資源簡介

Unit 8 That’s how most accidents happen
Vocabulary practice 教學設計
教材分析
教學內容
本課括Vocabulary practice和Supplementary reading兩個部分，具體內容為：詞匯補充練習；能夠讀懂補充短文所描述的內容并根據短文描述完成后面相關的練習。
2. 教學重點、難點
（1）教學重點
復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。完成同步練習中相對應的練習。
（2）教學難點
讀懂拓展閱讀中的文章內容并完成相關閱讀練習。
教學目標
1. 知識目標
（1）熟記本單元有關安全的詞匯與短語。
（2）學習拓展閱讀短文中出現的詞匯和短語，如：
delicate distribute minimum outgrow recommend
vehicle hoster seats forward-facing seats rear-facing seat
The best choice is to keep your kid rear-facing as long as possible.
能力目標
（1）復習本單元詞匯與短語及表語從句的基本用法，能熟練運用這些詞匯及句型，完成相關練習。
（2）能夠讀懂短文所描述的內容并根據短文描述完成相關練習。
3. 情感目標
了解有關兒童安全座椅的常識，增強學生交通安全出行的意識。
教學步驟
Step One Lead-in
Check the homework in last period. Ask Ss to show their posters on Activity 14 and direct the way with imperative sentences.
（設計意圖：檢查上一課時布置的作業，復習所學內容。）
Ss read the words and expressions on P97 after the teacher, then read in groups or altogether.
（設計意圖：進一步熟悉本單元所學詞匯與短語，鞏固所學內容。）
Step Two Vocabulary practice
Activity 15.
Ss read the words, then match them with the correct phrases.
Keys: 1-b 2-a 3-d 4-e 5-c
（設計意圖：通過詞義連線，復習前面所學的內容。）
Activity 16.
Ask Ss to match the words to make up some new phrases.
Keys: read the news, wear seatbelts, become sick, take a CPR class, get injured
（設計意圖：讓學生先讀釋義再進行搭配，復習本單元詞匯，鞏固詞義。）
Activity 17.
Ask Ss to read the words in front. Then fill in the blanks with the correct words.
Keys: 1-be responsible for, 2-ran into, 3-gave him a chance to, 4-carry out, 5-take care of , 6-wakes up
（設計意圖：引導學生關注介詞與動詞后通常所搭配的詞匯，復習本單元出現過的介詞短語和動詞短語。）
Step Three Supplementary Reading
Ss read the passage on P103, underline the new words and get the meaning from the word list on P104-105. Explain the meaning if there are still new words.
rear-facing car seats，recommend，agency，minimum，as long as possible，outgrow，vehicle，forward-facing seats, booster seats, seat belt, distribute, delicate
（設計意圖：通讀短文，熟悉生詞，掃清閱讀障礙。）
Ss read the words and phrase in the word list on P104-105 after teacher, then read first in groups then together.
（設計意圖：熟悉拓展閱讀中的生詞，為進一步閱讀短文做鋪墊。）
Ss read the sentences of Read and decide, then read the passage once more and decide true or false by giving the reason to the class after reading.
Keys: TFFF
（設計意圖：學生帶著問題閱讀文章，理解短文。）
Ss read the sentences of Read and answer, then read the passage the third time and answer the questions.
Keys:
We should use forward-facing child safety seats placed in the back seat of vehicles.
Babies.
Yes, it is. Their heads are large and heavy for a still delicate neck to support.
（設計意圖：對文章的細節進行了解，進一步理解短文。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Key words and phrases:
initial treatment ambulance awake victim CPR wound unconscious roll useless
Who should be responsible for…？
That’s how....
Why do some guys like to drive…
Everybody should....
It’s just hard for … to…
As long as you give him/her a chance to …, it doesn’t matter whatever you say.
If the victim is not awake, try to wake him.
While the ambulance is on its way, you still have to care for the victim.
That’s what you should do before you carry out first aid.
The Predicative Clause usage.
