初中初一英语教学教案：Lesson sixteen

第71页共71页初中初一英语教学教案：Lessonsixteen初中初一英语教学教案：Lessonsixteen。一、教学内容1.语音：1)复习音标及字母组合[u:]u,oo;[u]u,oo,oul;2)学习音标及字母组合[(+]ure,ua2.语法：1)小结本单元所学tobegoingto+动词原形的用法;2)小结本单元出现的形容词比拟等级的规那么变化和不规那么变化。二、教具录音机;音标卡片、小黑板等。三、课堂教学设计1.复习值日生报告。老师出示事先准备好的写有形容词原级的小黑板，要求学生迅速写出其比拟级、级形式。2.老师出示音标卡片，复习[u:][u]两个元音的读音，启发学生分别给出含有这两个元音的单词。老师可将这些单词书写在黑板上，并用彩色粉笔写出读这些音的字母或字母组合。教[(+]这个双元音的读音。学生初步掌握其读音后，重复上一步骤。3.放课文第1、2局部录音，学生翻开书跟读，反复三遍。指导学生做练习册习题1。4.指导学生阅读复习要点中例词、例句。老师小结该要点中所列两项语法内容。5.指导学生做练习册习题。6.布置作业1)练习朗读本课第1、2局部中的音标、单词、短语和句子;2)结合书后有关语法讲解，复习本单元语法工程;3)抄写复习要点中例句及词语;4)完成练习册习题。四、难点讲解形容词比拟等级(Ⅰ)形容词比拟等级的规那么变化和不规那么变化。本单元只介绍单音节形容词和少数双音节形容词的变化：1)一般在词尾加-er或-est，分别构成比拟级和级。例如：smallsmallersmallest。2)以字母e结尾的形容词，加-r或-st,例如：nicenicernicest。3)重读闭音节词尾只有一个辅音字母时，双写这个辅音字母，再加-er或-est。例如：bigbiggerbiggest。4)以辅音字母+y结尾的双音节形容词。改y为i，再加-er或-est。例如：easyeasiereasiest。此外，少数形容词还有不规那么变化，需要认真记忆。例如：goodbetterbest;manymoremost等。f132.更多教案编辑推荐初中初一英语上册教案：Unit1Myname’sGinaperiodOne课前准备老师：准备游戏时所用的图片(食物、蔬菜、动物)。学生：准备表演时所需道具(服装、假发)。教学设计StepOne:presentthesentencepatterns.1.playagame“Howmanywordsdoyouknow?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)Teacher:Afterthestudyofthefirstthreestarters,Ithinkmostofthestudentsmusthaveknownalotofwords.Howmanywordsdoyouknow?Let’splayagametoseewhoknow?Let’splayagametoseewhoknowsthemost.(Divideallthestudentsintoseveralgroupsandshowapicture(图片略)tothemwiththeputer.Everygroupcanchoosetwostudentstojoin.Theyareaskedtoetotheblackboardandwritedownthewordsin30seconds.)(Group2isthechiongroup.Theycanwrite11words.)2.Introducethechiongrouptotheclass.(引课方式贴近生活，学生易于承受)Teacher:Congratulations,nowGroup2isthechion.ButIdon’tknowyournames.Wouldyouliketointroduceyourselvestous?S1S2:Yes.S1:Hello.MynameisLiLei.Nicetomeetyou.Ss:Hello,LiLei.Nicetomeetyou,too.Ss:Hello!What’syourname?S2:I’mSunping.Howdoyoudo?Ss:Howdoyoudo?StepTwo:Drills.1.Makeintroductions.(通过句型的操练使学生更加纯熟掌握所学的句式。)Exle:Sa:Hello!I’mLiLei.What’syourname?Sb:Myname’sZhangFeng.Nicetomeetyou.Sa:Nicetomeetyou,too.Andwhat’syourname,please?Sc:LinLi.Howdoyoudo?Sa：Howdoyoudo?2.Listenandnumbertheconversations.Teacher:TodayIhavegoodnewsforyou.Threenewstudentswilletoourclass.Theyarefromothercountries.Doyouwanttoknowthem?Let’slistentotherecordingof1binSectionA.(Studentslistentothetapeandgivetherightanswers.)Ss:OK.Exle:Sb:Hello,SunNan.Nicetomeetyou.Ss:Howdoyoudo?Sd:Howdoyoudo?2.TheNewers.(以表演的形式完成，使课堂气氛到达高潮。)Teacher:JustnowIsaidthreenewstudentsfromothercountrieswouldetoourclass.Now,look!Theyarehere.Let’sgivethemawarmwele.(Three“foreign”studentseinandallthestudentsclapwarmly.)Teacher:It’stheirfirsttimetoetoChina.Wouldyouliketolistentotheirintroductions?Ss:Yes.(Threestudentscanmakeintroductionsandactoutthedialoguevividly.)StepThree:Sumup.Homework“Howdoyoumeetnewvisitorsathome?periodTwo课前准备老师：准备歌曲磁带(歌词)、情景图片及上课所需表格。学生：需要向父母理解自已名字的含义。教学设计StepOne:Revisethesentencepatterns.1.SinganEnglishsong.(用唱歌的方式既带动了气氛，又复习了所学内容。)Hello!Hello!What’syourname?Myname’sGina.Hello!Hello!What’shisname?Hisname’speter.Hello!Hello!What’shername?Hername’sAnna.2.Listentotheconversationsandfinishtheexercises.(Studentslistentothetapeandgivetherightanswers.)3.Actoutthedialogues.(在特定的情景下表演对话更符合实际，更贴近生活。)