英语教学设计unit8 Unit 8 First Aid Reading DR ABC.doc

英语课堂教学设计教材：人民教育出版社 高二年级 （上）内容： Unit 8 First Aid Reading DR ABCTeaching aims: 1. Improve the students reading ability2. Let the students know more about first aid Teaching important and difficult point: 1. How to improve the students reading ability2. Help the students know more about first aidTeaching methods: 1. Reading-and-answering activity to help the students go through the reading material. 2. Individual, pair or group work to make every student work in class.Teaching aid: MultimediaTeaching procedures:Step Lead-in2004年冬天，深圳市年仅7岁的小学生袁媛，在父母煤气中毒的危急时刻却能沉着冷静，镇定地按照在学校所学的安全知识，迅速关上液化气罐阀门，打开门窗，然后到室外用父亲的手机拨打110、120，赢得了宝贵的抢救时间，将父母从死亡线上拉了回来。袁媛因此也被评选为当年“感动中国”的杰出人物之一。本课以此故事为切点进行导入，一方面身边的故事具有生动形象性，一方面袁媛的故事本身教育意义就深刻，而且与本课题“急救”联系密切。首先，在多媒体教室的大银幕上展示几张袁媛的照片（见ppt.）。然后老师问：“ Do you know this girl and her story?” 从而导入到袁媛智救父母的故事。接下来，老师播放一段袁媛智救父母过程的视频剪辑（大约四分钟左右，截取于CCTV-2的半边天节目）。观看完之后，老师给出话题让学生分组讨论。Discussion:1. If you were Yuan Yuan, could you do as well as Yuan Yuan?2. What made Yuan Yuan succeed saving her parents?3. After her story, what do you think of?讨论完毕，老师通过举手发言的方式让几组学生说说自己的想法。因为袁媛智救父母的故事本身就富有极强的震撼力及教育性, 所以学生很容易讨论到如何处理危机情况,如何进行急救, 学习急救知识的必要性等相关方面, 从而进入了本课的课题 First Aid and DR ABC。从而完成本课的导入。Step Skimming进入本课课题之后，老师要求学生翻到课本59页，Reading DR ABC. 老师提出任务, 让学生带着任务进行阅读.Task: Scan the text and divide the passage into several parts, then find out the main idea for each part.Part 1Part 2Part 3Part 4Part 5Para. 2Para.5Para. 3-4Para. 1Para. 6Giving first aid after checkingThe meaning of DR ABCThe importance of staying calmThe importance of first aidWhat should do after giving first aid?因为面对的学生水平较为一般.一方面既要保持阅读的积极有效性, 一方面又要降低难度让学生成功完成本部分学习任务,所以采取了以下几个步骤组织这一部分的教学:1. 布置任务,让学生带着任务通读课文2. 在阅读中,在幻灯片上先显示上图中左边和中间两列,即部分和段落的分布3. 在学生阅读完全文之后,再把上图中右边的一列,即段落大意在幻灯片上显示出来4. 要求学生把上述各项相匹配起来以分段,概括段落大意的方法,加以连线的形式加以展现, 让学生对本篇课文的结构框架及内容有大概的了解,从而完成本部分的教学.(本部分可操作性较强,可针对学生的不同水平进行调整组织教学)Step Scanning 本部分将组织学生对课本进行详细阅读并处理细节内容,主要以边读课文边提问边回答的方式进行.Question 1: How dose the writer start this passage? (Para. 1)本问题设计为单项选择题, 有四个选项可供选择Question 2: What are the steps of dealing with an emergency? (Para. 2-6)Step 1: To stay calm (Para. 2) Why should we stay calm?Step 2: DR ABC (Para.3-4) What do the letters DR ABC stand for? More details about DR ABC If a person is bleeding, what should we do?在“More details about DR ABC”这一环节中,老师主要以提问的方式引导学生针对性地阅读课文,并完成填空,加强学生对课文的理解和知识的掌握.D- We should first of all make sure that the accident scene is no longer dangerous.What should we do first?R- We can ask him “are you all right?” in order to calm the person and let him know What does R remind us? Why do we ask suck a question?help is on the way.A- Make sure that the persons airway is open and easy to breath. What do we do for A-airway?You can tip the persons head back slightly. (附图片)How do we make sure that?在如何使呼吸道更干净更容易呼吸这一方面, 老师要求学生进行现场动作演示.B- If the person isnt breathing, try to start it at once, using the mouth-to-mouth method. (附图片) How to start a persons breath?C- Check the persons blood circulation by putting a finger on the persons neck or wrist to feel the pulse. (附图片)How to feel ones pulse?在C-circulation中, 老师边演示如何感觉人的脉搏边让学生用手指在手腕和脖子上感觉自己的脉搏.Step 3: Giving first aid (Para. 5) When we give first aid, what should we pay attention to? And why?Step 4: Recovery position (Para.6) The definition of recovery position How to put a person in the recovery position? (附图片)After putting a person in the recovery position, what should we do?在 “How to put a person in the recovery position(康复位置)?”这一问题中,首先请同学用英语描述,然后再请一或两组学生进行现场的动作演示（边描述边表演）.最后,在幻灯片上显示康复位置的流程图,要求学生排列出正确的顺序.Step ConclusionQuestion: How to deal with an emergency?让学生围绕这一问题,结合课文进行简单的阐述.Step SupplementQuestion: Are you familiar with the following numbers?110 119 120 121老师在银幕上用幻灯片显示上述几个号码，要求学生说出他们的作用Step HomeworkTask: Get more knowledge of giving first aid in different situations“阅读”（Reading）是一篇介绍急救的文章，标题是DR ABC，具体介绍急救的重要性，如何进行急救，急救时需要注意DR ABC：D（Danger）代表危险，R(Response)代表反应，A(Airway)代表呼吸道，B(Breathing)代表呼吸，C(Circulation)代表血液循环,以及如何进一步急救等一些急救基本常识和步骤，使学生了解急救对病人的重要性及基本的急救知识，以便他们运用于生活实际。本课是一堂阅读课，主要以阅读为主。本课的主题是急救，一切活动都将以此为中心进行展开。首先，采用故事导入，播放视频，让学生对“急救”这一主题产生强烈的感应。让学生进行小组讨论，使之形成关于学习急救知识必要性的意识。接下来让学生Skimming（快读）：快速浏览文章，归纳段落主题，让学生了解整篇文章的框架结构。然后Scanning（查读）：捕捉每段主题的具体细节，理清文章脉络。这一环节是整堂课的中心，主要通过老师提问学生阅读回答问题如此循环反复的方式进行。阅读完