新课标人教版七年级下 Unit 4I want to be an actor说课稿

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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。

初中英语人教课标版七年级下Unit4 I want to be an actor教案

What does he do?He is a waiter.Where does he work?He works at a bank.
知识难点
How to describe a kind of job
教具准备
1.Flashcards puter
教学过程:（Teaching Procedure）The First Period
情感态度与价值观目标
Encourage students to study hard and try to find a good job in future.
知识重点
What do you do? I am a teacher.
What does he want to do? He wants to be an officer.
Step Six Listening
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.Then finish the task in 2b.
What do you do?
I am a student.
What does your father do?
He is a farmer.
Where does he work?
He works in a hospital

新人教版英语七下《Unit 4 I want to be an actor》(Period 1)课件

1a Match the words and the pictures.
f 1. shop assistant___ b 2. doctor ___ h 3. actor ___ C 4. reporter ___ a 5. policeman ___ d 6. waiter ___ e 7. bank clerk ___ g 8. student ___
= --What are you?
= --What’s your job?
=I’m at/in school.
=I study in the school.
What does she do?
What is her job? What is she?
a teacher
-What does he/she do? -He/She is a …
1b
Listen and number the people [1-3] in the pictures above.
3
2
1
1b
Tapescript
Conversation 1 A: What does your father do? B: He’s a reporter. A: Really? That sounds really interesting. Conversation 2 A: What does your mother do, Kim? B: She’s a doctor. A: Really? I want to be a doctor. Conversation 3 A: What does your cousin do? B: You mean my cousin Mike? A: Yeah, Mike. What does he do? B: He’s a shop assistant.

人教版七年级下册Unit4《1wanttobeanactor》教案

人教版七年级下册Unit4《1wanttobeanactor》教案教材：人教版七年级下册 Unit4《I want to be an actor》教学目标：1. 学生能够掌握以下词汇：actor, scientist, pilot, doctor, worker, engineer, reporter.2. 学生能够灵活运用句型：I want to be a/an … .3. 学生能够在实际情境中运用所学的职业词汇和句型。

教学重点：1. 运用所学的职业词汇和句型。

2. 让学生能够在实际情境中运用所学的职业词汇和句型。

教学难点：1. 学生能够在实际情境中灵活运用所学的句型和词汇。

教学准备：1. 教材：人教版七年级下册 Unit4《I want to be an actor》2. 备课PPT教学过程：Step 1: Lead-in1. Greetings.2. Show some pictures of different occupations and ask students some questions:T: What do you want to be in the future? Why?Step 2: Presentation1. Present the target vocabulary: actor, scientist, pilot, doctor, worker, engineer, reporter.2. Show the pictures of the occupations and let students guess the words.3. Teach students how to pronounce and spell the words, and explain the meanings of the words.Step 3: Practice1. Show a picture of a person and ask students to use the sentence pattern \。

