Unit 9 I want to be an actor. .
2022年春季学期初一英语(下册)单元能力测试卷(四)
2022年春季学期初一英语（下册）单元能力测试卷（四）Unit 4 I want to be an actor.（考试时刻：90分钟满分：100分）一、听力测试（本大题共20小题，每小题1分，共20分）第一节：听句子，选择与你所听到的句子内容相符的图画。
每个句子读两遍。
A B C D E1. _______2. _______3. _________4. _________5.________第二节：听句子，选择恰当的答语。
每个句子读两遍。
( )6. A.He is a policeman. B.He lives in New York. C. He works hard.( )7. A Yes, she does. B. In a bank. C. It’s over there.( )8. A. I am busy. B. Tomorrow is OK.C. Sure. But what is your e-mail address?( )9. A. Yes, he is. B. Yes, he doesn’t. C. No, he doesn’t.( )10. A. Because it’s an interesting job.B. Because they are interesting.C. Beca use it is there.第三节：对话明白得听对话，选择正确答案。
每组对话读两遍。
( )11. What does the boy’s father do?A. A teacher.B. A doctor.C. A policeman.( )12. What does Maria want to be?A. A bank clerk.B. A teacher.C. A waiter.( )13. Where does the girl’s brother work?A. In a school.B. In a bank.C. In a hospital.( )14. Does the woman like her job?A. Yes, she does.B. No, she doesn’t.C. We don’t know.( )15. What does the man want to be?A. A teacher.B. An actor.C. A doctor.第四节：短文明白得听短文，选择正确答案。
英语七年级下人教版Unit4I want to be an actor. 1课件
You are wrong!
Revision
restaurant
movie post office hotel library
Who is she? Do you know?
Yes, this is Wang xiaoya. A famous anchor . She works in CCTV. She is one of my favorite anchors. I think she is very beautiful and smart.
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What does he do ? What is he ?
What is his job ?
He is a policeman.
A policeman A waiter
NEXT
What does he do ?
What does she do ?
An actor An actress NEXT
Practice
指出与句中划线部分意思相同或相近的选项。 1. We have four lessons in the morning. A. schools B.classes C. grades D. rows 2. Mr. Green likes working in China very much. A.many B. a little C. at all D. a lot 3. Where do you come from? A. are you from B. are you C. do you come from D. you are from 4. Miss Li teaches us English. A. is a teacher B. is teaching English C. is our English teacher D. is English
七年级下册英语单词表(人教版)
七年级英语单词表Unit 1 第一单元单词及短语1.n.好朋友;伙伴2.笔友3. 加拿大3.法国4.日本5.美国6.澳洲;澳大利亚7. Singapore7.The United Kingdom8.n. 国家9.Sydney10. New York11. Paris12. Toronto13. Tokyo14. v.居住15. n.语言16. n.日语;日本人17. n. 世界18. n.法国人;法语19. n.(pl.)爱好20. v.讨厌;不喜欢;n.反感;厌恶(的对象)一、词组be from= 来自... like and dislike 在...居住讲英语做体育运动一些法语去看电影(几个同义词组) 一部动作片在周末到达、抵达在...开始的时候At the end ofUnit 2 第一单元单词及短语1. n. 邮局2. n.办公室;事务所3. n.图书馆4. n.餐馆;饭店5. n.银行6. n.超级市场7. 街;街道8. 付钱;支付9. n.投币式公用电话10. n.公园11. n.大街;林荫道12. n.中央;中心13. n.桥14. adv.在那里15. prep.在---附近16. prep.横过;在对面17. 在---对面18. 紧靠---的旁边;贴近;最接近19. 介于(两者或多者)之间20. 在---前面21. 在---之后22. n.附近;街区;附近地区23. adv.直接地;就;只;仅仅24. adv.一直;直接25. v.转弯;转变方向26. adv.﹠n.向左;左边27. adv.﹠prep.向下;下去;沿着28. adv.﹠n.向右;右边29. 在右边30. adj.开着的;营业中的31. n.市场;市集32. adj.清洁的;干净的33. adj.宁静的34. adj.肮脏的35. n.房子;住宅36. int. 欢迎37. n.菜园;花园38. n.区域;地方39. v.享受---的乐趣;欣赏40. n.散步;步行41. 散步42. v.穿过;通过43. n.开始44. n.旅行;游历45. v.参观;游览46. n.地方;地点47. n.愉快;开心48. 玩得开心49. conj.(表条件)如果50. adj.饥饿的51. v.