七年级新目标下Unit4Iwanttobeanactor教案

Unit 4 I want to be an actor.ITeaching objectives单元教学目标Skill Focus 听 Listening for the names of jobs Listening for the reason why people are interested in these jobs说Talk about jobs读Read the newspaper want ads写Write a want adLanguageFocus 语音Pronunciation of does he and does she. In spoken English, they are usually run together so that they sound like this duzzie, duzzshee. 功能句式Talk about what people doWhat does he / she do?Hes / Shes a waiter. What do you / they? We / They are workers. Talk about what people want to doWhat does he / she want to be?He / She wants to be an actor. What do you want to be?I want to be a shop assistant. Talk about the places where people workWhere does he / she work?He / She works in a hospital.Does he / she work in hospital? No, he / she doesnt. / Yes, he / she does. Describe jobsMy work is interesting but kind of dangerous. Its an interesting / exciting job. Its a dangerous / busy / difficult / boring job.Does he / she work late? Yes, he / she does. /No, he / she doesnt. 词汇1. 重点词汇actor, doctor, policeman, hospital, policewoman, nurse, money, give, wear, sometimes, dangerous, police, talk, out, newspaper, hard, as, summer, story, magazine, young, play, news, skill, sir, madam2. 认读词汇assistant, reporter, waiter, uniform, thief, station, international, coach, Susan, Betty, Karen, Frank3. 短语shop assistant, bank clerk, TV station, police station, school play语法What, where questionsWhat does she / he / Annas mother do?Where does he / she / your sister work?Present tense to want, to workI want to be an actor. He / She wants to be a bank clerk.I / They work in a hospital.He / She /Her sister works in a restaurant.Affirmative and negative statementsYes, she / he does.No, she / he doesnt.话题OccupationsII. Teaching materials analyzing and rearranging 教材分析和重组1. 教材分析本单元以Occupations为话题，共设计了三个部分的内容。旨在通过单元教学使学生学会谈论自己与他人的职业，学会谈论自己或他人将来想从事的职业并陈述理由，学会阅读和写作招聘广告。Section A 该部分共设计了9个任务型活动。1a要求学生把图片左侧的表示职业名称的词与图片中的人物搭配起来，意在让学生掌握这些表示“职业”的名词；1b要求学生听录音，并根据录音信息把听到的表示职业的词汇圈注出来；1c要求学生在教师指导下，以pairwork的形式初步训练询问职业的句型；2a要求学生通过听对话标序号的活动方式学习相关词汇和句型；2b要求学生再次听取录音信息，并填写对话中人物的职业, 进一步掌握询问职业及其回答的相关句型；2c要求学生运用上述句型进行对话练习；3a要求学生根据五个描述职业性质、特征的小短文把图片中的人物与职业搭配起来；3b要求学生运用上一活动中所供句型口头练习询问职业情况的相关句型；4要求学生以游戏活动形式集中练习“询问职业”的表达法。Section B该部分共设计了10个任务型活动。1a要求学生把描绘职业的形容词与正确的图片搭配起来；1b要求学生谈论上一个活动中的职业；1c要求学生使用活动1a中的形容词描述他们所知道的其它职业；2a要求学生听对话并填写听力材料中提到的人物的职业；2b要求学生再次听录音并说明上一个活动中的人物为什么喜欢他们的职业；2c要求学生谈论一下他们将来想要成为什么样的人；3a要求学生阅读招聘广告,然后填写文章中的空白；3b要求学生填写短文（报纸招聘广告）中的空白；3c要求学生写一则招聘广告；4以小组活动形式就上一个活动中同学们写出的招聘广告通过提问的方式猜测其职业名称。Self Check该部分共设计了4项任务。1要求学生辨认并复习所学词汇知识；2要求学生在规定时间内写出五个词汇；3a要求学生根据一则Happy Children School的招聘广告来填写表格; 3b要求学生根据上文中的招聘信息，写一篇短文来说明自己是其中一个职业的最佳人选。Grammar Focus部分重点学习询问职业的what 疑问句及其回答。Just for Fun!以卡通形式复习有关职业的句型。2. 教材重组将Section A中1a, 1b, 1c部分设计为一节“听说课（I）”。将Section A中2a, 2b, 2c部分设计为一节“听说课（II）”。将Section A中3a, 3b, 4部分设计为一节“综合技能课”。将Section中1a, 1b, 1c, 2a, 2b, 2c部分设计为一节“听说课（III）”。将Section中3a, 3b, 3c, 4部分设计为一节“阅读和写作课”。将Self Check部分设计为一节“自我评价课”。III. Class types and periods课型设计与课时分配Period 1 Listening and speaking (I)Period 2 Listening and speaking (II)Period 3 Integrating skills Period 4 Listening and speaking (III)Period 5 Reading and writingPeriod 6 Self checkIV. Teaching plans for each period分课时教案Period 1 Listening and speaking (I)Target language目标语言1. Words & phrases生词和短语actor, assistant, shop assistant, doctor, reporter, policeman, waiter, bank clerk, hospital2. Key sentences重点句子What does he do?Hes a waiter.Ability goals能力目标Enable the students to listen to and talk about jobs.Learning ability goals学能目标Help the students learn how to listen to and talk about jobs.Teaching important / difficult points教学重难点How to listen to and talk about jobs.Teaching aids教具准备A tape recorder and some pictures. Teaching procedures and ways教学过程与方式Step I Warming up and lead-inTalk about jobs. List the names of some jobs that the students have learned.T: In this unit, we are going to learn how to talk about peoples jobs. Now listen to me carefully. OK?S: Yes, sir. T: I teach you English and you study English with me. So what do I do? Im a teacher. Repeat the sentences and have the students read after you. Turn to a student. T: What do you do?S1: I am a student.T: Very good. What does your father do?S1: He is a worker.T: (Turn to a second student) And what does your father do?S2: He is a doctor.Step II Match work (1a)1. Teach the names of some jobs by showing some pictures.Show a picture with a policeman in it, who is catching a thief.T: Now look at this picture. What does he do? Help them to answer: He is a policeman. Write “policeman”on the blackboard. Read it several times and have the students repeat.Show a picture of Liu Dehua.T: Who is he?Ss: Liu Dehua. T: What does Liu Dehua do?Help them to answer: He is an actor. Write “actor” on the blackboard. Read it several times and have the students repeat.Then go on with the other names of jobs in 1a. 2. Ask the students to read the words on the blackboard. T: Now look at all the words on the blackboard. I want you to read after me. And then you have to read them by yourselves.Show the following. shop assistant, teacher, student, policeman, doctor, actor, waiter, bank clerk, reporter 3. Ask the students to look at the picture on page 19 and match the words with the persons in the picture. T: Now we have eight words on the left of the picture and eight persons marked with a, b, c .and h. Please match the the jobs with the persons. The first answer is given. Check the answers with the students. Show the following.policeman a doctor b reporter c waiter d bank clerk e shop assistant f student g actor h Step III Listening (1b)1. Ask the students to read the picture in Activity 1a. T: Now look at the people in the picture in Activity 1a. And answer my questions. What does the man do in Picture a?S1: He is a policeman.T: What does the woman do in Picture b?S2: She is a doctor.T: What does the man do in Picture c?S3: He is a reporter.T: What does the man do in Picture d?S4: He is a bank clerk.T: What does the woman do in Picture e?S5: She is a reporter.T: What does the man do in Picture f?S6: He is a shop assistant.T: What does the man do in Picture g?S7: He is a student.T: What does the man do in Picture h?S8: He is an actor.Give more students chances to answer the questions. 2. Point to the numbered list of words and play the recording. Ask the students to listen to the recording and circle the jobs in 1a. T: Now listen to the tape, please. I will play the recording of three conversations. They are all about three of the people in the picture in Activity 1a. Listen carefully and circle the jobs in 1a. Play the recording and then check the answers. T: Well now, answer my questions. What does the father do? S1: He is a reporter.T: What does Kims mother do? S1: She is a doctor. T: What does Mike do? S1: He is a shop assistant. 3. Ask the students to listen to and repeat after the recording and then check the answers. Step IV Pairwork (1c)1. Ask the students to work in pairs and read the conversation in 1c. T: Now work in pairs and read the conversation in 1c with your partner and then make your own conversations. Then ask some pairs to present their conversations to the class.Sample dialogue 1: S1: What does he do?S2: He is a waiter.Sample dialogue 2:S3: What does he do?S4: He is an actor.2. Further practice (See Teaching resources IV)Step V Homework1. Ask the students to remember the new words in this unit (on page 116).2. Ask the students to practice the conversation in 1c. Period 2 Listening and speaking(II) Target language目标语言1. Words & phrases生词和短语policewoman, Susan2. Key sentences重点句子What does Anns mother want to be?She wants to be a policewoman.Ability goals能力目标Enable the students to listen to and talk about what people want to be.Learning ability goals学能目标Help the students learn how to listen to and talk about what people want to be.Teaching important / difficult points教学重难点How to listen to and talk about what people want to be.Teaching aids教具准备A tape recorder. Teaching procedures and ways教学过程与方式Step I Warming upCheck the homework by asking some questions.T: Hello, boys and girls. Nice to see you again. Today we will go on talking about jobs. Now I will ask you some questions. S1, what does your father do?S1: He is a reporter.T: S2, what does your brother do?S2: He is a teacher.T: S3, what does your mother do?S3: She is a doctor.T: S4, what does your mother do?S4: She is a bank clerk. T: S5, what does your sister do?S5: She is a doctor.Step II Listening (2a, 2b)1. Ask the students to talk about the picture.T: Please look at the first picture in Activity 2a. (Turning to a student) Can you tell me what he does?S1: He is a student. T: (Turning to another student) What is he doing?S2: He is studying.T: Work in pairs and talk about the next two pictures in the same way. Then ask two pairs to present their dialogues to the front.Sample dialogue 1:S1: What does the woman do? S2: She is a bank clerk.S1: What is she doing?S2: She is working in a bank. Sample dialogue 2:S3: What does the man do?S4: He is a waiter.S3: What is he doing?S4: He is serving people.2. Ask the students to number the pictures. T: You are going to hear the recording of three conversations. They are all about the three pictures. You have to number the pictures. Now listen to the first conversation.Play the first conversation.T: Now, answer my question. (Turning to a student) Which picture is Conversation 1 about?S1: The picture in the middle.T: Very good. Go on with the other conversations in the above way. Then check the answers. 