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

Unit5Period4UsingLanguage（二）Shareyourstoryaboutprovidingfirstaid教学设计教学分析教学目标Bytheendofthisperiod,studentswillbeableto:1.knowthestoryaboutprovidingfirstaidbyperformingtheHeimlichmanoeuvre;2.analysethestructureandlanguagefeaturesofthetext;3.sharedifferentideasoftheirstoriesaboutprovidingfirstaid;4.writeanarrativeessaythatsharesastoryaboutprovidingfirstaid.教学重点1.Helpstudentstoanalysethestructureandlanguagefeaturesofthetext.2.Cultivatestudentstowriteanarrativeessayaboutprovidingfirstaid.教学难点1.Enablestudentstofigureoutthestructureandlanguagefeaturesofthetext.2.Guidestudentstowriteanarrativeessaythatsharesastoryaboutprovidingfirstaid.教学资源教材、多媒体课件、投影仪、学案、黑板和粉笔。教学过程设计StepIPrereadingAskstudentstodoaquizaboutfirstaidknowledgetoreviewwhattheyhavelearntinthisunit.1.Totreataburn,you'dbetterA.rubsomebutteronitB.cooltheburntareawithcoolrunningwater2.ThebestwaytotreatasprainedankleistoA.putanicepackonyourankleB.keeponwalkingandjumping（设计意图：通过急救知识测试，复习已学内容，引出本节课“海姆利希急救法”的话题。）Suggestedanswers:1,B2.AStepIIWhilereadingActivity1Readfortheconnection.AsksstudentstoreadthearticleandthenputAEinthecorrectplacesinthetext.A.ChokingvictimsusuallyhaveonlyaboutfourminutesbeforetheycollapseandsometimesdieB.Ifyouseesomeonechoking,firstcalltheemergencyservicesC.ChenwastednotimeD.Withchokingvictims,everyminutecountsE.DoingtheHeimlichmanoeuvreonasmallchildisnotremendedSuggestedanswer:CABED(2)Guidestudentstoanalysetheconnectionofeachsentence,①Chenwastednotime.HegotupandrantoZhang'stableatonce.()②Chokingvictimsusuallyhaveonlyaboutfourminutesbeforetheycollapseandsometimesdie,leavingnotimeforanambulancetoarrive.()③Ifyouseesomeonechoking,firstcalltheemergencyservices.Then,makesurethatthevictimisreallychoking.()④DoingtheHeimlichmanoeuvreonasmallchildisnotremended,asyoumayhurthim.()⑤Withchokingvictims,everyminutecounts.Youcannotjuststandbyanddonothing.()Tips:Whenyouwrite,payattentiontotheconnectiontomakemeaningsclearandideaslogic.（设计意图：引导学生在填写缺失信息时注意对全文的把握以及前后句的逻辑关系，让学生在写作时能清晰明了并有逻辑性。）Suggestedanswers:①Pronoun②Causeandeffect③Sequencewords④Causeandeffect⑤CauseandeffectActivity2Readforthesetupandconflict.Askstudentstoglancethroughthetextandfillinthechart.WhoWhereWhat（设计意图：让学生了解故事的设置背景，包括人物、地点和事件等。）Suggestedanswers:Who:ChenWeiandZhangTaoWhere:TheywereinarestaurantinBeijing.What:ZhangTaowaschokingonsomesteakwhileeating.Activity3Readforsoutionstotheconflict.Task1:AskstudentswhatChenWeididtohelp.(1)(2)(3)Suggestedanswers:(1)HegotupandrantoZhang'stableatonce.(2)WiththehelpofZhang'sfriends,hewasabletohelpZhangtohisfeet.(3)StandingbehindZhang,ChendidHeimlichmanoeuivre.Task2:Practice.（1）我俯冲下水，快速游向那个男孩。（翻译句子）(2)Hehuggedme.(Replacethesentencewiththephrasewithbodyparts.)(3)Iattemptedtocalmmyselfdown.Icarriedon.(Replacethesentencewiththeingform.)（设计意图：引导学生学习文本故事的发展和语言特点，其中最主要的是动作描写，为后面的写作起到支架作用。）Suggestedanswers:(1)Idivedintothewaterandswamtotheboyatfullspeed.(2)Hethrewhisarmsaroundme.