小學(xué)全英教案

Unit6WherearethejazzCDs?(新目標(biāo)七下英文教案)。

老師會(huì)對(duì)課本中的主要教學(xué)內(nèi)容整理到教案課件中，大家應(yīng)該要寫教案課件了。我們要寫好教案課件計(jì)劃，才能在以后有序的工作！你們會(huì)寫多少教案課件范文呢？急您所急，小編為朋友們了收集和編輯了“Unit6WherearethejazzCDs?(新目標(biāo)七下英文教案)”，歡迎您參考，希望對(duì)您有所助益！

Unit6:WherearethejazzCDs?

Languagegoal

Inthisunitstudentslearntoaskforandgivedirectionsinsideabuildingandtalkaboutfavorites.

Newlanguage

Whereisthepopmusic?Goupstairsandturnright.

ItsnexttotheJazz.

WhereistheJazz?Gostraight.Itsbetweenthepopandthecountry.

WherearethedanceCDs?Goupstairsandturnleft.

TheyrebehindthecountryCDs.

Namesofmusicalstylessuchasclassical,dunce,jazz,pop,country.

SectionA

Additionalmaterialstobringtoclass:

blindfold

samplesofvariouskindsofmusicmentionedinthisunit.

Asktwelvestudentstocometothefromoftheroomandstandinfourrows,leavingafewfeetbetweenstudents.Standinfrontofthisgroup.Askandanswerquestionsaboutwhereeachstudentisstanding.Whereis(LinLi)?Hesbetween(CaoXinandZhangLi).Whereis(SunBei)?Shesbehind(LinLi).

Thencoverastudentseyesandleadthestudentaroundtheroombythearm.Givedirectionsusingthewordsgostraightahead,turnleft,andturnrightandthenhelphimorhertofollowthedirectionsyouused.

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepicture.Askstudentstotellwhattheysee.Guidestudentstounderstandthatthepictureshowsdifferenttypesofmusic.Namethemusicaltypesandask-studentstorepeat-Askstudentstonameasinger,songorcomposerforeachmusicaltype.

Examples:Yo-YoMaisaclassicalmusician.JanetJacksonisadancesinger.CelincDionisapopsinger.GarthBrooksisacountrymusician.KennyGisajaz2musician.

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeal.

Thenaskstudentstomatcheachpicturewithoneofthewords.Say,Writetheletterofeachpicturenexttothewontsontheleft.Pointoutthesampleanswer.

Checktheanswers,

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation,

Drawasetofstairsontheboard.Atthetopofthestairs,writejazzinaboxontheleftandclassicalinaboxattheright.Writedanceinaboxattheleftbelowthestairs.

Pointtothethreeconversations.Readthefirstconversationwithastudent.Thenreaditasecondtimeasyouuseyourfingersto"walk"upthestairsandturnlefttotheJazzsection.Askvariousstudentstoreadtheotherconversations.Useyourfingerstowalktoeachsectionmentioned.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistime,askstudentstolistentotherecordingandwritethenumberofeachconversationinthecorrectbox.Pointoutthesampleanswer.

Correcttheanswers,

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

PointtotheconversationsinIbandaskastudenttoreadthemwithyou.Thenasktwostudentstoreadthemtotheclass.Youmaywishtopointtothepictureshowingthetypesofmusicmentionedasthestudentsreadtheconversations.

Say,Nowpleasehaveconversationsliketheonesinthepicture.Askandanswerquestionsaboutwheretofindallfivekindsofmusic.

Ifstudentsneedadditionalhelpgettingstarted,askWheresthe(classicalmusic)?andpracticetheconversationwithonestudentatatime.

Askstudentstoworkinpairs.Aftertheypracticefurafewminutes,asksomepairstopresenttheirconversationstotheclass.

Forextrapractice,usethestairsyoudrewontheboardearlier.Erasethewordsyouwrotebeforeandwriteinthewordscountryandpoptotheleftofthestairs,dancestraightaheadofthestairsandjazzandclassicaltotherightofthestairs.Studentsusethismaptohavemoreconversations.

2aThisactivityintroducesthekeyvocabulary.

Askfourstudentstocometothefrontoftheroom.Arrangethestudentssothatoneisinthemiddleandtheothersaretotheleftof,totherightof,andbehindthefirststudent.Thendescribethelocationofthestudentsusingthewordsbehind,nextto,between,andinfrontof.Forexample,LiPengisbehindZhouWen,CaoYingisnexttoZhouWen,ZhouWenisbetweenCaoYingandGongZheng,andZhouWenisinfrontofLiPeng.

Pointtothefourpicturesofalphabetblocks.Askstudents[otellwhattheysecineachpicture.

Pointlotheletterundereachgroupofalphabetblocks.Askstudentstomatcheachnumberedsentencewithoneofthepictures.Say,Writetheletterofeachpicturenexttothecorrectsentence.

Checktheanswers.

2bThisactivityprovideslisteningpracticeusingthetargetlanguage.

Callattentiontothepictureshowingthemusicsectionsinsideamusicstore.

Say,Nowyouaregoingtohearsomeconversations.Peopleareaskingtheclerk/ordifferentkindsofCDs.Listentotheconversationsandwriteonthemapwhereeachmusicsectionisinthestore.Pointoutthesampleanswers.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingagain.StudentslabelthemapoftheCDstore.

