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Section A
导入一:问题导入
Ask students some questions like “Do you make plans for your exams ” “What about for your birthday parties ” and “When else do you think it’s necessary to make plans ” and say “Let’s discuss and explore ‘When do we make plans ’ together.” These sentences connect to students’ daily experiences and encourage them to think.
导入二:图片导入
Show the pictures in 1a (e.g. IT engineer, fashion designer). Say something like “Look at these jobs. Do you think these jobs are interesting ”
导入三:故事导入
Tell a story: Tom wants to join in a painting competition. He needs to prepare materials and practise drawing. When should he make a plan Let’s follow Tom’s story and understand “When do we make plans ”
导入四:实物导入
Show a calendar or a weekly plan book. Ask: “When do we use these Why do we need them These tools help us make plans. Now, let’s discover ‘When do we make plans ’”
导入五:情境导入
Create a situation: The school sports meeting is coming. You want to participate in a race. When will you start making a plan Let’s discuss this situation and explore “When do we make plans ”.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:职业梦想分享会
将学生分成小组,每组围绕 “What do you want to be when you grow up ” 和 “How are you going to achieve it ” 展开讨论,鼓励学生运用“be going to” 结构及职业相关词汇。每组推选一名代表,向全班分享小组内的讨论结果。
学生A: What do you want to be when you grow up
学生B: I want to be a musician. I’m going to practise the piano every day.
代表总结: In our group, one classmate wants to be a musician and will practise the piano daily.
此活动可强化 “be going to” 结构及职业词汇的运用。
活动二:职业计划配对游戏
准备卡片,一组卡片写职业(如 fashion designer、IT engineer 等),另一组写实现职业目标的计划(如 take art lessons、work hard at maths 等)。学生两人一组,一人抽取职业卡片,另一人抽取计划卡片,然后用英语表达两者的关联,如 “To be a fashion designer, you are going to take art lessons.”
如果学生甲抽到 “fireman”,学生乙抽到 “exercise every day”,那么学生甲说:“To be a fireman, I’m going to exercise every day.”
该活动帮助学生理解职业与计划的逻辑联系,提升英语表达准确性。
活动三:情景对话表演
学生分组,模仿文中的对话模式,编写并表演新的对话。对话内容围绕梦想职业及实现计划展开。表演后,其他学生点评对话中的语言运用。
学生A(扮演询问者): “What do you want to be when you grow up ”
学生B(扮演回答者):“I want to be a film director. I’m going to learn about filming techniques.”
表演结束后,学生 C 点评:“They used ‘be going to’ correctly and introduced a job ‘film director’.”
此活动深化学生对课文对话结构的理解,提升综合语言运用能力。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,判断正(T)误(F)。(听力原文: Section A 1b & 1c)
()1.John wants to be a fireman because his father is a hero.
()2.John’s uncle is a fireman, which inspires his career choice.
()3.Tina is going to take music lessons to be a fashion designer.
()4.Jason plans to work hard at maths and read books about IT and AI.
◎Key: 1.F　2.T　3.F　4.T
听录音,回答下列问题。(听力原文: Section A 2a & 2c)
1.What is Fu Xing reading

2.What does Fu Xing want to be when she’s older

3.How does Fu Xing plan to do that

4.What do Adam’s parents want him to be

5.Do you think trying your best at school is important Why (开放性问题)

◎Key: 1.It’s a book of essays by a famous Chinese writer.
2.A writer.
3.She plans to read more classics and keep on writing stories and essays.
4.A doctor.
5.Yes, I think trying my best at school is important. Because studying hard at school can lay a good foundation for future dreams, and then we can do what we want, just like Fu Xing said.
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　(一)be going to 结构
【观察】
—What are you going to do this afternoon
—I’m going to go shopping.
　　—Is she going to visit her friends next week
　　—Yes, she is.
　　How are you going to do that
　　Where is he going to work next year
　　When are you going to start
Look at the dark clouds in the sky. It is going to rain.
【探究】
　　在英语中,be going to 结构表示将要发生的动作或安排,或打算、计划、决定要做的事。be going to 后接　动词原形　,be动词随主语的人称变化而变化。另外,be going to 还表示一种有迹象的　预测　。be going to 表示根据主观想法判断要发生的事情,will表示客观上必然要发生的事情。
　　语法巧记口诀:
“be going to”结构
be going to表打算,后接动原记心间。
句子结构要变化,be的转换来实现。
它的功能不单一,还能预测看迹象。
将来形式有两种,还要区分will动原。
will用来表客观,be going to是主观。
　　(二)动词-ing形式作定语
【观察】
　　We’re going to take singing lessons.
