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Unit 4 I want to be an actor教案1
Teaching Goal:
1. General aims:
Talk about jobs.
2. Particular aims:
A. Language Focus.
Talk about jobs and the place where people work.
B. Language goals
(1). What do you do? I’m a reporter.
(2). What does she want to be? She wants to be a sales assistant.
C. Language structures:
(1). What do you do? I am a teacher.
(2). What does he want to do? He wants to be an officer.
(3). Does your father work? Yes, he does.
(4). What does your mother do?
D. Useful words and phrases:
Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late
Phrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid of
Period One
Step 1 Organize students to prepare for the class
Step 2
4. Ask students: What is your father? He is a worker. (Tell them another way of saying:
What does your father do?
Is he a worker? No, he isn’t. What is he? He is a doctor.
or：What does he do?
Such as: A: What does he do? B: He is a reporter.
5. Listen to the tape: 1b. 2a. 2b.
Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.
Step 3
Practice
Step 4 Homework Practice The dialogue according to the picture on Page 1.
Period Two
Step 1 Organize students to prepare for the class
Step 2 Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital
Step 3
1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.
2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.
3. Let the students practice more and more.
4. They make a conversation to practice the drills.
For example: What do you do?
I help doctors and patients. Some people call us “angels in white”, Can you guess what I do?
5. Pairwork: Practice the conversation on the right. Use the jobs and places in activity 3a.
Where does your sister work? She works at a hospital.
What does your sister work? She works at a hospital.
What does she do? She’s a doctor.
6. Game: Guess the game!
Draw a picture of someone at work.
Can your classmates guess the job?
Just like: Is he a police officer?
No, he isn’t? Is he a waiter? Yes, he is
Step 4 Practice Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is. No, he isn’t
Step 5 Homework Practice the dialogue according to the picture on Page 25.
Period Three
Step 1 Organize students to prepare for the class
Step 2 Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring
Step 3
1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?
2. Then use 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.
3. Let students practice. Such as: He is a police officer. It’s an exciting job.
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.
5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.
6. Listen to the tape: Listen and number the picture(1-3) below.
Then practise the dialogue.
7. Grammar focus:
Step 4 Practice Read the newspaper want ads. And fill in the blanks with the correct jobs.
One: 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 ……
Step 5 Homework Read the newspaper more and more.
Period Four
Step 1 Organize students to prepare for the class
Step 2 Oral composition: My parents. Such as: I have a very happy family. My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital.
Step 2
1. Let the students hurry to read the words they can’t remember.
2. Then the teacher guide the students to go over the words. See how the students have grasped.
3. Ask students to write five new words in their Vocab-builder.
4. Practise: I imagine you want one of the jobs at BFS. Write and explain why your are good person for the job.
They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job.
5. Go over the whole unit, first the words and useful expressions.
Then go over the frills: What do you do? What does he do?
Where does he work? He works in a factory.
Step 4 Practice
Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is. No, he isn’t
Step 5 Homework Especially the jobs and the places.
Composition: How to find a good job?
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