Unit6 SectionA〔1a-1c〕全英版教案Teaching Aims1. Knowledge Objects(1)Function：Talk about future intentions.(2)Key V ocabulary：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist(3)Target Language：①What do you want to be when you grow up?②I’m going to be a ...③How are you going to do that?④I’m going to do...(4)Structure：be going to; want to be2. Ability ObjectsLearn to talk about future intentions using the target language.3. Moral ObjectsTo set up the broad ideal and know how to achieve it,Teaching Key Points1. Key vocabulary in this period.2. Target language in this period.Teaching Difficult PointsStructure “be going to〞.Teaching Methods1. Listening method.2. Speaking method.3. Communicative approach.Teaching Aids1. A tape recorder.2. A computer for multimedia use.Teaching ProceduresStep 1 Leading in (about 3 minutes)T：Hello, boys and girls. Nice to meet you again. Would you like to tell me your parents’jobs? You can say like this：My mother is a ... My father is a…S1：My father is a doctor. My mother is a teacher.S2：My father is a policeman. My mother is a nurse.T：Good. Please write their jobs on the blackboard. Draw a chart with two columns on the blackboard, with “father〞and “mother as the headings. And let students write their parents, jobs on the blackboard.Object：In this way, help students to review the words they have learned about jobs before, such as doctor, teacher, policeman, waiter, driver and so on.Step 2 la (about 10 minutes)Show some word cards to students and help them to learn about some new jobs.T：Now please look at these cards. Do you know what jobs they are?First get students to identify the jobs by themselves, then read each word and explain both in English and Chinese. Students repeat after the teacher.T：Computer programmer is a person whose job is to write programs for a computer.(introducing computer games)Pilot — a person who flies a plane.Basketball player— a person who plays basketball (introducing baseball player, volleyball player ...)Engineer —someone whose job is to design or build roads, bridges, machines，and so on.Actor — a man who plays a role in a play or a film or television programs, (introducing actress.)Ask some students to read each new word to the class, correct their pronunciations.T：Do you think these jobs are interesting? (Students may have all kinds of responses.) Now rank them please. 1 is the most interesting and 12 is the least interesting.Check their answers and find out the most i nteresting job in the students’opinions.Step 3 Function presentation (about 10 minutes)T：(Ask one of the students) Would you like to be a computer programmer in the future?S1：Yes. I like to be a computer programmer.T：That is to say，“ You are going to be a computer programmer in the future.〞(Writing the sentence on the blackboard)Circle “are going to〞on the blackboard.T：Today we’ll learn to talk about future intentions using “ be going to 〞. Future intention means something you want to do or plan to do in the future.T：We learned to talk about future plans using “be + v. –ing〞structure. Remember? Could you give me an example?S1：I’m buying a new bike. (Write on the blackboard and ci rcle the “-ing〞word)S2：—Where are you going next week?—I’m going to my grandmother’s home next week.T：Very good. We can use “be + v. –ing〞to talk about future events. Today we’ll talk about future intentions using “be going to〞structure. Look at this sentence:I’m g oing to be a computer programmer when I grow up. (Writing the sentence on the blackboard)Circle “when I grow up〞and point out that it is not a question but means time.T：Please read after me.Students repeat the sentence after the teacher. Then let them practice making more sentences with the words in activity la, using the structure: I am going to be a....Step 4 1b (about 10 minutes)Call attention to the items in activity lb. Let students read the items before listening to the tape. Then tell them what they are supposed to do.T：Look at the example giv en. “ Computer programmer〞is connected with“study computer science〞. That is to say, if you are going to be a computer programmer, you should/ need to study computer science.Then play the recording. Students do the match work.Play the recording again and students check their answers.After listening, ask students to practice reading the phrases in activity 1b and explain what a professional basketball player is like.Step 5 1c (about 10 minutes)First, get students to practice the conversation in1c on page 41 in pairs.Call attention to the two questions：1. What are you going to be when you grow up?2. How are you going to do that?T：What—question asks about the jobs and how—question asks about the actions you will take. Is that clear? Now look at the conversation in the picture. Let’s read it. Boys play role A. Girls play role B.Then let them work in pairs and make more conversations about the other jobs.Get several pairs to demonstrate their conversations to the class.Step 6 Summary and Homework (about 2 minutes)T：Now let’s come back to the key words and sentences we have learned today.Pointing to the blackboard. Let boys read the key words first and ask girls if there are some mistakes, and then let girls ask and boys answer using the sentences on the blackboard.Call attention to the word order, pointing out we should say “how are you〞not “how you are〞.Homework：Have a conversation about your future job with your partner and write down your conversation on your exercise book. Please use “what〞and “how〞questions.Black board DesignUnit 6 I’m going to study computer science.The First Period (Section A la—1c)Key V ocabulary：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientistKey Sentences：1. What do you want to .be when you grow up?2. I’m going to be a basketball player.(…an engineer, actor, computer programmer.)3. How are you going to do that?4. I’m going to practice basketball every day.(…study math really hard.)(…study computer science.)(...take acting lessons.)。