　　He’s going to a cooking school.
　　She’s going to take acting lessons.
　　The old man uses a walking stick to walk.
【探究】
　　在英语句子中,动词-ing形式可以作　定语　,放在要修饰的名词前面。
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Section B
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text revolves around “resolutions”. It first introduces the meaning, then lists the common kinds of resolutions, explains the reasons why people struggle to stick to their resolutions, and finally offers suggestions on how to achieve them. Students’ understanding of the main idea and the structural framework of the article is enhanced through exercises such as matching each paragraph with its purpose and completing the mind map.
Why: By introducing knowledge about resolutions, the lesson aims to help students understand the common kinds of resolutions in life, comprehend the reasons why it’s challenging to stick to them. More importantly, it guides students to learn how to make and achieve resolutions reasonably. This process cultivates a good sense of planning and self-management, enhances students’ ability to solve real-life problems, and simultaneously enriches their linguistic knowledge reserve.
How: The text follows a general-to-specific-to-general format, starting with the definition of resolutions, detailing various aspects, and ending with a reflection on personal resolutions and perseverance. The text uses straightforward vocabulary and simple grammar, mainly in the simple present tense, so it’s suitable for junior high school students.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get the text’s information and match each paragraph with its main purpose;
2.understand the text and guess what the blanks should be filled in with and complete the mind map;
3.know about the importance of making proper resolutions.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master common job titles and their definitions. Step 1　Lead-in 1.Greetings. 2.Lead-in What do you want to be I want to be… Step 2　Guessing game(详见课件资源) 1.They respond to emergencies, prevent crimes, and help people in need. 2.They rescue people, put out fires, and handle emergencies like accidents or natural disasters. ◎Key: 1.policemen　2.firemen　 Can you introduce the job 1.Doctors—They diagnose(诊断) illnesses, treat patients, and prescribe medications. They work in hospitals, clinics, or research centres to improve health and save lives. 2.Cooks/Chefs—They plan menus, cook meals, and manage kitchen teams in restaurants or hotels. Step 3　Work on 2a Write the jobs based on the definitions. Then add more to ask your partner to guess. ◎Key: 1.fireman　2.musician 3.actor　4.engineer　5.designer 6.lawyer 7.This person teaches students at school.　(teacher) Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned. Expand vocabulary for occupations through a guessing game and learn about students’ mastery of vocabulary by writing the corresponding job through the definition of the occupation.
PurposeVocabulary guessing games and vocabulary matching activities help students master vocabulary for occupations.
2.To learn to use some phrases in sentences. Step 4　Practice Work on 2b. Write your own sentences using the words in brackets. ◎Possible key: 1.has to do with teaching 2.make sure that we are going to try our best 3.take up some new hobbies 4.stick to learning English hard 5.am tired of waiting Based on the students’ completion of sentences, understand their mastery of important language expressions.
PurposeTo help students master common phrases and vocabulary deformation rules through sentence-making, improve the accuracy of using language in different contexts, and develop sentence construction skills.
3.To understand the relationship between effort and success through completing a passage. Step 5　Practise more Work on 2c.Complete the passage with the correct forms of the words in the box. ◎Key: failed; try your best; explain; practising; confident Step 6　Language points Step 7　Exercises Observe whether students can complete the essay with the correct forms of the words. Practise vocabulary morphing and contextual adaptation in discourse by recounting a test-taking experience.
PurposeThrough the use of key words to fill in the blanks, help students to master the rules of vocabulary deformation and develop their discourse comprehension skills.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Introduce your dream job and the action you will take to achieve this career goal. 3.Extended homework: Draw a picture of your dream job.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　

第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a focuses on vocabulary learning in occupational categories by writing the corresponding job based on the definition of the occupation.2b practises using the phrases practically in sentences. 2c focuses on vocabulary morphing and contextualization by recounting the experience of the test.
Why: Through vocabulary matching, sentence construction, and gap-filling, students can master vocabulary, phrases and vocabulary deformation rules, improve the accuracy of language use in different contexts(daily communication, storytelling), and cultivate vocabulary memorization, which will be useful for the comprehensive application of language.
