Teaching Plan for B6, L1
A Firefighter’s Job Means A
Lesson Period 1
Lot to Us, Doesn’t It?
Time 45 minutes Students 35
Nani English Textbook for
Materials Class
Junior High, Book VI, Lesson 1
the textbook, a computer, the e- Place Classroom
Teaching Aids
book Presenter
Objective Learning Performance
There are so many professions to choose ◎ 1-IV-9
from, but which ones are more suitable for 2-IV-1
me. 2-IV-6
2-IV-9
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Procedures Time Assessment
Aids
I. Get Ready (pp.1-2) the 10 mins participation
1. Divide the class into groups of 3-4 textbook, a
students. Ensure that each group has a computer,
mini-whiteboard or A4-paper. the e-book
2. As an icebreaker to the lesson,
instruct students to brainstorm and
write down as many professions/jobs
as possible, e.g.:farmer, bus/taxi/train
driver, electrician, doctor, teacher,
1
dentist, police officer, chef/cook,
hair dresser, nurse, soldier, lawyer, shop
clerk, pilot, engineer, astronaut, artist,
firefighter, etc. Give students five minutes to
write down as many professions as possible on
their mini-whiteboards/
A4-paper in the allocated time.
3. Next, allow each group to call out the different
professions to the rest of the class. Whoever
writes the most is the winner.
4. Then compare lists and combine them to come up
with one class list.
5. Encourage students to describe each of the
professions. Write down their responses
alongside each profession. For example:
a. A nurse: Helps sick people in
clinics/hospitals.
b. A chef/cook: Cooks delicious foods at
restaurants.
c. A farmer: Grows fruit and vegetables and
raises farm animals.
d. A soldier: Protects our country.
e. A pilot: Flies airplanes.
f. A police officer: Solves crimes, helps people
in danger or when something bad happens.
g. An engineer: Designs and/or builds bridges,
buildings, computers, cars, etc.
6. Instruct each group to choose any two professions
from the combined list and mime them to their
classmates, who must guess the answer.
7. Afterwards, return to the combined list of
professions and ask the following questions:
a. Can you think of any six stressful professions
that might be on the list, and explain why? If
necessary, instruct students to find the meaning
of “stressful” in their English-Mandarin
dictionaries or on their iPads. (Allow students to
2
respond freely.)
b. Which are the top/highest paying professions
in Taiwan, and why? (Allow students to respond
freely.)
c. What is your dream job?
i. Encourage students to use: “I want
to be a/an __________.”.
ii. For higher proficiency level
students, ask them some additional
questions, such as "Why do you want
to be a/an __________?".
d. Guide and assist where necessary.
II. Dialogue (pp.3-4) the 35 mins participation
1. Instruct students to open their textbooks on pp. 1-2 textbook, a
and ask them to answer the question below Look computer,
and Discuss. the e-book
2. Allow students to identify the other two professions
(i.e., medical doctor and soldier), and ask:
a. Which of the three professions is more stressful, and
why? (Allow students to respond freely.)
b. Which professions do you think are more
dangerous, and why? (Allow students to respond
freely.)
3. Next, instruct students to describe each of the
pictures on page 2. If necessary, write up any
unfamiliar vocabulary or sentences on the
chalkboard. For example:
a. The firefighter is rescuing someone from a building.
b. The firefighter is exercising.
c. The firefighter is saying goodbye to his wife and
baby child.
d. Two firefighters are carrying a person on a
stretcher.
e. He is teaching fire safety rules to students in a
school.
4. Instruct students to turn to page 3 in their textbooks
and complete the sentence below Warm-up
3
Question.
5. Check students’ answers.
6. Then turn to page 4 and let students listen to the CD
related to the list of vocabulary.
7. Randomly select some students or volunteers to
make comprehensible sentences with the words.
Monitor and assist where necessary.
8. Next, let students listen to the CD for page 3’s
reading text only.
9. Assign some students to read the parts of Mr Lee,
Anna, Tina and Jack. Afterwards, select another
four students to do the same.
Teaching Plan for B6, L1
A Firefighter’s Job Means A
Lesson Period 2
Lot to Us, Doesn’t It?
Time 45 minutes Students 35
Nani English Textbook for
Materials Class
Junior High, Book VI, Lesson 1
the textbook, a CD player or Place Classroom
Teaching Aids
computer Presenter
4
Objective Learning Performance
My dad, the firefighter. ◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Procedures Time Assessment
Aids
5
I. Dialogue (pp.3-4) the 35 mins participation
10. Afterwards, ask the following questions to gauge textbook, a
their understanding and insight. computer,
a. What is Mr Lee doing today? (He is talking about the e-book
his job as a firefighter at his son’s school.)
b. What are some of the things he must do to
become a firefighter? (First, he needs to pass the
national exam to learn new firefighting skills. He
has to exercise a lot, and do a lot of training
to become a better firefighter.)
c. What are some of the day-to-day activities
firefighters must do when they are out on call?