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Production
Ss do the exercises of Part I in Exercise Book. Make comments after Ss complete.
（設計意圖：完成本單元的練習，進一步鞏固本單元所學內容。）
Step Five Homework
Complete the exercises of Part II and Part III in Exercise Book.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
板書設計
rear-facing car seats，recommend，agency，minimum，as long as possible，outgrow，vehicle，forward-facing seats, booster seats, seat belt, distribute, delicate Who should be responsible for…？ That’s how.... Why do some guys like to drive… Everybody should.... It’s just hard for … to…Unit 8 That’s how most accidents happen.
Reading and writing教學設計
一、教材分析
教學內容
本課包括Reading and writing部分，具體內容為：閱讀關于急救ABC介紹的短文；能夠讀懂短文所描述的內容并根據短文描述歸納寫出急救相關措施；能夠寫出急救措施的具體細節和操作。
教學重點、難點
（1）教學重點
學習介紹急救的詞匯與短語；讀懂關于急救的短文；能夠讀懂短文所描述的內容并根據短文描述歸納寫出急救相關措施；能夠寫出急救措施的具體細節和操作。
（2）教學難點
寫出急救措施的具體細節和操作。
二、教學目標
知識目標
（1）學習描述急救的詞匯與短語，如：
initial treatment ambulance awake victim
CPR wound unconscious roll useless
poisonous
（2）學會并能套用相關的句型，如：
As long as you give him/her a chance to …, it doesn’t matter whatever you say.
If the victim is not awake, try to wake him.
While the ambulance is on its way, you still have to care for the victim.
That’s what you should do before you carry out first aid.
能力目標
（1）關于急救ABC介紹的短文。
（2）能夠讀懂短文所描述的內容并根據短文描述歸納寫出急救相關措施。
（3）能夠寫出急救措施的具體細節和操作。
3. 情感目標
（1）讓學生掌握描述急救方法，樹立相關的安全意思，培養學生樂于助人的正確態度。
（2）培養學生在日常生活中運用英語的習慣，提高他們對英語學習的興趣。
三、教學步驟
Step One Lead-in
Show a picture of accident. Ask Ss to perform the dialogue about talking about accident which they have completed in their homework of last period.
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
Activity 7. Show some words of first aid. Tell the Ss to think about which words are concern about first aid. Then ask Ss to plan a route from the school to their community.
（設計意圖：引入本課時即將學到的詞匯和短語，為閱讀短文掃除一些障礙。教師提供讀音的范例，為降低后面任務完成的難度做了鋪墊。）
Discuss two questions with class.
Q1: Do you know first aid
Q2: What can you do if someone needs first aid
Ss can conclude the main idea after Ss tell their answers. Add the necessary point in the content.
（設計意圖：讓學生對談論關于急救的內容，并進行思考和總結，為閱讀任務的完成進行準備，同時培養學生的歸納能力。）
Step Two Reading and writing
Activity 8.
Ss go through the text in Activity 8 on P97 quickly and mark the new words. Write the new words on the blackboard. Ask Ss to read aloud and pay attention to the adjectives. Explain them with more examples if necessary.
initial treatment ambulance awake victim wound unconscious roll useless poisonous
initial adj. earliest, of or at the beginning
eg. The aim of this initial meeting is to clarify the issues. 本次初步會議的目標是澄清這些問題。
awake adj. not sleeping
eg. He was awake at 3am. 他凌晨3點鐘醒來。
unconscious adj. senseless, absent-minded, unthinking
eg. He was quite unconscious of the danger.他對自己的危險處境一無所知。
④ poisonous adj. deadly, harmful
eg. There are hundreds of poisonous spiders and snakes. 毒蜘蛛和毒蛇成百上千。
（設計意圖：先就短文內容有一整體印象，掃清生詞障礙，為理解短文內容做準備。）
Ss read the text, underline the first aid of ABC.
A: Awake.
B: Breathing.
C: Continue Care.
（設計意圖：了解短文大意，初步理解短文，能就所需信息搜索相關內容，培養學生搜索關鍵信息的閱讀技巧。）
Activity 9.
