Unit4 What would you like to be.doc

Unit 4 What would you like to be?Tasks in this unitTalking about jobs an preferences; giving reasons for preferences; interviewing people about their jobs; Period OneLanguage focus:Using nouns to identify peoplee.g., a doctor, a dentistLanguage skills:ListeningListen for specific informationSpeakingMaintain an interaction by replying, adding or giving examplesReadingUse knowledge of what words look or sound like to work out their meaningsMaterials:1. Students Book 6A page 262. Cassette 6A3. Cassette playerPre-task preparationAsk: What would you like to be? To elicit: e.g., Id 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 procedure1. Play the cassette for Look 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 check 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 21Period TwoLanguage focus:Using modal verbs to express preferencese.g., Would you like to be a policeman?Asking wh-questions to find out the reasone.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:ListeningListen for specific informationSpeakingMaintain an interaction by replying, asking questions, explaining and using formulaic expressions where appropriate.ReadingRead for specific informationMaterials:1. Students Book 6A page 272. Workbook 6A pages 21, 22, 24 and 263. Cassette 6A4. Cassette playerPre-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. 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 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 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 26a 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 /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 22Period ThreeLanguage focus:Using wh-questions to find out specific informatione.g., Whats your job?Using connectives to give reasons.e.g., Because I like to make sick people better.Using prepositions to indicate timee.g., I usually start work at half past eight in the morning.Language skills:ListeningIdentify details that support a main ideaSpeakingOpen an interaction by greeting someone in an appropriate mannerMaintain an interaction by replying, asking questions, explaining an using formulaic expressions where appropriateReadingRecognize the presentation of ideas through headingsWritingGather and share information by using strategies such as interviewingMaterials:1. Students Book 6A page 282. Workbook 6A pages 23, 25 and 273. Photocopiable pages 2 and 34. Cassette 6A5. Cassette playerPre-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? 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 25a. In pairs, 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 2 and 3 here.Post-task activitiesWorkbook 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 group 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 afternoond. 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 23Period FourLanguage focus:Using wh-questions to find out specific informatione.g., What would you like to be?Using modal verbs to express wishes.e.g., I would like to be a pilot.Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by replying, asking questions, explaining and using formulaic expressions where appropriateReadingRecognize formats and language features in narrative and non-narrative textsWritingDevelop written texts by presenting main and supporting ideasMaterials:1. Students Book 6A page 292. Drawing paper3. Cassette 6A4. Cassette playerPre-t