高二Module 5 Unit 5 First Aid 教案
    1、----------专业最好文档，专业为你服务，急你所急，供你所需-------------文档下载最正确的地方高二Module5Unit5FirstAid教案练市中学沈蓓一、教材分析l课本内容分析本单元的中心话题为“急救”，具体涉及生活急救常识，即在一些紧急状况下应实行的急救措施，尤为具体地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事说明急救的重要性。语言学习的词汇〔词性转换与填词〕和语法〔省略〕以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时把握了与急救相关的词汇和句子。
    2、“热身”〔Warmingup〕部分呈现了急救的定义，并要求学生商量六幅画里出现的紧急状况及应实行的急救措施。“读前”〔Pre-reading〕以图片带出“烧伤”的主题，要求学生商量“烧伤”情境下应实行的急救措施。“读前”为“阅读”部分进行了预热和铺垫。“阅读”〔Reading〕介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应实行的急救措施。这个部分脉络清楚，因此可以把重点放在提高学生快速查阅能力上。“理解”〔Comprehending〕部分设置了四个与阅读相关的练习。首先是对课文内容的排序，其次是通过烧伤症状
    3、确定烧伤种类，再次是推断所实行的急救措施的正误，最终是与课文内容理解相关的问题。“语言学习”〔Learningaboutlanguage〕部分的“Discoveringusefulwordsandexpressions”
包括词性转换与填词练习，涉及的词汇均与单元主题“急救”相关；“Discoveringusefulstructures”部分以与“急救”相关的句子呈现语法内容“省略”，操练的句子大多与“急救”相联系，并通过简化〔划掉累赘部分〕和还原〔写出划掉词语〕稳固学生对“省略”用法的把握。“语言运用”〔Usingl
    4、anguage〕部分包括读、商量、听、说与写。阅读与商量部分以一个真实的故事突出急救的重要性，并通过学生的自主商量到达真正的领悟；听、说、写部分以急救常识训练学生的听、说、写技能。“小结”〔Summingup〕部分要求学生对急救常识〔包括烧伤急救〕、词汇、省略及如何发出、书写指令进行自评，以明确已把握的和未把握好的。“学习建议”〔Learningtip〕部分以本单元文章“FirstAidTreatment”为例建议学生关注、讨论真实文本。l练习册内容分析练习册内容与单元话题内容亲密相连，涉及急救常识，如拨打急救电话注
    5、意事项、如何进行呼吸抢救、家庭安全须知等等，以听、说、读、写不同的形式展开。语言练习部分的词汇和语法均围绕课文词汇和语法“省略”展开，中心突出，目标明确，形式多样。“听”〔Listening〕部分以一则家庭急救在训练学生听力技能的同时使学生把握在拨打急救电话时应留意的各事项。“说”〔Talking〕部分要求学生同伴以“听”部分练习为基础
编写并练习一则拨打急救电话的对话。“单词和习语的运用”〔Usingwordsandexpressions〕部分以字谜、朗读、造句、填空、翻译等不同形式复习稳固本单元词汇。“语法结构的运
    6、用”〔Usingstructures〕以简化与还原的形式练习操练本单元语法“省略”的内容。“读的任务”〔Readingtask〕部分以“家庭安全学问”的篇章练习学生的猜词、快速捕捉信息及综合阅读理解能力。“听的任务”〔Listeningtask〕部分以“如何进行呼吸急救”训练学生“听”的技能同时补充了新的急救学问。“说的任务”〔Speakingtask〕部分为急救常识小测，有利于学生充分了解和把握一些基本的急救学问。“写的任务”〔Writingtask〕部分以学生名义、书信的形式要求学校开出急救课程，是学生语言学问及
    7、急救常识的输出练习。“项目”〔Project〕部分要求学生同伴对家庭急救和必备用品进行整理与说明。“自我评价”〔Checkingyourself〕与课文的Summingup相呼应，是学生对本单元所学内容的自我评价，并明确努力方向。二、教学目标1．语言学问功能句式ExpressinginstructionsGiveothersyourpositivesuggestionsororders.Giveothersyournegativesuggestionsororders.We/youshould/oughtto…You
    8、shouldnot…Pleasedo…Yououghtnotto…Makesure…Pleasedon’t…Youmust/haveto/oughtto…Yououghtneverto…Youmustnever…Youmust/shouldnever…词汇
1.四会词汇aid,illness,injury,bleed,ankle,choke,blood,bloody,burn,organ,poison,ray,treatment,liquid,radiation,mild,iron,tissue,electric,sw
    9、ell,damage,jewellery,squeeze,wound,bandage,symptom,kettle,wrist,damp,sleeve,throat,present,ceremony,bravery,towel,pressure,ambulance,authentic,essay2.认读词汇sprain,essential,layer,heal,blister,watery,char,nerve,ointment,infection,label,Jason,Slade,stab,scheme,Sout
    10、herton,bruise3.词组firstaid,fallill,electricshock,squeezeout,overandoveragain,inplace,anumberof,putone’shandson,catchfire,oughtto,haveto,staycalm,keepinmind,manageto,flowout,dieof4.重点词汇injury,bleed,swell,damage,wound,damp,throat,present,bravery,should,oughtto,mak
    11、esure,haveto语法LearnaboutEllipsis重点句子1)Burnsarecalledfirstdegreeburns,seconddegreeburnsorthirddegreeburns.2)Theseburnsaffectboththetoplayeroftheskinandtheyaffectthesecondlayeroftheskin.3)Johnwaspresentedwithhisawardataceremonywhichrecognizedthebraveryoftenpeople
    12、whohadsavedthelifeofanother.4)2.TheydiscoveredthatAnneSlade,motherofthree,hadbeenstabledrepeatedlywithaknife.5)ItwasJohn’squickactionandknowledgeoffirstaidthatsavedMsSlade’slife.2．语言技能TalkaboutfirstaidandmedicinePracticeexpressinggivinginstructionsLearnaboutEll
