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To use be going to to express one’s intentions and plans.
Difficult points: To make correct sentences using be going to;
To write a passage to introduce one’s weekend plan.
Teaching aids: A box and slips of different colors; PPT.
Teaching procedures
Step 1 Warming up
1. Guessing game: Divide the class into two groups. Invite pairs from each group, one facing the screen and acting out the phrase, while the other one standing against the screen and guessing. The two groups compete.
2. Ask students to work in groups of five and each student writes one phrasal verb on the pink slip. They may share ideas in groups so that they can write different phrases.
3. Collect the paper and put it in the box.
4. Talk about my plan for tomorrow: I am going to ride a bike around the lake tomorrow.
5. Students work in small groups and talk about what they are going to do tomorrow.
[Purposes] Students can go over the phrases they’ve learned in Unit 1&2, so that they can describe their weekend plan later; I talk about my plan for tomorrow to elicit the topic of this module and give a model for students to talk about theirs using the target structure: be going to.
Step 2 Review the use of be going to
1. Look at the sentence I say about my plan and talk about the use of be going to:
2. Meaning: It expresses one’s intentions or plans for the future that are sure/definite.
3. Collocation: be going to + v.
(1) Encourage students to say: We use am/ is/are according to the different subjects.
(2) Students are asked to think about a person as the subject and write the chunk on the yellow slip, like this:
I am going to; Li Fan is going to; My mother and I are going to.
(3) Collect the paper and put in the box.
4. Adverbial of time:
(1) Prompt students to summarize: Be going to is used with the time of the near future, like tomorrow.
(2) Students are told to write a future time for a plan. Still they share in groups so that they can write different times.
(3) Collect the paper.
[Purposes] Students can induce the use of be going to from the example sentence since they have got enough language input of be going to. Based on their understanding, students are asked to write chunks of the sentence with be going to part by part so that they can make new sentences with these parts later, which will be easier to form target sentences.
Step 3. Review the affirmative sentence of be going to.
1. Students sum up the structure of affirmative using be going to.
2. Game: Make new sentences:
(1) T: Can you remember what we have learned on paper? Let’s sum up. We have written down “sb is going to”, the phrasal verb like play volleyball, and the future time. Now we can make new sentences out of them. To make our sentences funnier, we can write a place that an action may take place on the green paper, like in the playground.
(2) Students write down a place on the green paper.