Unit 4 I want to be an actor电子教案
unit4I_want_to_be_an_actor教案
unit4I_want_to_be_an_actor教案Unit 4 I want to be an actor.Analysis of the teaching materialTeaching aimsV ocabulary: President, football players, scientists, singer, worker, student, dancer, officer, doctor, reporter, policewoman, waiter, actor1.Sentences patterns:What do you do? I’m an actor.What does he do? He’s a worker.What do you want to be? I want to be an actor.What does she want to be? He wants to be a reporter.Key points: The new wordsDifficult points:Target languages: What do you do? What does he do? What do you want to be? What does he want to be?Teaching methods: Listening, reading, practicing and actingTeaching type: A new lessonTeaching stepsStep One Warming activityAsk and answer quickly in order to train their reactions. Choose one student as a teacher, he can let who he likes answer the questions.1.What size pizza would you like, large, medium or small?2.What animals does he like? Why?3.How many days are there in a week? What day is the third day of the week?4.What would you like on the pizza?5.Do you like penguins? Why?6.He sleeps and relaxes twenty hours every day. Is he lazy?7.Pandas are from Australia, right or wrong? Where are they from?8.He is a boy. He is very smart. He is a little fat. He is in Team One. He is before Jack.Who is he?Then ask one of the Ss to say something about his deskmate.Step Two PresentationShow many flash pictures about jobs. Then I will let them read the pictures’words after me for several times. Ask Ss read the words.Step Three PracticeAsk and answer the sentences.T: What do you do?S1: I’m an actor. .T: What does he do?S2: He is a worker.Then change flash pictures. Ask and answer in pairs.Step Four Pair work1a. Match the words and the pictures.1b. Ask and answer questions about the pictures in 2a.3c. match the jobs with the people.4d. Look the pictures and answer the questionsWhat does he/she do?Where does he/she work?Step Five PresentationTeacher show the sentences:1. What do you want to be?2. I want to be an actorLet the Ss pay more attention to the third person singular.What does He/she want to be? He/She wants to be a ……Step Six guessing gameLook pictures and guess jobsS1: What do I want to be? S2: You want to be a…One does an action of a job seeing the ppt, the other guesses. (A doctor, a nurse, a reporter, a singer, a painter, a student, a teacher, a dancer etc.)Step Seven PracticeFill in the blanks.Let Ss answer the question one by one.Step Eight summaryT: What do we learn in this class?S1：What do you do? I’m a reporter.S1: What does he \she do? He \She is a …S2: What do you want to be? I want to be? Why? Because it’s …S3: What does he/She want to be? He/She want to be a……Step nine homework1、Memorize all the key words and phrases.2. Write a short passage about your favorite job.Blackboard DesignTeaching tools:Recorder and Computer, projector。
Unit 4 I want to be an actor.教案
Unit 4 I want to be an actor.教案Unit 4 I want to be an actor.（section A）ⅠTeaching Aims and Demands1.Knowledge ObjectsKey vocabularyTarget language2.Ability ObjectTrain students’listening, speaking, reading and writing skills.Train students’communicative competence.3.Moral ObjectNo matter what you want to do in the future, you must do the job you are doing now well.Ⅱ. Teaching Key PointsKey wordsThe target languageLearn to talk about and describe jobs.Learn the present tense.Learn to grasp What and Where questions.