Lesson 15 My Helmet Saved My Life!教学活动设计方案

Lesson 15 My Helmet Saved My Life!

整体设计

教学目标

1.记忆单词helmet,sudden,wham,blood,knee,bleed,sharp,rock,stick,scary,goodness,stranger,careless;短语all of a sudden,go down,so…that…,lie down,take off,stick out of,Thank goodness!

2.掌握重点句型:①I went down hard on my right side.②As I lay there,I took off my helmet.③There was a sharp rock sticking out of it.④Thank goodness I wore my helmet!⑤I shouted for help.

3.能够听懂描述生活中的小事故,并能从中获取有效信息。

4.能够与他人描述生活中的一次小事故。

教学内容

1.学会并能正确使用单词及短语:helmet,sudden,wham,blood,knee,bleed,sharp,rock,stick,scary,goodness,stranger,careless,all of a sudden,go down,so…that,lie down,take off,stick out of,Thank goodness!

2.能够听懂及读懂生活中的小事故,并从中获取有效信息。

3.能够运用下列句型:①I went down hard on my right side.②As I lay there,I took off my helmet.③There was a sharp rock sticking out of it.④Thank goodness I wore my helmet!⑤I shouted for help. 教学重难点

1.能够正确应用本课的重点词汇helmet,sudden,blood,bleed,sharp,stick,scary,goodness,stranger,careless;掌握重点短语all of a sudden,go down,so…that…,lie down,take off,stick out of,Thank goodness!

2.学会与他人描述生活中的一次小事故。

教学思路

思路一:本课的教学内容是冀教版九年级英语第三单元的第15课,主要以“我的头盔救了我的命”为题,利用多媒体展示三张“自行车”的图片导入新课,询问学生这三种骑自行车方式是否安全,引起学生们的讨论,激发他们的学习兴趣、通过设置简单的判断正误题,培养学生快速阅读掌握文章大意的能力,并增强学生的自信心。

思路二:本课的教学内容是冀教版九年级英语第三单元的第15课,主要以“我的头盔救了我的命”为题,通过师生互动,讨论Think About It与Dig In中的问题来导入新课,锻炼学生的口语交际能力。通过小组合作探究,找出本课的重点短语及重点句型,其同解决疑难,使学生得到成功的喜悦。

教学准备

教师在课前设计教学PPT,准备录音机和磁带,多媒体等。

教学过程

StepⅠ.Lead in

Leading in 【情景1】

T:Hello,everyone.Today we’ll learn Lesson 15.Please look at the pictures.(Show students the following pictures.) Picture 1 Picture 2 Picture 3

Let students have a short discussion in groups and try to answer the following questions on the screen.

(1)What should people do when they ride bikes?

(2)Look at Picture 2 and Picture 3.The men are riding their bikes in a special way.Do you think it is safe for you to do this?

The teacher gives students three minutes to have a discussion in groups.

【Keys】

(1)People should ride carefully.They shouldn’t ride too fast.They might injure themselves or someone else. (2)The answer is open.

T:OK.Let’s look at Lesson 15.Let’s see what happened to Jackie.

[设计意图] 通过多媒体展示图片直接导入与本课有关的话题,帮助学生尽快融入情景之中,为文章的学习奠定基础。

Leading in 【情景2】

T:Good morning/afternoon,class.Today we’ll start a new lesson.How do you go to school?How do you stay safe?

S1:I walk to school.I stay safe by always looking left and right before I cross the road.

S2:I take the bus to school.I stay safe by waiting for the bus on the sidewalk and waiting for the bus to stop before I get on and off.

S3:My parents drive me to school.I stay safe by always wearing a seatbelt in the car.

S4:I ride my bike to school.I stay safe by wearing my helmet and paying attention to street signs.

T:Very good.Riding a bicycle is good exercise.It’s an environmentally friendly form of transportation and it’s fun!But are you always careful when you ride your bicycle?Why or why not?

S5:Sometimes I ride my bike for very short distances so I am not careful and I don’t wear my helmet.

S6:Sometimes I ride my bike too fast.

T:We all make mistakes,but our safety is the most important thing,and we must remember to always be careful and take care of ourselves.Let’s look at the Dig In for some helpful safety tips we should think about before we ride our bicycle.

[设计意图] 通过师生互动,讨论Think About It中的问题导入新课,锻炼学生的口语表达能力。

StepⅡ.Presentation

The teacher shows the new words on the screen.Ask students to try to read these words.The students follow the teacher three times.Then give the students five minutes to memorize the new words.