(Studentscanchooseanypicturetheylikeandactoutthedialogues.)Exle:(Ataparty)Sa:Hello!I’mLucyGreen.What’syourname?Sb:MynameisKateBrown,Jim’sclassmate.Nicetomeetyou.Sa:Nicetomeetyou,too.I’mJim’ssister.WeletoJim’sbirthdayparty.Makeyourselfathome.Sb:Thanks,Iwill.StepTwo:ChooseEnglishnames.1.playanamegame.(有效引出“英文名字”这一主题。)Teacher：Asweknow,everyonehasaname.EachnamehasitsspecialmeaningandsodoEnglishnames.DoyouwanttohaveanEnglishname?Ifyoudo,let’splayanamegame.ThewinnersofthegamewillgetEnglishnames.Rules:Everystudentshouldintroducehimselforherself,butatthesametimehe(she)shouldrepeatalltheabove-mentionedclassmates'names.Exle:S1:Myname’sTony.S2:Hisname’sTony.Myname’sLinda.S3:Hisname’sTony.Hername’sLinda.Myname’sNick.S4:Hisname’sTony.Hername’sLinda.Hisname'sNick.Myname'sKim.S5:…….2.ChooseEnglishnames.1).Findoutfirstnamesandlastnames.(用小组的方式完成名字的识别。)Teacher:Congratulationstothewinners.NowyouchooseEnglishnamesfromthebox.Butbeforeyouchoosenames,youmustknowEnglishnameshavetwoparts:firstnameandlastname.Lookatthebox,canyouclassifythemaccordingtothedemands?JennyGinaAlanMaryJimTonyTomBobMikeGreenMillerJackSmithBrownLindaNickKimHandperiodThree课前准备老师：准备所需的歌曲磁带、名片样本及各项表格。学生：制作名片所需的纸张、画笔等。教学设计StepOne:presenttheEnglishnumbers.1.Singthesong“TenLittleIndianBoys”.(歌曲欢快有趣，比起单纯教授单词更为有效。)S1:Atelephonecall.T:Butyoudon’thavetheirtelephonenumbers.S1:Askfortheirtelephonenumbers.T:Ifwewanttoknowabouttheirtelephonenumbers,wemustlearnhowtosaythesenumbersinEnglish.Let’slearntosing“TenLittleIndianBoys”.WordsOnelittle,twolittle,threelittleIndisns,Fourlittle,fivelittle,sixlittleIndians,Sevenlittle,eightlittle,ninelittleIndians,TenlittleIndianboys.(Aftersingingthesong,tellthestudentsnottoforget“zero”.)T:Countthenumbertogetherfromzerotonine.S2:Zero…2.Listentotheconversationandwritethetelephonenumber.(通过听力复习单词。)(Studentslistentotherecordingof1binSectionBandgivetheanswer.)StepTwo:Drills.1.Makeasurveyaboutyourpartners’telephonenumbers.(调查组内成员的号码，重点练习所学句式。)NameTelephonenumbersLiLeiLiuYuLinFangYinKailinS1:Hello,LiuYu.What’syourtelephonenumber?S2:Mytelephonenumberis…S1:Oh,thankyou.Whataboutyours,LinFang?S3:It’s…S1:…AndmayIknowyourphonenumber,YinKailin?S4:…S1:Thankyouverymuch.Oh,Inearlyforgot.Mytelephonenumberis…2.Reportittotheclass.(Afterthesurvey,everygroupcanchooseastudenttoreportthesurveyresulttotheclass.)Exle:Mytelephonenumberis…LiuYu’sphonenumberis…LinFang’stelephonenumberis…YinKailin’sphonenumberis…3.Listenandmatchthenamesandtelephonenumbers.(制作号码簿这一任务可以大面积调动学生装的参与意识。)Teacher:Iwillplaytherecordingtwice.Thefirsttimejustlisten.Thesecondtime,writetheletteroftheperson’stelephonenumberinthespaceafterthatperson’sname.(Studentslistentothetape.)T:Next,I’llplaytherecordingagain.Thistime,fillinthemissingnumbers.(Studentslistentothetapeagain.)T:Canyoufindoutwhosetelephonenumberstheyare?S:…4.Makeanaddressbook.Teacher:Thenewtermbegins.Ourclassneedsanaddressbooktocontacteachother.Nowwecanputalltheinformationtogetherandthenwecanhaveourownaddressbook.payattentiontotheaddressbookheadings“Names”and“phonenumbers”.Nowworkingroupsofsixandaskyourgroupmembers“What’shis/hername?AndWhat’shis/herphonenumber?”StepThree:MakeanIDcard.1.ShowsomedifferentIDcardstotheclassandtrytoenjoythem.(向学生展示不同种类的名片，一方面开阔学生眼界，一方面便于学生找知名片所含内容。)(引导学生有效搜集名片上的信息，进步学生的阅读才能。)