Go for it 8A Unit 10全英文上课学习上课学习教案
人教版新目标Goforit!8AUnit10教学设计
人教版新目标Go for it! 8AUnit 10 I’m going to be a basketball player课题：本节课选用的课题出自人教版新目标英语（Go for it!）八年级上册Unit 10 I’m going to be a basketball player. 授课对象为我校七年级29班的48名学生。
学情分析：授课学生大部分为城市学生，平均年龄在13岁左右。
这个年龄段正处于精力充沛，朝气蓬勃时期。
而且大部分的学生均从小学三年级开始接受英语学习，英语学习功底扎实，对英语学习有着浓厚兴趣，英语语言表达能力出色，都喜欢新鲜事物，喜欢在任务型教学的活动中发挥自己的思维活跃，积极踊跃表达自己的见解。
求知欲强，有较强的竞争意识，主动参与课堂且有较好的自控能力。
学生通过将近一年的新目标英语学习，对本教材的整个课程的模式有一定的了解，具备一定的听、说、读、写基础。
另外，“be going to…”句型本单元主要围绕“future intentions”这个话题展开讨论，并根据所掌握的相关单词和句型，如：“be going to…”, “want to…”等，谈论自己或他人将来的理想。
学生通过将近一年的新目标英语学习，对本教材的整个课程的模式有一定的了解，具备一定的听、说、读、写基础。
另外，“be going to…”句型已在《人教课标版小学英语六年级上册》“Unit 3 What Are You Going to Do？”中，作为重点句型让学生掌握；而部分与职业有关的单词也已在《人教版新目标英语七年级下册》“Unit 4 I want to be an actor.”中有所接触。
上述条件为本单元目标词汇与句型的运用打下了较好的语言基础。
通过本单元的进一步学习，是学生能更加自如地使用目标语言进行交际活动。
教材分析：Unit 10以“future intentions”为话题，选材自学生的日常生活，十分符合学生的实际，通过本单元的提出的话题，学生可以对自己将来的发展进行思考，并通过目标语言的学习，和同学、朋友探讨各自的人生理想，通过活动能真心体会成长过程中他人的帮助和关爱，同时，进一步学习目标句型来描述将要发生的事情。
八年级英语下册(人教新目标GoForIt!)Unit10第1课时(SectionA1a2d)教学设计
（二）讲授新知
1.教师呈现SectionA1a的图片，让学生观察并描述图片内容。引导学生注意图片中的人物正在谈论一个即将举行的活动。
2.教师播放SectionA1a的对话录音，让学生跟读并回答问题。通过回答问题，让学生关注对话中的一般将来时态表达。
2.教学步骤：
（1）导入：通过与学生谈论即将举行的学校活动，激发学生对将来时态的兴趣。
（2）新知呈现：呈现本节课的目标词汇和短语，引导学生通过观察、模仿和实践，掌握一般将来时态的用法。
（3）听力训练：设计有针对性的听力练习，帮助学生提高听力理解能力。
（4）口语实践：组织小组讨论、角色扮演等活动，让学生在实际交流中运用所学知识。
2.在实际交流中，部分学生存在时态混淆的现象，导致表达不准确。
3.学生的听力水平参差不齐，部分学生在听力练习中存在困难。
4.部分学生对英语学习缺乏兴趣和自信，课堂参与度不高。
针对以上学情，教师在教学过程中应关注学生的个体差异，采用分层教学策略，提高学生的学习兴趣和自信心。同时，注重词汇教学，加强听力训练，提高学生的英语综合运用能力。此外，通过创设有趣、真实的语境，激发学生的学习热情，使他们更积极地参与到课堂教学中。
（2）课外活动：鼓励学生参加英语角、英语演讲比赛等活动，拓宽他们的知识面，提高英语水平。
四、教学内容与过程
（一）导入新课
1.教师与学生进行自由谈话，询问他们最近是否有参加或即将参加的有趣活动，如学校庆典、运动会等。通过这个话题，自然引入本节课的主题——将来时态。
2.在谈话过程中，教师注意板书学生提到的关键词汇，如"invite", "contest", "practice", "prepare", "perform"等，为接下来的新课做好铺垫。
八年级英语上册(人教新目标GoForIt!)Unit10第1课时SectionA(1a2d)教学设计
-通过提问方式，了解学生对音乐及乐器的了解程度，为新课的学习做好铺垫。
2.教学实施：
-播放音乐会视频，引导学生注意观察；
-邀请学生分享视频中看到的乐器，并尝试用英文描述；
-教师适时呈现新词汇，如piano、guitar等，让学生跟读、模仿；
-通过提问，了解学生对音乐及乐器的基础知识，为新课的学习做好过渡。
八年级英语上册（人教新目标GoForIt!）Unit10第1课时SectionA(1a2d)教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教新目标GoForIt!八年级英语上册Unit10第1课时SectionA(1a2d)，掌握以下知识与技能：
1.词汇：学生能够熟练掌握并运用以下词汇：cousin, instrument, piano, guitar, violin, drum, play the piano, play the guitar, play the violin, hit, practice, band, concert, audience, perform等，并能运用这些词汇进行简单的英语对话。
3.情感激励：通过鼓励和正面反馈，增强学生的自信心，减少学习中的焦虑感，特别是在口语表达方面。
4.合作学习：鼓励学生进行小组合作，通过同伴互助和角色扮演等活动，提高口语和听力技能。
5.多元化教学手段：
-利用多媒体资源，如视频、音频等，丰富听力训练，提高学生的兴趣和注意力；
-创造互动式学习体验，如在线问答、现场表演等，增加课堂的互动性和趣味性；
8.课外拓展：鼓励学生参加学校或社区的音乐活动，了解各种乐器的特点及演奏技巧，拓宽知识面。
新目标(Go for it)初中英语八级上册全册教案
学期教学计划一. 指导思想注重素质教育，强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
为学生的充分发展创造条件，为继续学习打下基础。
二. 教材分析《新目标英语八年级（上）》共有十二个单元，每个单元都分为两个部分：A 部分和B部分。
新课通过听、说、读、写的全面训练，培养学生全面发展的能力。
配以适量练习，及时对所学内容进行复习巩固。
教材突出几个方面：1．语言功能项目（Functions）：Talk about how often you do things; Your health, give advice;Future plans; How to get to places;Make,accept and decline invitations; obligations;Personal traits; compare people; Describe a process; follow instructions;Events in the past; Famous people;Future intentions; Make polite requests; ask for permission;Discuss preferences; make comparisons.2．语法项目：形容词和副词的比较级和最高级；动词种类：情态动词can、could、must、have to、should；动词用现在进行时来表示按计划或安排将要进行的动作；用“be going to +动词原形”表示将要发生的事或打算；句子成份、句子的类型、简单句的五种基本句型。
三. 提高教学质量的措施1．遵循英语教学规律，寓思想教育于语言教学中；2．精讲多练，着重培养交际运用英语的能力；3．听、说、读、写全面训练，不同阶段有所侧重；4．尽量使用英语，适当使用母语；5．发挥教师的主导作用，采取多种教学方法，充分调动学生的主动性和积极性；6．对学生进行因材施教，全面提高学生素质；7．提高课堂教学质量，积极开展课外活动，培养学生学习英语的兴趣；8．充分利用直观教具，优化教学手段，努力创造英语学习环境，提高英语教学质量。
Go for it 8A Unit 10全英文教案
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新目标英语Goforit八年级下Unit10教案
