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第三课时Grammar Focus(3a－3d)
Teaching Objectives
In this class，students will：
1．understand and correctly use the structure “be going to” to express future plans and intentions.
2．talk about their own schedules for the weekend using the target language.
Teaching Advice
Lead-in
Future Fortune Teller 1．The teacher puts on a big hat and a scarf to dress up as a future fortune teller，and then says the words in a mysterious voice：“I can see your future！Let me tell you what you are going to do！” 2．Choose some students to predict what they are going to do.The teacher can predict according to the reports about students' dream jobs in the last lesson.To make the game more interesting，the teacher can also predict some funny things.For example： “I see that you are going to be an astronaut and travel to the moon.” “You're going to be rich and successful.” “You are going to win a gold medal in the Olympic Games.” “You are going to meet a good friend this weekend.” 3．Invite some students to dress up as the future teller and make predictions using the structure “be going to”．Remind them not to say anything negative. 4．Introduce the target grammar to students：be going to.
Explore the Grammar
3a 1．Have students read the sentences in the table and translate the meanings. 2．Ask them to notice the words in bold and try to summarize the usage. ◆want to do sth./plan to do sth. ◆be going to do sth. 3．Ask students to discuss when to use the structure “be going to” in pairs.Invite some pairs to share their opinions.The teacher can use the following questions as prompts： ◆What does “be going to” express ◆Is it about the past，present，or future
Grammar Rules
◆be going to的用法： (1)用于表达说话者已经决定或计划要做的事情。 E．g.She's going to study abroad next year. I'm going to visit my grandparents this weekend. (2)用于表达根据当前情况推测未来可能发生的事情。 E．g.Look at those dark clouds！It's going to rain. (3)用于表达某事很快会发生，通常带有紧迫感。 E．g.Hurry up！The movie is going to start in 5 minutes. ◆be going to的句式结构： 肯定句：主语＋be动词(am/is/are)＋going to＋动词原形＋其他． E．g.They are going to have a party tonight. 否定句：主语＋be动词(am/is/are)＋not＋going to＋动词原形＋其他． E．g.I am not going to attend the meeting. 一般疑问句：Be动词(Am/Is/Are)＋主语＋going to＋动词原形＋其他？ E．g.—Are you going to play football after school —Yes，I am./No，I'm not. 特殊疑问句：特殊疑问词＋be动词(am/is/are)＋主语＋going to＋动词原形＋其他？ E．g.—What are you going to do this weekend —I'm going to hang out with my friends.
Grammar Exercises
3b 1．Ask students to read the instruction and complete the matching exercise. 2．Have students work in pairs to check answers.Then ask some pairs to share their answers. 3c 1．Have students skim the conversation and grasp the main idea. 2．Ask students to complete the conversation and check the answers in pairs. 3．Invite a pair to role play the conversation to share the correct answers. 3d 1．Ask students to make their own timetables for the weekend.Invite some students to share in class using the structure “be going to”． 2．Have students work in pairs to talk about their timetables and try to arrange a time to do something together.Remind them to refer to the conversation in 3c. 3．Invite some pairs to role play their conversations.
Summary Ask students to summarize the usage of the structure “be going to”． Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
In this lesson，students practised using “be going to” through activities like role playing and creating weekend schedules.The Future Fortune Teller game effectively engaged students，and the grammar exercises reinforced their understanding.However，some students had trouble forming questions using “be going to”．Next time，I will provide more guided practice and visual aids to support their learning.Overall，the lesson achieved its objectives，but I will improve scaffolding for weaker students and ensure smoother transitions between activities.【预习自学】
预习单词
你自己；您自己 pron. ________ /j self/
工程师；技师 n. ________ / end n (r)/
时装业；时尚 n. ________ / f n/
设计师 n. ________ /d za n (r)/
导演；主任；董事 n. ________ /d rekt (r); da rekt (r)/
音乐家；乐师 n. ________ /mju z n/
消防队员 n. ________ / fa m n/
预习短语
make a plan _____________
grow up _____________
work hard at maths _____________
take art lessons _____________
realize his dream _____________
AI (artificial intelligence)_____________
预习句子（英汉互译）
John长大后想成为什么？
What does John ________ ___________ ___________when he ___________ ___________
So how are you going to become a fireman
_______________________________________________________
I'm going to take art lessons and practise my drawing skills every day.
