七年级下4—10单元教案

1、Unit 4: I want to be an actor. Language goal In this unit, students learn to talk about jobs. New language What do you do? Im a reporter What does he do. Hes 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 officer names of jobs and profes

2、sions Section A Brainstorm 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 th

3、e 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, Its fun. Its 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 t

4、o 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 wllfa one of the scenes. Say, Write the letter of each scene next to one o

5、f the ivords. 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 convers

6、ations. 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

7、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. M

8、ake 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 thei

9、r work. Oner 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? Wha

10、t 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 T

11、his 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 lias now. It is the job the person wants in the futur

12、e.) Play the recording the first time. Students only listen.Say, You wiU 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 a

13、nd the ones they want in the future. Point out the sample 2c This activity provides guided oral practice using the target language. Point out the pictures in activity 2a. Ask who each person is. (They are Susans brother. Annas mother, and Tonys father.) Say, Now work with your partner. Ask and answe

14、r 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 Annas 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

15、 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 bo

16、ard 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

17、 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 stud

18、ents 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 stude

19、nt. 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, Hes a waiter. As students work in pairs, move around the room monitoring their work. Offer language support as needed. 4 This activity pro

20、vides 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 g

21、uess 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

22、 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 doctors office and the person is a doctor. Ask two different students to ask questions about the Job, and then ask a third st

23、udent 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

24、 will also need pencils. Section B New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun Additional materials to bring to class: help wanted ads from an English-language newspaper 1 a This activity introduces the key vocabulary. Focus attention on the six pi

25、ctures. Ask, What job does the person have? Where does the person ivnrk? 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 interesti

26、ng 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 t

27、he 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 pictur

28、e of the police officer and say. Its an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, Its 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 p

29、ictures 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 job

30、s? 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

31、 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 Ihe recording the first time. Students only listen. Say, Now I will play the ta

32、pe 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. Pla

33、y 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 lang

34、uage. 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

35、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 a

36、ctivity 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 dont un

37、derstand. 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 rea

38、ding 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

39、 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 target language. Point out the blank strip of newspaper where students can write their own ads. Ask o

40、ne 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 55

41、5-2323. Ask students to read their ads to a partner. Ask the pairs to correct each others work. 4 This activity provides guided oral practice using the target language. Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it. Then say, New ple

42、ase work in groups. Ask efuestions 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. Unit 6: Its raining! Language

43、goals In this unit students learn to talk about the weather and talk about what people are doing. New language What are you doing? Im watching TV Whats he doing? Hes playing basketball. Whats she doing? Shes cooking. What are they doing? Theyre studying. Hows the weather? Its raining. Section A Writ

44、e the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language. For example, you might pretend to be readi

45、ng a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,Im reading a book, and so forth. 1 a This activity introduces the key vocabulary. Focus attention on the cities in the picture. Ask, What s the weather like here? If they cant answe

46、r, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, Its raining.Is it raining here today? Point out the numbered list of words. Say each one and ask students to repeat the words again. Then ask students to match each word with one of the c

47、ities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer. Check the answers. 1 b This activity gives students practice in understanding the target language in spoken conversation. Play the recording the first time. Students only listen.Say, You

48、will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape. Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for yo

49、u. Beijing is written in the picture of sunny weather. It is sunny in Beijing. Correct the answers. 1 c This activity provides guided oral practice using the target language. Point out the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Make yo

50、ur own conversations about the weather in these five places. As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed. Ask several pairs to present their conversations to the class. 2a This activity gives students practice in understanding the

51、target language in spoken conversation. Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed. Play the recording the first time. Students only liste

52、n. Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing. Correct the answers. 2b This activity provides listening practice using the target language. Point out the list of names and the list of acti

53、vities.Ask a different student to read each list to the class. Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1. Play the recording and have students fill in th

54、e rest of the answers. , Correct the answers. 2c This activity provides guided oral practice using the target language. Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, co

55、oking, ivatching TV, and playing computer games. Point out the sample conversation in the speech bubbles and have a pair of students read it to the class. Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move a

56、round the room monitoring progress and offering assistance, if needed. Ask some pairs to present their conversations to the class. 3a This activity introduces more key vocabulary. Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help stu

57、dents to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy? Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simpl

58、e explanations of what each one means.For example: Not bad. This means something is not very good, but its also not very bad. Its in the middle. After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering questions as needed. Check the answers. 3b This activity provides oral practice using the target language. Point out the conversation in the large picture and ask two