Lesson 98教学设计方案
优品课件之Lesson 98教学设计方案
Lesson 98教学设计方案Teaching Objectives:Grasp the story and some words and useful expressions.1. It's nice of you.2. You'd better not talk.3. As quickly as she could. Miss Zhao got a medicine box.Be able to read the traffic signs.Language focus:1. Some words and phrasescause, traffic accident, round the corner, fall off, land, in the middle of, shout to, not. . . until, hit. lay, luckily, be badly hurt, gatekeeper, crowd round, move. . .out of, move. . .away, choose, take care of, as quickly as she could, hurry- up, with sth. on/in/under somewhere, hurry off, look after2. Some traffic signsThe first sign means you can not drive into this street.The second sign means you can’t stop your car here.The third sign means you can’t turn left here.The fourth sign means you can’t turn right here.Properties:Tape-recorder; Overhead projector; Cards with traffic signs on them; 教学挂图Teaching procedures:Step 1 RevisionRevise the vocabulary connected with traffic, such as transport tools: bike, car, train, truck, plane, ship, motorbike, etc.Ask Which is quicker, a train or a motorbike? Which is the most expensive of all? etc.Step 2 DiscussionSay: Traffic accident is a crash involving cars, trains, planes, etc. Have you seen any traffic accident?What do you think of those traffic accidents?What do you think often causes traffic accidents?What should you do when you see a traffic accident?Encourage them to express their own ideas.Get the students to tell their own stories of when they have either actually been in an accident or seen one, or know someone who has been in one.Step 3 ReadingTell the students Read the story quickly and find out what happened.(a traffic accident)Play the tape for the students to listen and repeat, and answer the following questions. Or play the video: A traffic accident1. What was in the middle of the road?2. What did the children do when they saw that?3. Why did the motorbike hit the bag?4. How was the man?5. What will happen next?Teach new words (利用教学挂图) suddenly, luckily, etc.Explains the new words and phrases:1.Words ending in �Cly are usually adverbs.2.The word gatekeeper is a compound noun that comes from the words gate and keeper.3.He was not badly hurt means that the man was only hurta little bit.4. Explain Don’t mention it. Explain the position of clauses such as As quickly as she could, and With the medicine box under her arm. (at the beginning of the sentence)5. Explain the difference between hurry up and hurry off.Play the tape again. Do workbook Ex1. Check the answers with the whole class.Step 4 PracticeDraw a few pictures about the traffic accident, and ask the students to retell the story.Show the traffic signs to the students and help them say the meaning of them. Then students talk about some traffic rules. (They may draw some other traffic signs on the blackboard if time is enough.)Step 