2019-2020年高中英語 Unit 5 First aid教案.doc

《2019-2020年高中英語 Unit 5 First aid教案.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年高中英語 Unit 5 First aid教案.doc（53頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年高中英語 Unit 5 First aid教案 Ⅰ. 單元教學目標 技能目標Skill Goals ▲Talk about first aid and medicine ▲Practice expressing giving instructions ▲Learn about Ellipsis ▲Practice instructional writing: first aid instructions for particular injuries Ⅱ. 目標語言 功 能 句 式 Expressing instructions Give others your positive suggestions or orders We / You should / ought to ... Please do ... Make sure ... You must / have to / ought to ... You must never ... You ought never to ... Give others your negative suggestions or orders You should not ... You ought not to ... Please don’t ... You should never ... You must / should never to ... 詞 匯 1． 四會詞匯 aid, injury, bleed, ankle, choke, blood, bloody, burn, organ, poison, ray, treatment, liquid, radiation, mild, iron, tissue, electric, swell, damage, jewellery, squeeze, wound, bandage, symptom, kettle, wrist, damp, sleeve, throat, present, ceremony, bravery, towel, pressure, ambulance, authentic 2． 認讀詞匯 sprain, essential, layer, heal, blister, watery, char, nerve, ointment, infection, label, Jason, Slade, stab, scheme, bruise 3． 詞組 first aid, fall ill, electric shock, squeeze out, over and over again, in place, a number of, put one’s hands on, catch fire, ought to, have to, stay calm, keep in mind, manage to, flow out, die of 4． 重點詞匯 injury, bleed, swell, damage, wound, damp, throat, present, bravery, should, ought to, make sure, have to 語 法 Learn about Ellipsis 重 點 句 子 1. Burns are called first degree burns, second degree burns or third degree burns. P34 2. These burns affect both the top layer of the skin . P34 3. John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another. P38 4. They discovered that Anne Slade, mother of three, had been stabbed repeatedly with a knife. P38 5. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. P38 Ⅲ. 教材分析和教材重組 1. 教材分析 本單元以“急救”為中心話題，旨在通過單元教學，使學生了解相關(guān)的急救知識，并能用所學的有關(guān)first aid的知識，根據(jù)不同情況提出急救措施，能牢固地掌握構(gòu)詞法和省略句，能寫急救措施。 1.1 WARMING UP 提供了六幅有關(guān)first aid 的圖片，展示各種事故:被蛇咬,出血,扭傷腳踝,食物噎塞喉嚨,摔傷手臂, 鼻子流血,讓學生用已有的知識和經(jīng)驗討論對這六種情況應(yīng)該采取的急救措施，同時讓學生意識到,生活中我們可能會碰到各種各樣的意外,面對意外, 我們必須學會一些急救知識。激發(fā)學生學習急救的知識興趣,樹立安全意識。 1.2 PRE-READING是READING的熱身活動。它通過圖片引起“燒傷”話題, 如何給燒傷做急救,通過問學生是否見過燒傷,傷口怎樣,如何進行急救等問題,使學生自然地進入課文的學習。 1.3 READING是關(guān)于燒傷的急救方法。先是介紹皮膚對人體的重要性,既而介紹燒傷的各種起因,三種不同的燒傷程度以及他們的癥狀和應(yīng)該采取的急救措施。文章用了小標題,使文章脈絡(luò)明晰。通過閱讀本文, 對如何處理燒傷的知識就一目了然,并會在遇到緊急情況時鎮(zhèn)定自若地進行急救。 1.4 PREHENDING設(shè)置了4個活動: 第一個活動是排序,這個活動有助于培養(yǎng)學生在閱讀過程中通過抓關(guān)鍵詞來捕捉主要信息的能力,并通過排序理解行文線索和各個主要內(nèi)容之間的內(nèi)在聯(lián)系; 第二個活動是通過圖片幫助學生了解三種不同的燒傷程度;第三個活動是正誤判斷,幫助學生理解和記憶細節(jié)信息; 第三個活動是回答問題,檢查學生對文章的理解情況,培養(yǎng)學生的口頭表達能力。 1.5 LEARNING ABOUT LANGUAGE 分詞匯和語法兩部分, 詞匯設(shè)置了2個練習,一個是學習構(gòu)詞法,練習同一詞根的動詞,名詞和形容詞的拼寫規(guī)律;另一個練習是填詞,根據(jù)回答補全單詞。這兩個練習幫助學生鞏固詞匯,還通過構(gòu)詞法教給學生拓展詞匯的方法,同時幫助學生鞏固和理解閱讀課文。語法部分采用的是先發(fā)現(xiàn)后應(yīng)用的學習方法。認識什么是省略句,設(shè)置兩組練習, 一是根據(jù)省略的規(guī)律簡化句子,另一個是補寫被省略的問題: 什么是正確句子?什么是好的句子? 1.6 USING LANGUAGE 這部分綜合訓(xùn)練聽說讀寫的能力。閱讀和討論部分是一個真實的故事,約翰詹森和其它9人采取果斷的急救措施，挽救了安斯萊德的生命。文章設(shè)置4個練習：練習一、二針對閱讀材料本身即故事的先后順序和有關(guān)急救的內(nèi)容; 練習三、四對文中人物及事件進行討論。讀者不僅可以通過本文學到如何對被刺傷的人實施急救,故事還歌頌了約翰詹森的機智、勇敢和富于愛心。同時表達了這樣的主題: A simple knowledge of first aid can make a real difference. 1.7 LEARNING TIP 就寫作進行指導(dǎo)。建議學生研究真實語篇。研究它的組成部分、句子結(jié)構(gòu)和所用的詞語等。如本單元，寫作要考慮：標題、祈使句、省略、急救措施的先后順序。 2. 教材重組 2.1 從話題內(nèi)容上分析，WARMING UP 與SPEAKING相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來說，可將WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，設(shè)計成一節(jié)任務(wù)型“口語課”。 2.2 將LISTENING 和Workbook中的LISTENING和LISTENING TASK 整合在一起，設(shè)計成一節(jié) “聽力課”。 2.3 可將PRE-READING, READING和POST-READING三個活動整合在一起上一節(jié)“閱讀課”。 2.4 可將LEARNING ABOUT LANGUAGE與Workbook中的USING WORDS AND EXPRES-SIONS和USINGSR STRUCTURES語法練習題整合在一起上一節(jié)“語言學習課”。 2.5 可將USING LANGUAGE 中Reading and discussing 和Workbook中READING TASK 的Reading整合起來上一節(jié)“泛讀課”。 