Unit 10 I'm going to be a&

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 Ⅳ 　1a　

Do you think these jobs are interesting ?

Rank them from 1～6 (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 Ⅴ 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.

Answers:

1．b 2．c 3．d 4．a

Step Ⅵ 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 Ⅶ 　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 Ⅷ 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 Ⅸ 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.