Unit 5　First aid教案教学设计精品08（人教版高中英语必修五)

Unit 5　First aid教案教学设计精品08（人教版高中英语必修五)

Unit5FirstaidPre-reading,ReadingandComprehending教学设计恒口中学程娟AnalysisoftheteachingmaterialTheemphasisofthisperiodwillbeplacedonthemainpassageofthisunit-------FIRSTAIDFORBURNS,atthebeginningofwhichshowstheimportanceoftheskintoourbody,followedbythecauses,threetypesandthecharacteristicsofburnsaswellasthetreatmentforburns.Becauseitisapassagetakenfromaquick-referencebookcalledfirstaidforfamily,theinformationinitshouldbewellorganizedunderheadingsinsuchawaythatreaderscanfindtheinformationtheywantquickly,whichpromisesaclearstructureofthepassage,makingiteasierforstudentstomaster.What’smoreimportantisthatthetopicissoclosetothedailylife,whichmeansstudents’existingknowledgeandexperiencewilllayagoodfoundationforathoroughunderstandingofthepassage.Thefirstaidtreatmentdescribedanddiscussedisonlypartialandisinnowayequivalenttoafirstaidcourse.Itishopedthatafterattendingthisclassstudentswillfellmotivatedtodoafirstaidcoursewhichwillqualifythemtoperformfirstaidprocedures.Analysisofstudents’study1.Studentswillbefamiliarwiththetopicinthisperiodfromexperienceandbecapableofdiscussingsomecommonsenseoffirstaidtreatment.However,theymaybelackoftheawarenessandthealertnessoffirstandsafety.What’smore,theymayhavedifficultiesinexpressingthemselvesinEnglishfreely.Chancesmaybethattheyarereluctanttoshowthemselvesactively.2.Students,whoareadjustingthemselvestothereadingskillsusedinseniorhighschool,maybeequippedtoreadthepassagesuchasbypreviewingorscanningandtheirinterestinthetopicshouldbemadefulluseof.3.Forahigherdegreeofinvolvementofstudents,someusefulmethodslikeanalyzinginformation,cooperation,andcompetitivegamesaredesignedwiththeaimofstimulatingstudents’interestanddesireinEnglishlearningtothemaximumextentsoastomakesurestudentscanreallygainknowledgeandskillsfromthelesson.IdeasfordesignWithself-studyandcooperationitscoreconcept,thedesignisdependedmainlyonthetask-basedmethodtogetherwithvariousteachingmethodsaccordingtotheteachingstrategiessuchasstimulatinginterest,stepbysteplearning,openingteaching,etc.Aproverbiscitedtoleadinthetopic,followedbyabrainstormingandpicturesshowingthetragediesofdrowninginHanRivertohelparousetheirparticipationandconcentrationonclass.Theteacherwillshowexpectationsforstudentsafterthediscussion.Picturesinpre-readingshowthatteachingmaterialresonateswithdailylifesothatstudentshavetheneedtolearn.Differentreadingstrategiesarereadyfordifferentreadingaimsandvariousactivitiesareofgreatbenefitforstudentstoengagethemselvesintheenjoymentoflearning,intheprocessofwhichstudents’spiritsofcooperationandcommunicationcanbefostered.Theuseofmultimediaistomaketheteachingvividandprovidemoreknowledge.TeachingaimsLanguageaimsStudentscanhaveagoodcommandofthemeaningofthekeywordsandexpressionssothatthey canbequalifiedtomakeuseofthemfreelyintheirexpression.Capacityaims1.Toenhancethestudents’capacitiesofusingreadingstrategiessuchaspreviewingandscanningandtomakesuretheyarecapableoffiguringoutthetopicandstructureofapassagebyexcerptingthekeywordsandthetopicsentence.Meanwhile,students’abilitytogainandpracticeinformationforquickreactionandjudgmentisofgreatimportanceaswell..2.ActivitiesintheclasswillcontributealottofosteringstudentstouseEnglishsothattheycanbestimulatedtoexpressandcooperate.Emotionalaims1.Toincreasestudents’awarenessoftheimportanceoffirstaidandsafetyandmakethefeelmotivatedtolearnafirstaidcoursewhichwillqualifythemtoperformfirstaidprocedures.2.Toincreasestudents’awarenessofcherishinglivesandconcernforothers.3.TofostertheirinterestandloveforreadingandEnglishlearning.Keypointsofteaching:Increasestudents’awarenessoftheimportanceoffirstaidaswellwesafetyandtheirreadingabilityaswellassummary.Difficultpointsofteaching：GainandprocessinformationsoastoanalyzeandsolveproblemsinEnglishTeachingprocedures:Step1leadin1.Greetings2.Presentaproverbtoleadinthetopicandshortdiscussionaboutit.Task1Brain-stormingCanyoubrainstormantsituationswhenfirstaidisneeded?Task2Talkingandperforming(showthepicturesinwhichdrowninghappenedinHanRiver,AnKang)Ifdrowninghappenedaroundyou,whatkindoffirstaidwouldyouperformtosavethevictim’slife.Discusswithyourpartnerandthenactout.[student’sactivity]tobrainstormthesituationswhenfirstaidisneededandthendiscussfirstaidfordrowninginEnglish[ideasfordesign]Brainstormingcanstimulatestudentstothinkandexpressthemselvesactively.Picturesclosetodailylifewillarousetheirneedanddesiretoparticipateintheclasstotalkandexpressforabetter.Step2Pre-readingObservethepictureinpre-readingandthinkaboutthequestion①Whathashappened?