.Checktheanswersinclass.1c1．Havestudentsreadthestatementsandgetthemeanings.Guidethemtonoticethestructure“begoingto"andsummarizethemeaningandusage.2．Askstudentstoworkinpairstoinferwhichstatementsareabouteachcircledjobs.Invitesomepairstosharetheirinferencesandwhytheythinkso.3．Letstudentslistenagainandwritethecorrespondingjobsnexttothethreenames.Thenmatchthenameswiththestatements.Checktheanswersinclass.4．Showthelisteningscriptstostudentsandguidethemtopayattentiontothesentencepatterns“Whatdoyouwanttobewhenyougrowup/whe