【范文】Unit 4 I want to be an actor.复习教案
七年级下Unit4 I want to be an actor. Section A
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。
七年级下册Unit 4《I want to be an actor》教案
七年级下册Unit 4《I want to be an actor》教案七年级下册Unit 4《I want to be an actor》教案Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm aWhat does he do.' He's a studWhat do you want to be? I want to be an aWhat dwantto be? She wants to be a polabs andABrawith students a lbs that friends or relatives do. ("Brag" is an activity in which you set a topic and students say whatever wordalating to tha) Wword jobboard and list all the jobs studPbs one by one and ask studay what evan aboubs. Agle word answluch as,It's fun. It's a good job.la This activduvocabulaFocus aart. Ask studll whaaAsk studame as mabs shown aan. Taab, and ask studat.Pumbered list of words. Say each one and ask studat.Then ask studatch each word wllfaay, Wlaxvords. Pample answer.1 b This activity gives students praunderstanding the target languagversaPdle showure.Ask various studll what they do as youaay, Now you will heaversations. The conversations are abouluPladingudents only lPlading a second time. Task studwrite a number 1 nexbeing talked abouversaHave students put a2 and3 nexle being talked abouversations 2 andanswThis activity provides guided oral practice using the target language-Ask a studad the example conversation with you. Hold up the book andduay, Now work with your paake your own conversations abouure. You can ulactivity 1b.Say a dialogue with a student. Pa pictule. Guidudent to answer usingwords in activity 1a. As students wairs, move aroundg their wlanguagunciation support as needed.2a This activity gives students praunderstanding the target languagversaAsk studlook aures. Ask dudll you whaach picture. What ale doing? What jobs dave?Pladingudents only listen.Say, You will hear conversations abouluPlading a seconday, Wumber of each conversation belowubeing talked abouanswers. 2b This activity gives students praunderstanding the target languagversaPadingart and read the headinglass. Ask students, What does "wants to be" mean? (Iblias now. Ibwauture.)Pladingudents only listen.Say, You wiU hear aboulures. You will heab they haw now and the job they wautuPlading a second time. Task studllblanks wble have now andwauture. Point out the sample2c This activity provides guided oral practice using the target language.Point ouures in activity 2a. Ask who ea(They are Susan's bAnna'and Tony's father.)Say, Now work with your partner. Ask and answer quabouures. Ask, "What ddo?" Then ask, "What dwant to be?"Say a dialogue with a student.PAnna'andxamplballoons. Pradialogue with a studAs students work In pairs, move aroundg their wlanguage support as needed.3a This activdualaces wle work, and gives reading practice using the target languagall aures. Ask studad the naach place. Aame each place, wwordboard and-alaaPoint out the lbs wumbers next to each. Then call alures andbubbles. Point out the sample answer and have a student read oububble. Ask studwork alone. Say, Wumber of each jobquare next to each workplaanswb This activity provides guided oral practice using the target language. Point ouures in activity 3a. Ask studame the workplace shown In each pictuTuversabubbles. Ask two studad Ilaay, Wow work with a partner. First praversaure. Then make new conversations. Use jobs and plaactivity 3a.Say a dialogue with a student. Pword waactivity 3a anduaurant. Ask a student. Where does he work? Guidudent to answer usinglace: He wa restaurant.Then ask. What does he do? and guidudent to answer, He's a waAs students wairs, move aroundg their wlanguage support as neededThis activity provides listening and speaking practice using the target languagall aubook showing how to play the game. Say, You willdraw a pictuworkingudents will ask quaboud of job you are drawing. After two quagub.Demonstrate by drawing a pictuboard of aguAdd details (b) until students guess what jobAsk a student to gboard. Say, Draw a picture of aworking. Iary, heludent add details that show the jobdoing. Han add a baw thaa bank clerk. A student could also use aawall to show that the place is a doctor'anda dAsk two dudask quaboub, and then ask a third student to guess what jobPlay the game using drawings by several dudAlternative: If you do not want studvau can ado this activg down in grouur. They will needaper on wdrawures. They will also need pencilB New 