新目标英语Go for it八年级下Unit10教案新目标英语（Go for it）八年级下Unit 10教案Unit 10 It’s a nice day, isn’t it?(Book 2) The Second Period Teaching Aims and Demands 1. Knowledge and Ability Objects (1)Key vocabulary: Franklin Lake; noon (2)Key structures: ---It’s really cold today, isn’t it? ---Yes, it is .I hope the bus comes soon. (3)Train students` ability of listening and speaking. (4) Train students` ability of communication. 2. Method Objects in Teaching (1)Listening and speaking methods. (2)Communicative approach 3. Enable students to understand the feeling of others in communication. Teaching Key Points 1. Key phrases; by noon ; on the weekend 2. Master the structures in Grammar Focus. Teaching Difficulty Make conversations using the target language in Grammar Focus. Teaching Aids A tape recorder. A computer Teaching Proc edures StepⅠ Greetings and revision Greet the as usual and check the homework .Ask students to show their written work. StepⅡ New words Show the new words on the Bb and teach the words. Franklin Lake 富兰克林湖 noon 中午StepⅢ 2a 2a provides guided listening practice using the target language. First write successful and unsuccessful on the blackboard. T: Do you know what the meaning of the word successful is? S1: Yes .I think it means having done well. T:Great .What about the word unsuccessful? Ss: We are not sure. T: It means not successful. Clear? Ss: Yes. T: To have successful small talks, both people need to ask questions. Now listen to the three conversations. Are they examples of successful small talks? Write “s” or “u” in the blanks. Play the tape for the first time .Students only listens. Then play it a second time .This time students write “s” or “u” in the blanks. Check the answers. Answers: Conversation 2: u Conversation 3: s StepⅣ 2b T: Listen to conversation 3 again. Put the sentences andque stions in order .First I’ll ask different students to read the lines of conversation to you .The sample answer “f” is given. This is the opening line of the conversation. Play the tape .Ask students to write the letter of each sentence from the conversation in the correct place. Check the answers. Answers: 1. f 2.b 3.e 4.a 5.d 6.c 7.g StepⅤ 2cPair work This activity provides guided oral practice using the target language. T: First I’ll ask a pair of students to read the conversation in 2b. Sa: Yes. It alw ays rains on the weekend, doesn’t? Sb: Yes. Itrains every Saturday. Sa: Do you think it’ll stop by noon? Sb: I hopeso .I want to go swimming. Sa: Oh? Where do you swim? Sb: At Franklin lake . Sa: Do you ever go there? (Write two phrases and a sentence onthe blackboard: On the weekend; by noon; I hope so) T: In the conversation, there are two important phrases and a key structure.Please look at the blackboard, on the weekend means on Sunday and I hope so means I hope it will stop by noon. Please remember them .Now practice the conversation in pairs. (After a while) T: OK. Now it’s your turn to make your own small talks. You can use the questions in the box. As students are talking to each other, move around the classroom checking their work .In the end ask several pairs to come to the front of the classroom and act out their conversations to the class. Sample conversation: A: It’s really cold today, isn’t it? B: Yes, it is .The No. 15 bus stops here, doesn’t it? A: Yes it does. I hope the bus comes soon .I must go to school on time. B:I hope so . StepⅥ Grammar Focus Look at the Grammar Focus box .Ask students to read the questions and answers. Ask students to copy the three sets of questions and answers in their exercise books. Then show the following on the screen. It’s really windy today, isn’t it? Yes, it is. You’re Ben’s sister,aren’t you? Yes, I am The No.15 bus stops here, doesn’t? Yes, itdoes T: Look at the sentences. According to the tag questions, can you see how to give the correct Yes or No short answersto go with each question? Ss: Yes. T: Can you give me some examples? S2: He is a good student, isn’t he? S3: Li Ping likes music, doesn’t he? T: Right. Can you think of a small talk question that ends with don’t you? S4: You take this bus, don’t you? T: That’s correct. And what answers could you give? No. S5: No, I don’t. T: Correct. And Yes . S6: Yes I do. T: That’s correct .Very good. Write the students` words on the blackboard and ask students to practice a lot. StepⅦ Grammar Note P oint out that tag questions are a simple, direct way to start a conversation. Because tag questions ask for a short answer (Yes, I do .No, it isn’t.), they are easy to answer and give two people who don’t know each other a comfortable way to start talking. StepⅧ Summary T: This class we’ve learnt what one should say to start a small talk. I hope you can start a with strangers. n this way you can practice your spoken English and make a lot of friends. StepⅨ Homework T: Tape record yourselves as you read your conversations for 2c.。
