初中初一英语教案英文版Unit4Iwanttobeanactor

1、初中初一英语教案英文版：Unit 4 I want to bean actorLanguage goalIn this unit, students learn to talk about jobs.New languageWhat do you do? Im a reporterWhat does he do. Hes 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 profe

2、ssionsSection ABrainstorm with students a list of jobs that friends or relativesdo. (Brainstorming is an activity in which you set a topic andstudents say whatever words they can think of relating to that topic.)Write the word jobs on the board and list all the jobs studentsmention.Point to the jobs

3、 one by one and ask students to say what everthey can about these jobs. Accept single word answers or simplesentences such as, Its fun. Its a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see ineach scene. Ask students to name as m

4、any of the jobs shown asthey can. Then point to a scene, name the job, and ask students torepeat.Point to the numbered list of words. Say each one and askstudents to repeat.Then ask students to match each word wllfa one ofthe scenes. Say, Write the letterof each scene next toone of the ivords.Point

5、to the sample answer.1 b Thisactivitygivesstudentspractice inunderstandingthetargetlanguageinspokenconversation.Point tothe differentpeople shownin thepicture.Ask various students to tell what they do as you point to eachone,Say, Now you will hear three conversations. The conversationsare about thre

6、e of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time askstudents to write a number 1 next to the person beingtalked about in conversation 1. Have students put a 2and 3 next to the people being talked about in conversation

7、s 2 and 3.Correct the answers.1 c This activity provides guided oral practiceusing the target languageAsk a student to read the example conversation withyou. Hold up the book and point to the doctor in thepicture.Say, Now work with your partner. Make your ownconversations about the picture. You can

8、use sentences like theones in activity 1b.Say a dialogue with a student. Point to a pictureof one of the people. Guide the student to answer using one of thewords in activity 1a.As students work in pairs, move around the room monitoringtheir work. Oner language or pronunciation support as needed.2a

9、This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask differentstudents to tell you what they sec in each picture. What are thepeople doing? What jobs do they have?Play the recording the first time. Students o

10、nly listen.Say, Youwill hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number ofeach conversation below the picture of the person being talkedabout.Correct the answers.2b Thisactivitygivesstudentspractice inunderstandingthetargetlanguagein spok

11、enconversation.Point to the three headings in the chart and read the headingsto the class. Ask students, What does wants to be mean? (It is notthe Job the person lias now. It is the job the person wants in thefuture.)Play the recording the first time. Students onlylisten.Say, You wiU hear about the

12、people in these pictures. You willhear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fillin the blanks with the jobs the people have now and the ones theywant in the future. Point out the sample2c This activity provides guided or

13、al practice using the targetlanguage.Point out the pictures in activity 2a. Ask who each person is.(They are Susans brother. Annas mother, and Tonys father.)Say, Now work with your partner. Ask and answer questionsabout the pictures. Ask, What does he or she do? Then ask, Whatdoes he or she want to

14、be?Say a dialogue with a student. Point to Annas mother and thento the example in the speech balloons. Practice the dialogue with astudent.As students work In pairs, move around the room monitoringtheir work. Offer language support as needed.3a This activity introduces the names for the places where

15、people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name foreach place. As they name each place, write the word on the boardand-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Thencall attenti

16、on to the people in the pictures and the speech bubbles.Point out the sample answer and have a student read out the speechbubble.Ask students to work alone. Say, Write the number of each jobin the square next to each workplace.Check the answers.3b This activity provides guided oral practice using th

17、e targetlanguage.Point out the pictures in activity 3a. Ask students to name theworkplace shown In each picture.Then point out the conversation in the speech bubbles. Ask twostudents to read It to the class.Say, Wow work with a partner. First practice the conversation inthe picture. Then makenew con

18、versations. Use jobs and places fromactivity 3a.Say a dialogue with a student. Point to the word waiter inactivity 3a and then to the picture of the restaurant. Ask a student.Where does he work? Guide the student to answer using the correctplace: He works in a restaurant.Then ask. What does he do? a

19、ndguide thestudent to answer, Hes a waiter.As students work in pairs, move around the room monitoringtheir work. Offer language support as needed.4 This activity provides listening and speaking practice usingthe target language.Call attention to the pictures in the book showing how to playthe game.

20、Say, You will draw a picture of someone working. Otherstudents 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 figurereporter. Add details (microphone, notebook,etc.) until students

21、guess what job it is.Ask a student to go to the board. Say, Draw a picture of aperson working. If necessary, help the student add details that showthe job the person is doing. He or she can add a bank interior toshow that the person is a bank clerk. A student could also use an eyechart on the wall t

22、o show that the place is a doctors office and theperson is a doctor.Ask two different students to ask questions about the Job, andthen ask a third student to guess what jobit is.Play the game using drawings by several different students.Alternative: If you do not want students to movefrom their seat

23、s,then you can ask them to do this activity sitting down in groups offour. 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

24、 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 theperson have? Where does the person ivnrk?Point out the numbered list of words. Say each one and askstudents to repeat. Then use simple e

25、xplanations and short samplesentences to help students understand what each word means. Forexample, Exciting means very interesting and very fast-moving. Apolice officer hasan exciting job. The job is always changing. Something is alwayshappening. For dangerous you might say, Dangerous means notsafe

26、. 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. Pointout the sample answer.Check the answers.1 b This activity provides guided oral practice using the targetlanguage.Call at

27、tention to the picture In this activity and ask a student toread the statement to the class. Then point to the picture of thepolice officer and say. Its an exciting job. Ask the class to repeat.Then say, What else can you say about being a police officer?Someone may answer, Its a dangerous job. Ask

28、the class to repeateach correct answer.Then ask students to work in pairs. Suggest that they eachpoint to the pictures of the workers and make statements about them.As students practice, movearound the classroom monitoring theirwork.1 c This activity provides an opportunity for oralpractice.Say, Nam

29、esome of the jobs from this unit. Write this list of jobson the board. Say, Can you name some other jobs? Add any newjobs to the list.Ask some students to make statements about Jobs on the listusing the words in activity la. You may wish to write some of thesentences on the board so that students ca

30、n copy the sentences intotheir notebooks.2a This activity provides listening and writing practice with thetarget language.Call attention to the two headings and ask a student to read dieheadings to the class.Point out the blank lines where students will write the name of ajob (under the words wants

31、to be).Play Ihe recording the first time. Students only listen.Say, NowI will play the tape again. This time write the name of ajob under the words wants to be.2b This activity provides listening and writing practice with thetarget language,Call attention to the second heading and ask a student to r

32、ead itto the class. Say, This time you willunite why each person wants the job.Play the recording again. Students only listen.Then say, NowI will play the tape again. This time write thereason the person wants the job under the word Why?Play the recording. Students write their answers.Check the answ

33、ers.2C This activity provides open-ended oral practice using thetarget 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. Asstudents suggest possible jobs, ask the class to suggest words todescribe them. Use a bilingual dic

34、tionary, if necessary, to find thenames of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to usedictionaries if necessary. Move from group to group offeringassistance as needed.Ask individual student

35、s to tell the class about what they want tobe and why.3a This activity provides reading and writingpractice using the target language.Call attention to the three newspaper ads and read these ads tothe class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to

36、allow studentsto ask questions about anything they dont understand. For example,in the first ad, students may not know that working late meansworking at night. To work hard means to use a lot of energy to dothe job.Ask students to fill In (he blanks in the ads using the wordsactor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using thetarget 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