[设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,为下一步的课文学习奠定基础。

StepⅢ.Reading

1.Read the text aloud.

Let the students listen to the tape and repeat it sentence by sentence,and then let the students read it aloud by themselves.

[设计意图] 给学生播放录音,学生进行跟读并模仿,纠正学生的语音和语调,朗读课文培养其语感。

2.Scan reading.

T:Boys and girls,please read quickly and write true or false.And then you can discuss in your groups.I’ll give you five minutes.

Show Let’s Do It!No. 1 on PPT.

Read the lesson and write true(T)or false(F).

(1)She was riding her bicycle when she fell.

(2)Her head hit the ground.

(3)She stood up and shouted for help.

(4)Her friend came to help and drove her to the hospital.

(5)Her bicycle helmet saved her life.

【Keys】

(1)T (2)T (3)F (4)F (5)T

[设计意图] 让学生快速阅读课文,提取文章大意,进行判断正误,这五道题目的设置比较简单,大部分同学都能回答,可以增强学生的自信心。

3.Read the text and find out main phrases and sentences.

Main phrases:

·all of a sudden

·go down

·so…that…

·lie down

·take off

·stick out of

·Thank goodness!

·get on

Main sentences:

·“There’s something wrong with me,”I thought.

·Thank goodness I wore my helmet!

·When my mother got to the hospital,she gave me a big hug.

·The tyres are neither too full nor too flat. ☆教材解读☆

1.All of a sudden,WHAM!

◆all of a sudden意为“突然”,相当于suddenly,常在句中作状语,说明某一动作发生时的情况。

◆wham在本句中为感叹词,意为“砰,嘭”,它还可用作名词,表示“重击声,重击”;用作动词表示“重击,砰砰地打”。

2.I went down hard on my right side.

◆go down在本句中意为“倒下”。

【拓展】

go down还可意为“下去,蹲下,下降”。

◆on在本句中意为“凭借,靠”,side意为“(身体)侧边,肋”,on my right side在这里指“我以右侧身体着地”。

3.“There’s something wrong with me,”I thought.

“There’s something wrong with…”意为“……有问题”,相当于“Something is wrong with…”,其否定式为“There is nothing wrong with…”或“There isn’t anything wrong with…”。

4.I felt so terrible that I lay down again.

◆so…that…意为“如此……以至于……”。so为副词,后面可接形容词或副词,that为连词,后接结果状语从句。与so…

that…类似的结构为:such…that…。二者意思相同,不同的是such后面接名词。so…that…引导结果状语从句,可以与too…to…或“not+形容词+enough to do sth.”作同义句转换。

【拓展】

(1)so后面也可以接名词,但应该有many,much,few,little等表示量的形容词对名词加以修饰,这时句式结构为:

①so many/few+可数名词复数+that从句

②so much/little+不可数名词+that从句

(2)so…that句式在修饰可数名词单数时还可以用在下面的句式中:

so+形容词+a/an+可数名词单数+that从句。

◆lie down意为“躺下”。

5.My hand and knee were bleeding.

bleed为动词,意为“流血,失血”,是blood的动词形式,其过去式、过去分词为bled。

6.As I lay there,I took off my helmet.

take off在本句中意为“脱下”,反义词组为put on。

【拓展】

take off还表示“(飞机等)起飞”之意。

7.There was a sharp rock sticking out of it.

stick out of意为“从……伸出来”。stick为动词,意为“插入,穿入”,过去式、过去分词为stuck。

8.Thank goodness I wore my helmet!

◆thank goodness意为“谢天谢地”,也可说成thank God。

◆I wore my helmet是省略了引导词that的原因状语从句。

9.When my mother got to the hospital,she gave me a big hug.

when为从属连词,引导时间状语从句,表示主从句的动作同时发生,或从句的动作发生在主句动作之前。另外,对时间提问也可以用when。

10.She knew I was careless and did not always wear my helmet.

careless为形容词,意为“粗心的”,其反义词为careful“细心的”,其副词为carelessly“粗心地”。

11.My bicycle helmet saved my life!

save为及物动词,意为“救,挽救”,句中短语save one’s life意为“救某人的命”。

【拓展】

(1)save sb./sth. from…意为“挽救某人/某物于……,从……救出某人/某物”,from后跟sth.或doing sth.。

(2)save还可意为“节省,节约”。save sth.意为“节省某物”;save sb. sth.意为“为某人节省某物”。

12.But before getting on a bicycle,you should double check the following things:

本句中的get on意为“上(车、飞机等)”,反义词组为get off。

13.The tyres are neither too full nor too flat.

neither…nor…意为“既不……也不……”,为并列连词词组,连接两个相同成分。连接两个并列主语时,谓语动词通常与最近的主语在人称和数上保持一致。

[设计意图] 对文中的重难点和短语句型进行讲解,帮助学生明确语言点,从而更好地运用它们。

StepⅣ.Listening

T:Boys and girls,it’s our listening time.Please listen to the video and do Let’s Do It!No. 2.