    13、ipsisPracticeinstructionalwriting:firstaidinstructionsforparticularinjuries3、情感看法了解急救学问再保障人生安全方面的重要意义；学会运用基本急救措施，并且努力在救死扶伤中发挥自己的作用，提高关怀他人安危的意识和公民素养。4、学习策略借助插图和图示等非文字信息来增进对抢救措施的文字描述的理解，能够利用手势，动作演示等讲解急救过程中的具体操作更加简单理解。以学生同伴、小组活动培育学生交际策略；以学生课后查阅资料培育学生资源策略。5、文化意识通过对
    14、人物JohnJanson的认识，培育学生对“急救常识”正确的认识观。挖掘中外文化站急救方面的行为规范和价值观念，收集抢险救灾方面的感人事迹。三、教材重组与课时安排课时1〔Period1〕：WarmingUp,SpeakingTask(WorkbookP74),Pre-readingReading【说明】WarmingUp提供了急救的定义，Speakingtask以选择的方式让学生把握基本急救常识，Pre-reading围绕烫伤及应采纳的相应的急救展开，“Reading”包括烧伤的种类及烫伤的急救措施等，因此将这4个部
    15、分内容整合为一课，使学生在第一课时对急救、烫伤及如何在一些紧急状况下进行急救有一个较为全面的认识。课时2〔Period2〕：ReadingComprehendingLanguagePoints课时3〔Period3〕：Learningaboutlanguage【说明】本课内容包括单元重要词汇及语法〔省
略〕内容的学习。课时4〔Period4〕：Usinglanguage:ListeningSpeakingWriting课时5〔Period5〕：Usinglanguage:ReadingDiscussion【说明】Rea
    16、ding为一个真实的第一时间对受刺伤者进行急救的故事，Discussion要求学生商量七岁深圳女孩袁媛,智救父母性命，成为2021年全国消防日“中国傲慢”年纪最小的英雄的事例。课时6〔Period6〕:UsingLanguageListening(P69)Reading(P72)Writing(P75)AssessmentTheFirstPeriodTeachinggoals1.Languagegoalsa.Keywordsandexpressions:aid,first,aid;fallill;illness;in
    17、jury;bleed;sprain;ankle;choke;blood;bloody;burn;essential;organ;layer;poison;ray;treatmentb.Communicatingexpressions:We/youshould/oughtto…/Pleasedo…/Makesure…/Youmust/haveto/oughtto…/Youmustnever…/Yououghtneverto…2.Abilitygoalsa.Encouragethestudentstodiscussacc
    18、identsandfirstaid.b.Enablethestudentstotalkaboutdifferentaccidentsandhowtogivefirstaidindifferentsituations.3.LearningabilitygoalsEnablethestudentstobebraveandcalmwhenmeetingwithaccidentandknowhowtogivefirstaidindifferentsituationsthroughdiscussion.Teachingmeth
    19、odsBrainstormanddiscussion(Groupwork)TeachingimportantanddifficultpointsHelpthestudentstousetheexpressionstodescribetheaccidentsandhowtogivefirstaid.TeachingaidsArecorder,aprojector,andacomputerTeachingproceduresStepILead-in1.Lead-in:Showsomepictures:Whatisthem
    20、ostimportantinourlife?Life,however,Itisunforeseenthatalwayshappens.(天有不测风云，
人有旦夕祸福)Q：Soitisnecessaryforustoknowfirstaidincasesomebodymeetstheunforeseen?2.Previsionchecking:Listenandfillintheblanks:whatisfirstaid?Firstaidisthefirstkindofhelpgiventosomeonewhosudde
    21、nlyfallsillorgetsinjuredbeforeadoctorcanbefound.Oftentheillnessorinjuryisnotserious,butthereareothertimeswhengivingfirstaidquicklywillsaveone’slife.(Students’bookP33)Firstaidisthescienceofgivingmedicalcaretoapersonbeforeadoctorcanbefound.Anyonewithrightknowledg
    22、ecangivefirstaid.Youdonthavetobeadoctor.3.Brainstorming:Whatwordscanyouthinkofwhenyoutalkaboutaccidentsandfirstaid?WordsandexpressionsaccidentfirstaidlItisamatteroflifeanddeath.Thefunctionsoffirstaid:torelievethepain;topreservethelife….StepII:Warming-up①Game——W
    23、hatisyourfirstaidIQ?Quizforfirstaid(onp74)1.Whichpersonwouldyouhelpfirst?___A.LiYanwhohascutherfootonglassB.XueJinwhosenoseisbleedingC.GaoYuanwhoisonthegroundnotbreathingD.WangFengwhohasbrokenherarm.2.Whenyouarecarryingoutrescuebreathing,wheredoyoucheckforapuls
    24、e?A.theneckB.thewristC.thefootD.thechest3.Whencarryingoutrescuebreathing,howmanytimesaminuteshouldyoublowairintothevictim’smouth?