新目标七年级英语下学期Unit 4 I want to be an actor-教学设计

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。

、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dtr, reprter, plie ffier, aiter, ban ler, sales assistant, dangerus四、语言目标hat des he d?He is a aiterhat d u ant t be?I ant t be an atrhere des he r?He rs at a ban五、语言结构1、hat\here引导的特殊疑问句2、ant\r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、时及内容安排第一时Setin A 1a, 1b, 1, 2a, 2b, 2第二时Setin A GraarFus 3a, 3b, 4 Gae--- Guess the b第三时Setin B 1a, 1b, 1, 2a, 2b, 2第四时Setin B 3a, 3b, 3第五时4 --- Grup r, Self-he 1, 2, 3, ust fr Fun九、教学活动Perid ne (pp19-20)知识与能力 1 ath the vabular: sales assistant Dtr Atr Reprter Plie ffier aiter Ban ler student2 aster and use: hat d u d? hat des he d? Des he r in hspital?教学重、难点及教学突破重点1The vabular2 language: hat des she d? She is a dtr 难点Use the language t as fr the bs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Step 1rganizatin 1’rganize students t prepare fr the lassStep2Ree tal 2’Tal abut the eather and eesThe student tal abut sethingStep 3Presentatin1’1 As students t l at the piture and reeber hat the an see2 Find fur grups t sa the rds that the reeber (教师板书，学生说出)3 Tal abut the piture then ae a dialgueSuh as: hat is this? It’s a stre hat an u see? I an see a seater hat lr is t? It’s green H uh is it? It’s 0 dllars4 As students: hat is ur father? He is a rer (Tell the anther a f saing:hat des ur father d?板书）出示一张人物以及职业的图片，问学生：Is he a rer? N, he isn’t hat is he? He is a dtr 或问：hat des he d?然后以同桌之间一问一答的形式练习：Suh as: A: hat des he d?B: He is a reprter Listen t the tape: 1b 2a abListen and nuber the peple (1-3) in the piture abve Listen arefull three ties Pint ut the piture in ativit 2a As h eah persn is, sa, N r ith ur partner As and anser questins abut the pituresAs ss t lse their bs and rite dn the rds abut the thingsAs ss t at ut in pairs r grupsall re students t pratie reAs ss abut bs in pairs rgrups多媒体放映图一图二录音机Step 4Pratie 6’N, pratie the things e have learnedThe an tal abut the bs Suh as: hat d u d?I a a studenthat des ur father d?He is a farer给学生们一定的时间，让他们充分练习。

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。

Unit 4 I want to be an actor

Unit 4 I want to be an actor第一课说课稿今天我讲的是新目标教材七年级下Unit4 I want to be an actor.的第一课时，按照课标要求及说课标准，我是按照以下几个步骤进行说课：一．说课标：国家《新课标标准》把培养学生学习英语的兴趣，树立自信心，培养良好的学习习惯和形成有效策略，发展自主学习和合作精神，放在首位，同时倡导任务型教学途径，因此我设计了与学生生活实际相关的任务型活动。

学生通过完成任务，与积极参与。

主动交流，合作。

而且，教师要充分利用多媒体教学软件，丰富教学内容和形式。

提高课堂效果，于是本科我设计了含有丰富的图片和内容的教学课件，以此作为本课的辅助手段，来激发学生学习兴趣。

二．说教材：1.本节课在教材中的地位及作用。

本节课是新目标教材七年级（下）第四单元的第一课时，谈论工作是本单元的中心话题，我要针对what do/does+主语+do？这一重点句型反复操作，在此基础上，运用what 头be结构谈论自己与他人未来的工作同事树立为实现理想而努力学习的信心。

2.教学目标：●知识目标：重点：关于职业的词汇：doctor policeman 句型：what do/does+主语+do?=what+do/does+主语+want to be?难点：what does he/she do?whatdoes he want to be?●能力目标：通过学习是学生能学会与父母及他人交流。

并通过谈论未来的理想工作，树立为实现理想而努力学习的信心。

三．说教法：1.本节课语言结构与学生的实践生活息息相关，因此我按照课标的理念。

注重对学生兴趣的培养，合理利用多媒体的技术，运用一下直观的图片激发学生的学习兴趣。

2.通过观察，归纳总结语言结构。

3.通过情景交际，学生之间进行主动交流互动，在语境中练习语言结构，是学生能正确并熟练将语言运用于实践。

四．说学生：初一的学生比较活波好动，具有好奇心及表现欲，另外已经学习了一个学期的基础上，已经有了一定的接受能力，而且，本节课的内容与学生的生活实际相关，通过多媒体课件上直观的图片，学生更能够产生兴趣并主动学习。