(Firefighters have to fight fires, they save
people’s lives, they rescue people in car crashes,
and they teach people everything about fire
safety.)
d. How would you describe Mr Lee? (He is
hardworking and very brave. He is not selfish
because he wants to save people’s lives, and he
wants to share his knowledge with other
people.) If necessary, write the following key
words, i.e., hardworking, brave, selfish, and
share on the chalkboard to guide students.
11. Next, play the CD for page 4’s reading text.
Instruct students to listen carefully as they follow
in their textbooks.
12. Randomly pause the CD to allow students to
translate sections of the reading text into
Mandarin. Monitor and assist where necessary.
13. Afterwards, ask volunteers to read the parts of Mr
Lee, the school teacher, Jack and Tina. Focus
especially on students’ pronunciation and
fluency, and remedy if necessary.
14. Next, have students read page 4’s text silently and
circle any words they do not understand.
Address afterwards with simple explanations.
15. Then ask the following questions to gauge students’
understanding and insight.
6
a. Why are there so many fires in people’s
homes? (Many people are not very careful in
their homes. Some people continue to use
old appliances, or they forget to turn off
their appliances, e.g., stove and/or heaters.)
b. What do you think motivates Mr Lee to be a
good firefighter? (Allow students to
respond freely.)
c. Think of any six requirements needed to be
successful firefighter?
i. The person needs to pass the national
exam.
ii. The person needs to be hard-working.
iii. The person needs to be responsible.
iv. The person needs to be a team player.
v. The person needs to follow instructions.
vi. The person needs to be a good
communicator.
vii. The person needs to work in dangerous
and stressful situations to help/rescue
people.
viii. The person needs to stay healthy and
exercise often.
ix. The person always needs to learn new
skills.
x. The person can’t be selfish because s/he
needs to rescue people in very dangerous
situations.
d. After reading the dialogue, how do you feel
about the day-to-day life of a firefighter?
(Allow students to recall prior knowledge and
respond freely.)
e. Do you know of any friends/classmates in
your school who could be a good firefighter?
(Allow students to respond freely, and
motivate why.)
f. Do you agree with Jack when he says Mr Lee
is like Superman? Why or why not? (Allow
7
II. Comprehension Check(p.5) the 10 mins listening
1. Instruct students to listen to the CD and then textbook, a
answer the questions (1-3) below Listen and computer,
Choose on page 5. the e-book
2. Check students’ responses, and assist where
necessary.
8
Teaching Plan for B6, L1
A Firefighter’s
Lesson Job Means A Lot to Period 3
Us, Doesn’t It?
Time 45 minutes Students 35
Nani English
Textbook for Junior
Materials Class
High, Book VI,
Lesson 1
the textbook, a CD Place Classroom
Teaching Aids player
Presenter
Objective Learning Performance
Tag questions are easy, aren’t they? ◎ 1-IV-9
Understanding correlative conjunctions. 2-IV-1
Correlative conjunctions, continued. 2-IV-6
2-IV-9
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Procedures Teaching Aids Time Assessment
I. Reading & Speaking Corner（pp. 5-6）： a computer, the 10 mins participation, oral
1. Play the CD while students repeat the vocabulary at e-book assessment
the bottom of page 6.
2. If any words appear challenging, pause the CD so
that students can say each of the words
loudly and clearly until satisfactory.
9
Select a few students to make comprehensible
sentences with each of the words to check
understanding and sentence construction skills.
Monitor and assist where necessary.
3. Next, instruct students to listen to the CD for each of
the three texts (A-C) below Reading &Speaking
Corner on pp. 5-6.
4. Afterwards, divide the class into three groups (A-C)
and assign one reading text to each group.
II. Grammar（pp. 11-14）： the textbook 35 mins reading and
A. writing
1.Begin by mentioning to students that tag questions assessment
(also known as question
tags or confirmation questions) turn statements into
questions – especially in spoken English. Tag
questions are used to ask for confirmation, or to
involve someone in a conversation. Interestingly,
English speakers and
especially teachers, use tag questions to get a
response.
2. Usually, if the main statement is positive, the
question tag is negative; and if the main statement is
negative, it's question tag is positive.