2.6 將WRITING 和Workbook中的Writing整合成一節(jié)“寫作課”。 3. 課程設(shè)計與課時分配（經(jīng)教材分析，根據(jù)學情，本單元可以用六課時完成） 1st Period Speaking 2nd Period Listening 3rd Period Reading 4th Period Language Study 5th Period Extensive Reading 6th Period Writing The First Period Speaking Teaching goals教學目標 1. Target language 目標語言 a. 重點詞匯和短語 aid, first aid，fall ill，illness，injury，bleed，sprain，ankle，choke，blood，bloody，burn，essential，organ, layer, poison, ray, treatment b. 交際用語 We / you should / ought to... Please do... Make sure... You must / have to / ought to... You must never... You ought never to... 2. Ability goals能力目標 Enable the students to talk about different accidents and how to give first aid in different situations. 3. Learning ability goals學能目標 Help the students learn how to give first aid in different situations through discussion. Teaching important and difficult points教學重難點 Help the students use the expressions to describe the accidents and how to give first aid. Teaching methods教學方法 Brainstorm and discussion (Group work). Teaching aids教具準備 A recorder, a projector and a puter. Teaching procedures and ways 教學過程與方式 Step Ⅰ Lead-in The warming up exercise makes the students understand there are some kinds of dangers in our daily life such as snake bite, bleeding, a sprained ankle, choking and so on. What’s more, the students should be asked to know how to prevent these troubles from happening and how to give first aid when they happen. Talk about the pictures with the teacher’s help. T: Look at the pictures on page 33. Each of them is a picture of an accident. Although some accidents are small and some accidents are serious. You should know how to prevent these accidents from happening and know what to do when they happen. Now please discuss the following questions with your partner. 1. What would you do in the above situations? 2. What could we do to prevent these accidents? 3. What do you already know about first aid? 4. What new words do you think would be useful when you talk about accidents and first aid? Discussion: Sa: To tell you the truth, I would be very afraid and do nothing in the above situations. Sb: It means you don’t know much about first aid, am I right? Sa: Yes. I know nothing about first aid. Sb: I think we should stay calm at first. We can’t be too frightened to do anything. Then we should learn something about first aid. Sa: In my opinion, it is the most important thing to prevent these accidents from happening. Sb: I can’t agree with you more. We should try our best to avoid these accidents. We must be very careful when we are swimming, walking, cooking and even eating. By the way, what new words do you think would be useful when you talk about accidents and first aid? Sa: The accidents are dangerous, troublesome and frightening. First aid is very useful and necessary. Look at the pictures together and ask the Ss what has happened in each one. T: Well, can I help you? These pictures are all about the accidents. What has happened in each one? What kind of first aid we should give in the situations? What about Picture1？ S: We can see a man whom a snake has bitten on his le.g. When a person is bitten by a snake, the person bitten must get to a doctor or hospital at once. Speed is very important. It will help the doctor greatly if you can tell him what kind of snake it was, or describe the situation. T: Good. What about Picture 2? S: In Picture 2 we can see a woman who has cut her arm with some broken glass and is bleeding badly. T: Yes, then how to do first aid in this situation? S: When someone is bleeding: Try to stop the bleeding; Press a handkerchief onto the bleeding point and hold it there; Hold up the part of body which is bleeding if possible. T: Good, what about the third picture? S: Picture 3 is about a boy who has badly sprained his ankle on the playground and his friends are running towards him to help. He should tie his ankle with medical bandage. It is better to avoid walking with the injured