6A Module 2 Unit 1 - 内容 - 徐汇中学英语网

6A Module 2 Unit 1

作者/来源:上海师范大学第三附属中学 杨玉红    发布时间:2005-09-20

Analysis Of The Teaching Materials

1. The Teaching Materials of 6A are based on a series topics related to a twelve-year-old Chinese boy Ben Li, who is similar to the learners in age and background. Thus , the topics about Ben’s family, for example ,his good friends, his neighbourhood, his daily life and school activities, his hobbies and future plans, his favourite food and drinks, holidays and festivals in his country, the weather and great changes in his city are all familiar to our learners. After learning the interesting materials about Ben, they are sure to learn to talk about themselves easily.

2. In the first unit, Ben has introduced his family members by showing his family photo. Then his sister Kitty has introduced her good friend Alice and their different pets by making some comparisons. The learners have some ideas about what they usually do together with and what they want to do in holidays. In terms of grammar knowledge, the learners have mastered the usage of the comparative forms of some basic adjectives , they have also learned to use simple present tense to express habitual actions and use the adverbs such as “usually, always, sometimes and never” to express frequency ,use ‘want to do something’ to express intentions and ‘be going to do something’ to describe events that will occur quite soon.

3. Almost every student has parents and other family members and relatives, almost each of whom has his or her job or will have a job in the future. So jobs are important to every learner. They must have a good knowledge of different jobs so that they can know more about the people around them as well as their family members and choose suitable jobs when they grow up.

4. The topic of this unit is “People’s job”, which may be somewhat difficult to our learners despite the fact that a similar topic has appeared in 4A. As far as I know, most students know little about their parents’ jobs, that is, they don’t know exactly what their parents usually do at work. In the circumstance, it will be a very tough task to teach them so many job names and the things involved in the jobs in such a short period of time. So I think It is necessary to create a real and vivid situations by showing pictures or acting to make our young learners understand and know what different jobs mean.

Teaching plan

Language Focus:

What do/does somebody usually do?

____I /He/She/They/We usually do/does...

What job do/does somebody do?

______ I /He/She/They/We am/is/are ...

What do/does somebody want to be?

______ I /He/She/They/We want/ wants to be ...

What do/does somebody want/like to do?

_____I /He/She/They/We want/like to do...

It seems difficult for students to master so many patterns, although they have learned most of them more or less in Module 1 and the learning materials in primary school.

Difficult Points:

 The usage of the auxiliary verbs “be(am/is/are” , “doand does;

 Subject-verb agreement 

Teaching Material :Oxford English 6A Module 2 Unit 1,Page 17 and 18

Teaching Procedure

I. Warming-up

1)Listen to an English song: A Busy Street


1.It’s a busy street

with a lot of people

and a lot of cars, too.

It’s a busy street

and I want to walk

across the street with you.

 

2.But who’s that man

in the blue uniform?

and why is he standing

in the middle if the street?

Who’ s that man?

in the blue uniform?

Who’ s that man? I repeat.

3.He’s a policeman.

He’s directing traffic

so all the cars can go.

Who’s that man

 and why he is standing there?

Now I know!

 

4.The traffic light is green.

We can cross!

No! no!

The traffic light is yellow!

We should wait !

Now the traffic light is red!

Don’t walk!


 

2) Ask the following questions after listening

1.     Who is that man in the blue uniform?

2.     Where is he working?

3.     What is he doing?

4.     Can we cross the street when the traffic light is yellow?

3) Mimic a policeman who is working and introduce what a policeman usually does.  

Pre-task preparation

1 ) Ask some students to introduce different jobs by mimicking. Ask the other students to guess what the job is and what people usually do as their jobs. For example “a waiter/waitress, teacher, cook/chef, singer, dancer, model, football player, violinist, pianist, painter, nurse, judge, barber, doctor and driver, etc.”

2) Ask some other students to introduce other jobs by describing in English without telling the name of the job. Ask the other students to guess what the job is and what people usually do as their job.

Write down the jobs the students have introduced and the things people usually do at work.

singers

 sing songs for people

 dancers

 usually dance for people

 drivers

 drive cars/buses/taxis/lorries/trucks/

pilot

f    fly a plane

astronaut

fly a spacecraft.

 dentists

 make people’s teeth better

 housewives

do the housework for a family

 workers

 make things in a factory

 clerk

work in an office

 typist

 type letters for people

 teachers

 teach students at school

 doctors

 make sick people better and healthier

nurses

help doctors to make sick better

shop assistants

 sell things to people in a shop

waiters/waitress

 bring food to people in a restaurant

cook/chef

 cook food for people in a restaurant

farmer

grow food for people

fisherman

catch fish

postman

bring letters to people

Ask the students to read the words and phrases in the table in chorus

3) Pair work

Ask students to ask what jobs their partner’s parents do with the help of the expressions above ,whether their parents like their jobs and why they like or dislike their jobs. They can ask and answer like this:

    S1: What job does your father (mother)do?

/ What is your father(mother)?

  S2: He/She is a/an________________.

    S1: What does he/she usually do?

S2:      He/She usually verb+e/es

S1: Does he/she like his/her job?

S2: Yes, he/she does. Because he/ she likes to …

  ( No, he/she does. Because he/ she doesn’t like to…)

4) Play the recording, students listen and follow in their own books

5) Play the recording again, students listen and repeat.

6) Teach the new words “uniform”, “fire—engine” and “ fire station” by showing pictures and describing.

7)Ask students to answer the following questions with their books closed.

a) Whose father visits Rose Garden School?

b)What job does he do?

c)What does he usually do?

d)Does he like his job? Why?

8)  Answer true/ false ”

While-task procedure

1)     Pair work: Ask you partner the following questions

a)Do you like their jobs? Why?

b)What do you what to be when you grow up? Why?

2)     Group work:

 Divide the students in groups of four. Ask each student to choose his or favourite job he /she wants to do in the future. Suppose that it is in 2020 now, and One of them is visiting his /her middle school and talking with the students of Class 5, Grade 6. One acts as the older alumna /alumnus , the other two act two students of Class 5 , Grade 6. And the fourth student acts as a narrator, who needs to change the first person’s conversation into the third person’s narration

It is necessary to offer them some instructions during their preparation.

  3) Invite several groups to act it out in front of the class.

   Ask students to vote for the best.

V. Homework

1.     Copy the news words and phrases and try to keep them in mind.

2.     Write at least 4 sentences to introduce your parents’ jobs .

 

责任编辑:周珽


 

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