How: The activities are designed in a gradual and orderly way. 2a starts from vocabulary definition, 2b extends to sentence expression, and 2c integrates the use in a short text, forming a complete learning chain of “vocabulary knowledge-sentence practice-discourse application”. Nouns and verb phrases related to vocational topics are integrated into real-life situations to enhance the practicality of the language.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master common job titles and their definitions;
2.learn to use some phrases in sentences;
3.understand the relationship between effort and success through completing a passage.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master common job titles and their definitions. Step 1　Lead-in 1.Greetings. 2.Lead-in What do you want to be I want to be… Step 2　Guessing game(详见课件资源) 1.They respond to emergencies, prevent crimes, and help people in need. 2.They rescue people, put out fires, and handle emergencies like accidents or natural disasters. ◎Key: 1.policemen　2.firemen　 Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned.
Can you introduce the job 1.Doctors—They diagnose(诊断) illnesses, treat patients, and prescribe medications. They work in hospitals, clinics, or research centres to improve health and save lives. 2.Cooks/Chefs—They plan menus, cook meals, and manage kitchen teams in restaurants or hotels. Step 3　Work on 2a Write the jobs based on the definitions. Then add more to ask your partner to guess. ◎Key: 1.fireman　2.musician 3.actor　4.engineer　5.designer 6.lawyer 7.This person teaches students at school.　(teacher) Expand vocabulary for occupations through a guessing game and learn about students’ mastery of vocabulary by writing the corresponding job through the definition of the occupation.
PurposeVocabulary guessing games and vocabulary matching activities help students master vocabulary for occupations.
2.To learn to use some phrases in sentences. Step 4　Practice Work on 2b. Write your own sentences using the words in brackets. ◎Possible key: 1.has to do with teaching 2.make sure that we are going to try our best 3.take up some new hobbies 4.stick to learning English hard 5.am tired of waiting Based on the students’ completion of sentences, understand their mastery of important language expressions.
PurposeTo help students master common phrases and vocabulary deformation rules through sentence-making, improve the accuracy of using language in different contexts, and develop sentence construction skills.
3.To understand the relationship between effort and success through completing a passage. Step 5　Practise more Work on 2c.Complete the passage with the correct forms of the words in the box. ◎Key: failed; try your best; explain; practising; confident Step 6　Language points Step 7　Exercises Observe whether students can complete the essay with the correct forms of the words. Practise vocabulary morphing and contextual adaptation in discourse by recounting a test-taking experience.
PurposeThrough the use of key words to fill in the blanks, help students to master the rules of vocabulary deformation and develop their discourse comprehension skills.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Introduce your dream job and the action you will take to achieve this career goal. 3.Extended homework: Draw a picture of your dream job.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

第三课时 [(3a-3c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a talks about the new year and the new self, and organizes the corresponding contents. 3b-3c fill in the form of “Wish to Improve and Personal Determination” based on one’s own needs and write three paragraphs to explain the improvement goal and the way to achieve it.The theme of the project is to make plans for solving problems. In 4a, students need to discuss problems in class, listing the problems and the reasons why they exist. In 4b, students write down some plans to solve the problems. Prepare a presentation in 4c, share the plans with the whole class, and deepen learning by reflecting on the problems.
Why: Through text reading, table sorting, writing output and project practice, students develop goal-setting, problem analysis and solution skills, and improve their English writing logic(plan expression) and oral communication skills(presentation and sharing). The reflection session guides students to summarize their language knowledge, strengthens their sense of self-improvement, and reflects the guiding effect of English learning on real-life planning.
How: 3a-3c: Follow the logic of “Input(text analysis)-Internalization(personal plan design)-Output(writing expression)” to cultivate goal planning and writing skills in a step-by-step way. 4a-4c: Adopt project-based learning, from problem identification(4a), programme development(4b) to results presentation(4c), construct the practice chain of “problem identification-problem solving-results sharing”, and deepen learning with reflection.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.use the “be going to” structure around “future plan expressions” to describe a New Year’s resolution and how it will be implemented;
2.discuss class or school problems in small groups, list the problems and the reasons why they exist, and write the solutions to the problems;
3.present the solutions to the class and deepen learning with reflective questions.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use the “be going to” structure around “future plan expressions” to describe a New Year’s resolution and how it will be implemented. Step 1　Lead-in Greetings. Step 2　Work on 3a Read the text and complete the table. ◎Key: To improve…Resolution1.SingingJoin the school music club2.Physical fitnessGo jogging, do push-ups and sit-ups3.EnglishStudy for two more hours each weekend
Step 3　Work on 3b Write down the things you want to improve and your resolutions. Sample answers: To improve…My resolution1.Drawing skillsTake art lessons twice a week2.MathsDo extra exercises daily and seek help3.Photography skills　Take pictures weekly and share them with my friends
Determine if students will make New Year’s resolutions and implement plans based on how well they read the short text and fill in the form.
