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Unit 6 Plan for yourself
第1课时　Secion A (1a-1d)
Teaching Objectives 1. Language Competence Vocabulary: Know job names (IT engineer, musician, teacher) and plan-related verbs (exercise, study, practise). Grammar: Use be going to to express future plans (e.g., I’m going to study hard). Listening: Identify jobs and plans from conversations (1b-1c). Speaking: Ask and answer about career goals and action plans (1d). 2. Cultural Awareness Understand that different careers contribute to society (e.g., firemen save lives, teachers educate). 3. Thinking Quality Logical Thinking: Link career goals to specific actions (e.g., “To be a film director, I’ll take art lessons”). 4. Learning Ability Use collaborative discussion (1a, 1d) and listening strategies (1b-1c).
Teaching Key Points Master job vocabulary and be going to for future plans. Extract job names and plans from listening.
Teaching Difficulties Distinguishing between similar-sounding jobs/plans in listening. Using be going to correctly (e.g., subject-verb agreement, verb form).
Teaching Procedures Step 1: Warm-up & Career Discussion (1a, 8 mins) Visual Prompt: Show 1a’s images (IT engineer, fashion designer, etc.). Ask: “What are these jobs Do you find them interesting Why ” Brainstorm Jobs: Students list more jobs (e.g., doctor, artist, pilot) and discuss: “What job interests you Why ” Vocabulary Activation: Write job names on the board, emphasizing pronunciation (e.g., fashion designer / f n d za n (r)/). Step 2: Listening — Jobs & Plans (1b-1c, 15 mins) 1b: Pre-listening Prediction Predict which jobs from 1a will be mentioned (e.g., IT engineer, musician, artist). 1b: While-listening (Circle Jobs) Play the recording; students circle 3 jobs in 1a (e.g., IT engineer, musician, artist — adjust to actual audio). 1c: While-listening (Match Plans) Replay the recording; students match names (John, Jason, Tina) to plans: John: 5. read more books about IT and AI (wants to be an IT engineer). Jason: 3. take art lessons (wants to be a film director). Tina: 2. work hard at maths (wants to be a... Maybe related to numbers, but focus on the structure). Post-listening: Grammar Focus Analyze be going to structure: Subject + am/is/are + going to + verb 原形 (e.g., I’m going to exercise every day.). Highlight: going to shows intention; verb stays in base form. Step 3: Speaking — Career Goals (1d, 12 mins) Demo Dialogue: Teacher-student example: T: “What does John want to be when he grows up ” S: “He wants to be an IT engineer.” T: “How is he going to realize his dream ” S: “He’s going to read more books about IT and AI.” Pair Practice: Students practice with 1d’s prompts, focusing on: Job names (e.g., musician, teacher). be going to plans (e.g., practise the violin, study education). Class Sharing: 2–3 pairs perform; class evaluates for: Correct be going to use. Clear job-goal links. Step 4: Extension — Personal Career Plans (8 mins) Personal Reflection: Students think: “What do YOU want to be How will you achieve it ” Mini-Presentation: Volunteers share their plans (e.g., “I want to be a musician. I’m going to practise the piano daily.”). Feedback & Encouragement: Teacher praises ambition and corrects language errors (e.g., “I’m going to study hard” vs. “I study hard”). Step 5: Summary & Homework (5 mins) Recap: Vocabulary: Job names, plan verbs. Grammar: be going to for future intentions. Homework: Writing: Write 3 sentences about your career plan (e.g., “I want to be a teacher. I’m going to study education.”). Speaking: Ask a family member about their career and how they achieved it, then report in English.
Blackboard Design When do we make plans ▍Job Vocabulary: IT engineer, fashion designer, film director, musician, fireman, teacher ▍“be going to” Structure: Subject + am/is/are + going to + verb原形 → I’m going to exercise every day. → He’s going to read more books about IT. ▍1d Dialogue Frame: — What does [name] want to be when he grows up — He wants to be a/an _______. — How is he going to realize his dream — He’s going to _______.
Teaching Reflection Strengths: Real-life Relevance: Career planning is relatable, boosting engagement. Skill Integration: Listening→speaking flow helps apply grammar in context. Improvements: Listening Clarity: Provide a word bank of jobs/plans before listening to help students focus. Grammar Accuracy: Some students may omit be (e.g., “I going to...”). Add error correction drills.
第2课时　Pronunciation&（2a-2d）
Teaching Objectives 1. Language Competence Pronunciation: Accurately pronounce consonant groups (e.g., th in maths vs. father). Grammar: Use be going to correctly to express future plans (e.g., I’m going to read more classics). Listening: Extract details about career plans from the conversation (2a-2b). Speaking: Role-play the dialogue (2c) and survey classmates’ dream jobs (2d). 2. Cultural Awareness Recognize that career success requires effort (e.g., Fu Xing reads classics to become a writer). 3. Thinking Quality Analytical Thinking: Infer characters’ plans and personalities from the dialogue. Logical Thinking: Organize survey data about dream jobs and action plans. 4. Learning Ability Apply pronunciation strategies (minimal pairs) and collaborative learning in speaking tasks. III. Teaching Key Points & Difficulties Key Points
Teaching Key Points Master consonant pronunciation (e.g., /θ/ vs. / /, /h/ vs. /w/). Use be going to to describe future career plans.
Teaching Difficulties Distinguishing similar consonant sounds (e.g., th in think vs. than). Correctly using be going to (e.g., subject-verb agreement, avoiding “gonna” in formal contexts).
Teaching Procedures Step 1: Pronunciation Warm-up (1, 10 mins) Group Sound Analysis: Students read 1’s word groups, identifying pronunciation patterns: /h/: habit, human, who (add house) /w/: want, week, what (add water) /θ/: th, earth, maths (add think) / /: th, than, father (add this) /k/: c,k,ck, actor, luck (add cake) /kw/: qu, quiet, queen (add question) / /: s,sh, sugar, share (add ship) / /: s, pleasure, television (add measure) Minimal Pair Game: Teacher says a word; students shout its sound group (e.g., who → /h/; this → / /). Step 2: Intonation & Rhythm (2, 5 mins) Pre-listening: Dialogue Prediction Show the firefighter image. Ask: “What’s the dialogue about What might they say ” (Elicit: I want to be a fireman. I’m going to exercise.) While-listening: Mark Intonation Play the recording. Students mark stressed words (e.g., fireman, exercise, strong) and practice reading with correct intonation. Step 3: Listening Comprehension (2a-2b, 15 mins) 2a: Pre-listening Prediction Predict Fu Xing’s dream job: “What book is he reading What might he want to be ” (Elicit: A writer.) 2a: While-listening (Fill in Blanks) Play the recording; students fill in 2a’s blanks: writer, going to, diaries, doctor 2b: While-listening (True/False) Replay the recording; students judge statements: F (essays, not a novel) T (read classics) F (write diaries, not novels) F (parents want him to be a doctor No—Adam’s parents’ wish is unclear, but Fu Xing mentions it) T (Adam is unsure) Post-listening: Grammar Focus Analyze be going to: Structure: Subject + am/is/are + going to + verb 原形 (e.g., I’m going to read more classics.) Use: Expresses intentions for the future. Step 4: Speaking Practice (2c-2d, 15 mins) 2c: Role-play the Dialogue Pairs practice the conversation, focusing on: Natural intonation (e.g., rising tone in questions: How are you going to do that ) Correct be going to use. 2d: Survey Classmates’ Dream Jobs Survey Template: Provide sentence frames: A: What do you want to be when you grow up B: I want to be a/an _______. A: How are you going to do that B: I’m going to _______. Group Work: Students interview 3 classmates, filling in the table with Name, What (job), How (plan). Class Sharing: Volunteers share their survey results (e.g., “Li Hua wants to be a doctor. She’s going to study medicine.”). Step 5: Summary & Homework (5 mins) Recap: Pronunciation: Consonant sound groups. Grammar: be going to for future intentions. Skill: Listening for details and speaking about career plans. Homework: Pronunciation: Record yourself reading 1’s word groups and submit. Writing: Write a paragraph about your dream job and how you’ll achieve it (use be going to). Survey: Ask a family member about their career and write a short report.