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontothesampleconversationinspeechbubbles.Readitwithastudent.

Askstudentstoworkinpairs.Haveeachstudentpracticebothroles.

3"thisactivityprovidesoralandwrittenpracticeusingthetargetlanguage.

Callattentiontotheexampleinspeechbubblesandaskastudenttoreadthequestionstotheclass.Say,Inthisactivityyouwillaskeachotherquestionsaboutfavoritetypesofmusicandfavoritemusicalgroups.

Askstudentstoworkinpairs.AskStudentAineachpairtolookatthechartonpage33,AskStudentBtolookatthechartonpage84.Remindstudentsnottolookattheirpartnerspage.

Saythefirstquestionandanswerexchangewithastudent.PretendyouareStudentAandworkwithapartner.Say,AskmeaboutBobsfavoritekindofmusic.Ifnecessary,supplythequestion:WhatsBobsfavoritekindofmusic?Pointoutthesampleanswerinthefirstcolumn,classical.Say,Helikesclassicalmusic.

Thenaskyourpartner,WhatsBobsfavoritegrouporsinger?HaveStudentBlookattheansweronpage84andsayittotheclass.Showstudentsthatyouarewritingitintheblankinthefirstrowunder"Favoritegrouporsinger,"

Askthepairstocontinueontheirown.Movearoundtheroommonitoringtheprogressofthepairs.

Goovertheanswers.

4.Thisactivityprovidesoralandwrittenpracticeusingthetargetlanguageandasksfororiginalstudentinput.

Callattentiontotheconversationinthespeechbubbles.Readitaloudwithastudent.

Say,Askquestionslikethesetofillinthechart.Askthepeopleinyourgroupwhattheirfavoritekindofmusicisandwhotheirfavoritegrouporsingeris.Entertheinformationonthechart.

Dividetheclassintosmallgroupsandsetatimelimitoftenminutes.Askallthestudentstobeginaskingeachotherquestions.

Attheendoftenminutes,getfeedbackbyaskingstudentstodescribethemusicaltastesoftheotherstudentsintheirgroups.

SectionB

Newlanguage

Wordsthatsayhowgoodorbadsomethingis:amazing,terrible,awful,great,OK,fantastic,notbad,cool,etc.

Additionalmaterialstobringtoclass

blindfold

1aThisactivityintroducesthekeyvocabulary.

Focusattentiononthethreefaces.Askstudentswhattheythinkeachonemeans.Guidestudentstounderstandthaithesmileyfacemeans,"!likeit,"Themiddlefacewithnosmilemeans,"!dontlikeitordislikeit,"Thefrownyfacemeans,"!dontlikeit."

Thencallattentiontothelistofwords.Sayeachoneandaskstudentstorepeat.Aftertheyrepeateachword,talkaboutwhatitmeansanduseitinasentence.Useyourtoneofvoiceandfacialexpressiontoemphasizethemeaningofeachterm.Forpositivewords,smileanduseawarmtoneofvoice.Fornegativewords,frownslightly-wrinkleyournoseanduseacooltoneofvoice.Forexample:

"Amazing"meansvery,verygood.

TheBeatleswereanamazingmusicalgroup.

"Terrible"meanswry,verybad.

Ithinkcountrymusicisterrible.Ineverlistentoit.

"Awful"meansverybad.

Itmeansthesamethingasterrible.

Thenaskstudentstodrawthecorrectfaceonthelinenexttoeachword.Say,Drawoneofthesefacesnexttoeachword.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivityprovidesoralpracticeusingthetargetlanguage.

Askeachstudenttomakealistofthreesingersormusicalgroups.Theycanchoosefromclassical,jazz,danceoranyothertypeofmusic.

Thenaskeachstudenttoworkwithapartner.Thetwostudentsnamemusicalgroupsandwritedownthewordstheirpartnersusetodescribethegroups.

Askeachpairtosharetheirlistswithanotherpair.

2aThisactivityprovideslisteningpracticewiththetargetlanguage.

Callattentiontothechartandthepicturesofthefourstudents.Say,Youwillheararecordingofthesefourpeople.Theyretalkingabouttheirfavoritekindsofmusic.Writethenameofeachpersonsfavoritekindofmusicintheblankundertheirphotoandnextto

"Favoritekindofmusic."

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimestudentswritethenameofeachtypeofmusicunderneaththecorrectpicture.

2bThisactivityprovidesListeningpracticewiththetargetlanguage.

Pointtothechartagain.Say,/willplaythetapeagain.Thistime,writeonthecharttheirfavoritegroupsorsingersandwhattheysayaboutthem.

Playthetapeagain.Studentswritethefavoritegrouporsingerandthedescriptionwordsinthechart.

Playthetapeathirdtimesostudentscancompleteanyanswerstheymissedorchecktheirownwork,

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage,

Pointouttheconversationinthespeechbubbles.Say,Workwithapartner.OneofyouisMikeandtheotherisJudy.Haveaconversationaboutmusic,usingtheinformationfromactivity2b.

Asstudentswork,movearoundtheroommonitoringtheir|workandofferingassistanceasneeded.

3aThisactivityprovidespracticereadingthetargetlanguage.

