高一英语必修5 Unit 5 First Aid-教学设计课件

Unit5Firstaid单元教学设计,教材内容-语言知识,涉及教材内容,整合教材,Firstaid,Firstaidforburns,Language,Givinginstructionsaboutfirstaid,Ellipsis,Reading1.5,WordStudy1.5,Listening,reading&writing1-1.5,Grammar1,教材内容-课时安排,教材内容-以话题为中心,话题Firstaid,语法（*Ellipsis）Givinginstructionsaboutfirstaid,词汇Anexperienceofgivingfirstaid,阅读Firstaidforburns,听Firstaidquiz,写Givinginstructionsaboutfirstaid,教材内容-语法贯穿各个课型,语法（*Ellipsis）Givinginstructionsaboutfirstaid,词汇Anexperienceofgivingfirstaid,阅读Firstaidforburns,听Firstaidquiz,写Givinginstructionsaboutfirstaid,教学内容：firstaidforburns教学目标：学生通过回答问题等方式获取信息，理解信息，并能够运用所获取的信息和词汇简单介绍烧伤的起因、级别、特征以及急救措施。教学过程：,Reading,burns,Reading,causes,firstaidtreatments,typescharacteristics,skin-function,Reading-Pre-reading,Ssareshownsomepicturesandtellwhathashappenedtothesepeople.2.TeacherasksSsthefollowingquestions.Q1:Doallofpeoplehavetogotohospitalatonce?Q2:Beforethedoctorcomes,whatshouldwedowiththesepeople?-Givethemfirstaid.,Reading-Pre-reading,3.Sstelltheirunderstandingoffirstaid.4.Ssgettoknowthemeaningoffirstaidbyreadingthedefinitionofitandansweringquestions.Q1:Whatkindofpeopleisgivenfirstaid?Q2:Whendowegivepeoplefirstaid?Q3:Whatkindofillnessdothepeopleget?,Reading-While-reading,Titleprediction:,FIRSTAIDFORBURNS,Whatwillthetexttalkabout?,Whathappenedtothelittlegirl?Thegirlwasburntbyhotwater.,?,Reading-While-reading,Fastreading:,Ssskimforgeneralinformationbymakingthetopicsintherightorder.A.typesofburnsB.firstaidtreatmentC.thefunctionoftheskinD.characteristicsofburnsE.causesofburns,Reading-While-reading,Carefulreading:Part1-thefunctionofskin,1.Ssanswerthequestions.Q1:Whatisthefeatureofskin?Q2:Howmanylayersofskindopeoplehave?Q3:Whatcanskindoforourbody?,Reading-While-reading,Ssanswersquestions.Q1:Howcanwegetburnt?(showthepicturesandtellthecause)-Wecangetburntby:hotliquids,steam,fire,radiation,thesun,electricityandchemicals.Q2:Howmanythingscauseburns?-Avarietyofthings.,Carefulreading:Part2-causeofburns,Wecangetburntby:hotliquids,steam,fire,radiation,thesun,electricityandchemicals.,Reading-While-reading,1.Generalinformation.Q1:Howmanytypesofburns,andwhatarethey?-Three.Theyarefirstdegreeburns,seconddegreeburnsandthirddegreeburns.2.Detailedinformation.Sslabelthepicturesandtellthecharacteristicsofdifferenttypesofburns.,Carefulreading:Part3&4-types&characteristicsofburns,Reading-While-reading,Carefulreading:Part5-firstaidtreatment1.GeneralinformationSsanswerthefollowingquestion.Q1:Howmanysuggestions?-Seven.2.DetailedinformationSsfindtheDosandDontsforburnsofdifferentdegree.,Reading-Post-reading,Task1:Ex.4onPage35.1.Readthefirstaidtreatmentsforburns.2.Analyzethecharacteristicsandnamethetype.3.Judgeifthetreatmentsarerightorwrong.Ifwrong,givethecorrecttreatments.Task2:Ssaregivenasituationandtelltherightfirstaid.Situation:Oneday,yourlittlesisterknockedoverakettlefullofboilingwaterontoherleftarm.Andherarmbecamered,roughandswollen.Itwascoveredwithblisters.Yourlittlesisterfeltextremelypainful.Unfortunatelyyourparentswerenotathome.Soyou,wholearntsomeknowledgeaboutfirstaid,musttakesomemeasurestohelpyoursister,andwhatshouldyoudo?,Wordstudy,教学内容：描述意外发生的起因和结果的词汇和描述急救措施的词汇。目标词汇：getdone，cause，treat，place/put，cover，stop/keep/preventfrom教学目标：通过观察目标词汇的例句，让学生理解目标词汇的用法及意义。学生能够正确使用这些词汇描述一次实施急救的经历。,Wordstudy,设计思路：语言接触-体验理解-总结归纳-灵活运用1.