Unit 10

I’m going to be a basketball player.

Period 3---- Long Jing

Teaching Aims: Review and consolidate 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 the studying strategies of using context and role playing, get the students to do pair work to ask and talk about future intentions by using the teaching courseware, pictures and flashcards, etc. Get the students to practice listening, speaking and writing skills.

Teaching Aids: lecture slides

Emotion, attitude and value: This content is close to students’ life and the topic deals with the students’ future intentions, so it’s helpful for the students’ to have a good job and it can arouse the students’ special attention and inspire them to take an interest in learning English.

Teaching Procedures:

StepⅠ, Sing an English song .

StepⅡ, Greetings. 

StepⅢ, Revision. Let’s have a competition between boys and girls. “Who know more jobs?”

StepⅣ,  Let’s have an interview. Ask a student to be the reporter to interview others about two questions:

1. What are you going to be when you grow up?

2. How are you going to do that?

StepⅤ,  Leading- in. The New Year is coming. What are your New Year’s resolutions?

Explain the meaning of the word “resolution”. Show some famous people’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 the New Year’s resolutions. Number the pictures. Check the answers and finish the teaching task of Part 1a.

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 foreign language.

Then, get some students to act it out. Pay attention to the structure 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’s going to be a nice day.

StepⅨ: Listen and circle the resolutions in 1a that you hear. Then, check the answers and finish the teaching task of this part.

StepⅩ: Listen again. How are they going to make their resolutions work? Write what they’re going to do.

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 according to what they wrote.

A: What are you going 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.

After Teaching: After learning this period, the students could use the target language “be going to+
v.” to express the things in the future. Also, they learned many phrases and sentences to talk about the topics, such as “l(fā)earn to play an instrument, make a soccer team.” etc. And “I’m going to study hard next 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 were very active.