Step 4　Work on 3c(详见课件资源) Use the notes above to write three paragraphs. In each paragraph, write what you are going to improve and how. Sample: I want to improve my drawing skills because I’m really interested in art. I’m always amazed by those beautiful artworks. I am going to take art lessons twice a week. These lessons will teach me various drawing skills. Also, I am going to practise drawing for at least half an hour every day. By doing so, I can become more skilled. I believe that with my efforts, I can make my drawings more vivid and attractive. I’m looking forward to seeing improvement in my drawing ability. Observe whether students can describe future events in the simple future tense.
PurposeThrough text reading, table sorting and writing output, to learn “future plan”. Students can describe their New Year’s resolutions and implement their plans in the simple future tense.
2.To discuss class or school problems in small groups, list the problems and the reasons why they exist, and write solutions to the problems. Step 5　Make plans for solving problems 1.Work on 4a.(详见课件资源) Work in groups. Discuss what problems there are in your class or at school. Then make a list of the problems and the reasons why they exist. 2.Work on 4b.(详见课件资源) Write down some plans to solve the problems. Observe whether students can list the problems and reasons during the group discussion and provide necessary guidance as needed.
PurposeThrough project-based learning, in-depth thinking in terms of problem identification and programme development, to develop students’ “problem identification-problem solving” ability.
3.To present the solutions to the class and deepen learning with reflective questions. Step 6　Work on 4c Prepare a presentation to share your plans with the whole class. Useful expressions or sentences: I’m going to…; …work hard at…; keep on doing sth; make resolutions; try one’s best Step 7　Performance Perform the plan in class, then vote for the best performance. Share your plans with the sentences below. There are…problems… To improve, I want to… I’m going to… Step 8　Summary Dream big, plan well, work hard, smile often, and good things will happen. Step 9　Reflecting Step 10　Language points Step 11　Exercises Observe students as they prepare for presentations to see how well they are learning about solutions. Observe students’ performance and give help and encourage-ment. Develop self-assessment and mutual assessment in terms of language and performance.
PurposeTo develop students’ goal-setting, problem analysis and solving skills, to get students to do things with what they have learned, and to consolidate the key expressions of the unit.
Homework 1.Basic homework: Remember the words and expressions related to making resolutions. 2.Extended homework: Answer reflective questions about making resolutions, such as the importance of resolutions and expressions for future plans. Share your answers with your classmates.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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Section A
第一课时 [(1a-1d)&Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The lesson unfolds around the topic “When do we make plans ” and presents various professional images. Listening exercises are set up, including tasks such as circling the jobs heard in conversations and matching students’ names with their statements. The phonics section lists phonetic symbols(/h/, /w/, / /, etc.), their corresponding letters or letter combinations and example words.
Why: By showing different jobs, the aim is to stimulate students’ thinking and planning for their future careers, cultivating their interest in professions and awareness of career goals. Activities such as listening exercises and conversation discussions enhance students’ listening and speaking skills, as well as their ability to express themselves. At the same time, students learn to use the “be going to” structure to express their plans and intentions.
How: The learning content is presented in various forms such as images, listening exercises, and conversations. Through a series of progressively challenging tasks, from identifying professions, listening to related professional information, to discussing career plans, students are guided to participate in the learning process step by step. Linguistically, the focus is on using the simple present tense and the “be going to” structure for expression.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.use be going to to talk about future plans;
2.talk about dream jobs in pair practice;
3.pronounce the phonetic symbols in this lesson.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use be going to to talk about future plans. Step 1　Lead-in 1.Greetings. 2.Look and answer.(详见课件资源) Q: What is the student doing Did you make a plan before Why do we need plans What is your dream Step 2　Work on 1a 1.Find the dream jobs: say out the dream jobs you know. 2.Know more about jobs. (Present more pictures about jobs.) Step 3　Listening 1.Work on 1b. Listen to the conversations. Circle in 1a the three jobs you hear. ◎Key: IT engineer; fashion designer; fireman 2.Work on 1c. Listen again and find out what each student is going to do.Match the names with the statements. ◎Key: By asking questions in class, assess students’ understanding and memory for job titles. Assess students’ ability to process information and comprehend spoken English based on their performance in the listening tasks.
