外研版八年级上册Module-12-Help-教案.doc

Module 12 Help
Unit 1 What should we do before help arrives?
【教学目标】
l Knowledge objective
1. To understand the conversation in relation to accidents.
2. To get specific information from the listening material.
3. To talk about and understand the imperative sentences.
l Ability objective
Enable students to listen to and talk about things that could/can/must happen.
l Moral objective
Get the students to know about how to deal with the accidents.
【教学重点】
New words and expressions
Learn the usage of imperative sentences.
【教学难点】
Grasp the phrases and important sentences.
【教学方法】
PWP method, task-based method and interactive approach
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Warming up
Ss look at the pictures and fill in what we can do when we see someone in danger.
Step 2 Consolidate new words
Look and say. The teacher shows the pictures of new words and let the students to say the new words as quickly as possible.
Step 3 Talk in pairs
Let Ss look at the pictures and talk about the pictures by using the words and expressions in the box to help you.
Step 4 Listening
Listen and check what the pictures are about.
Step 5 Talking
Look at the picture and talk about it in groups.
Step 6 Listening
Listen to the dialogue and answer the questions.
1. Where is the boy lying?
He is lying at the bottom of the stairs.
2. Do they lift him up?
No, they don’t.
Step 7 Read the dialogue and answer the questions
1. Could he have trouble hearing or speaking?
Yes, he could.
2. Is it good idea to shout for help or call 120?
Yes, it is.
3. How does Betty cover the boy?
She covers him with a coat.
Step 8 Read these first aid suggestions and decide if they are good ideas or bad ideas
Read the passage carefully and tell if they are good or bad ideas and draw answers from the Ss.
1. Ask the boy what is wrong.
2. Get help.
3. Shout so the boy can hear you.
4. Move the boy to a more fortable place.
5. Make sure the boy is warm.
Step 9 plete the passage
Read the passage to get the main idea and then choose the right words, at last use the correct form of the words to fill in the blanks.
bottom Cover drop harmful imagine lift medical pain
Let’s (1)________ you see a boy lying at the (2)_______ of the stairs. What should you do? Call for (3)________ help immediately. Do not (4)____ the boy up and sit him on a chair. This could be (5)________ for him.
Even worse, you might (6)______ him while you are moving him! That would cause a lot of (7)______. (8)_______ him with a coat and make sure he is warm. Then wait for the doctors to arrive.
Keys: imagine, bottom, medical, lift, harmful, drop, pain, Cover
Step 10 Everyday English
What do we do to ...?
How do we do that?
How can we do that?
Step 11 Language points
1. A boy is lying at the bottom of the stairs.
at the bottom of 在…...的底部
e.g. A village lies at the bottom of the hill.
2. He is in pain.
in pain 处在疼痛之中
e.g. Are you still in pain?
3. First of all, find out what’s wrong with him.
first of all 首先
e.g. First of all, let me tell you the news.
find out 弄明白，搞清楚，查明......
e.g. Did the teacher find out who broke the door?
What’s wrong with …? …...怎么了
e.g. -- What’s wrong with the boy?
-- He broke his leg.
4. But he could have trouble hearing you or speaking to you.
句中的could表示推测。
e.g. You could be right.
have trouble doing sth. 做…...有困难
e.g. Maria has trouble finding a job and is still staying at home.
5. Lift him up and sit him on a chair?
lift up 抬起，提起。要把代词 放在中间。
e.g. We’ll have to lift up the car to get her out.
6. Make sure he’s warm.
make sure 确保，保证
e.g. Make sure you turn off all the lights before you go out.
7. That’s such good advice that you could be a doctor, Betty!
such ... that ... 这个句型表达“如此......以至于......”的意思，such后面接名词，名词前可以有形容词修饰。如果只有形容词或副词，则要使用 so ... that ... 这一句型。
e.g. It is such a tiny kitchen that only one person can cook in it.
They are such nice people that we all like them.
He was so weak that he could hardly stand up.
Everything happened so quickly that I hadn’t time to think.
Step 12 Listening
1. Listen and underline the words the speaker stresses.
1. Let’s imagine an accident.
2. What can we do to help him?
3. Find out what’s wrong with him.
4. Make sure he’s warm.
5. Cover him with a coat.
2. Now listen again and repeat.
Step 13 Work in pairs
Student A: You are a teacher of basic medical training.
Student B: You are a student of basic medical training.
— What do you do if someone’s hurt?
— Ask him/her what happened …
Step 14 Grammar
The use of the imperative sentence.
一、定义：
祈使句表达说话人对对方的叮嘱、劝告、希望、禁止、建议、请求或命令等。
二、祈使句的特征：
以动词原形开头，无时态和数的变化。
三、祈使句的句型：
1. 动词原形构成的祈使句
通常省略主语 you，谓语动词用原形。否定句由 don’t 或 never 开头。祈使句的句首或句末有时加 please。
2. let 构成的祈使句
由“Let + me/us/him/her + 动词原形”构成。这类祈使句往往用于请求允许（let us）或提出建议（let’s）。例如：
Let’s spend this weekend in the countryside.
