牛津上海版英语六年级上册 Unit 4 What would you like to be 教案（4课时）

2021学年牛津上海版英语六年级第一学期教案unit
4
Module
2
unit
4
Period
1
Teaching
objectives
Knowledge
objectives:
Can
use
nouns
to
identify
people’
s
job.
Ability
objectives:
Listen
for
specific
information
Maintain
an
interaction
by
replying,
adding
or
giving
examples
Use
knowledge
of
what
words
look
or
sound
like
to
work
out
their
meanings
Emotional
objectives
Understand
that
every
kind
of
jobs
is
meaningful.
Teaching
procedure
I.
Warming
up
Daily
talk
Brain
storm:
write
out
the
jobs
that
you
know.
II.
Pre-task
preparation
Ask:
what’s
your
father/
mother’s
job?
What
is
your
aunt/
uncle?
What
would
you
like
to
be
in
the
future?
Show
the
pictures
of
Look
and
learn.
Introduce
the
jobs.
Tell
students
what
these
jobs
usually
do.
A
secretary:
She
usually
answer
phones
and
work
on
the
computer.
A
bank
clerk:
She
works
in
a
bank
and
usually
counts
money.
A
policewoman:
She
makes
our
city
safe.
A
dentist:
He
is
a
doctor
who
looks
after
our
teeth.
A
pilot:
He
flies
planes.
A
fireman:
He
usually
puts
out
fires
and
drives
fire
engines.
A
postman:
He
delivers
letters,
birthday
cards
and
parcels
to
people.
A
shop
assistant:
She
works
in
a
shop
and
sells
clothes
to
people.
Read
after
the
cassette.
And
try
to
remember
these
jobs.
Ask
students:
would
you
like
to
be
a
…?
Elicit:
yes,
I
would/
no,
I
wouldn’t.
Show
some
pictures
of
different
jobs
and
ask
students
to
match
what
they
are.
A
competition:
The
teacher
read
out
some
description,
students
tell
what
his/
her
job
is.
Encourage
students
to
spell
the
new
words
and
phrases.
Ask
students
to
ask
the
teacher:
would
you
like
to
be
a
…?
Why?
/
Why
not?
III.
While-task
procedure
Play
the
cassette
for:
Look,
listen
and
number.
The
students
listen
and
write
the
correct
numbers
in
the
boxes.
(
Give
students
some
time
to
look
at
the
pictures
carefully.
For
the
less
able
students,
the
teacher
can
invite
them
to
say
each
job
in
the
picture
first.)
Play
the
cassette
again
and
check
the
answer
together.
Listen
a
short
dialogue,
and
ask
students
to
number
jobs.
Listen
another
short
dialogue,
and
ask
students
to
circle
the
correct
jobs
that
people
would
like
to
do.
After
check
the
answers
together,
encourage
the
more
able
students
to
answer
why/
why
not
they
choose
the
job.
IV.
Post-task
activity
Show
students
three
videos
and
then
ask
them
what
the
people
in
the
video
do
and
what
they
usually
do
for
their
jobs.
V.
Assignment
Oral:
do
a
survey:
what
does
your
father/
mother
do?
Does
he
/
she
like
his/
her
job?
Why/
why
not?
Written:1.
copy
the
new
words
and
phrases.
2.
workbook
page
21
Period
2
Teaching
objectives
Knowledge
objectives:
Can
use
modal
verbs
(would
like
to
be)
to
express
preferences
Can
use
“wh”
questions
to
find
out
the
reason
(why/
why
not)
Can
use
connectives
to
give
reasons
(because)
Ability
objectives:
Try
to
listen
for
specific
information
Can
maintain
an
interaction
by
replying,
asking
questions,
explaining
and
using
formulaic
expressions
where
appropriate.
Try
to
read
for
specific
information
Emotional
objectives:
Understand
all
the
jobs
are
necessary
for
us,
and
learn
to
respect
all
the
people.
Teaching
procedure
I.
Warming
up
Sing
an
English
song
Read
a
poem.
II.
Pre-task
preparation
Show
students
a
picture
of
a
bus
driver.
And
ask:
what
job
does
she
do?
To
elicit:
she
is
a
bus
driver.
The
second
question:
what
does
a
bus
driver
usually
do?
To
elicit:
she
usually
drives
a
bus.
Show
a
group
of
pictures
of
different
jobs.
Ask
students
practice
the
dialogue
like
the
model.
Invite
some
pairs
to
act
out.
Ask
students
to
do
Read
and
think
on
page
27.
Give
students
time
to
read
the
sentences
silently
first.
Make
sure
students
do
it
individually.
Give
students
one
minute
to
think
about
their
future
jobs.
And
ask
them:
what
would
you
like
to
be
in
the
future?
Why?
Remind
students
to
use
“because”
to
answer
the
second
question.
Explain
to
students
that
this
word
is
used
to
give
reasons
and
it
is
usually
used
to
answer
“why”
questions.
III.
While-task
procedure.
Play
the
cassette
for
Play
a
game.
Students
listen.
