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Listening and vocabulary
Preparation
* Ask about dangerous places and things to do at home (e.g. stairs; kitchen; cooking; lifting).
*Ask why they are dangerous. Tell them they can talk about the reasons in Chinese in pairs. Monitor as they talk.
* Elicit some reasons. Then have them ask you why they are dangerous. For example:
— Why are stairs dangerous?
— Because you could fall and hurt yourself. Ask the students to model and repeat chorally.
*Write up question prompts on the board: Why/ stairs/dangerous? Why/kitchen/dangerous?
*Ask about "kitchen" and introduce "Because you could cut yourself/burn yourself." Tell the students to repeat chorally.
*Repeat the questions and nominate a few students to answer about the stairs and kitchen.
*Prompt them to ask about "lifting" and answer with possible reasons in pairs (e.g. drop/hurt yourself / break something).
*Nominate some pairs to ask and answer about "lifting".
*Put the students in pairs to practise asking about other dangerous places at home, such as the bathroom.
1. Work in pairs. Talk about the pictures. Use the words in the box to help you.
*Ask the students to look at the pictures and think about what they show. Elicit some ideas.
*Go through the words in the box with the students. Ask them to repeat the words chorally and individually, checking pronunciation.
* Check if the students understand the meaning of the words by asking questions. For example:
When something is broken, can you use it again? (no)
What is a window made of? (glass)
What is the opposite of "dangerous"? (safe)
What do you call a table, chairs, cupboard, etc? (furniture)
In which room do we cook and eat food? (the kitchen)
* Pair the students. Tell them to match the words with the pictures and come up with sentences that use the words to describe each picture, (e.g. Picture 1: It's dangerous to run down the stairs. Picture 2: There's some broken glass in the kitchen. Picture 3: The piece of furniture is heavy and the boy cannot lift it.)
* Get the students to swap partners and come up with new sentences describing the pictures, using the words differently, (e.g. Picture 1: Don't run down the stairs. It's dangerous. Picture 2: A lot of accidents happen in the kitchen. Picture 3: Be careful. You might have an accident lifting that furniture.)
* Elicit some of the sentences the students made up and share them around the class. Write them on the board for checking.
2. Listen and check what the pictures are about.
* Play the recording. Ask the students to listen and say how accidents often happen.
* Play the recording again. Tell the students to check the pictures and number them in the order they hear them described.
* Play the recording once more. Ask the students to check whether their descriptions about the pictures on the board are correct. Ask them to work in pairs and describe the pictures in more sentences.
3. Listen and read.
* Elicit some ideas of what to do if someone is hurt in an accident. Write them on the board.
* Play the recording. Tell the students to listen for the advice on what to do when an accident happens.
* Play the recording again. Ask the students to check which of their advice is in the recording.
* Play the recording once more for the students to listen to and read the conversation.
Now read these first aid suggestions and decide if they are good ideas (√) or bad ideas (×).
* Ask the students to read through the suggestions and guess whether they are good or bad.
* Tell them to read the conversation again, find the key information and decide if the suggestions are good or bad ideas.
* Elicit answers from the whole class.
Extension
* Revise the advice mentioned hi the conversation with the class.
* Get the students to act out seeing an accident and giving first aid in groups. Ask for a volunteer to be the one who had an accident and two or three others to take care of him/her.
* Ask other students to decide whether the students offer first aid in the correct way.
4. Complete the passage with the words in the box.
* Read the words in the box with the class and check their meaning.
* Ask the students to read the passage first and then complete it on their own.
* Tell them to check their answers with their partners.
* Elicit answers from the whole class.
Pronunciation and speaking
5. Listen and underline the words the speaker stresses.
* Explain that in sentences, it is the key words that are usually stressed.
* Tell the students to work in pairs. Ask them to read the sentences and try to guess which words are the key words.
* Play the recording. Tell the students to listen to see if they were right.
* Play the recording again. Tell them to underline the stressed words.
* Put them in pairs to compare their answers.
* Elicit the stressed words and point out the intonation of the sentences as well, including the linking sounds between a consonant and a vowel.
Now listen again and repeat.
* Play the recording once more. Have the students listen and model the sentences, repeating chorally. Play the recording several times until they feel confident and can say them without hesitating.
* Monitor pronunciation and ask individual students to repeat the sentences to check if they are all confident about speaking and get the stress correct.
6. Work in pairs. Ask and answer questions.
* Ask the students whether they know anything about first aid. Elicit some ideas.
* Repeat the question chorally "What do you do if someone's hurt?" Then have the students ask you.
Answer them as a model.
* Put more question prompts on the board (e.g. What/do/if/see someone/lying/road? What/do/if/in pain? What/do/if/cold?).
* Elicit different questions with the prompts on the board and nominate the students to answer.
* Put the students in pairs to ask and answer more questions about first aid. Circulate and monitor as they work.
* Nominate a few pairs to ask and answer.
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加载中…
(2015-01-04 09:34:53)