资源简介

Unit 6 Plan for Yourself
Section A Grammar Focus
I. Teaching Aims
1. Students can read the example sentences in Grammar Focus, notice the words in bold, and summarize that we use "be going to" to talk about plans and decisions for the future.
2. Students can match the situations with the right plans and complete the conversation with the correct forms of "be going to" and "want to" (Activities 2b and 2c).
3. Students can make a short timetable for their own weekend and use "What are you going to do ... I'm going to ..." to arrange a time to do something with a partner (Activity 2d).
II. Key and Difficult Points
1. Key points: The structure "am / is / are + going to + verb", and the core Q&A "What do you want to be I want to be an IT engineer. / How do you plan to do that I'm going to work hard at maths."
2. Difficult points: Using am / is / are correctly with different subjects; the general question and short answer "Are you going to ... Yes, I am."; telling "be going to" (a plan) apart from the present continuous.
III. Teaching Tools
Textbook (Unit 6, Section A Grammar Focus), blackboard and colored chalk, sentence cards, a sample weekend timetable, the recording player, and a simple PPT (optional).
IV. Teaching Procedures
Step 1: Lead-in (5 mins)
1. Teacher reviews the six jobs and the sentence "I want to be ..." from the last period, and asks a few students about their dreams.
2. Teacher writes two sentences from Grammar Focus on the blackboard and asks students what they notice about the words "going to".
[Purpose] To review the old sentence pattern and lead students naturally into the new structure "be going to".
Step 2: Observe and summarize (8 mins)
1. Students read the four pairs of sentences in Activity 2a and notice the words in bold.
2. In pairs, students discuss when we use "be going to". Teacher guides them to the rule: "be going to" talks about a plan or a decision for the future.
[Purpose] To let students discover the grammar rule by themselves, so the rule is easier to remember.
Step 3: Match situations (7 mins)
1. Students read the six situations in Activity 2b and match each one with what the person is going to do.
2. Teacher checks the answers (1-C, 2-F, 3-E, 4-B, 5-A, 6-D) and asks students to read the matched sentences aloud.
[Purpose] To practice "be going to" in different real situations and check the understanding of the meaning.
Step 4: Complete the conversation (8 mins)
1. Students complete the conversation in Activity 2c with the words in brackets, paying attention to the correct forms.
2. Teacher checks the answers and explains the question forms and the last sentence "This will be fun."
[Purpose] To help students use the structure correctly in a real dialogue, not only in single sentences.
Step 5: Make a timetable and talk (12 mins)
1. Each student writes a short timetable for his or her weekend in Activity 2d.
2. Students talk in pairs to arrange a time to do something together, using "What are you going to do on Saturday morning I'm going to ..." and "What time are we going to meet "
3. Some pairs show their talk to the class.
[Purpose] To move from practice to real communication and let students use the target language to make a real plan.
Step 6: Summary and homework (3 mins)
1. Teacher and students go over the structure "am / is / are + going to + verb" together.
2. Homework: Write four or five sentences about what you and your family are going to do this weekend.
[Purpose] To summarize the rule and consolidate the structure through a short piece of writing.
V. Blackboard Design
Unit 6 Plan for Yourself - be going to (future plans)
Structure: Subject + am / is / are + going to + verb
What do you want to be -> I want to be an IT engineer.
How do you plan to do that -> I'm going to work hard at maths.
Are you going to read more books -> Yes, I am.
What are you going to do on Saturday -> I'm going to play badminton.
六、教学反思
本课围绕 be going to 展开，多数学生能通过观察例句自己归纳出"打算、计划"的用法，2b 配对完成较好。不足之处：部分后进生在不同主语前 am/is/are 的切换仍会出错，2c 对话的疑问式填写漏写 be 动词；2d 自由会话时仍习惯用一般现在时。改进办法：在板书上把 am/is/are 三种主语做成对照表带读，2c 讲解时把疑问式和短答单独板书强调，2d 会话前让同桌先用课本例句互说一遍再自由发挥。

展开更多......

收起↑