所选词汇来自主课文，且与本单元话题相关。2.所选词汇意义和相关例句遵循常用和典型两个原则。3.在把词汇进行分类时，对学生进行逻辑训练。3.练习的设置联系以前所学课文内容。,Taskpresentation:Learntousethetargetverbstodescribeanexperienceofgivingfirstaid.,Collectwordsandexpressionsaboutgivingfirstaidfromthetext.,Wordstudy,Dividethemintodifferentgroups,Gooverthephrases&expressionsandfocusonthekeyverbs,Read,observe,summarize,Makesentences,Usethewordstointroduceanexperienceofgivingfirstaid,Firstaid,accident,cause,result,treatment,Wordstudy,damage,slow,prevent,heal,hold,feel,Wordstudy,Teachingproceduresofeachword1.Readthesamplesentences.2.Observethesamplesentences.3.Summarizethestructureandmeaning.4.Makeupsentencesaccordingtothegivenpictures.,Step1:readsamplesentencesandlearnusages.Itwashardtotreatpatientsbecauseofashortageofmedicine.(a)Theschoolaretreatingthismatterveryseriously.(b)Trytotreatallyourstudentsthesame.(e)Debbiewasalwaystreatedasoneoftheboys.(d)Thebesttreatmentforacoldistorestanddrinklotsofwater.(c)a.totrytocurebymedicalmeansb.todealwithorhandlec.somethingdonetocuresomeonewhoisinjuredorilld.regardorconsiderase.actorbehavetowardsinthestatedway,Wordstudy,Wordstudy,Summary:,Wordstudy,Practice1:makesentenceswith“treat”.,Reporter:WhatdoyouthinkofBeijing?Iraqathlete:_.(treat),Staff:Whathappened?LiuXiang:_.(getinjured,treat),Wordstudy,Practice2:Howtotreatsprains?Activity1:usetreat,treatmenttofillintheblanksActivity2:circlethewordsofdescribingtheprocessofthetreatment.RICE(Rest,Ice,Compression,andElevation)Minorinjurieslikesprainsmaybetreatedathomeifbrokenbonesarenotsuspected.TheacronymRICEishelpfulforrememberinghowtotreatminorinjuries.Itstandsforrest,ice,compression,andelevation-thefourbasicelementsofimmediatetreatmentforaninjuredfoot.Rstandsforrest,Iisforice,Cisforcompression,andEisforelevation.Rest.Patientsshouldgetoffinjuredfootassoonaspossibletopreventitfromgettingworse.,Wordstudy,Step2.Studentspractiseusingthespecificwordsabouttreatmenttreat(place,stop,cover,prevent,keep)Activity1.observethesentenceswiththetargetwordsfromthetextandunderstandthemeaningofthem.1.Itisbesttoplaceburnsundergentlyrunningwater.2.Usethecoolwatertostoptheburningprocess,preventsthepainbecomingunbearable.3.Forseconddegreeburns,keepclothscoolbyputtingthembackinabasinofcoldwater,squeezingthemoutandplacingthemontheburnedareaoverandoveragainforaboutanhour4.Covertheburnedareawithadry,cleanbandage.Holdthebandageinplacewithtape.,Wordstudy,Activity2.summarizetheusageofthetargetwords,Activity3.practice1.useprevent/stop/keep(fromdoing)tocompletethesentenceswiththehelpofthekeywords.quizaboutfirstaidknowledge:Neverleaveasmallchildalonewithadogorcattopreventthechildfrombeingbitten.(child,bite)Dontfeedwildanimalswithyourhandstopreventtheanimalsbitingyou.(bite)Ifsomeonesclothesareonfire,stophimfromrunningaround,asthatmakesclothesburnfaster.(runaround)Ifsomeonebadlysprainshisankleplayingfootball,gethimtositdownandputsomeiceonhisankletokeepitfromswelling.(swell),Wordstudy,Practice2:situation:youhavebeenattendinganoptionalcourseaboutgivingfirstaid.Nowattheendofthecourse,youaretakinganoraltestabouthowtogivefirstaidtogetyourcreditofthiscourse.Example:Teacher:WhatifBengetsbittenbyasnake?(bite,snake)Students:Layhimdownandkeephimstill.Putpressuretothebittenareawithhandsandthenplaceabandagefirmlyoverthebite.Thencallmedicalhelp.