Unit 4 I want to be an actor文档格式.docx
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get…from,workfor,workhard,callat,schoolplay,eveningnewspaper,beafraidof
E.Grammarlanguage:
Specialquestions
F.Learningstrategies:
Learnother’sjob
G.Interdiscipinary:
Socialandcommunication.
H.Emotionandmanner:
Teachingtime:
6periods
Teachingprocedures
PeriodOne(pp19-20)
知识与能力
1.Matchthevocabulary:
salesassistant.Doctor.Actor.Reporter.Police.Officer.Waiter.Bankclerk.student
2.Masteranduse:
Whatdoyoudo?
Whatdoeshedo?
Doesheworkinhospital?
教学重、难点及教学突破
重点
1.Thevocabulary
2.language:
Whatdoesshedo?
Sheisadoctor.
难点
Usethelanguagetoaskforthejobs
教学步骤、时间
教师活动
学生活动
媒体运用
Step1
Organization1'
Organizestudentstopreparefortheclass
Step2
Reetalk2'
Talkabouttheweatherandweeks.
Thestudenttalkaboutomething.
Step3
Presentation15'
1.Askstudentstolookatthepictureandrememberwhattheycansee
2.Findfourgroupstosaythewordsthattheyremember.(教师板书,学生说出)
3.Talkaboutthepicturethenmakeadialogue.
Suchas:
Whatisthis?
It’sastore.Whatcanyousee?
Icanseeasweater.Whatcolorist?
It’sgreen.Howmuchisit?
It’s50dollars
4.Askstudents:
Whatisyourfather?
Heisaworker.(Tellthemanotherwayofsaying:
Whatdoesyourfatherdo?
板书)出示一张人物以及职业的图片,问学生:
Isheaworker?
No,heisn’t.Whatishe?
Heisadoctor.或问:
Whatdoeshedo?
然后以同桌之间一问一答的形式来练习:
A:
B:
Heisareporter.
5.Listentothetape:
1b.2a.ab.
Listenandnumberthepeople(1-3)inthepictureabove.Listencarefullythreetimes.Pointoutthepictureinactivity2a.Askwhoeachpersonis,say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures.
Asksstoclosetheirbooksandwritedownthewordsaboutthethings.
Asksstoactoutinpairsorgroups.
Callmorestudentstopracticemore.
Askssaboutjobsinpairsorgroups.
多媒体放映
图一
图二
录音机
Step4
Practice6'
Now,practicethethingswehavelearned.
Theycantalkaboutthejobs.Suchas:
Iamastudent.
Heisafarmer.
给学生们一定的时间,让他们充分练习。
学生小组讨论和练习。
让大部分的同学都能有机会来表演。
Step5
Summary2'
Wordsandphrasesofthisclass.
Language:
Whatdoeshewanttobe?
Heisaworker.Hewantstobeasalesassistant.
以提问的形式来进行复习总结,在让学生有一个巩固的机会。
Step6
text4'
1.Selfcheck
让学生作后再讲解答案。
Step7
Consolidation4'
Inthisclass,wehavelearnedthesentence:
Whatdoyoudo?
Whatdoeshewanttobe?
Talkaboutthejobs.Payattentiontotheusageof”want”or”wants”
大屏幕显示
Step8
Homework1'
PracticeThedialogueaccordingtothepictureonPage1.
让学生写出五个询问对方职业的句子。
PeriodTwo(p21)
Organization
Step2
Freetalk2'
Talkaboutthefamilyandthejobs,Suchas;
Myfatherisaworker,AndHeworksinahospital
Thestudenttalkfreely
Presentation3'
1.Askstudentstomakesomesentenceswiththesewords;
waiter.Bankclerk.Reporter.Nurse.Policeofficer.
2.Lookatthepictureandmatchthejobswiththepeopleinthepictures.Suchas;
Iseealotofmoneyeveryday.Butit’snotmine.Icountitforotherpeoplematchthebankclerk.
3.Letthestudentspracticemoreandmore.
4.Theymakeaconversationtoproc-tisethedrills.
Forexample:
Ihelpdoctorsandpatients.Somepeoplecallus”angelsinwhite”,CanyouguesswhatIdo?
5.Pairwork:
Practisetheconversationontheright.Usethejobsandplacesinactivity3a.
Wheredoesyoursisterwork?
Sheworksatahospital.
Whatdoesyoursisterwork?
Whatdoesshedo?
She’sadoctor.
6.Game:
Guessthegame!
Drawapictureofsomeoneatwork.
Canyourclassmatesguessthejob?
Justlike:
Isheapoliceofficer?
No,heisn’t?
Isheawaiter?
