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七年级英语Unit 4 I want to be an actor.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 theperson 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 doctor in 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, 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 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 alwayshappening. 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 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 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 wantsthe 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 mean s 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：初中生都喜欢看电视电影，而且都有自己喜欢的电视或电影明显，所以这个单元的话题也对学生有足够的吸引力，能够引起他们的兴趣。
课题Unit4 I want to be an actor. Section A【点击新目标】通过学习有关职业的方面的词汇及句型，能够谈论自己的理想职业并询问别人的职业，树立自己的理想和明确自己的未来。
【链接旧知识】复习一些职业名词【知识构建体系】-- What do you do? –I’m a report. –What does he/ she do? --He/ She is a doctor. – What do you want to be? –I want to be an actor.–What does he/ she want to be? –He/she wants to be a bank clerk.【课前预习案】（充分预习课本，熟记,点基础知识）一、翻译：1.店员 2 医生 3记者 4男警察5女警察 6服务员 7 银行职员 8 护士9工人 10教师 11歌手 12 演员13农民 14司机二、教材P19页1a，将下列单词与图中人物相匹配。
三、小组活动：练习对话。
可用句型：A: Hello!... What do you do? B: I am a student.A: What do you want to be? B: I want to be a / an…A: What does he/ she do? B: He/ she is a doctor.A: What does he/ she want to be? B: He/She wants to be a / an …【课堂达标检测】单项选择（）1. does his father do? A.What B. Who C. How( ) 2. Mike’s brother a dentist.A. want to beB. wants to beC. wants to being( ) 3.—Does your father a worker?A. Yes, he doesB.Yes, he isC.No, he does( ) 4. -- you want a policeman? – No, I don't .A. Are; beB. Do; beC. Do; to be第二课时：【课前预习案】（充分预习课本，熟记重点基础知识）一：英汉互译：1.钱 2给 3穿 4有时5.危险的 6 晚 7 在外 8 谈话 9 电视台10 警察局 11 报纸 12 小偷【合作交流探究】比一比，看哪组最快，最好，最有创意哦！加油！一、阅读教材P21中的3a，根据汉语提示完成句子。
新目标七年级英语下学期Unit 4 I want to be an actor?教学设计一、设计思路：通过本单元的语言学习和课堂交际活动,了解行业类别，熟悉就业行情,学会谈论自己与他人的职业；谈论自己或他人的职业理想并陈述原因；学会看懂和书写英文招聘启事和职业供求信息，教会学生初步学会生存本领,了解社会的基本要求，发挥特长，树立信心。
二、本单元教学目标1、学会谈论自己与他人的职业。
2、谈论自己或他人将来想从事的职业并陈述原因。
3、引导学生继续学习动词的一般现在时态。
4、培养学生人际交往、逻辑表达及内省等多元智能。
5、培养学生自主学习的学习策略和推测词义的思维技巧。
6、能够阅读招聘广告，并写一份招聘广告。
三、词汇doctor,reporter,policeofficer,waiter,bankclerk,sale sassistant,dangerous四、语言目标whatdoeshedo?Heisawaiter.whatdoyouwanttobe?Iwanttob eanactor.wheredoeshework?Heworksatabank.五、语言结构1、what\where引导的特殊疑问句2、want\work的一般现在时的用法3、肯定与否定陈述六、学习策略1、个性化学习2、推测词义七、跨学科学习1、人际交往2、逻辑表达八、课时及内容安排第一课时SectionAa,1b,1c,2a,2b,2c第二课时SectionAGrammarFocus3a,3b,4Game---Guessthejob第三课时SectionBa,1b,1c,2a,2b,2c第四课时SectionB3a,3b,3c第五课时4---Groupwork,Self-check1,2,3, justforFun九、教学活动Periodone知识与能力1.matchthevocabulary:salesassistant.Doctor.Actor.Re porter.Police.officer.waiter.Bankclerk.student2.mas teranduse:whatdoyoudo?whatdoeshedo?Doesheworkinhosp ital?教学重、难点及教学突破重点nguage:whatdoesshedo?Sheisadoctor.难点Usethelanguagetoaskforthejobs教学准备、1、教师准备多媒体、录音带，2、学生预习，职业名称的表达教学步骤、时间教师活动学生活动媒体运用Step1organization1’organizestudentstopreparefortheclassStep2Reetalk2’Talkabouttheweatherandweeks.Thestudenttalkaboutsome thing.Step3Presentation5’1.Askstudentstolookatthepictureandrememberwhattheyc ansee2.Findfourgroupstosaythewordsthattheyremember.3.Talkaboutthepicturethenmakeadialogue.Suchas:whati sthis?It’sastore.whatcanyousee?Icanseeasweater.whatcolorist? It’sgreen.Howmuchisit?It’s50dollars4.Askstudents:whatisyourfather?Heisaworke r.inthepictureabove.Listencarefullythreetimes.Point outthepictureinactivity2a.Askwhoeachpersonis,say,No wworkwithyourpartner.Askandanswerquestionsaboutthep ictures.Asksstoclosetheirbooksandwritedownthewordsaboutthet hings.Asksstoactoutinpairsorgroups.callmorestudents topracticemore.Askssaboutjobsinpairsorgroups.多媒体放映图一图二录音机Step4Practice6’Now,practicethethingswehavelearned.Theycantalkabout thejobs.Suchas:whatdoyoudo?Iamastudent.whatdoesyour fatherdo?Heisafarmer.给学生们一定的时间，让他们充分练习。
