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初中英语外研版 (新标准)八年级上册Module 8 Accidents综合与测试教案
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这是一份初中英语外研版 (新标准)八年级上册Module 8 Accidents综合与测试教案，共32页。
外研版初中英语八年级上册《Module 8》模块教学设计（含课时设计）+课堂检测
学 科
英 语
年 级
八年级
设计者
教材版本
外研版
册、章
上册第八模块
模块总课时
5
模块主题
本模块教学内容以“事故”为线索，从常见的交通事故到家庭中的厨房事故再到日常生活中常见的其他事故，不仅让学生对过去进行时有了更深的理解，还让学生明白了在生活中如何应对各种事故。
课标要求
能听懂文中事故的情节发展，理解其中的主要人物和事件。
能都运用过去进行时进行实际交流。
能够连贯、流畅地朗读课文，能用过去进行时和关键词，用自己的语言复述事故。
能用所给的词组和过去进行时写出关于一个事故的小故事。
教材分析
本模块以“事故”为主题，涉及交通事故、人被毒蛇咬伤等内容。学习本模块有助于使学生认识到注意安全的重要性，为他们掌握一些基本的急救措施提供帮助，也有助于提高学生应对突发事件的能力。
学情分析
现在的学生几乎都是在家长的精心呵护下成长起来，在生活中几乎没有遇到突发事件；即使偶尔遇到事故，家长也会尽可能地帮还在处理好，这就造成了很多学生的安全意识淡薄，急救知识匮乏，应对突发事件的能力不足。学生已经在M7学过过去进行时，所以对本模块的语法学习有很大的帮助，进一步理解和运用过去进行时，when与while的用法。
模块目标
1. 学会使用过去进行时（与when、while引导的状语从句连用）。
2. 掌握重点词汇与句子。
3. 能够运用过去进行时对过去发生的事情进行口头和笔头的表达。
4. 了解日常生活中常见的突发事件及应对方式。
5. 通过学习，使学生认识到注意安全的重要性及如何避免事故的发生。
〖模块学习主题〗
第一课时主题
An accident
课时内容
文本听力材料
补充听力材料:
上学路途中的交通事故----《绩优M8测评卷11-15》
第三课时主题
An accident in the kitchen
课时内容
《请微笑》内容简介视频
课内文本材料
补充材料：绩优学案第76页阅读理解：常见的急救方法
第二课时主题
Talk about a road accident
课时内容
用过去进行时谈论事故并教育学生注意出行安全。
第四课时主题
Write a short story about an accident
课时内容
课内文本材料
补充材料：绩优学案第79页写作应用：A traffic accident
第五课时主题
Other accidents in daily life
课时内容
课内文本材料
补充材料：一次紧急降落
课标话题
描述事故，完成事故报道
模块学习主题
a news report about an accident
Unit1: 主题
Traffic accidents
Unit2: 主题
An accident in the kitchen
Unit3：主题
Other accidents in daily life
第一课时主题
Mars-a popular planet
课时内容
文本听力材料
补充听力材料:
火星或将成为太空探测“主力场”----《环球阅读》
第三课时主题
Universe-a Numinous Place.
课时内容
《小王子》内容简介视频
课内文本材料
补充听力文本材料：Is There Life in Outer Space
第五课时主题
Scientists and astronauts — Honorable groups
课时内容
文本对话材料
补充视频材料：中国航天员第二次出仓
模块学习规划
课时
学习目标
学习重点
学习难点
学习活动
学习评价
第一
课时
1. 掌握核心词汇，初步理解过去进行时。
2. 能够听懂听力材料，理解其中的主要人物和事件。
通过听力初步了解过去进行时使用。
正确完成活动2，并能口头叙述活动2事故的经过。
学生通过描述图片中发生的事故熟悉本模块的话题。
通过两个听力文本材料的听、说练习，同学们初步会用过去进行时进行对话。
第二
课时
1.能听懂、朗读听力文本。
2.掌握文本中的重点词汇。
3.学会路途中如何避免事故的发生。
1.掌握文本中的重点词汇及重点句子。
2理解while与when引导的状语从句。
理解while与when引导的状语
从句。
学生通过跟读、自读、小组对话的形式理解文本，掌握重点词组及句型。
通过课后习题检测学生对目标的达成情况。
第三
课时
1.通过课本中的图画，猜测课文内容。
2.理解文本中心思想及故事发生的顺序并能复述故事。
3.通过学习，学会处理生活中简单的事故。
理解文本中心思想及故事发生的顺序。
能复述故事的发生。
1.对阅读前、阅读中、阅读后设置层层递进的习题。2.分小组学习对所设问题进行处理。
通过小组学习，大部分学生都能理解文章大意并能复述文章。
第四
课时
1.能用所给词汇，根据事件发生的顺序，写一篇关于事故的小故事。
2.能在文中正确使用when与while.
能用所给词汇，根据事件发生的顺序，写一篇关于事故的小故事。
能在文中正确使用when与while.
1.在教师的指导下写出有关文章的句子，在根据事情发生的顺序连句成篇。
2.在小组中朗读自己的文章后讨论并纠错。
学生读懂了故事，能复述文章大意。
第五
课时
1.能在相关习题中正确使用when与while.
2. 写一篇事故报告。3.通过学习，使学生认识到注意安全的重要性。
能在相关习题中正确使用when与while.
写一篇事故报告。
1.小组讨论选出代表黑板展示。
2.对抗小组组长进行点评纠错。
3.老师归纳总结，进行点评。
能在教师的指导下写出一篇事故报道，文章基本正确。
课时教学流程设计
第一课时“Unit1 While the lights were changing to red, a car suddenly appeared.”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Lead-in
1.Organize the Ss to see a video of the accidents and answer:
What is the video about ?
2. Free talk:
Talk something about the video and ask the students:
We should obey the traffic rules.
1. See the video and try to answer the questions.
2. Talk something about the movie with the students.
在教师的帮助下，让学生了解生活中常见的事故。
学生谈论事故，明确危害，增强安全意识。
让学生观看一则交通安全宣传片，通过看视频回答问题引入今天的主题，通过这个环节，既可以调动课堂气氛，还吸引了学生的学习兴趣。
Step2
Pre-listening
Task1:Check the new words.
1.Show some pictures and things to get the students to say out the new words.
2.Organize the students to read the new words together.
3.Play a game :
What is missing ?
Task2: Guide the Ss to analysis the
Sentences of Activity2.
1.See the pictures and things to say out the new words.
2. Read the new words together.
3. Play a game :
What is missing ?
Talk about the structure of these sentences.
学生能熟练、准确读出本课词汇，并明确其中文含义。
引导学生谈论ppt上的图片,检查学生对词汇的掌握程度，训练学生的表达能力，通过图片、情景学单词，做到词不离句。Check完词汇后玩一个单词记忆游戏，加深学生对新单词的记忆。任务2旨在让学生明确句子结构。
DELC5
获取新的知识
Step3
While-listening
Task1:Listen
Play the tape, ask students to listen and underline the correct words.(Activity 2)
1.Listen to the tape and underline the correct words. Then check .
2. Talk about the answer in groups.
学生能从听力文本中抓住关键词，并有能力去进行小组交流。
学生先独立完成，目的是培养学生独立解决问题的能力；以小组讨论答案旨在培养学生的合作意识。
Step4
Task2:Listen again and complete the conversation.
Policewoman: How did the ________ happen?
Driver: I ________ along the road and…
Policewoman: How_____were you going at the time?
Driver: I______________ going fast.
Policewoman: Where were you going?
Driver: I was going ________, just here.
Policewoman: Where was the boy on the bike going?
Driver: I didn’t ________ him.
Policewoman: Were you looking?
Driver: ________.
Policewoman:
Were you using your _?