Teacher:Nowourclasshasaveryusefuladdressbook.Wecanuseittotalkwithothersonthephone.Butformostadults,IDcardsaremoreimportantbecausetheyareeasytotakealong.What’smore,theyareveryenjoyable.Sometimestheycanshowtheowners’specialpersonalities.LookattheIDcardsbelowandtrytoenjoythem.Teacher:Fromthecardsabove,whatcanyoufindout?S1:Itmusthaveaperson’sname…S2:Sometimesithasamotto.T:Yes,Itmusthaveaperson’sname,postcode,telephonenumber,homeaddressande-mailaddress.SoifyouhaveachancetomakeanIDcard,youmustthinkaboutalltheabove.Butbeforeyoumakeyourcard,firstlet’slearnhowtogetinformationfromthecard.It’sveryimportant.2.ReadtheIDcardandanswerthequestions.(提供参考信息，但允许学生创新。)FIRSTNAME:JennyLASTNAME:BrownTELEpHONENUMBER:535-23751.What’shertelephonenumber?2.What’sherfamilyname?3.What’sherfirstname?Homework1.StudentsareaskedtomakeIDCardsoftheirown.Demands:A.Usefulinformationmustbeincluded.B.Itcanbedesignedasbeautifullyaspossible.C.Studentsmayshowtheirownpersonalitiesifpossible.personalInformationFirstname:________________Lastname:_________________Englishname:______________School:_____________________Class:____________________phonenumber:______________Homeaddress:____________________________________________________E-mail:__________________________________________________________Motto:___________________________________________________________2.Findouttheinformationaboutthefamousperson.periodFour课前准备老师:准备评价表、名人图片和一张个人海报。学生：准备好完成的名片参加展览。初一英语上册《Unit2Isthisyourpencil》教案Unit1Myname’sGinaperiodOne课前准备老师：准备游戏时所用的图片〔食物、蔬菜、动物〕。学生：准备表演时所需道具〔服装、假发〕。教学设计StepOne:presentthesentencepatterns.1.playagame“Howmanywordsdoyouknow?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)Teacher:Afterthestudyofthefirstthreestarters,Ithinkmostofthestudentsmusthaveknownalotofwords.Howmanywordsdoyouknow?Let’splayagametoseewhoknow?Let’splayagametoseewhoknowsthemost.(Divideallthestudentsintoseveralgroupsandshowapicture〔图片略〕tothemwiththeputer.Everygroupcanchoosetwostudentstojoin.Theyareaskedtoetotheblackboardandwritedownthewordsin30seconds.)(Group2isthechiongroup.Theycanwrite11words.)2.Introducethechiongrouptotheclass.〔引课方式贴近生活，学生易于承受〕Teacher:Congratulations,nowGroup2isthechion.ButIdon’tknowyournames.Wouldyouliketointroduceyourselvestous?S1&S2:Yes.S1:Hello.MynameisLiLei.Nicetomeetyou.Ss:Hello,LiLei.Nicetomeetyou,too.Ss:Hello!What’syourname?S2:I’mSunping.Howdoyoudo?Ss:Howdoyoudo?StepTwo:Drills.1.Makeintroductions.〔通过句型的操练使学生更加纯熟掌握所学的句式。〕Exle:Sa:Hello!I’mLiLei.What’syourname?Sb:Myname’sZhangFeng.Nicetomeetyou.Sa:Nicetomeetyou,too.Andwhat’syourname,please?Sc:LinLi.Howdoyoudo?Sa：Howdoyoudo?2.Listenandnumbertheconversations.Teacher:TodayIhavegoodnewsforyou.Threenewstudentswilletoourclass.Theyarefromothercountries.Doyouwanttoknowthem?Let’slistentotherecordingof1binSectionA.(Studentslistentothetapeandgivetherightanswers.)Ss:OK.Exle:Sb:Hello,SunNan.Nicetomeetyou.Ss:Howdoyoudo?Sd:Howdoyoudo?2.TheNewers.〔以表演的形式完成，使课堂气氛到达高潮。〕Teacher:JustnowIsaidthreenewstudentsfromothercountrieswouldetoourclass.Now,look!Theyarehere.Let’sgivethemawarmwele.(Three“foreign”studentseinandallthestudentsclapwarmly.)Teacher:It’stheirfirsttimetoetoChina.Wouldyouliketolistentotheirintroductions?Ss:Yes.(Threestudentscanmakeintroductionsandactoutthedialoguevividly.)StepThree:Sumup.Homework“Howdoyoumeetnewvisitorsathome?periodTwo课前准备老师：准备歌曲磁带〔歌词〕、情景图片及上课所需表格。