Blackboard Design Section A 1a-2d ▍1 Pronunciation Groups: /h/: habit, human, who, house /θ/: th, earth, maths, think / /: th, than, father, this ▍“be going to” Structure: Subject + am/is/are + going to + verb原形 → I’m going to read more classics. → He’s going to study law.
Teaching Reflection Strengths: Phonetic Precision: Focus on consonant sounds improves pronunciation accuracy. Real-life Connection: Career plans make grammar learning relevant and engaging. Improvements: Sound Confusion: Some students may mix /θ/ and / /. Add minimal pair drills (e.g., think vs. this). Grammar Accuracy: Students might omit be (e.g., “I going to...”). Use error correction games (e.g., “Find the mistake”). This plan integrates phonetic
第3课时　Grammar Focus
Teaching Objectives 1. Language Competence Grammar: Use be going to correctly in: Statements (I’m going to work hard.) Questions (What are you going to do ) Short answers (Yes, I am.) Reading/Writing: Complete 3b (matching) and 3c (dialogue). Speaking: Discuss weekend plans using be going to (3d). 2. Cultural Awareness Recognize that sharing plans is a common way to arrange activities in daily communication. 3. Thinking Quality Inductive Thinking: Derive be going to rules from 3a’s sentences. Logical Thinking: Structure dialogues with correct grammar. 4. Learning Ability Use inductive learning for grammar and collaborative speaking for 3d.
Teaching Key Points Master be going to structure: Subject + am/is/are + going to + verb 原形 (statements). Am/Is/Are + subject + going to + verb 原形？ (questions). Apply be going to in context.
Teaching Difficulties Forming questions correctly (e.g., What are you going to do vs. What you are going to do ). Distinguishing be going to (intentions) from other future tenses.
Teaching Procedures Step 1: Warm-up & Context Activation (5 mins) Daily Plan Discussion: Ask: “What are you going to do after class Tomorrow This weekend ” Elicit responses with be going to (e.g., I’m going to play basketball.). Lead-in to Grammar: Write examples on the board: “I’m going to study. What are you going to do ” Highlight the structure: be going to + verb. Step 2: Inductive Grammar Learning (3a, 15 mins) Analyze 3a Sentences: Students read 3a and group sentences by function: Future Career: What do you want to be... I want to be... Plan How: How are you going to do that I’m going to... General Question: Are you going to... Yes, I am. Additional Plans: What else are you going to do I’m going to... Summarize Rules: Teacher guides students to conclude: FunctionStructureExampleStatementSubject + am/is/are + going to + verb 原形I’m going to work hard at maths.Question (What/How)What/How + am/is/are + subject + going to + verb 原形？How are you going to do that Yes/No QuestionAm/Is/Are + subject + going to + verb 原形？Are you going to read more books Short AnswerYes, 主语 + am/is/are./ No, 主语 + aren’t/isn’t/am not.Yes, I am.
