Unit2 Lesson4《Safety tips for roller skating》教案（2课时）-2026-2027学年冀教版（三起）（新教材）小学英语五年级上册

Unit2Lesson4《Safetytipsforrollerskating》教案（2课时）-2026-2027学年冀教版（三起）（新教材）小学英语五年级上册一、学情分析五年级学生活泼好动，对轮滑、滑板等运动有较强的兴趣和体验，部分学生已有穿戴护具进行轮滑的实际经历。学生已掌握一定的基础词汇，能用“Youshould…/Don't…”等简单句型表达建议，但对“护具、安全规则”等话题词汇掌握不足，也普遍缺乏系统的运动安全意识。教学中宜紧扣学生真实运动场景，借助图片、实物护具和案例分析，在情境中帮助学生习得语言，同时渗透“安全第一、预防为主”的教育，促进学生知行合一。二、教材分析本课是2026秋新教材冀教版三起五年级上册Unit2《Sportsgamesandsafety》的第四课，属于“运动与安全”主题。教材以“Safetytipsforrollerskating”为话题，围绕轮滑运动的安全注意事项展开，重点学习helmet、kneepads、elbowpads、wristguards、safe、fall、becareful等词汇，以及“Youshould…/Youshouldn't…/Don't…/Becareful!”等表达建议和警示的句型。本课将运动与安全教育有机结合，既巩固“should”结构的用法，又在真实语境中培养学生的安全意识与自我保护能力，是单元中体现育人价值的重要一课。三、核心素养教学目标语言能力：能听懂、会说并认读helmet、kneepads、elbowpads、wristguards、safe、fall、becareful等词汇；能在真实情境中运用“Youshould…/Youshouldn't…/Don't…/Becareful!”等句型给他人提出轮滑安全建议。文化意识：了解运动中自我保护的重要性，形成“安全第一、预防为主”的安全意识，懂得遵守运动规则是对自己和他人的尊重与负责。思维品质：能根据图片和语境推断哪些做法安全、哪些危险，能对轮滑安全行为进行分类归纳，发展观察、判断与推理能力。学习能力：能在教师引导下借助图片、情境和合作学习主动获取语言，积极参与活动，敢于用英语表达安全建议。四、教学重难点教学重点：掌握轮滑护具与安全类词汇，理解并运用“Youshould…/Youshouldn't…/Don't…/Becareful!”等句型提出安全建议。教学难点：能区分安全与危险的轮滑行为，并在真实情境中综合运用所学句型、有条理地表达多条安全建议。五、教学过程第一课时Step1Warm-up：话题导入，激活兴趣教师：Goodmorning,class!Let'sbeginourclasswithaquestion.Doyoulikesports?学生：Yes,Ido!教师：Whatsportsdoyoulike?Canyoutellme?学生：Ilikebasketball.Ilikeswimming.Ilikerunning.教师：Verygood!Nowlookatthispicture.（出示一个小朋友轮滑的照片）Whatishedoing?学生：Heisrollerskating!Heisskating.教师：That'sright!Rollerskatingisaveryfunsport.Doyoulikerollerskating?Haveyouevertriedit?学生：（自由发言，分享自己轮滑的经历）Yes,Ilikeit./No,Ihaven't.教师：Wonderful!Rollerskatingisfun,butwemustbecarefulwhenweskate.Todaywearegoingtolearnsomeimportantsafetytipsforrollerskating.Let'sreadthetitletogether.学生：（齐读）Safetytipsforrollerskating.【设计意图】以“Whatsportsdoyoulike?”导入，激活旧知，自然过渡到轮滑话题；通过联系学生的真实运动体验，激发学习兴趣，为学习安全提示做情感与认知铺垫。Step2Presentation：呈现词汇，学习安全装备教师：Beforeweskate,weneedtoputonsomethingtokeepussafe.Lookatthispicture.（出示一个穿戴整齐护具的轮滑者）Whatishewearingonhishead?学生：（看图猜测）Ahat?Ahelmet?教师：Yes!It'sahelmet.Wewearahelmettoprotectourhead.我们戴头盔保护头部。Sayitwithme,helmet.学生：（跟读）helmet.教师：Now,whatdoeshewearonhisknees?（指图片中的膝盖）学生：Kneepads?教师：Verygood!Wewearkneepadstoprotectourknees.护膝。Nowlookathiselbows.（指手肘）Whatarethese?学生：Elbowpads!教师：Great!Elbowpadsprotectourelbows.护肘。Andonhiswrists,whatarethese?（指手腕）学生：Wristguards!教师：Excellent!Wristguardsprotectourwrists.护腕。Nowlet'slookatthesesafetygear.Helmet,kneepads,elbowpads,wristguards.（逐一出示图片带读）学生：（跟读、开火车读、指图认读，巩固护具词汇。）教师：Now,whydowewearthese?Thinkandtellme.学生：Tokeepussafe.Toprotectourhead,knees,elbowsandwrists.