下载文档原格式
初一英语全英文版教案设计：Unit 4 I wantto be an actor一个人的失败，是他自己的直接结果。
奋斗这一件事是自有人类以来天天不息的。
下面是为您推举初一英语全英文版教案设计：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 professionsSection BNew languageWords that describe jobs，such as exciting，dangerous，boring，difficult，busy，funAdditional 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 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 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 to repeat. Then say，What else can you sayabout 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 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 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 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 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 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 telleach 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 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 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 targetlanguage.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 ^OM 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 others work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in thespeech bubbles. Answer any questions students may have about it.Then say，New please work in groups. Ask efuestions 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.。
Unit 4 I want to be an actor 一．询问职业的方式1.What do you do?2. What's your job?3. What are you?二．名词所有格定义：英语名词可以加“’s”来表示所有关系。
如果该名词本身是以s结尾的复数形式，其名词所有格只需要加“’”.用法：1.表示有生命的东西的名词或表示时间、国家、城镇、机构等名词构成所有格，通常加’s.2.并列名次各自的所有格，在每个名词后加’s,；表示几个名词共有的则在最后一个名词后加’s.三．Sometimes, some times ,sometime some time1.sometimes译为有时，表示频率和频度的副词。
2.some times：名词短语，意为“几次，几倍”3.sometime副词，意为“某个时候”经常用在将来时当中.4.Some time：名词短语，意为一段时间，此时的time是不可数名词，翻译为时间。
四．Problem和question1. problem指疑难或难以解决的问题，如数学，人口，环境污染问题，以及令人困惑的是或情况等。
2．Question多只要求回答的问题辨析: in hospital住院 In the hospital在医院At table进餐吃饭 At the table在桌子旁边Go to school去上学 Go to the school到学校去Job:可数名词，指具体某项工作，多指雇佣的、招聘的、有报酬的工作Work:不可数名词，主要指脑力和体力劳动，表示抽象活动五．We need an actor today!1. need n.需要，必要2. need v.（1）人+ need+ to do sth 需要做某事（2）人/物+ need + doing sth 应该做某事Eg: The room needs cleaning.3. need情态动词，后加动词原形 Eg: I need go home to see my mother重点词组:1.shop assistant店员2. bank clerk银行职员3. in the restaurant在饭店4. go out外出5. TV station电视台6. in/during the day在白天7. work with和某人一起工作8. at night在晚上9. in the evening在傍晚10. talk to/with sb和某人说话11.in hospital住院12.in the hospital在医院里13. ask sb sth和某人说要某物14.give sb sth=give sth to sb给某人某物15.work late工作很晚16.want sb to do sth想要某人做某事17.get ……from……从……得到18.want to do sth=would like to do sth 常用于口语 19.get back回来20.get up起床21.get on上车22.get off下车23.need doing sth24.need to do sth。
Unit 4 I want to be an actor1.制卷人：打自企；成别使；而都那。
审核人：众闪壹；春壹阑；各厅……日期：2022年二月八日。
2.I want to be an actor. 我想成为一名演员。
“Want to be + 职业〞表示“想成为一名……〞如： I __________a doctor. 我想成为一名医生。
总结：1、学过的有关want的用法还有：1〕want sth2〕want to do sth 3〕 want sb to do sth.请问：为什么一位演员要用an而不用？ _______________________________________3.What does he do? 他是做什么的？1）what对“职业〞提问。
如：He is a teacher. →____________________?I am a doctor. →_____________________________?2）转换同义句。
What does he do?= W hat is he? =What’s his job?又如：What do you do? = ______________? = __________________?4.People give me their money. 人们把钱交给我。
