TitleUnit2 Iwastryingtopickitupwhenitbitmeagain.TeachingAimsKnowledge1.Studentscanmasterthekeywordsandphrases.e.g.bite;hide;pickupetc.Studentsgetfamiliarwiththesentencestructure.when...;while...;As…assoonas...Studentsmasterthegrammar:PastContinuous.AbilityStudentsareabletopredictthegeneralplotofthepassagethroughthepicturesandtitle.Studentsdevelopthereadingskillsofanalyzinganarrativeaccordingtotimeorder.Studentsareabletowriteanewsreportintroducinganaccident.Studentslearnhowtoreacttosuchsuddenaccidents.EmotionStudentsrealizetheimportanceofself-protection,anddevelopthesafetyawareness.StudentslearntokeepcalmfacinganStudentsdevelopahumorousandpositiveattitudetolife.TeachiStudentsgraspandareabletousethegrammar:PastContinuous.Studentsimprovetheirreadingskillsofnarrative.Studentscanwriteanewsreportdescribinganaccident.ngDifficultiesTeachingMethodActivity-basedLanguageTeachingMethodTeachingAidsMulti-media;blackboard;cardpaperTeachingProcedures:sStepActivitiesPurposesShowapictureanddiscusswhathappened.Studentshaveafree-talkaboutwhattodoifbittenbyasnake.引起學生的興趣。Step1Lead-in讓學生自由討論，熟悉話題與詞匯，通過對圖片和標題Step2Pre-readingShowthepictureandthetitleandaskstudentstopredictwhathappened.的觀察，培養(yǎng)學生做好準備。A.Fast-readingA.Fast-readingStudentsreadthepassageforthefirsttimetochecktheirpredictionsandtochoosethemainidea.(provideareadingtip)Ifasnakebitesyou,takeaphotoofit.Analysethemainstructureofthepassage,andstudentsdividethepassageinto3parts.Part1:Beginning(para.Part2:Details(para.2~6)Part3:Ending(para.7)B.Careful-readingProvideastrategyforreadingnarrative.Thenarrativeisusuallydevelopedintimeandspatialorder.PayattentiontotheWh-questions.StudentsreadPart1(para.1)toanswerthetwo“What”questions.Whatistheman’sname?Whathappenedtotheman?AskstudentstothinkaboutotherWh-questionsinpara.1.StudentsreadPart2(para.2~6)andanswerthe“when”questions..WhendidthesnakearrivedAsia?WhendidthesnakebiteHenryagain?WhendidHenrytakeaphotoofthesnake?Whendidhandbegintohurtbadly?Askstudentstomatchthesentenceaccordingtotimeorder.Henryhurriedtothehospital. 1Butthedoctorshelphim. 2Henrysuddenlyrememberedthephoto. Theygavehimtherightmedicine. 4Askstudentstoworkingroupsandretellthepassage.StudentsreadthesuggestioninPart3(para.7)通過快速閱讀，讓提供閱讀技巧，提高學生閱讀技能。提高學生對文章結構的分析能力。讓學生了解記敘文閱讀的技巧。Step3While-reading幫助學生理解挖掘文章內容。啟發(fā)學生自主對文章提出問題，進行生成性學習，培養(yǎng)學生思維品質。幫助學生梳理事件發(fā)生的先后順序。關注when/what/why/how問題。培養(yǎng)學生復述的能力。Step4Post-readingtogether.Letstudentsthinkaboutthetitle”Smile,please”Canthesnakesmile?Whydoesthewritersay”Smile,please?Whenshouldwesmile?Enjoyabeautifulpoem,calledsmile,please!引導學生思考文章題目的深層含義，學習作者積極，幽默，冷靜的良好品質。欣賞英文短詩,提升情感。ashortstoryaboutanaccidentandtellushowyousolveditTips:Afewdaysearlier…Oneday… While/When…was…As