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单元练习： |
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初中英语： |
中学生必看书目：
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I want to be an actor.
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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 professions
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
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
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
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 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 class to repeat
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 class.
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.
4 This activity provides listening and speaking practice using the target
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
guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add
details (microphone, notebook,etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If
necessary, 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 guess 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
New language
Words that describe jobs, such as exciting, dangerous,boring, difficult,
Additional materials to bring to class:
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
Check the answers.
1 b This activity provides guided oral practice using the target
Call attention to the picture In this activity and ask a student to read the
statement to the class. Then point to the picture of the police officer and say.
It's an exciting job. Ask the class to repeat. Then say, What else can you say
about being a police officer? Someone may answer, It's a dangerous job. Ask the
class 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 classroom 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
Call attention to the two headings and ask a student to read die headings to
the class.
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
Call attention to the second heading and ask a student to read it to the
class. 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
Say, What do you want to be? What words describe each job? Help the class
make up a list of jobs they might like to do. As students suggest possible jobs,
ask the class to suggest words to describe them. Use a bilingual dictionary, if
necessary, 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 necessary. Move
from group to group offering assistance as needed.
Ask individual students to tell the class about what they want to be and
3a This activity provides reading and writing practice using the target
Call attention to the three newspaper ads and read these ads to the class.
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
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 guess 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
Point out the blank strip of newspaper where students can write their own
Ask one or two students, What are you going to write about? Repeat each of
the students' sentences and ask the class 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
Ask students to read their ads to a partner. Ask the pairs to correct each
other's work.
4 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.
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短文必须包括上述所有的内容要点,词数,2,可以适当增加细节,使内容连贯,要多锻炼。三不要,1,谢谢了~~请根据以下内容提示以How to keep healthy为题写一篇如何保持健康的短文。内容提示,要多吃水果和蔬菜,不要太劳累。注意,不要喝太多的咖啡,不要吃太多的脂肪和糖果,要有足够的睡眠,三要,现在急求这篇作文,80-100,
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哇,O(∩_∩)O哈哈~,算了, On the contrary, we should also pay attention to some backdraws,Firstly, you will to be given a sound body and high-level mind totally, you can be a healthy person just follow the advices as below, after following the six important rules,希望采纳哟~, much coffee is also harmful for us and overwork is a bad hehavior, we need more vegetable and fruits as well as execrising and having the enough time to sleep,还是帮你一把吧~,要求好高呀, In conclusion,写了半天呢。, such as excessed fat and sugar, huge amounts of people have become to focus on balancing diet and keep fit,In my opinion,s living standard,【人工作文推荐】How to keep healthyWith the development of people&#39, Moreover,
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First,t drink too much coffee,Second, you shouldn&#39, you have to eat more fruits and vegetables every day,,Third,If you can keep doing right things and undoing wrong things for you health,Second,t eat too much food full of fat and candies,t overwork,Meanwhile,How to keep healthyHealth is getting more and more attention by everybody with the development of medical science, you shouldn&#39, you will be healthy all the time,If you want to keep healthy you have to keep doing three things,First,t do three things to keep healthyl, you have to ensure that you have enough time to sleep every day, you shouldn&#39, you have to do healthy exercises every day, you shouldn&#39,Third, More and more peopole want to know how to keep healthy so as to get long life,
How to keep healthy It is impotrant to have a healthy body.But haw tom keep healthy?I have some ideas. First we should eat healthy food .We should eay a lot of vegetables and fruit.We should drink milk everyday,too. Second we should exercise a lot .We should do sports everyday. Third we should have a good hobby.And we should have a good rest ,too. Just do like this then we will have a healthy body.
Everyone wants to keep healthy.But how do you keep healthy？If you want to keep healthy，you must eat more vegetables and fruit，because they are good for your body.If you want to keep healthy，you must go to bed early and get up early，too. If you want to keep healthy，doing more exercise is very important.If you can do it，I think you can keep healthy.
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