Unit5FirstAidOpeningPageReadingandThinking教学设计-高中英语人教版选择性

TeachingandLearningDesign选择性必修Book2Unit5FirstAid教学设计单元教学核心素养目标与要求：核心素养教学目标与要求语言能力主题：急救词汇：能正确使用下列单词和词块。单词：technique,organ,ray,radiation,acid,millimetre,minor,victim,fabric,loose,urgent,ease,wrap,bath,slip,mosquito,elderly,carpet,operator,ambulance,delay,needle,ward,ankle,bleed,panic,interrupt,scream,fellow,choke,steak,desperate,practical,fist,grab,tight,motion,justify,welfare,collapse,foggy,suburb,membership词块：senseoftouch,electricshock,IVneedle,vitalsign,helpsb.toone’sfeet,faceup/down,sleepin,outofshape语法：复习和归纳ving形式在句子中的功能和用法，包括ving形式作主语、宾语、表语、定语、宾语补足语、状语等成分;能够在语境中正确使用动词ing形式的各种结构表达意义，包括其一般式、完成式、否定式、被动式等。语篇：1.阅读有关烧/烫/灼伤急救的医院宣传单，了解烧/烫/灼伤的成因、种类和急救方法，掌握说明文的写作特点。2.阅读高中生对别人实施急救的事迹，把据文章的叙述逻辑和段落衔接，并学习主人公见义勇为的精神和迅速、冷静处理问题的能力。3.听一个男孩拨打999急救电话的录音，理解电话内容和接线员的指令，了解急救电话的特点和拨打急数电话的要求。表达：1.能够模仿听力中的急救电话,与同伴分角色表演溺水场景下拨打急救电话的对话2.能够写一篇记叙文，有条理地叙述自己或他人实施急救的经历。学习能力1.能够根据文章的语言和写作风格识别其文体类型，准确把握文章的写作目的，深入理解文章内容。2.能够关注急救电话中接线员所使用的祈使句和表示顺序的副词，在其指导下完成急数操作，并体会其语言的清晰和简练。3.能够通过分析范文总结记叙文的写作技巧，把握其文体特征、语言特点、基本逻辑脉络、过渡与衔接、主题的升华等。文化意识1.了解一些国家的急救电话号码，以及拨打急救电话的方法和要求，学会用英语描述所遇到的紧急情况，能听懂急救指令。2.了解一些中外紧急救援机构及其实施救援的方法和流程，包括巴西的滑翔伞生命救援机构。3.了解红十字国际委员会创立的背景、发展历程及其贡献，学习它所倡导的人道主义精神。思维品质能够深入思考学习急救知识和技能的意义，并能分析造成意外事故的原因，总结避免意外的注意事项；能够整合本单元信息，并借助网络、图书馆等途径收集各类意外事故的急救方法和常见急救工具的用途，采用表格、宣传册等方式系统地梳理这些信息，以备不时之需。单元教学课时规划：课时安排教学内容课时1OpeningPage(看读说语篇1)+ReadingandThinking—Readingprehension(阅读语篇2)课时2ReadingandThinking—Languagefocus(阅读语篇2)[实际需要2课时完成]课时3LearningAboutLanguage—Buildingupyourvocabulary(综合运用语篇3)课时4LearningAboutLanguage—DiscoveringUsefulStructures(综合运用语篇4)课时5Usinglanguage(ListeningandSpeaking)(听说语篇5)课时6Usinglanguage—Readingprehensionandlanguagefocus(阅读语篇6)[实际需要2课时]课时7Usinglanguage—Writing(写作语篇7)课时8AssessingYourProgress(综合运用语篇7)+Projects(综合运用语篇8、9)课时9VideoTime(视听说语篇10)+UnitRevisionPeriod1Teachingandlearningcontents:OpeningPage+Readingandthinking—Readingprehensionprehensiveteachingandlearningobjectives:Bytheendofthisperiod,thestudentswillhavebeenableto:1)TalkaboutthepictureandthesayingontheOpeningPagerelatedtothethemeofthisunit;2)Readandprehendthetextaboutfirstaidforburnstogetsomebasicinformationaboutfirstaidandgettoknowhowtogiveproperfirstaidtreatmentsforburns;3)Beawareoftheimportanceofknowingaboutfirstaid;4)Improvetheirthinkingqualitybytalkingaboutthesituationsofburnsandhowtodealwiththesituations.Teachingandlearningimportantpoints:1)Readingprehensionofthetexttoknowaboutbasicinformationaboutfirstaidandhowtogiveproperfirstaidtreatmentsforburns;2)Beingawareoftheimportanceofknowingaboutfirstaid;3)Improvingthestudents’thinkingqualitybytalkingaboutthesituationsofburnsandhowtodealwiththesituations.Teachingandlearningdifficultpoints:1)Readingprehensionofthetexttoknowaboutbasicinformationaboutfirstaidandhowtogiveproperfirstaidtreatmentsforburns;2)Beingawareoftheimportanceofknowingaboutfirstaid;3)Improvingthestudents’thinkingqualitybytalkingaboutthesituationsofburnsandhowtodealwiththesituations.Teachingandlearningprocedure:Step1Leadinginandintroduction(OpeningPage)Activity1Leadingin1.Leadinthetopicofthisunitbytalkingaboutthetitleofthisunit—firstaid.1)Introducefirstaid.Whatisfirstaid?Firstaidreferstoemergencycareortreatmentgiventoasickorinjuredpersonbeforeregularmedicalaidcanbeobtained./Firstaidreferstotheinitialassistancegiventosomeonewhoisillorinjuredbeforeprofessionalmedicalhelpisavailable.Itspurposeistopreservelife,preventtheconditionfromworsening,andpromoterecovery.FirstaidcanbeassimpleascleaninganddressingawoundorascriticalasperformingCPR(cardiopulmonaryresuscitation)onsomeonewhosehearthasstopped.2)Whataresomesituationswherefirstaidisused?Whyisitimportanttogivefirstaid?Whatistherelationshipbetweenfirstaidandregularmedicalaid?Firstaidisusedinavarietyofsituations,includingbutnotlimitedto:minorinjuriessuchascuts,scrapes(擦伤),burns,orsprains(扭伤);medicalemergenciessuchaschoking,severeallergicreactions,orcardiacarrest(窒息、严重过敏反应或心脏骤停);Accidentslikefalls,roadcollisions,orworkplacemishaps(工作场所事故);environmentalemergenciessuchashypothermia,heatstroke,ordrowning(体温过低、中暑或溺水).Itcansavelivesinemergency.Firstaidcanbecarriedoutbyanyonegivingfirstaidbutregularmedicalaidshouldbecarriedoutbymedicalprofessionals.2.Talkaboutthequote:Itagreathonourtosavealife.—LeighBardugoEnglishmeaning:Inthisquote,“honour”meansthesameas“privilege”,sowecanparaphrasethequotetomeanthatitisaprivilegetosavealife,orthatsavingalifeissomethingthatshouldmakeusfeelgreatjoyandmakeusproudofourselves.Chinesemeaning:能拯救生命是莫大的荣幸。3.Lookatthepictureanddiscussthefollowingquestions.1)Whatisthegirlontherightdoinginthephoto?Ithinksheislearningbasicfirstaid,inparticularCPR.2)Haveyouseenthistechniqueusedbefore?Doyouknowhowtodoit?Possibleanswer:IhaveneverseenCPRperformedinreallife,butIhaveoftenseenitperformedinfilmsandonTV,andIhavereadabouthowtodoit.Youpressdownonthechestofavictimeveryfewseconds.Idon’tthinkI’mconfidentenoughtotryitmyselfthough.3)Doyouthinkit’simportantforthestudentstolearnthis?Why?Itisimportantbecauseifsomeone’sheartorbreathingstops,theyusuallyhaveonlythreetonineminutesbeforetheirbrainsuffersirreversibledamagebecauseofalackofoxygen,unlessCPRisperformed.However,itmaytakeanywherefrom1020minutesbeforeanambulanceesonceyoucallanemergencyservice.3.WatchashortvideoofCPR.Activity2Introduction1.Introducethelearningobjectivesofthisunitatthebottomoftheopeningpageandmakethestudentshaveageneralideaofwhattheyaregoingtolearninthisunit.(Getthestudentstoreadtheprehensivelearningobjectivesatthebottomofthepage.)2.Introducethelearningobjectivesofthisperiod.Step2PrereadingActivity3Prereading1.Warmup.Discussthefollowingquestionsandshareyouranswers.1)Whatfirstaidtechniquesdoyouknowof?2)Ifsomeoneyouknowsufferedaburn,whatwouldyoudo?Itdependsonthekindofburn.AlloftheburnsI’veeverseenwerefairlyminor,sothebestthingtodowastoputitundercoldrunningwatertostoptheburning.2.Gothroughthetitle,subtitlesandwordsinboldofthetextandidentifyitswriting/texttype,structureandmaincontentandlanguagefeatures.Understandingtexttypes:Differentkindsoftextscanbeidentifiedbytheirstyleofwritingandlanguagefeatures.Byunderstandingthetexttypeofapieceofwriting,youcanbetterunderstanditspurpose.Youcanalsobetterunderstandwheretofindinformationinthetext,andwhatkindofinformationitislikelytocontain.Writing/texttype:Anexpositorywriting—hospitalleaflet.Structureandmaincontent:causesandtypesofburns,andfirstaidtreatment.Languagefeatures:Itiswritteninanobjectiveinformationalstyle,anddealswithahealthissue,givingadetaileddescriptionofhowtohandlethisproblem.3.IntroducethefeaturesofothertexttypeslistedonPage50.Advertisement:fullofpersuasivelanguageandcolourfuldescriptions,talksaboutthebenefitsofaproduct,usestheimperative(祈使句)totellsomeonetobuysomething.Newspaperarticle:factual,informational,objective,answersthewho,what,when,why,andhowquestionsaboutarecentevent.Blogpost:blogstandsforweblog,soitisakindofjournalordiary,usuallytopicalinnature,talkingaboutsomethingthatiscurrentornewinthelifeoftheauthororregardingtheauthor’sinterests.Email:akindofletter,itshouldhaveanopeningandaclosinglikealetter,beaddressedtoanindividual,andbeaboutamatterwhichdirectlyconcernsboththeauthorandrecipient.Shortstory:usuallyanarrativewritteninthepasttense,itcontainsvividlanguageandcolourfuldescriptionstotellastorywhichhasabeginning,amiddle,andanend.Step3WhilereadingActivity4ReadingprehensionofthemaincontentReadforthegeneralideaandbasicinformation.Readthetexttosummarizethemainideaofthepassageanddecidethetrueorfalseofthestatements,andgetthebasicinformationtopletethetable.1.Summarizethemainideaofthetextandeachpart.Mainideaofthetext:Thetextmainlyintroducesthreetypesofburnsandtheircharacteristicsaswellashowtogivefirstaidtreatmentwhenburnshappen.Mainideaofeachpart:Part1Functionsofyourskin.Part2Causesofburns.Part3Typesandcharacteristicsofburns.Part4Firstaidtreatmentforburns.2.DecideifthestatementsareTrueorFalse:(T)1)Yourskingivesyouprotectionfrommanydangerousthings.(F)2)Afirstdegreeburnhasthisnamebecauseitisthemostserious.(T)3)Seconddegreeburnscanbethemostpainfulkindofburn.(T)4)Itisimportanttousecoolwatertostoptheheatfromremaininginthewoundregardlessofthedegreeoftheburn.(F)5)Puttingbutteroroilonburnshelpsbecauseitmayreduceswellingandeasedisfort.3.bthebasicinformation(ToRBandP51ofTB).FIRSTAIDFORBURNSThefunctionsoftheskinItactsasa(n)①barrieragainstdisease,rays...andthesun’srays...CausesofburnsYoucangetburntbya(n)②varietyofthings.TypesofburnsFirstdegreeburnsSeconddegreeburnsThirddegreeburnsExamplesofburnsMildsunburnandburnscausedbyother③minorhouseholdincidentsBurnscausedbyhot④liquidsBurnscausedby⑤electricshocks,burningclothesorpetrolfiresCharacteristicsofburnsDry,red,andmildly⑥swollen;mildlypainful;turnwhitewhenpressedRedandswollen；blisters;⑦waterysurface;extremelypainfulBlackandwhite;swollen;thetissue⑧underneathcanoftenbeseen;littleornopainifnervesaredamaged;maybepainfularoundtheedgesoftheburnFirstaidtreatmentPlaceburnsundercoolrunningwater.Drytheburntareagentlywithacleancloth.Removeanyclothesusingscissorsifnecessary.Covertheburntareawitha⑨loosecleancloth.Ifburnsareontheface，makesurethe⑩victimcanstillbreathe.Getthevictimtothehospitalatonceiftheinjuriesaresecondorthirddegreeburns.Activity5ReadingprehensionofthetextualfeaturesAnswertheflowingquestionstotalkaboutandsummarizethetextualfeatures.1.Whatisthegenreofthetext?Isitanarration,adescription,anargumentation,oranexpositorywriting?Anexpositorywriting.2.Whatkindsofthingsarementionedinthetext?Functions,causes,differenttypes,characteristics,andprocedures.3.Isthistextmainlywritteninfirst,secondorthirdperson?Insecondandthirdpersons.4.Whattenseisused?Thesimplepresenttense.5.Arethereanypassivevoices?Howdotheymakeyoufeel?Yes.Theymakethetextsoundobjective.6.Whatotherlanguagefeaturesdidyoufind?Forexample,usingtheimperativesentencesandthevingforms.7.Whatadjectivescanyouthinkoftodescribethistext?Objective,scientific,professional,specific,clear,concise,etc.Activity6Readingprehensionexercisesandtextreconstruction1.pletethereadingprehensionexercisesinRBandchecktheanswerstounderstandthetextbetter.2.Usethebasicinformationintheabovetabletosummarizethemaincontentofthereadingtextandreconstructthetext.Step4PostreadingActivity7ThinkinganddiscussionDiscussthefollowingquestionsingroupsandshareanswers.1.Howarepeoplemostlikelytogetburnt?Mostpeoplearelikelytogetburntinthekitchen,bypickingupahotpan,orbygettingcookingoilspiltonthemselves.2.Whatstepscanbetakentohelppreventtheseburns?Beingawareofthedangerisagoodfirststep.Forexample,youshouldchecktoseeiftheburnerisonbeforetouchingapanonthestove.Youshouldalsouseovenmittswhentouchingahotpan.Ifyouareusingcookingoil,