Ask Ss to read the text once more carefully, and choose the correct answers for Activity 9. Then check the answers by telling the reasons according to the text.
（設計意圖：了解短文細節，進一步理解短文，通過學生搜索相關細節的過程，培養學生分類歸納能力。）
Activity 10.
Ask Ss to tell what they have underlined and list the phrases about the information in the text, and fill in the blanks of Activity 10, then encourage them to explain the details with these sentences begin with as long as, if, while, that’s why …：
As long as you give him/her a chance to …, it doesn’t matter whatever you say.
If the victim is not awake, try to wake him.
While the ambulance is on its way, you still have to care for the victim.
That’s what you should do before you carry out first aid.
（設計意圖：更進一步理解短文，培養學生分類歸納能力，解決本課的語法難點。）
Ss read the text aloud altogether after the tape twice and practice reading themselves. Ask Ss to try their best to retell the text in the front of our class.
（設計意圖：通過跟讀和朗讀，進一步熟悉短文中的詞匯和短語，為后面的輸出練習打下基礎。）
Step Three Production
Activity 11.
Give Ss the situation that they are having the class of First Aid, ask them to complete the note of this lesson.
（設計意圖: 通過學生以書面形式記錄急救知識，進一步鞏固并檢測所學詞匯與句型。）
Ask Ss to give a speech about the first aid in the front of our class.
（設計意圖: 分層次教學，較好的學生以口頭形式描述有關急救的知識，鞏固并檢測所學詞匯與句型。）
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
initial treatment ambulance awake victim
CPR wound unconscious roll useless
Sentence Patterns for asking and giving directions:
As long as you give him/her a chance to …, it doesn’t matter whatever you say.
If the victim is not awake, try to wake him.
While the ambulance is on its way, you still have to care for the victim.
That’s what you should do before you carry out first aid.
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Ask Ss to look for other ways of first aid on the internet, and focus on other fields of security, such as food, medicine, personal safety and so on, they can communicate with each other after class,
（設計意圖: 課后進一步練習鞏固本堂課所學內容, 提醒大家需要關注其他的安全問題，培養安全意識。）
四、板書設計
Phrases: initial treatment ambulance awake victim CPR wound unconscious roll useless Sentence patterns: As long as you give him/her a chance to …, it doesn’t matter whatever you say. If the victim is not awake, try to wake him. While the ambulance is on its way, you still have to care for the victim. That’s what you should do before you carry out first aid.Unit 8 That’s how most accidents happen
Listening and speaking教學設計
一、教材分析
教學內容
本課包括Lead-in & Listening and speaking兩部分，具體內容為：認知安全標志和指示語；聽懂并掌握交通事故安全的簡單對話，能準確地表達怎樣防止交通事故發生的各種注意事項。
教學重點、難點
（1）教學重點
認知安全標志和指示語；聽懂并掌握有關交通安全事故的簡單對話，特別是事故的發生時間，事故原因。
（2）教學難點
準確地表達怎樣防止交通事故發生的各種注意事項。
二、教學目標
知識目標
（1）學習并識記安全標志和指示語，如：
Emergency exit, No open flame, No cell-phone, No parking ,…
（2）學會并能套用描述交通事故的詞和句型，如：
traffic accident, ran into, drive too fast, drunk, get injured, observe traffic rules, wear seatbelts, get in the habit of…
Who should be responsible for…
That’s how....
Why do some guys like to drive…
Everybody should....
It’s just hard for … to…
能力目標
（1）能聽懂關于交通事故的對話。
（2）能準確地表達交通事故發生的原因。
（3）能記住交通安全的相關詞匯與短語，并熟練運用于句型中。
情感目標
（1）讓學生了解交通事故常發生的原因，培養學生良好的交通安全意識。
（2）培養學生形成良好的英語學習策略，提高他們對英語學習的興趣。
三、教學步驟
Step One Lead-in
Ask Ss to read the title of this unit and guess what will be learned in this unit. Elicit the topic of this unit to the Ss，Ss can talk about this topic.
