人教版七年级英语下册全册教案
Unit1 Where is your pen pal from? Topic:
Countries, nationalities, and languages Functions:
Talk about countries, nationalities and languages Ask and tell about where people live Structure:
Where\'s/Where\'re ...from? Where does/do ...from? What questions----What language does/do ...speak? Target language:
Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:
words about countries, languages Teaching design:
The whole unit needs 5 periods, 4 for new leons and 1 for test Period 1 ( 1a----Grammar Focus ) Key points:
Where is your/John\'s pen pal from? He/She is from... Where does he/she live? He/She lives in....(Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals\' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss.T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points:
Where is your/John\'s pen pal from? He/She is from...Where does he/she live? He/She lives in....
(Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals\' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss.T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English
Teaching Steps:
Step 1 Leading-inThe information of the teacher\'s own pen pal\'s information.\"I have a pen pal.His name is Curry Muray.He is from the United States.Do you have a pen pal? Where is your pen pal from? What\'s your pen pal\'s name?\" Different students say the information about their own pen pals.T should choose the different countries.T writes the different countries on the Bb(both Chinese and English)
Step 2 Learning
Section A 1a
Learn the new words on the Bb.The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)
Pay attention to the pronuciation of the new words.
Step 3 Listening
1b Listen and circle the countries in 1a they learned
Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game.It can help the Ss consolidate the new words they learned)
Step 5 Pairwork 1c Practise the following conversation: ---Do you have a pen pal?
---Yes, I do.---Where\'s your pen pal\'s from?
----He/She is from ....(Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs.At last let several pairs do it again in cla.
Step 6 Leading-in Revise the countries names with looking at the Bb.Then T writes down the city names on the Bb.Let the Ss try to find out which countries the cities are in.The city names are following: Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;
Step 7 Learning 2a
Learn the city names together with the whole cla just like Step 2 2b
Listen and circle the cities and countries
2c
Listen and complete the chart Have a similar competition to consolidate the new words in this part.
Step 8 Pairwork T has a conversation with one student like the following: ---Do you have a pen pal?
---Yes, I do.---What\'s your pen pal\'s name?
---His/Her name is....---Where is your pen pal from?
---He/She is from...---Where does he/she live?
---He/She lives in....(Write it down on the Bb) Let the Ss practise after the T\'s example in pairs then several pairs do it in cla.
Step 9 Exercise
My pen pal is from Australia.(划线提问) John\'s pen pal is from Japan.(划线提问) He lives in Paris.(划线提问)
Homework:
Read and copy the new words .Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie\'s pen pal from? Where does he/she live? What\'s his/her name?(This one can be chosen by themselves) Unit 2 Where\'s the post office?
Language goal This unit students leam to ask for and give directions(方向) on the street.New language Is there a bank near here? Yes, there\'s a bank on Center Street, Where\'s the supermarket? It\'s next to the library.Is there a pay phone in the neighbhood?Yes, it\'s on Bridge Street on the right.
locations in the neighborhood such as post office, hotel,video arcade.
Descriptive words such as new, old, dirty, clean.
Descriptions of location such as acro from, next to,Between
Recycled language
What are you doing?
Do you want to ...?
Section A
Ask two rows of three students each to stand facing each other in the front of the claroom.Point to students standing in front and ask the cla to repeat the questions and answers.
Example 1
Teacher: Where\'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.
Example 2
Teacher: Where\'s Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is acro from Sheng Lin.
Example 3
Teacher: Where\'s Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.
la
This activity introduces the key vocabulary.
Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.
Point out the numbered list of words.Say each one and ask students to repeat.
Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.
1b This activity gives students practice listening to and understanding the target language.
Point out the buildings and other locations in the picture.Say the name of each one to the cla.
Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..
Play the recording the first time.Students only listen.
Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.
Correct the answers.
These items should be circle:video arcade, post office, supermarket.
Tapescript(录音稿)
Convernation 1
A: Is there a video arcade on Fifth Avenue?
B: Yes, there is.
Conversation 2
A: Is there a post office near here? B: Yes, there is.There\'s one on Bridge Street.
Conversation 3
A: Is there a supermarket on Center Street?
B: No, there isn\'t.
1C This activity provides guided oral practice using the target language.
Point to the different locations shown in the picture.Ask different students to name each one.If neceary,say the name and ask the student to repeat.
Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.
Demonstrate（示范） the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there\'s a post office on Bridge Street.
As students work, move around the room and check progre(进展情况).Help students understand how to locate things on the map, if neceary.
Ask several students to say some of their questions and answers for the cla.