_______________________________________________________
你计划怎样做？
How do you ___________ ____________ do that
参考答案：【预习自学】
预习单词：yourself;engineer;fashion;designer;director;musician;fireman
预习短语：制定一个计划；成长、长大；努力学习数学；上美术课；实现他的梦想；人工智能
预习句子：1. wants to be, grows up
那么你打算怎样成为一名消防队员呢？
我打算上美术课，并且每天练习我的绘画技巧。
plan to【预习自学】
预习单词
小品文；文章 n. ________ / ese /
经典作品；名著 n.
最优秀的；古典的 adj. ________ / kl s k/
文学；文献 n. ________ / l tr t (r)/
运动员 n. ________ / θli t/
摄影师；拍照者 n. ________ /f t ɡr f (r)/
画家；油漆匠 n. ________ / pe nt (r)/
商界人士；企业家 n. ________ / b zn sm n/
女演员 n. ________ / ktr s/
律师 n. ________ / l j (r)/
预习短语 (英译汉)
keep on doing sth _____________
make sure _____________
try one’s best _____________
be sure about _____________
预习句子（英译汉）
It's a book of essays by a famous Chinese writer.
______________________________________________________________
My parents want me to be a doctor, but I'm not sure about that.
_______________________________________________________________
Not everyone knows what they want to be.
_______________________________________________________________
参考答案：【预习自学】
预习单词：essay; classic; literature; athlete; photographer; painter; businessman; actress; lawyer
预习短语：继续做，反复做；确保，保证；尽最大努力；对……确定
预习句子：1. 这是一本由一位著名中国作家所写的散文集。
我的父母希望我成为一名医生，但我对此不确定。
并非每个人都知道自己想成为什么。第四课时Section B(1a－1e) & Vocabulary in Use
Teaching Objectives
In this lesson，students will：
1．get key information about resolutions from the text and understand its main ideas.
2．analyze the structure and language features of the text.
3．talk about how to make good plans and stick to them.
Teaching Advice
Lead-in
Watch and Say Show students a video about people making New Year's resolutions and ask them to answer the following questions. (视频见优翼配套教学课件) ◆What are these people doing ◆Why are they doing so Free Talk 1．Have students work in pairs to talk about the following questions： ◆Have you ever made a New Year's resolution like those in the video？What was it ◆Did you successfully keep your past New Year's resolutions？Why or why not 2．Invite some pairs to share their answers.
Pre-reading
1a 1．Have students discuss the questions in groups.The teacher can provide the follow expressions as language support： ◆Study plans：join a study group；make a daily study schedule；read English texts every morning... ◆Weight loss plans：jog every day；eat less junk food；eat more vegetables… ◆Social plans：make at least one new friend every month；contact old friends and arrange get togethers... 2．Invite some groups to share their answers.
While-reading
1b 1．Have students read the sentences and get the meanings. 2．Ask students to skim the text and put the sentences in the correct places.Remind them to pay attention to the context. 3．Check the answers in class. 1c 1．Have students read the purposes to make sure they get the meanings and then do matching exercises. 2．Invite some students to share answers and reasons. 1d 1．Have students look at the mind map and identify from what aspects the mind map is organized. 2．Explain to students that each part of the mind map is related to one paragraph in the text.Ask students to work in pairs to complete the mind map. 3．Invite some pairs to share their answers. Analysis of the Text 1．Present the following questions and have students work in pairs to discuss. ◆What type is this text？Is it a narrative，expository，or argumentation？How do you know ◆How is the text organized 2．Invite some pairs to share their answers.Then present the conclusion.
