Unit 3 Safety
Lesson 1
Teaching Aims
Skills:
Enable Ss to retell the story about this lesson.
Knowledge:
Enable Ss to use new words: safety, lie, careful, serious, decorate, etc.
Affect:
Be aware of safety when you take an adventure.
Teaching Important points
New words: safety, lie, careful, serious, decorate, etc.
Phrase: jump up
Teaching Difficult Points
Retell the story with new words and phrases.
Teaching strategy
Listening for gist by noting down key words and sentences.
Organize language to retell the story.
Teaching Methods
Task based teaching learning in doing.
Teaching procedures
Content
Interaction patterns
Time
Aim
Lead-in
Greeting.
T: Have you ever climb onto a chair to reach something? Was it safe?
Ss:
T: In our textbook, Danny fell down, let's look at what happened on him.
Teacher-The whole class
2mins
To introduce the topic
Presentation
Vocabulary:
Give pictures to show new words: decorate, careful, serious, hang, etc.
Ⅰ．Listen
Listen to the passage and answer questions.
1．What are Danny, Brian, Jenny doing?
2．What happened?
Check answers
Ⅱ．Read
Read once and answer:
1．What did Jenny want to do at the beginning?
2．At last, who is Jenny going to call?
Check answers
Read again and fill in the blanks.
Danny was going to ____ a star from the ceiling. He thoughts he was tall ___ and didn't need a ladder.
Dany fell down from the chair. Brian tried to ____Danny, but Danny ___ on top of him.
Danny's tail hit a little, but it was not ____. Brian's ___hurt, too.
Retell
T:After learning this story, can you talk about it in your own words?
Key words: decorate, tall enough, fall down, land, Brian's arm
Ⅲ．Language use
T: Fill in the blanks with the correct forms of the words or phrases in the box.
Safe, hang, serious, necessary
1．There is a beautiful painting ___on the wall.
2．It's ___to drink eight glasses of water every day.
3．The school is concerned about the ___ of the children.
4．The damage caused by the thunderstorm is _____
Check answers.
T-Ss
The whole class
T-S
The whole class
The whole class
The whole class
The whole class
2mins
3mins
3mins
3mins
5 mins
3 mins
To let students know new words in this lesson
Listening for gist.
To get more specific information and key words by reading.
To check students whether master the content and practice speaking.
To make sure the students master the language points.
Extensive reading
T: we should be aware of safety when we do something. There is a career is very important to the society and they protect us.
S: Policeman.
Share an article about policeman with Ss and answer.
Q1: What does police do?
Q2: What does" put an end to" mean?
The whole class
5mins
To extend reading material and get more knowledge
practice
Work in groups of five. One of you can be the narrator. The others can be Danny, Brian, Mr. Jones and Jenny.
Group work
10mins
To let students use target language.
Home-work
1．Finish workbook of Lesson 1.
2．Write the retell on the notebooks.
3．Listen and read.
T-The whole class
1min
To consolidate the knowledge after class
Board Design
Be careful, Danny!
New words: ambulance, safety, hang-hung-hung, decorate, necessary, serious
Phrase: jump up
Unit 3 Safety
Lesson 2
Teaching Aims
1．Skills: Enable Ss to write an accident report as a reporter.
2．Knowledge: Enable Ss to use new words: expect, recover, in time, etc.
3．Affect: Know how to avoid car accidents as pedestrians, drivers, and cyclists.
Important points
New words: expect, wound, recover, ugly, etc.
Phrase: jump out, in time
Difficult Points
Write a list of how to avoid accidents.
Teaching Procedures
Content
Interaction patterns
Lead-in
Greeting.
Show pictures and ask Ss what happened.
——Car accidents.
Teacher
The whole class.
Presentation
Vocabulary:
Give pictures or explanations to show new words: ugly, expect, recover, wound, etc.
Ⅰ．Listen and fill in the blanks.
1．Ann was hit by ________.
2．The street was _____and the car couldn't stop ________.