到达;抵达52. n.路;路线;路途53. v.乘;坐;搭(车、船)54. n.55. n.飞机场出租车;的士;计程车56. v.通过63. v.希望;盼望;期待pron.您的;你的(用在信末署名前,做客套语)Unit 2 Where’s the post office一、词组在...和...之间在街上在附近在右边／在左边on one’s right/left在某人的右边／左边向右／左转散步have fun =去...的路打的／乘出租车沿着...走穿过...旅途愉快Unit 3 第一单元单词及短语1. n.(澳洲)树袋熊;考拉2. n.老虎;虎3. n.大象4. n.海豚5. n.熊猫6. n.狮子7. n.企鹅8. n.长颈鹿9. n.动物园10. adj.可爱的;聪明的11. n.地图;图12. adj.聪明的;漂亮的13. n.动物14. n.方框;盒;箱15. 有几分16. n.南;南方; adj.在南方的;南部的;向南的17. 非洲18. n.宾戈（一种游戏）19. adj.丑陋的;难看的20. adj.聪明的;机灵的21. adj.友好的22. adj.美丽的;美好的23. adj.害羞的;怕羞的24. adj.其他的;另外的25. n.草26. v.睡;睡觉27. prep在---期间28. 在晚上;在夜里29. n.叶;树叶以及复数形式30. adj.懒惰的;懒散的31. n.(食用的)肉;肉类v.放松;休息Unit 3 Why do you like koalas?一、词组want to do sth .want sb to do sthwant sthLet sb do sth有几分a kind of 一种…十岁like to do sthlike doing sth与...一起玩安静在白天在夜间看...one…the otherUnit 4 第一单元单词及短语1. 商店;店铺2. 助手;助理3. 店员4. 医生5. 记者;通讯员6. 男警察7. 侍者;服务员8. 银行职员9. 医院10. 现在;此时11. 担任主角;主演12. 女警官;女警察13. 护士14. 钱;金钱;货币15. 给;授予16. 获得;得到;购买;拿来17. v.穿;戴18. n.制服19. adv.不时;有时20. prep.在---期间;在(一段时间)之内21. adj.危险的22. n.小偷;贼23. adv.晚;晚于通常时间24. adv.在外;向外25. v.谈话;谈论26. n.车站;局;台27. 电视台28. n.警方;警察29. 警察局30. n.报纸31. adv.辛苦地;努力地32. prep.作为33. prep.按照;根据34. n.夏季;夏天35. n.故事;事迹;小说36. n.杂志;期刊37. adj.年轻的,年纪小的38. n.戏剧;剧本39. n.新闻;消息40. n.孩子(child的复数)41. adj.国际的42. v.教;讲授43. n. 技能;技巧44. n.先生;阁下n.女士;夫人Unit 4 I want to be an actor.一、词组想要成为。
七年级英语 Unit4 I wantto be an actor教案 人教新目标版
Unit4 I want to be an actor.Period 1 (Section A 1a-2c) 学习目标：1.学会有关职业名称的单词。
2.学会询问某人从事何种职业的问句及答语。
3.结合生活实际，练习对话。
学习重难点：学会询问某人从事何种职业的问句及答语。
前置学习：1．预习:P19页内容2．预习检测助手店员医生记者主角_________男警察服务员银行职员医院现在。
Read the words by themselves 。
shop, assistant, shop assistant, doctor, hospital, now ,star展示交流：一、完成1a.二、完成1b:Listing.三、完成1c.（1）—My uncle works in that restaurant—oh,what does he do?—He is a waiter。
操练句型，两人一组（2）GroupworkLet the groups act out。
Imagine they’re doctor,teacher,waiter,actor。
Then talk about the jobs with their partners。
合作探究：What do/does +主语+do ?是一个询问职业的常用句型，意为“某人是做什么的？”其答语：主语+be+a/an+职业名称Eg: —What’s his ______？. =What does he ________ ?—He is an actor .练习1.—What is Anna’s mother’s?—a bank clerk.2.—_________your sister do?—She’s a student.3.— he want to be ?— A doctor.A. what B .what is C .what does4.—What your parents do ?—They’s doctors.A. areB. doesC. doD. is达标拓展：一、根据汉语或首字母提示完成单词。
七年级英语Unit 4 I want to be an actor 第一课时
Ⅲ.知识储备.
二，询问职业的句型。
1. What do/does sb do? eg: What do you do? I am a student. What does your mother do? 你妈妈是做什么的？ She is a teacher. 她是一个老师。 2. What be sb? eg: What is your brother? What is your mother? 你妈妈是做什么的？ 你父母是做什么的？ What are your parents? 3. What be sb’s job/jobs? eg: What is your brother’s job? 你的职业是什么？What is your job? 你妈妈的职业是什么？What is your mother’s job?
A 2, What’s your mother_________? A, She is a worker. B, She is nice. C, She is cooking supper. D, She works in a shop. 3,My father is a policeman. (画线部分提问）
Ⅴ.Games选择图片做对话
。
Why do you want to see the lions? Because they are cute.
Guess the job What does he do?
What does he do?