PurposeThrough listening exercises, students are able to capture key information and match individuals with their respective plans, thereby improving students’ listening comprehension skills.
2.To talk about dream jobs in pair practice. Step 4　Pair-work 1.Work on 1d. Talk about the jobs that John, Jason, and Tina want to do. —What does John want to be when he grows up —He wants to be… —How is he going to realize his dream —He is going to… 2.Light up our dreams. I have a dream Hello, everyone.I’m…from… I’m…years old. I have a…dream. When I grow up, I want to be a/an… I am going to…from now on. But I am going to finish high school and college first. I believe my dream will come true as long as I try my best. By engaging in group discussions, observe whether students can accurately use the target language to express future plans. Evaluate students’ ability to use language in communication through their discussions and dialogues.
Purpose1.Through pair-work activities, students are able to use correct grammatical structures to express future plans and intentions, improving their oral communication skills, enhancing their practical language use and real-life application abilities, and boosting their capability of collaborative learning and interaction. 2.By sharing personal dreams, students can boost their confidence and improve self-expression skills; by understanding their peers’ dreams, they cultivate empathy and respect for diversity.
3.To pronounce the phonetic symbols in this lesson. Step 5　Pronunciation 1.Listen and repeat.Add one more word to each group. 2.Listen and repeat. Notice how the coloured words are pronounced. Observe students’ level of participation and accuracy during listening and reading activities, as well as their ability to quickly add more words that follow the pronun-ciation rules.
PurposeTo improve students’ accuracy of English pronunciation, sensitivity to the word pronunciation, and enhance their oral expression ability.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: List jobs you know, discuss interesting jobs, and talk about John’s, Jason’s and Tina’s job-related plans. 3.Extended homework: Make a poster about your favourite job in the future.
Teaching Reflectio　　　　　　　　　　　　　　　　　　　　　　　　　
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第二课时(2a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: It unfolds around the theme of students’ future career planning. 2a is a listening and fill-in-the-blank exercise. The content is about Adam and Fu Xing communicating about their future career aspirations. In 2b, students are required to judge the true or false statements according to the dialogue in 2a. In 2c, students are asked to do a role-play after listening. 2d requires group cooperation. Students should use what they have learned to ask their classmates about their dream careers and the ways to achieve them, and then fill in the form.
Why: This text aims to improve students’ language application ability through their discussion about future career planning. In the process of understanding the dialogue, students can exercise their listening and reading comprehension ability. Through role-playing and oral practice, students can improve their expression and communication skills. At the same time, students can be guided to think about their future directions and cultivate the awareness of self-planning.
How: The text is presented in the form of a dialogue, which is close to daily communication scenarios. The topic is introduced through listening to a dialogue, and then the understanding of the information is consolidated through reading comprehension exercises. The application of target language is strengthened with the help of role-playing. And the topic is expanded through oral activities. From input to output, the structure is in line with students’ learning and cognitive laws.
Learning Objectives　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend the content of the dialogue, mastering the names of various professions and methods for planning the future;
2.use key vocabulary and sentence structures such as “plan to do sth” and “keep on doing sth” in oral expression;
3.apply the knowledge acquired in class to real-life situations, formulating their own future plans.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To comprehend the content of the dialogue, mastering the names of various professions and methods for planning the future. Step 1　Lead-in 1.Greetings. 2.Free-talk. Student A: What do you want to be in the future Student B: I want to be a/an… Step 2　Listening 1.Adam and Fu Xing are talking about their future. Listen to the conversation and answer the questions. ①What does Fu Xing want to be when she grows up ②Is Adam sure about his future career 2.Work on 2a.Listen to the conversation and fill in the blanks. ◎Key: Chinese writer; plan to; stories and essays; be a doctor 3.Work on 2b.Read the conversation and decide whether these statements are true(T) or false(F). ◎Key: F; T; F; T; T 4.Learn new words and phrases like “classic, keep on doing, make sure, novel, literature”. Observe students’ performance in answering questions and know about their mastery of relevant knowledge and how well they preview the lesson. Observe whether students are able to answer the questions correctly to understand their understanding of the listening material and their mastery of the target language.
PurposeThrough talking about future careers, students are encouraged to express their opinions using the simple future tense.
