高中英语 Unit5《First aid》教案14 新人教版必修5Word格式.docx
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高中英语 Unit5《First aid》教案14 新人教版必修5Word格式.docx
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语言练习部分的词汇和语法均围绕课文词汇和语法“省略”展开,中心突出,目标明确,形式多样。
“听”(Listening)部分以一则家庭急救在训练学生听力技能的同时使学生掌握在拨打急救电话时应注意的各事项。
“说”(Talking)部分要求学生同伴以“听”部分练习为基础编写并练习一则拨打急救电话的对话。
“单词和习语的运用”(Usingwordsandexpressions)部分以字谜、朗读、造句、填空、翻译等不同形式复习巩固本单元词汇。
“语法结构的运用”(Usingstructures)以简化与还原的形式练习操练本单元语法“省略”的内容。
“读的任务”(Readingtask)部分以“家庭安全知识”的篇章练习学生的猜词、快速捕捉信息及综合阅读理解能力。
“听的任务”(Listeningtask)部分以“如何进行呼吸急救”训练学生“听”的技能,也使学生掌握了新的急救知识。
“说的任务”(Speakingtask)部分为急救常识小测,有利于学生充分了解和掌握一些基本的急救知识。
“写的任务”(Writingtask)部分以学生名义、书信的形式要求学校开出急救课程,是学生语言知识及急救常识的输出练习。
“项目”(Project)部分要求学生同伴对家庭急救和必具用品进行整理与说明。
“自我评价”(Checkingyourself)与课文的Summingup相呼应,是学生对本单元所学内容的自我评价,并明确努力方向。
二、教学目标
1.语言知识
掌握词汇(单词41个,短语8个)、语法“省略”(Ellipsis)及功能(Givinginstructions)并了解话题(FirstAid&
SafetyintheHome)。
2.语言技能
以篇章的急救常识训练学生听、说、读、写、译的技能。
3.情感态度
通过单元内容学习,尤其是学生同伴活动与小组讨论,使学生意识到急救与安全在生活中的重要性,并愿意了解和掌握更多的急救常识。
4.学习策略
以学生同伴、小组活动培养学生交际策略;
以学生课后查阅资料培养学生资源策略。
5.文化意识
通过对JohnJanson人物的认识,培养学生对“急救常识”正确的认识观。
三、教材重组与课时分配
按照课本内容,将课时分配如下:
课时1(Period1):
WarmingUp,Pre-reading&
Reading
【说明】WarmingUp提供了六种紧急情况,Pre-reading围绕烫伤及应采用的相应的急救展开,“Reading”包括烧伤的种类及烫伤的急救措施等,因此将WarmingUp、Pre-reading及Reading的部分内容整合为一课,使学生在第一课时对急救、烫伤及如何在一些紧急情况下进行急救有一个较为全面的深刻的认识。
课时2(Period2):
Reading&
prehending
【说明】Reading”详细说明“烧伤”的原因、种类、特征及急救措施,prehending是Reading部分的理解练习。
两部分话题一致,均围绕“烧伤”展开,因而整合为一个课时。
课时3(Period3):
Learningaboutlanguage
【说明】本课内容包括单元重要词汇及语法(省略)内容的学习。
课时4(Period4):
Usinglanguage:
Reading&
Discussion
【说明】Reading为一个真实的第一时间对受刺伤者进行急救的故事,Discussion要求学生对xx年在吉林中百商厦发生的特大火灾中应采取的应急措施进行讨论。
课时5(Period5):
Listening,Speaking&
Writing;
Assessment
【说明】Listening提供了四种紧急情况,“Speaking”要求学生对四种情况应采用的急救进行讨论,“Writing”要求学生写出讨论的急救措施。
整堂课在技能上训练学生听、说、写的能力。
Assessment在学生对写作进行自评的基础上对整个单元内容的掌握程度进行简要的自评。
四、教学设计(参考PPT.)
2019-2020年高中英语Unit5《Firstaid》教案(14)新人教版必修5
Teachingaims:
1.Togetthestudentstoknowmoreaboutfirstaid.
2.Toactivateandreviewthestudents’knowledgeoffirstaidprocedure
3.Toimprovethestudents’speakingandreadingability.
4.Toenablethestudentstodealwithemergencythroughdiscussion.
TeachingProcedures:
Step1.Lead-in
1.Lookatthepicturesandtellwhathashappenedineachpicture.
2.Pairdiscussion
Ifyoueacrosssuchkindofsituation,whatwillyoudotohelpthembeforethedoctorsarrive?
3.Speaking
1)Whatisfirstaid?
2)Askthestudentstofillintheblanks.
3)Isfirstaidimportant?
Why?
Step2.Speaking(Pairwork)
Discusswhathappenedineachpictureandwhatkindoffirstaidshouldbegiveninthesesituationswithsomenewwordsprovided.
Step3.Pre-reading
1.TalkaboutPicture8
2.Raisetwoquestions:
Whattypeofburndoesthegirlreceiveandwhatfirstaidshouldbegiven?
Step4.Reading
1.Task1:
Findsubtitlesabouttypesofburnsandfirstaidtreatment.
2.Task2:
Read“Typesofburns”andfindouthowmanytypesandwhichlayeroftheskineachtypeaffects.
3.Task3:
Read“Firstaidtreatment”andfindoutwhattreatmentshouldbegiventothelittlegirl.
Step5.Homework&
Dismiss
Period2Reading&
1.Togetthestudentstoknowwordslike“symptom”、“essential”、“organ”andgrasptheusageof“protect…against/from”、“bestuckto”、“squeezeout”、“overandoveragain”and“inplace”.
2.Toletthestudentsunderstandsomeinformationaboutcauses,types,characteristicsandfirstaidtreatmentofburnsthroughreading.
