掌握重点词汇：plan, ponytail, shy, meet different people, make friends, listen to people carefully, help people with their problems, travel around the world, our future plans, be a social worker, learn more about art

2. 掌握重点句型：

I would like to be a social worker when I grow up.

I am always kind to people.

I will be happy if I can make other people happy.

I want to be as famous as he is.

Who’s the boy/girl on the left/next to Peter?

3. 通过听，获取Nora和Sandy有关未来计划的信息。

4. 能够运用所学，谈论朋友的外貌和个性。

5. 思考自己的性格，并结合性格进行职业规划。

二、教学重点及难点

重点：1. 引导学生通过听，获取有关Nora和Sandy未来计划的信息。

2. 引导学生运用所学，谈论朋友的外貌和个性。

难点：引导学生思考自己的性格，并结合性格进行职业规划。

三、教学过程

Task 1

Step 1 Warming-up

Guide Ss to have a free talk about what they want to be in the future.

【设计意图】通过自由讨论，活跃课堂气氛，同时通过讨论话题引出本节课的主题。

Step 2 Pre-listening

Show several pictures and guide Ss to guess what the teacher wanted to be.

【设计意图】通过图片及猜谜形式，引出听力文章中的重点词汇及词组，为接下来的听扫清词汇障碍。

2. Show some pictures about social worker and explain its definition.

【设计意图】通过图片，解释社会工作者的职业特点，同时鼓励学生要向社会工作者学习，乐于帮助有需要的人。

Step 3 While-listening

1. Guide Ss to listen and tick the correct answers.

【设计意图】通过勾选正确答案，锻炼学生从听力材料中获取信息的能力。

2. Guide Ss to work in pairs and have a conversation.

Sample:

S1: What does Nora want to be when she grows up?

S2: She wants to be a social worker.

S1: Why does she want to be a social worker?

S2: Because she wants to meet different people and help people with their problems.

【设计意图】通过对话形式，谈论Nora的职业规划，既可以深化学生对听力材料细节的理解，同时锻炼了口语能力。

3. Guide Ss to read Nora’s diary and complete the missing information

【设计意图】通过填空的形式，进一步巩固听力材料中重点表达的应用。

4. Guide Ss to listen to the conversation and answer the questions.

1) What does Sandy like?

2) What does Sandy want to be when she grows up?

【设计意图】通过问题的形式，锻炼学生抓取听力材料关键信息的能力。

5. Guide Ss to listen again and fill in the blanks.

【设计意图】通过填空的形式，深化对听力材料信息的理解。

Step 4 Post-listening

1. Guide Ss to summarize how to make future plans using sentences in the two diaries.

【设计意图】在语境中系统梳理制定未来计划的因素，有助于学生的理解和提升结构化认知。

2. Guide Ss to work in groups of four and talk about their future plans, then fill in a form while listening.

3. Guide Ss to make a report according to their surveys.

【设计意图】通过小组调查的形式，引导学生了解组内成员的职业规划，再通过汇报的形式进行口语输出。培养学生听、说、写等多方面能力，同时也锻炼学生的合作能力。

Task 2

Step 1 Pre-listening

Show a picture of a shy girl with a ponytail and guide them to learn new words.

【设计意图】通过图片形式，引出听力材料中出现的生词，为下面的听力活动扫清词汇障碍

Step 2 While-listening

Guide Ss to listen to the conversation and answer the questions.

(1) Who’s the boy on the left? What’s he like?

(2) Who’s the girl next to him? What’s she like?

【设计意图】让学生带着简单问题听录音，初步感知听力录音中的大致内容。

Step 3 Post-listening

1. Guide Ss on the left to play the role of Sandy and the Ss on the right to play the role of Helen to read the dialogue aloud, then change the roles.

【设计意图】通过朗读对话，练习学生的发音。

2. Guide Ss to work in pairs and have conversations to talk about their classmates.

Sample:

S1: Who’s the girl / boy on your left?

S2: She / He is…

S1: What’s she / he like?

S2: He / She is…

S1: What does she / he want to be in the future?

S2: She / He wants to be a ….

S1: Why does she / he want to be a …?

S2: Because she / he likes… and wants to ….

【设计意图】通过对话的形式，锻炼学生的说的能力，同时也练习了本课的重点句型。