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 activduvocabulaFocus ax pictures. Ask, What job dave? Where dvnrk?Point out the numbered list of words. Say eachone and ask studat. Then use simple explanations andampllp students understand what each word means. For example, Exciting means vg and very fast-moving.A polas an exciting job. The job is always changingg is always happening. For dangerous you might say, Dangerous meaafe. You might be hulled in a dangerous job.Then ask studatch each word wures. Say, Wlach picture nexwords. Point out the sample answanswb This activity provides guided oral practice using the target languagall aure In this activity and ask a studad the stalass. Tuland say. It's an exciting job. Alaat. Then say, What else can you say about being a pol?ay answer, It's a dangerous job. Alaat eaanswThen ask studwairs. Suggest thaauworkers and make staabouAs students prave around the clag their wThis activity provides aual praay, Nabunit. Wlbboard. Say, Can you nabs? Add any new joblAudake staabout Joblist using the words in activity la. You may wish to wboard so that students cab2a This activity provides listening and writing practice warget languagall awo headings and ask a studad dieheadinglaPoint out the blank lines where students will wame of a job (under the words wants to be). Play Idingudents only lay, Now I will play the tape again. Twame of a job under the words "wants to b2b This activity provides listening and writing practice warget languagall ad heading and ask a studadlass. Say, Tu will unite why eawab.Plading again. Students only lThen say, Now I will play the tape again. Twawab under the word "Why?"Plading. Students wanswansw2C This activity provides open-ended oral practice using the target languagay, What do you want to be? What words describe each job? Help the class make up a lbght like to do. As students suggble jobs, alass to suggest words to describUse a bilingual dictionaad the nabs and words to describe eaThen ask studwall groups. They tell eawhat they want to do and wurage studuse dictionaary. Move from group to groug assistance as needed.Ask individual studll the class about what they want to be and wa This activity provides reading andwriting practice using the target languagall awspaper ads and read these adlass. Say blank eaua blank lThen read each ad again separately, pausing to allow studask quabout anything they don't understand. For examplad, students maw that working late means "working at night." To work hard means to use a lgy to db.Ask studll In (he blaads using the words aand waanswb This activity provides reading and writing practice using the target languagall awspaper ad and ask a studad it, saying blaach blank lAsk studllblanks using words from Tay,Look aures next to each blank line. The pictures will help you guword.Suggest that they look at the nabs and the words that describe jobaBanswThis activity provides writing practice using the targetlanguage.Point out the blawspaper where students can wwn ads.Awo students, What are you going to write about? Repeat eaudents'and alaaafter you. For example: Do ^OM want ag but dangerous job? Do you waw people? Weneed a polallwn Police Station at 555-2323.Ask studad their ads to a partner. Aaa's wThis activity provides guided oral practice usingarget language.Ask two studadversabubbles. Answer any quudents may have abouThen say, New please work in groups. Ask efud out what jobs eawrote about. You can ulwe just read.As students ask quve from group to group. Rephrase alquAlase any inaccurate answers。
七年级英语 Unit4 I wantto be an actor教案 人教新目标版
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。
新目标七年级英语下册Unit4 I want to be an actor.讲解与练习
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。
七年级英语Unit 4 I want to be an actor.全国通用
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。
I_want_to_be_an_actor全面版
总结:
询问职业: What do/does +主语+do? 回答: 主语+系动词be+表示职业的名词 如:你父亲是干什么的?
What does your father do?
他是一名警察.
He is a policeman.
重点句型:(二)
当询问别人想干什么工作时,我们用以下句型, --What do you want to be? 你想干什么工作? --I want to be a reporter. 我想成为一名记者. --你姐姐想干什么工作? What does your sister want to be? 她想成为一名演员． She wants to be an actress.
Unit 4 I want to be an actor
doctor
actor
waiter
policeman policemen
reporterstudentbank clerk shop assistant
重点句型:(一)
当询问他人的职业时,我们用以下的句型, --What do you do? 你是干什么的? --I am a teacher. 我是一位老师. --What does he do? 他是干什么的? --He is a doctor. 他是一位医生.