ankle. It is correct to use ice bag for relieving pain and bleeding. T: Good. Then the fourth picture? S: Picture 4, the girl sitting around the table is choking when she is eating something. We should make her spit by patting her back. To avoid this, we shouldn’t talk or laugh when eating. T: Right. Let’s talk about the fifth picture. S: Picture 5, the old grandma lying on the ground has broken her arm. We should not move the patient. Send for an ambulance at once. Keep the arm still using a sling or get the victim to support the broken arm with the other arm. T: What about the last picture? S: In the last picture, the boy has a nosebleed. He should stay calm. Breathe through the mouth, not the nose. Sit up and bend the head slightly forward. Pinch both nostrils shut using a thumb and forefinger. Spit out any blood that collects in the mouth. T: Very good. All of you have a good knowledge of first aid. These accidents are all terrible. We should try our best to prevent these terrible accidents from happening. For example, when we are swimming, we can’t swim alone. We must swim with somebody else. Besides, we can’t swim in the river too deep. When an accident does happen we should keep calm and know how to deal with it correctly. So learning some first aid knowledge is of great importance to every one. Step Ⅱ Further discussion Give advice to the persons in trouble. T: I think you must know something about troubles and first aid. Now please give your advice to the persons in different kinds of troubles. Ss: OK. Show the slide. Drowning Traffic accident Burns Bleeding Cuts Choking Your suggestions to them T: Please give your suggestions to the victims in order to prevent different kinds of accidents. For instance, to the person who is drowning you can say: Never swim alone. / Learn how to swim. / Don’t swim in dangerous rivers. Now, please work in pairs. Three minutes later. T: OK. I will check your answers. To the person in a traffic accident, what suggestion will you give him? Ss: You shouldn’t ride your bicycle without looking at the traffic. Follow the traffic rules and be attentive and careful. Never use a cell phone while you are driving, riding a bike or walking on a busy street. Use crosswalks and don’t walk on the street. Never run in traffic. T: What suggestion will you give the victim getting burns? Ss: You ought to be careful when cooking. Don’t leave lamps and candles burning in your house. Don’t let children touch flames or hot liquid. T: What suggestion will you give the victim who is bleeding or whose hand is cut? Ss: You must go to the nearest hospital as soon as possible. Don’t play with knives or other sharp objects. T: What suggestion will you give the person who is choking? Ss: You mustn’t eat too fast. Don’t forget to chew your food. Don’t talk while having food in the mouth. Some more situations are given and encourage the students to talk more. T: Now, here are some more situations, please give the first aid instructions to the situations. What should you do if someone is drowning? S: When someone is drowning, first we should check if he /she is breathing, then try to start his /her breathing. Never swim in deep water. T: Good. We call this CPR (= cardiopulmonary resuscitation). Now if someone has been hurt in a traffic accident, what should we do? S: In the traffic accident, first call for a doctor or an ambulance. We should make sure that the accident scene is safe, and then find out how the people involved are injured. If there is more than one injured person, we should help the most seriously injured person first. It is especially important to help someone who isn’t moving and seems to be unconscious. An injured person who is screaming with pain may seem to need our help, too, but if a person is able to scream or ask for help, they are at least conscious and breathing. Never pull her out of the car. Find enough people to lift the car safely and take her to hospital at once. Look at both