Pointoutthetwostoredirectories.Askstudentstoreadtheinformationineachone.Ask,Whatsectiondoesthefirstdirectorytalkabout.(thepopmusicsection)Whatsectiondotstheseconddirectorytalkabout?(thecountrymusicsection)

Say,Nowpleasedrawamapofthestore.Demonstratewhatthestudentsmapsmightlooklikebydrawingthefirstpartofthemapontheboard.Startwithacircleandlabelit"Youarehere."Thenreadthefirstsetofinstructionsthroughthewords"Gostraight"anddrawanarrowstraightup.Readthewords,"Turnleftattheclassicalmusic."Drawaboxandlabelit"Classicalmusic."Thencontinueyourfirstarrowaroundthisboxtotheleft.

HavestudentswhowishtoworkalonetogoaheadwithtIheirmaps.Askotherstudentstoworkinpairsorsmallgroups.Theycanreadthelinesineachdirectoryandworktogethertodrawasinglemap.Movearoundtheroom,providingsupportasneeded.

Askthefirststudentorgroupfinishedtoputthemapontheboard.Wheneveryoneisdone,checktheaccuracyofthemapbyreadingtheinstructionsonscreenoneasyou"walk"yourfingersthroughthemap.Makeanynecessarycorrections.Thenaskastudenttoreadtheinstructionsfromscreentwoandwalktheirfingersthroughthemap.

3bThisactivityprovideswritingpracticeusingthetargetlanguage.

Callattentiontothemapofthemusicstoreinthebook.Pointtoeachsectionofthestoreandaskstudentstoreadalithelabelsonthedrawing.

Readthedirectionsforfindingtheclassicalmusicsection.Eachtimeyoucometoablank,saythewordblank.

AskstudentstofillInthemissingwordsbythemselves.SuggestthattheyusetheirfingerCorapencil)totracethepathtotheclassicalmusicsection.

Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionstheymayhave.

Askstudentstocheckeachotherswork.

Checktheanswers.

3cThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.

Callattentiontothemapofthemusicstoreinthebook.Pointtoeachsectionofthestoreandreviewthelabelsonthedrawing.

Pointtothedirectionsstudentswroteforfindingtheclassicalmusicsection.Say,Nowpleasewritedirectionstothejazzsection.Youcanusethesamekindofsentences.

Say,Useyourfingerorapenciltotracethewaytothejazzsection.Thenwritethedirectionstothejazzsection.

Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionstheymayhave.

Checktheanswers.

Askstudentstowritedirectionstotheothersectionsinthemusicstore.

4Thisactivityprovidesspeakingandwritingpracticeusingthetargetlanguage.

Dividetheclassintosmallgroups.Askthemtodesigntheirownfloorplanofadepartmentstoreasinactivity3b.Thefloorplancanbemorethanonefloorifthereisenoughtime.Askthegroupstowritestoredirectoriesfortheinformationdeskintheirstores.

Asstudentswork,walkaroundtheclassofteringhelpwherenecessary.

DividethestudentsIntonewpairsandhavethemreadtheirstoredirectoriestoeachother.Onestudentreadsandtheotherstudentdrawsthefloorplanofthestore.

公開課教案

Uint6WherearethejazzCDs?

YanjunChen

Languagegoal

Inthisunitstudentslearntoaskforandgivedirectionsinsideabuildingandtalkaboutfavorites.

Newlanguage

Whereisthepopmusic?Goupstairsandturnright.ItsnexttotheJazz.

WhereistheJazz?Gostraight.Itsbetweenthepopandthecountry.

WherearethedanceCDs?Goupstairsandturnleft.TheyrebehindthecountryCDs.

Namesofmusicalstylessuchasclassical,dunce,jazz.pop,country.

Teachingsteps:

Step1Revion

ListentotheCDs.AnswerWhatkindsofmusicitissuchsaclassical,dunce,jazz,pop,countryetc.

Step2Presentation

1.What’syourfavoritekindofmusic?Myfavoritekindofmusicisclassical.

2.Whoisyourfavoritesinger?MyfavoritesingerisFeiXiang.

3.Who’syourfavoritepopgroup?MyfavoritepopgroupisLindianGroup.

Step3Doasurvey.

Askyourclassmatesabouthis/herfavoritekindofmusic,favoritesinger,popgroup.Thencompletethechart.

Step4Haveaexchange

SmallgroupAexchangetheresultofthesurveyswithSmallgroupB.Thenaskabouttheotherstudents’favoritekindofmusic,group,singer.Forexample,What’sFanTing’sfavoritekindofmusic?What’sLiMing’sfavoritegroup?What’sChenXing’sfavoritesingers?etc.

相關(guān)知識(shí)

Unit11:Whatdoyouthinkofgameshows?(新目標(biāo)七下英文教案)

Unit11:Whatdoyouthinkofgameshows?

Languagegoals

tothisunitstudentslearntostatetheiropinionsandtalkaboutlikesanddislikes.

Newlanguage

Whatdoyouthinkofsoapoperas?Idontlikesoapoperas.

Whatdoeshethinkofsportsshows?Helovessportsshows.

WhatdoesshethinkofMaria?ShelikesMaria.

WhatdotheythinkofTommy?TheycantstandTommy.

SectionA

Additionalmaterialstobringtoclass:

alocaltelevisionlisting

listthenamesofseveralfoodsontheboard.Forexample:pizza,broccoli,icecream,mushrooms.

Nexttothatlist,writethesentence,Whatdoyouthinkof___?andleaveablankattheend.Askastudentthequestion,substitutingthewordpizza:Whatdoyouthinkofpizza?Helphimorheranswer/likepizzaotIdontlikepizza,

Pointtotheotherfoodsonebyone.AskastudentthequestionandhelphimorheranswerJlike...orIdontlike....

Thenpointtothesentence.Whatdoyouthinkof___?Pointtoafoodnameontheboardandchooseastudenttoaskthequestion:Whatdoyouthinkof(mushrooms)?Thenpointtoastudentto

answer.

Repeattheactivityseveraltimes,givingseveralstudentschancestoaskandanswerthequestion.

1aThisactivityintroducesthekeyvocabulary.

FocusattentiononthefiveTVs.Say,EachTVshowsdifferentkindofTVshow.InTVpicturea,thereisaanplayingbaseball.Thisiscalledasportsshow.

Talkabouttheotherkindsofshowsandaskstudentswhattheysee.Tellthenameofeachkindofshowasyoudiscussthepicture.Askstudentstorepeatthenamesoftheshows.

Writethewordsitcomontheboard.Underitwritethewordssituationcomedy.Say,Thewordsitcomcomesfromthetwowordssituationcomedy.Asitcomisafunnyshow.ThepeopleinsitcomsdoorsaythingsthatmakeTVwatcherslaugh.

Pointoutthenumberedlistofshows.Sayeachoneagainandaskstudentstorepeatit.

ThenaskstudentstomatcheachTVpicturewithoneofthewords.Say,Writetheletterofeachkindofshownexttothecorrectword.Pointoutthesampleanswer.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothesmileyfacesandthefrownyfacesandthewordsnexttothem.Readthewordstotheclassorhaveastudentdothis.Say,Thesefacesshowyouwhatthewordsmean.Ifyoudontmindsomething,youdonteitherlikeitordislikeit.Ifyoucantstandsomething,youdislikeitverystrongly.Yourleastfavoritefoodissomethingyoucantstand.Ifyoulovesomething,youlikeitvery,verymuch.Yourfavoritefoodissomethingyoulove.

Say,NowIwillplayarecording.ListentowhatMarksaysabouttheTVshowsinla.WritetheletteroftheTVshowsnexttothewordsheuses.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Pointtotheletteredpictures.Say,Eachpicturehasaletter.Pointouttheblankspacesbeforethewords.Say,Eachwordorphrasehasaspaceinfrontofit.ListentothetapeandwritetheletterofaTVshowpictureineachblank.Pointoutthesampleanswer.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

PointtothepicturesofTVshowsinactivitylaandaskstudentstosaythenameofeachkindofshow.

Pointouttheexampleconversation.Asktwostudentstoreadittotheclass.Thenasktheclasstopointtothepictureofthesitcom.

Sayadialoguewithastudent.Havethestudentaskouaquestion.Thenanswerittruthfully.Pointtotheppropriatepictureasyouanswer.

Say,Nowworkwithapartner.Askandanswertheqstions.

Havestudentsworkinpairs.Astheytalk,moveroundtheroommonitoringtheirwork.Offeranguageorpronunciationsupportasneeded.

2aThisactivityprovideslisteningpracticeusingthetargetlanguage.

Callattentiontothelistoffive"wordsandexpressions.Pointouttheblankinfrontofeachone.Askastudenttoreadthelisttotheclass.

Say,ThepeopleontherecordingaretalkingaboutTVshows.Theyusethesewordsandphrasesastheytalkabouttheshows.Youwillnumberthesewordsandphrases1-5intheorderyouhearthemontherecording.

Playtherecordingthefirsttime.Studentsonlylisten.

Pointoutthesampleanswer1infrontofthewordlove.Say,ThefirstwordontherecordingisloveinthesentenceIloveit.Sotheanswerinfronto/"loveisnumber1.

Playtherecordingagain.Askstudentstowriteanumberfrom1to5infrontofeachofthewordsandphrases.

Checktheanswers.

2bThisactivityprovidesmorelisteningpracticeusingthetargetlanguage.

Pointoutthedialoguewithblanks.Readittotheclasssayingblankeachtimeyoucometoablank.

Say,Listentotherecordingagain.Thistime/illineachblankwithawordorphrasefromthelistin2a.

Playtherecording.Studentswritewordsintheblanks.

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontothedialoguestudentscompletedinactivity2b.Say,Readthedialoguewithapartner.

Helpstudentsfindpartners.Havethestudentspractice

thedialogueseveraltimes.

Thensay,NowtalkaboutaTVshowyoubothknow.Tellwhatyoulikeanddontlikeabouttheshowandthepeopleinit.Asstudentsworktogether,movearoundtheroomansweringquestionsandofferinglanguagesup-sportasneeded.

Asksomepairsofstudentstopresenttheirdialogue!totheclass.

3aThisactivityprovidespralandwritingpracticeusingthetargetlanguage.

CallattentiontothelistofTVshowsandaskastudenttoreadthenamestotheclass.Say,InthisactivityyouaskeachotherquestionsaboutTVshows.

Askstudentstoworkinpairs.AskstudentAineachpairtolookatthechartonpage67.AskstudentBtolookatthechartonpage86.Remindstudentsnottolookattheirpartnerspages.

Saythefirstquestionandanswerwithastudent.PretendyouarestudentAandworkwithastudentpartner.SayWhatdoesStuartthinkof"SportsNews"?HavestudentBlookattheansweronhisorherchartonpage86.StudentBanswers,Stuartloves"SportsNews".ShowstudentsthatyouarewritinginthewordlovesafterStuartsnameonthechartonpage67.

Thensaytoyourpartner,AskmeaboutStuartStudentBasks,WhatdoesStuartthinkof"SportsNews"?Youanswer,Stuartlikes"SportsNews".HavethestudentwritethewordlikesafterStuartsnameonthechartonpage86.

Askthepairstocontinueontheirown.Movearoundtheroommonitoringtheprogressofthepairs.

Goovertheanswers.

3bThisactivityprovidesguidedreadingpracticeusingthetargetlanguage.

Readthedialoguewithastudent.Everytimeoneofyouconiestoablank,sayblank.

Callattentiontothechartstudentscompletedinactivity3a.Say,Usethewordsinthischarttofillintheblanksinthedialogueinactivity3b.

4Thisactivityprovideslistening,speaking,andwritingpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.ThenaskstudentstonamesomeTVshowstheyknowabout.Writethelistontheboard.Trytoincludesomethatstudentslikeandsometheydontlike.

Pointoutthedialogueinthespeechbubbles.Havetwostudentsreadittotheclass.

Thenpointoutthesampleanswerinthechart.Say,ThisTVshowiscalled"Tellitlikeitis!"Iloveit,andLinPengdoes,too.Iwrite"Iloveit"under"WhatIthink"andIwrite"LinPeng"under"Studentwhoagreeswithme".

Say,Nowgoaroundtheclass.AskstudentsaboutTVshowsyouknow.Findstudentswhoagreewithyou.

Afterfiveminutesaskstudentstositdown.Thenasksomestudentstoreadtheinformationfromtheirchartstotheclass.AskstudentstomakestatementssuchasIdontlike"TheCrimeFiles".Carlosdoesntlike"TheCrimeFiles",too.

Alternative:Ifyoudonotwantstudentstogetupand

movearoundtheclass,youcanaskthemtodothisactivity

ingroupsoffour.

SectionB

Newlanguage

hairclip,sunglasses,scarf,watch,wallet,belt,keyringAdditionalmaterialstobringtoclass:

mailordercatalogscontainingwatches,jewelry,etc.

1aThisactivityintroducesmorekeyvocabulary.Pointoutthesevenwords.Sayeachwordandaskstudentstorepeatit.

Callattentiontothefirstpicture.Say,Lookatpicturea.Thisisabelt.Isanyoneintheclasswearingabelt?Dothesamethingfortheothersixpictures.

Thenpointouttheblanklineinfrontofeachnumberedword.Askstudentstomatcheachwordwithapicturebywritingtheletterofthepictureintheblankinfrontofthecorrectword.

Pointoutthesampleanswer.Asstudentswork,movearoundtheroomansweringquestionsasneeded.

Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.Thenfollowtheinstructionsyourself.Holduporpointtoeachitemyouhave.Then,callonstudentstoholdupitemsandrespond.Forexample,holdupyourwalletandpointtoyourwatch.Say,Ihaveawalletandawatch.Whatdoyouhave?

Askstudentstoholdupitemsandtelltheclasswhattheyhave.

2aThisactivityprovidesguidedlisteningandwritingpracticeusingthetargetlanguage.

Say,Youivillhearaconversation.MariaisaskingCarolandEvanwhattheythinkaboutdifferentfhings.Writethenameofeachitemunder"Thing"inthechart.

Playtherecordingthefirsttime.Studentsonlylisten.

Pointouttheexample.Say,Onethingtheyaretalkingaboutisawatch."Watch"iswritteninforyou.

Playtherecordingasecondtime.Studentswritethenamesofthethingsthatarebeingtalkedabout.

Checktheanswers.

2bThisactivityprovidesmoreguidedlisteningandwritingpracticeusingthetargetlanguage.

Say,NowIwillplaytherecordingagain.Thistime,writedownwhatCarolandEvanthinkabouteachthing.

Askastudenttoreadthewordsinthecharttotheclass.

Pointoutthesampleanswersasyousay,Theyaretalkingaboutawatch.Carollovesthewatch.Evandoesntmindthewatch.

Playtherecordingagain.Thistime,havestudentsfillinwhatCarolandEvanthink.

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointouttheexampleinthespeechbubbles.Asktwostudentstoreadit.Showstudentshowitconnectswiththechartinactivity2a.

Say,Nowworkwithapartner.Talkaboutwhathisorherparentsthinkaboutthethingsinactivity2a.Youcanusequestionsandanswersliketheonesinthespeechbubbles.

Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded,watchsunglassesscarfwallet

3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Askstudentstoreadthearticleindividually.Thenaskthemtosayanywordsorsentencestheydontunderstand.Explainthewordsandsentencesinyourownwords.Forexample,ifastudentasks,Whatdoes"Itsformoms!"mean?Say,"Itsformoms!"meansthatthescarfissomethingthatamotherwears,notsomething,that

ayoungpersonwears.

Readthearticletotheclass.Afteryoufinish,askforanymorequestions.

Callattentiontothechartonpage88.Pointtoandreadtheheadingofeachcolumn.Say,Thefirstcolumnisalistofthingsinthearticle;thesecondcolumnisloves;thethirdcolumnislikes;thefourthcolumnisdoesntmind;thefifthcolumnisdoesntlike;thesixthcolumniscantstand.

Say,Nowreadthearticleagain.Writethenameofeachpersoninthearticleintheblankaftereachitem.Asstudentswork,movearoundtheroomclarifyingtheinstructionsandofferingotherhelp.

Checktheanswers.

4Thisactivityprovidesreading,speaking,andlistening

practiceusingthetargetlanguage.

Readthedirectionstotheclass.Pointoutthespeechbubbles.Havetwostudentsreadthedialoguetotheclass.

Say,Thinkofsixthingstoaskeachotherabout.Whataresomethingsyoucanthinkof?Writethewordsontheboard,providingtranslationhelpwithnewwordsifnecessary.

Thensay,Nowgoaroundtheclassroom.Askstudentswhattheythinkaboutsixdifferentthings.Youcanusethewordsontheboardoryoucanusedifferentones.

Asstudentstalk,movearoundtheroom,monitoringconversationsandofferingassistancewithvocabularyandpronunciationifneeded.

Alternative:Ifyoudonotwantstudentstogetupandmovearoundtheclass,youcanaskthemtodothisactivityingroupsoffour.

Unit8WhatisJohnlike?(新目標(biāo)七下英文教案)

老師職責(zé)的一部分是要弄自己的教案課件，大家在認(rèn)真準(zhǔn)備自己的教案課件了吧。只有規(guī)劃好了教案課件新的工作計(jì)劃，新的工作才會(huì)如魚得水！你們知道適合教案課件的范文有哪些呢？下面是小編幫大家編輯的《Unit8WhatisJohnlike?(新目標(biāo)七下英文教案)》，歡迎您參考，希望對(duì)您有所助益！

Unit8:WhatisJohnlike?

Languagegoal

Inthisunitstudentslearntotalkaboutwhatpeoplearelike.

Newlanguage

Whosthat?ThatsMike.

Whatshelike?Hesshy.

Whatsshelike?Shesunfriendly.

SectionA

Additionalmaterialstobringtoclass:

picturesfromnewspapersandmagazinesforFollow-upactivity1.

Askastudenttostandinfrontoftheclass.Askstudentsquestionsaboutthisstudentusinglanguagetheyalreadyknow.Forexample,Whatshis/hername?Whereisbe/shefrom?Whatshis/heraddress?Whatshis/herfavoritekindofmusic?

Thensay,Inthisunitweregoingtolearntosaymoreaboutpeople.Writethesixnewwordsfrompage47ontheboardanduseoneortwoofthewordstodescribethestudentstandinginfrontoftheclass.Forexample,Hes/Shesfriendly.Hes/Shessmart.Usegestures,facialexpressionsand/ortranslationtoclarifythemeaningofeachstatement.Pointtoeachwordontheboardasyou

useittodescribethestudent.

1aThisactivityintroducesthekeyvocabulary.

Focusattentiononthepicture.Askstudentstotellwhatthepeoplelooklike.Theymaymentionthatsomeoneistall,hasblondhair,etc.Thenpointtoapersoninthepicture,namethekindofpersonalityheorsherepresents(smart,funny,serious,friendly,shy,orunfriendly)andaskstudentstorepeateachword.Sayasentenceortwoabouteachkindofpersonality.Shessmart.Shestudiesalot.ShegetsAsinallherclasses.

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthesewords.,-

Thenaskstudentstomatcheachwordwithoneofthepeople.Say,Writetheletterofeachpersonnexttooneofthewords.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothepicture.Askstudentstoidentifythepersonalitytypeofeachperson.Forexample:Shessmart.Hesfunny.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistime,pointtothesixpeople.Askstudentstowritethenumber1nexttoBilly,thenumber3nexttoJaneandthenumber2nexttoAngela.Youmaywishtowritethesenamesandnumbersontheboardforstudentstolookatastheywork.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointtotheexampleinthespeechbubblesinactivityla.Asktwostudentstoreadit.

Say,Nowworkwithapartner.MakeyourownconversationsaboutBillyandJane.StudentAtalksaboutBilly.StudentBtalksaboutJane.

HavestudentsworkinpairsmakingconversationsaboutBillyandJane.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.

Asksomepairstopresenttheirconversationstotheclass.

2aThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.

Pointoutthechart.Readthecolumnheadingstotheclass.Thenhaveonestudentreadthelistofnamestotheclass,anotherstudentreadthelistofrelationshipstotheclass,andathirdstudentreadthelistofpersonalitywordstotheclass.

Say,Youwillheararecordingoffourconversations.Inthechart,circleallofthewordsthatyouhear.

Playthetapethefirsttime.Studentsonlylisten.

Playthetapeasecondtime.Say,Circleallthewordsyouhearinthesethreecolumns.

Youmaywanttoplaythetapeseveraltimessostudentscanfinishandchecktheiranswers.

Correcttheanswers.

2bThisactivityprovideslisteningpracticeusingthetargetlanguage.

Callattentionagaintothechart.Pointoutthelinesthataredrawnbetween"Mike","Petersbrother",and"shy"!

Say,Iwillplaythetapeagain.Thistime,drawlinestomatchthewordsthatareabouteachpersoninthechart.MikeisPetersbrotherandheisshy,solinesaredrawntoconnectallthosewords.Pleasedothisfortheotherthreepeople.