只要我们坚持了，就没有克服不了的困难。或许，为了将来，为了自己的发展，我们会把一件事情想得非常透彻，对自己越来越严，要求越来越高，对任何机会都不曾错过，其 目的也只不过是不让自己随时陷入逆境与失去那种面对困难不曾屈服的精神。但有时，“千里之行，始于足下。”我们更需要用时间持久的用心去做一件事情，让自己其中那小 小的浅浅的进步，来击破打破突破自己那本以为可以高枕无忧十分舒适的区域，强迫逼迫自己一刻不停的马不停蹄的一直向前走，向前看，向前进。所有的未来，都是靠脚步去 丈量。没有走，怎么知道，不可能；没有去努力，又怎么知道不能实现？幸福都是奋斗出来的。那不如，生活中、工作中，就让这“幸福都是奋斗出来的”完完全全彻彻底底的 渗入我们的心灵，着心、心平气和的去体验、去察觉这一种灵魂深处的安详，侧耳聆听这仅属于我们自己生命最原始最动人的节奏。但，这种聆听，它绝不是仅限于、执着于 “我”，而是观察一种生命状态能够扩展和超脱到什么程度，也就是那“幸福都是奋斗出来的”深处又会是如何？生命不止，奋斗不息！又或者，对于很多优秀的人来说，我们 奋斗了一辈子，拼搏了一辈子，也只是人家的起点。可是，这微不足道的进步，对于我们来说，却是幸福的，也是知足的，因为我们清清楚楚的知道自己需要的是什么，隐隐约 约的感觉到自己的人生正把握在自己手中，并且这一切还是通过我们自己勤勤恳恳努力，去积极争取的!“宝剑锋从磨砺出，梅花香自苦寒来。”当我们坦然接受这人生的终局， 或许，这无所皈依的心灵就有了归宿，这生命中觅寻处那真正的幸福、真正的清香也就从此真正的灿烂了我们的人生。一生有多少属于我们的时光？陌上的花，落了又开了，开 了又落了。无数个岁月就这样在悄无声息的时光里静静的流逝。童年的玩伴，曾经的天真，只能在梦里回味，每回梦醒时分，总是多了很多伤感。不知不觉中，走过了青春年少， 走过了人世间风风雨雨。爱过了，恨过了，哭过了，笑过了，才渐渐明白，酸甜苦辣咸才是人生的真味！生老病死是自然规律。所以，面对生活中经历的一切顺境和逆境都学会 了坦然承受，面对突然而至的灾难多了一份从容和冷静。这世上没有什么不能承受的，只要你有足够的坚强！这世上没有什么不能放下的，只要你有足够的胸襟！ 一生有多少 属于我们的时光？当你为今天的落日而感伤流泪的时候，你也将错过了明日的旭日东升；当你为过去的遗憾郁郁寡欢，患得患失的时候，你也将忽略了沿途美丽的风景，淡漠了 对未来美好生活的憧憬。没有十全十美的生活，没有一帆风顺的旅途。波平浪静的人生太乏味，抑郁忧伤的人生少欢乐，风雨过后的彩虹最绚丽，历经磨砺的生命才丰盈而深刻。 见过了各样的人生：有的轻浮，有的踏实；有的喧哗，有的落寞；有的激扬，有的低回。肉体凡胎的我们之所以苦恼或喜悦，大都是缘于生活里的际遇沉浮，走不出个人心里的 藩篱。也许我们能挺得过物质生活的匮乏，却不能抵挡住内心的种种纠结。其实幸福和欢乐大多时候是对人对事对生活的一种态度，一花一世界，一树一菩提，就是一粒小小的 沙子，也有自己精彩的乾坤。如果想到我们终有一天会灰飞烟灭，一切象风一样无影亦无踪，还去争个什么？还去抱怨什么？还要烦恼什么？未曾生我谁是我？生我之时我是谁？ 长大成人方是我，合眼朦胧又是谁？一生真的没有多少时光，何必要和生活过不去，和自己过不去呢。你在与不在，太阳每天都会照常升起；你愁与不愁，生活都将要继续。时
Unit 4 I want to be an actor电子教案
Show some pictures to the students and play the tape. Let them guess what job it is.