3. Next, mention to students that tag questions are made
up of be-verbs (e.g., is, am, are, was, were) or
auxiliary verbs (e.g., have, has, can, may, will, etc.)
and a subject pronoun (e.g., I, you, she, they, it). For
example:
a. The movie was fantastic, wasn’t it?
b. You can speak English, can’t you?
Furthermore, negative question tags are usually
contracted. For example:
a. They are Australian, aren’t they?
b. It will be cold today, won’t it?
From these examples we can see that the main sentence
has a be-verb or an auxiliary verb in it, therefore the
same verb is used in the tag question. However, if there
10
is no be-verb or auxiliary verb (in the present and past
simple tenses), then use: do, does, did in the tag
question. For example:
a. Nobody lives in this house, do they?
b. Annie plays baseball, doesn’t she?
c. The girls wanted to go home, didn’t they?
4. There is however an exception to remember, i.e.: the
tag question after I am is aren’t I. For example:
a. I’m here, aren’t I?
b. I am sitting next to you, aren’t I?
5. To answer (A) tag questions (Q), Yes/No can be
used, or the question part is repeated – but
reversed. For example:
Q: Pedro is from Spain, isn’t he?
A: Yes, he is?
Q: Pedro isn’t from Spain, is he?
Q: No, he isn’t. He’s from Argentina.
6. Remind students that in order to make a tag question,
they must ensure that there is a rising
intonation in the pitch of their voices. Otherwise, it
will sound like a statement that doesn’t really require
a response.
7. Next, instruct students to turn to pp. 11-12 in their
textbooks and review the three charts.
8. Review each chart’s examples, then complete the
accompanying exercises.
9. Check answers together as a class.
B.
1. To begin, mention to students that a conjunction is
grammatically a word that connects parts of a
sentence. Examples of conjunctions are: for-and-nor-
but-or-yet.
2. Next, explain to students that correlative
11
conjunctions (also referred to as paired conjunctions)
come in pairs, and have to be both used, but in
different places in a sentence. Here are a few
examples to get started: “both/and”, “not only/but
also”, “either/or” and “neither/nor”.
3. For the purpose of this lesson, only the correlative
conjunctions “both/and” and “not only/but also” will
be addressed.
4. Both … and: This correlative conjunction is used to
connect things that are the same. For
example:
a. Both my mother and I are bookworms.
b. Both my sister and my older brother live in
London.
c. I’ll have both the cheesecake and the chocolate
cake.
In all three sentences “both/and” are used to link
elements that are of equal importance.
5. Review the “both/and” chart at the top of page 13 as
a class, and then go over the example to reinforce
understanding.
6. Instruct students to complete the exercise (1-2).
7. Check answers together as a class.
8. Not only … but also: When using this paired
conjunction, parallelism should be the goal. This
means that the words following both parts should
belong to the same parts of speech. For
example, if a verb follows “not only” then a verb
should also follow “but also”. This same
rule also applies to nouns/pronouns, adjectives and
adverbs. Otherwise, the sentence will be
imbalanced and feel awkward. Look at some of the
following examples:
a. She not only sings well but also writes music.
b. Not only the teacher but also the students are
happy today.
c. Michael is not only rich but also famous.
12
d. The man not only drives the car slowly but also
carefully.
9. Furthermore, “not only/but also” can also be used
when there are two things and we want
to give a little extra emphasis to the second thing
because it’s better, or even worse, or more
surprising, or more impressive, or more shocking
than the first thing.
10. Review the second chart in the middle of page 13,
and then go over the example to reinforce
understanding.
11. Instruct students to complete the exercise (1-2).
12. Check answers together as a class.
C.
1. To begin this lesson, briefly revise the previous
section’s content on correlative conjunctions.
2. Then move on to explaining “either/or” and
“neither/nor” respectively.
3. Either … or: This paired conjunction is typically
used to suggest a choice between two options. For
example:
a. Either you will eat your dinner or you will go to
bed.
b. I will either watch a movie on TV or go to bed
early tonight.
c. You can either have the ice cream or the
chocolate cake for dessert.
4. Neither … nor: This correlative conjunction has the
meaning of “not this and not that,”. In other words,
none of the ideas presented are possible or true. For
example:
a. I have neither the time nor the money to go on
vacation.
b. The man is neither kind nor generous.
c. Neither Mark nor his wife is very tall.
13
5. Review the first chart on page 14, and then go over
the example to reinforce understanding.
6. Instruct students to complete the first exercise (1-2).
7. Check the answers as a class.
8. Next, review the second chart on page 14, and then
go over the example to reinforce understanding.
9. Instruct students to complete the latter exercise (1-
2), and guide and assist if necessary.