Driver: Yes , _____.
Policewoman: So, that’s not good. You mustn’t use your mobile phone while you______________.
1. Listen again and complete the conversation carefully.
2. Talk about the answer in groups.
3.Read the conversation in groups.
学生能根据听力材料正确填写信息，并且有能力以小组为单位角色扮演对话。
利用听读,练习的方式加强学生对课文的理解，培养学生细节听力的技巧,能够听取信息，训练和培养学生细节听力技巧。
DELC6
深度加工知识
Step5
Post-listening(绩优测评第29页11-15)
Task1:Listen and answer the questions(11-12)
11. Why did the boy’s bike hit a car?
A. Because he rode too fast.
B. Because he didn’t see the car.
C. Because he rode too slowly.
12. Who is looking after the boy?
A. The car driver.
B. His friends.
C. Mrs Li.
Task2:Listen and answer the questions(13-15)
13. Why doesn’t Mary look well?
A. Because she is too tired.
B. Because she lost her way.
C. Because she had an accident just now.
14. What appeared while Mary was
riding her bike?
A. A cat.
B. A car.
C. A child
15. What can we learn from the talk?
A. Mary hurt her left arm.
B. Mary isn’t good at riding a bike.
C. Mary met the boy on her way to school.
1. Listen and answer the
questions.
2. Talk about the answer in groups.
3. A member of the group share the answer and the clue.
学生能认真、独立完成听力测试，能从听力文本中找出正确答案。
通过具体的、与话题相关的、中考题型的听力练习，旨在提高学生的听力技巧，同时通过分享听力线索，培养学生抓细节、抓关键词的听力习惯，逐步提高学生们的听力水平。
作业设计
用所给词的适当形式填空。
1. Don’t (throw) stones at the window!
2. My parents are trying (make) more money.
3. Kate is (lie) on the beach and enjoying the sun.
4. Why is your handwriting becoming
(bad) than before?
5. We were working in the field,and
(sudden) it began to rain.
6. Let’s try (help) those children who’re left alone in the countryside.
7. Lingling’s father went to Beijing on
business a few days (early).
8. I_____(read)a novel last night when I
heard the knock at the door.
9. Soon his leg began (hurt) after Tom had an accident.
10. Mr.Bethune hurried________
(operate) on the injured soldiers though he had already worked for a long time.
1. Do by yourself .
2. Talk about the answer in groups.
3. A member of the group share the answer and the reasons.
4. The teacher summarize.
学生能独立、准时、准确完成作业。
课后作业有助于学生巩固已学重点词汇。
板书设计
Unit 1 While the lights were changing to red,a car suddenly appeared.
accident driver
happen mobile phone policewoman
road
(1) The driver was/was not going fast.
(2) The driver was/was not looking.
(3) The driver was/was not talking on his
mobile phone.
教学反思
本节课以听力为主，通过三段对话的听力训练，让学生逐渐熟悉本模块的重点单词，了解对话中事故发生的经过，并回答和给的问题。在听之前教给学生听力的注意事项。这样才能使学生有的放矢的做题。那个时候，就是多数同学都能完整的回答问题。但个别同学还有待提高。
课时教学流程设计
第二课时“Unit1 While the lights were changing to red, a car suddenly appeared.”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Lead-in
T:Ask the students to look at the picture and describe what they see in pairs with the words and expression in the box.
accident driver
happen mobile phone policewoman road
1. Look at the picture and describe what they see.
2. Talk about it in pairs.
在图片的帮助下，让学生了解课本中的交通事故，学生有能力用简单的语句进行两人一组交流。
通过对图片的直观观察和对图片中发生的事故的描述,使学生熟悉本模块的话题,为后面的对话学习做好准备。
Step2
Pre-listening
Underline some important sentences.
(1)A boy was riding his bike and listening to music on the road.
(2)While the lights were changing to red, a car suddenly appeared round the corner.
Underline some important sentences.
学生能从对话中国勾画出含有while的目标句型。
找出重点句型和含while的句子，明确重难点。
DELC5
获取新的知识
Step3
While-listening
T:Please listen carefully and answer some questions.
Task1:.听第一遍录音完成下面问题
(1)What kind of accident is it?
(2) Was anyone hurt?
Task2:听第二遍录音完成下面问题。
判断下面句子的正(T)误(F)。
(1)A boy was walking and listening to music on the road.( )
(2)While the lights were changing to red, a car suddenly appeared round the corner.( )
(3)You should ride side by side with your
friends.( )
Task3:听第三遍录音完成下面问题。
Complete the following advice.
When you are riding a bike,think about the risk of an accident!
●Pay_____and stop at the_________.
●Don’t too fast.
●Don’t ride with your friends!
●Don’t !
1. Listen to the conversation and and answer the questions. Then check.
2. Organize the students to complete in groups .
3. A member of the group share the answer and the reasons.
学生能从听力文本中正确回答问题。
学生能根据听力材料判断正误。
学生能根据听力材料填写信息。
通过设计由浅入深、不同层次的听力问题,培养学生把握对话主旨、听并获取细节信息的能力。通过三遍听力,提高了学生的听力水平,同时使学生学会运用过去进行时态。
Step4
Task4:Reading
(1)Organize the students to look at the video to understand the conversation .
(2)Ask the Ss to work with their groups to read the conversation.
(3)Organize the students to complete Activity4 in groups .
1. Look at the video .
2. Read the conversation in groups.
3. Complete Activity4 in
groups .
学生能根据视频、音频读出本课对话。
学生能积极地以小组学习的形式完成活动4.
通过看视频听读对话，帮助学生进一步理解课文内容。
小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并培养团结合作精神。
DELC6
深度加工知识
Step5
Post-listening/reading
Task1: Solve the language points
(1)Organize students to find out the language points when they are reading and then check .
(2)Help the students to solve the difficult points.
Task2:Do some speaking
(1)Ask the students to talk about what he was doing when the accident happened according to the pictures ( Activity 6) .
(2)Have the Ss act out their new dialogues.
1. Students show out some language points, the other students listen to them carefully and note .
2. Solve the difficult points. with the teacher’s help.
3. Make dialogues in groups with the teacher’s help.
4. Act out the new dialogues.
学生敢于指出自己在阅读中遇到的问题。学生能在老师的帮助下完整、准确梳理出本节课的知识点。
学生能正确回答老师提出的问题。并且大胆去展示自己表演对话。
通过让学生在阅读中找出相关的短语并展示，既培养了学生的胆量，又培养了他们自主学习的能力。
通过做对话训练学生说的能力，能使学生加深对课文内容的理解，适量的口头练习，让学生巩固本课时的语言重点。
通过用对话的方式,充分运用when,while引导的从句(谈论事故)把所学知识输出。
作业设计
Ⅰ.用所给词的适当形式填空。
1.I’m glad (see) you again.
2.She often uses her mobile phone (send) messages.
3.It’s (danger) for the driver to drive while he is talking on the mobile phone.
4.While my father (watch) a football match,I got home.
5.You must read the article as (care) as you can.
Ⅱ.翻译句子。
1.我们会考虑你的意见。
We will your idea.
2.你应该注意交通信号灯。
You should the traffic lights.
3.你看起来很疲惫。你还好吗?
You look very tired.Are you ?
4.我们足球队输了!真是太糟糕了!
Our football team lost. That’s !
1. Do by yourself.
2. Talk about the answers in
groups .
3. A member of the group share the answer and the reasons.
学生能独立、准时、准确完成作业。
Ⅰ.用所给词的适当形式填空。
考查学生对重点词汇、重点短语的掌握情况。
Ⅱ.翻译句子。
夯实词汇基础，为考试的完成句子积累做题经验。
板书设计
Unit 1 While the lights were changing to red,a car suddenly appeared.
look pale
wait to cross the road
just in time
fall off his bike
think about
pay attention
(4) A boy was riding his bike and listening to music on the road.
