Unit6PlanforYourself（公開課一等獎(jiǎng)創(chuàng)新教案+導(dǎo)學(xué)案）人教版八年級(jí)英語上冊(cè)第三課時(shí)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)用于表達(dá)說話者已經(jīng)決定或計(jì)劃要做的事情。E．g.She'sgoingtostudyabroadnextyear.I'mgoingtovisitmygrandparentsthisweekend.(2)用于表達(dá)根據(jù)當(dāng)前情況推測(cè)未來可能發(fā)生的事情。E．g.Lookatthosedarkclouds！It'sgoingtorain.(3)用于表達(dá)某事很快會(huì)發(fā)生，通常帶有緊迫感。E．g.Hurryup！Themovieisgoingtostartin5minutes.◆begoingto的句式結(jié)構(gòu)：肯定句：主語＋be動(dòng)詞(am/is/are)＋goingto＋動(dòng)詞原形＋其他．E．g.Theyaregoingtohaveapartytonight.否定句：主語＋be動(dòng)詞(am/is/are)＋not＋goingto＋動(dòng)詞原形＋其他．E．g.Iamnotgoingtoattendthemeeting.一般疑問句：Be動(dòng)詞(Am/Is/Are)＋主語＋goingto＋動(dòng)詞原形＋其他？E．g.—Areyougoingtoplayfootballafterschool—Yes，Iam./No，I'mnot.特殊疑問句：特殊疑問詞＋be動(dòng)詞(am/is/are)＋主語＋goingto＋動(dòng)詞原形＋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.【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞

你自己；您自己pron.________/j

self/

工程師；技師n.________/end

n(r)/

時(shí)裝業(yè)；時(shí)尚n.________/fn/

設(shè)計(jì)師n.________/dzan(r)/

導(dǎo)演；主任；董事n.________/drekt(r);darekt(r)/

音樂家；樂師n.________/mjuzn/

消防隊(duì)員n.________/famn/

預(yù)習(xí)短語

makeaplan

_

growup

_

workhardatmaths

_

takeartlessons

_

realizehisdream

_

AI(artificialintelligence)_

預(yù)習(xí)句子（英漢互譯）

John長(zhǎng)大后想成為什么？

WhatdoesJohn______________________________whenhe______________________

Sohowareyougoingtobecomeafireman

_____________

I'mgoingtotakeartlessonsandpractisemydrawingskillseveryday.

_____________

你計(jì)劃怎樣做？

Howdoyou___________

dothat

參考答案：【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞：yourself;engineer;fashion;designer;director;musician;fireman

預(yù)習(xí)短語：制定一個(gè)計(jì)劃；成長(zhǎng)、長(zhǎng)大；努力學(xué)習(xí)數(shù)學(xué)；上美術(shù)課；實(shí)現(xiàn)他的夢(mèng)想；人工智能

預(yù)習(xí)句子：1.wantstobe,growsup

那么你打算怎樣成為一名消防隊(duì)員呢？

我打算上美術(shù)課，并且每天練習(xí)我的繪畫技巧。

planto【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞

小品文；文章n.________/ese/

經(jīng)典作品；名著n.

最優(yōu)秀的；古典的adj.________/klsk/

文學(xué)；文獻(xiàn)n.________/ltrt(r)/

運(yùn)動(dòng)員n.________/θlit/

攝影師；拍照者n.________/ftɡrf(r)/

畫家；油漆匠n.________/pent(r)/

商界人士；企業(yè)家n.________/bznsmn/

女演員n.________/ktrs/

律師n.________/lj(r)/

預(yù)習(xí)短語(英譯漢)

keepondoingsth

_

makesure

_

tryone’sbest

_

besureabout

_

預(yù)習(xí)句子（英譯漢）

It'sabookofessaysbyafamousChinesewriter.

___________

Myparentswantmetobeadoctor,butI'mnotsureaboutthat.

____________

Noteveryoneknowswhattheywanttobe.

