Unit5FirstAidUsingLanguage(1)教学设计-高中英语人教版选择性

Unit5FirstUsingLanguage(1):Learntocallemergency40“安全常识与自我保护“人与自我做人与做事题内容为“生命的意义与价值。这样有助于培养他们应对突发事件和意外伤害的能力，以便他们能在未来面对类似情况时迅速反ReadingandThinking(LearnaboutfirstaidforFirstAidForLearningAbout(BuildupyourChemicalLearningAbout(DiscoverusefulAnelderlyUsingLanguage(1)(Learntocallemergencyservices)Anemergency999救援机构的接线员与UsingLanguage(2)(Shareyourstoryaboutprovidingfirstaid)AstoryaboutprovidingfirstaidAssessingYourThestoryaboutNancy'sfallingNancy晚上骑自行车回家时VideoParaLifeWorkbook:ListeningandSpeakingAconversationaboutfirstaidWorkbook:ReadingandIsYourHomeWorkbook:*ExpandingYourWorldHowOneManMadeADifference目标a:了解烧/烫/（语言b:掌握动词inging形式表达意义（语c:（语言能力、学习能力、思维品质目标e:了解一些中外紧急救援机构及其实施救援的方法和流程；了解红十字会国际委员会创立的目标f:（学习能力、思维品质ReadingandThinking&LearningAboutLanguage(Buildupyour12目标a:了解烧/烫/LearningAbout(Discoveruseful第3目标b:掌握动词ing形式在句子中的功能和UsingLanguage(1)&Workbook:Listeningand45c:了解急救的语言特点，掌握拨打UsingLanguage(2)&Workbook:Readingand67d:*VideoTime&*Expanding&第8目标e:了解一些中外紧急救援机构及其实施AssessingYourProgress&*Project910目标f:借助网络、图书馆等途径收集各类意本单元第4UsingLanguage(1Learntocallemergencyservices（听说课【what听力部分是一通急救的录音，录音为英国999Hello,thisistheambulance.”式。男孩说明情况和需求后，接线员首先与男孩确认了地址和(“Couldyoutellmeyouraddress?”“Andyourphonenumber?”)。接下来，接线员询问了一系列问题，了解病人的年龄、身边的人员和目前症状(“Howoldishe?”“Andareyouwithhimnow?”“First,isheonhisback?”“Anyfoodthere?”“So,he’sbreathing“Isheconsciousnow?”)。此后，接线员根据病人情况发出指令，指导男孩和他的妈妈实施急救(“Next,tellyourmumtoputherhandinthemiddleofhischest,andpressdownYouneedtodothisquickly…twicepersecond.”“Pressthechesttwiceasecond.Keepdoingit.”“Ifyourmotherneedsabreak,youshouldchangeplaces.”(“Oh,theambulanceishere!”“Oh,thankyousomuch!”)。【why【how“Hello,thisistheambulance.”）其次，由于情况危急，故语言简洁，使用了较多省略句(如“And用了较多祈使句，且指令间有顺序词(first,next,now…)的衔接，让指令更易被理解。通过听说部分帮助学生学习拨打急救目标a（语言能力语篇：法进行拨打急救紧急情况拨打急救电目标c（思维品质d（学习能力Activity1(4（感知与注意学生的兴趣被活动与体验：学生基于视频获取的信息回导入本节课话题（拨打急救PlayavideoclipfromYoungSheldonandaskstudentsquestions:1.WhathappenedtoSheldon?2.Howwashesavedfinally?回答出相关问联想与结构：教师通过视频使学生聚焦主Activity2(4（感知与注意AskSstomatchcountrieswiththeAskSsfollowupHaveyouevercalled120?Whatshouldyousayduringthecall?1.拨打急救的1.由于学生缺活动与体验：学生将一些国家和紧急了中国和美国了解紧急积累一些国家的紧急号2.通过提问激活学此主要是老师展示各个国家的紧急号2.学生虽无拨120的经验，但大致能说出“是否拨打过120”“在拨打120时应说联想与结构：教师通过“是否拨打过120时应说为听力环节做铺在拨打急救电话时需提出的Activity3(6（获取与梳理活动与体验：学生听Listentoa999callandfillintheinformationsheetaboutthe需提供的必要信service,phone,age,sex,condition关address和symptoms救时求助人需提理解急救内容和接线员的指令，了解急救的特点和拨打急救的要求；分析并总结有关如何听懂说话人指令、判断说话人情感address和symptoms的部Activity4(5（获取与梳理Listenagainandinstructionsoperatorgaveintherightorder.AskSsfollowupHowcanyougettherightorder?Anycuewords?What’sthelanguagefeatureofthoseHowwouldyoudescribetheboyand（顺序词和祈使出听力策略2活动与体验：学生听取接线员给出的本质与变式：学生深并通过分析求助人和话者的语调来判断其1.2theoperatorinActivity5(5（通过梳理听力内学生能够从求本质与变式：学生对听力内容进行深度加与阐释结出拨打急救总结拨打急救AskSsdiscusssummarizehowtogiveanemergencycall.