Unit 5　First aid教案教学设计精品04（人教版高中英语必修五)11页

TeachingGuider主备教师：赵文秀整体设计意图：1、本着让学生自主学习，自我探究，归纳总结的思想，以简单开放的原则设计教学过程；2、用问题引导学生由易到难去探究、发现、总结规律及运用；3、设计重点突出了教学过程中学生的学习活动过程，做到“全员、全程、全力”参与学习活动，通过学习活动达到教学目的；4、以学定教，根据学生的实际决定教学难度，以激发不同层次学生学习英语的自信心。Unit5FirstaidPeriods1Warmingup，Pre-readingandReadingI.Teachingcontentandanalysis:TheFirstAidForBurns本单元以“急救”为中心话题，旨在通过单元教学，使学生了解相关的急救知识，并能用所学的有关firstaid的知识，根据不同情况提出急救措施，能牢固地掌握构词法和省略句，能写急救措施。Warmingup提供了六幅有关firstaid的图片，让学生用已有的知识和经验讨论急救措施，激发学生学习急救的知识兴趣,树立安全意识。Reading是关于烧伤的急救方法。文章用了小标题,使文章脉络明晰。通过阅读本文,对如何处理烧伤的知识一目了然,并使学生能在紧急情况时镇定自若地进行急救。II.TeachingGoalsandanalysis:1.EnabletheSstogetsomefirstaidknowledge.2.Enablethestudentstolearnhowtogivetheircorrectsuggestionsaboutfirstaidwhenothersareindanger.3.LettheSslearnthereadingskillofgettingthemainideaofeachparagraph/part&eachpassage.4.Learntodoteamwork,independentstudyandexploration.III.TeachingimportantpointsHowtoimprovetheSs’readingability. IV.Teachingdifficultpoints1.Howtograspthemainideaofeachparagraph/part&eachpassage.2.HowtohelptheSsusewhatthey’velearnttodofirstaidtreatmentforburnscorrectly.V.TeachingaidsComputer,learningguiderandPPTVI.Teachingprocedures1.BasicflowchartofteachingLearninggoal→→Lead-in→→Cooperationandinquiry→→Testforgoals→→Summary2.TeachingproceduresI.Workbeforeclass前置作业设计意图:激发学生学习急救的知识兴趣,树立安全意识。Task1Whathappenedinandwhatshouldwedo?(showthepicturesinWarmingup)Task2Previewthenewwordsandfinishtheexerciseonpage49,Bubugao.II.Cooperationandinquiry合作与探究Step1Leadin设计意图：通过图片引起“烧伤”话题,让学生在课前讨论如何给烧伤做急救,使学生自然地进入课文的学习。ShowtheSsthepictureofPre-readingonP33andaskthemthefollowingquestions:Whathashappened?Whatsortofinjuriesthechildwillhave?Whatkindoffirstaidwouldyouperform?Step2Team-workandShow合作学习与展示设计意图：让学生展示课前及上课学习成果，锻炼学习及表达能力，提升自信心。在展示过程中教师根据学生的展示情况引导学生探究、思考阅读技巧，并让学生在课堂活动过程中发现并解决个人的余留的问题。Task1Preparetoshowyourworkbeforeclassandinclasstogetherwithyourgroupmembers.Task2:FastreadingLettheSsreadthepassagefastandthenfindouttheanswerstothequestions1.What’sthemainideaofthispassage? 2.Whatdotheytellyouaboutthepassage?3.Finishtheexercise1inComprehending.Task2:Detailedreading1).TellifthefollowingstatementsareTrueorFalse:1.Ourskinhasthreelayers.2.Wewillnevergetburnedbythesun.3.Burnsaredividedintothreedegreesaccordingtothedegreeofpain.4.Thirddegreeburnsarethemostseriousandpainful.5.Putcoolwateronanyburnstocoolthem.6.Don’trubtheburns7.It’sbetterthatyouputsomebutteroroilonburns.2).Finishtheexerciseonpage50,Bubugao.Step3Testforgoals设计意图：检测学生阅读与概括的能力，加深学生对课文的映像。Task1:Readthetextagainandfillinthefollowingblanks.Part1.Thefunctionofskin:yourskinkeepsyouwarmorcool;itpreventsyourbodyfromlosingtoomuchwater.Part2.Causesofburns:hotliquids,steam,fire,radiation,thesun,electricity,chemicalsPart3.Typesofburns:Firstdegreeburns,Seconddegreeburns,ThirddegreeburnsPart4.Characteristicsofburns1.Blistersbelongtoseconddegreeburns.2.Ifyougetthethirddegreeburnsyoucanseethetissueunderyourskin.Part5Firstaidtreatment1.Takeoffotherclothingandjewelleryneartheburn.2.Ifburnsareonarmsorlegs,keepthemhigherthantheheart.Task2:Finishtheexercise2、3、4inComprehending.Step4Summary设计意图：学生小组讨论总结阅读技巧及文章中出现的重点词组，训练学生的总结能力 Task1你是如何运用阅读技巧读文章找答案的？