初中初一英語教學(xué)教案：Lesson sixteen

第71頁共71頁初中初一英語教學(xué)教案：Lessonsixteen初中初一英語教學(xué)教案：Lessonsixteen。一、教學(xué)內(nèi)容1.語音：1)復(fù)習(xí)音標(biāo)及字母組合[u:]u,oo;[u]u,oo,oul;2)學(xué)習(xí)音標(biāo)及字母組合[(+]ure,ua2.語法：1)小結(jié)本單元所學(xué)tobegoingto+動詞原形的用法;2)小結(jié)本單元出現(xiàn)的形容詞比擬等級的規(guī)那么變化和不規(guī)那么變化。二、教具錄音機;音標(biāo)卡片、小黑板等。三、課堂教學(xué)設(shè)計1.復(fù)習(xí)值日生報告。老師出示事先準(zhǔn)備好的寫有形容詞原級的小黑板，要求學(xué)生迅速寫出其比擬級、級形式。2.老師出示音標(biāo)卡片，復(fù)習(xí)[u:][u]兩個元音的讀音，啟發(fā)學(xué)生分別給出含有這兩個元音的單詞。老師可將這些單詞書寫在黑板上，并用彩色粉筆寫出讀這些音的字母或字母組合。教[(+]這個雙元音的讀音。學(xué)生初步掌握其讀音后，重復(fù)上一步驟。3.放課文第1、2局部錄音，學(xué)生翻開書跟讀，反復(fù)三遍。指導(dǎo)學(xué)生做練習(xí)冊習(xí)題1。4.指導(dǎo)學(xué)生閱讀復(fù)習(xí)要點中例詞、例句。老師小結(jié)該要點中所列兩項語法內(nèi)容。5.指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。6.布置作業(yè)1)練習(xí)朗讀本課第1、2局部中的音標(biāo)、單詞、短語和句子;2)結(jié)合書后有關(guān)語法講解，復(fù)習(xí)本單元語法工程;3)抄寫復(fù)習(xí)要點中例句及詞語;4)完成練習(xí)冊習(xí)題。四、難點講解形容詞比擬等級(Ⅰ)形容詞比擬等級的規(guī)那么變化和不規(guī)那么變化。本單元只介紹單音節(jié)形容詞和少數(shù)雙音節(jié)形容詞的變化：1)一般在詞尾加-er或-est，分別構(gòu)成比擬級和級。例如：smallsmallersmallest。2)以字母e結(jié)尾的形容詞，加-r或-st,例如：nicenicernicest。3)重讀閉音節(jié)詞尾只有一個輔音字母時，雙寫這個輔音字母，再加-er或-est。例如：bigbiggerbiggest。4)以輔音字母+y結(jié)尾的雙音節(jié)形容詞。改y為i，再加-er或-est。例如：easyeasiereasiest。此外，少數(shù)形容詞還有不規(guī)那么變化，需要認(rèn)真記憶。例如：goodbetterbest;manymoremost等。f132.更多教案編輯推薦初中初一英語上冊教案：Unit1Myname’sGinaperiodOne課前準(zhǔn)備老師：準(zhǔn)備游戲時所用的圖片(食物、蔬菜、動物)。學(xué)生：準(zhǔn)備表演時所需道具(服裝、假發(fā))。教學(xué)設(shè)計StepOne:presentthesentencepatterns.1.playagame“Howmanywordsdoyouknow?”(利用小游戲調(diào)動學(xué)生的積極性，同時通過對冠軍的介紹引出本課。)Teacher:Afterthestudyofthefirstthreestarters,Ithinkmostofthestudentsmusthaveknownalotofwords.Howmanywordsdoyouknow?Let’splayagametoseewhoknow?Let’splayagametoseewhoknowsthemost.(Divideallthestudentsintoseveralgroupsandshowapicture(圖片略)tothemwiththeputer.Everygroupcanchoosetwostudentstojoin.Theyareaskedtoetotheblackboardandwritedownthewordsin30seconds.)(Group2isthechiongroup.Theycanwrite11words.)2.Introducethechiongrouptotheclass.(引課方式貼近生活，學(xué)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.(通過句型的操練使學(xué)生更加純熟掌握所學(xué)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，使課堂氣氛到達(dá)高潮。)Teacher:JustnowIsaidthreenewstudentsfromothercountrieswouldetoourclass.Now,look!Theyarehere.Let’sgivethemawarmwele.(Three“foreign”studentseinandallthestudentsclapwarmly.)Teacher:It’stheirfirsttimetoetoChina.Wouldyouliketolistentotheirintroductions?Ss:Yes.(Threestudentscanmakeintroductionsandactoutthedialoguevividly.)StepThree:Sumup.Homework“Howdoyoumeetnewvisitorsathome?periodTwo課前準(zhǔn)備老師：準(zhǔn)備歌曲磁帶(歌詞)、情景圖片及上課所需表格。學(xué)生：需要向父母理解自已名字的含義。教學(xué)設(shè)計StepOne:Revisethesentencepatterns.1.SinganEnglishsong.(用唱歌的方式既帶動了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)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對話更符合實際，更貼近生活。)(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”這一主題。)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.(用小組的方式完成名字的識別。)Teacher:Congratulationstothewinners.NowyouchooseEnglishnamesfromthebox.Butbeforeyouchoosenames,youmustknowEnglishnameshavetwoparts:firstnameandlastname.Lookatthebox,canyouclassifythemaccordingtothedemands?JennyGinaAlanMaryJimTonyTomBobMikeGreenMillerJackSmithBrownLindaNickKimHandperiodThree課前準(zhǔn)備老師：準(zhǔn)備所需的歌曲磁帶、名片樣本及各項表格。學(xué)生：制作名片所需的紙張、畫筆等。教學(xué)設(shè)計StepOne:presenttheEnglishnumbers.1.Singthesong“TenLittleIndianBoys”.