S1: What do you do?

S2: I’m an actor. What do you do?

S1: I’m a teacher What do you want to be?

S2: I want to be an actor. What do you want to be?

S1: I want to be a doctor

T : What does s1 want to be ? ( ask S3 )

S3: He wants to be doctor.

Step two: Lead in

1).向学生展现6种不同的人物表情，要求学生仔细观察，并进行描述。表情内容主要是有关于6个形容词：exciting, dangerous, busy, fun, difficult, boring

设计意图：以多媒体的形式展现出真实而不同的6幅人物表情，通过设置让学生能够激发想象思维，立刻浮想联翩，并说出相关的修辞词，从而引导出本课所要学习形容词。如展现一幅内容是这样，天空正闪着可怕的雷电，可有一位年青人耳朵塞着随身听，手里还放着风筝的图片，立即让人看了心惊肉跳，这样便自然地引出dangerous可怕这个单词，这样的即形象又生动教学方法让学生更容易记忆。基它单词也运用此教学法讲授。

T: Look at the picture , what happen with that man ? (a picture about dangerous)

Ss: 真可怕，那个人要雷电击中。

T: It’s dangerous. 可怕dangerous ， read after me

Ss: dangerous

2).在学生表达过程中，教师把呈现的形容词进行解释，最后可以由教师带领朗读单词。可要求学生以个人和小组的形式来读出新词。

3).出示几副职业的图片，并提问学生联想如何用恰当的形容词来描述其职业。例如：

T : What does she do ?

Ss: she is a nurse.

T: Do you want to be a nurse in future? (point to s1)

S1:yes

T: Why?

S1: It’s an interesting and busy job.

Step three: Teaching Section B 1a、lb、1c

1 a This activity introduces the key vocabulary.

1、要求学生完成中1a部分习题，利用课件核对答案。

a. Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?

b. 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.

c. 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.

d. Check the answers.

1.a 2.c 3. f 4.e 5.h

2、引导学生谈论其他工作的种类，并用1a中的形容词进行描述

1b This activity provides guided oral practice using the target language.

a. 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.

b. 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.

a. 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.

b. 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.

Step four Teaching Section 2a, 2b

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 class.

Point out the blank lines where students will write the name of a job (under the words wants to be).

Play the 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.”

1.pre-listening

指导学生注意 部分题目要求并认读三个英文名字。提出问题: What does he/she want to be?

　　帮助学生回答: He/She wants to be a / an… .

　　2. While-listening

　　播放第一遍录音时，要求学生认真听，引导学生全面了解这篇对话的内容。

；在播放第二遍时，需要学生做出2a部分听力题。

　　3. Post-listening

　　给出听力的正确答案。利用课件教师将完整的听力材料呈现给学生，学生朗读。

　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 class. Say, This time you will unite why each person wants the job.

Play the recording again. Students only listen.

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