七年级下册Unit 4 I want to be an actor.重点单词：shop 商店doctor 医生policeman 男警察hospital 医院now 现在policewoman 女警察nurse 护士money 钱give 给，授予get 获得，得到wear 穿戴sometimes 有时in 在---内，在—期间dangerous 危险的late 晚out 在外，向外talk 谈话，谈论station ---站，--台police 警官，警察newspaper 报纸hard 辛苦的，努力地as 作为at 按照，根据summer 夏季，夏天story 故事，小说magazine 杂志，期刊young 年轻的play 戏剧，剧本news 新闻，消息children 孩子们teach 教，讲授skill 技能，技巧sir 先生，阁下madam 女士，夫人重点短语：want to be 相当、做in that restaurant 在那家餐馆bank clerk 银行职员shop assistant 商店售货员give sb sth 给某人某物get----from--- 从----得到----in the day 在白天at night 在晚上kind of 稍许，有点talk to sb 与某人交谈go out to dinners 外出吃饭ask sb questions 问某人问题an interesting job 一份有趣的工作 a newspaper reporter 报社记者work hard 努力工作call----at--- 拨号码--- 打电话write stories 写故事work for 为----工作work with sb 与某人一起工作school play 学校戏剧teach sb 教某人重点句型：1----What does he do? 他是干什么的？----He is a waiter. 他是一名服务员。
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。
班级 姓名 考场 考号 座位号 号-------------------------○密--------------------------------------○封------------------------------------○线----------------------※※※※※※※※※※※答※※※※※※※※※※※※※※※※※※题※※※※※※※※※※※※※※※※※线※※※※※※※※※※Unit 4 I want to be an actor.讲解与练习讲解一．短语：1. want to do sth 想要作某事 Eg: I want to watch TV.我想看电视。
2.want to be … 想成为……，想当… Eg: Do you want to be a teacher?你想当老师吗？3. give sb sth = give sth to sb 给某人某物 / 把某物给某人 Eg: Give me your book.=Give your book to me.4.get … from …从…中取得/获得… Eg: I get a book from my brother.我从我哥哥那里得到了一本书。
5.in the day 在白天 6 .at night 在晚上 TV station 电视台 police station 警察局 7 talk with/ to sb 和----谈话 Eg: I like talking to people.我喜欢和人们谈话。
8 be busy doing sth 忙于做某事 Eg: He is busy listening to the teacher.9 in a hospital 在医院 10 work/ study hard 努力工作 11 Evening Newspaper 晚报 二．重点句式及注意事项： 1.询问别人干什么工作。
初一英语Unit 4 I【本讲主要内容】Unit 4 I want to be an actor.今天我们一起学习Unit 4 I want to be an actor. 通过本课的学习我们应该能做下面的事：1.能够熟练地使用目标语言询问对方和表达自己的职业。
2.能够比较详细地描述某一职业特点。
3.可以根据要求写出一份完整的招聘广告。
【知识掌握】【文化背景】我们每一个人都有自己的理想,都有自己理想化的职业。
本单元就是通过学习来掌握对于各种职业的描述，以及强化对自己理想的职业的追求，从而使同学们意识到：只有现在努力学习，自己理想的职业才有可能实现。
在学习本单元之前，必须要求学生对于一般现在时有初步的掌握。
所以应当先把一般现在时复习巩固一下。
尤其要加强对于第三人称单数的复习。
【词汇用法】1. actor n. 演员；男演员actress 女演员We need many actors and actresses in the new movie.我们在这部新电影中需要许多的男女演员。
(an actor/an actress)元音之前用“an”act v. 表演；扮演；做；干act as 扮演……Jackie Chen acts as a hero in his new movie.成龙在他的新电影中饰演一个英雄。
We must act at once.我们必须马上行动。
action n. 行为；行动He’s a real giant in action.他在行动上是个真正的巨人。
2. give v. 给；授予give sb. sth. = give sth. to sb.给某人某物把某物给某人My parents always give me some gifts for my birthday every year.= My parents always give some gifts to me for my birthday every year.我父母每年总是给我一些生日礼物。
七英语学案班级姓名Unit4 I want to be an actor.第一课时(P19 Section A 1a - 1c)一、学习目标：1.学习关于工作的词汇:2.正确使用what 引导的特殊疑问句,对职业进行询问和回答.3．句型：询问职业：What do you do? I’m a\an …What does he\she do? He\She is a\an …二、学习重点、难点: 职业名词及如何询问某人职业。
三、课前预习1、英汉互译：商店；店铺_______ ；演员_______；医生_______ ；shop_______店员；男警察_______ ；女警察_______ ；_______ _______ 银行职员；hospital_______;记者；通讯员_______；_______ _______that restaurant 在那个餐馆工作2．完成句子。
1)我想成为一名演员。
I _______ to_______ an actor.2)--- _______does she_______? ---她是做什么的？--- _______ _______a waiter. ---她是一名服务员。
四、学习过程:1．检查预习情况。
2．新课导入。
I am a teacher. Do you want to be a teacher?3.学习有关工作的名词，然后完成1a。
A:--- What does he\she do? B:---He\She is a student.5. 合作探究：询问他人职业的几种方法： What do you do? What are you ?What is your job? What work do you do?What ___ you ___? = What ____ you? I’m a _____What ____ he / she? = What ___his / her___? = What work _____he\she _____? He / She ____ a / an_____6. 小组操练句型。