3.Topracticethestudents’predicting,skimmingandscanningabilities.
4.Toimprovetheirpracticalabilityoffirstaidtreatmentofburnsthroughgroupwok.
Teachingprocedures:
Step1.Lead-in
Review“Typesofburns”
Thereare_______typesofburnsdependingonwhich_______areburned.
_______________affectonlythe_____layerandshouldfeelbetterwithin_______________.
________________affectboththe_____andthe_______layer.Theseburnsare_______andtake______________toheal.
________________affectall______layersandany______and______undertheskin.Theyarevery_______injuriesandthevictimmustgettoa________atonce.
Step2.Reading
1.Prediction(Whatmaybewritteninthepassage?
)
2.Skimmingforcheckingwhethertheinformationmentionediswritten
3.Judgingthecorrectorder
4.Para.1:
Whatistheskin?
Whatcantheskindo?
5.“Causesofburns”:
Whichofthefollowingcannotgettheskinburned?
6.“Characteristicsofburns”:
prehending2
7.“FirstAidTreatment”:
Answerthefollowingquestions
1)Whatistobedoneifclothingisstucktotheburn?
2)Whyisitbesttoplaceburnsundergentlyrunningwaterforabout10minutes?
3)Howshouldseconddegreeburnsbedealtwith?
4)Howshouldthebandagebefixed?
5)Whatistobedoneifburnsareonarmsorlegsortheface?
8.Groupwork:
prehending3
9.Readingforfullunderstanding
Step3:
Homework&
Period3Learningaboutlanguage
1.Tolearnandconsolidatetheusageofthekeywordsandexpressions.
2.Tolearnaboutwordconversion.
3.Toknowkindsofellipsisthroughthestudents’discovery.
4.Topracticeellipsisusingthecontentofthereadingpassage.
5.Topracticeellipsisthroughdifferentcontexts.
Step1.Leadin
Whatisthemostimportantinourlife?
Whatis“firstaid”?
Step2.Discoveringusefulwordsandexpressions
1.Discussthetwopicturesandpresentwordswithdifferentpartofspeechlike“blood,bloody,bleed”and“burn,burnt”.
2.Fillintheblanksinthecorrectform.
Whilecheckingtheanswers,explaintheusageofsomewords.
3.Choosethecorrectwordsandphrasestofillintheblanks,usingtheircorrectform.
Step3.Discoveringusefulstructures
1.Enjoyaflashaboutellipsisandpayattentiontothestructureofthedialogue.
2.Listthelinesintheflash,andaskstudentswhethertherearesomesimilaritiesbetweenthesesentences.
3.Discoverdifferentkindsofellipsisthroughpictureexamples.
4.Practiceellipsisusingthecontentofthereadingpassage.
5.“Discoveringusefulstructures”2
6.Practicetakingoutunnecessarywordswithinacontext.
7.“Discoveringusefulstructures”3
8.Practiceincludingthemissingwordswithinacontext
Step4.Homework&
Period4Usinglanguage:
1.Tolearnsomewordsandphraseslike“present”、“putone’shandson”and“makeadifference”.
2.ToreadaboutJohnJansonandhisheroicdeed.
3.Toimprovethestudents’readingandspeakingabilities.
4.Toraisethestudents’awarenessofstayingcalmandgivingfirstaidintimeofdanger.
Step1.Revision
Checkthehomework.
Step2.Reading
1.Understandingthetitle
2.Fastreadingforthefollowingquestions:
1)Whoistheheroicteenager?
2)Whatistheaward?
3)Whydoeshereceivetheaward?
3.Carefulreadingforthefollowingtwoquestions:
1)WhowasAnne?
Whathappenedtoher?
2)WhatfirstaiddidJohnperformonAnne?
Whencheckingtheanswers,theteacherwillexplainsomekeywordsandphrasesandsentencepatterns.
3.TalkaboutJohnJanson’saction.
4.Readingforthecorrectorder.
Step3.Discussion
Onyourwayhome,yousuddenlyhearaboyshouting“Help”intheriver.Willyoujumpintothewatertosavehim?
Ifheispulledoutofwater,willyougivehimsomefirstaidandwhatfirstaidwillyouperformonhim?
Step4Homework
Period5Usinglanguage:
Assessment
1.Tohelpthestudentsgetmoreinformationaboutfoursituationscallingforfirstaid.
2.Tomakethestudentsfamiliarwithsomenewvocabularyrelatedtofirstaid.
3.Topracticethestudents’listening,speakingandwritingabilities.
4.Toprovidesomebriefevaluatingitemsforthestudentstograduallyformthehabitofself-evaluating.
Firstaidquiz.
Step2.Listening
1.Firstlistening:
Findoutwhattopicstheteacherasks.
2.Secondlistening:
Matchpictures.
3.Thirdlistening:
Fillintheblanks
Step3.Pairspeaking
Talkaboutwhathashappenedandgivefirstaidinstructionsforeachsituation.
Step4.Groupwriting
1.Askthestudentstowritedownthefirstaidinstructionsforeachsituationingroups.
2.Thestudents’grouppresentation
3.Checkthepossibleversion
Step5.Assessment
Step6.Homework&
2019-2020年高中英语Unit5《Firstaid》教案(6)新人教版必修5
TheFirstPeriodSpeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
aid,firstaid,fallill,illness,injury,bleed,sprain,ankle,choke,blood,bloody,burn,essential,organ,layer,poison,ray,treatment
b.交际用语
We/youshould/oughtto...
Pleasedo...
Makesure...
Youmust/haveto/oughtto...
Youmustnever...
Yououghtneverto...
2.Abilitygoals能力目标
Enablethestuden
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