Task2总结文章中出现的重点词组学生展示自我总结成果，教师作补充III.Workafterclass设计意图：结合高考特点巩固文章中出现的部分词组,设题分A、B、C三个层次，以适应不同层次的学生选做。GradeA单项选择(B)1.Thisladywassocharmingthathe_______atfirstsight.A.fellatherB.fellforherC.felltoherD.fellinher(D)2.Theaccidentcausesome_______tomycar,butit’snothingserious.A.harmB.injuryC.ruinD.damage(A)3.Thelandslideoccurredatmidnight,killingfivepeopleand_______sevenothers______.A.leaving;injuredB.leaving;injuringC.left;injuredD.left;injuring(B)4.Theopeningbetweentherockswasverynarrow,buttheboysmanagedto________through.A.pressB.squeezeC.passD.leap(A)5.Interestisas_______tolearningastheabilitytounderstand,evenmoreso.A.vitalB.availableC.specificD.similarGradeB根据提示完成下列短文Aseveryoneknows,theskinis1（必不可少的）tous.Ourskinscansometimes2(burn)duetoour3(粗心).Therefore,firstaidshowsitsimportanceinthe4（治疗）ofburns.Generallyspeaking,burns,5arecausedbyhotliquids,fire,radiationandsoon,canbedividedintothreetypes－firstdegree,seconddegreeandthirddegree6(depend)onthe7(受伤的)layersoftheskin.Tominorburns,coolwaterprovestobehelpfulin8（stop）theburningprocessandpreventingorreducingpains.But9severeburns,getthe10tothedoctorimmediately.答案：1.essential2.beburned3.carelessness4.treatment5.whichthree6.depending7.injured8.stopping9.to/for10.victim/patientGradeC单句语法填空1.____________(blood)isthickerthanwater.2.Wearecollectingmoney__________aidofstarvingchildren.3.Thechemistcarriedouttheexperiment__________theaidofhisassistant.4.“Theatmosphereatworkatthemomentisquite_________(bear)”,manyworkerscomplained.5.Momlikesputtingeverything_________place,sothatshecanfinditeasily. 6.Topayforherson’seducation,shehastoworkthree-jobsaday,________shedoesstreetcleaning,babysittingandwritingaswell.7.Therearetimes_________youhavetoactfromtheheart.8.TheelectronicdictionarythatIgot____________(repair)theotherdaycostmemuchmoney.9.Janethasworkedinthemanager’sofficeforfiveyears,___________(deal)withlettersanddocuments.Key:1.Blood2.in3.with4.unbearable5.in6.where7.when8.repaired9.dealingPeriod2UsinglanguageI.Teachingcontentandanalysis:ReadinganddiscussingHeroicteenagerreceivesaward这部分综合训练听说读写的能力。阅读和讨论部分是一个真实的故事,约翰·詹森和其它9人采取果断的急救措施，挽救了安斯莱德的生命。文章设置4个练习：读者不仅可以通过本文学到如何对被刺伤的人实施急救,故事还歌颂了约翰·詹森的机智、勇敢和富于爱心。同时本文还表达了这样的主题:Asimpleknowledgeoffirstaidcanmakearealdifference.II.TeachingGoalsandanalysis:1.Enablethestudentstodescribethestory:HeroicTeenagerReceivesAward.2.HelptheSslearnhowtodescribethestoryintheirownwords.III.TeachingimportantpointsHowtoimprovetheSs’readingability.IV.TeachingdifficultpointsHelptheSslearnhowtodescribethestoryintheirownwords.V.TeachingaidsComputer,learningguiderandPPTVI.Teachingprocedures1.BasicflowchartofteachingLearninggoal→→Lead-in→→Cooperationandinquiry→→Testforgoals→→Summary 2.TeachingproceduresI.Workbeforeclass前置作业设计意图：让学生自读文章，感知文意。