Post-reading
1e 1．Have students work in pairs to discuss the two questions. 2．Invite some pairs to share their opinions. Teaching Tip：The teacher can provide the following expressions as language support： stay focused on goals，keep motivated，give clear directions，make progress，form good habits... hard to stick to them，forget about them，under pressure，too difficult to achieve，often change...
Vocabulary in Use
2a 1．Ask students to read the instruction and make sure they get the meaning.Explain the word “definitions” if necessary. 2．Have students write the jobs based on the definitions and invite students to share answers one by one. 3．Encourage students to add more for others to guess. 2b 1．Ask students to read the phrases in brackets to make sure they know their meanings and the usage. 2．Have students write the sentences using the phrases and check the answers in pairs. 3．Invite some students to share their sentences in class and encourage them to make more sentences using the phrases. 2c 1．Have students read the passage quickly to grasp the main idea. 2．Ask them to fill in the blanks with the words in the box.Remind them to use the correct forms based on the context. 3．Check the answers in class.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design 1．What's a resolution 2．What types of resolutions are there 3．Why is it difficult to keep resolutions 4．What can we do to make resolutions work well
Teaching Reflection
In this lesson，students engaged well with the video and free talk，sharing personal resolutions actively. However, during the mind map activity, some students had trouble connecting paragraphs to the text structure. Next time，I'll provide clearer examples and more scaffolding for weaker students. The language support for discussions was helpful，but I noticed students relied heavily on provided phrases. To encourage independent thinking，I'll gradually reduce support in future lessons.【预习自学】
预习单词
能够；有才能的 adj. ____________________ / e bl/
粘贴；将…… 刺入 v. （stuck /st k/ ）
枝条；棍 n. ____________________ /st k/
决定；决议 n. ____________________ / rez lu n/
小目标 n. ____________________ / m ni ɡ l/
（经过努力）达到；完成 v. ____________________ / t i v/
身体的；物质的 adj. ____________________ / f z kl/
健康 n. ____________________ /helθ/
健康地 adv. ____________________ / helθ li/
照相术；摄影 n. ____________________ /f t ɡr fi/
自我改进；自我提高 n. ____________________ / self m pru vm nt/
自信的；肯定的 adj. ____________________ / k nf d nt/
有条理的；有组织的 adj. （=organised）____________________ / ɡ na zd/
聪明地；明智地 adv. ____________________ / wa zli/
可能的；合理的 adj. ____________________ / p s bl/
段；段落 n. ____________________ / p r ɡrɑ f/
介绍；引见；引进 v. ____________________ / ntr dju s/
意义；含义 n. ____________________ / mi n /
未能（做到）；失败 v. ____________________ /fe l/
提前；在前面 adv. ____________________ / hed/
设计；计划 v.
设计；花纹 n. ____________________ /d za n/
桥 n. ____________________ /br d /
最后的；最终的 adj.
决赛 n. ____________________ / fa nl/
信心；信任 n. ____________________ / k nf d ns/
预习短语 (英译汉)
stick to _____________
Have(...)to do with sb/sth_____________
take up _____________
put out_____________
预习句子（英译汉）
After all, the start of the year is often a perfect time for making resolutions.
_______________________________________________________________
And some resolutions have to do with self-improvement, like becoming more
confident or organized.
_______________________________________________________________
Sometimes the resolutions may be too difficult to keep.
________________________________________________________________
Try to set mini-goals to help you achieve your resolution.
