【正文】 nd writing practice using the target language, Say, Now you can write a description like the one in can use some of the same about any animal you may wish to do a sample description with the an animal39。s name and write it on the ask students to make statements about the each statement and then write on the can ask leading questions such it big? Is it lazy? Does it eat grass? Ask students to write their own may wish to have less fluent students work with a more fluent partner, Ask students to share their writing with others in the you have reviewed the students39。 work, you may wish to havesome students recopy their work so that you can post it on the classroom bulletin ：Unit 4: I want to be an goal In this unit, students learn to talk about language What do you do? I39。m a reporter What does he do.39。 He39。s a do you want to be? I want to be an does she want to be? She wants to be a police officer names of jobs and professions第四單元第 課時(shí)總第課時(shí) 教學(xué)內(nèi)容：Section A 1a—1c 教學(xué)過程：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 to the jobs one by one and ask students to say what ever they can about these single word answers or simple sentences such as, It39。s 39。s a good This activity introduces the key attention on the students to tell what they see in each students to name as many of the jobs shown as they point to a scene, name the job, and ask students to to the numbered list of each one and ask students to ask students to match each word wllfa one of the , Write the letter of each scene next to one of the to the sample This activity gives students practice in understanding the target language in spoken to the different people shown in the various students to tell what they do as you point to each one, Say, Now you will hear three conversations are about three of the people in this the recording the first only the recording a second time ask students to write a number 1 next to the person being talked about in conversation students put a 2 and 3 next to the people being talked about in conversations 2 and the cThis activity provides guided oral practice using the target languageAsk a student to read the example conversation with up the book and point to the doctor in the , Now work with your your own conversations about the can use sentences like the ones in activity a dialogue with a to a picture of one of the the student to answer using one of the words in activity students work in pairs, move around the room monitoring their language or pronunciation support as 第 課時(shí)總第課時(shí) 教學(xué)內(nèi)容：Section A 2aGrammer focus 教學(xué)過程：2aThis activity gives students practice in understanding the target language in spoken students to look at the three different students to tell you what they sec in each are the people doing? What jobs do they have? Play the recording the first only , You will hear conversations about the people in these the recording a second , Write the number of each conversation below the picture of the person being talked the This activity gives students practice in understanding the target language in spoken to the three headings in the chart and read the headings to the students, What does ”wants to be“ mean?(It is not the Job the person lias is the job the person wants in the future.)Play the recording the first only , You wiU hear about the people in these will hear the job they haw now and the job they want in the the recording a second time ask students to fill in the blanks with the jobs the people have now and the ones they want in the out the sample 2cThis activity provides guided oral practice using the target out the pictures in activity who each person is.(They are Susan39。s 39。s mother, and Tony39。s father.)Say, Now work with your and answer questions about the , ”What does he or she do?“ Then ask, ”What does he or she want to be?“ Say a dialogue with a to Anna39。s mother and then to the example in the speech the dialogue with a students work In pairs, move around the room monitoring their language support as 第 課時(shí)總第課時(shí) 教學(xué)內(nèi)容：Section A 3a4 教學(xué)過程：3aThis activity introduces the names for the places where people work, and gives reading practice using the target attention to the students to read the name for each they name each place, write the word on the board andask the class to repeat out the list of jobs with the numbers next to call attention to the people in the pictures and the speech out the sample answer and have a student read out the speech students to work , Write the number of each job in the square next to each the This activity provides guided oral practice using the target out the pictures in activity students to name theworkplace shown In each point out the conversation in the speech two students to read It to the , Wow work with a practice the conversation in the make new jobs and places from activity a dialogue with a to the word waiter in activity 3a and then to the picture of the a does he work? Guide the student to answer using the correct place: He works in a does he do? and guide the student to answer, He39。s a students work in pairs, move around the room monitoring their language support as This activity provides listening and speaking practice using the target attention to the pictures in the book showing how to play the , You will draw a picture of someone students will ask questions about the kind of job you are two questions someone can try to guess the by drawing a picture on the board of a stick figure details(microphone, notebook,etc.)until students guess what job it a student to go to the , Draw a picture of a person necessary, help the student add details that show the job the person is or she can add a bank interior to show that the person