Yes,heis
1.叫学生口头造句,用一些有关职业的句子。
争取大部分的同学都有回答的机会,多次重复加大练习。
2.教师边让学生读句子边解释这些句子的意思。
3.教师边让学生读句子,做到熟练掌握。
4.采用游戏的形式,让尽可能多同学参与。
5.继续练习这个句式。
能让学生自己造句。
出示单词卡片
Step4
Wheredoeshework?
Heisadoctor.Heworksinahospital.
Isheapoliceofficer?
Yes,heis.
No,heisn’t
给学生一定的时间,让他们充分练习。
Wordsandphrasesofthisclass
Heisaworker.
Hewantstobeasalesassistant.
Hewordsinahospital.
Issheanurse?
Yes,sheis.
以提问的形式来进行总结,在让学生有一个巩固的机会
Step6
Test4'
1.Selfcheck(见后面)
让学生作后在讲解答案
Heworksinafactory.
Abankclerk:
Iseealotofmoneyeveryday.Butit’snotmine.Icountitforotherpeople.
Homework
PraticethedialogueaccordingtothepictureonPage25.
让学生写出五个句子,分别询问职业和工作地点
PeriodThree(pp22-23)
Oralpractice:
Games,wordsthatdescribejobs,suchasexciting,dangerous,boring
Thestudentstalkaboutfreely
Presentation8'
1.Letstudentslookatthepictureandguessthejobs.Theteacherdescribesthejobsandletstudentsguesswhat.Askjobdoesthepersonhave?
Wheredoesthepersonwork?
2.Thenuseexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.
Apoliceofficerhasanexcitingjob.
3.Letstudentspractice.Suchas:
Heisapoliceofficer.It’sanexcitingjob.
4.Listentotheconversation.WhatjobsdoBetty,Jenny,andSamwant?
Thenwritethejobsbelow.
5.Listenagain.WhyareBetty,Jenny,andSaminterestedinthesejobs?
Completethechartabove.
6.Listentothetape:
Listenandnumberthepicture(1-3)below.
Thenpractisethedialogue.
7.Grammarfocus:
1.叫学生口头造句用一些有关职业的句子。
3.叫学生口头练习一些有关这方面的句子。
4.听录音,让学生填写表格,然后再纠正答案。
5.分组练习,让学生大面积的练习。
6.让学生朗读GammarFocus
7.Readthenewspaperwantads.Andfillintheblankswiththecorrectjobs.
One:
Wanted:
Doyouliketoworklate?
Doyouliketoworkhard?
Doyouliketomeetpeople?
Ifyouransweris”Yes”,thenwehaveajobforyouasa……
让大部分的同学都有机会来表演。
WordsandphrasesofthisclassLanguage:
本节课主要是听录音来完成各种对话,充分让学生学会职业的文法以及地点的表达法。
在这节课例我们主要听录音然后回答问题,让学生充分练习听力,达到会听、会说然后在自己编对话来练习。
Readthenewspapermoreandmore.
让学生朗读3A部分的内容。
PeriodFour(P24)
媒体应用
Organization1’Step2
Freetalk2’
Oralcomposition:
Myparents.
Ihaveaveryhappyfamily.
Myfatherisaworker.Heworksinafactory.Mymotherisanurse.Sheworksinahospital.
学生口头作文,让他们把学到的知识系统地用到自己的作文中来。
练习关于职业以及工作地点的表达。
1.Letthestudentshurrytoreadthewordstheycan'
tremember.
2.Thentheteacherguidthestudentstogooverthewords.Seehowthestudentshavegrasped.
3.AskstudentstowritefivenewwordsintheirVocab-builder.
4.Practise:
ImagineyouwantoneofthejobsatBFS.Writeandexplainwhyyouraregoodpersonforthejob.
Theydon'
thavetouserealinformationaboutthemselves-theycanimaginethattheyhavetheskillsneededtodooneofthejobs.Remindthemthattheyhavetoshowwhytheyaregoodforthejob.
5.Gooverthewholeunit,firstthewordsandusefulexpressions.
Thengooverthefrills:
1.学生自测,看看他们急得如何。
2.在让学生写五个生词填在单词表上。
3.找工作:
以小组为单位讨论。
个人介绍推销自己。
4.总复习时,领着学生复习全部单词,争取让每一个学生都能来掌握。
No,heisn'
t
Game:
Howtofindagoodjob?
Discussandmakeadialogue.
Step6test4
Inthisclass,wehavelearnedself-
Check,thengooverthewholeunit.Ithinkmostofthestudentshavegraspedthemverywell.
让学生写一篇作文。
Especiallythejobsandtheplaces.
Compostion:
PeriodFive
Testing(WeeklypaperandNan'
anpaper)
Exercise:
Enteringfamousschool
Note: