高中英语 Unit 5 First AidReading for Burns教学设计 新人教版必修5.doc

unit 5 first aidreading: first aid for burns一、教学对象分析本课的教学对象是高中二年级的学生，他们对这一话题充满了浓厚的兴趣，求知欲旺盛，具有一定的分析和解决问题的能力，并能进行有效成功的交流合作和讨论。课前，师生分别上网查阅有关急救及安全方面的常识、图片与影音资料，了解更多关于急救与安全的知识。这样既有助于学生有效利用多媒体学习英语，接受信息的方式从被动接受转为主动探究，又增强了学生的合作意识，激发了他们强烈的学习兴趣，为课堂教学奠定了情感基础。实践证明，充分的课前准备大大消除了学生的焦虑，对教学任务的顺利完成起了关键性的作用。二、教材内容分析 本单元以“急救”为中心话题，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。reading是关于烧烫伤的急救方法。先是介绍皮肤对人体的重要性，既而介绍烧烫伤的各种起因，三种不同的烧烫伤程度以及他们的症状和应该采取的急救措施。文章采用了小标题，使文章脉络明晰。通过阅读本文，对如何处理烧烫伤的知识就一目了然，并会在遇到紧急情况时镇定自若地进行急救。3、 教学目标1. 知识与技能:(1) 使学生掌握整体阅读和分段阅读的能力与技巧,尤其突出利用小标题提炼思维导图在理解文章结构中的重要性。(2) 使学生了解正确的烧烫伤的急救知识和处理步骤。(3) 使学生学习和掌握课文中的重点词汇与短语。2. 过程与方法:通过小组合作教学法、多媒体辅助教学法、整体阅读和分段阅读教学法，结合学生个体活动、4人小组活动等，让学生了解皮肤的功能、burns的原因和分类、特征及其处理方法。3. 情感、态度与价值观: (1)通过学习，帮助学生了解基本的急救知识, 指导学生针对突发情况实施正确的急救措施，并使学生能够在实际中学以致用，鼓励学生遇事要机智勇敢，要富有爱心、帮助他人。(2)使学生在小组竞赛和讨论等活动中提高团队合作意识。 四、教学过程step1 warming up and lead-in ( minutes)1. warming up教师以猜词方式进行热身，介绍猜词竞赛规则，并鼓励学生踊跃参与。t: at the beginning of the class, id like you to do a guessing game for new words to check whether you have previewed the lesson. the rules are: volunteers will come to the front in turn. each time one new word from unit 5. at most three of you can explain it in english for him/her. if he/she guesses right, he/she will win one point for his/her group. 设计意图 教师以猜词进行热身, 一方面易于检测学生预习情况，另一方面易于调动学生上课的积极性和热情，有利于学生全身心投入到教师活动中，为教师顺利开展课堂教学奠定良好基础。2. lead-in（1）教师由猜词导入first aid，介绍并让学生齐读first aid的定义。t: good. thats todays topicfirst aid. here is the definition of first aid. the whole class, please read it together. one, two, begin. first aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found. 设计意图 教师对猜词环节所提供的单词进行了精心的筛选和设计，最后一个是first aid，根据学生所给出的英文解释，可以很轻松自然地由猜词环节导入本单元话题first aid。（2）教师让学生观看一个英文网站下载的小视频，并在观看视频之前提出问题，让学生思考: 该视频要告诉我们的主要内容是什么。t: to have a brief idea of first aid, id like you to watch a video. while watching, think about what it tells us about first aid.t: good. youre all correct. it tells us first aid is very important. first aid saves life. its for everyone everywhere at all stages of life, such as traffic accidents, electric shock, food poisoning etc.设计意图 此设计可以让学生对first aid有基本的了解，并让学生带着问题观看，以此引出first aid 在生活中的重要性，教学目标明确。step2 pre-reading ( minutes)（1）在处理课文内容前，教师讲述了前一天发生在本市的一则关于烧烫伤的新闻，以此引出本单元reading 内容first aid for burns。t: its reported in sanming daily that a little girl was sent to sanming no.1 hospital yesterday. do you know what happened to the girl？t: she knocked down a bottle of hot water and her left arm got burnt seriously. her mother was very worried. then she was sent to the hospital. the doctor asked the mother if she had done something to her daughter. after hearing what she said，the doctor shook his head because what she did made the things worse. then the doctor strongly suggested that she should offer first aid in a proper way.（2）在讲述完该则新闻后，提出问题：假设你是小女孩的母亲，当时你应该采取什么样恰当的急救措施？t: if you were her mother, what would you do properly？ a. call 120?yes. b. ask neighbors for help?yes. c. cool the wound with an ice pack directly?no. d. rub (揉) the burned area gently?no.设计意图 教师以叙述者的身份和口吻讲述发生在他们身边的最新新闻，增加了新闻的真实性和可信度。然后提出思考问题。这样的读前活动可以让学生身临其境、换位思考，牢牢地吸引了学生的眼球，快速激发学生的求知欲，为接下来的阅读创造了良好的学习氛围。step3 while-reading 1. skimming ( minutes)（1）教师简单介绍first aid for burns这篇文章出自first aid for the family这本书。t: thats what we are going to learn- first aid for burns. the passage is a text from a book called first aid for the family. （2）在提前预习完课文的基础上，让学生对文章的体裁进行分析。t: after previewing the text, do you know whats the writing style of this passage: narrative(记叙文), expositive(说明文) or argumentative(议论文)? yes, expositive.（3）在学生预习完课文的基础上，让学生对文章结构进行段落划分。t: how many parts is the text divided into? exactly, 5 parts. （4）提醒学生注意文章的小标题，提取出每部分大意及小标题，ppt上逐步显示出文章的框架和思维导图，强调小标题在文中的作用。t: and we can easily find that the passage is organized under headings(小标题)。 t: now, please pick out the topic of each part and the headings within it.t: so, part1: functions of skin; part2: causes of burns; part3: types of burns; part4: characteristics of burns; part5: first aid treatment. here is the outline of this passage. and in this way, we can easily know the main idea of each part and can quickly find the information we want。unit5 first aid for burnsthe function of skincauses of burnstypes of burnsfirst aid treatmentcharacteristics of burnsfirst degree burnsthird degree burnssecond degree burns设计意图 在训练学生的略读能力的时候，分析文章的写作体裁，并让学生整体地寻找标题，尤其突出思维导图在理解文章结构中的重要性。这样的设计旨在培养学生良好的阅读习惯，可以很好地体现整体教学法的原则，给文章以整体感，并把阅读课上升到了一个高度，即：要分析文章的类型、特点及规律，有的放矢地进行阅读。2. scanning ( minutes)part1: skin教师让学生观察一张放大了的人体皮肤的示意图，让学生根据预习内容回答问题：我们人体的皮肤共有几层？分别是哪几层？然后让学生细读课文第一部分the function of skin，根据课文内容完成ppt所给句子的空白部分信息，理解皮肤的功能。t: now here is a picture of the skin. its so large that you can see it clearly. t: how many layers are there in our skin? and what are they?ss: three. they are the first layer, the second layer and the third layer.t: yes. skin covers all our body so its very important. please read part1- the function of skin as quickly as possible and fill in the blanks. s: skin protects you against diseases, poisons and the suns harmful rays; keeps you warm or cool; prevents your body from losing water; gives you sense of touch.设计意图 文章的第一部分,老师围绕着皮肤的作用给学生设置了查找关键词的任务，培养学生通过细读查找关键信息的能力。part2: causes of burns在学生预习课文的基础上，教师给出一些图片，让学生回答生活中常见的烧烫伤的原因有哪些。t: but sometimes we can be very careless and get our skin burned. what kind of causes are there in our daily life?ss: hot liquids, steam, fire, the sun, electricity/ electric shock, chemicals.设计意图 第二部分内容比较简单易懂，但应对个别生词强化记忆。part3: types of burns教师提问学生：日常生活中的烧烫伤的类型有几种？分别有哪些？每种类型烧烫伤中受影响的是哪层皮肤？t: in fact, burns are divided according to the degree of pain. do you know how many types of burns there are? and what are they?ss: (together) three. they are first degree burns, second degree burns and third degree burns. t: good. and in each type, which layer of skin is affected? ss: first degree burns affect only the top layer of the skin设计意图 第三部分-烧伤的类型，让学生根据老师所给任务快速查找所需信息，训练了查读的能力，也让每个学生有了独立思考的空间。part4: characteristics of burns教师让学生仔细观察三副烧烫伤的图片，提出问题：每副图片上对应的是哪一类型的烧烫伤？每种类型烧烫伤的症状分别是什么？ 有疑问的地方可以参看课文或者与同桌讨论得出答案。t: now, please observe the three pictures carefully, which type of burns is it? what are the symptoms of each burn? if there is any problem, you can discuss with your desk mates or refer to the text.