(5) While the lights were changing to red, a car suddenly appeared round the corner.
教学反思
通过本节课的学习，同学们掌握了过马路的注意事项，一会儿，我就学会了一些固定短语，能正确运用when与while的用法联系区别。但由于学生的基础程度不同。个别同学掌握仍存在一些问题,所以在今后课堂上设置不同的题目,以便每位同学都有所收获。
课时教学流程设计
第三课时“ Module 8 ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
T:Ask the students to look at the picture and describe what they see in pairs with the words and expression in the box.
(1). To talk about what I can do with a mobile phone.
If I have a mobile phone, I can….
(2) Read the title together.
小组结对练习在生活中用手机可以做什么，培养学生的想象力。
通过对图片的直观观察和对图片中发生的事故的描述,使学生熟悉本模块的话题,为后面的听力活动做好准备。
Step2
1. Presentation
Show the picture and help the students say what is happening. (Activity2)
Use these questions to guide them:
A. What is the man’s job?
B. Where’s he?
C. Where’s the snake?
D. What’s the man doing?
E. Why did the man take a photo of the snake?
2. Learn the new words
(1) While the students talk about the picture, they learn the new words.
(2) Check the new words.
Look at the pictures to say what is happening.
Talk about the picture and learn the new words.
通过图片导入，调动了学生的学习兴趣，也激活了学生已有的图式，为阅读教学进一步的铺垫。
引导学生谈论图片,训练学生描述物品物的能力。在描述的同时学习新单词和句型，为学生扫清阅读障碍。
DELC5
获取新的知识
Step3
1. Scanning (Fast reading)
(1)Ask students to scan
the passage and answer:
Which paragraph is the main idea of the passage?
2. Careful reading.
(1)Paragraph 1&2:
①Ask the students to read the Paragraph 1&2 and answer the following questions.
1. What did Henry do when a snake appeared?
2. Where did the snake bite him?
3. When and where was the snake from?
②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
(2)Paragraph 3 &4:
①Present some sentences to the students and ask them to read paragraph 3&4 and check the sentences.
1. Henry threw the snake across the kitchen. ( )
2. Henry used his mobile phone to take a photo with the snake. ( )
3. The snake hid under a table ( )
②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
(3)Paragraph 5&6 :
(1) Ask the students to read Paragraphs 5 & 6 , and tell the sentences T or F
1. Soon Henry’s hand began to hurt and then he hurried to hospital. ( )
2. At first, doctors could help him and knew what kind of snake it was.（ ）
3. When the doctor knew the kind of snake, they couldn’t give Mr. Jackson the right medicine. ( )
②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
(4)Paragraph 7 :
①Let the students read the Paragraph 7 and fill in the blanks.
“If a snake _______you, _____ ______your phone . Take ____photo first and then _____the photo ______the doctors,” suggests Mr. Jackson .
②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
(5) Skimming
Ask the students to read the passage again and choose the correct answer. (Activity 4)
1 The snake bit Henry again when .
a) he was throwing it across the chicken
b) he was trying to pick it up
c) it was climbing out of a box
2 When Henry was trying to find the snake .
a) he could take a photo
b) the snake became cool
c) his hand began to hurt badly
3 Henry hurried to hospital because______.
a) his hand was hurting
b) he had a photo of the snake
c) the doctors called him on his mobile phone
4 The doctors gave Henry the right medicine after____.
a) they knew what kind of snake bit him
b) they saw the snake in the photo
c) he left hospital the next day
Scan the passage and answer the question：
Which paragraph is the main idea of the passage?
(The last paragraph)
①Read paragraph 1&2 and answer the following questions.
1. What did Henry do when a snake appeared?
2. Where did the snake bite him?
3. When and where was the snake from?
②Some students come to the blackboard and show out some difficult language points that they found in this paragraph.
①Read Paragraph 3&4 and check the sentences.
1. Henry threw the snake across the kitchen. ( )
2. Henry used his mobile phone to take a photo with the snake. ( )
3. The snake hid under a table ( )
②Some students come to the blackboard and show out some difficult language points that they found in this paragraph .
(1) Ask the students to read Paragraphs 5 & 6 , and tell the sentences T or F
1. Soon Henry’s hand began to hurt and then he hurried to hospital. ( )
2. At first, doctors could help him and knew what kind of snake it was.（ ）
3. When the doctor knew the kind of snake, they couldn’t give Mr. Jackson the right medicine. ( )
②Some students come to the blackboard and show out some difficult language points that they found in this paragraph .
①Read the Paragraph 7 and fill in the blanks.
“If a snake _______you, _____ ______your phone . Take ____photo first and then _____the photo ______the doctors,” suggests Mr. Jackson.
②Some students come to the blackboard and show out some difficult language points that they found in this paragraph.
To read the passage again and choose the correct answer. (Activity 4)
1 The snake bit Henry again when .
a) he was throwing it across the chicken
b) he was trying to pick it up
c) it was climbing out of a box
2 When Henry was trying to find the snake .
a) he could take a photo
b) the snake became cool
c) his hand began to hurt badly
3 Henry hurried to hospital because______.
a) his hand was hurting
b) he had a photo of the snake
c) the doctors called him on his mobile phone
4 The doctors gave Henry the right medicine after____.
a) they knew what kind of snake bit him
b) they saw the snake in the photo
c) he left hospital the next day
通过让学生自学，小组讨论引导学生利用已知信息构想和创设新的信息。有利于培养学生综合运用语言的能力。问题由易到难，由浅入深，体现了由低阶思维到高阶思维。
通过分段阅读降低了阅读的难度，培养了学生的阅读技巧，符合学生的认知水平。
要求学生快速阅读文章，回答问题，帮助学生理解课文内容。
通过学生快速阅读，培养学生获取主旨的能力。并进一步理解文章的内容， 为进一步学习做好铺垫。
让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。
Step4
Ⅱ.用所给词的适当形式填空
1.I’m glad (see) you again.
2.She often uses her mobile phone (send) messages.
3.It’s (danger) for the driver to drive while he is talking on the mobile phone.
4.While my father (watch) a football match,I got home.
5.You must read the article as (care) as you can.
通过做练习，检查学生所学知识的掌握情况。
DELC6
深度加工知识
Step5
1. Retell.
①Let the students complete the passage with the correct form of the words in the box.
（Activity 5）
A snake out of a box of bananas and____ somewhere. When Henry was working, the snake bit him. He _______ the snake on a table and took its photo. When he was trying to find the snake, his hand began to _______ badly. At the hospital the _______ got worse. The doctors sent the photo to a zoo. After they found out what kind of snake bit him, they gave him the right _______.
② Call back the answers and ask two students to retell the passage.
①）Complete the passage with the word in the box .
(Activity 5)
A snake out of a box of bananas and____ somewhere. When Henry was working, the snake bit him. He _______ the snake on a table and took its photo. When he was trying to find the snake, his hand began to _______ badly. At the hospital the _______ got worse. The doctors sent the photo to a zoo. After they found out what kind of snake bit him, they gave him the right _______.
②Call back the answers ,then
retell the short passage .
通过短文挖空形式让学生复述短文，培养学生语言的综合能力。
复述课文能使学生加深对课文内容的理解。
作业设计
根据句意及首字母或汉语提示完成单词
1.Did the bike h your mother?
2.I found a boy crying in the (角落).
3.You look (苍白的).What’s the matter with you?
4.You should think about the (危险) of an accident.
5.I’m (高兴的) to meet my classmates after graduation.
Finish the homework.