Contrast Practice: Convert statements to questions (e.g., I’m going to learn AI. → What else are you going to do ). Step 3: Contextual Matching (3b, 10 mins) Situation Analysis: Students read 3b’s situations and planned actions. Discuss: Alice wants to be an actress. → She is going to take acting classes. (C) It’s going to rain. → I’m going to get my umbrella. (E) Pair Matching: Pairs match situations to actions, explaining their choices (e.g., “If it rains, you need an umbrella.”). Feedback & Error Correction: Correct common mistakes (e.g., “They are tired of city life” → “take the countryside” (B)). Step 4: Dialogue Construction (3c, 12 mins) Grammar Focus on Questions: Highlight interrogative structure: What are you going to do (not What you are going to do ). Fill-in Practice: Students complete 3c’s dialogue individually, focusing on: are; going to do (1st question) Do; want (invitation) do; want (question) are; going to meet (plan) are; going to meet (time) is going to be (prediction) Role-play the Dialogue: Pairs practice the dialogue, emphasizing correct intonation (rising for questions). Step 5: Pragmatic Use — Weekend Plans (3d, 13 mins) Plan Creation: Students make a weekend schedule (e.g., Saturday morning: go shopping; Sunday afternoon: watch a movie). Survey & Discussion: Pairs ask and answer using 3d’s frame: A: What are you going to do on Saturday morning B: I’m going to... What about you A: I’m going to... Let’s do it together! When Class Sharing: 2–3 pairs share their plans, focusing on clear be going to use and logical scheduling. Step 6: Summary & Homework (5 mins) Grammar Recap: Write core structures on the board: Statements: I’m/You’re/He’s... going to... Questions: What/How/Are... going to... Homework: Writing: Write a short paragraph about your next week’s plans (use be going to). Speaking: Call a friend and arrange an activity using be going to, then report in English.
Blackboard Design Grammar Focus: be going to Structure ▍Core Structures: 1. **Statements**: Subject + am/is/are + going to + verb原形 → I’m going to work hard at maths. 2. **Questions**: - What/How + am/is/are + subject + going to + verb原形 → How are you going to do that - Am/Is/Are + subject + going to + verb原形 → Are you going to read more books 3. **Short Answers**: Yes, I am. / No, she isn’t.
Teaching Reflection Strengths: Inductive Learning: Students discover rules, enhancing retention. Pragmatic Practice: Weekend plans make grammar relevant to daily life. Improvements: Question Formation: Some students may reverse word order (What you are going to do ). Add drill: “Fix the sentence: What you are going to do ” → “What are you going to do ” Fluency: Shy students need sentence frames for 3d (e.g., “I’m going to... Would you like to join me ”).
第4课时 Section B（1a-1e）
Teaching Objectives 1. Language Competence Vocabulary: Understand resolution, physical health, self-improvement, mini-goals and use them in context. Reading: Order sentences to understand text structure (1b). Match paragraphs to main ideas (1c). Extract information to complete a mind map (1d). Speaking: Discuss the value of resolutions and personal planning habits (1e). 2. Cultural Awareness Recognize that making resolutions is a common way to pursue self-improvement, especially at the start of a year. 3. Thinking Quality Analytical Thinking: Identify paragraph purposes and reasons resolutions fail. Logical Thinking: Organize information about resolutions (definition, types, methods) into a mind map. 4. Learning Ability Use collaborative discussion (1a, 1e) and reading strategies (text structure analysis).
Teaching Key Points Understand the text’s structure and main ideas about resolutions. Extract and organize information into a mind map.
Teaching Difficulties Analyzing why resolutions fail (e.g., “too difficult,” “forget about them”). Expressing opinions about planning habits in English (1e).
