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:
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…?
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:
Listeningbe about to
Identify details that support a main idea

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