Module 8 Accidents-Unit 3 Language in use-教案、教学设计-部级公开课-外研版八年级上册英语(配套课件编号：30090).docx

1、Lesson Plan for Module 8 AccidentsUnit 3 Language in useTeaching material: New Standard English 8AModule8 Unit 3Studentslevel: Grade 8Lesson type: WritingObjectives:Knowledge focus1. Ss are able to learn the key words: when, while, bite, throw, careless, careful.2. Ss are able to learn the key sente

2、nces: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 skills1. Ss are able to find out specific information through careful reading.2. Ss are able to conclude the reasons that changed Jack th

3、rough 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.Affections1. Ss will pay attention to the risk of accidents in daily life.2. Ss will be willing to help others whe

4、n 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: RevisionT presents the picture of accidents in unit 1&a

5、mp;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

6、 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 andstarted 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 man

7、y 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

8、 accidents. By finding out 6 elementsin the accidents, T wants to make ss clear that if they want to tell a story, they can tell it from 6aspects.4. T asks ss to read again and think about these questions:1“Now Jack is very careful.” What changed Jack?2From these two accidents, can you give some adv

9、ice to Jack?Intention: These two questions are based on studentsfurther thinking. For the first question, Tarouses studentsattention to the comparison of Jacks carefulness and carelessness. By readingthe passage again, ss may find some key words or sentences in the passage to support their ideas.And

10、 in this process, studentscritical thinking skills are motivated.According to the mind map inthe first step, ss can give some advice to Jack.After reading the story, T asks ss to pay attention tothe usage of “when” “while” in the passage and reminds them that they can use them into theirwriting.Step

11、 3: Writing1. T shows a picture of Peters accidents, and asks ss to write about Peters accident and theiradvice 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 th

12、e dog feel at that time?.Intention: In this step, T aims to cultivate studentsability to read the contents in the picture. Byasking students questions, T wants to check studentsunderstanding of the story and make themrealize the necessity of using “when”, “while” in the passage. Whats more, ss shoul

13、d also givetheir advice to Peter. In this process, ss will be willing to help others in the accidents.Step 4: Post writingT 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 theirwriting. By asse

14、ssing the passage, they may find the same mistakes in their writing and correctthem. In this way, they are quite sure how to assess a passage and improve their writing in thefuture.Step 5: HomeworkYou must do:1. Listen to the passage and try to imitate the way of telling a story.2. Polish and copy d

15、own 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 AccidentsUnit 3 Language in useWhile Jack was riding in the middle of the road,carelesshe was talking on his mobile phone.carefulWhen some kind-hearted people helped him out,pick upthey took him to hospital.throw-threwthrow. at.barkbark at.bite-bit