（設計意圖：通過本單元的題目引入本單元的話題，讓學生了解本單元所涉及的內容。）
Activity 1.
Show the pictures on PPT (without the phrases outside the diamond lattices). Ask students to tell the signs according to the pictures. Then give the phrases about the signs according to what Ss talk about. Write the key words and phrases and ask students read aloud if necessary:
Key words:
No smoking, No parking, Slow ,please, Caution…
We should …
Maybe we could ...if we don’t observe the traffic rules.
(嘗試由學生提出安全標志的相關短語，刺激學生的學習興趣，為完成后面的聽、說、讀、寫等活動做準備。）
Ask Ss to match the pictures in Activity 1 on Page 94. Ask Ss to write them on the blackboard, then check the answers.
Think: We should learn English words according to observing, use the English wherever we could in daily life.
（設計意圖：通過日常生活的觀察來學習英語，培養學生形成良好的學習策略。）
Activity 2.
Questions:
(1)Do you have a car
(2)Do want to have a car
(3)Do you know the things that you can’t do whiling driving
Help Ss to have a brainstorm :
How to be a good driver
（設計意圖：通過討論和頭腦風暴，為完成后面的聽、說、讀、寫做詞匯準備。）
Step Two Listening and speaking
Activity 3.
Ask Ss to read Activity 2—3 on P95. Remind Ss to pay attention to the key words about the traffic accident. Then play the audio once and ask Ss to do Activity 2. Check the answer；play again, Ss do Activity 3，Check the answer. Keys: Activity 2: a; Activity 3: a, b, a, d, c
（設計意圖：先就對話內容有一整體印象，然后再聽對話，了解大意，為理解對話內容做相應準備。同時完成基礎任務。）
Ask Ss to read Activity 4 on P95. Remind Ss to read and remember the key sentences of the dialogue. Then play the audio a third. Ss do Activity 4, check the answer. Keys: 1. three times; 2. ran into; 3. fast…cool; 4. observe…can protect ourselves.
（設計意圖：進一步聽懂對話部分細節，熟悉對話內容，培養學生聽細節的聽力技巧。）
Activity 4.
Ss read the dialogue in Activity 5 on P96. Play the audio once and ask Ss to pay attention to the similar.
（設計意圖:學生發現聽力對話和Activity 5對話的相似性，順利由聽過渡到說。）
Activity 5.
Ask Ss to read Activity 5 again and pay attention to the details of traffic accident: when, who, what, where and why. Then play the audio again.
（設計意圖: 聽懂對話細節，了解對話的細節，培養學生聽細節的聽力技巧, 為后面的說做準備。）
Activity 6.
Play the audio again. Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（設計意圖: 通過逐句跟讀與集體朗讀，訓練學生正確的語音語調，培養學生模仿英美原音語音語調的學習習慣。）
Ask Ss to find out the sentence patterns about the traffic accident in the dialogue, then read aloud and mark these sentence patterns on their textbooks if necessary.
What, when, who: I was reading the news about a car accident that happened this morning. Two cars ran into each other.
The result: The driver died at the time. The other one was badly injured.
Why: They drove too fast. What’s worse, they weren’t wearing their seatbelts.
We should: observe traffic rules. That’s how we can protect ourselves.
（設計意圖: 通過讓學生自己與交通事故相關的句型，訓練學生的分析歸納能力，培養學生自主學習的能力。）
Give some other sentence structures to make sure Ss understand the dialogue more:
That’s how most accidents happen.
eg. That’s why we should observe traffic rules.
That’s what we should do.
That’s where I read English every morning.
It’s just hard for them to get in the habit of wearing one.
eg. It’s easy for him to learn maths well.
It’s important for us to keep healthy.
Activity 7.
