外研版八年级英语上册教案 Module 12 Help Unit 3 （表格式教案）

Module 12 Help
Unit 3 Language in use
课型
Revision and application
教学目标
Knowledge: To summarise and consolidate the use of modal verbs—must, can, could (for prediction) To write instructions on self-protection in disasters or accidents
教学重点
观察并归纳情态动词must, can, could表示推测的用法以及祈使句的肯定式和否定式的用法
教学难点
制作预防校园事故的海报
教学方法
Formal and interactive practice
教学用具
Multi-Media (or Tape recorder, OHP)
教学过程
Language practice* Read through the sentence in the box with the class.* Elicit the use of the imperative for suggestions and instructions, and "must', "can", "could" for prediction.* Demonstrate the difference between "could be" (possible) and "must be" (certain) by drawing and asking the students to guess.* Draw a circle and ask what it could be. Ask the students if they are sure or if they think it is just possible. Then add two eyes and a nose and ask the same question.* Add ears and a mouth. Ask again.* Then add hair and a moustache and ask again. Tell the students if they are certain, say "It must be..." Highlight "possibility (could be)" and "certainty (must be)".* Put the students in pairs to draw and do the same.1. Complete the sentences with could, must or mustn't.* Tell the students to read the sentences and decide whether each one is an instruction or a possibility.* Ask them to complete the sentences individually.* Tell them to check their answers in pairs.Elicit answers from the class in full sentences.2. Underline the correct words to complete the first aid instructions.* Revise with the class how to use the imperative for suggestions and instructions."* Ask the students to read through the sentences individually and underline the correct words.* Ask them to check their answers in pairs.3. Complete the poster about earthquakes with the correct form of the words and expressions in the box.* Tell the students this is a poster with instructions. Ask them to read it through to get an idea of what to do when an earthquake happens.* Tell them to read the words and expressions in the box and check their meaning.* Ask them to complete the instructions individually.* Elicit answers from the class in full sentences.Extension* Draw a table as follows on the board and ask the students to copy it.AccidentsMustReasonsMustn'tReasonsFire Earthquake…* Tell them to think about what to do and what not to do in each situation by asking "What must / mustn't you do in a fire " Then nominate a volunteer to answer and write the advice in the table on the board.* Ask "Why " to elicit "Because you could..."/ "Because it is dangerous." Then write the reasons in the table too.* Ask the students to repeat the questions and answers in pairs and then move on to the next item (earthquake etc.) to ask and answer.* Nominate a few pairs to ask and answer. Help them correct any mistakes.* Tell the students to walk around the class and ask five or six different students for advice on the problems and the reasons. Tell them to keep notes and write down their classmates' advice in their table.* Elicit the advice and reasons different students got.4. Complete the conversation with the words and expressions in the box.* Tell the students to read the conversation first and find out: 1) who had an accident 2) what kind of accident it was 3) what he hurt* Elicit answers from the class.* Ask the students to look at the words and expressions in the box. Then tell them to read the conversation again and guess what words are missing.* Tell them to complete the conversation on their own and then check answers with their partners.* Elicit answers by nominating students to read out the conversation in different roles.5. Complete the news report with the correct form of the words in the box.* Tell the students that a news report can be about a warning. Ask them to read the passage quickly and find out if it is a warning or if it is about an accident.* Elicit their ideas.* Write up the question "What is the problem and where is it " on the board. Tell the students to read the passage again and find the answers.* Elicit answers from the whole class.* Tell the students to read the words in the box and complete the news report with the missing words.* Ask them to check their answers in pairs.* Elicit answers in full sentences.Now read the report again and check (V) the true sentences.* Ask the students to read the sentences and think about whether they are true or not.* Tell them to read the completed passage and underline the key information.* Ask them to decide whether the sentences are true or not and why.* Ask the students to check their answers in pairs. Tell them to go back to the passage again and check if they disagree.* Ask some students to read out the passage line by line for them to better understand the information in the passage.* Nominate students to read each sentence and say whether it is true or not. Then ask another* student why if the sentence is not true.6. Listen and complete the sentences. .* Ask the students to read the sentences before they listen to the recording. Ask if they know what happened from the sentences.* Ask what they think the people in the story did first, next, after that. Elicit their ideas. * Play the recording. Tell the students to listen for the information. i.* Play the recording again. Tell them to complete the sentences on their own and then check answers in pairs.* Play the recording once more for them to check their answers.* Elicit answers in full sentences from the class.7. Read the passage and choose the correct answer.* Write "tsunami" on the board and ask if anyone knows what it is. * Explain about tsunamis to the students.* Tell them to read the passage quickly and find out who Tilly Smith is and what she did.* Elicit their answers.* Tell them to read the questions in pairs and talk about the possible answers.* Tell them to read the passage again and underline the key information when they find it.* Ask the students to answer the questions individually and then check their answers in pairs.* Elicit answers by nominating the students to ask and answer.Around the world: Special buildings in Japan* Read the information with the students. Check if they understand it.* Talk about the building which is built to resist earthquakes in Japan as a class. Introduce more information on it and tell the class about how other countries resist earthquakes.Extension* Ask the students if they know of any other measures taken by different countries to resist earthquakes. Elicit their ideas.* Put the students into five groups and give each group a continent to research, i.e. Europe, Asia, America, Africa, Oceania.* Tell them to find out individually how common earthquakes are in those continents, the date and place of any famous big earthquake and any special facts they can find out about it, how countries in those continents resist earthquakes and any other information they can find about how to stop or predict earthquakes.* Tell the students to get together in their groups when they have done the research on each continent and put their findings together into a report. * Ask one person from each group to present their report on their continent to the class.* Ask the students to vote for which is the "safest" country from earthquakes and which is the most advanced in resisting them.Module task: Making a poster about preventing accidents at school8. Make a list of accidents that can happen at school.* Elicit some types of accidents that can happen at school and teach some vocabulary by demonstrating, e.g. hurt hand, bump into someone, bump your head, hit your head, fall off/over.* Make a table as follows on the board. Write the accidents elicited in the table.School accidentsHowWhereHurting hands/ knees/legsRunning fast/ Playing footballPlaygroundHitting your headClimbing a treeGarden… * Tell the students to copy the table and use it to make a list of the accidents they think that happen most often at school.* Put the students in groups of four. Ask them to talk about the school accidents on their own lists and make a new list for their groups, excluding repetitive accidents.9. Work in groups. Choose an accident from the list in Activity 8 and give instructions about what to do.* Ask the students in each group to talk about what to do in each accident.* Tell them to choose one accident from their list and ask everyone in the group to think of one instruction of what to do or not to do. Tell them to make notes about their ideas.* Ask them to put their ideas together and give some instructions about what to do in the accident they chose. Remind them to use their notes to help them.10. Make a poster about preventing accidents at school using must / mustn't.* Ask the students to make a poster about preventing accidents at school with their instructions in Activity 9. Tell them to use "must" and "mustn't".* Tell them they can draw pictures on the poster as well.11. Present your poster to the class.* Ask each group to stick their poster on the wall and present it to the rest of the class.* Ask everyone in each group to say something about accidents at school and give instructions.