3．Mr. Morin knows ________.
4．Ann has a ________let and an _______shoulder wound.
Check answers
Ⅱ．Read and match:
Check answers
Ⅲ．Language use
T: Fill in the blanks with the correct forms of the words or phrases in the box.
in time recover expect wound
1．"Don't worry! You will _________soon," the doctor says.
2．"Please show me your_______," the doctor says.
3．We all _______the foreign teachers to visit our school next week.
4．I arrived for my flight to London just _________.
Check answers.
T-Ss
The whole class
T-S
The whole class
The whole class
Discussion
How to avoid car accidents.
To us?
To the drivers?
Do match questions.
Check answers.
the whole class
Production
Write a report about a car accident as a reporter.
The whole class
Homework
Ⅰ．Listen and read.
Ⅱ．Finish exercises of this lesson
Ⅲ．Write the report on your notebooks.
T-The whole class
Unit 3 Safety
Lesson 3
Teaching Aims
Skills
Enable Ss to retell the story about this lesson and write about how to keep safe when we ride bikes.
Knowledge
Enable Ss to use new words: careless, blood, stranger, all of a sudden, etc.
Affect
Be aware of safety when you ride bikes.
Teaching Important points
New words: careless, blood, stranger, etc.
Phrase: all of a sudden, go down, take off, Thank goodness, etc.
Teaching Difficult Points
Write an article about how to keep when we ride bikes.
Teaching Methods
Task based teaching
learning in doing
Learning strategy
Listening for specific information by writing T or F.
Organize language to retell the story.
Writing skills: first, second, third.
Teaching procedures
content
Interaction patterns
Time
Aim
Lead-in
Greeting.
T: Cycling is fun.
Before you get on your bike, what should you check?
Ss:
T: Let's listen to a passage and find out answers.
Teacher-The whole class
5 mins
To introduce the topic and listen for specific information
Presentation
Ⅰ．Vocabulary:
Give pictures or explanations to show new words: stranger, blood, careless, etc.
Ⅱ．Listen
Listen to the passage and write T or F.
1．Her head hit the ground. ( )
2．She stood up and shouted for help. ( )
3．Her friend came to help and drove her to the hospital. ( )
4．Her bicycle helmet saved her life. ( )
Check answers
Ⅲ．Read
Read once and answer:
1．What caused her fell down?
2．Why did she lie down again?
3．What were her hand and knee like?
4．What was wrong with her helmet?
5．Where did the stranger put her bike and took her to the hospital?
Check answers
Introduce other useful phrases:
All of a sudden
Thank goodness
Take off
Retell
Read again and retell the story by showing the key words.
Ⅳ．Language use
T: Fill in the blanks with the correct forms of the words or phrases in the box.
Check answers.
T-Ss
The whole class
T-S
The whole class
T-S
The whole class
The whole class
2 mins
3mins
5 mins
5mins
2 mins
To let students know new words in this lesson
Listening for specific information.
To get more specific information by reading.
To check students whether master the content and practice speaking.
To make sure the students master the language points.
Extensive reading
T: Many students are injured or killed in different kinds of accidents. What should we do in front of these accidents?
Let's read some suggestions.
the whole class
5 mins
To extend reading material and get more knowledge
Production
Writing: What should we do to keep safe when we ride bikes?
Group work
10mins
To let students use target language.
Homework
1．Stem and read.
2．Knish exercises of this lesson.
3．Knish writing task.
T-The whole class
1 min
To consolidate the knowledge after class
Unit 3 Safety
Lesson 4
Teaching Aims
Knowledge
To learn some words and phrases about safety tips at home. Such as: prevent, certain, burn, slip, put out and so on. And learn the imperative sentences.
Ability
To give warnings with imperatives.
Emotion
To do right things at home and keep safe.
Teaching Important points
Vocabulary: prevent, certain, baking soda, scissors, knife, burn, slip…
Phrases: put out,
Teaching Difficult points
To give warnings with right forms of imperatives.