(歌曲歡快有趣，比起單純教授單詞更為有效。)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.(通過聽力復(fù)習(xí)單詞。)(Studentslistentotherecordingof1binSectionBandgivetheanswer.)StepTwo:Drills.1.Makeasurveyaboutyourpartners’telephonenumbers.(調(diào)查組內(nèi)成員的號碼，重點練習(xí)所學(xué)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.(制作號碼簿這一任務(wù)可以大面積調(diào)動學(xué)生裝的參與意識。)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?qū)W生展示不同種類的名片，一方面開闊學(xué)生眼界，一方面便于學(xué)生找知名片所含內(nèi)容。)(引導(dǎo)學(xué)生有效搜集名片上的信息，進(jìn)步學(xué)生的閱讀才能。)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.(提供參考信息，但允許學(xué)生創(chuàng)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課前準(zhǔn)備老師:準(zhǔn)備評價表、名人圖片和一張個人海報。學(xué)生：準(zhǔn)備好完成的名片參加展覽。初一英語上冊《Unit2Isthisyourpencil》教案Unit1Myname’sGinaperiodOne課前準(zhǔn)備老師：準(zhǔn)備游戲時所用的圖片〔食物、蔬菜、動物〕。學(xué)生：準(zhǔn)備表演時所需道具〔服裝、假發(fā)〕。教學(xué)設(shè)計StepOne:presentthesentencepatterns.1.playagame“Howmanywordsdoyouknow?”(利用小游戲調(diào)動學(xué)生的積極性，同時通過對冠軍的介紹引出本課。)Teacher:Afterthestudyofthefirstthreestarters,Ithinkmostofthestudentsmusthaveknownalotofwords.Howmanywordsdoyouknow?Let’splayagametoseewhoknow?Let’splayagametoseewhoknowsthemost.(Divideallthestudentsintoseveralgroupsandshowapicture〔圖片略〕tothemwiththeputer.Everygroupcanchoosetwostudentstojoin.Theyareaskedtoetotheblackboardandwritedownthewordsin30seconds.)(Group2isthechiongroup.Theycanwrite11words.)2.Introducethechiongrouptotheclass.〔引課方式貼近生活，學(xué)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.〔通過句型的操練使學(xué)生更加純熟掌握所學(xué)的句式?！矱xle: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，使課堂氣氛到達(dá)高潮。〕Teacher:JustnowIsaidthreenewstudentsfromothercountrieswouldetoourclass.Now,look!Theyarehere.Let’sgivethemawarmwele.(Three“foreign”studentseinandallthestudentsclapwarmly.)Teacher:It’stheirfirsttimetoetoChina.Wouldyouliketolistentotheirintroductions?Ss:Yes.(Threestudentscanmakeintroductionsandactoutthedialoguevividly.)StepThree:Sumup.Homework“Howdoyoumeetnewvisitorsathome?periodTwo課前準(zhǔn)備老師：準(zhǔn)備歌曲磁帶〔歌詞〕、情景圖片及上課所需表格。學(xué)生：需要向父母理解自已名字的含義。教學(xué)設(shè)計StepOne:Revisethesentencepatterns.1.SinganEnglishsong.〔用唱歌的方式既帶動了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)容?！矵ello!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對話更符合實際，更貼近生活。〕(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”這一主題?！砊eacher：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.〔用小組的方式完成名字的識別?！砊eacher:Congratulationstothewinners.NowyouchooseEnglishnamesfromthebox.Butbeforeyouchoosenames,youmustknowEnglishnameshavetwoparts:firstnameandlastname.Lookatthebox,canyouclassifythemaccordingtothedemands?JennyGinaAlanMaryJimTonyTomBobMikeGreenMillerJackSmithBrownLindaNickKimHandperiodThree課前準(zhǔn)備老師：準(zhǔn)備所需的歌曲磁帶、名片樣本及各項表格。學(xué)生：制作名片所需的紙張、畫筆等。教學(xué)設(shè)計StepOne:presenttheEnglishnumbers.1.Singthesong“TenLittleIndianBoys”.〔歌曲歡快有趣，比起單純教授單詞更為有效?！砈1: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.〔通過聽力復(fù)習(xí)單詞。〕(Studentslistentotherecordingof1binSectionBandgivetheanswer.)StepTwo:Drills.1.Makeasurveyaboutyourpartners’telephonenumbers.〔調(diào)查組內(nèi)成員的號碼，重點練習(xí)所學(xué)句式?！砃ameTelephonenumbersLiLeiLiuYuLinFangYinKailinS1: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.〔制作號碼簿這一任務(wù)可以大面積調(diào)動學(xué)生裝的參與意識?！砊eacher: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?”初中初一英語教案英文版：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