初中初一英語教案英文版：Unit 4 I want to be an actor

1、Word - 12 -初中初一英語教案英文版：Unit 4 I want to be an actor Language goal In this unit, students learn to talk about jobs. New language What do you do? Im a reporter What 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 officer nam

2、es of jobs and professions Section A Brainstorm 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

3、 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, 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

4、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 eac

5、h scene next to one of the ivords. Point 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 wi

6、ll 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 p

7、ut 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

8、 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

9、 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

10、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. Corr

11、ect 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 pers

12、on 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

13、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 Susans brother. Annas mother, and Tonys father.) Say, Now work with your p

14、artner. 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 Annas mother and then to the example in the speech balloons. Practice the dialogue with a student. As students work In pairs, move aroun

15、d 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, wri

16、te 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, Wri

17、te 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

18、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 re

19、staurant. 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, Hes a waiter. As students work in pairs, move around the room monitoring their work. Offer language support as needed

20、. 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

21、 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 deta

22、ils 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 doctors office and the person is a doctor. Ask two different students to ask questions about the Job, an

23、d 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

24、 their pictures. They will also need pencils. Section B New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun Additional materials to bring to class: help wanted ads from an English-language newspaper 1 a This activity introduces the key vocabulary. Focus at

25、tention 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

26、 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 p

27、ictures. 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. The

28、n point to the picture of the police 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 the class to repeat each correct answer. Then ask students to work in pairs. Suggest that the

29、y 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 yo

30、u 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

31、 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, N

32、ow 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 pers

33、on 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

34、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 a

35、nd 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

36、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

37、anything they dont 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