sides when crossing the street. T: Very good. Now we know how to do first aids according to different situations. Step Ⅲ Talking( P39) T: Now let’s look at the pictures of Exercise 2 on p39, use the pictures above to help you give your partner first aid instructions for each situation. Try to use the useful expressions: You should always ... You must... Make sure that ... You ought to / should... You have to ... You should not... You should never ... You must never... Never ... Please don’t... T: What should you do when you meet the situation in Picture1? S: If we meet this sprained ankle situation, we should have the victim sit down and elevate the foot. We should make sure how serious the situation is. Perhaps we must put an ice pack on the ankle to reduce the swelling and then put a firm bandage around the foot and ankle. It is better to avoid walking with the injured ankle. Help the Ss to talk about other situations. Burning clothes: Use a blanket to put out fire on the body. Remove clothing from burned area. Use running water to cool down. Sent for a doctor. Nose bleeds Stay calm. Breathe through the mouth, not the nose. Sit up and bend the head slightly forward. Pinch both nostrils shut using a thumb and forefinger. Spit out any blood that collects in the mouth. Choking Make him /her spit by patting him/her on the back. To avoid this, we shouldn’t talk or laugh when eating. Step Ⅳ Talk about safety around the house, using Dos and Don’ts T: Now we are going to talk about the safety around the house, using some DOS and DON’TS. Work in pairs. Tell each other what you should and should not do. T: Now, anyone can tell us something about the safety for DOS. Sa: We have to make sure that electric wires are safe and that children can’t reach them. Sb: If a pan of oil catches fire, turn off the gas and cover the pan quickly. Sc: Make sure that everyone in your family knows how to call 110 and 120. Sd: Learn more about first aid. T: Good, then can you talk about it using DON’TS. Sa: Don’t put poisons into other containers, for example empty bottles. Sb: Never leave small things a baby can put in its mouth on the floor or table. Sc: Don’t play with electrical equipment. Sd: Never use ladders on a wet floor. T: Well done! Don’t forget to phone 110 or 120 when necessary. Step Ⅴ Talking (in workbook) T: Just now we know how to do some first aid, but that’s not enough. We should make some emergency call to give the person a quick treatment. Then how to make this kind of call? Now choose an emergency situation and make a dialogue. Make sure the operator asks for all the information including name of the caller, telephone number, address, what has happened, number of people involved. Now practice in pairs and I like some pairs to show their dialogues. T: Now, let’s ask some pair to do the dialogue. Possible dialogue: Sa: Emergency. Can I help you? Sb: Yes, you got to help me — my son has had an accident. I don’t know what to do. Sa: Now calm down. Tell me your name and phone number — slowly. Sb: Ummm... Marry Grand. Oh, you’ve got to send an ambulance now. Sa: Yes. I will. Now take a deep breath and tell me your phone number. Sb: Yes, yes... 342562178. Sa: Good. Now tell me what’s happened. Sb: Well, my son was playing in the grass when he was bitten by a snake. Now he is lying on the ground, bleeding. Oh, what should I do? Sa: Well, we will e soon. Just apply pressure to the bitten area with your hands and then, as soon as possible, with a bandage firmly over the bite. Sb: OK, thank you. Bye. Sa: Wait, we need your address. Sb: Oh yes. I’m just so worried. It’s 23 Loft Stress. Sa: OK, we’ll arrive soon. Step Ⅵ Homework 1. Do the SPEAKING TASK in workbook p74. 2. Find more information about first aid — how to rescue breathing. The Second Period Listening Teaching goals 教學目標 1. Target language目標語言 a. 重點詞匯和短語 unconscious, emergency number, reach cupboard, involve, stress and intonation b. 