5 ExercisesFill in the blanks with proper prepositions.1. We’ll see a film _________ Wednesday.2. When I was coming _________ the corner, I fell _________ the bike.3. The pen landed_________ the floor.4. Don’t shout _________ your parents.5. I often heard the sound _________ a bird.6. He was driving ________ his motorbike.7. Will you please carry the books ________ the library?8. It’s really nice _________ you to help me.9. Don’t crowd ________ the injured person.10. Please move _________ your cases.11. With a big smile _________ the face, she passed me the key.12. Please look _________ yourself.Keys: 1.on 2.round,off 3.on 4.to 5.of 6.on 7.to 8.of9.round 10.away 11.on 12.afterStep 6 Homework1.To draw some traffic signs and write out the meaning.2. To make sentences with the following phrases.(l)round the comer (2)falloff (3)in the middle of(4)shout to (5)not...until (6)be hurt(7)Luckily. . . (8)crowd round (9)take care of(10)with. . .in/under. . .3. Do exercises on page 122. Finish off the workbook exercises.Writing on blackboardLesson 98A Traffic AccidentLanguage points Ask and answer1. cause 1. What was in the middle of the road?2. suddenly 2. What did the children do when they saw that?3. luckily 3. Why did the motorbike hit the bag?4. gatekeeper 4. How was the man?5. Don’t mention it. 5. What will happen next?6. not badly hurt7. As quickly as she could8. With the medicine box under her arm.优品课件，意犹未尽，知识共享，共创未来！！！。
Lesson 98教学设计示例2篇
Lesson 98教学设计示例Lesson 98教学设计示例精选2篇（一）教学设计示例：主题：Describing Personal Experiences目标：通过本课的学习，学生将能够描述个人经历，并提供相关细节。
学习目标：- 学生能够使用正确的动词时态来描述个人经历- 学生能够使用适当的形容词和副词来增强描述的效果- 学生能够提供详细的细节来支持他们的描述教学流程：引入：1.通过回顾过去几节课的内容，提醒学生我们已经学习了关于描述人物特点和外貌的内容。
2.与学生讨论个人经历的重要性，并与他们分享自己的一些有趣的经历。
呈现：1.给学生展示几个与个人经历相关的图片，如旅行照片、活动图片等。
请学生总结他们看到的图片所描述的经历。
鼓励学生用丰富的词汇来描述。
练习：1.学生配对合作，互相分享自己的一个有趣的经历。
要求他们使用学过的词汇和句式来描述。
2.随机选择几组学生来展示他们的对话，让其他学生进行评价和提问。
提升：1.给学生分发一篇关于个人经历的短文。
请他们阅读并回答相关问题，以检验他们对于词汇和语法的理解。
2.全班讨论答案，并让学生进行补充和讨论。
拓展：1.学生分小组，为一个共同经历的事件写一篇短文，并带上适当的细节和形容词。
2.每个小组选择一位代表来朗读他们的短文，并由全班进行评价和提出建议。
总结：1.与学生总结今天学习到的关于描述个人经历的重要词汇和句式。
巩固：1.留下一个家庭作业，要求学生使用所学的词汇和句式写一篇关于自己的有趣经历的短文。
评估：1.通过学生的口头表达、小组讨论、短文写作，观察学生对于词汇和语法的掌握程度。
Lesson 98教学设计示例精选2篇（二）教学目标：1. 学习并理解文章《The Impact of Technology on Education》的内容。
2. 学习并掌握相关的词汇和短语。
3. 提高学生的阅读理解和写作能力。
教学重点：1. 理解文章的主要观点和论证。
Lesson 98 多媒体教学设计方案
Lesson 98 多媒体教学设计方案Lesson 98 多媒体教学设计方案Teaching Aims1。
Study this lesson to know that one should be careful with his work。
2。
Let the students grasp the main idea by understanding the key words and phrases。
3。
Get the students to know about new words。
Teaching ProceduresStep 1 Presentation教师活动：教师展示图片（见ppt。
）让学生能从此图片了解课文的内容，学生能否猜到事情发生的情况，教师可提问全班学生。
What happened to them from this picture?Step 2 Watch the Video教师活动：教师播放视频（见ppt。
），可播放一至两遍，然后给出问题，提问两到三个学生。
Why was Dr Baker surprised when he received the invitation?Step 3 Listening教师活动：教师播放听力录音（见ppt。
），在播放第一段过程当中之后，可让学生浏览一遍课文内容。