(keep,place,put),Wordstudy,Wordstudy,Step3.Studentsfinishthefollowingdiary.September20,2008SunnySinceIhavelearntsomeknowledgeaboutfirstaidintheschooloptionalcourse,IappliedforajobwithaFirst-AidPostatourschoolsportsdayandluckilyIwasaccepted.Andthenthesportdaywascoming.Igotachancetoputmyknowledgeintopractice.AndIfeltexcitedandhappyaboutthejobandIwanttoputitdowninmydiary.ThefollowingiswhatIdidtodayattention:youcanchoosefromthefiveaccidentsmentionedaboveyoushouldwriteatleasttwoaccidents,Grammar,教学内容：Ellipsis教学目标：通过观察，学生能够发现一些省略句在口语和书面英语使用中的规律，并能够在说和写的过程中正确使用省略句。教学思路：引出问题-观察发现-分类分析-归纳总结-进行练习,Grammar,Gettingtoknowthedefinition,characterandfunctionofellipses.Step1.TasksSssomequestionswithellipses:1.WhatdidyoudoatChristmas?2.(It)Soundsgreattome.3.(Didyou)Haveagoodtime?Step2.ThelpsSsfindoutthecharacterofellipses:Havingsomewordsomitted.Step3.TshowsSsthedefinitionofellipsesStep4.ThelpsSsunderstandwhyweuseellipses,Grammar,Observation&Discovery一、口语交流中的省略1陈述自己的意见或提出要求2提出问题3回答问题(简略回答)4表示感叹5对别人的陈述作出反应,Grammar,1陈述自己的意见或提出要求(I)Haventseenyouforages.(简单句)a.Wehaventseenformanyyears.b.Ihaventseenyouforalongtime.c.Ihaventseenyouformanyages.Conclusion:在陈述自己的意见或提出要求时，常常会省略句子的主语等成分，其中祈使句尤为典型。,Grammar,Observation&Discovery二、书面语中的省略1作指导(Givinginstructions)2在说明性的文段中3随笔、日记、或书信中也有时用到4在新闻英语的标题中,Grammar,1作指导(Givinginstructions)(You)Coolburnsimmediatelywithcoolbutnoticywater.(L41,P34)(You)Covertheburnedareawithadry,cleanbandage.(L50,P35)Conclusion:在作指导时，祈使句较为常用，常省去主语you.,Grammar,Observation&Discovery三、关于不定式与状语从句1不定式2状语从句中的省略,Grammar,Practice.1.Crossouttheunnecessarywordstomakethesentencesconcise.Iworkinafactoryandmyparents(work)onafarm.TheydontgototheSummerPalace,neitherdoI(gototheSummerPalace).IshalldoallthatIcan(do)tohelpyou.,Grammar,2.Finishthedialogues.Trytomakethesentencesasconciseaspossible.-Hadyourhaircut?-Yes,Ihave.-Hopeyouwillcomeontimetomorrow.-Iwill.-Areyoutired?-Notvery.,Grammar,3.Finishthepassage.YesterdayIreadapieceofnewstitled:(A)NEWMETHODFORBRUISEHEALING(WAS)FOUND(一种治疗瘀伤的新方法被发现).Thecontentisasfollows:If(youare)hitorknockedagainstbysomething(你被打或被什么东西撞了),youmighthaveabruiseonyourbody.Usually,abruisewontaffectthesecond(layerofyourskin)butthetoplayeroftheskin(第二层皮肤，除了表层皮肤).If(yourskin)isnotbroken(你的皮肤没破),yourskindoesntneedabandage.Youcan,however,improvebruisehealing(康复)byusingthissimplemethod:First,lifttheinjuredarea(举起受伤的部分).Second,applyiceoracoldpack(敷冰或冰袋(coldpack)severaltimesadayforadayortwoaftertheinjury.Third,restthebruisearea,ifpossible(如果可能，休息瘀伤部分).,教学内容：急救老师进行了一个有关急救知识的小测验。内容涵盖了四种紧急情况：流鼻血、衣服着火、窒息和扭伤脚踝。一篇关于见义勇为者对于刀伤的紧急处理。教学目标：学生能够写出在一些紧急情况下的急救措施，并能使用一些提醒和建议的句式。设计思路：信息输入(reading)信息内化(结合本单元的阅读信息和词汇)信息输出(writing&speaking),Readingandwriting,Writing-Pre-writing,Setthewritingtask.Task:TheScienceMonthiscoming.Thereisacompetitioninwhicheverystudentineachclasswilltakepart.YouwillcompeteindesigningposteraboutthefirstaidinstructionsinEnglish.,Writing-While-writing,ReadingSsgetinformationthroughreadingsomearticles.Ssreadthelisteningmaterialtogettheknowledgeonthefirstaidtreatmentfornosebleeding,choke,clothesonfireandasprainedankle.Ssreadthelisteningmaterialagaintogetthesentencestructuretheywillusewhenwritingapieceofinstruction.Ssreadthereadingparagraph4onpage38.Sspickuptheknowledgeonthefirstaidtreatmentforwoundandgetthetargets