1〕give sth to sb表示“把某物给某人〞。
其中sth表某物，称直接宾语；sb表某人，称间接宾语。
两者合称“双宾语〞。
常见构造为：“动词+直接宾语+to/for+间接宾语〞〔动词buy, make, cook, get, draw, sing等常与for 搭配；其余与to搭配Please give some water to me. 请给我一点水。
He sings an English song for us. 他给我们唱了一首英语歌。
2〕上面构造也可改写为：“动词+间接宾语+直接宾语〞〔即当间宾在前，直宾在后时，中间不加介词。
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。
1.shop cn. 商店（Br.E）= store （Am.E）1）shop assistant –店员（英）assistant --- helper（助理,助手,副手）salesman / saleswoman男/女售货员（美）2）shopkeeper （店主）shop的派生词有：shopper 购物者shop lifter 商店扒手shop lifting 入店扒窃shopping bag 购物袋shopping center 购物中心（常在郊外，有设施完善的停车场，生活必需品相当齐备）shopping mall 大型购物中心window shopping 逛街do some shopping 买东西go shopping 去购物“动词+ er = 发出动作的人”，是一种构词法。
report = reporter, clean —cleaner,run —runner, teach — teacher,think— thinker,write—writer,work— worker, wait — waiter,drive —driver,sing —singer,swim — swimmer, read — reader,speak — speaker, lead — leader,dance —dancer, paint —painter…有少数几个是加or。
actor男演员，visitor参观者，inventor 发明者后缀“-or”“-er”尽管写法不一样，但是发音一样。
2.police n 警方（集合名词）the police 为复数名词1）警方正在找那个丢失的孩子。
The police are looking for the lost boy.policeman / policewomanpolicemen / policewomen2）当警察很令人激动。
It’s exciting to be a policeman.3.waiter / waitress 侍者,服务员/女服务员actor / actress演员,男演员/ 女演员4.station 车站,政府机关的署,局电视台, 电台, 警察局TV station, radio station, police station火车站汽车站railway station, bus station1）她的妈妈在一家电视台当记者。
Unit4 I want to be an actor.Period 1 (Section A 1a-2c) 学习目标：1.学会有关职业名称的单词。
2.学会询问某人从事何种职业的问句及答语。
3.结合生活实际，练习对话。
学习重难点：学会询问某人从事何种职业的问句及答语。
前置学习：1．预习:P19页内容2．预习检测助手店员医生记者主角_________男警察服务员银行职员医院现在。
Read the words by themselves 。
shop, assistant, shop assistant, doctor, hospital, now ,star展示交流：一、完成1a.二、完成1b:Listing.三、完成1c.（1）—My uncle works in that restaurant—oh,what does he do?—He is a waiter。
操练句型，两人一组（2）GroupworkLet the groups act out。
Imagine they’re doctor,teacher,waiter,actor。
Then talk about the jobs with their partners。
合作探究：What do/does +主语+do ?是一个询问职业的常用句型，意为“某人是做什么的？”其答语：主语+be+a/an+职业名称Eg: —What’s his ______？. =What does he ________ ?—He is an actor .练习1.—What is Anna’s mother’s?—a bank clerk.2.—_________your sister do?—She’s a student.3.— he want to be ?— A doctor.A. what B .what is C .what does4.—What your parents do ?—They’s doctors.A. areB. doesC. doD. is达标拓展：一、根据汉语或首字母提示完成单词。
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。
Unit4 I want to be an actor.第一课时教学反思本节课讲授的是人教版七年级下册Unit 4中Section A的第一课时,本课时通过听说的方式主要学习和职业有关的一些词汇及句型“What do you do ? I am a /an….What do you want to be ? I want to be a /an…”。
本节课首先由英文歌引入，激发学生的学习兴趣从而带动课堂气氛。
课堂中创设了游戏，非常接近学生实际，它既活跃了课堂气氛，又激发了学生的好奇心。
为下一步的话题深入做铺垫。
让学生根据听到的录音材料做听力训练，不仅培养了学生听的能力而且让新的语言点在听力材料中得以再现，从而加以巩固，这实质上又是变换语言输入的形式。
最后还安排了A survey and report.从而实现课程的总体目标；即：语言技能，语言知识，文化意识，情感态度和学习策略。
经过教学环节，总结如下反思：1．让学生欣赏一首比较轻快的英文歌，让学生在轻松愉悦的氛围中练习。
调动学生的积极性又活跃了课堂气氛。
2．在调动学生的积极性之后,设计了游戏环节。
呈现出有关职业的单词以及本职业的性质等。
贴近生活、学习和社会实际，既能引起共鸣，使学生有话可说，激发学生积极参与的欲望，感受和体验到生活的无穷乐趣，又有益于培养学生的职业情操，促进学习的积极性，培养学生语言学习的信心。
3. 避免单调的教单词过程：从教学设计流程来看，首先是激发学生的积极性，在学生的学习兴趣被充分调动之后，再利用图片，游戏，听力等形式来输入单词，学习常见职业的英文名称,并且学会如何对职业进行提问和回答。
这样，给学生输入新单词的过程不是单一的教单词，避免了单调，又巩固了句型。
还让学生通过观看明星的照片,初步了解不同的职业英语表达方法。
4．练习:1）学生观看大屏幕,听力训练，学生写出相应的职业的英文名称，以及职业的性质的描写。
2）展示图片,教师自问自答,让学生感知如何用英语来提问职业。