Teaching Procedures Step 1: Warm-up & Personal Connection (1a, 7 mins) Discussion Starter: Ask: “What plans did you make last year Did you keep them Why or why not ” Elicit responses (e.g., “I planned to exercise, but I was too busy.”). Vocabulary Preview: Introduce resolution (a promise to yourself) and link to New Year’s traditions. Step 2: Pre-reading: Sentence Ordering (1b, 10 mins) Text Structure Prediction: Show 1b’s sentences (A-D) and the text framework. Ask: “Where do these sentences fit Why ” Vocabulary in Context: Teach physical health (e.g., exercise, diet), self-improvement (e.g., confidence, organization), mini-goals. Group Ordering & Justification: Groups order sentences: D: “After all, the start of the year... making resolutions.” (Introduction) A: “Some resolutions have to do with learning new things.” (Type of resolution) B: “For example, a student may decide to start a new study plan.” (Example of A) C: “Try to set mini-goals to help you achieve your resolution.” (Advice) Discuss why each sentence belongs (e.g., D introduces timing; C gives a method). Step 3: While-reading: Paragraph Main Ideas (1c, 12 mins) Paragraph-by-Paragraph Analysis: Read each paragraph and identify its purpose: Para 1: Defines resolution and mentions New Year’s resolutions → B (Introduce the meaning). Para 2: Lists types (physical health, hobbies, self-improvement) → A (List popular resolutions). Para 3: Explains why people fail (too difficult, forget) → D (Explain why people fail). Para 4: Gives advice (mini-goals, write down, talk to others) → C (Give advice on achieving resolutions). Topic Sentence Highlight: Find topic sentences (e.g., Para 2: “Resolutions can be about anything.”). Step 4: While-reading: Mind Map Completion (1d, 15 mins) Information Extraction: Students read the text again to fill in the mind map: Meaning: a promise that you make to yourself Most common kind: New Year’s resolution When to make it: the start of the year Resolutions can be about: physical health, hobbies, self-improvement How to make resolutions work: Set mini-goals. Make resolutions wisely (not too difficult). Write them down. Talk with family/friends. Reasons people hardly keep resolutions: Too difficult. Forget about them. Group Collaboration: Groups complete the mind map, then share and check for accuracy. Step 5: Post-reading: Critical Discussion (1e, 10 mins) Discussion Prompts with Frames: Provide sentence frames to scaffold opinions: “I think making resolutions is useful because ...” “I prefer to plan ahead because ..., but sometimes ...” Pair & Class Discussion: Pairs discuss 1e’s questions, then volunteers share with the class. Teacher highlights key ideas (e.g., “Resolutions help us stay focused,” “Last-minute actions are risky.”). Step 6: Summary & Homework (5 mins) Text Recap: Summarize: “Resolutions are personal promises. To keep them, plan wisely, set mini-goals, and share with others.” Homework: Writing: Write about your New Year’s resolution (type, how to achieve it). Speaking: Interview a family member about their resolution and report in English.
Blackboard Design How can we make good plans ▍Resolution Mind Map: - Meaning: a promise to yourself - Most common: New Year’s resolution - When: start of the year - About: physical health, hobbies, self-improvement - How to keep: Set mini-goals Plan wisely (not too hard) Write down Talk to family/friends - Why people fail: Too difficult Forget
Teaching Reflection Strengths: Text Structure Focus: Analyzing sentence order and paragraph purposes deepens comprehension. Personal Relevance: Discussing personal plans and resolutions increases engagement. Improvements: Vocabulary Depth: Some students may struggle with abstract terms (e.g., self-improvement). Simplify with examples (e.g., “Self-improvement means becoming braver.”). Discussion Fluency: Shy students need more sentence frames (e.g., “In my opinion, ... because ...”).
第5课时 Section B（2a-3c）
Teaching Objectives 1. Language Competence Vocabulary: Identify careers from definitions (2a: musician, actor, engineer, fashion designer). Use phrases (have to do with, make sure, take up, stick to, be tired of) correctly (2b). Master words (fail, explain, practise, confident, try one’s best) in context (2c). Reading: Extract resolution details (hobby, health, English) from 3a. Writing: Plan and write about personal self-improvement goals (3b-3c). 2. Cultural Awareness Recognize that self-improvement (via resolutions) is a universal pursuit, including career and skill development. 3. Thinking Quality Analytical Thinking: Infer word meanings from context (2c) and text structure (3a). Logical Thinking: Organize self-improvement goals into clear “improvement + action” pairs. 4. Learning Ability Use collaborative games (2a) and writing scaffolds (3c) to deepen learning.
