Unit 4《What would you like to be》 全英教案

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
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:
Student’s Book 6A page 26
Cassette 6A
Cassette player
Pre-task preparation
Ask: What would you like to be? To elicit: e.g., I’d 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, I’d like to be a policeman. No, I’d like to be a teacher.
While-task procedure
Play the cassette for Look and Learn. The students listen and repeat.
Give the students time to look at the picture in the Look, Listen and number.
Play the cassette for Look, listen and number. The students listen and write the correct numbers in the boxes.
Play the cassette again. The students listen, repeat and check the answers.
Ask a few other individual students: What would you like to be? To elicit: e.g., I’d 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 reason
e.g., Why/why not?
Using connectives to give reasons.
e.g., I’d 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 where appropriate.
Reading
Read for specific information
Materials:
Student’s Book 6A page 27
Workbook 6A pages 21, 22, 24 and 26
Cassette 6A
Cassette player
Pre-task preparation
Play a miming game. Ask the students to look at the jobs on student’s Book page 26 and choose one of the jobs. 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 the 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 one. 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 to be a doctor? To elicit: Yes, I would. No, I wouldn’t.
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 turns 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 would not like to do them. They then write their own lists.
b Ask a few individual students: What job would /wouldn’t 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-questions to find out specific information
e.g., What’s 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 support 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 information by using strategies such as interviewing
Materials:
Student’s Book 6A page 28
Workbook 6A pages 23, 25 and 27
Photocopiable pages 2 and 3
Cassette 6A
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? 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 section of the dialogue.
4 Ask questions about the dialogue : e.g., How old is Samuel Han? What’s 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.
Workbook 6A page 25
In pairs, students practice the dialogue. Select pairs to read a section of the dialogue.
The students complete the card at the bottom of page 25.
Ask questions about the information on the card:
e.g., What’s the man’s name?
7. Read the instructions in Find out. You may want to use photocopiable pages 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:
In groups, students select a job and write notes about it, using their imagination.
The students each interview another member of the group an complete the card.
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 o’clock in the morning. She finishes work at five o’clock in the afternoon
d. The students 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., 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
Recognize formats and language features in narrative and non-narrative texts
Writing
Develop written texts by presenting main and supporting ideas
Materials:
Student’s Book 6A page 29
Drawing paper
Cassette 6A
Cassette player
Pre-task preparation
Ask individual students: What would you like to be? 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 individual 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.
That’s 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.