Unit 1 Lesson 2 Dangerous Job（第一课时）
Lesson Focus
• Adjectives
• Talking about your parent's day
• Thirdperson singular verbs, negative simple present tense
• Words with the sound /ɜː/
Warmup
Exercise 1
Purpose: to help students know adjectives to describe a firefighter's job
Write the following words with gaps as shown on the board, or create a worksheet for your
students: boring / _____ , easy / _____ . safe / _____ ., unimportant / _____ . Have students work in pairs. Direct students to the Key Words. Say "Find the opposites of these adjectives in the Key Words. Write the adjectives". If you wrote the words on the board, have students copy them into their notebooks to do the activity. Monitor as students write the opposites, offering help as needed. You may also use the Picture Dictionary on page 113, Feelings, to teach the Key Words.
Go over the answers, having individual students write the adjectives in the correct gap on the board. Students should write boring / interesting, easy / difficult, safe / dangerous, unimportant / important. Make sure to have students repeat the Key Words after you. To confirm understanding, ask students to think of something that is boring, something that is interesting, easy, difficult, etc.
Direct students to the photo. Ask " What do you think a firefighter's job is like?" Elicit an appropriate response. Then have students get into pairs. Say "Ask and answer questions about a firefighter's job, using the Key Words". Monitor as students talk about a firefighter's
job, making sure students use the adjectives correctly. Check students' pronunciation of the Key Words.
Revise the placement of adjectives in a sentence. Write I think it's a dangerous job. on the board. Ask " What word describes job?" Elicit and circle dangerous. Then write I think the job is dangerous. Ask "What's the difference between these two sentences?" Elicit that adjectives can e before the noun or after the verb be.
Direct students to the photo. Ask " What do you think a firefighter's job is like?" Elicit an appropriate response. Then have students get into pairs. Say " Ask and answer questions about a firefighter's job, using the Key Words" Monitor as students talk about a firefighter's job, making sure students use adjectives correctly.
If time allows, do Workbook page 83, Exercise 1. Alternately, assign for homework.
Expansion: Don't Stop!
Note: Use this activity to give students more practice. Make sets of cards, enough for each
pair of students, with nouns and noun phrases students should know on them, for example, basketball, homework, Chinese characters, English class, grandparents, books, puter games, playing the piano, etc. Give each pair a set of cards and have them flip over one card at a time. They should use an adjective to describe the noun or phrase, for example, I think homework is boring. Encourage students to use plete sentences. Challenge more proficient students to respond with their opinions, for example, Not me! I think homework is very interesting sometimes.
Reading
Exercise 2
Purpose: to help students plete a text with correct numbers
Direct students to the photo in Exercise 1. Say "Look at the photo of the firefighter again. Read the text and see what adjectives the firefighter uses to describe his job". Monitor as students read the first time, offering help with any unknown vocabulary. When students hav
e finished reading, ask " What adjectives did he use to describe his job?" Elicit boring, not easy, dangerous, difficult, important, and interesting.
Say "Read the text again. Guess which numbers go in the blanks. Write the numbers" Monitor as your students do the activity. If for students need support, you may have them work in pairs. When students have finished reading, say "Now listen and check". Play the recording, pausing if necessary after each answer is read.
Go over the answers, having individual students read sentences or paragraphs aloud.
Answers
39; b. 5; c. 3; d. 911
Exercise 3
Purpose: to help students plete a schedule based on a reading
Direct students to the schedule. Ask " What time do the firefighters get up?" Elicit 5:20. S
ay "Now read the text again and plete the schedule". Monitor as students plete the schedule, offering assistance as needed. If students need support, you may have them work in pairs.
Go over the answers, asking individual students to read the schedule. Encourage them to use plete sentences.
Answers
5:20; training starts; 7:00; run 5 km; 14:00; go to bed
Grammar 1: positive simple present tense
Exercise 4
Purpose: to help students plete a table with get or gets
Direct students to Exercise 2. Read the second sentence aloud: "Every day we get up at 5:20". Ask "Is there an s on get?" Elicit no. Say "Right, We get up. We use gets with third p
erson singular, Jim, he or a firefighter. " Ask students to find other third person singular nouns or pronouns in the reading, for example, room, training, team, breakfast, the morning, it, this, etc. Direct students to the table. Say "Now plete the table with get or gets". Monitor as students plete the table, offering help as needed.

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