Module 8 Accidents.Unit 1 While the car were changing to red, a car suddenly appeared.教学设计

Module 8 Accidents
Unit 1 While the lights were changing to red, a car suddenly appeared.
课型
Listening and speaking
教学目标
Knowledge: To understand the past continuous with some adverbial clauses To talk about what was happening at a specific time To know how to avoid accidentsKey vocabulary: round, corner, hit, glad, in time, fall off, side, side by
sideKey structures: A boy was riding his bike and listening to music on
the road.
While the lights were changing to red, a car suddenly
appeared round the corner.
教学重点
用过去进行时谈论在特定时间内正在发生的事情
教学难点
正确使用过去进行时
教学方法
PWP Communicative
教学用具
Multi-Media (or Tape recorder, OHP)
教学过程
Listening and vocabularyPreparation* Elicit what the students do at picnics (e.g. play games, prepare food and drinks).* Write a few ideas on the board.* Ask the students if picnics are fun and then ask if there are ever problems. Elicit "In the countryside, there are risks."* Teach "suddenly" by asking what happens "suddenly". Write some ideas on the board (e.g. rain, become very windy, bees fly around).* Ask the students to repeat the prompts on the board chorally and individually by pointing at them.* Tell a group picnic story. Demonstrate it with a few students.Teacher: I was eating my rice when suddenly...Student 1: ... a bee flew in it.Teacher: I was playing a game with Sally when suddenly... Student 2: …* Put the students in groups of six to do the same.* Have a few groups retell their picnic events for the class.* Repeat the events briefly. Then elicit the topic "So accidents can happen anywhere.Listening and vocabulary1. Look at the picture and say what is happening.Use the words and expression in the box to help you.* Tell the students to look at the picture and describe what they see in pairs with the words in the box.* Elicit descriptions and ask what they think happened. List their ideas chronologically on the board.2. Listen and underline the correct words.* Tell the students to read the sentences and discuss what the recording may be about in pairs.* Play the recording. Tell the students to listen for what happened first.* Elicit ideas from the class.* Ask the students to discuss what information is missing in each sentence. Then check with the class, putting a " " by those that they disagree about.* Play the recording again for them to check and also choose the correct answers.* Ask them to check their answers in pairs.* Play the recording once more for them to check. Then elicit answers from the whole class.3. Listen and read.* Tell the students Ms James saw an accident on her way to school. Write the questions on the board:What kind of accident is it /Was anyone hurt * Ask them to listen to and read the conversation at the same time.* Tell them to think about the answers to the questions, and then elicit the answers.* Ask the students to work in groups of 4-5 and read the conversation aloud. Tell them one student can play two of the short parts, i.e. Darning and Tony.Now complete the following advice.* Ask the students to read the sentences and guess what advice they might give.* Ask them to read the conversation again, check whether their guesses were correct and underline the key information.* Ask the students to complete the sentences and then check their answers with a partner.* Elicit answers from the whole class.Extension* Ask the students to work in pairs and write a scene about the accident in Activity 3 from the point of view of the boy. Ask them to start off with the police officer.Police officer: Can you tell me what happened Boy: Yes. I was riding my bike along the road. While the lights were changing...* Go around and monitor, giving help where needed.* Ask the students to act the stories they wrote out in front of the class.4. Complete the passage with the words in the box.* Read through the words in the box. Ask the students to repeat them chorally and individually.* Ask them to read the passage and then complete it on their own.* Ask them to check their answers with a partner.* Elicit full sentences from the whole class.Pronunciation and speaking5. Listen and mark when the speaker pauses.* Ask the students to read the sentences individually.* Play the recording for them to listen for the pronunciation and pauses.* Play the recording again and pause at the end of each sentence for them to decide where the speaker pauses. * Check the pauses together and ask the students to repeat chorally and individually after each pause.Now listen again and repeat.* Play the recording once more and ask the students to repeat chorally after each sentence.* Nominate individual students to read out the sentences. Remind them to pay attention to the pauses.6. Work in groups of four.* Tell the class that Students B, C and D saw an accident and Student A, who plays the role of a policeman, wants to know what happened and what the three students were doing when the accident happened.* Write some question prompts on the board (e.g. Where/you/time of accident, What/you/doing). Elicit some possible questions the policeman could ask and write them on the board.* Elicit some ideas about what the three witnesses were doing when the accident happened and write them on the board.* Put the students in groups of four, with one being the policeman and the others being people who saw the accident. Ask them to role-play a conversation describing the accident. Tell them to ask and answer as many questions as possible. Remind them they can use the ideas on the board to help them.* Circulate and monitor their progress.* Ask a couple of groups to role-play for the class.