Ⅲ. Teaching DifficultiesTrain students’ability to talk about jobs using the target language.Learn the present tense.Learn to grasp What and Where questions.Ⅳ. Teaching MethodsListening methodsPairworkPracticing methodsⅤ. Teaching AidsA tape recorderA computerCardsⅥ. Teaching ProceduresStepⅠGreetingGreet the class as usual.Check the homework.StepⅡ1a 1b(1a) 1. Point to the numbered list of words. Get one students to read them out.2. Match the words with the pictures. Write the letter of the person after his or her job name.3. Go over the answers.(1b) 4. I’ll play the recording. The conversation are about three persons in the picture. You are to listen and number the persons 1-3.5. Check the answers.StepⅢ1c1. Get students to work in pairs. Ask and answer questions about the other people in the picture.2. Get several pairs to act out their conversations with the whole class.StepⅣ2a 2b(2a)1. Listen and write numbers1-3 in the boxes under the pictures to show which person is talked about first, which is the second and which is the third.2. Check the answers.(2b) 3. Play the same recording again. Listen and fill in the column with the headline Job.StepⅤ2c Grammar Focus(2c) 1. Get students to work in pairs.2. Make similar conversations using information in activity 2b.3.Get several pairs to act out their conversations to theclass.4. Ask students to say the questions and answers in pairs.StepⅥ3a 3b(3a )1. Read the passage by yourselves and match the person with the jobs in the box.2. Get students to finish the task individually or in pairs.(3b) 3. Get students to practice using the target language in pairs.4. Made similar conversations using the jobs and workplaces in activity 3a.StepⅦ4Put students into groups of four. Group members take turns asking questions and guessing the job.StepⅧSummarySummary the target language we’ve learned in this class.StepⅨHomeworkMake an interview after class. Create a chart similar to the one in activity2b.Blackboard DesignUnit 4 I want to be an actor.What does she do?She’s a doctor.What does Anna’s mother want to be?She wants to be a policewoman.Where does your sister work?She works in a hospital.第二节Unit 4 I want to be an actor.（section B）ⅠTeaching Aims and Demands3.Knowledge ObjectsKey vocabularyTarget language4.Ability ObjectTrain students’listening, speaking, reading and writing skills.Train students’communicative competence.5.Moral ObjectWhat’s your ideal job? Make a reasonable plan and work hard. And you’ll realize your ideal.Ⅱ. Teaching Key Pointslearn to talk about what you want to be and give reasons using description words.Learn to read and write a newspaper want ad.Learn to write a letter applying for a job. Ⅲ. Teaching DifficultiesLearn to write a let。
Unit 4 I want to be an actor(sectionA )教案
3.短语shop assistant, bank clerk, TV station, police station, school play
文化目标
了解英语国家中招聘和应聘常识
情感目标
体会学习英语的乐趣，有远大的职业理想
学习策略
1.积极与他人合作，共同完成学习任务
2.对所学内容能认真练习和实践
第
三
课
时
语言目标
生词和短语
international, coach, skill, sir, madam
重点句子
We are an international school for children of 5—12.
教学重难点
How to talk about the jobs they want to have.
教具准备
some pictures
情感目标
有明确的学习英语目的，认识到学习英语在将来生活中的重要作用。
学习策略
在学习中集中注意力。
学习策略
1.积极与他人合作，共同完成学习任务。
2.对所学内容能认真练习积极实践。
3.在学习中集中注意力。
4.在学习中善于记重点。
5.必要时，有效地借助母语知识理解英语。
课时目标
第
一
课
时
目标语言
生词和短语
actor, assistant, shop assistant, doctor, reporter, policeman, waiter, bank clerk, hospital, policewoman, Susan, nurse, money, give, wear, uniform, sometimes, dangerous, thief, TV station, police, talk, out.