人教新目标版英语七下Unit4Iwanttobeanactor

Unit 4 I want to be an actor. 复习学案09.06一．短语：1. a library assistant：___________2. work with sb：_______________3. work at/in.....：_____________4. work for...：_________________5. give sth to sb=give sb sth：______________6. get sth from ....：_______________7. wear a white uniform：_____________（状态）8. put on your coat：____________（动作）9. kind of dangerous：___________ 10. two thieves：______________11. talk to/with sb：____________ 12. talk about sb/sth：_______________……13. ask sb questions：____________ 14. work late：_________________15. be late for sth.：_______________ 16. go out to dinners：_____________17. be busy：__________ 20. an interesting job：________________21. work hard：_____________ 22. write stories：_______________23. a job for you：_____________ 24. have a job for you：____________25. work with actors：_____________ 26. call the Evening Newspaper：___________ 27. in/at a hospital：____________ 28. a lot of=lots of：______________29. want to do... ：________…… 30 want ads：_____________31. other young people：__________ 32. be in the school play：________________ 33. need a doctor：_______________ 34. shop assistant：_______________36. bank clerk：_______________ 38. TV station：________________39. police station：_____________ 40. pop singer：_______________41. go out：_____________ 42. school play：_________________二．重点句式及注意事项：1 询问职业的特殊疑问词是what；有三种主要句式①What + is / are + sb?②What + does/ do + sb + do?③What + is/ are + 名词所有格/ 形容词性物主代词+ job?2 People give me their money or get their money from me.3 Sometimes I work in the day and sometimes at night.4 I like talking to people.5 I work late. I’m very busy when people go out to dinners.6 Where does your sister work?7 then we have a job for you as a waiter.8 Do you want to work for a magazine? Then come and work for us as a reporter.9 Do you like to work evenings and weekends?10 We are an international school for children of 5-12.三、难点详解：1.I want to be an actor. 我想成为一名演员。