2.To use key vocabulary and sentence structures such as “plan to do sth” and “keep on doing sth” in oral expression. Step 3　Practice 1.Listen and imitate. Pay attention to pronunciation and intonation. 2.Work on 2c. Listen to the conversation again. Then role-play it. Observe how students imitate and correct their wrong pronunciation and intonation to help them express what they have learned easily.
PurposeTo improve students’ expression and communication skills so as to clearly express their career aspirations and the ways to achieve them in English.
3.To apply the knowledge acquired in class to real-life situations, formulating their own future plans. Step 4　Group work Work on 2d.Ask your classmates about their dream jobs and how they are going to make their dreams come true. Four students in a group. e.g. Student A: What do you want to be when you grow up Student B: I want to be a/an… Student A: How are you going to do that Student B: I’m going to… Listen for students’ expression to know about their mastery of today’s lesson. Help students think deeply according to their answers and feel the philosophy of life.
PurposeTo develop students’ oral communication skills and review the target language, enhance their practical use of language under the theme, and let them think about their future directions and cultivate the awareness of self-planning.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Make a new conversation by asking classmates about their dream jobs and the ways to achieve them. 3.Extended homework: Write a short passage about your own dream job and how you plan to make it come true.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a explores the use of “be going to” by reading sentences containing “be going to” and observing the bold words. 3b asks students to match the situations with what people are going to do. 3c requires students to complete the conversation using the words in brackets. 3d asks students to make plans for the weekend and share them with their peers, practising using “be going to” to express future arrangements.
Why: Through observation, the matching task, conversation, practice and other activities, to help students master the usage of the “be going to” structure to express future plans or intentions, improve their ability to plan for the future and express their living arrangements in English, make language learning serve daily life communication, and cultivate students’ ability to solve practical problems in English.
How: The activities are designed according to the logic of “Input-Consolidation-Output”.In 3a,students sense the structure and meaning of “be going to”. 3b asks students to reinforce the contextual application. 3c and 3d allow students to comprehensively use “be going to” in conversation.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand and master the usage of the “be going to” structure to express future plans and intentions;
2.use the “be going to” structure to express their own and others’ plans;
3.use the “be going to” structure to make weekend plans, and communicate with their partners.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand and master the usage of the “be going to” structure to express future plans and intentions. Step 1　Lead-in 1.Greetings. 2.Lead-in. T: What do you want to be in the future S: I want to be a/an… Step 2　Let’s observe and conclude 1.Work on 3a.Read the sentences and notice the words in bold. Then discuss when you use be going to. T: What do you want to be in the future S: I want to be an IT engineer. “want to be” is mainly used to express personal wishes, aspirations, or the desire to become a certain identity, an occupation, etc. 2.“want to be”主要用法 ①表达职业志向 用于表明想要从事的职业或成为的专业人士。 e.g. I want to be a doctor. 我想成为一名医生。 ②表达身份愿望 可以用来表示想要成为具有某种身份的人。 e.g. She wants to be a member of the club. 她想成为俱乐部的一员。 ③表达状态期望 用于描述想要达到的某种状态或拥有的特质。 e.g. He wants to be strong. 他想变得强壮。 3.Discuss when you use be going to. T: Now, you already have your own dream. How are you going to do that S: I’m going to work hard at maths. T: Are you going to read more books about IT S: Yes, I am. T: What else are you going to do S: I’m going to learn about AI too. “be going to” is used to indicate an action that will take place at a certain time in the future, a state that will exist in the future, or something that is likely to happen as indicated by certain signs. What rules can you find 1)The “be” verb changes according to the person. 2)We use the base form of the verb after “be going to”. 口诀: be going to表打算,计划未来要实现。be随人称变形式,动词原形紧相连。 Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned.
Observe whether students understand the “be going to” structure based on their statements.
PurposeThrough observation, to help students master the use of the “be going to” structure to express future plans or intentions.