unit 4 i want to be an actor 教案(人教新课标初一下 (2)doc初中英语 (1)
unit 4 i want to be an actor 教案（人教新课标初一下(2)doc初中英语(1)Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm a reporterWhat 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 professionsTeaching procedure:Section 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 with one of the scenes. Say, Write the letter of each scene next to one of the words. Point to the sample answer.1b 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 doctorin 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 see in each picture. 〝What are the people doing? What jobs do they have?〞Play the recording the first time. Students only listen. Say, You will hear 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 has now. It is the job the person wants in the future.)Play the recording the first time. Students only listen .Say, You will 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 sample.2c 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 student. 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 each place. 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 two questions 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 ivnrk?Point 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 exciting job. 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 the 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 tobe.〞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 says, 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 target language.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 repeat the sentences after you. For example: Do you want an interesting but dangerous job? Do you want to meet new people? We need a police officer. Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other's work.4 This activity provides guided oral practice using the target 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 questions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions. Also rephrase any inaccurate answers.教学反思：初中生都喜爱看电视电影，而且都有自己喜爱的电视或电影明显，因此那个单元的话题也对学生有足够的吸引力，能够引起他们的爱好。
七年级英语下Unit 4 I want to be an actor教案
Unit 4 I want to be an actor.Teaching Goal:1. General aims:Talk about jobs.2. Particular aims:A. Language Focus.Talk about jobs and the place where people work.B. Language goals(1). What do you do? I’m a reporter.(2). What does she want to be? She wants to be a sales assistant.C. Language structures:(1). What do you do? I am a teacher.(2). What does he want to do? He wants to be an officer.(3). Does your father work? Yes, he does.(4). What does your mother do?D. Useful words and phrases:Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, latePhrases: get … from, work for, work hard, call at, school play, evening newspa per, be afraid of E. Grammar language:Special questionsF. Learning strategies:Learn other’s jobG. Interdiscipinary:Social and communication.H. Emotion and manner:Teaching time: 5 periodsTeaching procedures:Period OneⅠ.Teaching Aims and Demands1.Knowledge Objectsvocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student Master and use: What do you do? What does he do? Does he work in hospital?2. Ability objectTrain students’ li stening and speaking skills.3. Moral ObjectLet the students know they have to study hard if they want to have their dreams come true.Ⅱ. Teaching Key Points1. The vocabularynguage: What does she do? She is a doctor.Ⅲ. Teaching DifficultiesUse the language to ask for the jobsⅣ. Teaching MethodsPairworkPracticing methodsⅤ. Teaching Aids A computerCardsPeriod Two (p21)Ⅰ.Teaching Aims and Demands1.Knowledge Objectsshow, star, nurse, money, dangerous, thief, station, TV stations, police station, late, out, go out 2. Ability objectTrain students’ listening and speaking skills.3.Moral ObjectLet the students know they have to study hard if they want to have their dreams come true. Ⅱ. Teaching Key Pointswhat questions and it’s answerⅢ. Teaching Difficultiesask occupation and it’s answerⅣ. Teaching MethodsPairworkPracticing methodsⅤ. Teaching AidsA computerCardsⅥ. Teaching ProceduresPeriod ThreeⅠ.Teaching Aims and Demands1.Knowledge ObjectsMain vocabulary: exciting busy, dangerous, difficult, fun, boringTarget language: What do you want to be?Why do you want to be ---?Because it is -------.2.Ability objectTrain students’ listening and speaking skills.3.Moral ObjectLet the students know they have to study hard if they want to have their dreams come true. Ⅱ. Teaching Key Pointsdescribe jobs.