学生能独立、准时、准确完成作业。
课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。
板书设计
Unit 2 I was trying to pick it up when it bit me again. bite one’s hand… T1 T2 T3
a few days earlier
pick up hurt badly
climb out / take out as soon as
教学反思
本节课我们主要教学了一个小故事,要求孩子们先自读故事情节,然后处理简 单的问题,然后再让他们细读,找出课文中重点的短语和重点句型,要让学生们用所找的句型结构造句,这样才能掌握所学的重点知识。我在教学中,要处处考虑发挥学生的主体作用,在学生经过学习
活动之后,进行归纳分析。以励表扬为主，培养学生的自学能力。
第四课时“Module 8”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Write a short story about an accident
Find these words and expressions in the passage in Activity 3.
One day…
A few days earlier
…When…
While…
When…was…
As…
As soon as
Use these words and phrases to make sentences .
One day…
A few days earlier
…When…
While…
When…was…
As…
As soon as
通过列出与本节课相关的单词和短语让学生造句子，培养学生的创新能力。
让学生由词到句，也就是由易到难，编写与之相关的句子，体现本模块中的话题。
Step2
Look at how they are used to tell the story. Use the words and expressions to write a new story.
Start with :
One day, when a woman was getting dinner ready for the animals at a zoo, her hand began to hurt. A few days earlier…
给出学生写作的提示，激活了学生脑海里已有的图式，给写作做好铺垫。
让学生自己先写出简单的句子，由句成篇，写的时候要注意时态，人称。细节决定成败。
DELC5
获取新的知识
Step3
教师讲评
让组长展示在黑板上
教师的点评让学生知道自己的错误，并为自己以后写出优质的文章打基础。
让学生对照自己的写的文章，一目了然，发现自己的缺点，然后写出优质的文章。
Step4
假如你是学校英语报的记者,目睹了一起交通事故。请你根据下面的要点提示,以“ A traffic accident为题写一篇70词左右的英语短文,报道一下这次交通事故的具体情况。
要点提示:
1.时间:昨天早晨;
2.地点:新华路;
3.原因:汽车司机疲劳驾驶,撞倒了一位在等待过马路的女孩;
4.结果:女孩受伤严重,被送到医院;
5.你的感想……
I.翻译下列短语
1.一起可怕的交通事故
2.及时
3.处于极大的痛苦之中
4.几分钟后
Ⅱ.根据括号里的提示翻译下列句子
1.当红灯亮的时候,一个女孩正等着过马路。( while)
2.她后面的车没有及时停下来,因为司机有点累了。( because)
3.然而,生命只有一次,所以我们应该保护自己免受伤害。( however)
4.学生在回家或上学的路上应该小心。( careful)
通过学习课本的知识，让学生发挥想象完成课本外的写作。培养学生创新的能力。
让学生由词到句，也就是由易到难，编写与之相关的句子。
DELC6
深度加工知识
Step5
教师给学生点拨，写作时需注意的事项，如：人称，时态，以及写作框架。
学生根据老师给出的提示写作文
通过做练习，检查学生所学知识的掌握情况。
训练学生全面的能力，让学生学会看思维导图并了解相关信息写出文章。
作业设计
完成绩优学案测评卷的书面表达。
学生能独立、准时完成作业。
为了巩固本模块所学作文。
板书设计
1.一起可怕的交通事故
2.及时
3.处于极大的痛苦之中
4.几分钟后
Ⅱ.根据括号里的提示翻译下列句子
1.当红灯亮的时候,一个女孩正等着过马路。( while)
2.她后面的车没有及时停下来,因为司机有点累了。( because)
3.然而,生命只有一次,所以我们应该保护自己免受伤害。( however)
4.学生在回家或上学的路上应该小心。( careful)
教学反思
本节课主要是交给学生书写文章,先让学生由词到句,然后由句到段,先让学 生们自己写出文章,老师适时的在旁边进行指导,遇到学生们疑点时，可以帮他们写一些句子,引领他们进一步书写。给足时间,然后找出优秀的作交,进行展示。 教给他们写作文的技巧。
第五课时“ Moudle8 ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in） Look at the picture and fill in the blanks. Pay attention to the right tense of the past continuous tense.
Look at the picture and fill in the blanks. Pay attention to the right tense of the past continuous tense.
学生为进行知识的拓展为后期学习做准备.
复习巩固知识
Step2
明确目标 激活已知（Pre-listening/reading） To master the structure of the past continuous tense by filling the blanks.
Join the parts of sentences with when or while
Choose when or while according to the meaning of the sentences.
学生学习方向明确。
复习巩固when和while的用法。
DELC5
获取新的知识
Step3
学习理解 梳理文本（While-listening/reading）1. Look at what Tony did last Saturday and complete the column
2.Complete the sentences with the correct form of the words in the box 3.Complete the passage with the correct form of the expressions in the box
1. To fill in the column in groups.
2. Read the dialogue and choose the words, then use the right form of the words.
3. Read the passage and choose the right expressions from the box.
学生能够通过阅读提取信息，引发思考。
培养学生的自主意识，实现“教师为导，学生为主”的课堂.把课堂交给学生。
Step4
1.Complete the news report with the correct form of the words in brackets
2.Listen and complete the accident report
3.Read the passage and check the true sentences
4.Read the passage and choose the correct answer
1. Read the passage carefully.
2. Then use the correct form of the words to fill in the blankets.
(1).Read the report and get the main idea.
(2).Listen and complete the report and get the answers from the Ss.
(3).Check the true sentences.
(4)Get the right answers from the Ss.
(5).Read the passage and get the main idea.
3. Choose the correct answer to the three questions.
学生通过讨论梳理行文思路，通过评价提高能力。
培养学生听、读和用的能力。让学生独立完成练习。
DELC6
深度加工知识
Step5
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
1. Think about a recent accident you know. Write notes.
2. Use your notes and write sentences for your news report about the accident.
1. Join the sentences you wrote in Activity 9 and write your report. Use when, while, so, because, and then.
2. Read out your report to the class.
学生先通过口语输出呈现写作成果，然后升华成文章。
培养学生的写作能力，让学生在平时多积累。
作业设计
Do some exercises and draw the answers from the Ss.
板书设计
1.Think about a recent accident you know. Write notes.
2. Use your notes and write sentences for your news report about the accident.
3. Join the sentences you wrote in Activity 9 and write your report. Use when, while, so, because, and then.
教学反思
通过本模块的学习，学生基本掌握了when\while 的用法。对话能够达到表演。短文能够读懂并回答课后问题。在进行读写训练的同时，加强了听说训练，努力做到使学生听、说、读、写的能力同步发展，培养学生学习英语的兴趣。
课堂检测
词汇运用(共10分)
(A)根据句意或首字母或汉语提示完成单词
1.I waited for my friend at the gate of the park.But he did not a until six o’clock.
2.She fell down and hurt her leg.The p got worse when she got home.
3.You’re taking a big (危险)showing this to Kravis.
4.I (扔掉) down my bag and sat on the sofa when I got home.
5.The doctor told David to take the (药) three times a day.
(B)用所给词的适当形式填空
6.The weather is getting (bad) than it was yesterday.
7.I was trying (pick)it up when it bit me again.
8.The old man (wait) to cross the road when I got there.
9. (sudden) he was hurt by falling rocks.
10.Alice (clean) her bedroom when the door bell rang.
句子应用(共10分)
11.他应该集中精力学习,而不是如此关注电脑游戏。
He should concentrate on his studies instead of so much to computer games.
12.我们应该在扔掉废物前进行分类。(2018乐山)
We should divide the waste into different groups before it .
13.如果他们不抓紧时间的话,就赶不上火车了。
If they don’t hurry up,they won’t be to catch the train.
14.突然一条蛇出现了并咬了他的手。
A snake suddenly and him the hand.
