沪教版六上英语Unit 4 What would you like to be 朗读+微课+知识总结(上海牛津)
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Unit 4 单词课文朗读：
视频教学：
重点句型：
1. different jobs 不同的职业
2. would like to be/become 想要成为 ……
3. a secretary 一名秘书
4. a bank clerk 一个银行职员
5. a policewoman 一个女警察
6. a dentist 一名牙医
7. a pilot 一名飞行员
8. a fireman 一个消防队员
9. a postman 一名邮递员
10. a shop assistant 一个商店营业员
11. teach children English 教孩子们英语
12. make sick people better 使病人好转
13. drive a bus 驾驶一辆公交车
14. put out fires 扑灭火
15. cook food for people 为人们烧食物
16. make our city a safe place 使我们的城市（成为）一个安全的地方
17. interview sb. 采访某人
18. find out 查明；弄清（情况）
19. stark work 开始工作
20. finish work 结束工作
21. in the morning/afternoon/evening 在早上 / 下午 / 晚上
22. Why not? 为什么不呢？
教案：
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:
1. Student’s Book 6A page 26
2. Cassette 6A
3. 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
1. 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., 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:
1. Student’s 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 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…?[来源:学科网]
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[来源:Zxxk.Com]
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:[来源:学科网ZXXK]
1. Student’s 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 [来源:Zxxk.Com]
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.
6. Workbook 6A page 25
a. 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., 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:
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 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
[来源:学*科*网Z*X*X*K]
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:
1. Student’s Book 6A page 29
2. Drawing paper
3. Cassette 6A
4. 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.
练习：
一、单选题（共10题）
1.Sam usually finishes his work ________ 6:30 P. m. ________ Friday.
A.on；onB.at；atC.at；onD.on；at
2.—What are their ________?
—They are policewomen.
A.jobB.jobsC.nameD.names
3.I ________ my work at four at my office. Then I go back home for dinner.
A.startB.finishC.startingD.finishing
4.—________ you like your jobs?
—Yes, ________ do.
A.Do, IB.Are, IC.Do, weD.Does, we
5.—What does he ________?
—He is a doctor. He ________ sick people better.
A.does, makesB.do, makeC.do, makesD.does, make
6.—________ do you like your job?
—I like to make the city a safe place.
A.WhyB.WhatC.HowD.What job
7.A fireman can ________ fires.
A.put onB.put outC.put upD.put down
8.Old George is a ________. He catches many fish every day.
A.fishermanB.doctorC.policemanD.teacher
9.I am a bank clerk. I work at the ________.
A.the hospitalB.bankC.schoolD.the office
10.—Can you cook dinner ________ me?
—I am afraid not.
A.forB.byC.toD.on
二、阅读理解（共1题）
11.阅读短文，选择正确的选项。
Hello! I\\\\\\\\\\\\\'m Mayumi Kumi, from Japan. I\\\\\\\\\\\\\'m, fourteen years old now. I want to be a clothes designer when I grow up. I love dressing up, I love clothes. I\\\\\\\\\\\\\'ve got two boxes full of them in my bedroom at home. At school I always draw clothes in my notebooks, shirts, trousers and jeans! The teachers always get angry with me! I\\\\\\\\\\\\\'ve got three hobbies: drawing clothes, collecting hats and playing baseball. Now l\\\\\\\\\\\\\'ve got thirty-one hats, so I can wear a different hat every day of a month! Baseball caps are good for sports. I want to break the school record for playing baseball, so I practise every day in the Car Park near our flat. I\\\\\\\\\\\\\'ve got a competition this afternoon.
（1）Who is Mayumi Kumi?
A.Mayumi Kumi is my clothes designer.B.Mayumi Kumi is a Japanese girl.C.Mayumi Kumi is an old woman.D.Mayumi Kumi is a teacher.
（2）What has Mayumi Kumi got in her cupboards in her bedroom?
A.She\\\\\\\\\\\\\'s got many notebooks in her cupboards.B.She\\\\\\\\\\\\\'s got many shirts, trousers and jeans in her cupboards.C.She has got many clothes in her cupboards.D.She has got many hats in her cupboards.
（3）Why can Mayumi Kumi wear a different hat every day of the month?
A.Because she likes, hats very much.B.Because she has got thirty hats.C.Because she has got thirty-one hats.D.Because she likes collecting hats.
（4）What are Mayumi Kumi\\\\\\\\\\\\\'s hobbies?
A.Drawing clothes.B.Collecting hats.C.Playing baseball.D.Playing baseball, collecting hats, drawing clothes.
（5）Where does Mayumi Kumi practise?
A.She practises at home.B.She practises at school.C.She practises in the Car Park.D.She practises near the park.
三、翻译（共1题）
12.翻译下列词组。
①银行职员________
②教孩子英语________
③灭火________
④使我们的城市安全________
⑤驾驶公共汽车________
⑥煮饭________
⑦营业员________
⑧想要做……________
四、选词填空（词汇运用）（共1题）
13.选择下列单词或词组填入每句的空格中。每空格限填—词，每词只能填—次
A. north B. for his trip C. in the future D. sour lemons E. school uniforms F. go to the park |
（1）I don\\\\\\\\\\\\\'t know what Kitty will be like ________.
（2）Tom doesn\\\\\\\\\\\\\'t like sweet food and she\\\\\\\\\\\\\'d rather eat ________.
（3）The students in No. 2 High School wear ________ on Mondays.
（4）Shall we ________ tomorrow?
（5）My husband is packing his suitcase ________in the sitting-room.
（6）As we all know, Beijing is in ________ of Shanghai.
五、连词成句（共4题）
14.use, to, we, bottles, can, glass, make (.) (连词成句)
15.in, Tom, can, I, see, park, the, kites, flying (.) (连词成句)
16.heavy objects, in the streets, fall, may, cars, on (.) (连词成句)
17.women, none, drivers, the, of, bus, were (.) (连词成句)
六、单词拼写（词汇运用）（共1题）
18.根据首字母拼写单词，完成短文。
My n________ is David Zhou. I am forty y________ old. I am a c________. I like my job very much b________ I like to cook food for people. I usually s________ work at ten o\\\\\\\\\\\\\'clock in the morning and finish my work at n________ o\\\\\\\\\\\\\'clock in the late evening. I can do my job well. I am good at c________. I am a wonderful cook.
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