Ⅲ. Teaching DifficultiesTarget language: What do you want to be?Why do you want to be ---?Because it is -------.Ⅳ. Teaching MethodsPairworkPracticing methodsⅤ. Teaching AidsA computerCardsⅥ. Teaching ProceduresPeriod Four (P24)Ⅰ.Teaching Aims and Demands1. Knowledge ObjectsCheck the words you know2. Ability objectTrain students’ listening and speaking skills.3. Moral ObjectⅡ. Teaching Key Points Ⅲ. Teaching Difficulties Ⅳ. Teaching Methods PairworkPracticing methodsⅤ. Teaching AidsA computerCardsⅥ. Teaching ProceduresPeriod FiveⅠTeaching Aims and Demands1. Knowledge ObjectsIn this unit students will review some names of jobs and some description words and the target language used to talk about jobs.2. Ability ObjectTrain students’ listening, speaking, reading and writing skills.Train student s’ communicative competence.3. Moral ObjectNo matter what you want to do in the future, you must do the job you are doing now well. Ⅱ. Teaching Key PointsKey wordsThe target languageReview how to talk about and describe jobs.Review the present tense.Review What and Where questions.Ⅲ. Teaching DifficultiesTrain students’ listening, speaking, reading and writing skills..Review how to read and write a newspaper want ad.Review how to write a letter applying for a job.Ⅳ. Teaching MethodsPairworkPracticing methodsⅤ. Teaching AidsA computerCardsⅥ. Teaching ProceduresStepⅠ ad1. In this activity you’re to write your own newspaper want ad.First you should decide what kind of job you can offer to people.Then consider what you are going to write about.2. Set a time limit of two or three minutes for students to prepare before writing the ad.3. Have students start to write their own newspaper want ads.4. Ask a student to write his or her ad on the blackboard. Correct any language and spelling errors along with the rest students.StepⅡ Pair work-talk about jobsUse these target language to make a conversation with your partner.What does he do?He’s a waiter.What do you want to be?I want to be an actor.Where does she work?She works in a bank.What does he do?He’s a student. He wants to be a doctor.StepⅢ Review the structures1. Review the where and what questions. Write sentences on your exercise book. Write as manyas you can.2. Ask several students to read their sentences.StepⅣ Review the key vocabulary1. Give students several minutes to memorize the key vocabulary. Doctor, actor, reporter, police officer, waiter, band, clerk, sales assistant, student, dangerous,fun, exciting, difficult, boring, interesting2. Have a dictation.StepⅤ SummaryIn this class we’ve reviewed all the key words in this unit .We also reviewed to write a newspaper want ad.StepⅥ HomeworkReview all the key words and language points learned in this unit.Blackboard DesignUnit 4 I want to be an actor.What does he do?He’s a waiter.What do you want to be?I want to be an actor.Where does she work?She works in a bank.11。
unit 4 i want to be an actor 教案(人教新课标初一下 (7)doc初中英语 (1)
unit 4 i want to be an actor 教案（人教新课标初一下 (7)doc初中英语 (1)教学目标：1. 学会不同工作的英文表达方式。
2. 了解同学父母的工作。
3. 学会简单的介绍自己今后的理想。
教学导向：重点词汇：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police重点句型：1. What does your mother do? She is a teacher.What does your father do? He is an engineer.2. What do you want to be? I want to bea teacher.What does she want to be? She wants to be a singer.本节课流程图教学板块设计Task 1：Know the names of the different jobs目的：通过那个环节，教师完成本单元的新单词的导入，通过提供给学生关于不同工作的具体描述，让学生猜出工作的名称，如此为整节课任务的完成奠定最差不多的词汇基础。
在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习爱好。
课前预备：教师需要预备关于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。
课堂学生活动：1. 教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这能够将学生的注意力，吸引到课堂上来，并对同学年的谜语加以摸索。
此活动以小组为单位，让学生通过谜语来推测工作的名称，猜对者给小组加分。
The riddles supplied by the teacher:1) I work in the hospital every day. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us 〝angels in white〞.2) I drive a car every day, but the car is not mine. There are many people sitting in my car every day. After they go out of the car, they must pay me money.3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.4) I am very proud of my job. Because I am like your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.6) I work in a restaurant and I always carry some fruits and dishes.I often ask people: What would you like? I am really very busy.2. 在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女的的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原那么，开发了同学无限的想象空间。
七年级下册Unit 4《I want to be an actor》教案