教学后记：
教学方法有问题？
教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。
与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？
吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。
让学生死记硬背是不对的，但不让学生背也是不对的。
2a This activity introduces the terms acro from, next to, between, and on.
Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.
Point out the four sentences.Say each one and ask students to rcpeat.
Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.
Check ihc answers.
2b This activity gives students practice listening to and understanding the target language.
Point out the buildings and street names in la.Say each one and ask students to repeat.
Call attention to the four sentences in 2b.Read them to the cla saying blank each time you come to a blank line.
Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.
Play the recording the first time.Students only listen.
Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.
Correct the answers.
Tapescript(录音稿)
Conwaraation 1 A: Excuse me.Is there a library around here?
B: Yes.It\'s between the video arcade and the supermarket.
Conversation 2
A: Where\'s the park?
B: The park? Oh, it\'s acro from the bank.
Conversation 3
A: Excuse me.Is there a supermarket around here?
B; Yes, it\'son Fifth Avenue.
Conversation 4
A: Where\'s the pay phone?
B: It\'s next to the post office.
2c
This activity provides guided oral practice using the target language.
Point to the list of buildings in la.Ask a student to read the list aloud.
Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.
Demonstrate（示范） the activity.Point to the map and ask,Where\'s the park? Then choose a student to answer.Guide the student to say, It\'s acro from the bank.
As students work, move around the room and check progre.（进度）
Ask several students to say some of their questions and answers for the cla.
Grammar focus
Review the grammar box.Ask students to say the questions and answers.
Ask students to circle these words in the grammar focus section of their books: on, acro from, next to, and between.Ask, Which words talk about two different buildings? (acro/row, next to, and between) Ask, Which one talks about one building all alone!\' (on)
Culture note
Many visitors to the United States believe that Americans don\'t like to answer questions or give directions(方向) to tourists（旅行者）and other visitors.This is not necearily true.The pace of life is fast in the United States, especially（特别） in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren\'t used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.
3a This activity provides target-oriented reading practice using the language items taught in this unit.
Draw attention to the conversation in the box.Ask students to read it out loud.
Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here\'s the hotel.Here\'s Bridge Street.
Point to the two arrows.(箭头) Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.
Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.
Answer
Paul and Nancy are the two figures outside the entrance to the park.
3b
This activity provides guided writing practice using the target language.
Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.
Point to the questions below each picture and ask a student to read them aloud. Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.
Ask students to complete the writing individually.(个别的)
Correct the answers.
1.Yes, there is.Go straight down New Street and turn right.There\'s a pay phone on the right.
2.Go straight down New Street and turn right.Turn left at Bridge Street.The bank is acro the street.
3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It\'s acro from the video arcade, next to the super-market.
This activity provides guided oral practice using the target language,
Call attention to the picture in la.Ask students to name all the buildings in the picture.
Point out the conversation In the picture in 4.Ask different students to read each line.
Have the students work In groups.One person chooses a building in the la picture but doesn\'t tell anyone which building it is.The others ask questions like those in the activity 4 picture until they gue which building it is.
Several students can take turns choosing the building for the others to gue.
Section B
la
This activity introduces the key vocabulary.
Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.
Point to and name all the places in the pictures again without the describing words and have students repeat.
Now point to each half of each picture and ask about the difference between the halves.For example, you might say; This is a park.Is it a clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.
Point out the pairs of words or phrases.Say each one and ask students to repeat,
Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.
Check the answers.
1 b
This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.
Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.
As students work together, move around the room checking on their progre.
Ask several students to present some questions and answers to the cla.
2a
This activity gives students practice listening to and understanding the target language.
Point out the list of places in la.Say die name of each one to the cla.
Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael\'s street.
Play the recording the first time.Students only listen.
Play the recording a second time.This time ask students to listen and circle the places they hear.
Correct the answers.
2b
This activity gives students practice listening to and understanding the target language.
Call attention to the street map in the box.
Say, Now I will play the conversation again.Listen to if and draw the places in Michael\'s neighborhood on the street map.
Play the recording.Students only listen.
Demonstrate the activity by saying.What are the three places on the tape? (a hotel, a supermarket, Michael\'s house).Answer any questions students may have.
Play the recording again.Students draw maps of Michael\'s neighborhood.
Move around the room, offering aistance(提供协助) if needed.
Have some students show their completed drawings to the cla.
2c
This activity provides guided oral practice using the target language.
Say, Now let\'s work in pairs.The first person makes some statements about the picture in 2b.The seconds person says \"true\" if the statement is true and \"false if the statement is false.The second person also changes each false statement into a true one. Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.
