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第　　周　　星期　　　　　　　　　　　　　　　年　　月　　日

課題 Unit 4: I want to be an actor.(Section A)

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目的 In this unit, students learn to talk about jobs.

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難點 1. Know the names of the different jobs

2. Know what your group members’ parents do

教　具 Tape-recorder, some pictures , slides

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方法 Task-based, conversation

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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. Other 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 class. Ask students, What does "wants to be" mean? (It is not the Job the person likes now. It is the job the person wants in the future.)

Play the recording the first time. Students only listen. Say, You will 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.

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計 Unit 4: I want to be an actor.(Section A)

What do you do? I'm a reporter

What does he do.' He's a student.

What do they do? They’re reporters

What does she do? She's a student.

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