资源简介

Unit 8 That’s how most accidents happen
Vocabulary practice 教学设计
教材分析
教学内容
本课括Vocabulary practice和Supplementary reading两个部分，具体内容为：词汇补充练习；能够读懂补充短文所描述的内容并根据短文描述完成后面相关的练习。
2. 教学重点、难点
（1）教学重点
复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。完成同步练习中相对应的练习。
（2）教学难点
读懂拓展阅读中的文章内容并完成相关阅读练习。
教学目标
1. 知识目标
（1）熟记本单元有关安全的词汇与短语。
（2）学习拓展阅读短文中出现的词汇和短语，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.
能力目标
（1）复习本单元词汇与短语及表语从句的基本用法，能熟练运用这些词汇及句型，完成相关练习。
（2）能够读懂短文所描述的内容并根据短文描述完成相关练习。
3. 情感目标
了解有关儿童安全座椅的常识，增强学生交通安全出行的意识。
教学步骤
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.
（设计意图：检查上一课时布置的作业，复习所学内容。）
Ss read the words and expressions on P97 after the teacher, then read in groups or altogether.
（设计意图：进一步熟悉本单元所学词汇与短语，巩固所学内容。）
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
（设计意图：通过词义连线，复习前面所学的内容。）
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
（设计意图：让学生先读释义再进行搭配，复习本单元词汇，巩固词义。）
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
（设计意图：引导学生关注介词与动词后通常所搭配的词汇，复习本单元出现过的介词短语和动词短语。）
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
（设计意图：通读短文，熟悉生词，扫清阅读障碍。）
Ss read the words and phrase in the word list on P104-105 after teacher, then read first in groups then together.
（设计意图：熟悉拓展阅读中的生词，为进一步阅读短文做铺垫。）
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
（设计意图：学生带着问题阅读文章，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.
（设计意图：对文章的细节进行了解，进一步理解短文。）
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.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Production
Ss do the exercises of Part I in Exercise Book. Make comments after Ss complete.
（设计意图：完成本单元的练习，进一步巩固本单元所学内容。）
Step Five Homework
Complete the exercises of Part II and Part III in Exercise Book.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
板书设计
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教学设计
一、教材分析
教学内容
本课包括Reading and writing部分，具体内容为：阅读关于急救ABC介绍的短文；能够读懂短文所描述的内容并根据短文描述归纳写出急救相关措施；能够写出急救措施的具体细节和操作。
教学重点、难点
（1）教学重点
学习介绍急救的词汇与短语；读懂关于急救的短文；能够读懂短文所描述的内容并根据短文描述归纳写出急救相关措施；能够写出急救措施的具体细节和操作。
（2）教学难点
写出急救措施的具体细节和操作。
二、教学目标
知识目标
（1）学习描述急救的词汇与短语，如：
initial treatment ambulance awake victim
CPR wound unconscious roll useless
poisonous
（2）学会并能套用相关的句型，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.
能力目标
（1）关于急救ABC介绍的短文。
（2）能够读懂短文所描述的内容并根据短文描述归纳写出急救相关措施。
（3）能够写出急救措施的具体细节和操作。
3. 情感目标
（1）让学生掌握描述急救方法，树立相关的安全意思，培养学生乐于助人的正确态度。
（2）培养学生在日常生活中运用英语的习惯，提高他们对英语学习的兴趣。
三、教学步骤
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.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
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.
（设计意图：引入本课时即将学到的词汇和短语，为阅读短文扫除一些障碍。教师提供读音的范例，为降低后面任务完成的难度做了铺垫。）
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.
（设计意图：让学生对谈论关于急救的内容，并进行思考和总结，为阅读任务的完成进行准备，同时培养学生的归纳能力。）
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. 本次初步会议的目标是澄清这些问题。
awake adj. not sleeping
eg. He was awake at 3am. 他凌晨3点钟醒来。
unconscious adj. senseless, absent-minded, unthinking
eg. He was quite unconscious of the danger.他对自己的危险处境一无所知。
④ poisonous adj. deadly, harmful
eg. There are hundreds of poisonous spiders and snakes. 毒蜘蛛和毒蛇成百上千。
（设计意图：先就短文内容有一整体印象，扫清生词障碍，为理解短文内容做准备。）
Ss read the text, underline the first aid of ABC.
A: Awake.
B: Breathing.
C: Continue Care.
（设计意图：了解短文大意，初步理解短文，能就所需信息搜索相关内容，培养学生搜索关键信息的阅读技巧。）
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.
（设计意图：了解短文细节，进一步理解短文，通过学生搜索相关细节的过程，培养学生分类归纳能力。）
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.
（设计意图：更进一步理解短文，培养学生分类归纳能力，解决本课的语法难点。）
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.
（设计意图：通过跟读和朗读，进一步熟悉短文中的词汇和短语，为后面的输出练习打下基础。）
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.
（设计意图: 通过学生以书面形式记录急救知识，进一步巩固并检测所学词汇与句型。）
Ask Ss to give a speech about the first aid in the front of our class.
（设计意图: 分层次教学，较好的学生以口头形式描述有关急救的知识，巩固并检测所学词汇与句型。）
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.
