Module 8 Accidents Unit 2 教学设计 2024-2025学年外研版英语八年级上册

Module 8 Accidents
Unit 2 I was trying to pick it up when it bit me again.
The objects: Students in the first term of Grade 8
The content: NSE M8 U2
I. Analysis of the teaching material
The topic of this module is about the accident. In unit 1, there is a road accident. It tells students the importance of the safety. Unit 2 tells Henry was bitten by a snake and his self-saving with his phone. Students are supposed to learn the way of dealing with an accident calmly. Students are asked to understand the main idea and the details of the passage, and try to retell the whole passage with the past continuous with adverbial clauses (when, while, as).
II. Analysis of students
For students, the mobile phone plays an important role in their daily life. But maybe they have no realization of saving one’s life with it. So it is necessary to introduce the function of mobile phone. But the most important one is to learn the way of dealing with an accident calmly. From the point of students’ affection, they will be interested in the English sense of humor.
III. Analysis of teaching aims
Knowledge aims:
Theme :（14）安全与救护(Safe and first aid) (48) 意外(Accidents)
function: to talk about or describe what was happening at a specific time with adverbial
clauses (when, while, as)
vocabulary:
Noun: fridge, pain, medicine;
Verb: bite, climb, hide, throw;
Adjective: worse;
Phrase: bite one’s hand; throw across, in great pain.
grammar:
Past continuous with adverbial clauses (when, while, as). For example, while the snake was lying on the table, Henry quickly picked up his mobile phone and took a photo with it.
Ability aims:
(1) Reading:
To read and understand the main idea of the passage,
To understand the sequence of this accident
To read and find specific information
(2) Speaking: students are required to describe the accident and talk about the details of the accident with the past continuous with adverbial clauses (when, while, as).
3. Moral aims:
Students are supposed to realize the importance of self-saving with their personal belongings in the accidents. They will be led to learn the English sense of humor and to be cool and not be nervous in the accidents.
4. Learning strategy aims:
(1) To guess and predict the content of the passage through the picture
(2) To grasp the reading skills: skimming for the main idea of this passage; scanning for the details of the accident
(3) To finish the task under the cooperation with their group members.
IV. Analysis of teaching method:
Interactive method, task-based method, PWP method
Besides, a computer, a projector, a video, a blackboard and some pictures will be used as the teaching aids.
V. Analysis of teaching procedures:
Part one: Engage
Step 1:
【operation methods】The teacher holds a mobile phone and ask questions.
T: look at the phone in my hand, can you tell me what you can do with a phone usually
S: making calls…
T: do you believe it can save one’s life .... In fact it actually can save one’s life. Do you want to know how it can do that Let’s look at the picture together.
【the design intent】to active the interest and talk about the function of phone. The dialogue can lead to the function of saving one’s life and lean in the passage learning.
Part two: PWP reading
1. Pre-reading
Step 1:
【operation methods】the teacher and students talk about the picture and guess and predict what happened.
T: what can you learn from this picture, where is he What is he doing What’s wrong with his hand
S: the kitchen; taking photo of the snake; maybe the snake bit the man’s hand…
T: from this, we can know the man has an accident. Today we will learn a new passage about the cook’s accident.
【the design intent】to lead in the learning of unit 2.
2. While-reading
Step 1:
【operation methods】read and answer the questions.
T: read and answer the two questions: what was this man’s accident What’s the type of the passage
【the design intent】to train students’ skill of fast reading: skimming for the general idea and check if their guessing is right or wrong.
Step 2:
【operation methods】to talk about the structure of the accident and check the main idea of each part in groups.
T: what elements does this passage have
S: ……
T: the cause, the development and the result of the accident. Now I will give you
2minutes to find out which paragraphs tell the cause, the development and the result.
And try to conclude the general idea of each part.
Students work in pairs to work out that.
T: now, let’s check the answer……….
【the design intent】to help students have a clear structure of this passage.
Step 3:
【operation methods】students try to find out the answers according to the questions and the tables one by one. Try to retell this part.
T: Let’s look at the cause of the accident, now try to find out why there is a snake in the kitchen and fill the tables.
T: let’s finish them. The teacher and students will finish this part by asking and answering.
Why is there a snake in the restaurant (para.2)
when How to get into the kitchen
Step 4:
【operation methods】to analyze the development of the accident. In this part students finish the first two parts by themselves and finish the last part in groups.
T: in this part we can divide it into 3 parts and now read para.1&3 to finish the table.
When did the snake bite Henry’s hand (para.1&3)
what when
T: after biting, what did Henry do with the snake Read para.3&4 to finish the table.
What did Henry do with the snake (para. 3&4)
Henry snake
T: you will have 1 minute to retell this part.
S…
T: read para.5&6 and finish this table with your group members within 3 minutes and try to find out the key words to fill in.
After biting, what happened to Henry’s hand (para.5&6)
When How Results
hurt badly
(the pain) get worse
in great pain
T: you will have 3 minutes to retell this part.
【the design intent】to train students’ skill of detailed reading: scanning for the details. In this part, students will learn the key words of this unit: bite, throw, fridge, pain, worse. And to cultivate students’ ability to find out and summarize the key information, students should try to work with their group members to solve the problems.
Step 5:
【operation methods】to ask students to find out the result of the accident.
【the design intent】to finish the reading and check how the doctors saved Henry.
Step 6:
【operation methods】to find out Henry’s advice on this accident
T: From this accident, what’s Henry’s suggestion
【the design intent】to finish this passage and students will find out the answer to this question mentioned at the beginning of this class. How does the mobile phone save one’s life
3. Post-reading
Step 1:
【operation methods】to ask students to focus on the title of this passage and think about when people say “smile, please!”
T: do you notice the title of this passage … Smile, please! … Do you know who said that...To whom When did Henry say it But do you think the snake will smile when taking photo of it Of course not. So we can learn that Henry just played a joke. Yes
【the design intent】to experience the English sense of humor
Step 2:
【operation methods】to talk about what kind of person Henry is.
T: a snake bit Henry’s hand, but Henry still tried to take the photo of the snake and play a joke with the snake, what can you learn from Henry’s behavior.
【the design intent】to help students learn to keep calm and optimistic in an accident and try to save themselves in the first time.
VI. Blackboard design
Module 8 Accidents
Unit 2 I was trying to pick it up when it bit me again.
(
T
he cause
(para.2)
The snake appeared the restaurant.
T
he
development
(para.1,3,4,5,6)
The snake bit Henry’s hand and how the doctor saved Henry.
T
he result
(para.6)
Henry left hospital the next day.
)