2.To use the “be going to” structure to express their own and others’ plans. Step 3　Let’s practise Work on 3b. Match the situations with what people are going to do. ◎Key: 1.C　2.F　 3.E　4. B　5.A　6.D Step 4　Let’s learn more 1.一般将来时常见的结构: ①will+动词原形 e.g. I will play football tomorrow. 用法:表示将来某个时间要发生的动作或存在的状态,常与表示将来的时间状语,如tomorrow、next week等连用,也可用于表达临时决定或对未来的预测等。 ②be going to+动词原形 e.g. She is going to visit her grandparents this weekend. 用法:表示打算、计划或准备做某事,也可用于根据现有迹象推测即将发生的事情。 ③be to+动词原形 e.g. The meeting is to take place next Monday. 用法:表示按计划或安排要做的事。 ④be about to+动词原形 e.g. The train is about to leave. 用法:表示即将做某事,通常不与具体的时间状语连用。 2.be going to do和will do都可用于表达一般将来时,但在用法上存在一些区别: ①表达意图和计划性 be going to do:通常用于表示主语事先有计划、有打算要做某事,强调的是主观上的计划或意图。 e.g. I’m going to buy a new book tomorrow. 我打算明天去买一本新书。(“我”之前就有这个想法和计划) will do:更多用于临时决定做某事,在说话时才决定要做,之前没有特别的计划。 e.g. Oh, it’s raining. I’ll take an umbrella. 哦,下雨了。我去拿把伞。(这里是看到下雨临时做出的决定) ②表示预测 be going to do:常根据现有迹象或证据对即将发生的事情进行推测,有“看起来即将……”的意思。 e.g. Look at the dark clouds. It’s going to rain.看那些乌云,要下雨了。(根据乌云这一迹象判断即将下雨) will do:也可用于预测未来的情况或动作,但往往是基于个人的判断、猜测或对未来的一种普遍认知,当前没有明显的迹象或依据。 e.g. I think it will rain tomorrow. 我觉得明天会下雨。(只是一种主观的猜测,当前没有明显的迹象表明明天会下雨) 3.be going to 结构的一般疑问句 Am/Is/Are+主语+going to+动词原形+其他 肯定回答:Yes, 主语+be动词. 否定回答: No, 主语+be动词+not. 4.be going to 结构的特殊疑问句 将be going to 结构的陈述句转换为特殊疑问句,可按以下步骤进行: ①确定疑问词 提问人用who,提问事物用what, 提问时间用when,提问地点用where,提问方式用how。 ②将句子改为一般疑问句 把be动词提到主语前面,除了被提问的部分,句子的其他成分按照一般疑问句的语序照抄在后面。 Tom is going to play basketball. →Is Tom going to… ③用疑问词加上一般疑问句 疑问词加上一般疑问句,构成特殊疑问句的语序。去除被提问的部分,如果被提问部分为动作,则用do来代替。 What is Tom going to do 5.Exercises. Observe whether students can match the situations with corresponding “be going to” plans. Pay attention to students’ performance and participation in learning, assess their mastery of grammar knowledge, and encourage them to use more target language.
PurposeThrough observation, the matching task and other activities, to help students master the usage of “be going to”.
3.To use the “be going to” structure to make weekend plans, and communicate with their partners. Step 5　Practise more 1.Work on 3c. Complete the conversation using the words in brackets. ◎Key: are; going to do; Do; want; do; want; are; going to meet; are; going to meet; is going to be 2.Work on 3d. Make your own timetable for the weekend. Then talk to a partner and try to arrange a time to do something together. A: What are you going to do on Saturday morning B: I’m going to… 3.Summary. Let’s turn our wishes into workable plans and confidently step towards the life we look forward to. 4.Extra exercises. Observe whether students can complete the conversation with the words in brackets, and use expressions such as “be going to” and “want” in real conversations.
PurposeStudents can internalize what they have learned in practical application, making language learning serve daily life communication, and cultivating their ability to solve practical problems in English.
Homework 1.Basic homework: Use the “be going to” structure to describe your daily plans. 2.Practical homework: Complete a short passage about your future career plan. 3.Extended homework: Use the “be going to” structure to discuss your future career goals and the steps in achieving them.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　


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Section B
导入一:问题导入
Ask students: “Have you ever made a plan, such as a plan for a weekend activity or a study plan Did it work well Why or why not Today, we’ll explore how to make good plans.” This connects with students’ experiences and arouses their curiosity.
导入二:故事导入
Tell a story: “Lily made a plan to read five books in a month but only finished one. What happened Let’s analyze her plan. Then we’ll learn the secrets to making good plans.” Stories are attractive and can draw students’ attention.
导入三:游戏导入
Play a game called “Quick Plan”. Say a topic like “Plan a birthday party” and ask students to quickly share their ideas. Then ask: “How to make these plans more effective Let’s discover the methods together.” Games make the class lively.
导入四:图片导入
Show pictures of different plans, such as a study plan chart or a travel plan outline. Ask: “What are these How can we make such plans good Let’s talk about it.” Pictures are intuitive and help students visualize the topic.
