Unit 10 I'm going to be a&

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Unit 10 I'm going to be a basketball player.  

The First Period  


Ⅰ.Teaching Aims and Demands  

1Knowledge Objects

Key vocabulary.

Target language.

2Ability Objects

Listening skill.

Sequencing skill.

Cooperating skill.

3Moral Object

A good plan is a good start to success.

Ⅱ.Teaching Key Points  

1Key vocabulary

computer programmer, professional, basketball player, engineer, airline pilot, take lessons, grades, acting, art school

2Target language

What are you going to be when you grow up? I'm going to be a computer programmer. How are you going to do that? I'm going to study computer science.

Ⅲ.Teaching Difficulty  

Target language.

Ⅳ.Teaching Methods.  

Watching and describing methods.

Listening method.

Using context method.


Ⅴ.Teaching Aids  

A tape player.


A projector.

Ⅵ.Teaching Procedures  


Greet the class as usual and check the homework.

Ask one student to talk about what have learned in unit 9 to the class. Just to do as a summary and review.


Introduction and New Words Learning: Today we start a new unit Unit 10 I'm going to be a basketball player. In this unit we will talk about things we are sure to do in the future. Just like the first time we went to school when we were young , only a child. We were asked and talked with teachers and classmates: What were you going to do when you grow up? We said,I am going to be a teacher. I am going to be a doctor. I am going to be a singer. etc. Now we will talk about this in English. Here are some words useful for that. Please look at the screen.

Show the words on the screen. Point to them and lead the students to learn them. Explain the meaning or usages of them if necessary.

programmer n. 电脑程序设计人;程序师

computer programmer 电脑程序设计人;程序师

computer science 计算机科学

engineer n. 工程师

airline n. 航空公司

pilot n. 飞行员;飞机驾驶员

airline pilot 飞行员;飞机驾驶员

These words above are very useful words for describing what you are going to be. Some are concerned with the information technology, some are with the flying. These are easy to make students interested in especially after   China  's successful spaceship launching. So you may ask some questions combining these words to evoke the students.

Step Leading-in: Section A

Read the language goal in the blue block.

Start by asking students what they think I the word intentions means in the phrase talk about future intentions. Explain that it means something you want to do or plan to do in the future. It is not something that will definitely happen.

Ask students to think about ways they already know to talk about future events.

Ask the students to give some questions and answers about future events.

Then show some of these questions and answers on the screen. For example,

Q: Where are you going next week?

A: I'm going to my grandmother's house next week.

Q: How long are you staying?

A: I'm staying for a week.

Q: What are you doing on Saturday?

A: I'm playing tennis all day.

Circle the -ing in each sentence. Say, We use -ing words to talk about things that are going to happen in the future. We are sure these things will happen.

Then point to the first two sentences in the speech bubbles. (What are you going to be when you grow up? I'm going to be a computer programmer.) Say, In this unit we are using -ing words to talk about things that may or may not happen. We are talking about plans.

Step  1a 

Do you think these jobs are interesting ?

Rank them from 16 (1 is most interesting, 6 is least interesting) .

(This activity reviews earlier vocabulary and introduces some new words.)

Read each of the words to the class. Ask the students to point to the jobs that appear in the picture. As they point, describe each person. For example, That's correct. She's going to be a computer programmer.

Explain what an engineer is. An engineer is a kind of scientist. Rank the jobs. Read the instructions and say, Put a 1 after the most interesting job. Put a 2 after the second most interesting job, and so on.

Communicating. Check to see which things are most interesting to students in the class. Ask a student to write the six jobs on the blackboard. Then ask the class, How many students made computer programmer number 1? How many students made engineer number 1? Write the results after each phrase on the blackboard.

step 1b

Listen and match the items below.

(This activity provides listening practice with the target language.)

Read the instructions. Say. You will hear four conversations. After each conversation, draw a line between the job in the first column and the activity in the second column.

Point out the sample answer and read it to the class.

Play the recording the first time. Students only listen.

Play the recording again. Ask students to draw lines connecting the jobs and the activities.

Check the answers.


1b 2c 3d 4a

Step Culture Note

Ask students if there are jobs that only women do or only men do in their culture. If so, write some of these jobs on the blackboard. For example, coal mining is only for men, kindergarteners are only for women, nurses in hospitals are only for women and so on. Explain that there are laws in some countries that say that men and women caw do any job they want. Ask students if they think these job Limitations are beginning to change. Why are they changing or not changing? Would they like to live in a culture where men and women do the same jobs?

Step  1c  Pairwork

Practice the conversation in the picture.

Then have conversations about the other jobs. (This activity provides guided oral practice using the target language.)

Point out the example in the box. Ask two students to read it to the class.

Now work with a partner. First read the conversation in the box with your partner. Then look at the other jobs in Activity  1a  and have conversations about these jobs.

As students talk, move around the room checking their work. Offer language support as needed. Ask a couple of pairs of students to say their conversations to the class.

Step Summary

Today we have started a new unit learning to talk about the future intention. What are you going to be when you grow up? I'm going to be a computer programmer. What are you going to be when you grow up? I'm going to study computer science. A good plan is a good start. You know what you going to do and you plan for that. This is a good start to a success. Tomorrow we will go on talking about this.

Step Homework

Making a plan of what are you going to be when you grow up? and how are you going to do that? Prepare to report to the class.