Show Let’s Do It!No. 2 on PPT.

Listen to the passage and tick the sentences mentioned.

Check the brakes,light and tyres.

Ride on the sidewalk.

Make a way for people walking.

Don’t play with others.

Wear light-coloured clothes.

Follow the traffic signs and rules.

Always wear your helmet.

Everything ready?Go!

【Keys】

Ride on the sidewalk.Make a way for people walking.Don’t play with others.Follow the traffic signs and rules.Always wear your helmet.

[设计意图] 通过听力训练,提高学生迅速从听力短文中获取重要信息的能力,锻炼学生听的技能。

StepⅤ.Group work

1.Show Let’s Do It!No. 4 on PPT.

Work in groups.Discuss what you should do to keep safe when you ride a bicycle.Then write a short passage and present it to the class.

2.Instruct the students to work in groups and pretend they work for the city.The city is opening a new bike path in a local park,and their job is to make a sign that gives people safety tips and helpful warnings before they enter the park to ride their bikes.

3.Have them write a list of three safety tips and two helpful warnings on a piece of large poster paper.

4.Ask the groups to present their signs.

[设计意图] 通过小组合作的形式,说明骑自行车时怎样保持安全,为学生创建成果展示平台,激发学生的兴趣。

StepⅥ.Practice

Ⅰ.Show Let’s Do It!No. 3 on PPT.

Fill in the blanks with the correct forms of the words in the box. blood,knee,stick,stranger,careless 1.I hurt my

,and it’s painful when I walk.

2.Although they were

,they got on very well with each other.

3.He stopped the car and found a nail

in the tyre.

4.It is an honour for everyone to give

.

5.He failed the exam because he was so

with his spelling.

☆教材解读☆

1.Although they were strangers,they got on very well with each other.

get on well with意为“与……相处得好”,相当于get along well with。

【拓展】

“与……相处得不好”可以说get on badly with…。

find+宾语+现在分词,其中现在分词作宾语补足语。

Ⅱ.根据句意及首字母提示补全单词

1.B

is thicker than water.

2.She fell to the ground on her k

and prayed(祈祷).

3.The little boy s

his chopsticks into his food at lunchtime yesterday.

4.I was too c

that I made many mistakes in the math exam.

5.The man knew nothing about the little girl.They were s

.

Ⅲ.单项填空

1.There’s something wrong

my bike.

A.with

B.of

C.for

D.from 2.He is so

that he can’t pass the exam.

A.care

B.careful

C.careless

D.carefully 3.She was tired and

down.

A.lie

B.lay

C.lying

D.lied 4.—It’s very hot today,isn’t it?

—Yes,it is.Why not

your jacket?

A.take care

B.take place C.take after

D.take off 5.Lin Shuhao is

famous

all the basketball fans in China know him.

A.too,to

B.enough,to C.so,that

D.as,as

【Keys】

Ⅰ.1.knee 2.strangers 3.sticking 4.blood 5.careless Ⅱ.1.Blood 2.knee 3.stuck 4.careless 5.strangers

Ⅲ.1.A 2.C 3.B 4.D 5.C

[设计意图] 掌握本课的重点短语和句子之后,做词汇与单选练习,有效巩固本课所学知识。

StepⅦ.Summary

In this class,we’ve learnt something about helpful safety tips when riding bicycles and some main phrases and sentences.

[设计意图] 给学生以总结,让学生明确这节课的学习内容。

StepⅧ.Homework

1.Finish off the remaining exercises in the activity book.

2.Read the next reading in the student’s book.

[设计意图] 让学生通过习题巩固本节内容,并提前做好预习。

板书设计

Lesson 15 My Helmet Saved My Life! Main phrases: ·all of a sudden ·go down ·so…that…

·lie down ·take off ·stick out of ·Thank goodness! ·get on Key structures: ·I went down hard on my right side. ·As I lay there,I took off my helmet. ·There was a sharp rock sticking out of it. ·Thank goodness I wore my helmet! ·I shouted for help.