_______________________________________________________________
参考答案：【预习自学】
预习单词：
able; stick; resolution; mini-goal; achieve; physical; health; healthily; photography;
self-improvement; confident; organized; wisely; possible; paragraph; introduce; meaning; fail; ahead; design; bridge; final; confidence
预习短语：1. 坚持；维持
和……有关系
开始学；开始从事
扑灭；把……摆好
预习句子：1. 毕竟，一年伊始往往是制定决心的绝佳时机。
而且有些决心与自我提升有关，比如变得更自信或者更有条理。
有时这些决心可能太难坚持下去了。
试着设定小目标来帮助你实现你的决心。【预习自学】
预习单词
洗澡；浴缸n. ________ /bɑ θ/
想念；错过v. ________ /m s/
预习短语(英译汉)
be tired of _____________
take a hot bath _____________
预习句子(汉译英)
未来你想成为什么？
____________________________________________________
你打算读更多有关IT 的书吗？ _________________________________________________
你还打算做什么？
_______________________________________________________
周六去打羽毛球怎么样？
_______________________________________________________
感知语法
be going to 用法
1） 用于表达说话者已经决定或计划要做的事情。
e.g. She’s going to study abroad next year.
I’m going to visit my grandparents this weekend.
2）用于表达根据当前情况推测未来可能发生的事情。
e.g. Look at those dark clouds! It’s going to rain.
3）用于表达某事很快会发生，通常带有紧迫感。
e.g.Hurry up! The movie is going to start in 5 minutes.
参考答案：
【预习自学】
预习单词：bath；miss
预习短语：对……感到厌倦；洗个热水澡
预习句子：What do you want to be in the future
Are you going to read more books about IT
What else are you going to do
How/What about playing badminton on Saturday 第五课时Section B (3a－3c)
Teaching Objectives
In this class，students will：
1．get the key information about the writer's resolutions from the text.
2．write three paragraphs to introduce their own resolutions.
Teaching Advice
Lead-in
1．Present a video about students making New Year's resolutions and ask students the following questions. (视频见优翼配套教学课件) ◆What are the students talking about ◆What resolutions do the students make ◆What do you think of these resolutions ◆Do you think these students can achieve their resolutions？Why or why not 2．Invite some students to share their answers in class.
Pre-writing
3a 1．Have students read the text quickly and answer the following questions： ◆How many resolutions does the writer make？What are they ◆Why does the writer want to make these resolutions 2．Guide students to read the text carefully and explain the language points if necessary. 3．Analyze the structure of the text and guide students to learn how to organize the text in a logical way. 4．Have students complete the table and check answers in class.
While-writing
3b 1．Have students work in pairs to talk about the things they want to improve in the coming new year.The teacher can provide some aspects for them to choose： physical fitness，tidiness，study skills，communication with parents，self confidence，making new friends… 2．Have students fill in the table according to what they talked about.Then check each other's table to make sure the resolutions are reasonable and achievable. 3c 1．Guide students to refer to the text structure and complete the writing task in 3c based on the table in 3b. 2．During students' writing process，the teacher reminds them to pay attention to the correct use of grammar，spelling and punctuation，as well as the coherence of paragraphs.
Post-writing
1．Have students check each other's writing in pairs.Provide the following checklist. ◆Content：Clearly show improvement areas and related actions. ◆Grammar：Properly use the structure “be going to”． ◆Coherence：Use the linking words or transitional phrases. ◆Spelling & Punctuation：Check for right spelling and proper punctuation use. 2．Based on the feedback from their partners，students revise their writings and then submit the final version of their writings for evaluation.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design The first one is...I'm going to...Besides，...Last but not the least，...
