Unit 10
I’m going to be a basketballplayer.
Period 3---- Long Jing
Teaching Aims: Review andconsolidate the usage of the affirmative forms of “be going to” by
reviewing and learning some actions about resolutions in Section B.
Teaching Difficulties and focuses: The structures and usage of “be going to” expressing the future.Get the students to grasp the basic sentences patterns: He/ She is going to…;They are going to …; Is he/she going to…?
Teaching Methods: With thestudying strategies of using context and role playing, get the students to do pairwork to ask and talk about future intentions by using the teaching courseware, picturesand flashcards, etc. Get the students to practice listening, speaking andwriting skills.
Teaching Aids: lectureslides
Emotion, attitude and value: This content is close to students’ life and the topic deals with thestudents’ future intentions, so it’s helpful for the students’ to have a goodjob and it can arouse the students’ special attention and inspire them to takean interest in learning English.
Teaching Procedures:
StepⅠ, Sing an English song .
StepⅡ,Greetings.
StepⅢ, Revision. Let’s have a competitionbetween boys and girls. “Who know more jobs?”
StepⅣ, Let’s have an interview.Ask a student to be the reporter to interviewothers about two questions:
1. What are yougoing to be when you grow up?
2. How are you going to do that?
StepⅤ, Leading- in. The New Yearis coming. What are your New Year’s resolutions?
Explain the meaning of the word “resolution”. Show some famouspeople’s photos and talk about their resolutions. Teach these sentences:
1. learn to play an instrument
2. get lots of exercise
3. eat healthier food
4. make the soccer team
5. get good grades
6. find a part-time job
StepⅥ, Match the pictures with theNew Year’s resolutions. Number the pictures. Check the answers and finish theteaching task of Part
StepⅦ, Show a slide. There is a conversation.Get the students to read it for two minutes.
A: What are you going to do next year?
B:Well, I’m going to take guitar lessons. I really love music.
A: Sounds interesting. I’m going to learn a foreignlanguage.
Then, get some students to act it out. Pay attention to thestructure of “be going to＋v.”.
StepⅧ: Let’s chant.
I’m going to buy a book.
I’m going to take a look.
We’re going to bake a cake.
We’re going to take a sip.
We’re going to take a walk..
It’sgoing to be a nice day.
StepⅨ: Listen and circle theresolutions in e teaching task of this part.
StepⅩ: Listen again. How are they going to make their resolutions work?Write what they’re going to do.
| Kim | going to make the soccer team |
| Lucy | going to take piano lessons |
| Manual | going to study hard and do homework |
Then, check the answers and finish the teaching task of Part 1b.
StepⅪ: Get the students to write their own New Year’s resolutions. Then do the pair work accordingto what they wrote.
A: What are yougoing to be when you grow up?
B: I’m going to be …
A: What are you going to do next year?
B: I’m going to …
A: Sounds interesting. How are you going to do that?
… …
Then, ask some pairs to act it out.
StepⅫ: Homework.
Ask your classmates’ New Year’s resolutions and fill in the chart.
| Names | What are you going to do next year? |
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After Teaching: After learning this period, the studentscould use the target language “be going to+
v.” to express the things in the future. Also, they learned manyphrases and sentences to talk about the topics, such as “l(fā)earn to play aninstrument, make a soccer team.” etc. And “I’m going to study hardnext year.” etc. This content was close to students’ life and the topic talked about the students’future intentions, so it’s helpful. They practiced well. And all of them werevery active.