Demonstrate(示范) the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer \"true\" for the true statement and to say \"false\" for the false statement and change it into a true one.
Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.
Ask several pairs of students to present some statements and responses(回答) to the cla.Ask students to correct any mistakes they hear.
3a
This activity provides reading practice using the target language.
Ask a student to read the paragraph to the cla or read it yourself.
Answer any questions students may have.
Read the Instructions（指示） aloud.Point out the sample of the circled description word (busy), and make sure students understand what they have to do.
Correct the answers.
3b
This activity provides guided reading and writing practice using the target language.
Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.
Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.
Correct the answers.
3c
This activity provides guided writing practice using the target language.
Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.
This activity provides open-ended oral practice using the target language.
Call attention to what the person In the picture is saying.Ask a student to read the statement to the cla.
Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood
Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket acro from a post office.
As students work, move around the room offering aistance and answering questions.
Ask some students to share(参与) the completed drawings and to make some statements to accompany(陪伴) them.
Self check
This activity provides a comprehensive review of all key vocabulary presented in this unit.
Ask students to check all the words they know.You may wish to have them circle any words that they don\'t know.
Ask students to find out the meanings of any words they don\'t know.They can do this by reviewing the unit.asking you, asking their clamates or using a learner\'s dictionary or bilingual dictionary.
This activity helps build vocabulary by providing a specific time and place for students to record new words.
Ask students to enter five new words in their Vocab-builder on page 108.
After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole cla or informally, in pairs or small groups.
This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.
Ask students to read the letter and draw the route on the map.Answer any questions students may have.
Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)
教学后记：
培养学生的自信心和兴趣是最重要的
培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解。
第一件事是在教育科学频道
Unit 3: Why do you like koalas ?
Language goals
In this unit students learn to describe animals and expre preferences and give reasons,
New language
Why do you like koala bears?.Because they\'re cute,They\'re pretty interesting, They\'re kind of shy, They\'re very big.
names of animals such as tiger, elephant, koala bear, dolphin
description words such as smart, cute, intelligent
names of countries: Australia, South Africa,
Recycled language
between, acro from
He\'s/She\'s from ...He\'s / She\'s five years old.
name of countries; China, Japan, Brazil
Section A
Additional materials to bring to cla:
coins or other markers for the Bingo game in 4.
Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.
Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.
la
This activity introduces the key vocabulary.
Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.
Point to the animals one by one and say the name of each.Ask students to repeal.
Point out the numbered list of words.Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal\'s name.Point out the sample answer.
Check the answers.
1 b
This activity gives students practice in understanding the target language in spoken conversation.
Point to the animals in 1a- Ask students to point to and name the animals.
Say, I\'m going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.
Play the recording the first time.Students only listen.
Play the recording a second time.This time students check each animal name they hear.
Correct the answers.
1 c
This activity provides guided oral practice using the target language.
Call attention to the example conversation in the picture.Ask two students to read it to the cla.Answer any questions they may have.
Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.
Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.
Ask students to work in pairs.Have them take turns saying both parts.
If students need help getting started, demonstrate another conversation with a student.For example:
Teacher: let\'s see the elephant.
Student: Why do you want to see the elephant?
Teacher: Because it\'s very smart. Ask some students to present their conversations to the cla.
2a
This activity provides listening practice using the target language.
Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.
Play the recording the first time.Students only listen.
Play the recording a second time.This time students write in the names of the animals.
Check the answers.
Point out the adjectives listed on the right.Ask a student to say the words.
Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.
Play the recording and have students match each animal with an adjective.
Correct the answers.
2b
This activity provides listening and writing practice using the target language.
Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.
Ask a student to read the words in the box.
Play the recording.Check to see that students are writing a word from the box on each line of the conversation.
Go over the answers.
2c
This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture.Ask two students to read it to the cla.
Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.
Demonstrate a conversation with a student.For example:
Student: Do you like penguins?
Teacher: Yes, I do.
Student: Why?
Teacher: Because they\'re very cute.
3a
This activity provides reading practice using the target language.
Point to and say the names of the three countries on the maps and ask students to repeat
Point to the three animals and ask a student to name them.
Say, Now draw a line between each animal and the country it comes from.
Correct the answers.
3b
This activity provides guided oral practice using the target language.
Point to the conversation in the picture.Ask a pair of students to read it to the cla.
Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a-
Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.
After a few minutes, ask several pairs to say the conversation for the cla.
Section B
Additional materials to bring to cla:
Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.
This activity introduces more key vocabulary,
Call attention to the animals in the picture and ask a student to say the name of each one.
Point out the list of eight numbered adjectives at the top.
Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.
As students work, move around the room offering to answer questions as needed.
Correct the answers-
2a
This activity provides listening practice with the target language.
Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.
Play the recording again.Students circle the adjectives they hear. Correct the answers.
2b
This activity provides listening and writing practice using the target language.
Call attention to the three headings.Animal, Maria\'s Words and Tony\'s Words, and the write-on lines under each.
Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.
Play the first four lines of recording and stop the tape.Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)
Point out the write-on lines where students can write these words.
Play the whole recording and have students write the words they hear on the chart.
Check the answers.
This activity provides guided oral practice using the target language.
Call attention to the dialogue next to the picture.Ask two students to read it to the cla.
Say, Work in pairs.Use sentences like these to say what you think about different animals.
Demonstrate the activity with one or two students.For example, say, I like dolphins.They\'re intelligent.
Ask students to work in pairs.As they work, move around the room checking on progre.
Ask some pairs to present their conversations to the cla.
3a
This activity provides reading practice using the target language.
Point out the three descriptions of animals.Ask students to take turns reading one aloud.
Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.
Check the answers.
3b
This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
Call attention to the pictures of animals in 3a, and draw attention to the gra, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expreion sleeps.
Point out the description in 3b with blank lines where some words are miing.Read it to the cla saying blank each time you come to a blank line.
Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.
As students work, move around the room checking progre and offering language support as needed.
Check the answers.
3c
This activity provides reading and writing practice using the target language,
Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.
You may wish to do a sample description with the cla.Choose an animal\'s name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat gra?
Ask students to write their own descriptions.You may wish to have le fluent students work with a more fluent partner,
Ask students to share their writing with others in the cla.
After you have reviewed the students\' work, you may wish to have some students recopy their work so that you can post it on the claroom bulletin hoard.
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? 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 police officer
names of jobs and profeions
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 the 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, It\'s fun.It\'s 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 to 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 of 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 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.
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.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.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? 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.
Correct the answers.
2b
This 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 cla.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 future.)
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 and 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 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 balloons.Practice the dialogue with a student.
As students work In pairs, move around the room monitoring 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 board and-ask the cla 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.
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 students to read It to the cla.
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 student.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, He\'s a waiter.
As students work in pairs, move around the room monitoring their work.Offer language support as needed.
This activity provides 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 gue the job.
Demonstrate by drawing a picture on the board of a stick figure reporter.Add details (microphone, notebook,etc.) until students gue what job it is.
Ask a student to go to the board.Say, Draw a picture of a person working.If neceary, 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 gue 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.
Section B
New language
Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to cla:
help wanted ads from an English-language newspaper
1 a
This activity introduces the key vocabulary.
Focus attention on the six pictures.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 interesting 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 the 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 cla.Then point to the picture of the police officer and say.It\'s an exciting job.Ask the cla to repeat.Then say, What else can you say about being a police officer? Someone may answer, It\'s a dangerous job.Ask the cla 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 claroom 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 jobs? 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 with the target language.
Call attention to the two headings and ask a student to read die headings to the cla.
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 tape 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 cla.Say, This time you will unite 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?\"
Play the recording.Students write their answers.
Check the answers.
2C
This activity provides open-ended oral practice using the target language.
Say, What do you want to be? What words describe each job? Help the cla make up a list of jobs they might like to do.As students suggest poible jobs, ask the cla to suggest words to describe them.Use a bilingual dictionary, if neceary, 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 neceary.Move from group to group offering aistance as needed. Ask individual students to tell the cla about what they want to be and why.
3a
This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the cla.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.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
Check the answers.
3b
This activity provides reading 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 gue 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 one or two students, What are you going to write about? Repeat each of the students\' sentences and ask the cla 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 555-2323.
Ask students to read their ads to a partner.Ask the pairs to correct each other\'s work.
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 please 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.
Unit5 I\'m watching TV.
Language Goal:
Talk about what people are doing.
Teaching Aims:
The present Progreive (结构式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.Difficult points:
现在进行时的用法和动词V-ing 形式的构成。
Teaching Methods:
由浅入深,设置场景、对话以及表演来教授新句型。
Teaching Aids:
教学图片、教学光盘、VCD机、录音机
Teaching Procedures:
Step1. Warming – up
A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report)
B. Ask and answer
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)
T: Usually, what time do you go to school?
S1: ……
T: When does your father watch TV in the evening?
S2: ……
T: Do you do your homework in the evening?
S3: ……
T: When do you play soccer?
S4: ……
T: what time do you usually eat dinner?
S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation
A. Match the words and the activities.
Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