After listening ，please answer the main idea of each paragraph。
Paragraph 1Key: Dr Baker was invited to attend Medical Conference in London。
Paragraph 2Key: Dr Baker was surprised to be asked to give atalk on DNA， which he knew nothing。
Step 4 Intensive Reading学生活动：学生通过仔细阅读课文两到三遍，也可大声地朗读，然后做教师提出的问题。
Lesson 98 多媒体教学设计方案
Lesson 98 多媒体教学设计方案一、教学目标1、知识与技能目标学生能够掌握 Lesson 98 中的重点词汇、短语和句型。
学生能够熟练运用所学知识进行听、说、读、写的训练。
2、过程与方法目标通过多媒体教学手段，激发学生的学习兴趣，提高学生的学习积极性。
培养学生自主学习、合作学习和探究学习的能力。
3、情感态度与价值观目标让学生在学习中体会到英语的乐趣，增强学习英语的自信心。
培养学生的跨文化意识，拓宽学生的国际视野。
二、教学重难点1、教学重点重点词汇：＿____ 、＿____ 、＿____ 等。
重点句型：＿____ 、＿____ 、＿____ 等。
2、教学难点对复杂句型的理解和运用。
如何在实际情境中灵活运用所学知识进行交流。
三、教学方法1、情景教学法通过创设生动的情景，让学生在真实的语境中学习和运用英语。
2、任务驱动法布置各种任务，让学生在完成任务的过程中提高语言综合运用能力。
3、合作学习法组织学生进行小组合作学习，培养学生的合作意识和团队精神。
四、教学过程1、导入（5 分钟）播放一段与 Lesson 98 主题相关的英语视频或动画，引起学生的兴趣。
提问学生视频中的相关内容，引导学生进入本节课的学习。
2、词汇学习（10 分钟）利用多媒体展示Lesson 98 中的重点词汇，配以图片、例句和发音，帮助学生理解和记忆。
组织学生进行词汇游戏，如词汇接龙、猜词等，巩固所学词汇。
3、句型学习（15 分钟）展示重点句型，讲解句型的结构和用法。
创设情景，让学生进行句型操练，如角色扮演、对话练习等。
4、课文学习（15 分钟）播放课文录音，让学生边听边理解课文内容。
逐句讲解课文，分析课文中的语言点和语法知识。
让学生跟读课文，模仿语音语调，培养语感。
5、拓展练习（15 分钟）设计一些与课文相关的拓展练习，如填空、翻译、写作等，让学生巩固所学知识。
组织学生进行小组讨论，交流练习答案，教师进行点评和总结。
6、总结归纳（5 分钟）回顾本节课所学的重点词汇、句型和课文内容。
Lesson98多媒体教学设计计划.doc
Suggest answer:The medical conference went on smoothly the first day. But on the morning of the second day, we were told that the main speaker. Dr. Lively would not be able to arrive that day because of bad weather at the airport. It was already lecture time and everybody was worried. Then we decided to invite Dr. Baker to give a talk on DNA instead. I knew Dr. Baker was in the hall. But when I told him this, he said he knew nothing about DNA and he was not Peter Baker but David Baker. Strange!Step 9 Discussion教师活动：教师展示一张图片（见ppt.）给出学生问题，教师可适当给出词汇，教师把学生分别若干小组分别讨论，然后教师提问学生，同时教师也可说出自己的看法。
Topic: If you were the organizer of the picture, how would you do when Dr. Baker said he was ENT?Step 10 Homework1.Finish off the Workbook exercises.2.Read the story in this lesson again.3.Prepare Lesson 99.Lesson 98 多媒体教学设计方案(They may draw some other traffic signs on the blackboard if time is enough.)Step 5 ExercisesFill in the blanks with proper prepositions.1. We’ll see a film _________ Wednesday.2. When I was coming _________ the corner, I fell _________ the bike.3. The pen landed_________ the floor.4. Don’t shout _________ your parents.5. I often heard the sound _________ a bird.6. He was driving ________ his motorbike.7. Will you please carry the books ________ the library?8. It’s really nice _________ you to help me.9. Don’t crowd ________ the injured person.10. Please move _________ your cases.11. With a big smile _________ the face, she passed me the key.12. Please look _________ yourself.Keys: 1.on 2.round,off 3.on 4.to 5.of 6.on 7.to 8.of 9.round 10.away 11.on 12.afterStep 6 Homework1.To draw some traffic signs and write out the meaning.2. To make sentences with the following phrases.