Task1:FastreadingSkimmingthenewspaperarticleandthenfinishtheexercise1onpage38inyourtextbook.Task2:DetailedreadingAnswerthefollowingquestions1)WhatwasJohnhonoredfor?2)WhatdidJohndowhenheheardthescreaming?3)WhathappenedtoAnne?4)4)WhatsavedMsSlade’slife?5)WhatfirstaiddidJohnperformonAnne?6)WhatadjswouldyouusetodescribeJohn’sactions?GiveatleastthreeII.Cooperationandinquiry合作与探究Step1Leadin设计意图：让学生回顾Reading中所学的急救知识引入新的急救知识。WritedownwhatyouhavelearnedaboutfirstaidinReading:Step2Team-workandShow合作学习与展示设计意图：让学生展示课前学习成果，锻炼学习及表达能力，提升自信心。在展示过程中教师根据学生的展示情况引导学生探究、思考阅读技巧，让学生在课堂活动过程中发现并解决个人的余留问题。·Preparetoshowyourworkbeforeclasstogetherwithyourgroupmembers.与小组成员一起合作学习，探讨前置作业，注意运用阅读技巧。Step3Testforgoals设计意图：检测学生对文章的灵活掌握程度。Task1:DiscussionDividetheclassintogroupstodiscusstheissuesinEx.4.MakethediscussionsmorelivelybyencouragingtheSstothinkofdifferentscenariossuchas:1.DoyouthinkJohnwassillyorbravetogetinvolvedinthesituation?Givereasons.2.WouldyouhavedonethesameasJohn?Givereasons. 3.Doyouthinkitisworthwhiletotakeacourseinfirstaid?Givereasons.4.Whatwouldyoudoiftheattackerhadstillbeenatthesceneofthestabbing?5.Whatwouldyoudoiftheattackerhadgonebuthadthenreturnedtothewoman?6.WhatwouldyoudoifthewomanhadAIDS?7.WhatwouldyoudoifJohnhadperformedfirstaidonthewomanbutshediedanyway?Howwouldhefeelabouthavingtriedtohelpher?Task2:Retellthestoryinyourownwords.Step4Summary设计意图：学生小组讨论总结阅读技巧及文章中出现的重点词组，训练学生的总结能力Task1你是如何运用阅读技巧读文章找答案的？Task2总结文章中出现的重点词组学生展示自我总结成果，教师作补充III.Workafterclass设计意图：结合高考特点巩固文章中出现的部分词组。Task1:Fillintheblanks1.Abanquetwillbeheld______honourofthevisitingpresident.2.Allthe________(apply)shallgothoughthetestsbeforetheyareadmittedintothisdepartment.3.ImightspeakFrenchfluentlyif_________(give)thechancetostayinFranceforsometime.4.However,itwasn’tuntiltwodaysago__________Dadfinallyallowedmetodriveonthemotorway.5.Despiteallthepublicpraise,nationalandinternational__________(honour).MotherTeresaremainedhumble.Key:1.in2.applicants3.given4.that5.honoursTask2:Correctthemistakes1.Theschoolwasmovedoutoftownasthenumberofstudentshadgrowntoomany.(many改为large)2.Youreffortwillsurelymakethedifferencetoyourfuturelife.(the改为a)Task3:Writing假如你是李华，在校广播站主持英语角节目。在消防日（11月9日）到来之际，你决定向同学们宣传当火灾发生时该如何科学应对的知识，以使每个人都关注自身安全，珍爱生命。请根据下列提示，用英语写一篇短文，介绍在火灾中逃生的方法。1.首先拨打119报警电话，然后选择最快的逃生路线；2.逃生前应先用湿毛巾捂住口鼻，然后匍匐或弯腰迅速撤离； 3.如果火势比较大而无法逃离，可以退入一个房间内，用湿毛巾等将门缝封死，防治烟气进入，也可暂时利用房屋的阳台进行躲避，并设法向路人求救或等待消防人员到来。要求：1.120词左右2.可适当增加细节，使行文流畅。Period3GrammerI.Teachingcontentandanalysis:Ellipsis.为了使语言简洁或避免重复，省略句中的一个或几个句子成分，这种语法现象称为省略。高中阶段省略句中主要包括五种基本成分的省略：主语；谓语或谓语的一部分；宾语；主语和谓语或主语和谓语的一部分；不定式to后的动词。高考常把省略句与时间状语从句、地点状语从句等的考查融合在一起，考查考生综合把握语言知识的能力。直接考题出现在语法填空和改错题中，阅读理解及完形填空的语篇中也会出现。II.TeachingGoalsandanalysis:1.GetthestudentstolearnandusetheEllipsisingroups.2.Learntodoteamwork,independentstudyandexploration.教学过程采用合作探究方式，以小组活动的形式达到学习目的。III.TeachingimportantpointsGetthestudentstohaveabetterunderstandingofthestructuresandusagesofEllipsis.IV.TeachingdifficultpointsEnablethestudentstomastertheEllipsiscorrectly.V.TeachingaidsComputer,learningguiderandPPTVI.Teachingprocedures1.BasicflowchartofteachingLearninggoal→→Lead-in→→Cooperationandinquiry→→Testforgoals→→Summary 2.TeachingproceduresI.Workbeforeclass前置作业设计意图：让学生回顾之前学习过的句子成分，并学习如何省略句子成分。