教师：Verygood!Theseareallcalled"protectivegear",也就是护具。Wearingprotectivegearhelpsusstaysafewhenweskate.Remember:safetyfirst!（板书：safety,safe,helmet,kneepads,elbowpads,wristguards）【设计意图】以完整穿戴护具的图片直观呈现helmet、kneepads、elbowpads、wristguards等词汇，联系护具保护身体的部位功能，词形义结合，帮助学生理解和记忆，并初步渗透“护具保安全”的意识。Step3Practice：整体感知，理解课文教师：Now,let'slistentothetext.DannyandJennyaregoingrollerskating.Let'sfindout:Whatsafetytipsdoesthetexttellus?Listencarefullyandtickthesafetygearyouhear.（播放课文录音，学生带着任务听）学生：（听录音，勾选听到的护具和安全建议。）教师：Whatsafetygeardoyouhear?学生：Ihearhelmet,kneepads,elbowpadsandwristguards.教师：Verygood!Nowlet'slistenagainandreadafterthetape.（播放课文，学生逐句跟读）学生：（逐句跟读课文，模仿语音语调。）教师：（出示课文插图，逐段讲解）Nowlookatthepictures.WhatisDannydoing?Ishereadytoskate?学生：Heisputtingonhishelmetandkneepads.教师：Good!WhatdoesJennysaytoDannybeforetheyskate?Let'sreadtogether.学生：（齐读相关句子）Youshouldwearahelmet.Youshouldwearkneepadsandelbowpads.教师：Right!"Youshould…"是“你应该……”的意思，用来给别人提建议。Now,whathappenswhentheyareskating?Lookatthispicture.WhatdoesDannydo?学生：Hefallsdown!Hefallsontheground.教师：Yes!Dannyfalls.他摔倒了。Becausehedidn'tlistentoJenny'sadvice.WhatdoesJennysayafterhefalls?学生：（找到句子）Becareful!Youshouldn'tskatesofast.教师：Verygood!Sowelearntwonewsentences:"Becareful!"和"Youshouldn'tskatesofast.""Youshouldn't…"是“你不应该……”的意思。Let'sreadthesesentencestogether.学生：（齐读、同桌分角色朗读安全建议句型。）教师：Now,whyisDannysafeeventhoughhefalls?学生：Becausehewearsthehelmetandpads.Theprotectivegearkeepshimsafe.教师：Exactly!Thisisthelessonofthetext:protectivegearhelpskeepussafe,soweshouldalwayswearitwhenweskate.Safetyisveryimportant.【设计意图】通过“听任务—跟读—图文讲解”三步理解课文，重点讲解“Youshould…/Youshouldn't…/Becareful!”等句型；借助“Danny摔倒”这一具体情节，让学生直观体会护具与安全的关系，深化对“安全第一”的理解。Step4Production：角色扮演，巩固运用教师：Nowlet'sactoutthetext.Pleaseworkinpairs.OneofyouisJenny,theotherisDanny.JennygivessafetytipstoDanny.Letmeshowyoufirst.（教师示范）教师（示范）Danny,youshouldwearahelmetandkneepads.学生（示范配合）OK,Iwill.Becareful,Danny!Youshouldn'tskatesofast.教师：Nowit'syourturn.Pleasepractiseinpairs.（学生两人一组练习，教师巡视指导）学生：（分角色表演课文对话，部分小组上台展示。）教师：Welldone!Yougaveverygoodsafetytips.Nowlet'sreadthetexttogethertoendthislesson.（全班齐读课文，巩固所学）【设计意图】通过角色扮演让学生在情境中运用“should/shouldn't/Becareful”句型，实现语言的内化与运用，增强安全意识的同时提高口语表达能力，为第二课时拓展运用做准备。第二课时Step1Warm-up：复习导入，回顾旧知教师：Goodmorning,class!Doyourememberwhatwelearnedyesterday?学生：Welearnedsafetytipsforrollerskating.教师：Great!Let'splayaquickgame—"Isay,yousay."WhenIsayaword,yousaywhatitprotects.（玩词汇反应游戏）教师：Helmet!学生：Head!Itprotectsmyhead.教师：Kneepads!学生：Knees!Theyprotectmyknees.教师：Verygood!Nowlet'sreviewthesentences.Whocantellmeasafetytip?学生：Youshouldwearahelmet.Youshouldn'tskatetoofast.教师：Excellent!Nowlet'squicklyreviewthetexttogether.（快速回顾课文内容）【设计意图】以“我说你答”游戏复习护具词汇及其功能，用问答复习安全句型，巩固第一课时所学，为第二课时的综合运用做好准备。Step2Presentation：深挖课文，归纳安全要点教师：Now,let'sreadthetextagainandthink.Whatsafetytipscanwefindinthetext?Let'smakealisttogether.Whatshouldwedobeforeskating?学生：Weshouldwearahelmet,kneepads,elbowpadsandwristguards.教师：Good!Andwhatshouldn'twedowhenweskate?学生：Weshouldn'tskatetoofast.Weshouldn'tskateonthebusyroad.教师：Verygood!Nowlet'slookatthetextagain.Isthereanythingelse?Whatelseshouldwepayattentionto?（引导学生再读课文，补充要点）学生：Weshouldbecareful.Weshouldwatchwherewego.教师：Great!Let'sputallthetipsintoachart.Nowlookatthebigscreen.（师生共同完成“SafetyTips”表格）SafetyTipsforRollerSkatingWeshouldwearahelmet,kneepads,elbowpadsandwristguards.Weshouldbecarefulwhenweskate.Weshouldn'tskatetoofast.Weshouldn'tskateonbusyroads.Weshouldwatchwherewego.教师：Lookatthechart.Weuse"should"totellwhatissafetodo,and"shouldn't"totellwhatisnotsafetodo.Canyoumakemoresentenceswith"should"and"shouldn't"?（引导学生仿说）学生：Weshouldholdthehandrail.Weshouldn'trunontheice.Weshouldlookbeforewecrosstheroad.教师：Wonderful!Youarethinkinglikesafetyexpertsnow.【设计意图】通过再读课文和师生共建表格，梳理轮滑安全要点，帮助学生系统归纳“should/shouldn't”的用法；并引导学生联系更多运动安全情境仿说，实现从课文到生活的语言迁移。Step3Practice：案例分析，综合运用教师：Nowlet'slookatsomerealsituations.I'llshowyousomepictures,andyoutellme:Isthissafeornot?Whatshouldhedo?（出示图片）教师（出示图1：一个男孩没戴护具就在滑）Lookatthisboy.Ishesafe?学生：No,heisn'tsafe.Hedoesn'twearahelmetandpads.教师：Good!Whatshouldhedo?学生：Heshouldwearahelmet,kneepadsandwristguards.教师：Verygood!Nowlookatthisone.（出示图2：一个女孩滑得太快，差点撞到人）What'swronghere?学生：Sheskatestoofast.Shemightfallorhurtsomeone.教师：Whatshouldn'tshedo?Whatshouldshedo?学生：Sheshouldn'tskatesofast.Sheshouldbecarefulandslowdown.教师：Excellentreasoning!Youcantellsafefromdangerousbehaviour.Now,let'sdoarole-play.Supposeyouareacoachandyourclassmateisanewskater.Pleasegivehimorhersomesafetytips.Workinpairs.（学生两人一组进行“教练指导新学员”角色扮演）学生：（运用所学句型给同伴提出安全建议，教师巡视指导。）教师：Let'shearsomepairs.Whowantstoshowus?（请2—3组上台展示）学生：（上台表演“教练教新学员安全轮滑”的对话）教师：Welldone!Yougaveclearandhelpfulsafetytips.【设计意图】通过具体案例分析，引导学生判断行为安全与否并提出正确建议，发展观察与判断能力；再以“教练指导新学员”的角色扮演，在真实交际情境中综合运用所学句型，实现语言的迁移与输出。Step4Production：观点表达，情感升华教师：Now,let'sthinktogether.Whyissafetysoimportantinsports?Let'sdiscussingroups.学生：（小组讨论）Becausewecangethurt.Becausesafetykeepsushealthy.Becauseweshouldprotectourselves.教师：Verygood!Sportsmakeusstrongandhappy,butsafetykeepsussafe.Bothareimportant.Remember:safetyfirst,always.Nowlet'smakea"SafetySlogan"