____________

參考答案：【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞：essay;classic;literature;athlete;photographer;painter;businessman;actress;lawyer

預(yù)習(xí)短語：繼續(xù)做，反復(fù)做；確保，保證；盡最大努力；對(duì)……確定

預(yù)習(xí)句子：1.這是一本由一位著名中國(guó)作家所寫的散文集。

我的父母希望我成為一名醫(yī)生，但我對(duì)此不確定。

并非每個(gè)人都知道自己想成為什么。第四課時(shí)SectionB(1a－1e)&VocabularyinUse

TeachingObjectives

Inthislesson，studentswill：

1．getkeyinformationaboutresolutionsfromthetextandunderstanditsmainideas.

2．a(chǎn)nalyzethestructureandlanguagefeaturesofthetext.

3．talkabouthowtomakegoodplansandsticktothem.

TeachingAdvice

Lead-in

WatchandSayShowstudentsavideoaboutpeoplemakingNewYear'sresolutionsandaskthemtoanswerthefollowingquestions.(視頻見優(yōu)翼配套教學(xué)課件)◆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.【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞

能夠；有才能的adj.

________/ebl/

粘貼；將……刺入v.（stuck/stk/）

枝條；棍n.

________/stk/

決定；決議n.

________/rezlun/

小目標(biāo)n.

________/mniɡl/

（經(jīng)過努力）達(dá)到；完成v.

________/tiv/

身體的；物質(zhì)的adj.

________/fzkl/

健康n.

________/helθ/

健康地adv.

________/helθli/

照相術(shù)；攝影n.

________/ftɡrfi/

自我改進(jìn)；自我提高n.

________/selfmpruvmnt/

自信的；肯定的adj.

________/knfdnt/

有條理的；有組織的adj.（=organised）________/

ɡnazd/

聰明地；明智地adv.

________/wazli/

可能的；合理的adj.

________/psbl/

段；段落n.

________/prɡrɑf/

介紹；引見；引進(jìn)v.

________/ntrdjus/

意義；含義n.

________/min/

未能（做到）；失敗v.

________/fel/

提前；在前面adv.

________/hed/

設(shè)計(jì)；計(jì)劃v.

設(shè)計(jì)；花紋n.

________/dzan/

橋n.

________/brd/

最后的；最終的adj.

決賽n.

________/fanl/

信心；信任n.

________/knfdns/

預(yù)習(xí)短語(英譯漢)

stickto

_

Have(...)todowithsb/sth_

takeup

_

putout_

預(yù)習(xí)句子（英譯漢）

Afterall,thestartoftheyearisoftenaperfecttimeformakingresolutions.

____________

Andsomeresolutionshavetodowithself-improvement,likebecomingmore

confidentororganized.

____________

Sometimestheresolutionsmaybetoodifficulttokeep.

_____________

Trytosetmini-goalstohelpyouachieveyourresolution.

____________

參考答案：【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞：

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

預(yù)習(xí)短語：1.堅(jiān)持；維持

和……有關(guān)系

開始學(xué)；開始從事

撲滅；把……擺好

預(yù)習(xí)句子：1.畢竟，一年伊始往往是制定決心的絕佳時(shí)機(jī)。

而且有些決心與自我提升有關(guān)，比如變得更自信或者更有條理。

有時(shí)這些決心可能太難堅(jiān)持下去了。

試著設(shè)定小目標(biāo)來幫助你實(shí)現(xiàn)你的決心?！绢A(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞

洗澡；浴缸n.________/bɑθ/

想念；錯(cuò)過v.________/ms/

預(yù)習(xí)短語(英譯漢)

betiredof

_

takeahotbath

_

預(yù)習(xí)句子(漢譯英)

未來你想成為什么？

__________

你打算讀更多有關(guān)IT的書嗎？______

_

你還打算做什么？

_____________

周六去打羽毛球怎么樣？

_____________

感知語法

begoingto用法

1）用于表達(dá)說話者已經(jīng)決定或計(jì)劃要做的事情。

e.g.She’sgoingtostudyabroadnextyear.

I’mgoingtovisitmygrandparentsthisweekend.

2）用于表達(dá)根據(jù)當(dāng)前情況推測(cè)未來可能發(fā)生的事情。

e.g.Lookatthosedarkclouds!It’sgoingtorain.

3）用于表達(dá)某事很快會(huì)發(fā)生，通常帶有緊迫感。

e.g.Hurryup!Themovieisgoingtostartin5minutes.