（设计意图: 总结回顾本堂课所学内容，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,
（设计意图: 课后进一步练习巩固本堂课所学内容, 提醒大家需要关注其他的安全问题，培养安全意识。）
四、板书设计
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教学设计
一、教材分析
教学内容
本课包括Lead-in & Listening and speaking两部分，具体内容为：认知安全标志和指示语；听懂并掌握交通事故安全的简单对话，能准确地表达怎样防止交通事故发生的各种注意事项。
教学重点、难点
（1）教学重点
认知安全标志和指示语；听懂并掌握有关交通安全事故的简单对话，特别是事故的发生时间，事故原因。
（2）教学难点
准确地表达怎样防止交通事故发生的各种注意事项。
二、教学目标
知识目标
（1）学习并识记安全标志和指示语，如：
Emergency exit, No open flame, No cell-phone, No parking ,…
（2）学会并能套用描述交通事故的词和句型，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…
能力目标
（1）能听懂关于交通事故的对话。
（2）能准确地表达交通事故发生的原因。
（3）能记住交通安全的相关词汇与短语，并熟练运用于句型中。
情感目标
（1）让学生了解交通事故常发生的原因，培养学生良好的交通安全意识。
（2）培养学生形成良好的英语学习策略，提高他们对英语学习的兴趣。
三、教学步骤
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.
（设计意图：通过本单元的题目引入本单元的话题，让学生了解本单元所涉及的内容。）
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.
(尝试由学生提出安全标志的相关短语，刺激学生的学习兴趣，为完成后面的听、说、读、写等活动做准备。）
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.
（设计意图：通过日常生活的观察来学习英语，培养学生形成良好的学习策略。）
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
（设计意图：通过讨论和头脑风暴，为完成后面的听、说、读、写做词汇准备。）
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
（设计意图：先就对话内容有一整体印象，然后再听对话，了解大意，为理解对话内容做相应准备。同时完成基础任务。）
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.
（设计意图：进一步听懂对话部分细节，熟悉对话内容，培养学生听细节的听力技巧。）
Activity 4.
Ss read the dialogue in Activity 5 on P96. Play the audio once and ask Ss to pay attention to the similar.
（设计意图:学生发现听力对话和Activity 5对话的相似性，顺利由听过渡到说。）
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.
（设计意图: 听懂对话细节，了解对话的细节，培养学生听细节的听力技巧, 为后面的说做准备。）
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.
（设计意图: 通过逐句跟读与集体朗读，训练学生正确的语音语调，培养学生模仿英美原音语音语调的学习习惯。）
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.
（设计意图: 通过让学生自己与交通事故相关的句型，训练学生的分析归纳能力，培养学生自主学习的能力。）
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
（设计意图: 练习有关安全驾车的句型，进一步巩固所学词汇与句型。）
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;
（设计意图: 通过模拟表演练习，让学生本堂课所学词汇与句型能够迁移到日常生活中，同时训练学生口头表达能力，并培养学生正确的交通安全知识。）
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…
（设计意图: 总结回顾本堂课所学内容，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.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
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教学设计
一、教材分析
教学内容
本课包括Language in use部分，具体内容为：表语从句的基本句型及常见用法。
教学重点、难点
（1）教学重点
表语从句的基本句型。
（2）教学难点
表语从句的常见用法。
二、教学目标
知识目标
（1）学会并能套用表语从句的基本句型
（2）学习表语从句的常见用法：
能力目标
（1）能套用表语从句的基本句型并熟练运用。
（2）能正确使用表语从句。
情感目标
了解该怎样正确使用表语从句，培养学生日常生活中形成恰当使用语言的良好习惯。
三、教学步骤
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.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Ask Ss to read Grammar focus on P99 altogether. And find the features .
（设计意图：通过给出大量表语从句的范例句，为学生学习表语从句的句型及用法做铺垫。）
Step Two Language in use
The Predicative Clause 表语从句
Structure:
1）观察：
Jane is an American teacher.
主语 系动词 表语
Jane looks like an American teacher.
主语 系动词 表语
Jane saw an American teacher.
主语 谓语（及物动词） 宾语
2） That is how most accidents happen.
主语 系动词 表语（从句）
That is how we can protect ourselves.
主语 系动词 表语（从句）
That is what you should do before you carry out first aid.
主语 系动词 表语（从句）
Structure: 【主语 + 系动词 + 引导词 + 从句】
(设计意图：通过句子结构分析的复习，认识表语从句的基本句型。）
系动词：be动词、look、sound、taste、smell、feel、seem、appear、become…
引导词：1） 连词：that，whether， as, as if;
2) 连接代词： who, what, which
3) 连接副词： when, where, why, how
Usage:
在句子中起表语作用的从句叫做表语从句，位于主句系动词的后面。表语从句的引导词和主语从句的引导词相同。也是名词性从句的一种。
The trouble is that we are short of water.
This is what we should do.
That’s why I want to go there.
表语从句要用陈述语序。
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 连接表语从句(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在表语从句中不可以省掉。
（设计意图：通过表语从句用法的介绍及例句，正确使用表语从句。）
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）
（设计意图：通过学生完成表语从句的练习，进一步明确表语从句的特征和用法.）
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.
（设计意图：给出更多例子让学生对表语从句的句型结构进一步地熟悉。）
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)
（设计意图：引导学生关注表语从句使用的具体使用情境，通过独立完成练习，进一步了表语从句的用法。）
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.
（设计意图：分组并制作急救海报，为下一步演讲做准备，以进一步巩固学生所学句型和用法。）
Ask some students to make a speech according to the poster. Show the poster.
（设计意图：结合本单元所学内容，练习使用表语从句，以检查学生对所学内容的掌握情况。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Structure: 【主语 + 系动词 + 引导词 + 从句】
Usage：
在句子中起表语作用的从句叫做表语从句，位于主句系动词的后面。表语从句的引导词和主语从句的引导词相同。也是名词性从句的一种。
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Exchange the poster with other group. Write the speech down on Activity 14. Hand in the homework.
（设计意图: 课后进一步练习巩固本堂课所学内容，通过检查作业可以了解学生掌握语法的情况。）
四、板书设计
1.观察 2.从句结构 3.从句用法 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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