15.艾伦和他的爸爸肩并肩地坐在沙发上。
Alan and his father sat on the sofa.
外研版初中英语八年级上册《Module 8》模块教学设计（含课时设计）+课堂检测
学 科
英 语
年 级
八年级
设计者
教材版本
外研版
册、章
上册第八模块
模块总课时
5
模块主题
本模块教学内容以“事故”为线索，从常见的交通事故到家庭中的厨房事故再到日常生活中常见的其他事故，不仅让学生对过去进行时有了更深的理解，还让学生明白了在生活中如何应对各种事故。
课标要求
能听懂文中事故的情节发展，理解其中的主要人物和事件。
能都运用过去进行时进行实际交流。
能够连贯、流畅地朗读课文，能用过去进行时和关键词，用自己的语言复述事故。
能用所给的词组和过去进行时写出关于一个事故的小故事。
教材分析
本模块以“事故”为主题，涉及交通事故、人被毒蛇咬伤等内容。学习本模块有助于使学生认识到注意安全的重要性，为他们掌握一些基本的急救措施提供帮助，也有助于提高学生应对突发事件的能力。
学情分析
现在的学生几乎都是在家长的精心呵护下成长起来，在生活中几乎没有遇到突发事件；即使偶尔遇到事故，家长也会尽可能地帮还在处理好，这就造成了很多学生的安全意识淡薄，急救知识匮乏，应对突发事件的能力不足。学生已经在M7学过过去进行时，所以对本模块的语法学习有很大的帮助，进一步理解和运用过去进行时，when与while的用法。
模块目标
1. 学会使用过去进行时（与when、while引导的状语从句连用）。
2. 掌握重点词汇与句子。
3. 能够运用过去进行时对过去发生的事情进行口头和笔头的表达。
4. 了解日常生活中常见的突发事件及应对方式。
5. 通过学习，使学生认识到注意安全的重要性及如何避免事故的发生。
〖模块学习主题〗
第一课时主题
An accident
课时内容
文本听力材料
补充听力材料:
上学路途中的交通事故----《绩优M8测评卷11-15》
第三课时主题
An accident in the kitchen
课时内容
《请微笑》内容简介视频
课内文本材料
补充材料：绩优学案第76页阅读理解：常见的急救方法
第二课时主题
Talk about a road accident
课时内容
用过去进行时谈论事故并教育学生注意出行安全。
第四课时主题
Write a short story about an accident
课时内容
课内文本材料
补充材料：绩优学案第79页写作应用：A traffic accident
第五课时主题
Other accidents in daily life
课时内容
课内文本材料
补充材料：一次紧急降落
课标话题
描述事故，完成事故报道
模块学习主题
a news report about an accident
Unit1: 主题
Traffic accidents
Unit2: 主题
An accident in the kitchen
Unit3：主题
Other accidents in daily life
第一课时主题
Mars-a popular planet
课时内容
文本听力材料
补充听力材料:
火星或将成为太空探测“主力场”----《环球阅读》
第三课时主题
Universe-a Numinous Place.
课时内容
《小王子》内容简介视频
课内文本材料
补充听力文本材料：Is There Life in Outer Space
第五课时主题
Scientists and astronauts — Honorable groups
课时内容
文本对话材料
补充视频材料：中国航天员第二次出仓
模块学习规划
课时
学习目标
学习重点
学习难点
学习活动
学习评价
第一
课时
1. 掌握核心词汇，初步理解过去进行时。
2. 能够听懂听力材料，理解其中的主要人物和事件。
通过听力初步了解过去进行时使用。
正确完成活动2，并能口头叙述活动2事故的经过。
学生通过描述图片中发生的事故熟悉本模块的话题。
通过两个听力文本材料的听、说练习，同学们初步会用过去进行时进行对话。
第二
课时
1.能听懂、朗读听力文本。
2.掌握文本中的重点词汇。
3.学会路途中如何避免事故的发生。
1.掌握文本中的重点词汇及重点句子。
2理解while与when引导的状语从句。
理解while与when引导的状语
从句。
学生通过跟读、自读、小组对话的形式理解文本，掌握重点词组及句型。
通过课后习题检测学生对目标的达成情况。
第三
课时
1.通过课本中的图画，猜测课文内容。
2.理解文本中心思想及故事发生的顺序并能复述故事。
3.通过学习，学会处理生活中简单的事故。
理解文本中心思想及故事发生的顺序。
能复述故事的发生。
1.对阅读前、阅读中、阅读后设置层层递进的习题。2.分小组学习对所设问题进行处理。
通过小组学习，大部分学生都能理解文章大意并能复述文章。
第四
课时
1.能用所给词汇，根据事件发生的顺序，写一篇关于事故的小故事。
2.能在文中正确使用when与while.
能用所给词汇，根据事件发生的顺序，写一篇关于事故的小故事。
能在文中正确使用when与while.
1.在教师的指导下写出有关文章的句子，在根据事情发生的顺序连句成篇。
2.在小组中朗读自己的文章后讨论并纠错。
学生读懂了故事，能复述文章大意。
第五
课时
1.能在相关习题中正确使用when与while.
2. 写一篇事故报告。3.通过学习，使学生认识到注意安全的重要性。
能在相关习题中正确使用when与while.
写一篇事故报告。
1.小组讨论选出代表黑板展示。
2.对抗小组组长进行点评纠错。
3.老师归纳总结，进行点评。
能在教师的指导下写出一篇事故报道，文章基本正确。
课时教学流程设计
第一课时“Unit1 While the lights were changing to red, a car suddenly appeared.”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Lead-in
1.Organize the Ss to see a video of the accidents and answer:
What is the video about ?
2. Free talk:
Talk something about the video and ask the students:
We should obey the traffic rules.
1. See the video and try to answer the questions.
2. Talk something about the movie with the students.
在教师的帮助下，让学生了解生活中常见的事故。
学生谈论事故，明确危害，增强安全意识。
让学生观看一则交通安全宣传片，通过看视频回答问题引入今天的主题，通过这个环节，既可以调动课堂气氛，还吸引了学生的学习兴趣。
Step2
Pre-listening
Task1:Check the new words.
1.Show some pictures and things to get the students to say out the new words.
2.Organize the students to read the new words together.
3.Play a game :
What is missing ?
Task2: Guide the Ss to analysis the
Sentences of Activity2.
1.See the pictures and things to say out the new words.
2. Read the new words together.
3. Play a game :
What is missing ?
Talk about the structure of these sentences.
学生能熟练、准确读出本课词汇，并明确其中文含义。
引导学生谈论ppt上的图片,检查学生对词汇的掌握程度，训练学生的表达能力，通过图片、情景学单词，做到词不离句。Check完词汇后玩一个单词记忆游戏，加深学生对新单词的记忆。任务2旨在让学生明确句子结构。
DELC5
获取新的知识
Step3
While-listening
Task1:Listen
Play the tape, ask students to listen and underline the correct words.(Activity 2)
1.Listen to the tape and underline the correct words. Then check .
2. Talk about the answer in groups.
学生能从听力文本中抓住关键词，并有能力去进行小组交流。
学生先独立完成，目的是培养学生独立解决问题的能力；以小组讨论答案旨在培养学生的合作意识。
Step4
Task2:Listen again and complete the conversation.
Policewoman: How did the ________ happen?
Driver: I ________ along the road and…
Policewoman: How_____were you going at the time?
Driver: I______________ going fast.
Policewoman: Where were you going?
Driver: I was going ________, just here.
Policewoman: Where was the boy on the bike going?
Driver: I didn’t ________ him.
Policewoman: Were you looking?
Driver: ________.
Policewoman:
Were you using your _?
Driver: Yes , _____.
Policewoman: So, that’s not good. You mustn’t use your mobile phone while you______________.