go for it 八上Unit10 英文说课稿
Lesson Plan Presentation08英教2 章圣雪Good morning，ladies and gentlemen. I’m very glad to have the pleasure of interpreting my lesson here today. The lesson plan I am going to present is from Go for it Grade 8 Unit10 I am going to be a basketball player. I will present my teaching plan from the following 4 aspects: the analysis of teaching material, the teaching methods and studying ways, teaching procedures and blackboard design.Ⅰ. Analysis of teaching materialThe analysis of teaching material comes first. The topic of this unit is about life goals. It is close to students’ lives and can arouse their interests. This lesson I’ll teach section A. All the activities are aimed to help students talk about future intentions. And the target language is basic for Ss to learn the other contents of this unit.As for students, they have learned future tense in unit 3 preliminarily and learned some names of jobs before. But they still need to exercise more to master the new contents.Then，I will talk about some focal points we should pay attention to. Ss have known how to use present progressive as future, but they don’t know how to use be-going to do to express their future plans. So it’s important to let them understand and use it.So in order to fulfill my learning task of this lesson，I make out the following 3 objectives：The first is knowledge aims: Ss can understand and use the words: programmer, engineer, pilot, professional. Ss can use these sentences when they communicate with each other: What are you going to be when you grow up?I’m going to be _________.How are you going to do that?I’m going to_______________.The second is ability aims: Ss can use future tense with going to to talk about their future with each other successfully. Ss can develop their listening skills and communicate in a correct and fluent way.The third is affective aims: Ss can set up the lofty goals and consider their futures. Ss know how to exchange their life goals to their friend.I will use PPT and BB in this lesson.Ⅱ. The teaching methods and studying waysNext，I will talk about the ways of teaching and studying. As we all know: the main instructional aims of learning English in the middle school is to cultivate Ss’s abilities of listening, speaking, reading, writing and their good sense of English language. So I’ll mainly choose the Communicative Approach and TBLT as the main teaching methods. Some students are lack of courage and independent thinking abilities. So I will be the guider. Many tasks require all the students to take part in，they have many chances to exercise their oral English with their classmates. They willdo some pair work and group work such as do a survey to learn how to listen to other’s opinion and exchange their information.Ⅲ. Teaching procedureNow, let’s focus on the teaching procedures which include 7 parts:Step1 greeting and revisionThe first is greeting and revision. It will cost 4 minutes. After greeting, I will ask one student to come to the blackboard and act out what I tell him (her) to do. Then I will let Ss guess what kind of work he (she) does. It can let Ss focus on the class and revise the names of jobs learned before.Step 2 Presentation and practiceHere is the second step：Presentation and practice. It will cost 24 minutes. First, I will show students some pictures of the new jobs and ask what they