设计意图对课文的第四部分-烧伤的特点，采取了同桌间讨论的方式，充分调动学生的积极性，并指导学生逐步获得相关的信息，为最终提高学生的知识运用能力奠定基础。part5: first aid treatment（1）教师指导学生思考：如果你像上图一样烧烫伤应该怎么办呢？以此引出课文的第五部分：first aid treatment。t: if you got burned like this, what should you do next? yes, of course, first aid treatment. but do you know how to do that properly? it doesnt matter. lets come to the fifth part of the text-first aid treatment. （2）教师首先提出问题：该部分的每条信息前为什么标注序号1、2、3、4、5、6、7？以此引出这部分是按照急救措施的先后步骤排列的。t: do you know why the information is numbered 1, 2, 3, 4, 5, 6, 7?t: yes, it tells us the seven steps you should take. （3）教师再指导学生细读第五部分并思考：在烧烫伤的急救处理过程中我们需要哪些东西？学生读完之后，教师指导学生进行一个判断的小游戏，即：教师给出一个物品名称，让学生回答yes/ no，以此判断哪些是需要的哪些是不需要的，有疑问的地方进行适当的解释。t: please read this part again to get some details. while reading, you should think about the questions: what are needed in the treatment for burns? t: lets judge together. ill give you a word and you say “yes” or “no”, e.g. scissors; cool or cold water; a dry, clean bandage.（4）接着，为了进一步细致地理解正确恰当的急救措施，教师指导学生进行抢答练习，即：教师给出一个句子，在读完之后，允许学生举手抢答判断所给句子中急救措施的正误，并给出合理的解释。t: good. you have got more details of the treatment. to understand the steps further, lets do rushing to answer. listen to the following first aid treatment. raise your hand to decide whether it is true (t) or false (f). if its false, please give your reason. if youre reasonable, youll add one more point to your group. f 1) when someone is burned, you should place some ice on his wound. t 2) the function of cool water is to prevent and reduce swelling.t 3) we shouldnt break the blisters, or they will make the wound infected.f 4) sometimes, we can put oil or ointments on burns to stop the infection.f 5) cold water can be used in three types of burns.t: youre right. lets count your marks. this group got the highest marks. congratulations! in fact, the whole class have done a good job.设计意图 设置多种教学方式，让课堂动静结合。同时，以抢答的方式进行小组比赛，调动了学生的积极性的参与的热情，增加了课堂的活跃度，也加强了小组内学生的合作意识和整体意识。step4 post-reading ( minutes)(1) further thinking 教师进一步强化正确的急救措施在日常生活中的重要性，鼓励学生要遇事机智勇敢，要富于爱心，帮助他人。另一方面，进一步指导学生思考：事实上我们是否能避免这些烧烫伤的发生？什么比治疗更重要呢？以此引出“防范于未然”的重要性。t: so, next time when you meet someone who got burnt, at first make sure which degree of burns it is and then give proper first aid to the person like this, in this way you can save other peoples life. t: but on the other hand, have you ever thought about how to avoid such injury happening? think about the question- p_ is better than cure. yes, thats right, prevention, which means preventing from being burnt.t: in fact, most burns happen in the home, especially in the bedroom, the kitchen and the bathroom. if we know some simple safety measures, it can decrease the chances of getting burned. (2) discussing 教师指导学生以四人为单位进行小组思考并讨论：在每个人家中最危险的几个烧烫伤的地方比如：厨房、浴室、卧室，应该怎么防止烧烫伤的发生？并在讨论后给出一个家庭安全措施。t: discuss in groups of 4 and think about how to prevent ourselves from being burnt in these dangerous places and try to give some home safety measures.设计意图 该部分通过教师展示图片和学生的自由讨论使学生了解有效防范家庭中烧烫伤发生的措施，让学生就家庭安全这一话题提出建议。讨论是训练口语的好时机，该部分把所讨论的话题和日常生活紧密地结合起来，培养了学生的语言综合能力,同时使学生明白更重要的是预防,增强和树