新目標七年級英語下冊第四單元教案

1、Unit 4: I want to be an actor.Language 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 professionsSec

2、tion 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

3、by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences 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 in each scene. Ask students to name as man

4、y 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. P

5、oint to the sample 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 conver

6、sations 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 tal

7、ked 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 conversatio

8、ns 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 p

9、ronunciation 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 have?Play the

10、 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 prac

11、tice 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 t

12、ime. 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

13、. 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 Susans brother. Annas mother, and Tonys father.)Say, Now work with your partner. Ask and answer questions about the pictures. Ask, W

14、hat does he or she do? Then ask, What does he or she want to be?Say a dialogue with a student. Point to Annas 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 n

15、eeded.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 o

16、ut 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.Ch

17、eck 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

18、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 answe

19、r using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, Hes 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 targ

20、et 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

21、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

22、 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 doctors 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 drawin

23、gs 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 de

24、scribe jobs, such as exciting, dangerous,boring, difficult, busy, fun Additional 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 perso

25、n 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. Th

26、e 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

27、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. Its an exciting job. Ask the class t

28、o repeat. Then say, What else can you say about being a police officer? Someone may answer, Its 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 pra

29、ctice, 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 abo

30、ut 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 stu

31、dent 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 Thi

32、s 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 ag

33、ain. 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 u

34、p 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 wan

35、t 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

36、 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 dont understand. For example, in the first ad, students may not know that working late means worki

37、ng 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 sec