10. Finally, check students’ answers as a class.
14
Teaching Plan for B6, L1
A Firefighter’s Job Means A
Lesson Period 4
Lot to Us, Doesn’t It?
Time 45 minutes Students 35
Nani English Textbook for
Materials Class
Junior High, Book VI, Lesson 1
the textbook Place Classroom
Teaching Aids
Presenter
Objective Learning Performance
To be honest, being the son of a firefighter is not easy. ◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Procedures Time Assessment
Aids
I. Reading（p. 7-8）： the 35 mins participation, oral
1. In pairs, instruct students to complete the Pre-reading textbook assessment,
Question on page 7. Encourage students to recall reading and
previous knowledge for the “Others” (e.g., helpful, writing
responsible, dedicated, unselfish, fit and healthy). Ask assessment
students to make sentences with each of the words
related to the day-to-day life of a firefighter.
2. Check students’ responses, and assist where necessary.
3. Introduce the vocabulary below Words on page 8, then
play the CD to develop and reinforce
15
students’ listening and pronunciation skills.
4. Select a few students to each read a paragraph from the
reading text on pp. 7-8.
5. Once again, let students work in pairs to complete the
following activities.
a. To check understanding, instruct students to
summarize what they have read in 2-3 sentences.
b. Leo shows both positive and negative feelings
towards his father’s profession. What are they?
c. Allow students to share and compare their
responses with other classmates.
d. What do you think Leo should do to let his father
know about his feelings? (Leo should
communicate his feelings to his father, and then
together they can think of possible solutions.
Allow students to respond freely and openly
about this sensitive matter.)
16
II. Comprehension Check（p. 9）： the 10 mins reading and
1. For the purpose of this lesson, explain to students how textbook writing
to identify supporting details of a reading text. Use the assessment
following steps as a guide on
page 9:
a. Step 1: Read and think.
i. First, identify the topic. To do this, ask yourself,
“What is this text about?”. The answer provides the
topic of the text (A firefighter’s job.).
ii. Next, identify the main idea. To do this, ask
yourself, “What is the author/writer saying about
the topic?”. (It’s not easy being the son of a
firefighter.)
b. Step 2: Read and underline.
Identify and underline all the supporting details (i.e.,
information which can be one word or
a short sentence) that explain or support the main
idea.
c. Step 3: Share.
Share and compare reasons with classmates to help
understand the writer’s main idea.
2. As a guide, consider using a graphic organizer to help
students visualize the use of supporting
details in relation to the main idea, e.g.,
17
3. Guide and assist where necessary.
4. Next, complete the Comprehension Check
questions (1-2).
5. Check students answers as a class.
6. To end off, encourage volunteers to describe the
four pictures (2A-D) to their classmates, and
then decide which picture is not mentioned in
the reading text.
7. Monitor and assist if necessary.
18
Teaching Plan for B6, L1
A Firefighter’s Job Means A
Lesson Period 5
Lot to Us, Doesn’t It?
Time 45 minutes Students 35
Nani English Textbook for
Materials Class
Junior High, Book VI, Lesson 1
the textbook, the e-book, a CD Place Classroom
Teaching Aids
player Presenter
Objective Learning Performance
Some important fire safety tips to remember. ◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Procedures Time Assessment
Aids
19
I. Post-reading Activity（p. 10）： the 15 mins reading and writing
1. Instruct students to turn to Post-reading textbook, assessment
Activity on page 10. the e-book
2. In pairs, let students read the statements (1-2)
carefully before they tick the correct answers
below Think and Check.
3. Next, let them share and compare their
answers with other classmates. Check
answers as a class afterwards.
4. Finally, allow volunteers to read out the
answers aloud to their classmates.
II. Listening Strategy（p. 15）： the 15 mins listening
Step 1: Read textbook, assessment
Step 2: Listen, Make, Inferences, and Choose the e-book
Step 3: Listen and Check
III. Listen Up (p.16) the 15 mins listening
1. Play the CD. Students listen to the CD carefully textbook, a assessment
and do the practice of this section. CD player
20
Teaching Plan for B6, L1
A Firefighter’s Job Means A
Lesson Period 6
Lot to Us, Doesn’t It?
Time 45 minutes Students 35
Nani English Textbook for
Materials Class
Junior High, Book VI, Lesson 1
workbook, test paper, CD Place Classroom
Teaching Aids
Presenter
Objective Learning Performance
Review what you have learned. ◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Procedures Time Assessment
Aids
I. Workbook and test workbook 45 mins overall assessment
1. Students accomplish the exercises of L1 in the
workbook at home and bring it to school. Give
students the correct answers and explain for some
difficult parts.
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