1. Listen again and complete the conversation carefully.
2. Talk about the answer in groups.
3.Read the conversation in groups.
学生能根据听力材料正确填写信息，并且有能力以小组为单位角色扮演对话。
利用听读,练习的方式加强学生对课文的理解，培养学生细节听力的技巧,能够听取信息，训练和培养学生细节听力技巧。
DELC6
深度加工知识
Step5
Post-listening(绩优测评第29页11-15)
Task1:Listen and answer the questions(11-12)
11. Why did the boy’s bike hit a car?
A. Because he rode too fast.
B. Because he didn’t see the car.
C. Because he rode too slowly.
12. Who is looking after the boy?
A. The car driver.
B. His friends.
C. Mrs Li.
Task2:Listen and answer the questions(13-15)
13. Why doesn’t Mary look well?
A. Because she is too tired.
B. Because she lost her way.
C. Because she had an accident just now.
14. What appeared while Mary was
riding her bike?
A. A cat.
B. A car.
C. A child
15. What can we learn from the talk?
A. Mary hurt her left arm.
B. Mary isn’t good at riding a bike.
C. Mary met the boy on her way to school.
1. Listen and answer the
questions.
2. Talk about the answer in groups.
3. A member of the group share the answer and the clue.
学生能认真、独立完成听力测试，能从听力文本中找出正确答案。
通过具体的、与话题相关的、中考题型的听力练习，旨在提高学生的听力技巧，同时通过分享听力线索，培养学生抓细节、抓关键词的听力习惯，逐步提高学生们的听力水平。
作业设计
用所给词的适当形式填空。
1. Don’t (throw) stones at the window!
2. My parents are trying (make) more money.
3. Kate is (lie) on the beach and enjoying the sun.
4. Why is your handwriting becoming
(bad) than before?
5. We were working in the field,and
(sudden) it began to rain.
6. Let’s try (help) those children who’re left alone in the countryside.
7. Lingling’s father went to Beijing on
business a few days (early).
8. I_____(read)a novel last night when I
heard the knock at the door.
9. Soon his leg began (hurt) after Tom had an accident.
10. Mr.Bethune hurried________
(operate) on the injured soldiers though he had already worked for a long time.
1. Do by yourself .
2. Talk about the answer in groups.
3. A member of the group share the answer and the reasons.
4. The teacher summarize.
学生能独立、准时、准确完成作业。
课后作业有助于学生巩固已学重点词汇。
板书设计
Unit 1 While the lights were changing to red,a car suddenly appeared.
accident driver
happen mobile phone policewoman
road
(1) The driver was/was not going fast.
(2) The driver was/was not looking.
(3) The driver was/was not talking on his
mobile phone.
教学反思
本节课以听力为主，通过三段对话的听力训练，让学生逐渐熟悉本模块的重点单词，了解对话中事故发生的经过，并回答和给的问题。在听之前教给学生听力的注意事项。这样才能使学生有的放矢的做题。那个时候，就是多数同学都能完整的回答问题。但个别同学还有待提高。
课时教学流程设计
第二课时“Unit1 While the lights were changing to red, a car suddenly appeared.”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Lead-in
T:Ask the students to look at the picture and describe what they see in pairs with the words and expression in the box.
accident driver
happen mobile phone policewoman road
1. Look at the picture and describe what they see.
2. Talk about it in pairs.
在图片的帮助下，让学生了解课本中的交通事故，学生有能力用简单的语句进行两人一组交流。
通过对图片的直观观察和对图片中发生的事故的描述,使学生熟悉本模块的话题,为后面的对话学习做好准备。
Step2
Pre-listening
Underline some important sentences.
(1)A boy was riding his bike and listening to music on the road.
(2)While the lights were changing to red, a car suddenly appeared round the corner.
Underline some important sentences.
学生能从对话中国勾画出含有while的目标句型。
找出重点句型和含while的句子，明确重难点。
DELC5
获取新的知识
Step3
While-listening
T:Please listen carefully and answer some questions.
Task1:.听第一遍录音完成下面问题
(1)What kind of accident is it?
(2) Was anyone hurt?
Task2:听第二遍录音完成下面问题。
判断下面句子的正(T)误(F)。
(1)A boy was walking and listening to music on the road.( )
(2)While the lights were changing to red, a car suddenly appeared round the corner.( )
(3)You should ride side by side with your
friends.( )
Task3:听第三遍录音完成下面问题。
Complete the following advice.
When you are riding a bike,think about the risk of an accident!
●Pay_____and stop at the_________.
●Don’t too fast.
●Don’t ride with your friends!
●Don’t !
1. Listen to the conversation and and answer the questions. Then check.
2. Organize the students to complete in groups .
3. A member of the group share the answer and the reasons.
学生能从听力文本中正确回答问题。
学生能根据听力材料判断正误。
学生能根据听力材料填写信息。
通过设计由浅入深、不同层次的听力问题,培养学生把握对话主旨、听并获取细节信息的能力。通过三遍听力,提高了学生的听力水平,同时使学生学会运用过去进行时态。
Step4
Task4:Reading
(1)Organize the students to look at the video to understand the conversation .
(2)Ask the Ss to work with their groups to read the conversation.
(3)Organize the students to complete Activity4 in groups .
1. Look at the video .
2. Read the conversation in groups.
3. Complete Activity4 in
groups .
学生能根据视频、音频读出本课对话。
学生能积极地以小组学习的形式完成活动4.
通过看视频听读对话，帮助学生进一步理解课文内容。
小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并培养团结合作精神。
DELC6
深度加工知识
Step5
Post-listening/reading
Task1: Solve the language points
(1)Organize students to find out the language points when they are reading and then check .
(2)Help the students to solve the difficult points.
Task2:Do some speaking
(1)Ask the students to talk about what he was doing when the accident happened according to the pictures ( Activity 6) .
(2)Have the Ss act out their new dialogues.
1. Students show out some language points, the other students listen to them carefully and note .
2. Solve the difficult points. with the teacher’s help.
3. Make dialogues in groups with the teacher’s help.
4. Act out the new dialogues.
学生敢于指出自己在阅读中遇到的问题。学生能在老师的帮助下完整、准确梳理出本节课的知识点。
学生能正确回答老师提出的问题。并且大胆去展示自己表演对话。
通过让学生在阅读中找出相关的短语并展示，既培养了学生的胆量，又培养了他们自主学习的能力。
通过做对话训练学生说的能力，能使学生加深对课文内容的理解，适量的口头练习，让学生巩固本课时的语言重点。
通过用对话的方式,充分运用when,while引导的从句(谈论事故)把所学知识输出。
作业设计
Ⅰ.用所给词的适当形式填空。
1.I’m glad (see) you again.
2.She often uses her mobile phone (send) messages.
3.It’s (danger) for the driver to drive while he is talking on the mobile phone.
4.While my father (watch) a football match,I got home.
5.You must read the article as (care) as you can.
Ⅱ.翻译句子。
1.我们会考虑你的意见。
We will your idea.
2.你应该注意交通信号灯。
You should the traffic lights.
3.你看起来很疲惫。你还好吗?
You look very tired.Are you ?
4.我们足球队输了!真是太糟糕了!
Our football team lost. That’s !
1. Do by yourself.
2. Talk about the answers in
groups .
3. A member of the group share the answer and the reasons.
学生能独立、准时、准确完成作业。
Ⅰ.用所给词的适当形式填空。
考查学生对重点词汇、重点短语的掌握情况。
Ⅱ.翻译句子。
夯实词汇基础，为考试的完成句子积累做题经验。
板书设计
Unit 1 While the lights were changing to red,a car suddenly appeared.
look pale
wait to cross the road
just in time
fall off his bike
think about
pay attention
(4) A boy was riding his bike and listening to music on the road.