Playthetape.Studentsdrawlinesconnectingtherelatedwords.

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointtotheexampleinthespeechbubbles.Asktwostudentstoreadthedialogue.Showstudentshowthisdialogueconnectswiththechartinactivity2a.

Say,Nowworkwithapartner.Makeyourownconversationsaboutthechart.Youcanusesentencesliketheonesinactivity2c.

Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciatiolsupportasneeded.

3aThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointoutthefoursentencesnexttothepicture.Askdifferentstudentstosayoneofthesentenceseach.

Say,Nownumberthesentencessothattheymakeaconversation.Thefirstoneisdoneforyou.Thefirstlineoftheconversationis"Whosthetall,thinboywithcurlyhair?"Pleaseworkinpairs.Asstudentswork,movearoundtheroommonitoringprogress.

Afterstudentshavefinishednumberingthesentences,checktheanswer.Thensay.Nowpleasepracticetheconversation.TaketurnsaskingaboutJack.

Askseveralpairsofstudentstoreadthedialoguetotheclass.

3bThisactivityprovidesoralpracticeusingthetargetlanguage.

Callattentiontotheexampleinthechart.Askonestudenttointroduce"Anne"totheclass(Annessmartandinteresting.ShelikesmoniesandKungFu).

Explainthatstudentshavetowritewordsthatdescribetheirriendspersonalitiesandhobbies.Ask,Aretheyfriendlyornfriendly?eriousorfunny?Smartorshy?Whatsportsdotheylike?Whatdotheyliketodointheirleisuretime?Whatclothesdotheyliketowear?Whatelsecanyousayaboutthem?

Havestudentscompletethechartindividually.Astheywork,movearoundtheclassroommonitoringprogress.

Whentheyhavecompletedthechart,askstudentstointroducetheirfriendstotheirpartners.

Askseveralstudentstointroduceoneoftheirfriendstotherestoftheclass.

4Thisgameprovidesguidedlistening,speaking,andwritingpracticeusingthetargetlanguage.

Pointoutthequestionsandanswersinthespeechbubbles.Asktwostudentstoperformthedialogue.

Reintroducethequestion,Whatareyoulike?byaskingoneortwostudentsthequestionandpromptingareasonableanswer,suchas,ImseriousorImfriendly.

Readtheinstructionstotheclassorhaveastudentdothis.

Pointoutthelistofsixpersonalitytypesandthesampleanswer,Dave.Say,Nowtalktoyourclassmates.Askthequestion,"Whatareyoulike?"Getasmanyanswersasyoucanintenminutes.

Answeranyquestionsstudentshaveabouthowtoplaythegame.Remindstudentsthatyouwillstopthegameintenminutes.

Whenthegameisover,ask.Whohastennamesonyourchart?Whohastwelvenames?Continueuntilyoufindthestudentwiththemostnames.Thatstudentisthewinnerofthegame.

Askthewinnertoreadhis/herlistofpersonalitytypesandnamestotheclass.

Alternative:Ifyoudonotwantstudentstogetupandwalkroundtheclass,thenyoucanaskthemtodo?theactivitysittingdown.Theyanaskstudentssittingnearthem,"Whatareyoulike?"Thestudentwhofindsthelargestnumberofdifferentpersonalitytypesisthewinner.

SectionB

Newlanguage

morewordstodescribepeoplespersonalities:generous,outgoing,easygoing,moody

1Thisactivityintroducesmorekeyvocabulary.

Focusattentiononthefourpictures.Askstudentstotellwhattheyseeineachpicture.Guidestudentstounderstandthemeaningofeachwordthroughfacialgesturesand/ortranslation.

Thenreviewthefourwordsagain,addingasentenceortwodescribingeachpersonalitytype.Forexampleyoumightsay,Shesgenerous.Shegivespeoplethings.Shedoesntkeepeverything/orherselfShesagenerousperson.

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.

Checktheanswers.

2aThisactivityprovideslisteningpracticeusingthetargetlanguage.

Say,Youaregoingtohearaconversation.Maryistalkingwithafriend.Listentotheconversationandfluintheblanksinthechartunder"Personality".Thesewordstellwhatthepeoplearelike.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstofillinthewordsunder"Personality"thatdescribethepeoplespersonalities.

Checktheanswers.

2bThisactivityprovidesmoreguidedlisteningpracticeusingthetargetlanguage.

Say,Nowyouaregoingtoheartheconversationagain.Thistimelistentotheconversationand/illintheblanksunder"Appearance."Thesewordstellwhatthepeoplelooklike.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudenttofillinthewordsunder"Appearance"thatdescribewhatpeoplelooklike.

Checktheanswers.

2cThisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.

Pointtotheexampleinthespeechbubbles.Asktwostudentstoreadittotheclass.

Askstudentstoworkinpairs.Say,Usethechartinactivity2atoaskandanswerquestionsaboutthepeopleinthepicture.

Asstudentswork,movearoundtheroommonitorinprogress.

Asksomepairstopresenttheirconversationstotheclass.

3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Callattentiontotheletterandaskstudentstoreadonesentenceeachtotheclass.Asksomecomprehensionquestionstobesurestudentsunderstandthemainideasintheletter.Forexample,Whatisthegirlsname?Wheredoesshewanttogo?Howoldisshe?

