Unit 7 Avoid Danger, Keep Safe Over to you 教学设计 2025-2026学年鲁教版（五四学制）英语七年级上册

该初中英语教学设计聚焦“安全”主题，涵盖交通、家庭、公共场所安全词汇（如traffic lights, fire extinguisher）、句型（We should/shouldn't...）及情态动词should, must, ought to的用法。通过事故图片提问导入，连接学生已有安全认知，搭建从生活经验到系统学习的支架。 特色为情境化与实践性融合，用事故图片、真实案例助词汇句型理解提升语言能力，小组讨论安全话题培养独立思考的思维品质，制作安全海报、家庭分享促进学习能力与社会责任感。多技能活动提升学生综合语言运用，教学反思与资源为教师提供实用教学参考。

Unit 7 Avoid Danger, Keep Safe-Over to you Unit 7 "Avoid Danger, Keep Safe" in the Grade 7 English textbook of the Shandong Education Press (5 - 4 system, 2024 edition) focuses on the theme of safety. This unit contains a variety of materials, including texts about different safety situations such as traffic safety, home safety, and safety in public places. Through reading, listening, speaking and writing activities, students will learn relevant vocabulary, sentence patterns and expressions related to safety, and understand how to avoid dangers and keep safe in daily life. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to safety, such as "traffic lights", "crosswalk", "fire extinguisher", "burglar alarm", "first - aid kit", etc. Students can understand and use important sentence patterns, like "We should/shouldn't... when...", "It's important to...", "How can we...?" Students will be familiar with the grammar usage of modal verbs for giving advice and expressing necessity, such as "should", "must", "ought to". B. Ability Objectives Reading ability: Students can read safety - related texts accurately, extract key information, and understand the main ideas and details. Listening ability: Students can understand conversations and passages about safety, and catch important information like safety instructions and precautions. Speaking ability: Students can express their opinions on safety issues, give safety advice and warnings using learned vocabulary and sentence patterns in daily conversations. Writing ability: Students can write a short passage about a certain safety topic, organizing their ideas clearly and using correct grammar and spelling. C. Emotional Objectives Raise students' awareness of safety, making them understand the importance of safety in daily life. Cultivate students' sense of responsibility for their own and others' safety, and encourage them to form good safety habits. 教学重难点 A. Key Points Mastery of safety - related vocabulary and sentence patterns. Using modal verbs correctly to give advice and express necessity in the context of safety. Developing students' four - skill abilities (reading, listening, speaking, and writing) related to the theme of safety. B. Difficult Points Differentiating the usage of "should", "must", and "ought to" in expressing safety - related advice and requirements. Helping students to apply what they have learned to real - life situations, and making them be able to think independently about safety issues and come up with proper solutions. A. Vocabulary Traffic safety: traffic lights (信号灯), crosswalk (人行横道), zebra crossing (斑马线), speed limit (限速), seat belt (安全带), helmet (头盔) Home safety: fire extinguisher (灭火器), smoke detector (烟雾报警器), burglar alarm (防盗警报器), first - aid kit (急救箱), electrical outlet (电源插座) Public place safety: crowd control (人群控制), emergency exit (紧急出口), life jacket (救生衣), security guard (保安) B. Sentence Patterns We should always wear a seat belt when we are in a car. You shouldn't run across the street when the traffic lights are red. It's important to keep the emergency exits clear. How can we stay safe in a fire? C. Grammar Modal verbs for advice and necessity: Should: It is used to give general advice. For example, We should lock the doors before we leave home. Must: It expresses a strong obligation or necessity. For example, You must follow the traffic rules. Ought to: It also means the same as "should", but it is a bit more formal. For example, We ought to be careful when using electrical appliances. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different accidents, such as a car accident, a fire at home, and a person getting hurt in a crowded place on the PPT. Then ask students: "What do you see in these pictures? How do you feel? Do you know what caused these accidents?" Encourage students to express their ideas briefly. B. Lead - in (5 minutes) Based on the students' answers in the warming - up part, introduce the theme of this unit - "Avoid Danger, Keep Safe". Ask students to share some safety rules they know in their daily life. For example, "What safety rules do you follow when you go to school?" Write down their answers on the blackboard. C. Presentation (15 minutes) Vocabulary teaching Present the new vocabulary related to safety on the PPT one by one. For each word, show a picture to help students understand its meaning. For example, when presenting "traffic lights", show a picture of a set of traffic lights with different colors. Read the words aloud, and ask students to repeat after you several times. Pay attention to the pronunciation of each word. Do a quick vocabulary game. Hide some of the vocabulary words on the PPT, and ask students to recall and write them down on a piece of paper. Then check the answers together. Sentence pattern and grammar teaching Write some sample sentences on the blackboard, such as "We should wear helmets when riding a bike." Analyze the sentence structure and explain the usage of "should" here. Give more examples of using "should", "must", and "ought to", and let students compare and understand the differences. For example, "You mustn't play with fire. It's dangerous." "We ought to keep our classrooms clean." Divide students into pairs. Let them make up sentences using these modal verbs to talk about safety rules, and then ask some pairs to share their sentences with the class. D. Practice (10 minutes) Listening practice Play a short conversation about traffic safety on the recorder. The conversation can be about two people discussing how to cross the street safely. Before playing, ask students to read the questions on the textbook related to the listening material first. Play the recording for the first time, and let students listen carefully without writing. Then play it again, and ask students to answer the questions. Check the answers together. Speaking practice Divide students into groups of four. Give each group a safety - related topic, such as "Safety at School", "Safety in the Park", or "Safety on the Bus". Let the students in each group discuss their topic using the learned vocabulary and sentence patterns. They need to list at least three safety rules or precautions. Ask each group to choose a representative to report their discussion results to the class. The rest of the class can ask questions or make comments. E. Production (5 minutes) Writing practice Assign a writing task to the students. Ask them to write a short passage about "How to Keep Safe at Home". Remind them to use the vocabulary and sentence patterns they have learned in this class. Give students 3 - 4 minutes to write. Walk around the classroom to offer help if necessary. After students finish writing, ask some of them to read their passages aloud. Give them some positive feedback and point out the mistakes if there are any. F. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the important vocabulary, sentence patterns, and grammar related to safety. Review the safety rules and precautions that students have discussed in class. Homework Ask students to make a safety poster. They can choose a safety topic they like, such as "Traffic Safety", "Fire Safety", etc. The poster should include pictures, words, and safety advice. They need to present their posters in the next class. Ask students to share the safety knowledge they have learned in class with their family members at home. 教学反思 After teaching this unit, I found that most students were interested in the theme of safety, which made the class atmosphere active. The use of pictures and real - life examples in the teaching process helped students better understand the new vocabulary and sentence patterns. However, there were also some problems. In the grammar teaching part, some students still had difficulty differentiating the usage of "should", "must", and "ought to". In the future, more exercises and real - life situations can be provided to help them master this grammar point. During the group discussion and presentation, some students were a bit shy and did not actively participate. I should encourage these students more and create a more relaxed and supportive environment for them to express themselves. Overall, this teaching experience has provided me with valuable insights for improving my teaching methods in the future. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $