DOC《2018年江苏联合职业技术学院优秀教学设计案例评选》

call

119 Purpose Presenting the situation to lead in. Step 2: Warm-up Coming to Task

1 on Page 72. 2. Coming to Task

2 on Page 72. Matching the signs with the warning. (Discussing with their partners) Thinking and talking about how to handle the emergencies and filling the blanks. Purpose Warm up the students for the following listening and speaking part. Step 3: Pre-listening Coming to Task

1 on Page 73. Why is Lily calling for help? Arranging a brainstorm about the different emergencies for the students to make a prediction. Dealing with the new words and phrases. Making a prediction by brainstorming according to pictures and sentences below. Learning new words and phrases. Purpose Brainstorming arouses the students' curiosity, at the same time, they learn some new words and expressions in the listening material. Step 4: While-listening Coming to Task

1 on Page 73. Question: Why is Lily calling for help? Coming to Task

2 on Page 73. (Listen and underline the sentences asking for help and requiring more information in the conversation.) Imitating work. Listening and answering the question, checking their predictions. Listening and doing Task 2. Imitating the dialogue sentence by sentence. Purpose Underlining work emphasizes how to ask for help and require more information in the emergency;

imitating work emphasizes accurate input and output. Step 5: Post-listening Asking the students to practice the dialogue and role-play it in pairs. Practicing and role-playing it in pairs after preparing. Purpose This step helps the students output the whole dialogue imitatively. Step 6: Useful Expressions Coming to Useful Expressions on Page 74. Learning the useful expressions and working in pairs. Purpose On the basis of the imitative dialogue above, students learn more useful expressions to make more dialogues creatively. Step 7: Task

3 Coming to Task

3 on Page 74. 1. Asking the students to do Task 3. 2. Asking the students to role-play it in pairs, groups. Completing the dialogue in Task 3. Role-playing it in pairs, groups. Purpose Students will learn to call

120 in English-spoken surroundings. Step 8: Task

4 Coming to Task 4on Page 75. 1. Asking the students to do Task 4. 2. Asking them to role-play it in pairs, groups. Completing the dialogue in Task 4. Role-playing it in pairs, groups. Purpose Students will learn to call

110 in English-spoken surroundings. Step 9: Summary Make a summary In this period, we have learned how to handle some common emergencies, especially how to call 119,

120 and

110 in English. We should try our best to protect ourselves and avoid dangers. In case of emergencies, we must stay calm and call 119,

110 or

120 prudently, not playfully. Yes or no? Interacting with the teacher. call 119. ,

120 and

110 in English. Yes. Purpose The teacher helps the students consolidate the safety knowledge, educate them about self-protection, and to call 119,

110 or

120 prudently, not playfully. Step 10: Homework After class, please Role-play the dialogues in Task 2, Task

3 and Task

4 with your partner. Make up a dialogue according to one of them above and practice it with your partner next class. Preview Listening and Speaking B. Taking some notes.