Teaching Reflection
This writing focused lesson effectively led students from text analysis to self expression of resolutions. The interactive activities like pair work and discussions engaged students. However，time management could be better，and more individual guidance during writing might help students overcome difficulties. Overall，it laid a solid foundation for students' writing ability.Unit 6 Plan for Yourself
单元总览
单元主题分析
本单元紧扣“目标与计划”主题，深度关联课程标准中“人与自我”主题范畴下的“自我认识，自我管理，自我提升”以及“职业启蒙”等子主题。学生通过本单元的学习，不仅能认识常见的职业，树立正确职业观，还能学会探讨个人目标与理想，并制定相应计划，助力自身发展与提升。
单元以大问题“Why do we need plans？”为引导，促使学生思考计划的重要性。同时，通过“When do we make plans？”和“How can we make good plans？”这两个引导性问题，有序串联起两个板块的内容。Section A的对话语篇，呈现了不同角色对各自职业目标的讨论，以及为实现目标所做的规划，涉及消防员、时装设计师、IT工程师和作家等职业。这有助于学生拓宽对职业的认知视野，引导他们思考自身未来的职业方向，并规划当下行动，以实现职业目标。Section B聚焦于引导性问题“How can we make good plans？”。主篇阅读围绕“resolution(决心)”展开，深入介绍决心的定义、类型，以及制定和维持决心的有效方法。学生通过这部分学习，能够对自身计划进行反思，进而完善并高效执行计划。同时，该部分引导学生思考如何通过设定阶段性小目标，逐步实现远大梦想，呼应本单元的价值引领句“Dream big，plan well，work hard，smile often，and good things will happen.”。
综上所述，本单元以“目标与计划”为核心，借助精心设计的大问题与引导性问题，有机整合各板块内容，深入探讨计划的意义及其在达成目标过程中的关键作用。Section A通过展示多元职业目标与计划，启发学生思考如何制定可行的职业规划；Section B则通过对制定计划和坚持决心的探讨，强化学生对计划执行的理解。学生通过本单元的学习，既能掌握与目标、计划相关的语言知识与技能，又能在思想层面树立自我管理与提升的意识，培养规划与实践能力。
单元学习目标
通过本单元的学习，学生能够：
1．熟练运用本单元的词汇和句型，准确描述自己的目标与计划，并讨论如何实现这些目标。
2．读懂关于目标与计划的文章，获取关键信息并理解文章主旨。
3．听辨并正确朗读以下读音/h/、/w/、/θ/、/ /、/k/、/kw/、/ /、/ /以及含有这些读音的单词，建立字母与发音的联系；注意句子中的连读及非重音部分。
4．掌握“be going to”结构的构成及用法，能够正确使用该结构谈论未来的计划和目标。
5．了解不同文化中关于目标与计划的观念，体会目标与计划在个人成长中的重要性，树立正确的自我管理意识。
单元学习重难点
重点：
1.掌握“be going to”结构的构成并能够在不同的语境下正确使用。
2．学会运用略读技巧快速浏览关于目标与计划的文章，获取文章大意；运用扫读技巧定位关键信息，理解文章主旨和重要细节。
3．能够运用本单元所学词汇、句型和语法知识，撰写关于自己目标与计划的短文，清晰描述目标内容及实现步骤，做到内容完整、条理清晰、语法正确。
难点：
1.通过阅读相关文章，理解制定计划对实现目标的重要性，并能够反思自己的计划是否合理可行。
2．培养学生的自我管理意识，理解目标与计划在个人成长中的关键作用，并将其与日常生活相结合。
单元课时划分
第一课时Section A(1a－1d) & Pronunciation　　
第二课时Section A(2a－2d)
第三课时Grammar Focus(3a－3d)
第四课时Section B(1a－1e) & Vocabulary in Use
第五课时Section B(3a－3c)【预习自学】
预习单词
（使）形成；组成 v.
类型；形式；表格 n. __________ /f m/
关系；联系 n. ________________ /r le n p/
俯卧撑 n. ________________ / p p/
精力充沛的；充满活力的 adj. ________________ / en d et k/
预习短语
draw to a close _____________
last but not least _____________
预习句子
We can improve our lives by learning something new, forming good habits, working harder at
something, or even improving our relationships with others..
_____________________________________________________
I hope to make next year better than this one, so l am going to make three resolutions.
_____________________________________________________
Besides jogging, l am going to do push-ups and sit-ups.
_____________________________________________________
It might be hard, but I am going to get a lot better at English!
_____________________________________________________
参考答案：
【预习自学】
预习单词：form；relationship；push-up；energetic
预习短语：即将结束/即将完成；最后但同等重要的
预习句子：1.我们可以通过学习新东西、养成好习惯、在某件事上更努力，甚至改善与他人的关系
来提升我们的生活。
2.我希望让明年比今年更好，所以我打算制定三个决心（计划） 。
3.除了慢跑，我还打算做俯卧撑和仰卧起坐。
4. 这可能会很难，但我要在英语方面变得好得多！
。第二课时　Section A(2a－2d)
Teaching Objectives
In this class，students will：
1．grasp the key information about the characters' dream jobs and their plans.