(l)round the comer (2)falloff (3)in the middle of(4)shout to (5)not...until (6)be hurt(7)Luckily. . . (8)crowd round (9)take care of(10)with. . .in/under. . .3. Do exercises on page 122. Finish off the workbook exercises.Writing on blackboardLesson 98A Traffic Accident上一页Language points Ask and answer1. cause 1. What was in the middle of the road?2. suddenly 2. What did the children do when they saw that?3. luckily 3. Why did the motorbike hit the bag?4. gatekeeper 4. How was the man?5. Don’t mention it. 5. What will happen next?6. not badly hurt7. As quickly as she could8. With the medicine box under her arm.上一页Lesson 98教学设计方案。
(初一英语教案)What do you like- Lesson 98教学设计-教学教案
What do you like Lesson 98教学设计－教学教案Lesson 98教学设计例如一、教学目标1．学问目标〔1〕复习和食物相关的词汇。
〔2〕学习句型：Does Lin Tao like bananas/eggs/bread/meat Yes, he does. / No, he doesn’t.2．力量目标能够娴熟运用本节课所学到的句型对话。
3．情感目标培育同学良好的饮食习惯，不挑食，不厌食。
二、教学重点与难点：Does he/she like ___ Yes, he/she does. No, he/she doesn’t.三、教学过程Step 1 Revision1 Revise What do you like What does he/she like by selecting several pairs to present their dialogue from SB Page 41, Lesson 97.2 Ask several students to tell about Li Shan and her family.3 Check the students dialogues about what they and their families like to eat.Step 2 Presentation1 Revise the names of food, using flashcards.2 Make a chart like the one in WB Lesson 97, Ex.3. Use the names in SB Page 42, Part 1. Ask Does he /she like … Help the students to answer the questions, Yes, he / she does. or No, he / she doesnt. Then in pairs, have the students ask each other the questions and answers. They can use the answers in the form for help.Step 3 Read and talkSB Page 42, Part 1. Students read the form to their partner. Ask some questions about one of the characters such as, Does Li Ming like milk Ask the students to look at the chart and help them to answer Yes, he does. / No, he doesnt. etc. Now have the students work in pairs, asking and answering questions about Lin Tao, Fang Lei, etc.Step 4 Read and answerCulture note: What is typical American food There isnt any! Since Americans come from many different ethnic backgrounds, there are many different tastes. For example, an American family might eat Italian food one night, Mexican food the next and Chinese food on another night. Just as in America, there is also a great variety of food found in Great Britain. However, the British tend to like to eat more Indian foodthan the Americans.1 SB Page 42, Part 2. Books closed! Ask What do you think American students like to eat What do you think British students like to eat etc. Write the answers on the Bb. Teach restaurant. Say, Little Val likes to eat in a restaurant. Ask Why does he like to eat in a restaurant Open your books and lets scan for the information in Part 2. Give the students one minute to find the answer. (Because he likes the toys.) Check the answer.2 