Step 2 Free talk
There are many jobs in the world. What do you want to be when you grow up?
No, he isn’t? Is he a waiter?
Yes, he is
it 4 I want to be an actor.(period 4)
教学目标
Talk about jobs and the place where people work.
What do you do? I’m a reporter.
What does she do? She’s a doctor.
Step4. Game: Guess the game!
Draw a picture of someone at work.
Can your classmates guess the job?
Just like: Is he a police officer?
Listen to the tape: 1b.2a. ab.
Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.
10周说课(1)第10周Unit4 I want to be an actor
2010-2011学年度第二学期七年级英语第10周Unit4 I want to be an actor复习课说课材料今天我主讲的内容是Unit 4的复习课。
我把整个教学环节分为五部分:教材分析、学生分析、教学目标、教学重、难点及教学流程。
一、教材分析本单元是一个综合性和实用性较强的一个单元，核心话题是职业------谈论自己或他人的职业，谈论自己或他人将来想从事的职业，并陈述原因.通过本单元的学习，学生能把以下句型运用到实际生活中去：What do you do ? I’m a/an…What does he/she do ? He/She is …What do you want to be? I want to be a… What does he/she want to be? He/She wants to be a…并能简单的写一份招聘广告。
本单元除了语言本身的学习外，其社会性也是教师通过不同任务的设置，所要传递给学生的。
随着我国改革开放的日益深入，对外交往不断扩大，大量的国外企业进入中国市场。
这些企业在发展的过程中需要大量的人才，所以让学生了解当今社会最需要人才类型，以及对人才的不同要求，都是非常有必要的。
二、学情分析七年级的孩子大都还没养成良好的学习习惯，词汇量太大，记忆负担重，另外很多孩子出现了厌学，跟不上趟的情况。
因此作为指导者的我们要及时调整教学策略，培养学生的学习兴趣，为他们的终身学习打下扎实的基础。
为此在I want to be an actor 这节课中我设计了招聘与应聘这一大的情景，学生们自己扮演成为招聘者与应聘者，并且通过完成任务，得到自己理想的工作。
采用小组配合的活动，孩子们积极参与到课堂活动中来，从而在竞争，快乐的课堂情景中完成了语言知识的训练。
三、教学目标1. 知识目标1）本单元要求学生掌握的重点词汇：doctor , actor , reporter , policeman , student , bank clerk ,shop assistant , dangerous ,policewoman…2）要求学生会运用的语言结构：what , where 引导的特殊问句3）want , work 的一般现在时。
Unit4(七下) I want to be an actor.
龙文教育一对一个性化教案Unit4 I want to be an actor.重难点讲解：一．短语：1、want to do sth 想要作某事2、help sb do sth 帮助某人做某事Eg: I want to help my mother do some housework at home.3、help sb with sth 帮助某人谋事Eg: I want to help my mother with some housework at home4、in the day 在白天5、at night 在晚上6、talk with/ to sb 和…谈话7、be busy doing sth 忙于做某事Eg: He is busy listening to the teacher.8、in a hospital 在医院9、work/ study hard 努力工作10、Evening Newspaper 晚报二．重点句式及注意事项1.询问别人干什么工作。
句式：What + do/does + 某人+ do?＝What + be + sb.?= What + be + one’s + job?回答：主语 + be + a + 表示职业的名词。
例：-What do you do? 你是干什么的？-I’m a student. 我是一句学生。
-What does he do? = What's he? = What's his job? 他是干什么的？-He’s a teacher. 他是一名教师。
2.询问别人想干什么工作。
句式：What + do/does + 某人 + want to be?回答：主语+ want/wants to be+ a +表示职业的名词。
表示“想当......”例：-What do you want to be?你想干什么工作？-I want to be a teacher. 我想当教师。
七年级英语下册Unit 4 I want to be an actor教案
七年级英语下册Unit 4 I want to be an actor.Section A(1a-2a) 第一课时教材分析：本单元以谈论职业为话题，运用what引导的特殊疑问句来询问他人的身份；谈论自己及他人理想的职业并陈述原因。
本课是Unit 4 第一课时，任务主要是导入本单元的基本词汇和基本句型。
通过学习，学生对一些身份类的名词的构成规则有一定的了解，可推测类似单词的词义；会谈论职业及职业理想；通过设计的活动，训练学生记忆和应用对话的能力。
二．教学设计思路：本单元的话题是谈论职业，要求学生通过学习有关职业和理想的句型运用what 引导的特殊疑问句以及want 的一般现在时态的用法。
因为学生以前已经学过相关句型，因此学生对本课的语法点有一定的语法基础，但掌握还不够牢固，加之本课的词汇量较大，增加了学生学习、记忆的难度。
基于以上原因，我设计了以下几个活动：1. 单词猜谜。
2. 角色扮演。
3. 小组对话。
4. 习题训练。
三、教学目标：知识与技能：1. 学习一些有关职业的词汇：shop assistant , doctor , reporter , policeman , policewoman , waiter ,blank clerk 等。