Teaching Procedures
Stage
Procedure
Interaction pattern
Aims
Warming-up
Think: Is your home a safe place? Why or why not?
Let the students watch a video which is about a kitchen that is on fire.
T-S
S-S
Motivate the Ss and lead in the new concept.
Presentation and Practice
Ⅰ．Vocabulary learning. Before the new lesson, make the students know well about the new vocabulary with the help of the pictures and definitions.
Ⅱ．Listen to Part I of the lesson and tell true (T) or false (F).
1．Sometimes home is not safe enough. ( )
2．Kitchen and living room are the two most dangerous rooms in the house. ( )
3．People can prevent certain accidents. ( )
Ⅲ．Read the passage again and pay attention to the imperatives. After reading let the students tell the structure of the imperatives.
Ⅳ． Sayings with imperatives and the little poem. (Read aloud).
Ⅴ．Exercise doing.
Whole class
T-S
individual work and pair work
They are helpful for them to learn the main concept.
For the Ss to learn the main concept better.
Learn the imperatives.
Discussion
Ⅰ．Since the Ss have understood the main information of the lesson, let them use the key words, phrases and the sentence pattern to discuss "What other accidents may happen at home? And how can we prevent them?"
Ⅱ．Read the passage and fill in the blanks with the words in the box.
S-S
Whole class
After learning and understanding, give the Ss chances to use the language to discuss and have their own ideas about the topic.
Production Progress
Activity:
Today we talked a lot about how to keep safe at home. Then what should we do to stay safe at school or on the way home or to school? Give tips on your posters.
Choose one topic to do!
Give the students some time to get ready and then choose one or two teams to show their posters.
Team work
pair work
S-T
Give the Ss chances to use the language they learnt in class and do something really happens in their life.
Unit 3 Safety
Lesson 5
Teaching Aims
Knowledge
To learn some words and phrases about safety tips during and after the earthquake. Such as: calm, system, object, survival, protect… from (doing)…and so on. And go on learning the imperative sentences.
Ability
To give warnings with imperatives.
Emotion
To know how to behave during and after the earthquake and keep safe.
Teaching Important points
Vocabulary: calm, system, object, survival, Phrases: stay calm, protect… from (doing), pull over, bring down, keep an eye out for…
Teaching Difficult
points
To give warnings with right forms of imperatives.
Teaching
method
Task based teaching
learning in doing
Teaching Procedures
Stage
Procedure
Interaction pattern
Aims
Warming-up
Review: Look at the signs and tell their meaning.
All the signs are in the public places. Make the students remember the imperatives. And they can they see the word "earthquake" in the last sign.
Tell the Ss to know: 90% of death in the earthquake is caused by Collapsed buildings or houses. Many injuries could be avoided. So we will learn how to Stay Safe in an Earthquake.
T-S
S-S
Motivate the Ss and lead in the new concept.
Presentation and Practice
Ⅰ．Vocabulary learning. Before the new lesson, make the students know well about the new vocabulary with the help of the pictures and definitions.
Ⅱ．Read the lesson fast and divide it into different parts according to the meaning.
1．Part 1(paragraph 1,2,3)
How to keep safe during the earthquake.
2．Part 2(paragraph 4)
Things to do after the earthquake.
Ⅲ．Read the lesson again and do the task reading.
1．You should ___________as the earth begins to shake and move.
2．If you are inside, you need something strong around you to _____________.
3．What should you do if you are in a car?
4．Why should people use the phone only once to call family or friends?
5．Keep an eye out for things that can fall on you.
Ⅳ．Read the lesson one more time and complete the chart for more information.
Ⅴ．Since the Ss have understood the main information of the lesson, let them use the key words and phrases to complete the sentences.
Whole class
T-S
individual work and pair work
They are helpful for them to learn the main concept.
For the Ss to learn the main concept better.
The Ss could learn more about the language especially the phrases.
After learning and understanding, give the Ss chances to use the language to do things.