He’s ___.
a reporter
What does he do?
He’s ___.
a student
What does your mother want to be?
Unit 4 I want to be an actor.
你是做什么的？我是一个工人 。
（ Ｗｈ ｔｂ ｂ ？ ２） ａ ｅｓ ．
一
Ｗ ｈ ｔｉ ｏ ｒｆｔｅ ？ 一 Ｈｅ ｉ ａ ｔａ ｈ ｒ ａ ｓｙ ｕ ａｈ ｒ ｓ ｅ ｅ ｅ ．
１ ａｔｏ ｅａ ｃ ｒ ｎ ｔ ｂ ｎａｔ ．我想成为一名演员 。 ｗ ｏ ３掌握一般现在时的肯定、 ． 否定及疑问结构 。
Ｗ ｈ ｔｄ ｏ ｏ － Ｉｍ ｒ ｅ ． ａ ｏ ｙ ｕ ｄ ？－ ａ ｗｏｋ ｒ
（） ｈｒ ｄ ／ｄｅ …ｗｒ？ ２ Ｗ ｅ ｏ ｏｓ ｏ …… 在哪儿工作？ ｅ ｋ
… ｗ ｒ（ ）ｉ ａｓｈｏ ｏｋ Ｓ ｎ ｏ１ … 在 学 校 工 作 。 ｃ ．… ２ 会 表 达 自己 的理 想 。 ．
介 绍 自己 、 人 的 职 业 及 职 业 他
你爸爸是做什么的？他是一个老师 。
（ ） ａ Ｓ ｎ ｊｂ ３ Ｗｈｔ ｅｓ ｏ？ ｏ
一
Ｗｈ ｔ ｅ ｂ ａ Ｓｈ ｒ ｏ ？一 Ｓ ｅｉ ａｄ ｎ ｅ． ｊ ｈ ｓ ａ ｃｒ
她 的工作是什么？她是一个舞蹈家 。
２ Ｗｈｔ ｏｓＡ ｎ ｍ ｔｅ ｗ ｎ ｔ ｂ ？安 娜 ． ａ ｄｅ ｎ ａＳ ｏ ｒ ａｔｏ ｅ ｈ
的妈妈想干什么？
ｗ ｎ ．“ ， ” ａｔ ｖ 想 要 （ ） ａ ｔ＋ ｎ １ｗｎ ．意为 “ 要 … … ” 想
Ｍｉ ｉ ｅｒ ｇ ｌｅｄｅｓ 特 小 姐 ｓ Ｗｈｔ ｉ ｗ ａｉ ｂｕ ｒ ．怀 ｓ ｅｓ ｎａ ｓ
穿着一 条蓝色 的裙 子。
（ ） ｅ ．“ 助 ” ２ ｈｌ ｎ 帮 ｐ Ｉ ｅｄｙｕ ｅ ．我 需 要 你 的帮 助 。 ｅ ｏｒ ｌ ｎ ｈｐ ｖ 帮助” ．“ ｈｌ ｓ．（ｏ ｏｓ ．帮 助 某 人 做 某 事 ｅ ｂ ｔ）ｄ ｔ ｐ ｈ
初一英语全英文版教案设计：Unit 4 I want to be an actor
初一英语全英文版教案设计：Unit 4 I want to be anactor一个人的失败，是他自己的直接结果。
奋斗这一件事是自有人类以来天天不息的。
下面是本文库为您推荐初一英语全英文版教案设计：Unit 4 I want to be an actor。
Language goalIn this unit， students learn to talk about jobs.New languageWhat do you do I’m a reporte rWhat does he do.’ He’s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. （”Brainstorming” is an activity in which you set a topic and students say whatever words they can think of relating to that topic.） Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as，It’s fun. It’s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene， name the job， and ask students to repeat.Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say，Write the letter of each scene next to one of the ivords. Point to thesample answer.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one，Say， Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.Say， Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.As students work in pairs， move around the room monitoring their work. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say， You willhear conversations about the people in these pictures.Play the recording a second time. Say， Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students，What does “wants to be” mean （It is not the Job the person lias now. It is the job the person wants in the future.） Play the recording the first time. Students only listen.Say， You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. （They are Susan’s brother. Anna’s mother，and Tony’s father.）Say， Now work with your partner. Ask and answer questions about the pictures. Ask，“What does he or she do” Then ask，“What does he or she want to be”Say a dialogue with a stu dent. Point to Anna’s mother and then to the example in the speech balloons. Practice the dialogue with a student. As students work In pairs， move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work， and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for eachplace. As they name each place， write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.Ask students to work alone. Say， Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say， Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer，He’s a waiter.As students work in pairs， move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say， You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After twoquestions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details （microphone， notebook，etc.） until students guess what job it is.Ask a student to go to the board. Say， Draw a picture of a person working. If necessary， help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor’s office and the person is a doctor. Ask two different students to ask questions about the Job， and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats，then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs， such as exciting， dangerous，boring，difficult， busy， funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask， What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example， Exciting means very interesting and very fast-moving. A police officer has an excitingjob. The job is always changing. Something is always happening. For dangerous you might say， Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say，Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It’s an exciting job. Ask the class to repeat. Then say，What else can you say about being a police officer Someone may answer，It’s a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice， move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say， Name