②Whatsortofinjurywillthegirlhave?③Whatkindoffirstaidwouldyouperforminthissituation?[student’sactivity]toobserve,thinkoverandfreelyexpressusingthewordsandexpressionsinthisunitaccordingtotheirexperience.[ideasfordesign]tomotivatetheirimaginationoftheinformationrelatedtothethemeandmakegoodpreparationforthereadingStep3While-readingTask3previewing Previewthepassagebyexcerptingthetitleandsubtitleandanswerthequestionswhatisthetopicofthetext?howistheinformationorganized?Task4ScanningTellstudentstoscanningthepassageandthennumberthetopicscoveredinthepassagefrom1to5sothattheywillgetthemainidealofeachpart.[student’sactivity]tofinishthefirstreadingtaskbypreviewingandscanningthepassageundertheteacher’sguidance[ideasfordesign]toenhancestudents’abilityofextensivereadingbyusingtheheadingsaswellasthetopicsentencestohelpstudentsfigureoutthetopicandhowtheinformationisorganized.Task5CarefulreadingReadeachparagraphandfinishquestions1)Whatarethefunctionsofourbody?(Para1)2)Howcanwegetburnt?(Para2)3)Readtheinformationundertheheadingsoftypesandcharacteristicsofburnsandthenlabelthethreepictureswiththethreedifferenttypesofburns.4)Fillintheblankstopresentthespecificstepsofhowtotreatburns.(1)________clothingandjewelryneartheburn(2)________theburnswithcoolwater.(3)______cool,cleanwetclothsontheburns(4)______theburnedareagently.(5)______theburnareawithadrybandage(6)______theburnarea__________theheart(7)______thevictim_______thedoctor/hospital.luckytime4321Studentswillbegiven3minutestoreadthepassagecarefullyoncemoreandthentheywillchooseanumberbeforeansweringthequestionsbecausebehinddifferentnumberthereisdifferentquestionanddifferentpointsaswellaspresentstheywillget.[student’sactivity]studentsareencouragedtoreadthepassageintensivelywithdifferentreadingtaskanddifferentformsofpractice.EspeciallyagamenamedLuckytimeisdesignedinwhichtheywillbeguidedtochooseapicturebehindwhichthereisaquestionabouttheinformationinthepassageforthem.Onlyiftheygivetherightanswercantheygetthepointsandthegiftspreparedforthem.Tomakeitmoreinterestingandexcitingtheywillcompetetobethefirstonetoanswerthequestions.[ideasfordesign]Thetaskandexercisesaredesignedstepbystepaccordingtotheorderofthetopicscoveredinthepassagesothattheycanfindouttheanswereasily.Formsarealsodifferentespeciallythegamecalledluckytimeisdesignedforabetterunderstandingthepassageaswellasamorerelaxingandactiveatmosphere.Step4Post-readingTask6cooperation&discussionLookatexercise4incomprehendingandreadthefirstaidtreatmentsfortheseburns.Ifthe treatmentisright,writeRinthebrackets.Ifitiswrong,writeWinthebracketsandexplainwhy.Thengivethecorrecttreatment[student’sactivity]Studentsareencouragedtocooperateanddiscussingroupswhetherthethefirstaidtreatmentsinexercise4arerightorwrongusingtheinformationtheylearnedinthepassage.[designidea]Tomakeajudgmentaboutthesituationscannotonlycheckstudents’deepunderstandingofthepassagebutalsofostertheirabilitytocopewithproblemsusingtheinformationtheyhavelearnedinthepassage.Cooperationanddiscussionhelptodeveloptheirsenseofcooperationandcommunication.Step5ConsolidationandEvaluation(studentswillbeencouragedtofillinaformtogooverthemaincontentofthereading,afterwhichtheteacherwillevaluatewithencouragingwords)CausesofburnsTheburnscanbecausedbya_________ofthingsTypesofburnsBurnsaredividedintothreetypes,whichaffectdifferent____________oftheskin.__________ofburnsFirstdegreeburnsare____________painful.Seconddegreeburnsare_____________painful.Thirddegreeburnscauselittleornopainifnervesare_________.Firstaid__________ifburnsaremild,________themwithcoolwater.Iftheinjuriesaresevere,itis______togetthevictimtothedoctor.[[student’sactivity]]Followingthereadingtask,asummaryofthekeylanguagepointsandinformationinthepassagewillbefinishedbythestudentssothatlanguageoutputcanbedone.Thechartcandecreasethedifficultiesstudentsmayhaveinretellingandissupposedtohelpstudentsforconsolidationandimprovement.Atlasttheywillbegivingsomeencouragingwordsbytheteachertoshowappreciationoftheirwonderfulperformanceintheclass.[ideafordesign]Inordertointegrateandimprovetheknowledge,retellingcanbeagoodwaybecauseitshowsboththestudents’commandofthepassageandtheirabilityofsummary.Encouragingwordscanhelpbuilduptheirconfidenceandsenseofachievement.Step6HomeworkdesignPreviewthelanguagepointsandunderlinethedifficultpartsinthereadingcanpreparethemforthenextperiodoflearning.Writingaletterinwhichstudentsshowtheirexpectationsforafirstaidcoursetotheirprincipalisdesignedtoconnectreadingwithwritingtoguaranteetheintegrityoflanguageinputandoutput.