所用教科书

出版社

河北教育出版社出版

所教年级

八年级

所教册次、

单元

八上第五单元

设计主题

Lesson 28：Rich or Poor? It Doesn’t Matter!

1.整体设计思路、指导依据说明

设计思路：本课主要是通过了解Lucas及其朋友等的梦想，掌握介绍人生目标的英语表达方法。通过思维导图及表格，对文章进行内容和结构的分析。通过深入解读文本，拓展袁隆平、马云、乔布斯、爱因斯坦等资源，跟学生共同探讨作为青少年，规划自己的未来很重要，让学生知道首先我们要拥有梦想，还要清楚实现梦想应该具备什么品质，如脚踏实地、创新能力、合作意识等，最后引导学生勇敢地对自己的未来进行规划。

理论依据：英语核心素养要求我们教学从“知识教学和技能教学”转向“对学科核心素养的培养”。我们改变脱离语境的知识学习，将知识学习与技能发展融入主题、语境、语篇和语用之中，促进文化理解和思维品质形成，引导学生学会学习，这就需要认真研读和分析文本，树立语篇主题意义，从表层学习走向深度学习，确保教学设计情景化、问题化、活动话，体现综合性、实践性和关联性的学习过程。

2.教学背景分析

教学内容分析：

This unit will focus on discussing  the students’futures. Students will begin to explore their likes and dislikes  and strengths and weaknesses in terms of future careers. They will begin to  form ideas and opinions and identify what their goals are for the future and  what steps they will need to take to achieve those goals. In addition, they  will learn to give and receive advice and positive feedback. The grammar  focus throughout this unit will be the modal verbs might and would, and  comparative and superlative adjectives.

学情分析：

The students in No. 28 Middle School  are quite good at English, but they are not familiar with this lesson.  Luckily, they have known something about jobs and dreams. I think that they  can talk and discuss the topic. And it’s important for me to adjust my  teaching methods.

3. 学习目标分析

基于对教学内容和学生的分析，本节课预设了一下学习目标：

1. 能学会如下与本课时话题相关的词语：manager, business, run a business, lead a team以及重点句型“I hope to be a/an… when I grow up/I might /would…/ My biggest  goal is … /… or…? It doesn’t matter!”

2. 能准确把握本文的文本结构，利用思维导图理解语篇内容，作出自己的思考、判断、分析与评价，进行深阅读。

3. 能通过深入思考拥有梦想及做好人生规划的重要性，进而分析实现自己的人生规划应该具备的品质。

4. 能形成脚踏实地的思想及做出新的尝试的勇气。

4. 教学重点、难点分析

教学重点：

1. manager,  business, run a business, lead a team

2. Form  ideas and opinions and identify what their goals are for the future and what  qualities they will need to achieve those goals.

 教学难点：Form ideas and opinions and identify  what their goals are for the

future and what qualities they will  need to achieve those goals.

5. 教学手段

PPT and  working sheets.

6.教学过程设计

Steps

Teachers’activities

Students’ activities

Aims

1. Lead-in  and warm up

根据学生情况选择一种方式导入：

方法一Ask the Ss to look at a picture that  flash and disppear very fast, then speak out the name of the job as quickly  as possible.(6 pictures) Then let the Ss share other names of jobs.

方法二：Let one student act in front and others  guess the job. Then let the Ss share other names of jobs.

2) Ask the  Ss share a list of jobs.

1) The Ss look at the picture and speak out the name of the  job.(6 altogether)

2) Try to find the rule of the words and try to remember the  ones they are not familiar.

1) To motivate the Ss and lead in the new concept.

2) To help the Ss observe the words  and pay attention to jobs suffixed with –er/-or/-ist/-man/-woman....

3) To help the Ss form the habit of  analyzing.

2. Guess

Show the Ss a picture of Lucas and  let them guess what Lucas hope to be when he grows up.

The Ss guess Lucas’ job with the help of the picture.

1) To get to know the content and key information about the  lesson.

2) To arouse the Ss’ interest and improve their ability of  viewing.

3. Skim

Let the  students read the whole passage silently.

Read the passage and answer what Lucas hopes to be when he  grows up.

To skim and get the general information.

4. Scan

Ask the  Ss read the passage again and fill in the chart.

Read and fill in the chart.

To help the Ss know more about the passage and master the key  words and phrases.

5.  Retell

Help  the Ss make a mind map and ask them to retell the passage.

1)中心办公室主要负责： -->