Speech Cassette Lesson 98. Books still closed. Play the tape, students listen. Now ask comprehension questions at the end of the reading. Teach often and well. Books open, play the tape again while the students read and repeat.3 In pairs, have the students practise reading aloud. Have student A read, while student B listens and then switch. Be sure to walk around and give help with pronunciation, intonation and rhythm as needed. Be sure the /J/ of they and the is pronounced correctly, (there should be no /s/ or /d/ sound). Check yourself. As an English teacher, you need to be careful of your own pronunciation. Make sure your pronunciation of /J/ is correct.4 Get the students to ask each other the questions about the passage. Step5 Ask and answerIn pairs, have the students ask and answer questions about the people in the chart. Then you may ask the class questions at a quicker pace.Step 6 GameTell the students in Chinese that you have a friend who only likes food that contains a certain letter. The students must find out the secret letter.(e.g. your friend only likes food that contains the letter a, so he / she likes apples, pears, bananas, oranges, meat and bread, etc. He / She doesnt like eggs, rice or milk, etc.) Say He / She likes apples, but doesnt like eggs. Get the students to ask Does he / she like … until they guess the letter. Repeat with other letters. If there is time, talk about clothing, colours, etc. as well as food.Step 7 WorkbookSB Page 120, Wb Lesson 98, Exx. 1-3. Ex. 2 helps students grasp the basic structures of the Simple Present Tense. It can develop students accuracy in using the language.For Ex. 1, divide the class into groups of four. Each student asks the other three students in his/her group about their likes and dislikes. They should write down their answers in the form. Finally, you may call out some students to report to the whole class. Help the students to answer like Zhuang Hua likes meat. She doesnt like potatoes, etc.Students should give their own answers to the questions in Ex. 3. Encourage them to think up more questions. Ex. 4 — a tongue twister is optional.HomeworkFinish off the Workbook exercises. What do you like Lesson 98教学设计一文。
Lesson 98教案教案及反思
Lesson 98教案教案及反思Lesson 98教学设计示例一、教学目标1．学问目标（1）把握句型： 1）It”s nice of you. 2）You”d better not talk. 3） As quickly as she could, Miss Zhao got a medicine box. （2）连续学习过去进行时态的用法。
2．力量目标（1）能够娴熟运用过去进行时。
（2）能够用自己的话复述课文内容。
3．情感目标训练同学要留意平安。
二、教具录音机；教学挂图。
三、课堂教学设计1．复习。
老师依据练习册习题1向同学提出问题。
2．听课文录音，同学跟读一遍。
解答同学提出的问题。
3．重复第14课（Ⅱ）课堂教学设计1的做法，训练同学复述课文的力量。
4．老师讲解课文难句（见难点讲解）。
5．指导同学做练习册其他习题。
6．布置作业1）在熟读课文的基础上预备复述课文； 2）书面履行练习册其他习题。
四、难点讲解1．He didn”t see the bag until it was too late. 他看到这口袋米时，已经太晚了。
not…until…是“直到……才”的意思。
例如：I won”t believe it until I see it with my own eyes.直到我亲眼所见，我才信任这件事。
Li Lei didn”t go to bed until he finished his homework.李磊直到做完作业才去睡觉。