2．talk about diverse future career plans using be going to.
3．learn to respect different professions and develop a positive attitude towards life and career choices.
Teaching Advice
Lead-in
Career Guessing Game 1．Present some descriptions about different jobs and have students work in groups to say the jobs as quickly as possible. 2．The group that guessed the most jobs correctly gets a reward. Free Talk 1．Have students talk about these jobs using the following questions as prompts： ◆What do you think of these jobs ◆What do you need to do now if you want to be a pilot/musician/…？ ◆What's your dream job ◆How do you plan to achieve your dream job ◆Are there any challenges you might face when pursuing your dream job 2．Invite some students to share their opinions in class.
Pre-listening
1．Have students skim the conversation and figure out what Adam and Fu Xing are talking about. 2．Invite some students to share their answers in class.
While-listening
2a 1．Ask students to listen to the conversation and fill in the blanks.Check the answers in class. 2．Explain key language points in the conversation to deepen students' understanding. 2b 1．Let students read the instruction to make sure they get the meaning. 2．Have students read the statements and decide whether they are true or false.If the statements are false，ask students how they will correct them. 3．Ask students to work in pairs to check the answers.Then invite some pairs to share the answers. 2c 1．Let students listen to the conversation again and remind them to pay attention to the tone，intonation and feelings of the characters.Highlight key sentences and model how to say them with appropriate emotions： ◆Adam's surprise：“Wow，now I know why you're so good at writing！”(bright tone，emphasis on “wow”) ◆Fu Xing's determination：“I'm going to read more classics.”(steady tone，emphasis on “more”) ◆Adam's uncertainty：“I'm not sure about that.”(lower tone，slower pace) 2．Have students work in pairs to role play it. 3．Invite one pair to role play the conversation in class.Ask other students to give feedback according to the following questions： ◆Did they pronounce the challenging words correctly and clearly ◆Did they use the correct tone and intonation ◆Did their conversation sound natural，like real friends talking
Post-listening
Further Thinking 1．Ask students to work in pairs to talk about the following questions. ◆Fu Xing says，“I'm going to read more classics and keep on writing stories and essays.” Do you think this plan is enough to become a successful writer？Why or why not ◆Do you agree with Fu Xing that doing your best at school ensures you can achieve anything in the future？Why or why not ◆What other advice can you give to Adam 2．Invite some pairs to share their opinions. 3．Guide students to develop a positive outlook on career choices. 2d 1．Ask students to work in groups to do a survey about classmates' dream jobs and how they are going to make their dreams come true.Students can use the sentence patterns in 2d to interview each other. 2．Ask students to fill in the table according to the survey. 3．Have students write a report based on the table.The teacher can provide the beginning of the report： In our group，Sun Yan wants to be a lawyer，and she is going to study law at university...
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design keep on doing...　make sure...　try one's best　be sure about...
Teaching Reflection
In this lesson，the Career Guessing Game effectively sparked interest，and role playing helped improve their tone and intonation. However，some students had difficulty expressing complex ideas during the Further Thinking discussion. Next time，I will provide more sentence starters and vocabulary support to boost confidence. Additionally，while group work encouraged collaboration，time management for the survey activity could be improved. Overall，the lesson achieved its objectives，but I will adjust the guidance and pacing to help students do better.第一课时 Section A(1a－1d) & Pronunciation
Teaching Objectives
In this class，students will：
learn more words and expressions related to jobs and plans.
get the detailed information about John's，Jason's and Tina's dream jobs as well as corresponding plans.
discuss jobs and plans using be going to.
master the pronunciation of the following sounds：/h/，/w/，/θ/，/ /，/k/，/kw/，/ /，/ /and be able to correctly read words containing the related letters or letter combinations.
notice the linking and unstressed words while reading.