(5) While the lights were changing to red, a car suddenly appeared round the corner.
教学反思
通过本节课的学习，同学们掌握了过马路的注意事项，一会儿，我就学会了一些固定短语，能正确运用when与while的用法联系区别。但由于学生的基础程度不同。个别同学掌握仍存在一些问题,所以在今后课堂上设置不同的题目,以便每位同学都有所收获。
课时教学流程设计
第三课时“ Module 8 ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
T:Ask the students to look at the picture and describe what they see in pairs with the words and expression in the box.
(1). To talk about what I can do with a mobile phone.
If I have a mobile phone, I can….
(2) Read the title together.
小组结对练习在生活中用手机可以做什么，培养学生的想象力。
通过对图片的直观观察和对图片中发生的事故的描述,使学生熟悉本模块的话题,为后面的听力活动做好准备。
Step2
1. Presentation
Show the picture and help the students say what is happening. (Activity2)
Use these questions to guide them:
A. What is the man’s job?
B. Where’s he?
C. Where’s the snake?
D. What’s the man doing?
E. Why did the man take a photo of the snake?
2. Learn the new words
(1) While the students talk about the picture, they learn the new words.
(2) Check the new words.
Look at the pictures to say what is happening.
Talk about the picture and learn the new words.
通过图片导入，调动了学生的学习兴趣，也激活了学生已有的图式，为阅读教学进一步的铺垫。
引导学生谈论图片,训练学生描述物品物的能力。在描述的同时学习新单词和句型，为学生扫清阅读障碍。
DELC5
获取新的知识
Step3
1. Scanning (Fast reading)
(1)Ask students to scan
the passage and answer:
Which paragraph is the main idea of the passage?
2. Careful reading.
(1)Paragraph 1&2:
①Ask the students to read the Paragraph 1&2 and answer the following questions.
1. What did Henry do when a snake appeared?
2. Where did the snake bite him?
3. When and where was the snake from?
②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
(2)Paragraph 3 &4:
①Present some sentences to the students and ask them to read paragraph 3&4 and check the sentences.
1. Henry threw the snake across the kitchen. ( )
2. Henry used his mobile phone to take a photo with the snake. ( )
3. The snake hid under a table ( )
②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
(3)Paragraph 5&6 :
(1) Ask the students to read Paragraphs 5 & 6 , and tell the sentences T or F
1. Soon Henry’s hand began to hurt and then he hurried to hospital. ( )
2. At first, doctors could help him and knew what kind of snake it was.（ ）
3. When the doctor knew the kind of snake, they couldn’t give Mr. Jackson the right medicine. ( )
②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
(4)Paragraph 7 :
①Let the students read the Paragraph 7 and fill in the blanks.
“If a snake _______you, _____ ______your phone . Take ____photo first and then _____the photo ______the doctors,” suggests Mr. Jackson .
②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
(5) Skimming
Ask the students to read the passage again and choose the correct answer. (Activity 4)
1 The snake bit Henry again when .
a) he was throwing it across the chicken
b) he was trying to pick it up
c) it was climbing out of a box
2 When Henry was trying to find the snake .
a) he could take a photo
b) the snake became cool
c) his hand began to hurt badly
3 Henry hurried to hospital because______.
a) his hand was hurting
b) he had a photo of the snake
c) the doctors called him on his mobile phone
4 The doctors gave Henry the right medicine after____.
a) they knew what kind of snake bit him
b) they saw the snake in the photo
c) he left hospital the next day
Scan the passage and answer the question：
Which paragraph is the main idea of the passage?
(The last paragraph)
①Read paragraph 1&2 and answer the following questions.
1. What did Henry do when a snake appeared?
2. Where did the snake bite him?
3. When and where was the snake from?
②Some students come to the blackboard and show out some difficult language points that they found in this paragraph.
①Read Paragraph 3&4 and check the sentences.
1. Henry threw the snake across the kitchen. ( )
2. Henry used his mobile phone to take a photo with the snake. ( )
3. The snake hid under a table ( )
②Some students come to the blackboard and show out some difficult language points that they found in this paragraph .
(1) Ask the students to read Paragraphs 5 & 6 , and tell the sentences T or F
1. Soon Henry’s hand began to hurt and then he hurried to hospital. ( )
2. At first, doctors could help him and knew what kind of snake it was.（ ）
3. When the doctor knew the kind of snake, they couldn’t give Mr. Jackson the right medicine. ( )
②Some students come to the blackboard and show out some difficult language points that they found in this paragraph .
①Read the Paragraph 7 and fill in the blanks.
“If a snake _______you, _____ ______your phone . Take ____photo first and then _____the photo ______the doctors,” suggests Mr. Jackson.
②Some students come to the blackboard and show out some difficult language points that they found in this paragraph.
To read the passage again and choose the correct answer. (Activity 4)
1 The snake bit Henry again when .
a) he was throwing it across the chicken
b) he was trying to pick it up
c) it was climbing out of a box
2 When Henry was trying to find the snake .
a) he could take a photo
b) the snake became cool
c) his hand began to hurt badly
3 Henry hurried to hospital because______.
a) his hand was hurting
b) he had a photo of the snake
c) the doctors called him on his mobile phone
4 The doctors gave Henry the right medicine after____.
a) they knew what kind of snake bit him
b) they saw the snake in the photo
c) he left hospital the next day
通过让学生自学，小组讨论引导学生利用已知信息构想和创设新的信息。有利于培养学生综合运用语言的能力。问题由易到难，由浅入深，体现了由低阶思维到高阶思维。
通过分段阅读降低了阅读的难度，培养了学生的阅读技巧，符合学生的认知水平。
要求学生快速阅读文章，回答问题，帮助学生理解课文内容。
通过学生快速阅读，培养学生获取主旨的能力。并进一步理解文章的内容， 为进一步学习做好铺垫。
让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。
Step4
Ⅱ.用所给词的适当形式填空
1.I’m glad (see) you again.
2.She often uses her mobile phone (send) messages.
3.It’s (danger) for the driver to drive while he is talking on the mobile phone.
4.While my father (watch) a football match,I got home.
5.You must read the article as (care) as you can.
通过做练习，检查学生所学知识的掌握情况。
DELC6
深度加工知识
Step5
1. Retell.
①Let the students complete the passage with the correct form of the words in the box.
（Activity 5）
A snake out of a box of bananas and____ somewhere. When Henry was working, the snake bit him. He _______ the snake on a table and took its photo. When he was trying to find the snake, his hand began to _______ badly. At the hospital the _______ got worse. The doctors sent the photo to a zoo. After they found out what kind of snake bit him, they gave him the right _______.
② Call back the answers and ask two students to retell the passage.
①）Complete the passage with the word in the box .
(Activity 5)
A snake out of a box of bananas and____ somewhere. When Henry was working, the snake bit him. He _______ the snake on a table and took its photo. When he was trying to find the snake, his hand began to _______ badly. At the hospital the _______ got worse. The doctors sent the photo to a zoo. After they found out what kind of snake bit him, they gave him the right _______.
②Call back the answers ,then
retell the short passage .
通过短文挖空形式让学生复述短文，培养学生语言的综合能力。
复述课文能使学生加深对课文内容的理解。
作业设计
根据句意及首字母或汉语提示完成单词
1.Did the bike h your mother?
2.I found a boy crying in the (角落).
3.You look (苍白的).What’s the matter with you?
4.You should think about the (危险) of an accident.
5.I’m (高兴的) to meet my classmates after graduation.
Finish the homework.
