1. New words: knee, ought to, still (adj), breathe, take it easy, first aid, injure.
2. Learn and master how to use modal verbs: should, shouldn’t, mustn’t, ought to,oughtn’t to.
3. Do practicing to improve listening comprehension and spoken English.
4. Let students know some practical knowledge in the real life.
Teaching important points and difficult points:
a. Learn the language in the dialogue, especially the modal verbs.
I think she must be injured.
Leave where she is.
You mustn’t move someone if they are badly hurt.
That it easy!
My knee hurts…
You shouldn’t get up…
I ought to go home.
b. How to use the modal verbs in a stimulated real-life situation or an invented story situation.
Teaching methods: Cognitivism and Communicative Approach
Listening to the tape to improve the students’ listening ability; play the game TOUCH YOUR EAR/ NOSE, etc. (body parts to help students review some expressions of body parts); do pair or group work to improve students’ speaking ability.
1.A videotape, a video and a TV.
2. A projector and some slides made by using PowerPoint.
Step One: Greeting and revision (6’)
1. Greet the students as usual.
(T: Good morning, class! We have learned something about Canada, so can you answer any questions about it?)
2. A quiz about Canada to check whether the students have gone over the former unit.
Qs: (oral) How many time areas are there in Canada?
What’s the population of it?
Is the weather in Canada all the same in different parts?
What resources is Canada rich in?
Who live in the northern Canada?
Are the white the first settlers in Canada?
Where do the North American Indians live?
What do Inuit live on?
Do you think the way of Inuit can be kept alive forever?
(T: OK. Now let’s play a game TOUCH YOUR EAR/ NOSE. When I say a part of your body, please touch it as soon as possible. Let me see who can do it best.)
3. Play the game TOUCH YOUR EAR/ NOSE, etc. to review some expressions about body parts (e.g. eye, mouth, head, hair, foot, leg, arm, back, shoulder, hand, finger, tongue, stomach, etc.). Time should be controlled. So do it the more quickly, the better.
T: Now let’s begin.
Where is your nose?
Where is your foot?
T: But how to say 膝盖 in English? Now, let’s learn some more new expressions of your body.
4. The teacher teaches some new words (knee, toe, waist, palm, ankle, lip) by showing a slide on which there is a human body with the English names of his/her different parts.
(This activity can not only arouse the students’ interest in language but also help them learn some new expressions of body.)
Step Two: Lead-in (6’)
1. The teacher says: Are you happy? You do the game very well. Yet in our daily life there are always some accidents that often cause some injuries or deaths, for example, somebody is hit by a car or a bicycle.
2. The teacher asks the students to give more examples.
(e.g. burned by boiling oil or water, bitten by an animal, cut by a knife, drowning in water, getting an electric shock, children eating some small things or poisons, eating some food which has gone bad, falling from a high place and losing consciousness, etc.)