2．The children shouted to the driver, but he did not hear them.孩子们对着司机大声喊叫，但是他没有听到。
shout to sb.与shout at sb.有点区分。
前者侧重喊某人做某事，后者则表示冲某人大喊大叫。
例如：He shouted to us to help him.他向我们大喊，叫我们去帮他。
Lesson97-98(教学设计)-2023-2024学年新概念英语第一册
-题型要求学生根据句意选择正确的形容词填空。例如，第一个句子描述了一个高个子女人，因此应选择"tall"作为形容词。
-答案：tall
2.副词填空：
-题型要求学生根据句意选择正确的副词填空。例如，第一个句子描述了一个女孩跑得很快，因此应选择"quickly"作为副词。
-答案：quickly
学情分析
本班学生大部分对英语学习充满热情，课堂参与度较高。他们在三年级已经接触过英语，具备一定的英语基础，能够听懂简单的英语指令，并能用英语进行自我介绍和日常交流。学生们的学习习惯较好，能够按时完成作业，积极预习和复习。
然而，部分学生在英语发音方面存在困难，对一些音素的掌握不够准确，需要在课堂上给予个别辅导。此外，部分学生的词汇量和语法知识有限，对于复杂的句子结构和词汇搭配还不够熟练，这在一定程度上影响了他们的阅读理解和写作能力。
-网络资源：提供一些与描述人物和地点相关的英语学习网站，如BBC Learning English（网址不便写），学生可以通过这些网站进行自主学习，观看相关的视频教程和练习题。
-英语电影：推荐学生观看一些与描述人物和地点相关的英语电影，如"Forrest Gump"（阿甘正传），通过电影中的对话和情节，提高学生的听力水平和口语表达能力。
作业反馈：
1.对学生的描述人物外貌的练习进行批改，指出学生在使用形容词时的错误，如时态错误、搭配错误等，并提出改进建议。
2.对学生的描述地点的练习进行批改，指出学生在使用地点词汇时的错误，如拼写错误、词性错误等，并提出改进建议。
在行为习惯方面，学生们大多数能够遵守课堂纪律，但部分学生在课堂上注意力容易分散，容易受到外界干扰。针对这一问题，教师可以通过设计有趣的教学活动，提高学生的学习兴趣，从而集中他们的注意力。同时，教师应加强对学生的激励和鼓励，培养他们的自信心和自主学习能力，使他们更好地适应英语学习的要求。
Lesson 98教学设计方案
Lesson 98教学设计方案教学目标：1. 学习理解和运用本课所学的单词和短语。
2. 学习运用过去完成时态来描述过去发生的动作。
3. 提高学生的听说读写能力。
教学重点：1. 过去完成时态。
2. 相关词汇和短语的运用。
教学难点：1. 学生对过去完成时态的正确理解和运用。
2. 学生对新学词汇和短语的记忆和运用。
教学准备：1. 教材：Lesson 98课文和练习题。
2. 多媒体设备。
3. 单词卡片和图片。
教学过程：Step 1：导入1. 利用多媒体设备播放一段与旅行有关的视频，引发学生对旅行的话题讨论，激发学生的学习兴趣。
Step 2：新知呈现1. 引导学生阅读课文Lesson 98，并让学生回答相关问题，检查学生对于课文的理解。
2. 教师呈现过去完成时态的用法和构成，给学生提供一些例句，帮助学生理解和运用。
3. 展示单词卡片和图片，教授新单词和短语。
- camping trip: 野营旅行- explore: 探索- hike: 徒步旅行- mountains: 山- nature: 自然- ruins: 废墟Step 3：练习活动1. 利用图片或故事情节，设计一道选择题，让学生选择正确的过去完成时态的句子。
2. 将学生分组，以小组为单位进行口语练习，每个小组选出一个代表，向全班展示他们自己编写的过去完成时态句子。
3. 学生之间可以互相评价和给出建议，帮助他们改进表达。
Step 4：巩固扩展1. 让学生以小组合作的形式完成课本上的练习题。
2. 鼓励学生扩展自己的句子，用过去完成时态来描述他们最近的一次旅行经历。
Step 5：总结1. 教师帮助学生总结过去完成时态的用法和构成，并梳理本课所学的主要单词和短语。
Step 6：作业1. 布置课后作业，要求学生写一篇短文，介绍自己最喜欢的一次旅行经历，尽量运用过去完成时态来描述。
Step 7：课堂结束1. 教师对本节课的教学进行总结，并鼓励学生继续努力，做好作业。
Lesson 98教学设计示例
Lesson 98教学设计示例一、教学目标1、知识目标学生能够掌握本单元的重点词汇，如_____、＿____、＿____等。
学生能够理解并运用重点句型，如“＿____” 、“＿____” 。
2、能力目标能够听懂关于_____的对话和短文，并获取关键信息。
能够运用所学词汇和句型进行简单的交流和描述。
3、情感目标培养学生对英语学习的兴趣和积极性。
增强学生的合作意识和团队精神。
二、教学重难点1、教学重点重点词汇的发音和拼写。
重点句型的结构和用法。
2、教学难点如何让学生在实际情境中灵活运用所学知识。
帮助学生克服对较长英语句子的理解和表达困难。
三、教学方法1、情景教学法通过创设生动的情景，让学生在真实的语境中感受和学习语言。
2、任务驱动法布置具体的任务，让学生在完成任务的过程中掌握知识和技能。
3、小组合作法组织学生进行小组合作学习，培养学生的合作能力和交流能力。
四、教学过程1、导入（5 分钟）播放一段与本节课主题相关的英语视频或音频，引起学生的兴趣。
提出几个与视频或音频内容相关的问题，引导学生思考和讨论。
2、词汇学习（10 分钟）展示本节课的重点词汇，通过图片、实物、动作等方式帮助学生理解词汇的含义。
带领学生朗读词汇，纠正发音，强调拼写。
3、句型讲解（10 分钟）呈现重点句型，解释句型的结构和用法。
给出例句，让学生模仿例句进行造句练习。
4、听力训练（10 分钟）播放一段听力材料，让学生根据听力内容回答问题。
再次播放听力材料，让学生填空或补全句子。
5、口语练习（10 分钟）创设一个情景，让学生分组进行角色扮演，运用所学词汇和句型进行对话。
邀请几组学生上台展示，其他学生进行评价和补充。
6、阅读练习（10 分钟）分发一篇与本节课主题相关的短文，让学生快速阅读，找出文中的重点词汇和句型。
引导学生理解短文的含义，回答相关问题。
7、写作练习（10 分钟）给出一个写作主题，让学生运用所学知识写一篇短文。
挑选几篇学生的作品进行展示和点评。
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公开教学教案Lesson 98教学设计方案
执教人：占圩中学李金荣执教时间：年月日Teaching Objectives:
Grasp the story and some words and useful expressions.