Show the form in Activity 6. Ask Ss to summary and finish the form.
should shouldn’t
wear seatbelts when driving wear no seatbelts when driving
drive at an appropriate speed drive too fast
drive no drinking drive after drinking
run the green light use mobile phone while driving
（設計意圖: 練習有關安全駕車的句型，進一步鞏固所學詞匯與句型。）
Step Three Production
Practice 1:
Give a picture about a traffic accident, ask Ss to make a dialogue like Activity 5;
Practice 2:
What do you think are the most important thing as a driver and write it up
Key words: traffic rules, car accident, wear the seatbelt, fasten the seatbelt, run the red light, speed limit, drive after drinking, use mobile phone while driving;
（設計意圖: 通過模擬表演練習，讓學生本堂課所學詞匯與句型能夠遷移到日常生活中，同時訓練學生口頭表達能力，并培養學生正確的交通安全知識。）
Step Four Summary
Make a short summary of what we’ve learned in this period.
Key vocabulary:
Emergency exit，No open flame，No cell-phone，No parking ,No drinking
traffic accident, ran into, drive too fast, drunk, get injured, observe traffic rules, wear seatbelts, get in the habit of, car accident, fasten the seatbelt, run the red light, speed limit, drive after drinking, use mobile phone while driving;
Sentence Patterns :
Who should be responsible for…？
That’s how....
Why do some guys like to drive…
Everybody should....
It’s just hard for … to…
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Get more knowledge on traffic regulations and write them down.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
Phrases: traffic accident, ran into, drive too fast, drunk, get injured, observe traffic rules, wear seatbelts, get in the habit of, car accident, fasten the seatbelt, run the red light, peed limit, drive after drinking, use mobile phone while driving; Sentence patterns: 1) Who should be responsible for…？ 2)That’s how.... 3)Why do some guys like to drive… 4)Everybody should.... 5)It’s just hard for … to…Unit 8 That’s how most accidents happen
Language in Use教學設計
一、教材分析
教學內容
本課包括Language in use部分，具體內容為：表語從句的基本句型及常見用法。
教學重點、難點
（1）教學重點
表語從句的基本句型。
（2）教學難點
表語從句的常見用法。
二、教學目標
知識目標
（1）學會并能套用表語從句的基本句型
（2）學習表語從句的常見用法：
能力目標
（1）能套用表語從句的基本句型并熟練運用。
（2）能正確使用表語從句。
情感目標
了解該怎樣正確使用表語從句，培養學生日常生活中形成恰當使用語言的良好習慣。
三、教學步驟
Step One Lead-in
Check the homework in last period. Ask Ss to read the dialogue and text in Activity 5 and 8 once more. Ss will find out the following sentences:
That’s how most accidents happen.
That’s how we can protect ourselves.
That’s what you should do before you carry out first aid.
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
Ask Ss to read Grammar focus on P99 altogether. And find the features .
（設計意圖：通過給出大量表語從句的范例句，為學生學習表語從句的句型及用法做鋪墊。）
Step Two Language in use
The Predicative Clause 表語從句
Structure:
1）觀察：
Jane is an American teacher.
主語 系動詞 表語
Jane looks like an American teacher.
主語 系動詞 表語
Jane saw an American teacher.
主語 謂語（及物動詞） 賓語
2） That is how most accidents happen.
主語 系動詞 表語（從句）
That is how we can protect ourselves.
主語 系動詞 表語（從句）
That is what you should do before you carry out first aid.
主語 系動詞 表語（從句）
Structure: 【主語 + 系動詞 + 引導詞 + 從句】
(設計意圖：通過句子結構分析的復習，認識表語從句的基本句型。）
系動詞：be動詞、look、sound、taste、smell、feel、seem、appear、become…
引導詞：1） 連詞：that，whether， as, as if;
2) 連接代詞： who, what, which
3) 連接副詞： when, where, why, how
Usage:
在句子中起表語作用的從句叫做表語從句，位于主句系動詞的后面。表語從句的引導詞和主語從句的引導詞相同。也是名詞性從句的一種。
The trouble is that we are short of water.
This is what we should do.
That’s why I want to go there.
