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When some kind-hearted people helped him out, they took him to hospital.
Language skills
Ss are able to find out specific information through careful reading.
Ss are able to conclude the reasons that changed Jack through analyzing the contents.
Ss are able to understand the accident through reading the picture.
Ss are able to write an accident considering 6 elements and give their advice on it.
Affections
Ss will pay attention to the risk of accidents in daily life.
Ss will be willing to help others when 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: Revision
T presents the picture of accidents in unit 1&2 and asks ss some questions：
When the car hit the boy, what was the driver doing?
When the car hit the boy, what was the boy doing?
When Henry found out the snake in the box, what did he do at first?
When Henry was bitten by a snake, what did he do?
Can you give some advice to them?
Intention: By 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 and started to design a mind map from this on.
Step 2: Reading (Pre-writing)
T asks ss to mark the paragraphs and asks them how many accidents there are.
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.
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 accidents. By finding out 6 elements in the accidents, T wants to make ss clear that if they want to tell a story, they can tell it from 6 aspects.
T asks ss to read again and think about these questions:
“Now Jack is very careful.” What changed Jack?
From these two accidents, can you give some advice to Jack?
Intention: These two questions are based on students’ further thinking. For the first question, T arouses students’ attention to the comparison of Jack’s carefulness and carelessness. By reading the passage again, ss may find some key words or sentences in the passage to support their ideas. And in this process, students’ critical thinking skills are motivated. According to the mind map in the first step, ss can give some advice to Jack. After reading the story, T asks ss to pay attention to the usage of “when” “while” in the passage and reminds them that they can use them into their writing.