学生能独立、准时、准确完成作业。
课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。
板书设计
Unit 2 I was trying to pick it up when it bit me again. bite one’s hand… T1 T2 T3
a few days earlier
pick up hurt badly
climb out / take out as soon as
教学反思
本节课我们主要教学了一个小故事,要求孩子们先自读故事情节,然后处理简 单的问题,然后再让他们细读,找出课文中重点的短语和重点句型,要让学生们用所找的句型结构造句,这样才能掌握所学的重点知识。我在教学中,要处处考虑发挥学生的主体作用,在学生经过学习
活动之后,进行归纳分析。以励表扬为主，培养学生的自学能力。
第四课时“Module 8”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Write a short story about an accident
Find these words and expressions in the passage in Activity 3.
One day…
A few days earlier
…When…
While…
When…was…
As…
As soon as
Use these words and phrases to make sentences .
One day…
A few days earlier
…When…
While…
When…was…
As…
As soon as
通过列出与本节课相关的单词和短语让学生造句子，培养学生的创新能力。
让学生由词到句，也就是由易到难，编写与之相关的句子，体现本模块中的话题。
Step2
Look at how they are used to tell the story. Use the words and expressions to write a new story.
Start with :
One day, when a woman was getting dinner ready for the animals at a zoo, her hand began to hurt. A few days earlier…
给出学生写作的提示，激活了学生脑海里已有的图式，给写作做好铺垫。
让学生自己先写出简单的句子，由句成篇，写的时候要注意时态，人称。细节决定成败。
DELC5
获取新的知识
Step3
教师讲评
让组长展示在黑板上
教师的点评让学生知道自己的错误，并为自己以后写出优质的文章打基础。
让学生对照自己的写的文章，一目了然，发现自己的缺点，然后写出优质的文章。
Step4
假如你是学校英语报的记者,目睹了一起交通事故。请你根据下面的要点提示,以“ A traffic accident为题写一篇70词左右的英语短文,报道一下这次交通事故的具体情况。
要点提示:
1.时间:昨天早晨;
2.地点:新华路;
3.原因:汽车司机疲劳驾驶,撞倒了一位在等待过马路的女孩;
4.结果:女孩受伤严重,被送到医院;
5.你的感想……
I.翻译下列短语
1.一起可怕的交通事故
2.及时
3.处于极大的痛苦之中
4.几分钟后
Ⅱ.根据括号里的提示翻译下列句子
1.当红灯亮的时候,一个女孩正等着过马路。( while)
2.她后面的车没有及时停下来,因为司机有点累了。( because)
3.然而,生命只有一次,所以我们应该保护自己免受伤害。( however)
4.学生在回家或上学的路上应该小心。( careful)
通过学习课本的知识，让学生发挥想象完成课本外的写作。培养学生创新的能力。
让学生由词到句，也就是由易到难，编写与之相关的句子。
DELC6
深度加工知识
Step5
教师给学生点拨，写作时需注意的事项，如：人称，时态，以及写作框架。
学生根据老师给出的提示写作文
通过做练习，检查学生所学知识的掌握情况。
训练学生全面的能力，让学生学会看思维导图并了解相关信息写出文章。
作业设计
完成绩优学案测评卷的书面表达。
学生能独立、准时完成作业。
为了巩固本模块所学作文。
板书设计
1.一起可怕的交通事故
2.及时
3.处于极大的痛苦之中
4.几分钟后
Ⅱ.根据括号里的提示翻译下列句子
1.当红灯亮的时候,一个女孩正等着过马路。( while)
2.她后面的车没有及时停下来,因为司机有点累了。( because)
3.然而,生命只有一次,所以我们应该保护自己免受伤害。( however)
4.学生在回家或上学的路上应该小心。( careful)
教学反思
本节课主要是交给学生书写文章,先让学生由词到句,然后由句到段,先让学 生们自己写出文章,老师适时的在旁边进行指导,遇到学生们疑点时，可以帮他们写一些句子,引领他们进一步书写。给足时间,然后找出优秀的作交,进行展示。 教给他们写作文的技巧。
第五课时“ Moudle8 ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in） Look at the picture and fill in the blanks. Pay attention to the right tense of the past continuous tense.
Look at the picture and fill in the blanks. Pay attention to the right tense of the past continuous tense.
学生为进行知识的拓展为后期学习做准备.
复习巩固知识
Step2
明确目标 激活已知（Pre-listening/reading） To master the structure of the past continuous tense by filling the blanks.
Join the parts of sentences with when or while
Choose when or while according to the meaning of the sentences.
学生学习方向明确。
复习巩固when和while的用法。
DELC5
获取新的知识
Step3
学习理解 梳理文本（While-listening/reading）1. Look at what Tony did last Saturday and complete the column
2.Complete the sentences with the correct form of the words in the box 3.Complete the passage with the correct form of the expressions in the box
1. To fill in the column in groups.
2. Read the dialogue and choose the words, then use the right form of the words.
3. Read the passage and choose the right expressions from the box.
学生能够通过阅读提取信息，引发思考。
培养学生的自主意识，实现“教师为导，学生为主”的课堂.把课堂交给学生。
Step4
1.Complete the news report with the correct form of the words in brackets
2.Listen and complete the accident report
3.Read the passage and check the true sentences
4.Read the passage and choose the correct answer
1. Read the passage carefully.
2. Then use the correct form of the words to fill in the blankets.
(1).Read the report and get the main idea.
(2).Listen and complete the report and get the answers from the Ss.
(3).Check the true sentences.
(4)Get the right answers from the Ss.
(5).Read the passage and get the main idea.
3. Choose the correct answer to the three questions.
学生通过讨论梳理行文思路，通过评价提高能力。
培养学生听、读和用的能力。让学生独立完成练习。
DELC6
深度加工知识
Step5
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
1. Think about a recent accident you know. Write notes.
2. Use your notes and write sentences for your news report about the accident.
1. Join the sentences you wrote in Activity 9 and write your report. Use when, while, so, because, and then.
2. Read out your report to the class.
学生先通过口语输出呈现写作成果，然后升华成文章。
培养学生的写作能力，让学生在平时多积累。
作业设计
Do some exercises and draw the answers from the Ss.
板书设计
1.Think about a recent accident you know. Write notes.
2. Use your notes and write sentences for your news report about the accident.
3. Join the sentences you wrote in Activity 9 and write your report. Use when, while, so, because, and then.
教学反思
通过本模块的学习，学生基本掌握了when\while 的用法。对话能够达到表演。短文能够读懂并回答课后问题。在进行读写训练的同时，加强了听说训练，努力做到使学生听、说、读、写的能力同步发展，培养学生学习英语的兴趣。
课堂检测
词汇运用(共10分)
(A)根据句意或首字母或汉语提示完成单词
1.I waited for my friend at the gate of the park.But he did not a until six o’clock.
2.She fell down and hurt her leg.The p got worse when she got home.
3.You’re taking a big (危险)showing this to Kravis.
4.I (扔掉) down my bag and sat on the sofa when I got home.
5.The doctor told David to take the (药) three times a day.
(B)用所给词的适当形式填空
6.The weather is getting (bad) than it was yesterday.
7.I was trying (pick)it up when it bit me again.
8.The old man (wait) to cross the road when I got there.
9. (sudden) he was hurt by falling rocks.
10.Alice (clean) her bedroom when the door bell rang.
句子应用(共10分)
11.他应该集中精力学习,而不是如此关注电脑游戏。
He should concentrate on his studies instead of so much to computer games.
12.我们应该在扔掉废物前进行分类。(2018乐山)
We should divide the waste into different groups before it .
13.如果他们不抓紧时间的话,就赶不上火车了。
If they don’t hurry up,they won’t be to catch the train.
14.突然一条蛇出现了并咬了他的手。
A snake suddenly and him the hand.
15.艾伦和他的爸爸肩并肩地坐在沙发上。
Alan and his father sat on the sofa.
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