Consolidation
Discussion
Ⅰ．What else could people do after the earthquake?
First, let the students discuss in teams.
Then, choose some students to present their ideas.
S-S
Whole class
Give the Ss chances to use the language to discuss and have their own ideas about the topic.
Production Progress
Ⅰ．Activity:
1． The Ss have two tasks to choose.
Task 1
Suppose you will go to Japan to study. Think what should you take with you when you are out there? What should you prepare in the place where you live? Make a list.
Task 2
Suppose you will be a volunteer in Ya'an. What could you do to help there? Make a list.
Give the students some time to get ready and then choose one or two teams to show their posters.
2．Give the students some extended paragraphs to read.
Team work pair work
S-T
Give the Ss chances to use the language they learnt in class and do something really happens in their life.
Board Design
Staying Safe in an Earthquake
Stay calm How stay safe?
Protect… from (doing)… Before…
Pull over During…
Bring down After…
Keep an eye out for…
Unit 3 Safety
Lesson 6
Teaching Aims
Knowledge
To learn some words and phrases about safety tips during and after the earthquake. Such as: rule, branch, training and so on. And go on practicing describing an accident.
Ability
To describe an accident.
Emotion
To know it's good to listen to other's warnings about safety tips.
Teaching Important
points
Vocabulary: rule, branch, training
Teaching Difficult
points
To describe an accident.
Teaching method
Task based teaching. learning in doing
Teaching aids
Text book. Multi-media
Teaching Procedures
Stage
Procedure
Interaction pattern
Aims
Warming-up
Review: Do you still remember Danny's accident?
Choose some students to retell Danny's accident.
So, Brain has a rule: never catch a falling dinosaur.
Look at the picture. What are the two boys doing?
Is it safe to climb the tree? Why?
Today, let's learn Li Ming's accident which happened when he was climbing the tree.
T-S
S-S
Motivate the Ss and lead in the new concept.
Presentation and Practice
Ⅰ．Vocabulary learning. Before the new lesson, make the students know well about the new vocabulary with the help of the pictures and definitions.
Ⅱ．Listen to the 1st and 2nd paragraphs of the letter and tell true (T) or false (F).
1．Danny felt terrible because of his carelessness. ( )
2．It was lucky for Brian to catch a falling dinosaur. ( )
Ⅲ．Read rest of the letter and do the following tasks.
1．He climbed _______ and ________. He thought him ___________ the sky.
2．Why did Li Ming fall?
3．How long did it take Li Ming to recover?
4．Li Ming couldn't _________ ping- pong training that year.
5．Now, I always listen to my mother's warnings about safety.
Ⅳ．Since the Ss have understood the main information of the lesson, let them use the key words and phrases retell Li Ming's accident.
Whole class
T-S
individual work and pair work
They are helpful for them to learn the main concept.
For the Ss to learn the main concept better.
The Ss could learn more about the language especially the phrases.
After learning and understanding, give the Ss chances to use the language to do things.
Consolidation
Discussion
Ⅰ．What other safety rules for teenagers can you think of?
First, let the students discuss in teams.
Then, choose some students to present their ideas.
Ⅱ．Here are some safety rules for teenagers. Read them and fill in the blanks with the words in the box.
S-S
Whole class
Give the Ss chances to use the language to discuss and have their own ideas about the topic.
Production Progress
Ⅰ．Activity:
1．Give the students some extended paragraphs to read and elicit the activity.
2．The Ss have two tasks to choose.
Task 1
Work together, think and design 10safety rules in the classroom for your class. Make a poster.
Task 2
Your school will have a new chemistry lab．Work together and design 10safety rules for the new lab.(poster)
Give the students some time to get ready and then choose one or two teams to show their posters.
Team work
pair work
S-T
Give the Ss chances to use the language they learnt in class and do something really happens in their life.
Board Design
Never Catch a Dinosaur
Keywords:
seven years old, park, tree, tried to stop
high, touch the sky
branch broke, fell, hit the ground
leg, broken, three months, attend training