3. Ask the students to pay attention to Activity 2b. And tell the students what they should do.T: First look at the headings. What does “wants to be” mean? Tell the students that it is not the job the person has now. It is the job the person wants to have in the future. Ask the students to listen to the conversations and fill in the chart.T: Now listen to the conversations. You will hear about the people in these pictures. You will hear the job they have now and the job they want in the future. After the students finish, check the answers in the following way. T: Now answer my questions. (Turning to a student) What does Annas mother do?S1: She is a bank clerk. T: Very good. (Turning to another student) What does she want to be?S2: She wants to be a policewoman.Go on with the other two conversations.Step III Pairwork (2c)1. Ask the students to identify the persons in the pictures in Activity 2a.T: (Turning to a student) Who is the person in the picture on the left?S1: He is Susans brother. T: (Turning to a second student) Who is the person in the picture in the middle?S2: She is Annas mother.T: (Turning to a third student) Who is the person in the picture on the right?S3: He is Tonys father.T: Very good.2. Ask the students to work in pairs to read the conversation in Activity 2c. T: Now work in pairs with your partner to read the conversation in Activity 2c. Then ask some pairs to role play the conversation in the front of the class.3. Ask the students to ask and answer in pairs.T: Now work with your partner. Make your conversations asking and answering questions about the pictures in Activity 2a. One of you has to ask, “What does he or she do?”, and “What does he or she want to be?” The other has to answer according to the chart in Activity 2b. Ask some pairs to present their dialogues in the front. Sample dialogue 1: S1: What does Susans brother do?S2: He is a student.S1: What does he want to be?S2: He wants to be a doctor.Sample dialogue 2: S3: What does Tonys father do?S4: He is a waiter.S3: What does he want to be?S4: He wants to be an actor.4. Further practice (See Teaching resources IV)Step IV Grammar Focus1. Ask the students to read the sentences in the grammar box and sum up the sentence structure. T: Now read aloud the sentences in the grammar box. Then write down the sentence structure in your exercise books. Show the following. 1) What do you do?Im a .2) What do they do?Theyre .3) What does he / she / your father / Annas mother do?Hes / Shes a .4) What do you want to be?I want to be a .5) What does he / she / your father / Annas mother want to be?He / She wants to be a .2. Ask the students to pay attention to the bold type words in the above form. Explain how to use “does / do” and “want / wants”. T: We use does, wants with third person singular pronouns (he, she, it) and with singular noun forms. We use do, want with other personal pronouns (you, we, they) and with plural noun forms.Practice suggestion: Ask the students to work in groups and write down their own opinions on the jobs of their family on a piece of paper, show their work to the group members. And then ask and answer questions. A sample dialogue:S1: What does your father do?S2: He is a waiter.S1: What does he want to be?S2: He wants to be a policeman. What does your mother do?S3: She is a shop assistant. S2: What does she want to be?S3: She wants to be a bank clerk. What does your brother do? S4: He is a student. S3: What does he want to be?S4: He wants to be a doctor.Step V Homework1. Ask the students to do the following exercise. 组词成句。 （1）like, people, I, to, talking. _ （2）he, money, for, the, counts, his friend. _ （3）Anns sister, in, a, big, hospital, works, in London. _ （4）work, for, can, you, a, magazine? _ （5）know, job, what, I, to, do, dont? _2. Ask the students to talk about the job their family now have and the job they want to have.Period 3 Integrating skills Target language目标语言1. Words & phrases生词和短语nurse, money, give, wear, uniform, sometimes, dangerous, thief, TV station, police, station, police station, talk, out2. Key sentences重点句子I work with people and money. People give me their money or get their money from me. Sometimes I work in the day and sometimes at night. Im very busy when people go out to dinners.Ability goals能力目标Enable the students to talk about peoples jobs.Learning ability goals学能目标Help the students learn how to talk about peoples jobs.Teaching important / difficult points教学重难点How to talk about peoples jobs.Teaching aids教具准备Some pictures and some real objects.Teaching procedures and ways教学过程与方式Step I RevisionCheck the homework by asking some students to read their sentences. T: Did you finish your homework? Whod like to read your sentences?Sample answers:(1) I like talking to people.