七年级下册Unit 4《I want to be an actor》教案七年级下册Unit 4《I want to be an actor》教案Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm aWhat does he do.' He's a studWhat do you want to be? I want to be an aWhat dwantto be? She wants to be a polabs andABrawith students a lbs that friends or relatives do. ("Brag" is an activity in which you set a topic and students say whatever wordalating to tha) Wword jobboard and list all the jobs studPbs one by one and ask studay what evan aboubs. Agle word answluch as,It's fun. It's a good job.la This activduvocabulaFocus aart. Ask studll whaaAsk studame as mabs shown aan. Taab, and ask studat.Pumbered list of words. Say each one and ask studat.Then ask studatch each word wllfaay, Wlaxvords. Pample answer.1 b This activity gives students praunderstanding the target languagversaPdle showure.Ask various studll what they do as youaay, Now you will heaversations. The conversations are abouluPladingudents only lPlading a second time. Task studwrite a number 1 nexbeing talked abouversaHave students put a2 and3 nexle being talked abouversations 2 andanswThis activity provides guided oral practice using the target language-Ask a studad the example conversation with you. Hold up the book andduay, Now work with your paake your own conversations abouure. You can ulactivity 1b.Say a dialogue with a student. Pa pictule. Guidudent to answer usingwords in activity 1a. As students wairs, move aroundg their wlanguagunciation support as needed.2a This activity gives students praunderstanding the target languagversaAsk studlook aures. Ask dudll you whaach picture. What ale doing? What jobs dave?Pladingudents only listen.Say, You will hear conversations abouluPlading a seconday, Wumber of each conversation belowubeing talked abouanswers. 2b This activity gives students praunderstanding the target languagversaPadingart and read the headinglass. Ask students, What does "wants to be" mean? (Iblias now. Ibwauture.)Pladingudents only listen.Say, You wiU hear aboulures. You will heab they haw now and the job they wautuPlading a second time. Task studllblanks wble have now andwauture. Point out the sample2c This activity provides guided oral practice using the target language.Point ouures in activity 2a. Ask who ea(They are Susan's bAnna'and Tony's father.)Say, Now work with your partner. Ask and answer quabouures. Ask, "What ddo?" Then ask, "What dwant to be?"Say a dialogue with a student.PAnna'andxamplballoons. Pradialogue with a studAs students work In pairs, move aroundg their wlanguage support as needed.3a This activdualaces wle work, and gives reading practice using the target languagall aures. Ask studad the naach place. Aame each place, wwordboard and-alaaPoint out the lbs wumbers next to each. Then call alures andbubbles. Point out the sample answer and have a student read oububble. Ask studwork alone. Say, Wumber of each jobquare next to each workplaanswb This activity provides guided oral practice using the target language. Point ouures in activity 3a. Ask studame the workplace shown In each pictuTuversabubbles. Ask two studad Ilaay, Wow work with a partner. First praversaure. Then make new conversations. Use jobs and plaactivity 3a.Say a dialogue with a student. Pword waactivity 3a anduaurant. Ask a student. Where does he work? Guidudent to answer usinglace: He wa restaurant.Then ask. What does he do? and guidudent to answer, He's a waAs students wairs, move aroundg their wlanguage support as neededThis activity provides listening and speaking practice using the target languagall aubook showing how to play the game. Say, You willdraw a pictuworkingudents will ask quaboud of job you are drawing. After two quagub.Demonstrate by drawing a pictuboard of aguAdd details (b) until students guess what jobAsk a student to gboard. Say, Draw a picture of aworking. Iary, heludent add details that show the jobdoing. Han add a baw thaa bank clerk. A student could also use aawall to show that the place is a doctor'anda dAsk two dudask quaboub, and then ask a third student to guess what jobPlay the game using drawings by several dudAlternative: If you do not want studvau can ado this activg down in grouur. They will needaper on wdrawures. They will also need pencilB New 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 activduvocabulaFocus ax pictures. Ask, What job dave? Where dvnrk?Point out the numbered list of words. Say eachone and ask studat. Then use simple explanations andampllp students understand what each word means. For