1、Unit 4 What would you like to be? Tasks in this unit Talking about jobs an preferences; giving reasons for preferences; interviewing people about their jobs; Period One Language focus: Using nouns to identify people e.g., a doctor, a dentist Language skills: Listening Listen for specific information
2、 Speaking Maintain an interaction by replying, adding or giving examples Reading Use knowledge of what words look or sound like to work out their meanings Materials: 1. Students Book 6A page 26 2. Cassette 6A 3. Cassette player Pre-task preparation Ask: What would you like to be? To elicit: e.g., Id
3、 like to be a policeman. Compile a list of jobs on the board as the students reply. Then go through the list asking individual students: e.g., Would you like to be a policeman? To elicit: Yes, Id like to be a policeman. No, Id like to be a teacher. While-task procedure 1. Play the cassette for Look
4、and Learn. The students listen and repeat. 2. Give the students time to look at the picture in the Look, Listen and number. 3. Play the cassette for Look, listen and number. The students listen and write the correct numbers in the boxes. 4. Play the cassette again. The students listen, repeat and ch
5、eck the answers. 5. Ask a few other individual students: What would you like to be? To elicit: e.g., Id like to be a pilot. Homework: Workbook 6a page 21 Period Two Language focus: Using modal verbs to express preferences e.g., Would you like to be a policeman? Asking wh-questions to find out the re
6、ason e.g., Why/why not? Using connectives to give reasons. e.g., Id like to be policeman because I want to make out city a city place. Language skills: Listening Listen for specific information Speaking Maintain an interaction by replying, asking questions, explaining and using formulaic expressions
7、 where appropriate. Reading Read for specific information Materials: 1. Students Book 6A page 27 2. Workbook 6A pages 21, 22, 24 and 26 3. Cassette 6A 4. Cassette player Pre-task preparation Play a miming game. Ask the students to look at the jobs on students Book page 26 and choose one of the jobs.
8、 Ask for volunteers to come out and mime a job. The students guess: e.g., Would you like to be a doctor? The student who guesses correctly takes the next turn to mime a job. While-task procedure 1. Give the students time to look at Read and think. The students write the jobs in the table and tick th
9、e ones they would like to do. 2. Ask questions about the table: e.g., this person teaches children English. What is his/her job? To elicit: He/She is an English teacher. 3. Workbook 6A page 21 a. Read the sentences. The students match them with the pictures. b. Ask questions: e.g., Look at picture o
10、ne. What does this person do? 4. Give the students time to read Play a game. Play the cassette. The students listen. Play the cassette again. The students repeat. 5. In pairs, students practice the dialogues. Select pairs to read a dialogue. 6. Ask individual students questions: e.g., Would you like
11、 to be a doctor? To elicit: Yes, I would. No, I wouldnt. 7. Write the beginning of the two sentences on the board: I would like to be a doctor because Ask the students to complete the sentences. Replace ”doctor” with other jobs and repeat the procedure. 8. The students practice in groups, taking tur
12、ns to ask a member of the group: Would you like to be a /an? 9. Workbook 6A page 24 a. Give the students time to look ar the pictures. b. play the cassette. The students listen and match. Post-task activities Workbook 6A page 26 a In groups, students discuss different jobs and why they would or woul
13、d not like to do them. They then write their own lists. b Ask a few individual students: What job would /wouldnt you like to do? Why? c. The students write the sentences. Ask individual students to read one of their sentences. Consolidation Workbook 6A page 22 Period Three Language focus: Using wh-q
14、uestions to find out specific information e.g., Whats your job? Using connectives to give reasons. e.g., Because I like to make sick people better. Using prepositions to indicate time e.g., I usually start work at half past eight in the morning. Language skills: Listening Identify details that suppo
15、rt a main idea Speaking Open an interaction by greeting someone in an appropriate manner Maintain an interaction by replying, asking questions, explaining an using formulaic expressions where appropriate Reading Recognize the presentation of ideas through headings Writing Gather and share informatio
16、n by using strategies such as interviewing Materials: 1. Students Book 6A page 28 2. Workbook 6A pages 23, 25 and 27 3. Photocopiable pages 2 and 3 4. Cassette 6A 5. Cassette player Pre-task preparation Ask the students about their daily routines: e.g., When do you get up? When do you go to school?
17、What is your favourite lesson? Why? What do you do after school? When do you go to bed? While-task procedure 1 Give the students time to look at the picture in Look and Read. 2 Play the cassette. The students follow in their books 3 In pairs, students practise the dialogue. Select pairs to read a se
18、ction of the dialogue. 4 Ask questions about the dialogue : e.g., How old is Samuel Han? Whats his job? Does he like his job? Why? When does he usually start/ finish work? 5 The students complete Read an write. Ask one or two students to read their completed reports. 6. Workbook 6A page 25 a. In pai
19、rs, students practice the dialogue. Select pairs to read a section of the dialogue. b. The students complete the card at the bottom of page 25. c. Ask questions about the information on the card: e.g., Whats the mans name? 7. Read the instructions in Find out. You may want to use photocopiable pages
20、 2 and 3 here. Post-task activities Workbook 6A page 27 (for more able students) The students can either interview an adult or complete the cards as follows: a. In groups, students select a job and write notes about it, using their imagination. b. The students each interview another member of the gr
21、oup an complete the card. c. Select individual students to talk about the card: e.g., Miss Zhu is a bank clerk. She is twenty years old. She likes here job because she meets a lot of people. She starts work ar nine oclock in the morning. She finishes work at five oclock in the afternoon d. The stude
22、nts write about the person they have interviewed or imagined using the notes they have made. e. Ask one or two students to read what they have written about the person to the class. Consolidation Workbook 6A pages 23 Period Four Language focus: Using wh-questions to find out specific information e.g
23、., What would you like to be? Using modal verbs to express wishes. e.g., I would like to be a pilot. Language skills: Listening Listen for specific information Speaking Maintain an interaction by replying, asking questions, explaining and using formulaic expressions where appropriate Reading Recogni
24、ze formats and language features in narrative and non-narrative texts Writing Develop written texts by presenting main and supporting ideas Materials: 1. Students Book 6A page 29 2. Drawing paper 3. Cassette 6A 4. Cassette player Pre-task preparation Ask individual students: What would you like to b
25、e? To elicit: e.g., I would like to be a policeman. Ask: Why? To elicit: Because I want to make our city a safe place. While-task procedure 1 Give the students time to look at the pictures. 2 Play the cassette of the poem. The students listen. Play the cassette again. The students repeat. 3 Select i
26、ndividual students to read a verse of the poem. 4 Read About you. Distribute drawing paper. The students write their peoms: e.g., What would you like to be? What would you like to be? I would like to be a dentist. Thats what I would like to be. The students then draw a picture of the job. 5 Ask a few individual students to read their poems. Display some of the poems. Consolidation Copy the new words Recite the passage.