Let him be here by ten o’clock.
3. 无动词祈使句
在请求，命令和口号中，常用无动词祈使句，它实际上是省略了动词，从而使语句更简洁有力。例如：
Just a minute, please!
在一些指示牌上，常用“No + 动名词/名词”构成省略的否定祈使句。例如：No smoking!
Step 15 Exercises
1. —Put some butter on a slice of bread and add a teaspoon of butter. What else?
—Next _____ some tomatoes.
A. cut up              B. cuts up
C. to cut up             D. cutting up
2. —Sorry I’m late.
—_____ tell me the bus broke down again!
A. Never to        B. Not
C. Don’t                 D. No
3. _____ wake up your sister, Ben. She needs a good sleep.
A. Don’t               B. Doesn’t
C. Aren’t               D. Can’t
4. _____ carefully, Michael! There’s a school ahead.
A. Drive             B. To drive
C. Drove             D. Driving      
5. “_____ run in the hallways, Mike.” “Sorry, Ms Clark.”
A. Don’t        B. Please C. Let’s      
Keys: A, C, A, A, A
Step 16 Homework
编写一个关于first aid的对话，字数50词左右。

Unit 2 Stay away from windows and heavy furniture.
【教学目标】
l Knowledge objective
1. To get information from the reading passage in relation to an earthquake.
2. To write about an earthquake.
l Ability objective
Write about an earthquake using the imperative sentences.
l Moral objective
Get the student to know about how to save their lives in an earthquake.
【教学重点】
How to use must/can/could to tell the possibility
【教学难点】
To understand the article in detail
【教学方法】
PWP method, task-based method
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Revision and Warming up
Look at the pictures and let Ss answer the questions.
Step 2 Consolidate new words
Look and say. The teacher shows the pictures of new words and let the students say as quickly as possible.
Step 3 Ask and answer the questions
Look at the pictures and answer the questions in pairs.
Step 4 Look at the title of the passage and think about what to do in an earthquake
1. Look at the pictures.
2. Think about what to do in an earthquake.
Step 5 Listening
Listen to the passage and answer the questions.
Is it difficult to warn people about an earthquake?
Step 6 Look and say
Look at the picture and say what they’re doing in the earthquake.
Step 7 Reading
First let the Ss read the sentences carefully and then decide if the following actions were good or bad according to the passage.
When the earthquake started …
1 … I hid under a table.
2 … Sam sat on his desk.
3 … Alice ran out of the building.
4 … Peter and Helen stayed in their car.
5 … my family and I moved away from the beach.
Keys: √ × × √ √
Step 8 Answer the questions
Use the words and expressions in the box to write full answers to the questions.
brave inside keep calm power lines street lights warn
1. What is difficult to do before an earthquake?
2. Where should you stay before the ground stops shaking?
3. What should you do when you are with other people?
4. What shouldn’t you stand near or under in the street?
Keys: It is difficult to warn people before an earthquake.
We should stay inside.
We should keep calm and be brave.
We shouldn’t stand near street lights or under power lines in the street.
Step 9 Retell the passage in groups
Use the words that the teacher has given to retell the passage in groups.
Inside
1. … jump out of …
2. Hide under …, stay away from …
3. Leave … quickly, ... use lift
4. Keep calm …, brave and helpful
Outside
1. Move away from …
2. … street lights … power lines …
3. … bridges and trees … a bus or a car …
4. … falling rocks
5. … run away from … higher ground
Step 10 Learning to learn
Master how to write instructions.
When you read instructions, make sure of what they tell you to do, and also focus on the steps of activities.
Step 11 Language points
Let Ss master the main points of the passage.
1. Earthquakes always happen suddenly, so it is difficult to warn people about them.
句中的 them 指的是 earthquakes。
warn sb. (not) to do sth. 警告某人(不要)干某事”
warn sb. of / about sth. 提醒/警告某人注意某事
e.g. Dad _______________________ at night.
爸爸警告我晚上不要外出。
Mary _________________________ the danger.
玛丽提醒她女儿注意危险。
Keys: warns me not to go out warns her daughter of / about
2. Do not jump out of high buildings.
jump out of 从…...跳出
e.g. Please don’t jump out of the
window.
请别从窗子往外跳。
run out of 表示“从…...跑出”。
climb out of 表示“从…...爬出”。
3. Keep calm, especially when you are with other people.
keep 表示“保持”, calm 表示“冷静，沉着”。
keep calm 是系动词 + 形容词构成的动词短语。其他的行为动词还能做系动词的有：bee, feel, look, seem 等。
e.g. Everybody became quiet.