example, Exciting means vg and very fast-moving.A polas an exciting job. The job is always changingg is always happening. For dangerous you might say, Dangerous meaafe. You might be hulled in a dangerous job.Then ask studatch each word wures. Say, Wlach picture nexwords. Point out the sample answanswb This activity provides guided oral practice using the target languagall aure In this activity and ask a studad the stalass. Tuland say. It's an exciting job. Alaat. Then say, What else can you say about being a pol?ay answer, It's a dangerous job. Alaat eaanswThen ask studwairs. Suggest thaauworkers and make staabouAs students prave around the clag their wThis activity provides aual praay, Nabunit. Wlbboard. Say, Can you nabs? Add any new joblAudake staabout Joblist using the words in activity la. You may wish to wboard so that students cab2a This activity provides listening and writing practice warget languagall awo headings and ask a studad dieheadinglaPoint out the blank lines where students will wame of a job (under the words wants to be). Play Idingudents only lay, Now I will play the tape again. Twame of a job under the words "wants to b2b This activity provides listening and writing practice warget languagall ad heading and ask a studadlass. Say, Tu will unite why eawab.Plading again. Students only lThen say, Now I will play the tape again. Twawab under the word "Why?"Plading. Students wanswansw2C This activity provides open-ended oral practice using the target languagay, What do you want to be? What words describe each job? Help the class make up a lbght like to do. As students suggble jobs, alass to suggest words to describUse a bilingual dictionaad the nabs and words to describe eaThen ask studwall groups. They tell eawhat they want to do and wurage studuse dictionaary. Move from group to groug assistance as needed.Ask individual studll the class about what they want to be and wa This activity provides reading andwriting practice using the target languagall awspaper ads and read these adlass. Say blank eaua blank lThen read each ad again separately, pausing to allow studask quabout anything they don't understand. For examplad, students maw that working late means "working at night." To work hard means to use a lgy to db.Ask studll In (he blaads using the words aand waanswb This activity provides reading and writing practice using the target languagall awspaper ad and ask a studad it, saying blaach blank lAsk studllblanks using words from Tay,Look aures next to each blank line. The pictures will help you guword.Suggest that they look at the nabs and the words that describe jobaBanswThis activity provides writing practice using the targetlanguage.Point out the blawspaper where students can wwn ads.Awo students, What are you going to write about? Repeat eaudents'and alaaafter you. For example: Do ^OM want ag but dangerous job? Do you waw people? Weneed a polallwn Police Station at 555-2323.Ask studad their ads to a partner. Aaa's wThis activity provides guided oral practice usingarget language.Ask two studadversabubbles. Answer any quudents may have abouThen say, New please work in groups. Ask efud out what jobs eawrote about. You can ulwe just read.As students ask quve from group to group. Rephrase alquAlase any inaccurate answers。
Unit4 I want to be an actor 教案 -【完整版】
Unit4 I want to be an actor 教案主题: occuative and语言目标: 主要语法What doe he do？He i a do ou want to be？I want to be an actorWhere doe he wor？She wor at a banMain vocabuar（词汇）: doctor, reorter, oice, waiter, ban cer, ae aitant, dangerou品德：热爱本职工作，树立正确的职业观。
根据需要可以分为四课时来讲。
第一课时：I教材分析：这是本单元的第一部分，生词比较多，但是涉及的都是自己所熟悉的职业，每个同学都有自己的兴趣和理想，学生比较感兴趣。
Language toic: What doe he doShe i a doctor reorter, waiter-----What do ou want to be？I want to be an actorWhere doe he wor？He wor in a hoain vocabuar: ae aitant, doctor, actor, reorter, oice officer, waiter, ban cer, tudentII语言结构: what quetion and it’ anwer。
III语言功能: a occuation and it’ anwerIV活动设计：采访调查What’ our … or what do doe----do？V Teaching tean i a doctor That man i a oice officer What doe he do Who now？Ver good, he i a reber the eoe[1--3] in the icture abovedoe our father do？He’ a reother do, Kim？She’ a doctorRea I want to be a doctor3 What doe our couin do？You mean m couin Mie？Yeah, Mie What doe he do？He’ a ai aitantSteae our own converation with the entence ie the one in 1bSteber thewhat we have earned thi caWord:Sentence:Something ee:Steewor1 Remember the word in thi ca2 Practice the diaogue in air。