Teaching Advice
Lead-in
Look and Share 1．Have students observe the theme picture on the opening page and think about the questions on Page 51.Then invite some students to answer the questions. 2．Guide students to the topic of making plans. Free Talk 1．Have students work in pairs to discuss the following questions： ◆What kind of plans do you often make ◆Do you make plans for a week，a month，or even longer ◆Do you think making a plan is helpful or not？Why Teaching Tip：The teacher can list some common plans such as daily plans，weekly plans，study plans，holiday plans，slimming plans，savings plans on the blackboard and share his/her own plans to set an example for students. 2．Present the quotes about plans and guide students to realize the importance of plans. E.g.A goal without a plan is just a wish./If you fail to plan，you are planning to fail. 3．Have students talk about the plans for the future.The teacher can use the following questions as prompts： ◆What do you want to be in the future ◆How are you going to do that
Pre-listening
1a Ask students to brainstorm as many jobs as possible and say these jobs in English one by one. Show pictures to introduce jobs that students didn't mention during brainstorming. List all of the jobs on the blackboard and invite some students to share their opinions about these jobs.The teacher can use the following questions as prompts： ◆Which jobs do you think are interesting/boring/difficult/easy…？Why do you think so ◆What job interests you most ◆What job do you want to try most
While-listening
1b Ask students to listen to the conversations and circle in 1a the three jobs they hear.Check the answers in class. 1c 1．Have students read the statements and get the meanings.Guide them to notice the structure “be going to” and summarize the meaning and usage. 2．Ask students to work in pairs to infer which statements are about each circled jobs.Invite some pairs to share their inferences and why they think so. 3．Let students listen again and write the corresponding jobs next to the three names.Then match the names with the statements.Check the answers in class. 4．Show the listening scripts to students and guide them to pay attention to the sentence patterns “What do you want to be when you grow up/when you are older？” “How are you going to do that？/How do you plan to do that？” and the structure “be going to”．Explain the usage if necessary.
Post-listening
1d 1．Let students work in pairs to talk about the jobs that John，Jason and Tina want to do.Invite some pairs to role play their conversations in class. 2．Encourage students to talk about their own dream jobs by using the sentence patterns like “What do you want to be when you grow up？” and “How are you going to do that？” that they have learned from the listening materials.Then，ask students to write a short paragraph about their career plans based on their discussion，which can help reinforce the use of the sentence patterns and improve their writing skills.
Pronunciation
Exercise 1 1．Have students read the words in each column and pay attention to the pronunciation of the letters or letter combinations in bold. 2．Ask students to listen and repeat after the recording.Then explain the key points of pronouncing these sounds. 3．Encourage some students to read these sounds and words in class so that the teacher can find some possible problems or mistakes.The teacher gives correct demonstrations and makes them practise the pronunciation more. 4．Brainstorm more words to add to each group. Exercise 2 1．Before listening，ask students to quickly skim through the coloured words to get a preliminary understanding.Then have students listen and notice how the coloured words are pronounced. 2．Guide students to repeat after listening.Remind them of common linking situations.For example，“want to” is often pronounced as “wanna”，and explain the general rules of unstressed words.For instance，articles and prepositions are usually unstressed. 3．Arrange pair work or group work for students to practise reading sentences with linking and unstressed words.If possible，provide additional short dialogues or passages containing these pronunciation features for further practice.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design —What do you want to be when you grow up/when you are older —I want to be... —How are you going to do that？/How do you plan to do that —I'm going to...
Teaching Reflection
The lesson successfully engaged students in discussing dream jobs and future plans，with strong participation during pair work and role playing. However, I noticed that some students hesitated to use the “be going to” structure naturally，indicating a need for more contextual practice.Additionally，while the listening tasks were effective，a few students found it challenging to match statements with names. Next time，I will include more guided practice with sentence patterns and provide additional support during listening activities to ensure all students can confidently grasp the material.

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