He looked a little nervous.
4. In short, follow what you learnt in school.
in short 总之，简言之
e.g. In short, I am interested in all of
the sports.
This book is, in short, an exciting
story about adventures.
Step 12 Do researching
Do the following research inside your school and outside your school in pairs.
Inside your school
Make a list of safe places and dangerous places at your school if an earthquake happens.
Note where the nearest stairs and doors to the outside of the school buildings are.
Outside your school
Make a list of places near your school. Note if they are safe or dangerous.
Note where the streets go, and where street lights and power lines are.
Step 13 Write some instructions about what to do in an earthquake.
1. Write some instructions about what to do in an earthquake.
Go out and meet on the playground.
Don’t use the lift.
2. Now work in pairs and check your instructions.
Step 14 Grammar
To use can/could/must to tell the possibility
情态动词表示推测
1. can 可以表示对现在或将来的推测，意为“会，可能”。通常用于肯定句和疑问句。用于否定句时，can’t 表示“不可能”；用于否定句时，can 比 could 表示的“可能性”更大。
e.g. Who sent the present? Can it be your brother?
It can’t be my brother. He is still in France.
2. could 也表示对现在或将来的推测，意为“会，可能”。
could 可以用于肯定句、否定句和疑问句，表示某事有可能发生或可能是事实。
e.g. He could be in pain.
That could be harmful.
3. must表示有把握的、语气比较肯定的推测，意为“一定”，一般只用于肯定句。
e.g. Betty, you must know!
It must be your brother.
Step 15 Exercises
1. The teacher warns the students ____ the danger in the house.
A. in B. at C. to D. about
2. Many students study for a month to ____ for the ing text.
A. move B. jump C. prepare D. have
3. — What should we do?
— We should _______ clear of the fire in an earthquake.
A. keep B. try C. think D. stop
4. Can parents help kids ______ bad games?
A. stay off B. stay from C. move off D. move from
中 考 链 接
(  )(1) There _____ a girl singing next door. Can’t you hear her beautiful voice?
A. must be              B. must have
C. can’t be              D. can’t have
 （2014甘肃兰州）
(  )(2) —Is that Kate’s car?
—It _____ be hers. She has just gone for a meeting.
A. can’t                 B. should
C. mustn’t            D. may     
 （2014 湖北武汉）
(  )(3) —Let’s go climbing, shall we?
—You _____ be joking! Don’t you know I’m afraid of high places?
A. may                  B. can   
C. must                D. should
 （2014 浙江绍兴）
(  )(4) —Who’s singing in the garden?
—It _____ be Mr. Brown. He always practices singing at this time.
A. must              B. can’t 
C. need               
（2014 湖南长沙）
(  )(5) The girl in the classroom _____ be Maria. She called me from the library just now.
A. mustn’t                    B. may not    
C. can’t                 D. needn’t
 （2014四川内江）
Keys: AACAC
Step 16 Homework
近几年频频发生的地震，导致无数人失去家园。请阐述一下如何对这一自然灾害进行防范。

Unit 3 Language in use
【教学目标】
1. To use the points in Units 1 and 2.
2. To make Ss learn about the accidents and how to deal with the harmful accidents to save their lives.
【教学重点】
1. To master the words, the imperative sentence.
2. To use can/could/must to tell the possibility.
【教学难点】
The using of can/could/must
【教学方法】
PWP method, Formal and interactive practice
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Revision and Warming up
Look at the pictures and fill in the blanks.
Step 2 Language practice
Master the grammar by filling in the blanks.
1. That ______ be harmful!
2. Betty, you ______ know!
3. _____ _____ from windows and heavy furniture.
4. ______ ______ _____ street lights or under power lines.
Step 3 Practice
1. plete the sentences with could, must or mustn’t
1. Read the sentences carefully.
2. Fill in the blanks, but you need to use some of the words more than once.
1. It’s dangerous. You ______ keep out!
2. These stairs are not safe. You ________ use them.
3. The rocks are falling down. You ______ get hit.
4. The river is too deep. You ________ swim in it.
5. Betty ______ know what to do because she did some basic medical training.
2. Underline the correct words to plete the first aid instructions
1. Get / Do not get medical help immediately.
2. Ask / Do not ask them where the pain is.
3. Lift / Do not lift them because you may drop them.
4. Keep / Do not keep them warm.
3. plete the poster
Fill in the blanks in the poster about earthquake with the correct form of the words and expressions from the box.
do not use, hide under, keep, leave, stay away
When there is an earthquake ...
1. __________ from the windows.
2. __________ a table.
3. __________ the lift.
4. __________ the building quickly when the ground stops shaking.
6. __________ calm.
4. plete the conversation
1. Read the dialogue carefully.
2. Use the correct form of the words and expressions in the box to fill in the blanks.
chance, Cover, in pain, in trouble, medical
Tony: Daming is training