2. 学习句型：-What do you do ? -I’m a /an …-What does he /she do? -He/She’s a /an …-What do you want to be? -I want to be a/an…-What does he/she want to be ? -He/She wants to be a/an…过程与方法：1. 运用电子白板的功能创设情境，猜谜游戏等激发学生兴趣。
2. 填写调查表并汇报，提高学生运用语言的能力。
情感态度与价值观：让学生正确树立自己的人生观，树立学习的理想，确立自己未来理想的职业，并为之努力学习。
Unit4 I want to be an actor
Unit 4 I want to be an actor.Period 1 Section A 1a---1c一、教材分析：本单元的主题是讨论人们的各种职业，并且学会询问别人的职业。
在第一课时中，学生会接触到一些职业的名称，并且需要通过1b的听力练习以及1c的Pairwork将所学的这些职业名称加以应用。
二、教学目标：知识与能力：通过本课时的教学，让学生们熟悉一些职业的名称、其构词规律以及询问他人职业的常用句型；另外，通过1b听力环节，提高学生对语言的听辨能力，在1c中，通过结对活动，练习学生听说能力的同时更注重学生合作能力的培养。
过程与方法：整个课堂注重给学生创造一个问答性的学习环境，让学生在这个环境中应用所学的单词与短语，体验英语交流带来的乐趣。
采取合作学习及小组式学习，让学生在这个学习的过程中培养合作竞争能力以及自主学习的能力。
情感态度价值观：通过对各种职业的学习和了解，引导学生根据自身的实际情况以一种积极向上的态度给自己的未来树立一个可以实现的职业理想。
并且强调职业不分贵贱，鼓励学生用自己的力量为社会的发展做一份贡献。
三、教学重点：1、职业名称的构成：动词＋er：teacher, writer, singer, reader；动词＋or：actor, visitor, inventor；女性后加-ress：actress, waitress)2、询问职业的常用句型：What＋be＋主语？What ＋does/ do＋主语＋do?What's one's job?四、教学难点：将所学词汇与句型加以运用。
五、教学准备：各行各业的人物图片，六、教学过程：Step 1:RevisionGreet the class.Review the words and expressions in Unit 3 by a competition.Step 2 Leading in:1. Show the students a picture of an actor, such as Yang mi. Then ask the students:T: Do you know the him?Ss: Yes.T: Do you like him?Ss: Yes, we do.T: What does he do?Ss:...T: He's an actor.2. Show some other picture of people doing different jobs, make the students know the new words of describing jobs, such as worker, doctor, waiter, policeman etc.Step 3: Presentation1. Write these words on the blackboard and teach several times till most of the students can read them correctly.2. Competition: Divide the class in to four groups, require them to read loudly and clearly, the best group can get 5 points.3. Immediate memory: Teach the words once again.Before teaching, ask the students to pay attention to the pronunciation and meaning of the words while reading.After teaching the words, let the students close the book.Then say the words one by one unorderly, ask all students to say the Chinese meaning at once.At last, ask several students to say the meaning.Step 4: Activity 1a and 1b(1a Matching):1. Point to the numbered list of words. Get one students to read them out.2. Match the words with the pictures. Write the letter of the person after his or her job name.3. Go over the answers.(1b Listening):This activity gives students practice in understanding the target language in spoken conversation.1. Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,2. Say, Now you will hear three conversations. The conversations are about three of the people in this picture.3. Play the recording the first time. Students only listen.4. Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1.5. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.6. Correct the answers.7. Give 3 minutes to the students, ask them to role play the conversations, then let several pairs of people to share.Step 5. Pairwork1. Show students some pictures, get them read the jobs and target structures.2. Ask students work with their partners, make conversations:Wha t do you do? I am a/an…What does he/she do He/she is a/an……七、板书设计Unit 4 I want to be an actor.waiter writer teacher worker What do you do?doctor inventor actor I'm a doctor.policeman policewoman What do you want to do?waitress actress I want to be an actor.。