參考答案：

【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞：bath；miss

預(yù)習(xí)短語：對(duì)……感到厭倦；洗個(gè)熱水澡

預(yù)習(xí)句子：Whatdoyouwanttobeinthefuture

AreyougoingtoreadmorebooksaboutIT

Whatelseareyougoingtodo

How/WhataboutplayingbadmintononSaturday第五課時(shí)SectionB(3a－3c)

TeachingObjectives

Inthisclass，studentswill：

1．getthekeyinformationaboutthewriter'sresolutionsfromthetext.

2．writethreeparagraphstointroducetheirownresolutions.

TeachingAdvice

Lead-in

1．PresentavideoaboutstudentsmakingNewYear'sresolutionsandaskstudentsthefollowingquestions.(視頻見優(yōu)翼配套教學(xué)課件)◆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

單元總覽

單元主題分析

本單元緊扣“目標(biāo)與計(jì)劃”主題，深度關(guān)聯(lián)課程標(biāo)準(zhǔn)中“人與自我"主題范疇下的“自我認(rèn)識(shí)，自我管理，自我提升”以及“職業(yè)啟蒙"等子主題。學(xué)生通過本單元的學(xué)習(xí)，不僅能認(rèn)識(shí)常見的職業(yè)，樹立正確職業(yè)觀，還能學(xué)會(huì)探討個(gè)人目標(biāo)與理想，并制定相應(yīng)計(jì)劃，助力自身發(fā)展與提升。

單元以大問題“Whydoweneedplans？”為引導(dǎo)，促使學(xué)生思考計(jì)劃的重要性。同時(shí)，通過“Whendowemakeplans？"和“Howcanwemakegoodplans？”這兩個(gè)引導(dǎo)性問題，有序串聯(lián)起兩個(gè)板塊的內(nèi)容。SectionA的對(duì)話語篇，呈現(xiàn)了不同角色對(duì)各自職業(yè)目標(biāo)的討論，以及為實(shí)現(xiàn)目標(biāo)所做的規(guī)劃，涉及消防員、時(shí)裝設(shè)計(jì)師、IT工程師和作家等職業(yè)。這有助于學(xué)生拓寬對(duì)職業(yè)的認(rèn)知視野，引導(dǎo)他們思考自身未來的職業(yè)方向，并規(guī)劃當(dāng)下行動(dòng)，以實(shí)現(xiàn)職業(yè)目標(biāo)。SectionB聚焦于引導(dǎo)性問題“Howcanwemakegoodplans？"。主篇閱讀圍繞“resolution(決心)”展開，深入介紹決心的定義、類型，以及制定和維持決心的有效方法。學(xué)生通過這部分學(xué)習(xí)，能夠?qū)ψ陨碛?jì)劃進(jìn)行反思，進(jìn)而完善并高效執(zhí)行計(jì)劃。同時(shí)，該部分引導(dǎo)學(xué)生思考如何通過設(shè)定階段性小目標(biāo)，逐步實(shí)現(xiàn)遠(yuǎn)大夢(mèng)想，呼應(yīng)本單元的價(jià)值引領(lǐng)句“Dreambig，planwell，workhard，smileoften，andgoodthingswillhappen."。

綜上所述，本單元以“目標(biāo)與計(jì)劃”為核心，借助精心設(shè)計(jì)的大問題與引導(dǎo)性問題，有機(jī)整合各板塊內(nèi)容，深入探討計(jì)劃的意義及其在達(dá)成目標(biāo)過程中的關(guān)鍵作用。SectionA通過展示多元職業(yè)目標(biāo)與計(jì)劃，啟發(fā)學(xué)生思考如何制定可行的職業(yè)規(guī)劃；SectionB則通過對(duì)制定計(jì)劃和堅(jiān)持決心的探討，強(qiáng)化學(xué)生對(duì)計(jì)劃執(zhí)行的理解。學(xué)生通過本單元的學(xué)習(xí)，既能掌握與目標(biāo)、計(jì)劃相關(guān)的語言知識(shí)與技能，又能在思想層面樹立自我管理與提升的意識(shí)，培養(yǎng)規(guī)劃與實(shí)踐能力。

單元學(xué)習(xí)目標(biāo)