are going to be in the future. Then I will change “in the future”into “grow up”and let them guess the meaning. I will show them a picture to explain the meaning of “grow up”. It is aimed to introduce new words of engineer, pilot, professional, programmer and learn the new structure.Then I will let students do pair work to introduce their choices of jobs. In this step, they can ask and answer using the phrases “grow up” and “be going to + do”.After that, I will ask them to do a small exercise to fill in the blanks. They need to change the forms of verbs to finish the sentences. Ss can make comparison among present tense, past tense and future tense.Next, I will teach the new structure. I will ask them: If you want to be a professional basketball player, how are you going to do that? Then I will show them how to answer it. Then I will change the names of jobs and let some Ss answer my questions. For example, what are you going to be when you grow up? If you are going to be a professional basketball player/pilot/programmer/engineer…, how are you going to do that? By that way, Ss can practice using the target language.Step 3 Free talkThe third step is free talk. It will cost 3minutes. I will ask them: Do you think these jobs are interesting? And give them the mode: I think to be a / an … is the most interesting, but I think being a / an … is the least interesting. Because…. .Ss will talk about their opinion and develop their minds. They can be familiar with the new jobs and make preparation for next step.Step 4 PracticeThe fourth step is practice. It will cost 7 minutes. First I will let Ss read the model together. Then girls ask and boys answer. Next is group work. One is the reporter, one is the recorder. I will ask Ss to make interviews about their ideal jobs using the mode. At last, I will call some Ss to show their results. It can practice their writing and reading abilities. They can master the new words and structures deeply. Step 5 ListeningNext step is listening. It will cost 3minutes. Ss listen to 1b and then check the answers. Then Ss listen to 1b again and repeat, sometimes I will call some Ss repeat. It can develop their listening skills and consolidate the new contents.Step 6 SummarySummary is the sixth step. It will cost 3minutes. I will let Ss summarize the usage of the structure “be going to +do”. Then Ss should fill in the blanks. It can consol idate the usage of “be going to + do”.Step 7 HomeworkThe last step is to assign the homework. It will cost 1 minute. There are two. The first is let Ss recite the part of listening. The second is to write down a dialogue about their ideal jobs. The purpo se for this homework is to improve Ss’s writing abilit ies and consolidate the expressions.ⅣBlackboard designOk, this is my blackboard design. On the top is the title of this lesson. And I will write some key words on the left and the structures of the expression on the right. It is clear for Ss to know the important points they should remember.That’s all for my presentation. Thanks for your attention.。
初中英语阅读教学设计Go for it八年级上Unit 10
初中英语阅读教学设计Go for it八年级上Unit 10各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢一、学生分析教学对象为八年级的学生，他们的认知能力比初一阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。
他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
二、教材分析本单元是Goforit八年级（上）unit10，主要是围绕职业这一话题展开各种教学活动，本节课旨在创造一个轻松、愉快的学习交流环境，通过听、说、读、写来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。
三、教学目标通过这堂课的学习，进一步提高学生的阅读能力，新知识的导入建立在已掌握的旧知识基础之上，学生的现实生活经验有助于他们理解能力的提高。
他们所学的新知识需要借助原有的生活经验，才容易被理解和接受。
四、教学设计思路将课本的warming-up，pre-reading，reading，comprehending四个部分结合成一个课时。
而课文中的warming-up，pre-reading部分内容较多，不适合作为该阅读课的导入部分，因此不采用编者的设计。
让学生充分了解话题，激发学生浓厚的学习兴趣，为接下来的阅读做好准备。
本课的重点在于精读部分，设计由易到难地将任务分成若干部分，目的在于训练学生掌握不同的阅读技巧，帮助学生充分地理解材料。
学生学完整课，必须学以致用。
最后设计一个角色扮演环节，让不同的学生扮演不同的角色，使学生能够设身处地地从一个记者或被采访对象的角度看问题和做事，获得实际的体验，能够积极参与学习活动，在活动中学习。
新目标(Go for it)版 八年级英语下册 单元教案 unit 10教案
Unit 10ቤተ መጻሕፍቲ ባይዱ’ve had this bike for three years.
