Unit10I’mgoingtobeabasketballplayer.Period1Learninggoals1.Learntotalkaboutfutureintentions2.NewlanguageWhatareyougoingtobewhenyougrowup?I’mgoingtobeacomputerprogrammer.Period1Step1Lead-inT:Hello,boysandgirls.Nicetoseeyouagain.Wouldyouliketotellmeyourparents’jobs?Pleasetellmelikethis:“Mymotherisa...;Myfatherisa...”S:Myfatherisadoctor.Mymotherisateacher.S:Myfatherisapoliceman.Mymotherisanurse.S:...T:Good.Pleasewritetheirjobsontheboard.Drawachartwithtwocolumnsontheboard,with“father”and“mother”astheheadings.Andletstudentswritetheirparents’jobsontheboard.Inthisway,helpthemtoreviewthewordstheyhavelearnedaboutjobbeforesuchasdoctor,teacher,policeman,waiter,driverandsoon.Step2Newwordslearning(SectionA:1a)Showsomepicturestostudentsandhelpthemtolearnsomenewjobs.Firstgetstudentstoidentifythejobsbythemselves,thenreadeachwordandexplainbothinEnglishandChinese.Studentsrepeataftertheteacher.T:Computerprogrammerisapersonwhosejobistowriteprogramsforacomputer(Introducecomputergames)Pilot-apersonwhofliesaplaneBaseballplayer-apersonwhoplaysbaseball(introducebasketballplayer,volleyballplayer...)Engineer-someonewhosejobistodesignorbuildroads,bridges,machinesetcActor-amanwhoplaysaroleinaplayorafilmortelevisionprograms(introduceactress）Asksomestudentstoreadeachnewwordtotheclass,correcttheirpronunciations.T:Doyouthinkthesejobsareinteresting?(Studentsmayhaveallkindsofresponses.)Nowrankthemplease.1isthemostinterestingand6istheleastinteresting.Checktheiranswersandfindoutthemostinterestingjobinthestudents’eyes.T:Whomadeengineernumber1?Handsup!...Step3FunctionpresentationT:(Askoneofthestudents)Wouldyouliketobeacomputerprogrammerinthefuture?S:Yes.Iliketobeacomputerprogrammer.T:Thatistosay,“Youaregoingtobeacomputerprogrammerinthefuture.”(Ontheboard)Circle“aregoingto”ontheboard.T:Todaywe’lllearntotalkaboutfutureintentionsusing“begoingto”.Futureintentionmeanssomethingyouwanttodoorplantodointhefuture.Clear?Ss:Yes.T:Welearnedtotalkaboutfutureplansusing“be+v-ing”structureinunit3.Remember?Couldyougivemeanexample?S:I’mbuyinganewbike.(Writeontheboardandcirclethe“-ing”word)S:—Whereareyougoingnextweek?—I’mgoingtomygrandmother’shomenextweek.T:Verygood.Wecanuse“be+v-ing”totalkaboutfutureevents.Todaywe’lltalkaboutfutureintentionsusing“begoingto”structure.Lookatthissentence:I’mgoingtobeacomputerprogrammerwhenIgrowup.(Ontheboard)Circle“whenIgrowup”andpointoutthatitisnotaquestionbutmeanstime.T:Pleasereadafterme.Studentsrepeatthesentenceaftertheteacher.Thenletthempracticemakingmoresentenceswiththewordsinactivity1a,usingthestructure:Iamgoingtobea...Step4Listening(SectionA:1b)Callattentiontotheitemsinactivity1b.Letstudentsreadtheitemsbeforelisteningtothetape.Thentellthemwhattheyaresupposedtodo.T:Lookattheexamplegiven.“computerprogrammer”isconnectedwith“studycomputerscience”.Thatistosay,ifyouaregoingtobeacomputerprogrammer,youshould/needtostudycomputerscience.Clear?Thenplaythetape,studentsdothematchwork.Playthetapeagainandstudentschecktheiranswers.Afterlistening,askstudentstopracticereadingthephrasesinactivity1bandexplainwhataprofessionalbasketballplayeris.Step5Oralpractice(SectionA:1c)Firstgetstudentstopracticetheconversationin1conpage59inpairs.Callattentiontothetwoquestions:Whatareyougoingtobewhenyougrowup?Howareyougoingtodothat?T:What-questionasksaboutthejobsandhow-questionasksabo...