学生：需要向父母理解自已名字的含义。教学设计StepOne:Revisethesentencepatterns.1.SinganEnglishsong.〔用唱歌的方式既带动了气氛，又复习了所学内容。〕Hello!Hello!What’syourname?Myname’sGina.Hello!Hello!What’shisname?Hisname’speter.Hello!Hello!What’shername?Hername’sAnna.2.Listentotheconversationsandfinishtheexercises.(Studentslistentothetapeandgivetherightanswers.)3.Actoutthedialogues.〔在特定的情景下表演对话更符合实际，更贴近生活。〕(Studentscanchooseanypicturetheylikeandactoutthedialogues.)Exle:(Ataparty)Sa:Hello!I’mLucyGreen.What’syourname?Sb:MynameisKateBrown,Jim’sclassmate.Nicetomeetyou.Sa:Nicetomeetyou,too.I’mJim’ssister.WeletoJim’sbirthdayparty.Makeyourselfathome.Sb:Thanks,Iwill.StepTwo:ChooseEnglishnames.1.playanamegame.〔有效引出“英文名字”这一主题。〕Teacher：Asweknow,everyonehasaname.EachnamehasitsspecialmeaningandsodoEnglishnames.DoyouwanttohaveanEnglishname?Ifyoudo,let’splayanamegame.ThewinnersofthegamewillgetEnglishnames.Rules:Everystudentshouldintroducehimselforherself,butatthesametimehe(she)shouldrepeatalltheabove-mentionedclassmates'names.Exle:S1:Myname’sTony.S2:Hisname’sTony.Myname’sLinda.S3:Hisname’sTony.Hername’sLinda.Myname’sNick.S4:Hisname’sTony.Hername’sLinda.Hisname'sNick.Myname'sKim.S5:…….2.ChooseEnglishnames.1).Findoutfirstnamesandlastnames.〔用小组的方式完成名字的识别。〕Teacher:Congratulationstothewinners.NowyouchooseEnglishnamesfromthebox.Butbeforeyouchoosenames,youmustknowEnglishnameshavetwoparts:firstnameandlastname.Lookatthebox,canyouclassifythemaccordingtothedemands?JennyGinaAlanMaryJimTonyTomBobMikeGreenMillerJackSmithBrownLindaNickKimHandperiodThree课前准备老师：准备所需的歌曲磁带、名片样本及各项表格。学生：制作名片所需的纸张、画笔等。教学设计StepOne:presenttheEnglishnumbers.1.Singthesong“TenLittleIndianBoys”.〔歌曲欢快有趣，比起单纯教授单词更为有效。〕S1:Atelephonecall.T:Butyoudon’thavetheirtelephonenumbers.S1:Askfortheirtelephonenumbers.T:Ifwewanttoknowabouttheirtelephonenumbers,wemustlearnhowtosaythesenumbersinEnglish.Let’slearntosing“TenLittleIndianBoys”.WordsOnelittle,twolittle,threelittleIndisns,Fourlittle,fivelittle,sixlittleIndians,Sevenlittle,eightlittle,ninelittleIndians,TenlittleIndianboys.(Aftersingingthesong,tellthestudentsnottoforget“zero”.)T:Countthenumbertogetherfromzerotonine.S2:Zero…2.Listentotheconversationandwritethetelephonenumber.〔通过听力复习单词。〕(Studentslistentotherecordingof1binSectionBandgivetheanswer.)StepTwo:Drills.1.Makeasurveyaboutyourpartners’telephonenumbers.〔调查组内成员的号码，重点练习所学句式。〕NameTelephonenumbersLiLeiLiuYuLinFangYinKailinS1:Hello,LiuYu.What’syourtelephonenumber?S2:Mytelephonenumberis…S1:Oh,thankyou.Whataboutyours,LinFang?S3:It’s…S1:…AndmayIknowyourphonenumber,YinKailin?S4:…S1:Thankyouverymuch.Oh,Inearlyforgot.Mytelephonenumberis…2.Reportittotheclass.(Afterthesurvey,everygroupcanchooseastudenttoreportthesurveyresulttotheclass.)Exle:Mytelephonenumberis…LiuYu’sphonenumberis…LinFang’stelephonenumberis…YinKailin’sphonenumberis…3.Listenandmatchthenamesandtelephonenumbers.〔制作号码簿这一任务可以大面积调动学生装的参与意识。〕Teacher:Iwillplaytherecordingtwice.Thefirsttimejustlisten.Thesecondtime,writetheletteroftheperson’stelephonenumberinthespaceafterthatperson’sname.(Studentslistentothetape.)T:Next,I’llplaytherecordingagain.Thistime,fillinthemissingnumbers.