1. up　　 　　 2. than 　　　 3. rain　　　　　 4. head, hurts, leg　　　　　 5. had

Step 7 Language focus

Ask students to look again at the dialogue and underline all the sentences with question mark and the sentences with the five new words.

Step 8 Language focus

Students match the sentences with their definitions (task 4 on the student worksheet);

Feedback as a class.

KEY：1-B　　　 　　　 2-H　　　　 3-E　　　　 4-G　　　　 5-K　　　　 6-A　　　　 7-D　　　　 8-C　　　　 9-F　　　　 10-J　　　　　　 11-H

Step 7 Practice

Students do Task 5 on their worksheets (also available at Activity 4 on Page 49).

KEY：

Step 8 Further practice

Students do Task 6 & Task 7 (also available at Activity 5 & 6 on Page 49).

KEY：Task 6

7.　　　 There he is, lying on the ground!

Step 6　 Listening (Task 3)

Play the audio of some sentences of the dialogue with some words blank out and have the students put down the missing words.

KEY:

6.　　　 I’ll call for help on my mobile.

5.　　　 Show me where he is.

4.　　　 He’s cut his head; his shoulder hurts and I think he’s broken his leg.

3.　　　 He was running along the wall when he tripped and fell over the edge.

2.　　　 He has had an accident.

1.　　　 It’s Daming.

4.　 　　　　　　　　　　　　　　 Student worksheets.

Teachers' notes: Lesson Procedure

Step 1 Stimulate student interest

Generate interest by showing them the image from Unit 1.

Ask students:　

·　 Who are these people? (Lingling, Tony, Betty, Mr. Jackson, Daming, Bob).　

·　 Where are they? (on the hill.)

·　 What’s happened?(……)

·　 Do you think the person is hurt? (……)

·　 What do you think he has done to himself? (……)

Step 2 Pre-teach essential vocabulary

Write the words on the board, eliciting spelling as you write. Make sure students copy the board work into their notebooks. Model and drill the correct pronunciation of the words: elicit and show the word stress of each item and word class, if appropriate.

Ask students to look at the picture on Page 48, and talk about questions in Activity 1 in pairs. Encourage the students to try to use the new vocabulary. Before the students talking about this picture, the teacher can introduce some useful expressions for the students to refer to.

T: What can you see in the picture?

S: I can see some people.

S: I can see a tree.

S: I can see a doctor.

S: I can see a boy lying on the ground and the doctor is giving first aid to him.

T: Yes, very good. What’s happened to the boy? Do you think he has had flu or a fever? (Speak slowly and put stress on have flu and a fever. If necessary, repeat the sentence again.)

S: Maybe.

S: I don’t think so.

T: Why?

S: Because I see the doctor is binding up the wound. The boy got a wound in his knee. I don’t think the wound has anything to do with flu.

T: What do you think he has done to himself?

S: Maybe he hurt himself while playing basketball.

S: Maybe he was knocked down by a car.

S: Maybe he fell down from the tree when he was trying to pick an apple from the tree.

T: Very good. Do you think the person is hurt?

S: Of course, look, his mouth is widely open; he must be painful.

T: Good. What should you do by meeting such situation?

S: Call 120 as soon as possible.

S: Take the person who is hurt to the hospital.

S: No, you shouldn’t move the person if he is hurt. You should wait for the doctor.

S: You can ask the person who is hurt whether he can move by himself.

T: Good.

Step 3 Pre-listening: prediction

Give out the student cut-up dialogues. Students work in pairs or small groups to order the dialogue.

Step 4　 Listening (Activity 3)

Tell students they are going to listen and check their answers. Play the audio (without showing the text).

Play a second time if necessary; check answers as a class.　 Have students practice the dialogue in groups of 2.

Step 5　 Listening (Task 2)

Play the audio of strips of the dialogue and have the students put the words in right order in each sentence.

KEY:

3.　　　　　　　　　　　　　　　　 Answers.