Play
it
again
and
students
repeat.
In
pairs,
students
practise
the
dialogues.
Select
pairs
to
read
a
dialogue.
Give
students
some
time
to
do
a
group
work.
They
practice
the
dialogue
by
taking
turns
to
ask
a
member
of
the
group:
would
you
like
to
be
a/
an…?
Why?
Why
not?
IV.
Post-task
activity
Do
a
survey:
divide
students
in
groups
of
8
or
7.
Each
member
should
ask
the
others
three
questions:
1)
What
would
you
like
to
be?
2)
why?
3)
What
wouldn’t
you
like
to
be?
4)
Why
not?
Each
group
should
choose
one
student
to
give
a
report
like
this:
3
students
would
like
to
be
a/
an,
because
they
…./
2
Students
wouldn’t
like
to
be
a/
an,
because
they…
V.
Assignments
Oral:
Introduce
a
job
that
you
would
like
to
do
and
the
one
that
you
wouldn’t
like
to
do.
You
should
give
reasons
Written:
copy
the
text
and
new
words.
Workbook
page
22
Period
3
Teaching
objectives
Knowledge
objectives:
Can
ask
“wh”
questions
to
find
out
specific
information
(What’s
your
job?)
Can
use
connectives
to
give
reasons
(because)
Can
use
prepositions
to
indicate
time
(at
half
past
seven
in
the
morning)
Ability
objectives:
can
identify
details
that
support
a
main
idea
Learn
to
open
an
interaction
by
greeting
someone
in
an
appropriate
manner
can
maintain
an
interaction
by
replying,
asking
questions,
explaining
and
using
formulaic
expressions
where
appropriate
Learn
to
gather
and
share
information
by
using
strategies
such
as
interviewing.
Teaching
procedure
I.
Warming-up
Daily
talk:
I
would
like
to
be
a
…
Ask
and
answer:
What
would
you
like
to
be
in
the
future?
Why?
Would
you
like
to
be
a
doctor/
nurse/
bus
driver/
business
man/
policeman…?
Why/
Why
not?
What
does
a
teacher/
cook/
shop
assistant/
dentist/
bank
clerk/
secretary/
fireman/
postman
usually
do?
What
is
your
parents’
job?
Does
he/
she
like
his/
her
work?
Why/
Why
not?
II.
Pre-task
preparation
Listen
and
guess.
Students
listen
to
four
short
descriptions
of
different
jobs.
Then
encourage
them
to
guess
what
job
it
is.
If
most
students
have
difficulty
to
guess,
teacher
can
show
the
listening
materials.
I
work
in
the
hospital
every
day.
It
is
a
hard
job
but
very
important.
The
doctors
and
sick
people
need
my
help.
I
help
the
doctors
and
look
after
the
sick
people.
What
job
do
I
do?
I
drive
a
car
every
day,
but
the
car
is
not
mine.
Many
people
take
my
car
every
day.
I
get
money
from
them
and
they
thank
me
for
my
work.
What
job
do
I
do?
I
like
my
job
because
I
like
children
learn
new
things
from
me.
What
job
do
I
do?
I
work
outside.
I
am
very
busy
because
there
are
many
letters
and
newspapers
in
my
bag,
and
I
must
send
them
to
different
families.
What
job
do
I
do?
A
brain
storm.
Ask
students
to
think
about
that
what
questions
they
should
ask
if
they
interview
somebody
about
his
job.
Encourage
students
to
have
more
and
reasonable
ideas,
for
example:
name,
age,
job,
daily
work
or
activities,
like
or
not,
the
reasons
about
that,
work
time
and
so
on
Introduce
that
Kitty
is
going
to
interview
a
doctor,
Samuel
Han,
help
her
to
list
the
questions
that
she
maybe
needs
according
to
the
brain
storm.
III.
While-task
procedure
Play
the
recording
for
Look
and
read.
Ask
students
to
listen
carefully
to
fill
in
a
table
about
that.
If
most
students
have
some
difficulty
to
do
that,
play
the
recording
again.
Play
the
recording
again,
students
listen
and
read
after
it.
Learn
the
new
words.
Give
students
some
time
to
practice
the
dialogue.
To
help
students
practice,
show
the
questions
of
the
interview
first.
And
then
ask
students
to
answer
these
questions
to
complete
the
interview.
Then
give
students
answers
of
interview
only,
and
ask
them
to
complete
the
questions.
Ask
student
to
suppose
they
are
Kitty.
They
should
write
a
report
of
this
interview.
Teacher
can
give
some
clues
and
ask
students
to
filling
the
blanks.
Then
suppose
you
are
Doctor
Han
yourselves.
Write
an
instruction
according
to
this
interview
and
Kitty’s
report.
IV.
Post-task
activity
Give
students
to
tables
and
ask
them
to
choose
one
to
make
a
dialogue
of
an
interview:
Name
Judy
Zhao
Age
24
Job
A
shop
assistant
Like
her
job
No
why
Doesn’t
like
to
work
to
many
hours
starts
work
at
10
a.m
Finishes
work
at
10:30
p.m
Name
Mary
lin
Age
32
Job
A
secretary
Like
her
job
yes
why
Likes
to
take
notes
and
answer
phones
starts
work
at
9
a.m
Finishes
work
at
5
p.m
V.