Unit 4 I want to be an actor
Unit 4 I want to be an actor.( Period 1)一、教学内容分析本单元的核心话题是“Talk about jobs.” (谈论职业)。
主要围绕“What do you want to be? I want to be an actor.”这个主题展开教学活动。
并以这个主题引出一系列职业的名称，并引导学生说出自己理想中的职业。
本单元旨在创造一个轻松，愉快的学习，交流环境。
通过听，说，读，写来培养学生综合使用这些知识的水平。
本单元Section A表现了如何对职业实行提问的句型以及如何对职业实行描述。
这部分内容通过视，听等方式提出的信息，引出本单元的主要句型：What does she do? She’s a doctor.What does she want to be? She wants to be an actor.文中安排的听力练习由易到难，能让学生展示捕捉特定信息的水平，轻松完成给对话排序，从而使学生们能体会到成功的喜悦，主动使用语言。
二、教学设计理念1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在使用语言完成任务的过程中来学习，体会和掌握语言。
2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）3、在教学过程中，树立以学生为本的思想，提倡学生参与、体验、独立思考、合作探究。
并在教学过程中渗透德育教育，树立学生准确的人生观。
三、教学目标设计1、知识与技能A.Master these words： actor、shop assistant、doctor 、reporter、policeman、policewoman、waiter、bank clerk etc.B. Understand and use the sentence patterns correctly： What does he/she do? He is an actor/ a reporter. What do you want to be? I want to be an actor. What does he/she want to be? She wants to be a policewoman.C. Talk about jobs freely.2、过程与方法在教师的组织和引导下，学生以自主、探究、合作学习的方式，适当利用多媒体技术达到提升听、说、读、写、自主学习水平的5个目标。
七年级下册英语《Unit4 I want to be an actor》教案 人教新目标版
浙江省乐清市盐盆一中七年级下册英语《Unit4 I want to be anactor》教案人教新目标版Step 1: Introduction and lead-in（新课导入）1.GreetingT: Good morning, class.Ss: Good morning, Miss Guo.T: Who’s on duty today? Please come to the platform, and give us your daily report. After the student’s report, the student ask the other students three questions about the report:⑴ What do I do?⑵ Where do I study?⑶ What do I want to be?（让一位同学上台做值日报告，并问其他同学三个问题，主要是关于职业的，自然地导入新课。
）2. Warm-upT: OK, just now we knew some jobs in that student’s daily report. As we all know, there are so many jobs in our real life, I guess some of you learned them when you were in primary schools, can you tell me other kinds of jobs?S1: Teacher.S2: Doctor.S3:Lawyer.……T: Oh, you are great.Here are some pictures on the screen, please tell us what they do. Have studen ts say one by one.（让学生踊跃发言，把他们在书本上和网上查找到的职业告诉大家。
Unit4 I want to be an actor 教案 -【完整版】
Unit4 I want to be an actor 教案主题: occuative and语言目标: 主要语法What doe he do？He i a do ou want to be？I want to be an actorWhere doe he wor？She wor at a banMain vocabuar（词汇）: doctor, reorter, oice, waiter, ban cer, ae aitant, dangerou品德：热爱本职工作，树立正确的职业观。
根据需要可以分为四课时来讲。
第一课时：I教材分析：这是本单元的第一部分，生词比较多，但是涉及的都是自己所熟悉的职业，每个同学都有自己的兴趣和理想，学生比较感兴趣。
Language toic: What doe he doShe i a doctor reorter, waiter-----What do ou want to be？I want to be an actorWhere doe he wor？He wor in a hoain vocabuar: ae aitant, doctor, actor, reorter, oice officer, waiter, ban cer, tudentII语言结构: what quetion and it’ anwer。