some of the jobs from this unit. Write this list of jobs on the board. Say， Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks. 2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job（under the words wants to be）.Play Ihe recording the first time. Students only listen.Say， Now I will play the tape again. This time write the name of a job under the words “wants to be.”2b This activity provides listening and writing practice with the target language，Call attention to the second heading and ask a student to read it to the class. Say， This time you will unite why each person wants the job. Play the recording again. Students only listen.Then say， Now I will play the tape again. This time write the reason the person wants the job under the word “Why”Play the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say， What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs， ask the class to suggest words to describe them. Use a bilingual dictionary， if necessary， to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.Ask individual students to tell the class about what they want to be and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately， pausing to allow students to ask questions about anything they don’t understand. For example， in the first ad，students may not know that working late means “working at night.” To work hard means to use a lot of energy to do the job.Ask students to fill In （he blanks in the ads using the words actor，reporter， and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it， saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say，Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers，3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students， What are you going to write about Repeat each of the students’ sentences and ask the class to Ask the pairs to correct each other’s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say， New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we justread.As students ask questions， move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.。
Unit 4 I want to be an actor电子教案
Show some pictures to the students and play the tape. Let them guess what job it is.
Step 2 Free talk
There are many jobs in the world. What do you want to be when you grow up?
No, he isn’t? Is he a waiter?
Yes, he is
it 4 I want to be an actor.(period 4)
教学目标
Talk about jobs and the place where people work.
What do you do? I’m a reporter.
What does she do? She’s a doctor.
Step4. Game: Guess the game!
Draw a picture of someone at work.
Can your classmates guess the job?
Just like: Is he a police officer?
Listen to the tape: 1b.2a. ab.
Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.
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学习路线图
学科英语时间20 年月日第周第 - 课时年级初一课题Unit 9 I want to be an actor. .(sectionB
备课英语组备课人
授课
模式
学讲练评课型预展型
学习目标掌握单词：newspaper hard as at summer story magazine young play news children international teach skill sir madam
掌握句子：
1.he is a policeman .It`s an exciting job.
2.I want to be a newspaper reporter.
3.we have a job for you as a
4.Do you like to work/talk with people?
核心
贴士
请记住这些短语的用法
学习活动安排一、自学环节（10-15）
1翻译下列短语：
对……感兴趣为……工作
想成为……一份有趣的工作
一所国际学校工作得很晚
努力工作与……谈话
5-13岁的孩子想要某人做某事
（二）.重点句子：
1.He is a policeman .It`s an exciting job.
2.I want to be a newspaper reporter.
3.We have a job for you as a
4.Do you like to work/talk with people?
（三）.知识拓展
1．Talk about 是“讨论关于……的事情”强调谈论的内容。
talk to sb.是“和某人谈话”侧重单方主动。
Talk with sb.指“和某人交谈”，侧重双方互动的
Talk of的指“谈及，说到……”
2．Teach sb. sth教某人……，teach sb. To do sth.教某
人做某事业 teach oneself 自学
学法指导：
请同学们记
住这些单词。
请记住这些
句子并注意
词组的积累，
它是造句子
的前提。
它们的用法
3．as做介词，其后加职业名词时，表示“当做，作为”做副词，表示感谢“像……一样”
二、展示环节（20-25）
1、朗读
2、翻译
3、找出重难点。
4、完成文中所提问题
三、检测环节
（一）选择填空；
1．Everyone wants to work him because ge is rvery friendly.
A,on B.at Cin D,with
2.My father is a farmer, That`s hard .
A.job
B.work
C.jobs
D.works
3. a teacher ,he teaches all his students well.
A.as
B.Because
C.Be
D.Become
4. ? She works in an office in the city.
A.Where is she from
B.Where does she work
C.Where does she live
D.What does she do
5．He has mo ,please .
A.money ,give it to him
B. money ,give him it.
C.moneys ,give them to him
D. moneys, give him them
(二)用适当的介词填空。
1.Tom doesn`t like to talk other classmates.
2.Lily wants to be the school play.
3.Let`s go to make a snowman
4.My sister works a magazine.
5.Lucy wants to stay home her family.
四、评价环节（1-2）非常重要请记住啊！
给自己信心，相信自己一定能行！
请同学们注意平时单词和短语的积累，综合知识的运用。
发现
问题
检查签字：
课后
反思。