通過本單元的學(xué)習(xí)，學(xué)生能夠：

1．熟練運(yùn)用本單元的詞匯和句型，準(zhǔn)確描述自己的目標(biāo)與計(jì)劃，并討論如何實(shí)現(xiàn)這些目標(biāo)。

2．讀懂關(guān)于目標(biāo)與計(jì)劃的文章，獲取關(guān)鍵信息并理解文章主旨。

3．聽辨并正確朗讀以下讀音/h/、/w/、/θ/、//、/k/、/kw/、//、//以及含有這些讀音的單詞，建立字母與發(fā)音的聯(lián)系；注意句子中的連讀及非重音部分。

4．掌握“begoingto"結(jié)構(gòu)的構(gòu)成及用法，能夠正確使用該結(jié)構(gòu)談?wù)撐磥淼挠?jì)劃和目標(biāo)。

5．了解不同文化中關(guān)于目標(biāo)與計(jì)劃的觀念，體會(huì)目標(biāo)與計(jì)劃在個(gè)人成長(zhǎng)中的重要性，樹立正確的自我管理意識(shí)。

單元學(xué)習(xí)重難點(diǎn)

重點(diǎn)：

1.掌握“begoingto”結(jié)構(gòu)的構(gòu)成并能夠在不同的語境下正確使用。

2．學(xué)會(huì)運(yùn)用略讀技巧快速瀏覽關(guān)于目標(biāo)與計(jì)劃的文章，獲取文章大意；運(yùn)用掃讀技巧定位關(guān)鍵信息，理解文章主旨和重要細(xì)節(jié)。

3．能夠運(yùn)用本單元所學(xué)詞匯、句型和語法知識(shí)，撰寫關(guān)于自己目標(biāo)與計(jì)劃的短文，清晰描述目標(biāo)內(nèi)容及實(shí)現(xiàn)步驟，做到內(nèi)容完整、條理清晰、語法正確。

難點(diǎn)：

1.通過閱讀相關(guān)文章，理解制定計(jì)劃對(duì)實(shí)現(xiàn)目標(biāo)的重要性，并能夠反思自己的計(jì)劃是否合理可行。

2．培養(yǎng)學(xué)生的自我管理意識(shí)，理解目標(biāo)與計(jì)劃在個(gè)人成長(zhǎng)中的關(guān)鍵作用，并將其與日常生活相結(jié)合。

單元課時(shí)劃分

第一課時(shí)SectionA(1a－1d)&Pronunciation

第二課時(shí)SectionA(2a－2d)

第三課時(shí)GrammarFocus(3a－3d)

第四課時(shí)SectionB(1a－1e)&VocabularyinUse

第五課時(shí)SectionB(3a－3c)【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞

（使）形成；組成v.

類型；形式；表格n.__________/fm/

關(guān)系；聯(lián)系n.

____/rlenp/

俯臥撐n.

____/pp/

精力充沛的；充滿活力的adj.

____/endetk/

預(yù)習(xí)短語

drawtoaclose

_

lastbutnotleast

_

預(yù)習(xí)句子

Wecanimproveourlivesbylearningsomethingnew,forminggoodhabits,workingharderat

something,orevenimprovingourrelationshipswithothers..

___________

Ihopetomakenextyearbetterthanthisone,solamgoingtomakethreeresolutions.

___________

Besidesjogging,lamgoingtodopush-upsandsit-ups.

___________

Itmightbehard,butIamgoingtogetalotbetteratEnglish!

___________

參考答案：

【預(yù)習(xí)自學(xué)】

預(yù)習(xí)單詞：form；relationship；push-up；energetic

預(yù)習(xí)短語：即將結(jié)束/即將完成；最后但同等重要的

預(yù)習(xí)句子：1.我們可以通過學(xué)習(xí)新東西、養(yǎng)成好習(xí)慣、在某件事上更努力，甚至改善與他人的關(guān)系

來提升我們的生活。

2.我希望讓明年比今年更好，所以我打算制定三個(gè)決心（計(jì)劃）。

3.除了慢跑，我還打算做俯臥撐和仰臥起坐。

4.這可能會(huì)很難，但我要在英語方面變得好得多！

_________________。第二課時(shí)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.第一課時(shí)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