人教版七年级下册英语Unit4《I want to be an actor》教案
人教版七年级下册英语Unit4《I want to be an actor》教案教学目标1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student2. Master and use: What do you do? What does he do? Does he work in hospital?教学重难点重点1. The vocabulary2. language: What does she do? She is a doctor.难点Use the language to ask for the jobs教学工具课件教学过程Step 1Oranization1’ Organize students to prepare for the classStep 2Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freelyStep 3Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?2. Then use 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 exciting job.3. Let students practice. Such as: He is a police officer. It’s an exciting job.4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.6. Listen to the tape: Listen and number the picture(1-3) below.Then practise the dialogue.7. Grammar focus: 1.叫学生口头造句用一些有关职业的句子。
七年级下unit4 I Want to be an actor教案
七年级下unit4IWanttobeanactor教案一、教学目标1.让学生掌握关于职业的词汇和目标句型。
2.培养学生运用目标语言描述自己和他人的梦想。
3.激发学生对不同职业的认识和尊重。
二、教学重难点1.词汇：actor,actress,doctor,teacher,engineer,scientist,artist,pilo t,astronaut,singer等。
2.句型：Whatdoyouwanttobe?Iwanttobeanactor/actress.Whydoyouwanttobe三、教学过程Step1:预习导入1.让学生预习课文，了解本单元的主题和内容。
2.利用图片和问题引导学生谈论自己的梦想。
Step2:新课讲解1.教师通过PPT展示本节课的词汇，让学生跟读并模仿发音。
2.教师用中文解释每个职业的意思，让学生用英文复述。
3.教师用PPT展示目标句型，让学生跟读并模仿。
4.教师创设情景，让学生运用目标句型进行对话。
Step3:情景练习1.学生两人一组，用目标句型进行对话。
2.教师选取几组学生上台展示，给予评价和指导。
Step4:小组活动1.学生四人一组，讨论各自的梦想，并说明原因。
2.每组选一名代表汇报讨论结果。
Step5:课堂小结1.教师邀请几名学生分享自己的梦想和原因。
Step6:课后作业1.学生用目标句型写一篇小作文，描述自己的梦想。
2.家长签字确认，下周交给老师。
四、教学反思1.教学过程中，注意引导学生的思维，让他们积极参与课堂活动。
2.在小组活动中，教师应关注每个学生的参与程度，确保每个学生都有机会发言。
3.课后作业的布置要合理，既要巩固所学知识，又要激发学生的兴趣。
五、教学建议1.在教学过程中，教师应注重培养学生的听说能力，让他们在实际情景中运用所学知识。
2.利用多媒体手段，如PPT、视频等，丰富教学资源，提高学生的学习兴趣。
3.鼓励学生参加各类英语活动，如英语角、英语演讲比赛等，提高他们的英语综合素质。
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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.
Ask students to give their reports on the poster.
复备
作业
课后反思
课题
Unit 4 I want to be an actor.(period 3)
教学目标
Talk about jobs and the place where people work.
Step2.Presentation
1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?
A police officer has an exciting job.
3. Let students practice. Such as: He is a police officer. It’s an exciting job.
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.
Step 3 Practice
Read the newspaper want ads. And fill in the blanks with the correct jobs.
One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a ……
Step2free talk
Talk about the weather and weeks.
Step 3 Presentation
1. Ask students to look at the picture and remember what they can see
2. Find four groups to say the words that they remember.
He is a farmer.
复备
作业
课后反思
课题
Unit 4 I want to be an actor.(period 2)
教学目标
Talk about jobs.
What does she want to be? She wants to be a sales assistant.
教学过程
Step 1Lead-in
2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.
复备
作业
课后反思
课题
Unit 4 I want to be an actor.(period 5)
教学目标
Talk about jobs and the place where people work.
What do you do? I’m a reporter.
What does she want to be? She wants to be a sales assistant.
What does she want to be? She wants to be a sales assistant.
教学过程
Step1.Oral practice
Games, words that describe jobs, such as exciting, dangerous, boring
What do you do? I’m a reporter.
What does she want to be? She wants to be a sales assistant.
教学过程
Step1. Free talk
Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital
Step 5 Practice
Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
I am a student.
What does your father do?
Step3. Pairwork:
Practice the conversation on the right. Use the jobs and places in activity3a.
Where does your sister work? She works at a hospital.
What does your sister work? She works at a hospital.
Step 2 Presentation
1. Let the students hurry to read the words they can’t remember.
2. Then the teacher guide the students to go over the words. See how the students have grasped.
Ask students to give the reports about the ideal job they choose for their partners, and the reason why they choose the job.
Step 5 Report
Students in each group read the requirements, and choose 7 most important requirements for the job. Let students make a poster with the 5 requirements listed out.
Step 2. Presentation
1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.
2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.
Step 3 Group work
Do you want to choose a job for your partner? Then ask your partner the questions and choose an ideal job for him/her.
Step 4 Presentation
课题
Unit 4 I want to be an actor.(period 1)