(2) He counts the money for his friend.(3) Anns sister works in a big hospital in London.(4) Can you work for a magazine?(5) I dont know what job to do.Then talk about jobs with the students. T: What does your father do?S1: He is a driver. T: What does he want to be?S1: He wants to be a bank clerk.Call another student. T: What does your brother do?S2: He is a student.T: What does he want to do?S2: He wants to be a policeman. Ask more students to practice. Step II Presentation (3a)1. Deal with the new words and read the names of places and jobs related to the activity in 3a.Teach the words nurse, money, give, wear, uniform, sometimes, TV station, police, station, police station, talk, out. Present the new words by the means of imitating real situations, showing pictures, offering real objects and so on. T: In this class, we will deal with some new words. Now listen to me carefully and guess the meaning of the word. She works in a hospital, but she isnt a doctor and she helps doctors. What does she do?S: She is a nurse.Write the word nurse on the blackboard and ask the students to repeat.Show the picture with a police station in it to the students.T: Look at the picture please. Can you guess the place? S: Its a police station. Then write the new words on the blackboard.Then take out some real money and ask:T: What is this? Do you know?Encourage or help the students to say money.Then write the new word on the blackboard.Deal with the remaining words in the similar way.After this ask the students to read the name of each place.T: Please read the name of each place in 3a. Then ask the students to read the list of jobs with the numbers next to each. T: Now read the list of jobs with the number next to each.After that ask the students to repeat the words about the places and jobs. 2. Talk about the people in the picture and pay attention to the speech bubbles.T: Please look at Picture e first. What does the man in the picture do?S1: He is a policeman.Ask another student.T: Where does he work?S2: He works in the police station.T: Is his work interesting?S2: Yes.Point to another student and ask.T: Who do not like the policeman?Help the students to answer:S3: Thieves do not like him.T: Yes, thieves do not like him and his job is kind of dangerous.Write the two words thief and dangerous on the blackboard and ask the students to repeat.After that ask the students to read the sentences in the speech bubble in Picture e.T: Now please read the sentences about the job of the policeman. Then I will ask some students to read them to the class. Then ask the students to guess what job it is and which picture it is according to what the teacher says.T: Now I will read two sentences and then guess the job and the workplace. Lets begin.He works late. He is very busy when people come out to dinner. Can you guess?S: Yes, he is a waiter and he works in a restaurant.Go on with the remaining pictures in the same way.After that ask the students to read the sentences in the speech bubbles. 3. Read the instructions to the students and tell them what to do.T: Read the sentences in the speech bubbles again and write the number of each job in the square next to each workplace.Check the answers.Step III Practice (3b)1. Ask the students to read the conversation in the speech bubbles and then ask two students to read it to the class.T: Now you will read the conversation in Activity 3b and then I will ask two students to read it to the class.After that ask some students to act it out in front of class.T: I will ask some students to act it out in front of the class.2. Let the students make up new conversations.T: Work in pairs. First practice the conversation in the speech bubbles and then make up new conversations. You can use jobs and places in Activity 3a. Sample dialogue 1:S1: Does your brother work?S2: Yes, he has a new job.S1: Where does he work?S2: He works in a TV Station.S1: What does he do?S2: He is a reporter.S1: Oh, it is a very interesting job. I want to be a reporter, too.Sample dialogue 2:S3: Where does your uncle work?S4: He works in a hospital.S3: What does he do?S4: He is a doctor. He wears a white uniform.S3: Does he like his job?S4: Yes.Step IV Game (4)First, ask the students to read the conversation in Activity 4 and then work in groups and do the game.T: Next well do a game. In this game,