unit 4《i want to be an actor》section a(人教新课标七年级下)doc

第一节Unit 4 I want to be an actor.（section A）ⅠTeaching Aims and Demands1.Knowledge ObjectsKey vocabularyTarget language2.Ability ObjectTrain students’ listening, speaking, reading and writing skills.Train students’ communicative competence.3.Moral ObjectNo matter what you want to do in the future, you must do the job youare doing now well.Ⅱ. Teaching Key PointsKey wordsThe target languageLearn to talk about and describe jobs.Learn the present tense.Learn to grasp What and Where questions.Ⅲ. Teaching DifficultiesTrain students’ ability to talk about jobs using the target language.Learn the present tense.Learn to grasp What and Where questions.Ⅳ. Teaching MethodsListening methodsPairworkPracticing methodsⅤ. Teaching AidsA tape recorderA computerCardsⅥ. Teaching ProceduresStepⅠGreetingGreet the class as usual.Check the homework.StepⅡ1a 1b(1a) 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 personafter his or her job name.3. Go over the answers.(1b) 4. I’ll play the recording. The conversation are about three persons in the picture. You are to listen and number the persons 1-3.5. Check the answers.StepⅢ1c1. Get students to work in pairs. Ask and answer questions about theother people in the picture.2. Get several pairs to act out their conversations with the whole class. StepⅣ2a 2b(2a)1. Listen and write numbers1-3 in the boxes under the pictures to show which person is talked about first, which is the second andwhich is the third.2. Check the answers.(2b) 3. Play the same recording again. Listen and fill in the column with the headline Job.StepⅤ2c Grammar Focus(2c) 1. Get students to work in pairs.2. Make similar conversations using information in activity 2b.3.Get several pairs to act out their conversations to the class.4. Ask students to say the questions and answers in pairs.StepⅥ3a 3b(3a )1. Read the passage by yourselves and match the person with the jobs in the box.2. Get students to finish the task individually or in pairs.(3b) 3. Get students to practice using the target language in pairs.4. Made similar conversations using the jobs and workplaces inactivity 3a.StepⅦ4Put students into groups of four. Group members take turns askingquestions and guessing the job.StepⅧSummarySummary the target language we’ve learned in this class.StepⅨHomeworkMake an interview after class. Create a chart similar to the one in activity2b.Blackboard Design第二节Unit 4 I want to be an actor.（section B）ⅠTeaching Aims and Demands3.Knowledge ObjectsKey vocabularyTarget language4.Ability ObjectTrain students’ listening, speaking, reading and writing skills.Train students’ communicative competence.5.Moral ObjectWhat’s your ideal job? Make a reasonable plan and work hard. Andyou’ll realize your ideal.Ⅱ. Teaching Key Pointslearn to talk about what you want to be and give reasons using description words.Learn to read and write a newspaper want ad.Learn to write a letter applying for a job.Ⅲ. Teaching DifficultiesLearn to write a letter applying for a job.learn to talk about what you want to be and give reasons using description words.Train students’ listening and speaking skill.Ⅳ. Teaching MethodsListening, reading, writing and speaking methods.PairworkPracticing methodsGroupworkⅤ. Teaching AidsA tape recorderA computerCardsⅥ. Teaching ProceduresStepⅠGreetingGreet the class as usual.Check the homework.StepⅡ1a 1b1. Match the words with the pictures. Choose one word to describe thejob the person does in the picture.2. Check the answers.3. Make sentences to talk about the other pictures in activity 1a.4. Then ask students to talk about the pictures in pairs.5. Ask different students to take turns saying their sentences to the class. StepⅢ1c1. We’ve learned a lot of job names. Collect students’ answers on theblackboard.2. Allow students some time to talk about the jobs on the blackboard. StepⅣ2a 2b1. Listen and write the jobs of Betty and Sam under the headline ofWants to be.Play the same recording again. Write why the person wants the job.StepⅤ2cPut students into groups of four. Group members take turns telling yourgroup what you want to be and why.StepⅥ3a 3b1. Allow students some time to go through the ads by themselves or inpairs to find what they don’t know.2. Deal with any questions students raise.3. Fill in the blanks to make the ad clear.4. Check the answers.StepⅦ3cWrite your own newspaper want ad.Put students into groups of four. Ask questions to find out what jobs your group members wrote about.StepⅧ1 2 3a1. Ask students to check all the words they know.2. Ask students to write five new words in their V ocab-builder on page108.3. Fill in the chart. Get students to finish the task individually.StepⅨ3b Just for fun!1. Read the sample letter to the class. Ask students to write their ownletter.2. Look at the cartoon pictures and read the conversation.StepⅩSummarySummary the target language in this lesson.StepⅪHomework模仿教材,写一篇为校报招聘记者的广告.Blackboard Design第三节Unit 4 I want to be an actor.复习教案ⅠTeaching Aims and Demands6.Knowledge ObjectsIn this unit students will review some names of jobs and somedescription words and the target language used to talk about jobs.7.Ability ObjectTrain students’ listening, speaking, reading and writing skills.Train students’ communicative competence.8.Moral ObjectNo matter what you want to do in the future, you must do the job youare doing now well.Ⅱ. Teaching Key PointsKey wordsThe target languageReview how to talk about and describe jobs.Review the present tense.Review What and Where questions.Ⅲ. Teaching DifficultiesTrain students’ listening, speaking, reading and writing skills..Review how to read and write a newspaper want ad.Review how to write a letter applying for a job.Ⅳ. Teaching MethodsPairworkPracticing methodsⅤ. Teaching AidsA computerCardsⅥ. Teaching ProceduresStepⅠad1. In this activity you’re to write your own newspaper want ad.First you should decide what kind of job you can offer to people.Then consider what you are going to write about.2. Set a time limit of two or three minutes for students to prepare beforewriting the ad.3. Have students start to write their own newspaper want ads.4. Ask a student to write his or her ad on the blackboard. Correct anylanguage and spelling errors along with the rest students.StepⅡPair work-talk about jobsUse these target language to make a conversation with your partner.What does he do?He’s a waiter.What do you want to be?I want to be an actor.Where does she work?She works in a bank.What does he do?He’s a student. He wants to be a doctor.StepⅢReview the structures1. Review the where and what questions. Write sentences on yourexercise book. Write as many as you can.2. Ask several students to read their sentences.StepⅣReview the key vocabulary1. Give students several minutes to memorize the key vocabulary.Doctor, actor, reporter, police officer, waiter, band, clerk, salesassistant, student, dangerous, fun, exciting, difficult, boring,interesting2. Have a dictation.StepⅤSummaryIn this class we’ve reviewed all the key words in this unit .We also reviewed to write a newspaper want ad.StepⅥHomeworkReview all the key words and language points learned in this unit.Blackboard Design。