1. It's nice of you.
2. You'd better not talk.
3. As quickly as she could. Miss Zhao got a medicine box.
Be able to read the traffic signs.
Language focus:
1. Some words and phrases
cause, traffic accident, round the corner, fall off, land, in the middle of, shout to, not. . . until, hit. lay, luckily, be badly hurt, gatekeeper, crowd round, move. . .out of, move. . .away, choose, take care of, as quickly as she could, hurry- up, with sth. on/in/under somewhere, hurry off, look after
2. Some traffic signs
The first sign means you can not drive into this street.
The second sign means you can’t stop your car here.
The third sign means you can’t turn left here.
The fourth sign means you can’t turn right here.
Properties:
Tape-recorder; Overhead projector; Cards with traffic signs on them; 教学挂图
Teaching procedures:
Step 1 Revision
Revise the vocabulary connected with traffic, such as transport tools: bike, car, train, truck, plane, ship, motorbike, etc.
Ask Which is quicker, a train or a motorbike? Which is the most expensive of all? etc.
Step 2 Discussion
Say: Traffic accident is a crash involving cars, trains, planes, etc. Have you seen any traffic accident?
What do you think of those traffic accidents?
What do you think often causes traffic accidents?
What should you do when you see a traffic accident?
Encourage them to express their own ideas.
Get the students to tell their own stories of when they have either actually been in an accident or seen one, or know someone who has been in one.
Step 3 Reading
Tell the students Read the story quickly and find out what happened.(a traffic accident)
Play the tape for the students to listen and repeat, and answer the following questions. Or play the video: A traffic accident
1. What was in the middle of the road?
2. What did the children do when they saw that?
3. Why did the motorbike hit the bag?
4. How was the man?
5. What will happen next?
Teach new words (利用教学挂图) suddenly, luckily, etc.
Explains the new words and phrases:
1.Words ending in –ly are usually adverbs.
2.The word gatekeeper is a compound noun that comes from the words gate and keeper.
3.He was not badly hurt means that the man was only hurt a little bit.
[1] [2] [3] 下一页
4. Explain Don’t mention it. Explain the position of clauses such as As quickly as she could, and With the medicine box under her arm. (at the beginning of the sentence)
5. Explain the difference between hurry up and hurry off.
Play the tape again. Do workbook Ex1. Check the answers with the whole class.
Step 4 Practice
Draw a few pictures about the traffic accident, and ask the students to retell the story.
Show the traffic signs to the students and help them say the meaning of them. Then students talk about some traffic rules. (They may draw some other traffic signs on the blackboard if time is enough.)
Step 5 Exercises
Fill in the blanks with proper prepositions.
1. We’ll see a film _________ Wednesday.
2. When I was coming _________ the corner, I fell _________ the bike.
3. The pen landed_________ the floor.
4. Don’t shout _________ your parents.
5. I often heard the sound _________ a bird.
6. He was driving ________ his motorbike.
7. Will you please carry the books ________ the library?
8. It’s really nice _________ you to help me.
9. Don’t crowd ________ the injured person.
10. Please move _________ your cases.
11. With a big smile _________ the face, she passed me the key.
12. Please look _________ yourself.
Keys: 1.on 2.round,off 3.on 4.to 5.of 6.on 7.to 8.of 9.round 10.away 11.on 12.after
Step 6 Homework
1.To draw some traffic signs and write out the meaning.
2. To make sentences with the following phrases.
(l)round the comer (2)falloff (3)in the middle of
(4)shout to (5)not...until (6)be hurt
(7)Luckily. . . (8)crowd round (9)take care of
(10)with. . .in/under. . .
3. Do exercises on page 122. Finish off the workbook exercises.
Writing on blackboard。