Assignment
Oral:
Interview
one
adult
(parents,
teachers
or
neighbours)
Written:
copy
and
translate.
Workbook:
page
23
and
25
Period
4
Teaching
objectives
Knowledge
objectives:
Can
use
“wh”
questions
to
find
out
specific
information
(What
would
you
like
to
be)
Learn
to
use
modal
verbs
to
express
wishes
(would
like
to
do)
Ability
objectives
Learn
to
maintain
an
interaction
by
replying,
asking
questions,
explaining
and
using
formulaic
expressions
where
appropriate
Can
recognize
and
language
features
in
narrative
and
non-narrative
texts
Try
to
develop
written
texts
by
presenting
main
and
supporting
ideas
Emotional
objectives
Know
what
they
like
to
do
and
try
to
choose
a
ideal
job
in
the
future.
Try
to
be
a
useful
person
to
others.
Teaching
procedure
I.
Warming-up
Daily
talk:
a
report
of
an
interview
to
…
Listen
to
an
song:
what
will
I
be
II.
Pre-preparation
Check
the
workbook
page
23
Show
another
interview.
Ask
students
to
write
out
the
questions
Ask
students
to
read
a
instruction
about
Liza
and
then
fill
in
the
blanks.
Name
Age
Job
Like
her
job
or
not
Why/
why
not
Starts
work
at
Finishes
work
at
III.
While-task
procedure
Introduce
the
pattern:
That’s
what
he/
she
would
like
to
be.
Ask
students
look
at
some
pictures
to
practice
it.
Play
the
recording
of
the
poem.
Students
repeat
it
Give
students
some
time
to
practice
it
Ask
students
to
write
another
poem
for
themselves
and
their
friends.
Invite
some
to
read
aloud
their
poems.
IV.
Post-task
activities
Listen
and
match.
Ask
students
to
listen
to
a
dialogue
and
match
the
names
and
pictures.
Paul:
May,
did
you
like
our
English
lesson
today?
May:
Yes,
it
was
very
interesting.
I
like
learning
about
jobs.
Paul:
What
would
you
like
to
be,
May?
May:
I’d
like
to
be
a
…
I
want
to
fly
big
planes
and
travel
to
many
places.
Paul:
You
always
run
around
the
school
like
an
plane!
Paul:
What
job
do
you
want
to
do,
Sally?
Sally:
I
don’t
know.
Paul:
Would
you
like
to
be
a
teacher?
Sally:
No,
I
wouldn’t.
Teachers
stand
all
day
in
the
classroom.
I
don’t
want
to
do
that.
Paul:
Do
you
want
to
be
a
…?
Then
you
can
sit
all
day
at
the
desk.
Sally:
And
I
can
also
talk
on
the
telephone!
That’s
a
good
job
for
me!
Andy:
What
about
you,
Anna?
What
do
you
want
to
be?
Anna:
I
don’t
know.
My
mum
wants
me
to
be
a
dentist,
but
I
wouldn’t
like
to
do
that.
I
don’t
want
to
put
my
hands
in
other
people’s
mouths.
Yuk!
Andy:
I
agree!
I
want
to
work
in
a
place
with
clean
air.
Anna:
Would
you
like
to
be
a
fisherman,
Andy?
Andy:
No,
I
wouldn’t.
I
don’t
like
the
sea.
I
want
to
work
in
a
place
with
a
lot
of
plants
and
animals.
Anna:
You
can
be
a
…
Andy:
Would
you
like
to
be
a
bank
clerk,
Anna?
You’re
very
good
at
maths.
Anna:
No,
I
wouldn’t.
I
want
to
do
something
to
help
people.
Andy:
OK.
Then
you
can
be
a
…
You
can
make
sick
people
better.
Anna:
That’s
a
good
idea!
Andy:
Here
comes
my
bus.
Bye,
everybody.
Bye,
Anna!
Play
a
game.
Students
play
it
in
groups.
Some
of
them
are
employers
and
the
others
are
employees.
Choose
a
job
and
have
an
interview.
The
teacher
should
give
necessary
help.
For
employers:
What
job
would
you
like
to
do?
Why?
Would
you
like
to
be
…
?
You
are
the
person
I
want.
Sorry,
you
are
not
the
person
I’m
looking
for.
For
employees:
I
would
like
to
be
…
I
wouldn’t
like
to
be
…
I’d
like
to
be
…
because…
Sorry,
I
don’t
like
this
job.
Oh,
I
will
be
a
good
employee.
V.
Assignment
Oral:
Go
over
the
whole
unit
Written:
Write
a
short
passage
about
what
you
would
like
to
be
in
the
future
(what
job
would
you
like
to
do
in
the
future?
Why
would
you
like
to
do
this?
What
do
you
think
of
this
job?)
Workbook
page
26