Pointouttheapplicationform.Pointtoandreadthefiveheadingstotheclass.Say,Nowusetheinformationinthelettertofillintheapplicationform.Askstudentstoworkindividually.

Correcttheanswers.

3bThisactivityprovidesmorereadingandwritingpracticeusingthetargetlanguage.

Callattentiontotheapplicationform.Pointoutthatitlooksjustliketheonetheyjustfilledin.

Say,Nowreadtheinformationonthisformandwritealetterliketheletterinactivity3a.Youcanlookbackatthatletter/orideas.

Askstudentstoworkindependently.Astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereeeded.

Askastudenttoreadhisorherlettertotheclass.

3cThisactivityprovideswritingpracticeusingthetarget

language.

Ontheboard,makeafive-partchartsimilartotheonesinactivities3aand3b.Include1.Name,2.Age,3.Nationality,4.Likes,5.Personality.

Say,Copythischartonseparatepaperandfillintheinformationaboutyourselfbeforeyoustartwritingtheletter.Offerspellingandpronunciationhelpwithanynewlikesorpersonalitytypesstudentswishtouseintheirletters.Writeeachnewwordontheboardandhavetheclassrepeatit.

AskstudentstoworkIndependently.Astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereneeded..

Askseveralstudentstoreadtheirletterstotheclass.

4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.

Readthedirectionstotheclass.

Say,Whatdoweasktofindoutsomeonesname?Guidestudentstoanswer.Whatsyourname?Writethisontheboard.Elicitmoretopicstoaskabout.

Afterward,pointtoeachofthequestionsontheboard.Askstudentstorepeateachoneafteryou.ComparetheWhatdoyoulike?andWhatareyoulike?questionsandpointoutdifferentanswerstoeach.

Askstudentstoworkwiththeirpartnerstoaskandanswerquestions.Suggestthattheyeachtakethestudentandtheteacherroleonce.

Askseveralpairstopresenttheirconversationstotheclass.

Unit4Iwanttobeanactor.(新目標(biāo)七下英文教案)

Unit4:Iwanttobeanactor.

Languagegoal

Inthisunit,studentslearntotalkaboutjobs.

Newlanguage

Whatdoyoudo?Imareporter

Whatdoeshedo.Hesastudent.

Whatdoyouwanttobe?Iwanttobeanactor.

Whatdoesshewanttobe?Shewantstobeapoliceofficer

namesofjobsandprofessions

SectionA

Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.("Brainstorming"isanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallthejobsstudentsmention.

Pointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,Itsfun.Itsagoodjob.

laThisactivityintroducesthekeyvocabulary.

Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.

Pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachwordwllfaoneofthescenes.Say,Writetheletterofeachscenenexttooneoftheivords.Pointtothesampleanswer.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,

Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1nexttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3nexttothepeoplebeingtalkedaboutinconversations2and3.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-

Askastudenttoreadtheexampleconversationwithyou.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.Pointoutthesample

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointoutthepicturesinactivity2a.Askwhoeachpersonis.(TheyareSusansbrother.Annasmother,andTonysfather.)

Say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures.Ask,"Whatdoesheorshedo?"Thenask,"Whatdoesheorshewanttobe?"

Sayadialoguewithastudent.PointtoAnnasmotherandthentotheexampleinthespeechballoons.Practicethedialoguewithastudent.

AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.

Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.

Pointoutthelistofjobswiththenumbersnexttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.Pointoutthesampleanswerandhaveastudentreadoutthespeechbubble.

Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarenexttoeachworkplace.

Checktheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.

Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.

Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.

Sayadialoguewithastudent.Pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,Hesawaiter.

Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.

Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.

Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails(microphone,notebook,etc.)untilstudentsguesswhatjobitis.

Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctorsofficeandthepersonisadoctor.

AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.

Playthegameusingdrawingsbyseveraldifferentstudents.

Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.

SectionB

Newlanguage

Wordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,fun

Additionalmaterialstobringtoclass:

helpwantedadsfromanEnglish-languagenewspaper

1aThisactivityintroducesthekeyvocabulary.

Focusattentiononthesixpictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimpleexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.

Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.Itsanexcitingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,Itsadangerousjob.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.

2CThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.

Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.

Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.

Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.

3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyoucometoablankline.

Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydontunderstand.Forexample,inthefirstad,studentsmaynotknowthatworkinglatemeans"workingatnight."Toworkhardmeanstousealotofenergytodothejob.

AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.

Checktheanswers.

3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.

AskstudentstofillintheblanksusingwordsfromThissection.Say,Lookatthepicturesnexttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.

Checktheanswers,

3cThisactivityprovideswritingpracticeusingthetarget

language.

Pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.

Askoneortwostudents,Whatareyougoingtowriteabout?Repeateachofthestudentssentencesandasktheclasstorepeatthesentencesafteryou.Forexample:Do^OMwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownPoliceStationat555-2323.

Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachotherswork.

4Thisactivityprovidesguidedoralpracticeusingthe

targetlanguage.

Asktwostudentstoreadtheconversationinthespeechbubbles.Answeranyquestionsstudentsmayhaveaboutit.

Thensay,Newpleaseworkingroups.Askefuestionstofindoutwhatjobseachpersonwroteabout.Youcanusesentencesliketheoneswejustread.

Asstudentsaskquestions,movefromgrouptogroup.Rephraseanyincompleteorincorrectquestions.Alsorephraseanyinaccurateanswers.