Unit 10 I'm going to be a&

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

Step Ⅲ 　2a　 Listen

What is Chi going to do? Check(√) the correct boxes in the picture.

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

Ask students to say what they see. They may say things such as. He's in high school. He's a teacher. He's an actor.

Point to the white box on each picture.

Say, Listen to the recording and check the things Chi is going to do.

Play the recording. Students only listen the first time.

Play the recording again. Ask students to check the pictures of the things Chi is going to do.

Check the answers.

Answers:

These pictures should have checks: Chi graduating from high school. Chi acting on a stage.

Step Ⅳ 2b

Listen again and fill in the chart.

(This activity provides listening and writing practice using the target language.)

Ask a student to read the sample question and sample answer to the class.

Play the recording again. Ask students to write their answers in the chart. You may wish to pause the tape after key lines to allow students to finish writing their answers.

Correct the answers.

Answers :

What: Cheng Han wants to be an actor.

Where: He is going to move to 　　New York　　.

How: Cheng Han is going to take acting lessons.

When: He is going to finish high school and college first.

Step Ⅴ 　2c　 Pairwork

Ask and answer questions about what Chi is going to do.

(This activity provides guided oral practice using the target language.)

Point out the sample conversation. Ask two students to read it to the class.

Point to the questions and answers in Activity 2b.

T: You can make different questions and answers using the information in Activity 2b.

Now work with a partner. Make a conversation about Cheng Han.

After several minutes, ask several pairs to say their conversations to the class.

Step Ⅵ Grammar Focus

Review the grammar box. Ask students to say the questions and answers.

Make a grid on the blackboard and write these pairs of sentences in it.

Ask a student to read each pair of sentences to the class. Ask another student to point out the differences. (The first sentence in each pair uses the words taking and moving. The other sentence uses the words going to take and going to move.)

Explain that these are two different ways of saying the same thing.

Step Ⅶ Pronunciation Note

Remind students that English speakers sometimes don't pronounce every word very carefully. They often run several words together. The words What are you going to be in the question What are you going to be when you grow up? usually sound like this: What'r'yuh gonna be?

Ask students to repeat this shortened form. Then have students listen to how the people say these words on the recording. Play one question several times in a row and ask students to repeat it.

Step Ⅷ Summary

Today we have learned the questions of what are you going to be, where are you going, how are you going to do that and when are you going to do? So many question to answer. So many things to do. Well, anyway, To be great is great. Even not accomplish yet. Plan first is a good start.

Step Ⅸ Homework

Review the grammar in this unit. Practise listening.