Teaching Key Points Master career vocabulary and goal-related phrases. Extract and organize resolution details from text.
Teaching Difficulties Distinguishing phrase meanings (e.g., take up vs. stick to). Writing detailed, logical paragraphs about self-improvement.
Teaching Procedures Step 1: Warm-up & Career Vocabulary (2a, 8 mins) Definition Guessing Game: Teacher reads 2a’s definitions; students shout the job (e.g., “This person helps put out fires.” → fireman). Extend: Students create their own job definitions for peers to guess (e.g., “This person flies planes.” → pilot). Vocabulary Expansion: List jobs on the board, emphasizing spelling and pronunciation (e.g., engineer / end n (r)/, fashion designer). Step 2: Phrase Practice (2b, 12 mins) Phrase Explanation & Demo: Teach phrases with examples: have to do with: My job has to do with computers. make sure: Make sure you finish homework. take up: I want to take up painting. stick to: Stick to your plan! be tired of: I’m tired of rainy days. Sentence Creation: Students write sentences with 2b’s phrases, focusing on context logic (e.g., “I’m going to take up swimming to get fit.”). Peer Feedback: Pairs check sentences for correct phrase use and sense. Step 3: Contextual Vocabulary (2c, 15 mins) Pre-reading: Emotion Hook Ask: “Have you ever failed an exam How did you feel What did you do ” (Link to 2c’s story about maths failure). While-reading: Cloze Analysis Students read 2c and fill in blanks, analyzing word choices: failed (exam), explain (teacher’s help), practise (maths), confident (abilities), try my best (promise). Post-reading: Theme Discussion Discuss: “Why did the student succeed What can we learn from Mr Guo ” (Perseverance, support). Step 4: Reading & Resolution Extraction (3a, 12 mins) Pre-reading: Prediction Ask: “What do people usually resolve to improve Hobbies Health Studies ” While-reading: Table Completion Students read 3a and fill in the resolution table: To improve...ResolutionHobbyJoin the school music club (singing)HealthJog, do push-ups, sit-upsEnglishStudy 2 more hours each weekend
Text Structure Highlight: Identify the “improvement + action” pattern (e.g., “English isn’t good enough → study more.”). Step 5: Personal Goal-Setting & Writing (3b-3c, 15 mins) Personal Plan (3b): Students fill in their own “To improve... / My resolution” table (e.g., “To improve fitness → Run 3 times a week.”). Writing Scaffold (3c): Use 3a’s structure: “The first resolution is about... I am going to... because...” Example paragraph: “To improve my drawing, I am going to take art lessons. I love creating pictures, and practice will help me get better.” Peer Editing: Pairs exchange drafts, checking for: Clear “improvement + action” link. Correct vocabulary/phrase use. Step 6: Summary & Homework (5 mins) Recap: Vocabulary: Careers, goal phrases, and 2c’s words. Skill: Writing structured self-improvement plans. Homework: Vocabulary: Make flashcards for 2a-2c’s words/phrases. Writing: Polish 3c’s paragraphs and share with a family member.
Blackboard Design Vocabulary in Use ▍2a Careers: fireman, musician, actor, engineer, fashion designer, pilot... ▍2b Phrases: have to do with, make sure, take up, stick to, be tired of → Example: “I take up running to get fit.” ▍2c Key Words: failed, explain, practise, confident, try one’s best → Theme: Never give up! ▍3a Resolution Structure: To improve [area] → Resolution [action] → E.g., English → Study 2 more hours weekly.
Teaching Reflection Strengths: Real-Life Connection: Career and self-improvement themes resonate with students. Skill Integration: Vocabulary practice links to writing, reinforcing retention. Improvements: Phrase Confusion: Students may mix take up (start) and stick to (continue). Add contrast drills (e.g., “I took up yoga last month and stick to it daily.”). Writing Depth: Some students write vague plans. Encourage specifics (e.g., “Study English for 2 hours” vs. “Study more”).

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