(BeforeremindSstothinkfromtwoaspectsthecallerandtheActivity6(14AskSstothinkaboutadrowningvictim’sconditionsymptoms,andwhatfirstaidtechniquesshouldbeusedtorescuePlayashortvideointroducinghowtoperformCPR.AskSsguessthesituation(torescueachokingvictim)accordingtothevictim’sconditionandsymptoms,andthefirstaidtechniqueofrescuinghim/her.UnderT’sguidance,apairofstudentsshowhowtoperformHeimlichbeforetheclass,andthereststudentspracticeinWorkinRoleplay学生能够回答出溺水的症也能通过提供的症状和急救方法得出是被食物噎住这一观看操作CPR试海姆里希急在角色表演用英语准确描述溺水者/被食物噎住者的症供正确的急救较规范地演示操CPR和海姆活动与体验：学生思考溺水的症状和急救和急救方法得出是被食物噎住这一紧急事CPR(心身尝试海姆里希急救内化与交流：学生在迁移与创造：学生将“拨打急救救助溺水者被食物噎住看操作CPR(心肺习得处理呼吸色表演做充足准食物噎住的方法，如心肺复海姆里希急救法；能够模仿听力中的急救，与同伴分角色表演溺水场景/噎住场景拨打emergencycalltorescueachokingAssessment(1（批判与评价学生能够根据评价清单做出活动与体验：学生根巩固课堂内容，实现生生AskSstoevaluateperformanceofgroupsthatroleplayedbythefollowing√1.Isthecalla√2.Arekeyparts但由于有限的评价这部分做√3.Iscorrect√4.Aresequencingandimperative√5.Istheacting激发探索欲望；夯实课堂AssignmentOption1:(Individualwork)Writealettertoyourfriend,sharingwithhim/herabouthowtocallemergencyOption2:(Groupwork)SearchtheInternetforfirstaidtechniquesonanothermedicalemergency,roleplayanemergencycallandrecord通过作业1通过作业21，故打算将作业2留到后面的能够全面地概括拨打急救言表达需要修内化与交流：学生在信件分享拨打急救迁移与创造：学生将其他紧急事件的真实（作业能够认识在应MakeasummaryCallifit’sreallyanemergency.HopeemergencieswillNEVERhappento学生认同只有价值与评判：学生深对突发事件和在真正遇到紧意外伤害时拨打急救求应迅速拨打急助的重要性，并深刻理解生命的意义和珍爱生命的重要识和自我保护能B2U5FirstAidUsingLanguageProvideGivefirstaidOption1:(Individualwork)Writealettertoyourfriend,sharingwithhim/herabouthowtocallemergencyOption2:(Groupwork)SearchtheInternetforfirstaidtechniquesonanothermedicalemergency,roleanemergencycallandrecordIngroups,trytomatchthecountrieswiththeemergencyAustralia Canada China Japan MostEuropeancountries NewZealand SouthKorea theUK US

Matchthepicturesbelowtothemedicalemergencies,andthendiscussthequestionsingroups.

badHaveyouevercalled120?Ifso,whatWhataresomeothermedicalemergenciesthatyouwouldcall120Listentoa999callinEnglandandanswertheWhydidtheboycallWhoelsewasintheroomwiththeboyandhisHowdidtheboydescribetheoldman'ssufferedfrom? UNIT5FIRST Listenagain.Numberthefollowingtheoperator Pressdown,twiceasecond. Ghecktoseeifthereisfoodinhismouth. Ifyourmotherneedsabreak,changeplaces. Puthimonhisback. Removeanypillows. hischest.Ingroups,discussthefollowingHowdidtheoperatorkeeptheboyWhatdidtheoperatordotomakethiscalla

Whengivingmands,peopleusuallyusetheimperative.It'ssimpleandclear.Tohelpthetheyusewordssuchasfirst,WhenlisteningtoinstructionsinEnglish,youshouldfollowtheorderoftheinstructions