表語從句要用陳述語序。
False: The question is when can he arrive in Beijing.
Right: The question is when he can arrive in Beijing.
不可以用if，而用whether 連接表語從句(as if 例外）。
False: The question is if they can finish the task on time.
Right: The question is whether they can finish the task on time.
Right: It looked as if he had understood this question.
that在表語從句中不可以省掉。
（設計意圖：通過表語從句用法的介紹及例句，正確使用表語從句。）
Practice （on PPT）
1. The question is ________ we will have our sports meet next week.
A. that B. if C. when D. whether
2．The reason why he failed is ________he was too careless.
A. because B. that C. for D. because of
3. Go and get your coat. It’ s ________you left it
A. where B. there C. there where D. where there
4．The problem is _________to take the place of Ted
A. who can we get B. what we can get
C. who we can get D. that we can get
5. What I want to know is ______ he likes the gift given by us.
A. that B. if C. whether D.不填
6. The reason is _________I missed the bus.
A. that B. when C. why D. what
7. That is __ ___ we were late last time.
A. that B. when C. why D. what
8. She looked _________ she were ten years younger.
　A. that B. like C. as D. as though
9.—I fell sick!
--I think it is _______ you are doing too much.
A. why B. when C. what D. because
10. The reason why he hasn’t come is ___________.
A. because his mother is ill B. because of his mother’s being ill
C. that his mother is ill D. for his mother is ill
11. —He was born here.
-- That is _______ he likes the place so much.
A. that B. what C. why D. how
12.That is ______ Lu Xun once lived.
A. what B. where C. that D. why
（keys: DBACC ACDDC CB）
（設計意圖：通過學生完成表語從句的練習，進一步明確表語從句的特征和用法.）
More sentence structures:
The trouble is that I have lost his phone number.
My suggestion is that we should tell him the truth.
The question is whether the film is worth seeing.
The question is who (m) we should believe in.
What I want to know is which road we should take.
The problem is how we can find him.
That’s where I first met her.
That’s why he didn’t attend the meeting.
That’s why I didn’t agree with my father.
Next Sunday is when we shall meet.
（設計意圖：給出更多例子讓學生對表語從句的句型結構進一步地熟悉。）
Ask Ss to read those sentences，try to understand the meaning of these sentences. Instruct Ss to understand the sentences. Then do Activity 12 and 13 on Page 100. Check the answer. (Keys: Activity 12: a, b, c, a, c; Activity 13: 1-d, 2-b, 3-a, 4-e, 5-c)
（設計意圖：引導學生關注表語從句使用的具體使用情境，通過獨立完成練習，進一步了表語從句的用法。）
Step Three Production：
Activity 14.
Divide Ss into groups and make a poster , finish the poster on P101. Each group fills the blanks in the poster by discussion.
（設計意圖：分組并制作急救海報，為下一步演講做準備，以進一步鞏固學生所學句型和用法。）
Ask some students to make a speech according to the poster. Show the poster.
（設計意圖：結合本單元所學內容，練習使用表語從句，以檢查學生對所學內容的掌握情況。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Structure: 【主語 + 系動詞 + 引導詞 + 從句】
Usage：
在句子中起表語作用的從句叫做表語從句，位于主句系動詞的后面。表語從句的引導詞和主語從句的引導詞相同。也是名詞性從句的一種。
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Exchange the poster with other group. Write the speech down on Activity 14. Hand in the homework.
（設計意圖: 課后進一步練習鞏固本堂課所學內容，通過檢查作業可以了解學生掌握語法的情況。）
四、板書設計
1.觀察 2.從句結構 3.從句用法 More sentence structures: The trouble is that I have lost his phone number. My suggestion is that we should tell him the truth. The question is whether the film is worth seeing. The question is who (m) we should believe in. What I want to know is which road we should take. The problem is how we can find him. That’s where I first met her. That’s why he didn’t attend the meeting. That’s why I didn’t agree with my father. Next Sunday is when we shall meet.

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