(3)Attemptingtocalmmyselfdown,Icarriedon.Activity4Readfortheconclusionandtheme.Askstudentstoreadthelastparagraphandfindouttheanswerstothequestions.(1)Whatwastheendingofthestory?(2)Whatwasthethemeofthestory?（设计意图：让学生了解故事的结尾和主题，通过最后主题的升华让学生体会帮助别人的重要性和意义，帮助学生树立正确的价值观。）Suggestedanswers:(1)ZhangTaobegantobreatheagain.(2)Weallshouldhavetheresponsibilitytolookafteroneanother'swelfare.Activity5Readforfirstaidmethods.AskstudentstoreadParagraph3toParagraph5,andthenanswerthefollowingquestions.Theninvitesomestudentstoactthemout.HowdoweperformHeimlichmanoeuvre?(2)Howdowesaveachokingchild?（设计意图：引导学生注意祈使句的语言特征并掌握“海姆利希急救法”。）Suggestedanswers:(1)Standbehindthevictim.Wrapyourarmsaroundthevictim'swaist.Makeafistwithonehandandplaceitintheupperpartofthevictim'sstomach.Grabyourfistwithyourotherhandtightly.Pushupandintothevictim'sstomach.(2)Laythechildfacedownonyourlapwiththeheadlowerthantherestofthevictim'sbody.Givefirmslapstohis/herupperbackuntilhe/shecanbreatheagain.StepIIlSummaryAskstudentsaquestionandthenshowthemamindmap.Question:Doyouknowhowtoorganiseyourownstory?（设计意图：让学生再一次注意文章结构与逻辑关系，并从语言上把握如何写好一篇文章。）Suggestedanswer:StepIVWritingAskstudentstowritetheirownstoriesaccordingtothegiveninformation.Setup:I(workingasaguard)&AboyConflict:drowningSolution:Conclusion:Writingnote:Usethestructureofthesetup,conflictandconclusion.Useconnections.Includeatleastoneingform.Writeatleast50words.（设计意图：给学生提供写作脚手架，让学生写作时有章可循。）Suggestedanswer:Iworkedasaguardinaswimmingpoolandmyworkseemedboring.Butoneday,Inoticedoneboywwasdrowning.Withouthesitation,Idivedintothewater,swamtowardstheboyatfullspeedandfinallyreachedhim.Hesanktothebottomofthepoolwithhisheadhangingdown.Immediately,Idraggedhimoutofthewater.Havingtheboylyingonthefloor,Icheckedforhisresponse.Noheartbeat!Iinstantlyliftedhischin,givinghimmouthtomouthrescuebreathingandthenperformingCPR.Icarriedon,attemptingtocalmmyselfdown.Suddenly,astreamofwaterburstoutofhismouthandtheboywokeup.Afterseeingthis,Isighedwithrelief.Whenhewasfullyrecovered,heeventhrewhisarmsaroundmetoexpresshisgratitude.Thoughsweatingfromheadtotoe,Ismiledjoyfully,asIfoundthemeaningofmyjobresponsibilityanddutytokeepotherssafeandsound.StepVPresentationInvitesomestudentstoassesstheirpartners'writingbygivingthemsomereference.Isthenarrativeessayclear?Doesithavethreeparts?Doesthefirstparttellyouaboutwho,whatandwhere?Doesthesecondpartshowaconflict?□Doesthethirdpartgivetheconclusion?Isthereagoodquotetosumthingsup?Arethedetailsofthestoryeasytounderstand?（设计意图：让学生互评初稿，通过欣赏同学的作文，取长补短，达到对自己的作文进行二次修改的目的。）StepVIAssignmentAskstudentstopolishtheirwritingaccordingtothechecklistandwhattheyhavelearntfromotherstudents.StepVI核心素养专练假设你和你的同学李明一起去锅炉房打开水，在回寝室的路上，李明的热水瓶突然破裂，开水烫伤了他的脚。于是你对他实施了必要的急救措施。请你结合此事，用英语写一篇80词左右的短文，向学校英文报Teens投稿，主要内容包括：1．描述事故发生的经过；2．你是如何实施急救的（冷水冲洗、送医院做进一步的处理）；3．简要谈谈你对掌握一定急救知识的重要性的认识。参考词汇：锅炉房boilerroom热水瓶thermosbottleSuggestedanswer:Oneday,LiMingandIwerewalkingbacktothedormfromtheboilerroomwhensuddenlyhisthermosbottleburstandtheboilingwate