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Unit 6 I’m going to study computer science.
Section A（2a-2d）
Teaching Aims
| - Perceive and learn the simple future tense in the listening and
- be sure about, make sure, by Hemingway, keep on writing stories,
- 1. How are you going to become a writer?
- 2. My parents want me to be a doctor,but I'm not sure about that.
- 3. Not everyone knows what they want to be.
| Teaching Difficulties
| Perceive and learn the target structure in listening and speaking activities.
| Teaching Aids
| A tape recorder ; CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Revision & Lead in
| | - The T can encourage Ss to talk about their dreams and plans using the following prompts:
- A: What are you going to be when you grow up?
- A: How are you going to do that?
| | Step 2 Presentation & Practice
| | - Before listening, the T may want to preview as a class the thought bubbles in activity 2a before Ss listen to the recording. Ask Ss :What is he doing? Elicit from Ss that he is graduating, teaching and acting. He is a student,a teacher and an actor.
- The activity is to give Ss listening practice with the target language. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a individually. Then the T can invite some Ss to share their answers in class to check answers.
- the box on the left(finish high school and college) and the box in the middle(want to be a teacher)
- The activity is to give Ss practice in listening for specific items in conversations. In activity 2b, Ss may not understand what they are supposed to do when they see the words in the chart. Therefore, the T may want to write the words on the board and elicit from Ss the full questions that they should answer:
- What does he want to be when he grows up?
- Where is he going to work?
- How is he going to get his dream job?
- When is he going to start his dream job?
- Then the T can play the recording for the second time and ask Ss to finish the task individually.Then Ss can check answers in pairs. The T can invite Ss to make conversations using the answers to make sure they get the correct answers.
- S1: What does Cheng Han want to be?
- S2: He wants to be a teacher.
- S1:Where is he going to move?
- S2:He’s going to move to Shanghai.
| - Cheng Han wants to be a teacher.
| | - He’s going to move to Shanghai.
| | - He’s going to learn how to teach children.
| | - He is going to finish high school and college first.
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- After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. The T can play the recording again and ask Ss to imitate the intonation and pronunciation.
- This activity is to give Ss the opportunity to use the target language in conversations. In order to make activity 2c more exciting for Ss, the T may want to have Ss do the following:
- 1. Give Ss three minutes to think of original answers for each question(what,where,how,when). For example:
- What: scientist,lawyer,dentist,taxi driver, baker,farmer,astronaut,etc.
- Where:New York,London,Mexico,Sydney,etc.
- How:work hard, study a lot,take classes,etc.
- 2.Have Ss practice the conversation one time with three different partners using the original answers that they have created.
- 3. Elicit from Ss the most interesting answers to the questions and write the answers on the board.
| | Step 3 Presentation & Reading
| | - Before reading, the T can introduce Hemingway and The Old Man and the Sea to Ss. The T can ask Ss to read the conversation quickly and try to answer the following questions to make sure Ss get the main idea:
- 1. What book is Ken reading?
- 3. What does Ken want to be?
- Then the T can focus Ss’ attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.
| | Step 4 Language points
| | a short story by Lu Xun 鲁迅的一篇短篇小说
the music by Mozart 莫扎特创作的音乐
paintings by Van Gogh 梵高的绘画
- keep on (doing sth.) 坚持做某事，一直做某事
keep用法小结：
keep + adj. 保持……
keep + doing sth. 持续做……
keep sb. from doing sth. 阻止某人做……
be sure
| 确定
| Are you sure? 你确定吗？
I’m sure about that. 我对那件事很有把握。
I’m sure that he will come back. 我有把握他会回来的。
| make sure
| 确保
| You should make sure that you bring the keys.
你应当确保你带了钥匙。
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| | Step 5 Summary & Homework
| | - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Read and recite the conversation in 2d.
- Do the exercises in students’ book.
| | Teaching Reflection
| - In this period, there are more new words and expressions. The T should provide more practice in listening and speaking and encourage Ss to be more involved.The teacher should get them to learn the main structure－be going to and get the students to practice it in listening and speaking. In the reading part, Ss can experience more practice in using the target language in natural speech.
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