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視頻標簽：Accidents
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視頻課題：外研版初中英語八年級上冊Module 8 Accidents Unit 3 Language in use 浙江
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外研版初中英語八年級上冊Module 8 Accidents Unit 3 Language in use 浙江師范大學附屬秀洲實驗學校
Lesson Plan for Module 8 Accidents
Unit 3 Language in use
By Bu Wen
from Xiuzhou Experimental Middle School Affiliated to Zhejiang Normal University
Teaching material: New Standard English 8A Module8 Unit 3 Students’ level: Grade 8 Lesson type: Writing
Objectives:
Knowledge focus
1. Ss are able to learn the key words: when, while, bite, throw, careless, careful. 2. Ss are able to learn the key sentences:
While Jack was riding in the middle of the road, he was talking on his phone. When some kind-hearted people helped him out, they took him to hospital.
Language skills
1. Ss are able to find out specific information through careful reading.
2. Ss are able to conclude the reasons that changed Jack through analyzing the contents. 3. Ss are able to understand the accident through reading the picture.
4. Ss are able to write an accident considering 6 elements and give their advice on it. Affections
1. Ss will pay attention to the risk of accidents in daily life. 2. Ss will be willing to help others when they meet accidents. Teaching focus: Ss are able to write an accident and give their advice on it. Difficulties: Ss are able to conclude the reasons that changed Jack. Teaching aids: Multimedia system, blackboard, etc.
Teaching procedures: Step 1: Revision
T presents the picture of accidents in unit 1&2 and asks ss some questions： ○
1When the car hit the boy, what was the driver doing? ○
2When the car hit the boy, what was the boy doing? ○
3When Henry found out the snake in the box, what did he do at first? ○
4When Henry was bitten by a snake, what did he do? ○
5Can you give some advice to them? Intention: By asking the first four questions, T leads ss to review the contents in Unit1&2. Based on these two accidents, T asks ss to give advice to the people in the accidents and started to design a mind map from this on. Step 2: Reading (Pre-writing)
1. T asks ss to mark the paragraphs and asks them how many accidents there are. 2. T asks ss to focus on the first accident(Para.2) and find out the six elements (who,when,where,why, how,what) in the accidents.
3. T asks ss to focus on the second accident(Para.3) and tell the accidents by themselves.
Intention: By careful reading , ss can understand these two accidents. By finding out 6 elements in the accidents, T wants to make ss clear that if they want to tell a story, they can tell it from 6 aspects.
4. T asks ss to read again and think about these questions: ○
1 “Now Jack is very careful.” What changed Jack? ○
2 From these two accidents, can you give some advice to Jack? Intention: These two questions are based on students’ further thinking. For the first question, T arouses students’ attention to the comparison of Jack’s carefulness and carelessness. By reading the passage again, ss may find some key words or sentences in the passage to support their ideas. And in this process, students’ critical thinking skills are motivated. According to the mind map in the first step, ss can give some advice to Jack. After reading the story, T asks ss to pay attention to the usage of “when” “while” in the passage and reminds them that they can use them into their writing.
Step 3: Writing
1. T shows a picture of Peter’s accidents, and asks ss to write about Peter’s accident and their advice to Peter.
2. T leads ss to read the picture and asks following questions: ○
1When Peter met the dog, how did he feel? ○
2When Peter met the dog, what was he doing? ○
3Then what did he do? ○4How did the dog feel at that time? ...
Intention: In this step, T aims to cultivate students’ ability to read the contents in the picture. By asking students questions, T wants to check students’ understanding of the story and make them realize the necessity of using “when”, “while” in the passage. What’s more, ss should also give their advice to Peter. In this process, ss will be willing to help others in the accidents. Step 4: Post writing
T selects two passages and asks students to give marks to the writing.
Intention: For students, peer assessment is a good way for them to examine and improve their writing. By assessing the passage, they may find the same mistakes in their writing and correct them. In this way, they are quite sure how to assess a passage and improve their writing in the future.
Step 5: Homework
You must do:
1. Listen to the passage and try to imitate the way of telling a story. 2. Polish and copy down your composition. You can do:
1. Write a short story about a small accident on you and give yourself some advice. Blackboard design:
Module 8 Accidents Unit 3 Language in use
While Jack was riding in the middle of the road, careless he was talking on his mobile phone. careful When some kind-hearted people helped him out, pick up they took him to hospital. throw-threw throw... at... bark bark at... bite-bit
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