课时
Lesson 2: Section A(3a—4c)
课型
New
教学目标
知识目标
1.学习并掌握下列词汇:
junior, clear, bedroom, own, railway, part, certain, honest, while, truthful, junior high school, clear out, part with, as for, to be honest,
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and Leading
in 1a
1. Free talk
Show a picture of a yard sale and describe what a yard sale is.Like:
T: What is a yard sale?
5. Check the answers.
1. Ss look at the map in 2a carefully.
2. Listen and circle the things in 2a.
3. Ss read the sentences in 2b carefully.
4. Listen to the tape in 2b and fill in the blanks.
2. The uses of the present perfect tense with for and since.
课前预习
Preview the new words.
Go for it八年级上Unit10说课稿
英语说课应注意的问题我认为说课首先要展示的是个人的英语口语素质：发音准确、口齿清晰、语言流畅优美、语调正确（即汉语所说的抑扬顿挫）。
这是说好课的先决条件，满口说错的单词，掌握不好语流、语速及重音，就无法说一口地道的英语。
评委在评分时这是最主要的依据之一。
第二方面要展示的是教学过程设计。
所谓的教学过程设计，说白了也就是大家如何上课就如何说。
为什么把教学过程设计放在第二位呢？因为评课教师往往会先入为主，你一上台俊男靓女，激情澎湃，热情洋溢，再说一口流利的地道的英语，还有必要再刻意注重你的教学过程的设计吗？我认为评委首先考虑的就是你的个人的英语素质与休养。
第三方面可以展示一下你的书写。
板书的时候不要太多，最好是只板书课题就行。
如果你的书法是强项，也可以适当多写一点。
扬长避短。
但写的太多会占去不少的时间。
要板书的时候，说到时就板书。
第四点就是语言的运用。
不要用生僻的单词，要多用口语化的简单的英语。
英语和汉语一样，也有书面语和口头语。
能用简单英语的地方就不要说的太难懂，尤其是不要使用你自己都说不准的单词。
另外，一定不要用汉语说课，既使你的声音很有磁力，普通话也如播音员。
最后一点就是说课的时间。
一般规定是15分钟，我认为7-10最好。
因为你一上台亮相，一开口说话，评委基本上给你定好格了。
下面我就以八年级上册Unit 10 I’m going to be a basketball player.为例，来了解教材和具体的说课。
首先大家先来了解Go for it！这套教材的编写体例。
这套教材按单元编写，每单元分Section A，Section B和Self-Check三个部分。
从八年级下册开始，每单元加了一个Reading。
根据教学情况，一般可以分为五个课时进行教学：Period One—Section A：1a-2c，Period Two—Section A：Grammar focus-4，Period Three—Section B：1a-2c，Period Four—Section B：3a-4，Period Five—Selfcheck.(Period Six—Reading)其中第一、三课时为听说课，第二、四课时为读写课，第五课时为复习课，第六课时为阅读课。
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Go for it 8A Unit 10全英文教案
Unit10I’mgoingtobeabasketballplayer.Part1:TeachingdesignStr uctures:Futurewithgoingto;wanttobe;what,where,when, howquestionsTargetlanguage:whatareyougoingtobewheny ougrowup?I’mgoingtobeacomputerprogrammer.Howareyougoingtodotha t?