英语七年级下人教新课标Unit4 I want to be an actor SectionA 2教

_W__h_a_t_ __d_o_e_s Tom _w_a_n__t to be? 3. John works in a shop.
_W__h_e_r_e _d__o_es__ John _w_o_r_k_?
【点拨】 1. 询问某人现在的职业： What + do /does +主语+ do? 常见的问法还有：What is sb.’s job? 它们的回答通常为：主语 + is / am /are +职业名称。如：
What does she do?
I work late. I’m very busy when people go out to dinner.
She is aw__a_it_r_e_s_s_. She works in ar_e_s_t_a_u_r_a_n_t_.
What does he do?
Guess! What do I do?
He can help the sick people. If you are not well, you can go to see him.
Haedwoocrktos rin a hospital.
Guess! What do I do?
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.
课时重点回顾
1. What do you do? 你的职业是什么？ I’m a/an….
2. Where do you work? 你在哪里工作? I work in /at….

Unit 4《I want to be an actor》教案 (人教新课标七年级下)(全套)-unit 4 教案_1doc

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 professionsSection 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.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 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 the person 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. Oral 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 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 sample2c 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, 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 work?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. It's an exciting job. Ask the class torepeat. 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 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 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 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 other's work.4 This activity provides guided oral practice using thetarget 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.。

人教版(新目标)初中七下Unit 4 I want to be an actor ppt课件8

Unit 4 I want to be an actor
课件作者：尹平程兆祥
重点： 1 . 词汇: 掌握职业名称。 2．语法: 掌握谈论职业的句型。 3．话题：职业理想。难点： 1．认读短语，shop assistant ,
bank clerk. 2．第三人称单数的转化。
张新建
What does he do?
A: What does sHhee/headols?o
C: She / He is a / an --- .
A: Wwhaat ndotess sthoe /bheewaantrteo pbeo?rt .
C: She / He wants to be a / an --- .
Susan’s Anna’s Tony’s brother mother father
He’s a director（导演）.
ActorsWanted
Director Zhang is arriving in Lanxi to make（拍摄） a new movie named "闯兰西". It needs many actors .If you are interested in (对--感兴趣） movies ,Come and Join us !
1. shop assistant f
2. doctor b 3. actor h
4. reporter c
5. policeman a
6. waiter
d
7. bank clerk e
8. student g
才艺展示 (show yourself)
What do you do? I am a/an…
2. You should work hard. （努力工作 ).

七年级英语下册 unit4 I want to be an actor课件人教新目标版

My work is interesting. It is busy. It is kind of dangerous. Sometimes I work at night. Thieves don’t like me. I am a woman.
My work is fun. It is exciting. Sometimes it is difficult. Sometimes it is kind of dangerous. I work hard. Sometimes I work at night. I meet many people. I talk to people. I work for a TV station.
Wants to be Betty Jenny Sam
Why?
policewoman dangerous, exciting
reporter reporter
busy, fun, interesting exciting,difficult,new
WANTED:
Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a ________________. Call Al’s Restaurant at 555-3937.
•Group Work : • 你是一家公司的职员,公
司任命你去招聘新职员,你和你的同事来到招聘会,你们和应聘人员的谈话将会是……
1.Copy the new words. 2.Write down the plural forms(复数形式) of each different job. 3.Write a composition about your families’ jobs. 4. Make a job designation for yourself in the future.