A.4B.8C.15D.204.Howwouldyoustopseverebleeding?___A.coverthewoundwithplasticB.washthewoundC.donothingasthebleedingwillstopbyitselfD.p
    25、utabandageoverthewoundandthenpressonit5.Afriendischokingonapieceoffoodandiscoughingbadly.Whatshouldyoudo?___A.nothingB.carryoutrescuebreathingC.haveherliedownandrestD.slapherfourorfivetimesonherback6.Ifafriendhasanosebleed,whatshouldshedo?A.pinchhernoseandjumpu
    26、panddownB.liedownandpinchhernoseC.sitdownandbendherheadforwardandpinchhernoseD.sitdownandbendherheadbackwardandpinchhernose7.Ifyourfriendsprainedhisankle,whatshouldhedo?A.takeoffhisshoeB.keepwalkingaroundC.puthisfootuponachairandthenputwarmclothsonhisankleD.put
sort of造句    27、hisfootuponachairandthenputanicepackonhisankle8.Inamedicalemergencywhattelephonenumberwouldyoucall?A.110B.114C.120D.119lAssessmentAllcorrect:Congratulations!Youhaveagoodknowledgeoffirstaid.Maybeyouwillbecomeafirstaidexpertinthenearfuture.3～5:Youhavesomeknowledg
    28、eoffirstaid,butyoushouldworkharderandlearnmoreaboutit.0～2:Itseemsthatyouarenotinterestedinfirstaid.Ifanemergencyhappenstothepeoplearoundyou,youwillhavesometroubleinhelpingthem.StepIII.Rereading1.Pre-
reading:Whathashappenedtothegirl?/Howwillhermotherdealwiththeb
    29、urn?Whataboutyou?2.Reading:(skimming)Q:Whatisthetopic?Howmanypartsarethetextdividedintoandwhatarethey?Howistheinformationorganizedwithinthelast3parts?(Afterafewminutes)Fiveparts1.Thepurposeofskin2.Causeofburns3.Typesofburns4.Symptomsofburns5.FirstaidtreatmentCo
    30、mprehending1:Judgingthecorrectorder3.EmphasisthereadingskillIfyouwantmoretipsaboutfirstaidsandwaystodealwithcommoninjuries,refertothefollowingwebsites..emedicinehealth/articles/25936-7./parent/firstaid_safe/mi.essortmen
    31、t/firstaid_rfrg.htmasp/.healthy/clinic/firstaid/StepVHomework1.Readandgetmoredetails2.Groupwork:Comprehending343.ReadthetextnotesanddiscussthefollowingpointslKeywords:firstaidfallillelectricshocksqueezeoutsenseoftouchoverandoveragaininplacemak
    32、e…differencelKeysentences:1.Takeclothingofftheburnedareaunlessitisstucktotheburn.2.Firstaidisthefirstkindofhelpgiventosomeonewhosuddenlyfallsillorgetsinjuredbeforeadoctorcanbefound.3.Youhavethreelayersofskinthatprotectyouagainstdiseases,poisonsandthesun’sharmfu
    33、lrays.4.Burnsarecalledfirstdegree,seconddegreeorthirddegreeburnsdependingonwhichlayersoftheskinareburnt.5.Forseconddegreeburns,keepclothscoolbyputtingthembackinthecoldwater,squeezethemoutandplacingthemontheburnedareaoverandoveragainfroaboutanhouruntilpainisnots
    34、obad.Period2ReadingComprehendingTeachingaims:1.Togetthestudentstoknowword
slike“symptom”、“essential”、“organ”andgrasptheusageof“protect…against/from”、“bestuckto”、“squeezeout”、“overandoveragain”and“inplace”.2.Toletthestudentsunderstandsomeinformationaboutcauses,ty
    35、pes,characteristicsandfirstaidtreatmentofburnsthroughreading.3.Toimprovetheirpracticalabilityoffirstaidtreatmentofburnsthroughgroupwok.TeachingaidsArecorder,aprojector,andacomputerTeachingprocedures:StepI.Revision：thestructureStepII:Carefulreading1.Scanning＊Que