Task1a.Translatethefollowingsentences.1.请(你)进来。(You)Comein,please.2.(你)要抽支烟吗？（Willyou）Haveasmoke?3.(有什么)我能为你效劳吗？（Isthere）AnythingIcandoforyou?4.她虽年幼但她(很)勇敢。Shewasyoungbut(shewas)brave.5.他会回来的，可是他不知道什么时候(回来)。Hewillcomeback,buthedoesn’tknowwhen(hewillcomeback).6.(你)饿吗？(Areyou)Hungry?7.–李明去哪了？–WherehasLiMinggone?–对不起，我不知道(他去哪了)。–Sorry,Idon’tknow(wherehehasgone)8.–你愿意来参加聚会吗？–Wouldyouliketocometotheparty?–我愿意(来参加聚会)。–I’dloveto(cometotheparty).b.AnalysisthesesentencesandtrytoturnthemintoEllipsis.c.Tellthestructureofeachsentence.Task2WhatcanweEllipsisinthesentences?Pleasegiveexamples.主要有5种成分：主语；谓语或谓语的一部分；宾语；主语和谓语或主语和谓语的一部分；不定式to后的动词II.Cooperationandinquiry合作与探究Step1Leadin设计意图：让学生感知省略句的优点，从而引出省略句使用。Ingroups,lookatthesepairsofsentences.DiscussthedifferencebetweenAandBineachpair.Alsodiscusswhichisthebettersentence,AorBandWhy.(page37)Step2Team-workandShow合作学习与展示设计意图：让学生展示课前学习成果，锻炼学习及表达能力，提升自信心。鼓励学生把省略不同成分的省略句都展示出来。在展示过程中学生自觉完善课前没能掌握的内容，教师根据学生的展示情况引导学生探究、思考、完善学习内容，让学生在课堂活动过程中发现并解决个人的余留问题。Task1:Preparetoshowyourworkbeforeclasstogetherwithyourgroupmembers.·Eachgroupshowonesentenceandanalysisit.Task2:Rewritethesesentencestakingouttheunnecessaryparts. 1.Theburnthatshegotfromtheironwasredand(itwas)verypainful2.Aboywasontheleftsideofthesickwoman,andagirlwasontheright(sideofthesickwoman.)3.Shehasadaughter(whois)inhospital.4.Hewenttothedoctorbecausehehadtogoto(thedoctor).5.Didshepassthefirstaidtestthatshedidyesterday(ordidn’tshepass)?6.Shecouldnotdecidewhethertosendhimtohospitalornot(tosendhimtohospital).7.Whenyournoseisbleeding,youshouldbendforwardsothatthebloodrunsoutofyournoseand(theblood)doesn’trundownyourthroat.8.Onlysomeofthestudentshavedoneafirstaidcoursebutmostofthestudentshaven’t(doneafirstaidcourse).Step3Testforgoals设计意图：检测并运用省略句，让学生明白该语法项目在试卷中怎么考。Correctthemistakes1.Nothingcankeepmecarryingoutmyplan.(me后面加from)2.–Wouldyougetmeabarofchocolatefromthekitchen,dear?–Otherone?(Other改为Another)3.Althoughissmall,thecompanyhasabout1000buyersinover30countries.(去掉is,或在is前面加it)4.–What’sthematterwithDella?–Well,herparentswouldn’tallowhertogototheparty,butshestillwants.(wants后加to)5.Ifaskingtolookafterluggageforsomeoneelse,informthepoliceatonce.(asking改为asked)Step4Summary设计意图：学生自我讨论总结省略句用法。PleasesummarizeEllipsis.III.Workafterclass设计意图：结合高考特点巩固省略句的用法。1)–Tomorrowisaholiday.Whyareyoudoingyourhomework?–IamdoingtheseexercisesnowsothatIwon’thave_____onSunday.A.itB.themC.forD.to2)–ShallIinviteAnntomybirthdaypartytomorrowevening?–Yes.It’llbefineifyou______.A.areB.canC.inviteD.do3)–Aren’tyouthemanager? –No,andI______A.don’twanttoB.don’twanttobeC.don’twantbeD.don’twant4)–I’llbeawayonabusinesstrip.Wouldyoumindlookingaftermycat?–Notatall______.A.nottoB.nottodoC.notdoitD.donotto5)–Won’tyouhaveanothertry?–________.A.Yes,IwillhaveB.Yes,Iwon’thaveC.Yes,Iwon’tD.Yes,Iwill6)–Iwon’tdoitanymore.–_______?A.WhynotB.Whydon’tdoanymoreC.WhynotdoD.Whydon’t7)–Doyouthinkitwillsnowtomorrow?–______?A.Idon’tthinkB.No,Idon’tthinkC.Idon’tthinksoD.No,Idon’tso8)–Haveyoufedthecat?–No,but______.A.I’mB.IamC.I’mjustgoingD.I’mjustgoingto