(Studentslistentothetapeagain.)T:Canyoufindoutwhosetelephonenumberstheyare?S:…4.Makeanaddressbook.Teacher:Thenewtermbegins.Ourclassneedsanaddressbooktocontacteachother.Nowwecanputalltheinformationtogetherandthenwecanhaveourownaddressbook.payattentiontotheaddressbookheadings“Names”and“phonenumbers”.Nowworkingroupsofsixandaskyourgroupmembers“What’shis/hername?AndWhat’shis/herphonenumber?”初中初一英语教案英文版：Unit4IwanttobeanactorLanguagegoalInthisunit,studentslearntotalkaboutjobs.NewlanguageWhatdoyoudo?I'mareporterWhatdoeshedo.'He'sastudent.Whatdoyouwanttobe?Iwanttobeanactor.Whatdoesshewanttobe?ShewantstobeapoliceofficernamesofjobsandprofessionsSectionApointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,It'sfun.It'sagoodjob.laThisactivityintroducesthekeyvocabulary.Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenaskstudentstomatcheachwordwllfaoneofthescenes.Say,Writetheletterofeachscenenexttooneoftheivords.pointtothesleanswer.1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.playtherecordingthefirsttime.Studentsonlylisten.playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1nexttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3nexttothepeoplebeingtalkedaboutinconversations2and3.Correcttheanswers.1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-Askastudenttoreadtheexleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.Sayadialoguewithastudent.pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpronunciationsupportasneeded.2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Askstudentstolookatthethreepictures.Askdifferentstudentstotellyouwhattheysecineachpicture.Whatarethepeopledoing?Whatjobsdotheyhave?playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearconversationsaboutthepeopleinthesepictures.playtherecordingasecondtime.Say,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout.Correcttheanswers.2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.pointtothethreeheadingsinthechartandreadtheheadingstotheclass.Askstudents,Whatdoes"wantstobe"mean?(ItisnottheJobthepersonliasnow.Itisthejobthepersonwantsinthefuture.)playtherecordingthefirsttime.Studentsonlylisten.Say,YouwiUhearaboutthepeopleinthesepictures.Youwillhearthejobtheyhawnowandthejobtheywantinthefuture.playtherecordingasecondtime.Thistimeaskstudentstofillintheblankswiththejobsthepeoplehavenowandtheonestheywantinthefuture.pointoutthesle2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.pointoutthepicturesinactivity2a.Askwhoeachpersonis.(TheyareSusan'sbrother.Anna'smother,andTony'sfather.)Say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures.Ask,"Whatdoesheorshedo?"Thenask,"Whatdoesheorshewanttobe?"Sayadialoguewithastudent.pointtoAnna'smotherandthentotheexleinthespeechballoons.practicethedialoguewithastudent.AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.pointoutthelistofjobswiththenumbersnexttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.pointoutthesleanswerandhaveastudentreadoutthespeechbubble.Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarenexttoeachworkplace.Checktheanswers.____Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.Sayadialoguewithastudent.pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,He'sawaiter.Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails(microphone,notebook,etc.)untilstudentsguesswhatjobitis.Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctor'sofficeandthepersonisadoctor.AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.playthegameusingdrawingsbyseveraldifferentstudents.Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.SectionBNewlanguageWordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,funAdditionalmaterialstobringtoclass:helpwantedadsfromanEnglish-languagenewspaper1aThisactivityintroducesthekeyvocabulary.Focusattentiononthesixpictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimpleexplanationsandshortslesentencestohelpstudentsunderstandwhateachwordmeans.Forexle,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.pointoutthesleanswer.Checktheanswers.1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.It'sanexcitingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,It'sadangerousjob.Asktheclasstorepeateachcorrectanswer.Thenaskstudentstoworkinpairs.Suggestthattheyeachpointtothepicturesoftheworkersandmakestatementsaboutthem.Asstudentspractice,movearoundtheclassroommonitoringtheirwork.1cThisactivityprovidesanopportunityfororalpractice.Say,Namesomeofthejobsfromthisunit.Writethislistofjobsontheboard.Say,Canyounamesomeotherjobs?Addanynewjobstothelist.AsksomestudentstomakestatementsaboutJobsonthelistusingthewordsinactivityla.Youmaywishtowritesomeofthesentencesontheboardsothatstudentscancopythesentencesintotheirnotebooks.2aThisactivityprovideslisteningandwritingpracticewiththetargetlanguage.Callattentiontothetwoheadingsandaskastudenttoreaddieheadingstotheclass.pointouttheblanklineswherestudentswillwritethenameofajob(underthewordswantstobe).playIherecordingthefirsttime.Studentsonlylisten.Say,NowIwillplaythetapeagain.Thistimewritethenameofajobunderthewords"wantstobe."2bThisactivityprovideslisteningandwritingpracticewiththetargetlanguage,Callattentiontothesecondheadingandaskastudenttoreadittotheclass.Say,Thistimeyouwillunitewhyeachpersonwantsthejob.playtherecordingagain.Studentsonlylisten.Thensay,NowIwillplaythetapeagain.Thistimewritethereasonthepersonwantsthejobundertheword"Why?"playtherecording.Studentswritetheiranswers.Checktheanswers.Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.Askinpidualstudentstotelltheclassaboutwhattheywanttobeandwhy.3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyouetoablankline.Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydon'tunderstand.Forexle,inthefirstad,studentsmaynotknowthatworkinglatemeans"workingatnight."Toworkhardmeanstousealotofenergytodothejob.AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.Checktheanswers.____Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.AskstudentstofillintheblanksusingwordsfromThissection.Say,Lookatthepicturesnexttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.Checktheanswers,3cThisactivityprovideswritingpracticeusingthetargetlanguage.pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.Askoneortwostudents,Whatareyougoingtowriteabout?Repeateachofthestudents'sentencesandasktheclasstorepeatthesentencesafteryou.Forexle:DoOMwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownpoliceStationat555-2323.Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachother'swork.4Thisactivityprovidesguidedoralpracticeusingt