III语言功能: a occuation and it’ anwerIV活动设计：采访调查What’ our … or what do doe----do？V Teaching tean i a doctor That man i a oice officer What doe he do Who now？Ver good, he i a reber the eoe[1--3] in the icture abovedoe our father do？He’ a reother do, Kim？She’ a doctorRea I want to be a doctor3 What doe our couin do？You mean m couin Mie？Yeah, Mie What doe he do？He’ a ai aitantSteae our own converation with the entence ie the one in 1bSteber thewhat we have earned thi caWord:Sentence:Something ee:Steewor1 Remember the word in thi ca2 Practice the diaogue in air。
Unit 4 I want to be an actor
Unit 4 I want to be an actor教案示例二Unit 4 I want to be an actor 第二课时通过本课的学习，使学生掌握不同职业的不同表达方式，帮助学生依据自身的兴趣爱好、学习状况、个人能力与性格等各方面的情况，去寻找一份适合自己的工作，并能根据不同的招聘启事写一份个人简历。
教学思路：第四单元是一个综合性和实用性较强的一个单元。
本单元的词汇以各种不同的工作的英文表达方式为主，句型主要是要求学生，能简单的表达自己父母及亲戚的工作，以及自己将来所要从事的职业。
本单元除了语言本身的学习外，其社会性也是本单元教师通过不同任务的设置，所要传递给学生的。
随着我们国家改革开放的日益深入，对外交往不断扩大，大量的国外企业进入中国市场。
这些企业在发展的过程中需要大量的人才，所以让学生了解当今社会最需要人才类型，以及对人才的不同要求，都是非常有必要的。
而本节课，正是通过不同任务的设计，让学生在不同的环节充分应用语言，而学生完成任务的过程，是学生听书读写综合能力运用的一个过程。
根据本单元的教学重点，并本着目标任务的设计原则，本节课的最终任务为，每组为自己的公司拟定一份招聘启事，并根据不同的招聘启事的内容，写一份较简单的个人简历，来应聘自己感兴趣的工作。
本节课的任务有4个小的任务组成，形成一个完整的任务链，每一步都为下一步奠定基础，为任务的最终完成奠定基础。
任务一：学生观看录像，并根据录像内容，与对不同工作的描述，猜出不同人的职业，并导出各种职业的名称。
这一环节以练习学生的听力为主，录像是由学生自己录制的，学生随机采访一些外国人，让其描述自己的工作，而采访录制的本身学生就在应用语言在做事情，大大提高学生的兴趣。
而且这种由画面，有声音的导入方式能够引起学生的兴趣，并给学生真实感。
导入后，由学生自由发言，说明自己将来所要从事的职业（以前学过的知识为基础）任务二：每个同学根据partner 的爱好，能力，性格等为其选择一个适合的职业。
Unit 4 I want to be an actor_1
Unit 4 I want to be an actor教案示例教学目标：1. 学会不同工作的英文表达方式。
2. 了解同学父母的工作。
3. 学会简单的介绍自己将来的理想。
教学导向：重点词汇：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police重点句型：1. What does your mother do? She is a teacher.What does your father do? He is an engineer.2. What do you want to be? I want to bea teacher.What does she want to be? She wants to be a singer.本节课流程图教学板块设计Task 1：Know the names of the different jobs目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。
在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。
课前准备：教师需要准备关于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。
课堂学生活动：1. 教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。
此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。
The riddles supplied by the teacher:1) I work in the hospital every day. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.2) I drive a car every day, but the car is not mine. There are many people sitting in my car every day. After they go out of the car, they must pay me money.3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.4) I am very proud of my job. Because I am like your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.6) I work in a restaurant and I always carry some fruits and dishes.I often ask people: What would you like? I am really very busy.2. 在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。