重點句式 So far we’ve looked at first aid treatments for burns, bleeding, choking ... Stop him from running around as that makes clothes burn faster. 2. Ability goals能力目標 Enable the students to listen for details and catch the specific information of first aid as much as possible. 3. Learning ability goals 學能目標 Help the Ss learn how to do rescue breathing by listening task. Teaching important and difficult points教學重難點 Listen to the three materials about a first aid quiz and an emergency phone call and the instructions for rescue breathing, then choose the correct answers. Teaching methods教學方法 Listening and cooperative learning. Teaching aids 教具準備 A recorder, a projector and a puter. Teaching procedures and ways教學過程與方式 Step Ⅰ Revision Help the Ss to check their homework on page 74. The students’ textbooks should be closed. T: Last class we learned some knowledge of first aid. Here I’d like to do a quiz about first aid. Do this first aid quiz in groups. Give reasons for your answers. Mary, which person would you help first? Read the multiple choices from A to D. S: C. Gao Yuan who is on the ground without breathing. He is in greater danger of dying than the others because he is not breathing. He needs rescue breathing to start his breathing again. T: When you are carrying out rescue breathing, where do you check for a pulse? Here are four answers. S: A. The easiest place to check for a pulse is on either of the carotid arteries, which run down both sides of the neck. ... Help the Ss to do the quiz. Step Ⅱ Listening Pre-listening T: Before listening, let’s learn some difficult words and phrases. Read them and tell me the Chinese meanings. unconscious; emergency number; reach cupboard; involve; stress and intonation Show the following questions on the screen. Have you ever had to phone an emergency number? Do you know what telephone number you would call in a medical emergency? What telephone number you would call in a fire emergency? And what telephone number you would call in a police emergency? Let the Ss discuss these questions. Give some necessary help. Ss: 120 is the emergency phone number for the ambulance; 110 for police station; 119 for fire station. T: OK. When we make an emergency call, what should we pay attention to? Yes, we should re-member to tell where we are, what happened, the telephone number etc. Now, we are going to listen to an emergency phone call. Listen attentively and get the general idea. Listening Play the tape twice. And then ask the Ss some questions. T: What can you hear in the listening? S: The listening presents an emergency phone call in which a woman is asking for an ambulance for her daughter who has had an accident. T: I play it the second time; you need to fill in the blanks. While you are listening, you’d better make notes of the listening points. Listen to the conversation and plete the table on page 69, pay attention to the key words. Check the answers. Make the Ss understand all the four questions. Play the tape and ask them to answer the questions in pairs. And then check the answers with the whole class. T: Can you remember the phrases the operator used to try and make Mrs Grant feel more relaxed? S: Now calm down; Now take a deep breath. T: Are there any other phrases you didn’t understand? ... Play the tape again and help the Ss to deal with the difficulties. Step Ⅲ Listening ( P73) Pre- listening T: Now let’s go on to do another listening practice. Please turn to page 73. Here are some pictures of how to do rescue breathing. We call the way CPR. What do you think rescue breathing is? S: Rescue breathing is when you help someone who has stopped breathing to start breathing again. While listening T: Listen to the instructions for rescue breathing, number the boxes for the correct order. Write an instruction under each picture. Now discuss the order in groups. Number the boxes to show the correct order of the pictures. Write an instruction under each picture. Ss: 7-5-2-4-8-6-1-3 1 check if conscious 2 put into recovery positi