I’mgoingtostudycomputerscience.Vocabulary:computerpro grammer,professional,engineer,pilot,computerscience ,dreamjob,moveto,fashionshow,retire,save,resolution ,getgoodgrade,getapart-timejob,makemorefriendsLearn ingstrategies:Usingcontext,Role-playingSEcTIoNAGoal s●
Tolearntoexpressfuturewithgoingto;wanttobe;what,whe re,when,howquestions●
Totalkaboutfutureintentions●
ToreadaboutfutureintentionsProcedureswarmingupbygre
etingHello,everyone!weknoweverychildhashisowngreati deal.Ithinkyoudothesame.whenyougrowup,maybeyouwantt obeateacher,abusinessman,apilot,oranengineer.Todayw earegoingtotalkaboutthetopicaboutyourintentions.Tur ntolookatUnit10:I’mgoingtobeabasketballplayer.Lookattheblackboardandr eadaftermethetargetlanguageforthisunit.whenyouread, payattentiontogoingto,wanttobe,andwhat,where,when,h owquestions.Doyouknowwhatintentionmeans?Itmeanssome thingyouwanttodoorplantodointhefuture.Itisnotsometh ingwhichwilldefinitelyhappen.Iwillgiveyouoneminutet othinkaboutwaysyoualreadyknowtotalkaboutfutureevent s.Andyoucanusethequestionwordswhere,when,what,howlo ngtoaskandanswerquestions.Forexample:Q:
whereareyougoingnextweek?A:
I’mgoingtosummercamp.Q:
Howlongareyoustaying?A:
I’mstayingforaweek.Q:
whataregoingtodo?A:
I’mswimmingthere.Fromtheaboveweknowthat~ingwordsexpre ssthefuturetense.Nowlookatthesentencesinthespeechbu
bbleonpage59.Inthisunit,weareusing~ingwordstotalkab outthingsthatmayormaynothappen.wearetalkingaboutpla ns.1aRankingthejobsonpage59youwillfindaboxwithsixdi fferentjobs.Nowyouaregoingtorankthesixjobsfromthemo stinterestingtotheleastinteresting.Andafterthatyous hallfallintopairstotalkaboutthereasons.1bListeninga ndtalkingReadthephrasesinthetwocolumnsfirst.Thenlis tentofourconversationsanddrawlinesconnectingthejobs andtheactivities.Let’schecktheanswers!keys:1→b;2→c;3→d;4→aNowit’stimetoreadthetapescript,underliningtheexpressions, andshadowingsentencesexpressingfuturewithgoingto.1c DoingpairworkNowinpairsgoontoaskyourpartnerwhatthey aregoingtobeandhowtheyaregoingtodo.NowI’llgiveyouamodelconversationandyoumaypracticelikethi s2aListeningandcheckingNowlet’sgotopage60.Pleasetalkaboutwhatyouseehereinthepictu re.1.
He’saprofessor.2.
He’sateacher.3.
He’sanactor.4.
He’sastudent.Nowlistentothetapeandcheck√
thecorrectboxes,thethingschengHanisgoingtodo.Nowyou shallreadthetapescript,tryingtounderlinetheexpressi onsandshadowsentencesexpressingfuturewithgoingto.2b ListeningandfillingListenagainandfillinthechart.2cD oingpairworkNextwearegoingtomakeaconversationinpair sAskandanswerquestionsaboutwhatyoutwoaregoingtodo.3 aReadingandunderlingThereisadiaryonpage61inwhichTia nTianwritesabouthisdreamjob.Nowyouaregoingtoreadita ndunderlinethethingsthatsheisgoingtodo.Firstreadthe diarytothetapetogether.Thatis,youstartreadingalouda stherecordergoes,andyoustopreadingaloudastherecorde rstops.whilereading,payenoughattentiontothepauses,t hepronunciationandtheintonationofthenativereader.ma keyourreadingaloudasthesameasthereader’s.Nowreadthediarythrough.whilereadingtrytodivide/it intopartsandunderlinethethingsthatTianTianisgoingto do.3bDoingpairworkSilence,please!wearegoingtohavear ole-playinpairs.SupposeoneofyouisTianTian,theotherw illinterviewyouaboutyourdreamjob.Nextlet’stalkaboutyourowndreaminthefutureusingthequestionwo rdswhat,where,howandetc.4Doinggroupworkwhatwillhapp eninXX?yeah,BeijingishostingtheXXolympicGames.whatc
anyouandyourclassmatesdotohelpmaketheolympicsasucce ss?Nowdiscussingroupsofthreeorfourandmakealistwithb egoingto.closingdownbyplayingavideooftheolympicGame swell,toknowmoreabouttheolympicGameslet’sseeavideooftheXXolympicGames.Doyouknowwhereitwashe ld?。