导入五:对话导入
Present a dialogue.
A: I made a plan to get up early every day, but I always fail.
B: My plan to practise English every day works well.
Ask: “Why is there a difference How to make good plans Let’s learn from the text.” Dialogues make students feel involved.
导入六:头脑风暴导入
Ask students to quickly call out words related to plans, like “time, goal, step, action”. Then say: “Now, how to use these elements to make good plans Let’s start our lesson.” Brainstorming activates students’ mind.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:思维导图观点分析
学生独立阅读后,绘制思维导图,标注文章核心观点及支撑细节。
小组讨论:对比思维导图,补充遗漏点,并全班分享,教师引导学生用原文依据支撑观点。
活动二:正反方辩论擂台
目标:提升语言表达与辩证思维。可选取值得讨论的话题(如“Are New Year’s resolutions helpful ”)
1.课前准备(10 分钟)
学生按座位分为正反方两组,每组再细分为 “陈述组” 和 “反驳组”。
正方:收集支持决心有用的论据(如课文中 “决心帮助改善生活”“明确目标”)。
反方:收集反对论据(如课文中 “决心难以坚持”“容易遗忘”)。
鼓励学生结合自身经历补充自己的观点(如 “我去年坚持了锻炼计划” 或 “我总是忘记决心”)。
2.辩论环节(20 分钟)
规则:陈述阶段(每组 3 分钟):
正方陈述观点,引用课文或生活实例(如“The article says resolutions can help people improve their lives.”)。
反方陈述观点,反驳正方(如 “But the text also mentions that most people hardly keep their resolutions.”)。
自由辩论(5 分钟):
双方轮流提问、反驳,使用 “I disagree because…”、“What about the example of…” 等句型。
总结陈词(每组 2 分钟):
正反方各派一名代表总结核心论点。
3.投票与反思(5 分钟)
全班投票:根据辩论表现,投票选出 “最佳论点” 和 “最佳辩手”。
反思分享:学生用英语回答“What’s your opinion now Did the debate change your mind ”
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项 (教材原文: Section B 1b)
(　　)1.What is the main purpose of making resolutions
A.To improve one’s life.　　　
B.To forget past mistakes.
C.To make promises to others.
(　　)2.What advice does the passage give to remember resolutions
A.Keep them secret.
B.Change them every week.
C.Write them down and share them with others.
(　　)3.What is the passage mainly about
A.New Year’s resolutions.
B.The reasons and challenges of making resolutions.
C.Different types of resolutions.
(　　)4.What can we learn from the passage about resolutions
A.They are always successful.
B.They require effort and planning.
C.They should be made alone.
◎Key: 1.A　2.C　3.B　4.B
突破二　根据短文内容,回答下列问题(教材原文:Section B 1b)
1.Is a resolution a promise that you make to yourself

2.What is the most common kind of resolution

3.Why do most people hardly ever keep their resolutions

4.When is a perfect time for making resolutions

5.What resolution do you want to make and why

◎Key:
1.Yes, it is.
2.A New Year’s resolution.
3.Because sometimes the resolutions may be too difficult to keep, and sometimes people just forget about them.
4.The start of the year.
5.I want to make a resolution to read more books because it can open up a new world and improve my knowledge.(答案不唯一)
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Unit 6　Plan for Yourself
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
21世纪教育网(www.21cnjy.com)
Theme:
Section A discusses different careers and students'plans to
Human
realize their career goals through pictures,listening and
Self
conversations,focusing on future career aspirations and how to
realize them.The grammar section helps students master the use
This unit
of the structure "be going to"to express future plans or intentions
focuses on the
through observation,the matching task,a conversation and
topic of“Future
practice activities.
Career
Planning",
belonging to the
“Being a Person
Section B is centered on "resolutions".Students learn about the
and Doing
Unit 6
common types of resolutions in life,the reasons why it is
Things"theme
Plan for
difficult to keep a resolution,and the suggestions for realizing a
group under
Yourself
resolution.The writing section introduces the New Year's
“Human and
resolutions and guides students to learn how to make and
Self”,with
achieve resolutions wisely.
sub-themes
involving
“Career
Project develops project-based learning around "Making plans
Enlightenment
for solving problems".From problem identification,programme
and Professional
development to the presentation of results,the project builds a
Spirit".
chain of practice of"identifying problems-solving problems-
sharing results'”.

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