    36、stions:1:Whatistheskin?Whatcantheskindo?2.Howcanwegetburnt?(P2)3.Howmanytypesofburns?(P3)4.Whatarethecharacteristicsofdifferentburns?(P4)5.“FirstAidTreatment”FinishtheexerciseofComprehending22.FurtherunderstandingWhatistobedoneifclothingisstucktotheburn?Whyisit
    37、besttoplaceburnsundergentlyrunningwaterforabout10minutes?Howshouldseconddegreeburnsbedealtwith?Howshouldthebandagebefixed?Whatistobedoneifburnsareonarmsorlegsortheface?3.Dealwiththesituationmentionedinpre-readingWhattypeofburndoesthelittlegirlreceive?Andwhatsho
    38、uldwedo?4.Groupwork:Comprehending3ReadingforfullunderstandingStepIII:Languagepoints1.sense?
senseoftouch/senseofsight/senseofhearing/senseoftastesenseofsmell/senseofhumor/senseofbeauty/senseofurgency2.Examplesincludeburnsbyelectricshocks,burningclothesorseverepe
    39、trolfires.electric(1)用电的，电动的anelectricclock电钟anelectricfire电炉(2)电的，发电的，带电的electricpower电力anelectricstorm电闪雷鸣般的暴风雨(3)令人兴奋的Hisspeechhadanelectriceffectonthecrowd.3.Takeclothingofftheburnedareaunlessitisstucktotheburn.takeoff(1)脱下，脱掉Takeyourcoatoff.(2)休假，歇……(天)假Ta
    40、keafewdaysoff,Michael.(3)开始有成就，开始成名Itwasatthispointthatheractingcareerreallytookoff.(4)升空，起飞Theplanetookoffsosmoothlythatthepassengerscouldhardlyfeelit.这是复合句,主句take的祈使句,从句由unless引导的条件状语从句.unless除非,假如不行以和if…not互换Don’ttakeclothingofftheburnedareaifitisstucktotheb
    41、urn.4.Holdthebandageinplacewithtape.?inplaceThelibrarianputthereturnedbooksinplace.5.squeeze(1)vt.压出，挤出，榨出，用于squeeze+n.+out(of/from)+n.Shesqueezedthewateroutofthesponge.Thecruelbossintendedtosqueezemoremoneyoutoftheworkers.(2)vi.挤入，塞，用于squeeze+adv./prep.squeeze
    42、+adj.+adv./prep.IsthecarfullorcanIsqueezein?Hewassofatthathecouldnotjustsqueeze
throughthenarrowdoor.StepIV.Homework1.Gooverthereadingpassage2.PP.36-37“Discoveringusefulwordsandexpressions”1/23.Preview“Ellipsis”Period3LearningaboutlanguageTeachingaims:1.Tolearna
    43、ndconsolidatetheusageofthekeywordsandexpressions.2.Tolearnaboutwordconversion.3.Toknowkindsofellipsisthroughthestudents’discovery.4.Topracticeellipsisusingthecontentofthereadingpassage.5.Topracticeellipsisthroughdifferentcontexts.Teachingmaterials:教学材料Learninga
    44、workbookp70-71TeachingimportantpointsandteachingdifficultpointsHowtoteachSstomasterEllipsisTeachingaidsAprojector,andablackboardTeachingproceduresandwaysTeachingprocedures:Step1.Revision:DictationandretellingStep2.Disco
    45、veringusefulwordsandexpressions1.Discussthetwopicturesandpresentwordswithdifferentpartofspeechlike“blood,bloody,bleed”and“burn,burnt”.2.Fillintheblanksinthecorrectform.lYouwillbe________ifyouarebittenbya___________snake.(poison)lThecoffeeisveryhot.Don’t________
    46、yourmouth.Oryouwillreceiveserious________.(burn)lWoodoften________whenwet.Theriverwas_________withmeltedsnow.(swell)lThesoliderwas_________inthebattle.Fortunately,the_______wasnotsoserious.(wound)lThestormdidgreat_______tothevillagela

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