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Unit 4(1) I want to be an actor

By Darlene Marshall,2014-06-27 18:35
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Unit 4(1) I want to be an actor

    侧记 Unit 4 I want to be an actor. Language goals:

    In this unit students learn to talk about jobs.

    New languages:

    What do you do? I’m a reporter.

    What 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 policewoman. names of jobs and professions

    Difficult points:

    1. Listening for the names of jobs and professions.

    2. Read the newspaper want ads. Learn to write your own want ad. Teaching aids:

    A tape recorder

    Some pictures

    Teaching periods:

    Period 1:Section A1a, 1b, 1c

    Period 2:Section A2a, 2b, 2c

    Period 3:Section A3a, 3b, 4

    Period 4:Section B 1a,1b, 1c, 2a, 2b, 2c

    Period 5:SectionB 3a, 3b, 3c, 4 Self Check

    Period 1

    Teaching aims:

    1. Teach vocabulary words.

    2. Target languages:

     What does she do? She’s a doctor.

    3. Enable the students to talk about jobs.

    4. Help the students learn how to talk about different jobs. Teaching procedures:

    Step 1. Brainstorming

    Write the words jobs on the board and list all the jobs students mention. Point to the

    jobs one by one and ask students to say whatever they can about these jobs. Accept

    single word answers or simple sentences such as, It’s fun. It’s a good job. Step 2.Match work (1a)

    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. 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. Check the answers.

    Step 3. Listening (1b)

    Point to the different people shown in the picture. Ask various students to tell what

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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.

    Step 4. Pair work (1c)

    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. Offer language or pronunciation support as needed.

    Homework

    1. Ask the students to remember the new words in this period by heart.

    2. Ask the students to practice the conversation in activity 1c.

    板书设计

教学反思

    Period 2

    Teaching aims:

    1. Learn the vocabulary words and useful expressions.

    2. Target languages:

     What do you want to be? I want to be an actor.

     What does he want to be? He wants to be a bank clerk.

     What does she want to be? She wants to be a shop assistant.

    3. Enable the students to talk about jobs and want to be sentences.

    4. Help the students learn to talk about jobs and want to be sentences.

    Teaching procedures:

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Step 1. Free talk and lead-in

    Revise the words of jobs.

    Say: In last period we learnt the words of some jobs. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the word of job in the picture. OK?

    Show the students the different job pictures one by one.

     Revise the conversation learnt in the last period.

    Give more chances to more students to practice talking about jobs.

    Step 2. Listening (2a)

    First 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.

     Check the answers.

    Step 3. Listening (2b)

    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 have 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 answers.

    Check the answers.

    Step 4. Pair work(2c)

    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 bubbles. Practice the dialogue with a student.

    As students work in pairs, move around the room monitoring their work. Offer language support as needed.

    Step 5.Grammar focus

    Review the grammar box. Ask students to say the questions and answers.

    Then pull out the questions that use you and coy these questions on the board, one above the other. Line up the words What do you and the sentence completions so? And want to be? Point out that both questions begin with the same words, What do you. Call attention to the fact that they both use the simple form of the verb in the ending: one question ends with do; the other ends with want to be.

    Homework

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Ask the students to do the following:

     1. Make similar dialogues according to the conversation in 2c.

     2. Ask the students to find more words about jobs.

    板书设计

     What do you want to be? I want to be an actor.

     What does he want to be? He wants to be a bank clerk.

     What does she want to be? She wants to be a shop assistant.

教学反思

    Period 3

    Teaching aims:

    1. Teach vocabulary words.

    2. Target languages:

     Where does your sister work? She works in a hospital.

     What does she do? She’s a doctor.

    3. Enable the students to say where people work.

    4. Help the students to say where people work.

    Teaching procedures:

    Step 1.Match work (3a)

    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.

    Step 2. Pair work(3b)

    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, Now 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

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    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.

    Step 3. Game

    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 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.

    Homework

    Ask the students to practice talking about where people work in Activity 3a.

    板书设计

教学反思

    Period 4

    Teaching aims:

    1. Teach vocabulary words.

    2. Target languages:

    He’s a policeman. It’s an exciting job.

    I want to be a newspaper reporter because it’s an interesting.

    3. Enable the students to talk about what people want to be and the reasons.

    4. Help the students to learn how to talk about what people want to be and the reasons.

    Teaching procedures:

    Step 1. Warming and lead-in

    Check the homework by asking some questions.

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Show the pictures of different jobs and work place.

    Say: What does he/she do? Where does he work?

    Step 2.Match work (1a)

    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 policeman 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 picture. Say, Write the letter of

    each picture next to one of the words. Point out the sample answer.

    Check the answers.

    Step 3. Pair work (1b)

    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 policeman and say, It’s an exciting job. Ask the class to repeat. Then say, What else can you say about being a policeman? 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.

    Step 4. Oral practice (1c)

    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 1a. You may wish to write some of the sentences on the board so that students can copy

    the sentences into their notebooks.

    Step 5. Listening (2a)

    Call attention to the two headings and ask a student to read the 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.”

    Play the recording. Students write their answers.

    Check the answers.

    Step 6. Listening (2b)

    Call attention to the second heading and ask a student to read it to the class. Say, This time you will write 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?”

    Step 7. Group work (2c)

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    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.

    Homework

    1. Ask the students to try to remember the new words learned in this period.

    2. Ask the students to try to practice talking about the jobs they want to be.

    板书设计

教学反思

    Period 5

    Teaching aims:

    1. Teach vocabulary words.

    2. Target languages:

     Is it a busy job?

     Yes, it is.

     Is it a job in a hospital?

     No, it isn’t.

    3. Enable the students to write the newspaper want ad.

    4. Help the students to write the newspaper want ad.

    Teaching procedures:

    Step 1. Reading (3a)

    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.

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    It is also acceptable to say, “Do you like to work in the evening and at the weekends?” However, the phrasing, “Do you like to work evening and weekends?” is less formal and equally acceptable.

    Ask students to fill in the blanks in the ads using the words actor, reporter, and waiter.

    Check the answers.

    Step 2. Writing (3b)

    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 and the words that describe jobs in the first part of Section B.

    Check the answers.

    Step 3. Writing (3c)

    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 policeman. 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.

    Step 5.Group work(4)

    Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.

    Then say, Now 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.

    Homework

    Ask the students to practice writing want ads.

    板书设计

教学反思

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