资源简介

中小学教育资源及组卷应用平台
Unit 6 A day in the life
Section 6 Reading Plus
Content analysis
What
The discourse is divided into two paragraphs. The first paragraph is about the daily activities of Wenwen's mother — a Chinese nurse. When mom works the night shift, she goes to work after they have dinner at half past six in the evening. From 10 o’clock pm to 8 o 'clock the next morning, she has to check the conditions of all the patients every three hours. After arriving home at nine o 'clock, she starts catching up on sleep around half past half. Although Wenwen’s mother is very busy at work, they will go to the park together to enjoy family time whenever she has a rest.
The second paragraph is about the daily activities of Colin’s father — a British bin worker. Colin hardly sees his father in the morning because he gets up at 4 o’clock. Before 5 o’clock, Dad has to empty rubbish into the lorry. His work lasts until about 3 o’clock in the afternoon. At 4:30 p.m., he picks up Colin from class and they chat a lot on their way home. After dinner, dad watches TV for a while and then goes to bed at half past eight. Family members will try their best to keep quiet so he sleeps well.
Why
The working hours of Wenwen’s mother and Colin’s father are quite different from those of most people. Their schedules can help students understand the difficulty of nurses and bin workers. At the same time, it can also help them learn the details of family harmony such as spending quality time with their families in their spare time. This part also give students the opportunity to learn about the cross-culture knowledge of ordinary people in different countries.
How
The discourse consists of two narrative passages, which narrate the daily activities of Wenwen’s mother and Colin’s father from a child‘s perspective in chronological order. These two narrative essays also describe the hardships of parents’ work from the perspective of children, such as “She is busy with her work.” in the first one and “I usually don’t see him in the morning.” in the second one. Besides, it also depicts the harmonious atmosphere when family members are together. As in the first article, “When she is free, we go to the park and have a good time together.” In the second part, “We talk a lot on the way home.” and “We try to keep quiet at night so he sleeps well.”
Learning Objectives
At the end of this section, students will be able to:
Obtain the basic information and schedule of Wenwen’s mother and Colin’s father and describe daily activities with time adverbs such as “at /around/by” , “after” and “then”;
Compare their parents’ work schedules with those of Wenwen’s mother and Colin’s father, realize the difficulties of their parents;
3. Learn to express time and daily activities accurately.
4. Learn to describe special routines.
Focal and Difficult Points
Focal Points
Understand the texts about daily routines of Wenwen’s mother and Colin’s father;
Learn to express time and daily activities accurately.
Difficult Points
Realize the difficulties of their parents by comparing students’ parents life with those of Wenwen’s and Colin’s;
Learn to describe special routines.
Procedures
Teaching Activities Learning Activities Purpose
Step 1: Lead in Show some pictures of different people doing various activities at different times of the day. Ask students to guess what time it is and what the person is doing. Look at the pictures of different people doing various activities at different times of the day. Guess what time it is and what the person is doing. To activate the connection of knowledge and experience.
Step 2. Reading 1. Ask Ss to brain storm some jobs they know and write them on the blackboard. 2. Present some key words and phrases related to jobs and activities, such as “nurse”, “bin worker”, “eat dinner”, “go to work”. 3. Show the two pictures in the textbook to Ss and ask them to tell something about the two person’s jobs. 4. Ask Ss to read the two paragraphs quickly and summarize the main content of each one briefly. 5. Lead Ss to read the texts carefully again and complete Exercise 1. 6. Invite some students to come to the blackboard to fill in the timelines. Correct and explain if there are any mistakes. 1. Brain storm some jobs they know. 2. Read the words about jobs and observe the two pictures in the textbook, guess the jobs of Wenwen’s mother and Colin’s father, and give reasons. 3. Discuss the jobs based on what is known. 4. Read the two paragraphs quickly and summarize the main content of each one briefly. 5. Read the texts carefully again and complete Exercise 1. To stimulate students’ knowledge about jobs to connect with the theme of this part. To grasp the main thread of the text, summarize the schedules logically and understand the relations among language, culture and thinking.
Step 3. Speaking 1. Divide students into groups and ask them to discuss the two questions: ①How are Wenwen’s and Colin’s parents’ routines different from your parents’ ②What other jobs have special routines 2. Encourage students to express their opinions freely and exchange ideas within the group. Then select some students to share their ideas to the class. 1. Work in groups and discuss the two questions. 2. Select a representative to share their group’s discussions to the class. To enhance students’ communication and cooperative skills. To develop students’ thinking ability and cultivate their awareness of respecting different jobs.
Step 4: Deep thinking Ask Ss to make up a timeline for their parents’ working days and find out the differences between them Wenwen’s mother and Colin’s father, Make up a timeline for their parents’ working days. By comparing the activities of their parents with those of Wenwen’s mother and Colin’s father, find out the differences and share it with partners. To internalize target language, deeply understand the hidden information in the discourse, inspire deep thinking, and explore the profound meaning.
Step 5: Homework Basic: What profession do you want to know about Please interview one of the persons’ routines. And complete the timeline. Extended: Please look for more information about bin workers in western countries. And share it with your classmates. Choose one to complete. To consolidate what students have learned in this unit and to cultivate their critical thinking ability.
Blackboard design
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