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【2012浙江】人教版高中英语M5 U5 First Aid
  发布者:学科专家  发布时间:2012-06-14

人教版高中英语

M5 U5 First Aid

Reading

课时

Period 1 

授课对象

高二    

 

教学目标

1.语言知识

1)重点单词和短语

   temporary, fall ill, get injured, injury, ankle, choke, bite (bit, bitten), bleed (beld, bled), swell (swelled, swollen),skin, cupboard, organ, mild, bandage, squeeze out.

2)重要句型

  What happened to …?  What sort of injury did he get?.

What kind of first aid should be given to him?.

2.语言技能

1培养学生具备掌握所学词汇并能在真实语境中正确运用所学词汇的能力。

2)培养学生具备用英语正确表达关于急救知识的能力。

3)训练学生使用多种阅读技巧来寻找文本信息的能力。

3.情感态度

急救知识的重要性、培养学生安全意识。

 
 
 

教学重难点

1.培养学生对正确运用阅读技巧寻找文本信息的能力。

2.创设情境,培养学生小组合作用英语交流和解决问题的能力。

3.如何利用所学的词汇句型进行口头表达。(难点) 

 
 
 

教学准备

1.让学生在课前了解关于急救的常识。

2.充分利用互联网平台搜索与本课话题相关的图片、视频等资料。 

 

教学过程

 

导入过程

笔者选用简短而又有趣的视频(救护车出发救人)

导出“急救”这个话题,吸引学生的注意力,以展开单元话题的复习。

再结合日常生活中受伤急救的实例,进一步激活学生的原有知识,为接下来以烧伤烫伤为例的文本学习做好铺垫。

 

教学步骤
(重难点突破的过程、巩固方法)

Step I Lead-in

Teacher shows a short video about “ambulance”

Students think about the topicinjury in the video

T: What happened in the short vedio?

S: Sb is injured and needs help.

T: What kind of injuries he or she might get?

S1: bitten by a snake.

S2: burnt.

S3: …….

设计意图:笔者选用简短而又有趣的视频以及救护车的图片,配上救护车铃声和人的呼救声,导入新课,创造和谐、宽松的教学环境,活跃课堂气氛,以展开对各种伤害事件的讨论。

Step II Warming up

Teacher shows pictures of different kinds of injuries in daily life and ask students to think about how to give first aid

T: What happens in the picture?                 

S1: He is bitten by a snake.

T: What can you to help him/her before he/she goes to see a doctor?

(nose bleeding, ankle sprain, chocking, burnt …)

T: So, what is First Aid?

S: First aid is a ________ ____ of help given to someone who suddenly ____ ____ or _____ _______ before a doctor can be found. Often the illness or ______ is not serious, but quick and correct first aid can save lives.

T: If someone was burnt, what will you do?

S: ….

设计意图: 结合日常实际,进一步讨论各种意外伤害事件的应急处理,了解什么是急救!同时,以烫伤为例,激发学生学习兴趣。

Step III Pre-reading

Teacher shows the picture in the text  and ask students to predict what the text will talk about …

T: Now, look at this picture. Can you guess what the text talks about?

S: How to give first aid on burning.

T: May be you are right. Look here! Which organ of her body would be injured?

S: Skin of her hand

T: What sort of injuries would she get?

S: burns

T: What kind of first aid should her mum give to her?

S:

设计意图: 讨论如何给烫伤实施急救,为文本学习做好铺垫。

Step IV Reading

Teacher designs different exercises and ask students to use different reading skill to solve them, getting the main idea and understand the difficult points.

Activity 1 : Fast reading

T: Read the text quickly. Try to tell us

Q1: What the main idea of the text is and find out:

Q2: How many aspects about burns we can get from the text

S: 1. functions of skin

2. causes of burns 

3. types of burns

4. characteristics of each type

5. first aid treatment for burns

Activity 2: Careful reading

T: read the text more carefully and answer:

  Q1. What are the functions of the skin?

  Q2: What are the causes of burns?

  Q3: What are the types of burns?

  Q4: What are the characteristics of each type?

  Q5: What is the first aid treatment for burns?

S1: It has ____ layers which act as a _______ against diseases, poisons

and the sun’s  harmful rays;

It _______ you warm or cool;

It _______ you from losing water;

It _______ you sense of touch

S2: hot liquids    chemicals    mild weather  

   steam       electricity      the sun  

fire         radiation   spring (温泉) (choose)

S3: 1st degree burns:

affect only the ___ layer of the skin. They are _____ serious.

2nd degree burns:

affect both the ___ and the _____ layer . They are________.

   3rd degree burns

affect all _____ layers and any _____ and organs under the skin. They are very _______.

S4: … …

S5: 1)________ clothing and jewellery near the burns.

2)______ the burns with cool water.

3)______ cool, clean wet cloths on the burns.

4)______ the burned area gently.

5)______ the burned area with a dry clean bandage.

6)______ the burned area ______ than the heart, if possible.

7)______ the victim ____the doctor or hospital, if possible.

设计意图: 通过不同题型的设计,促使学生运用不同的阅读技巧,寻找文本信息,从而对文章有进一步的细节理解:了解烫伤的几个方面。

Step V Post reading 

Teacher shows another example about burns and ask students to discuss how to deal with it

T: Well done. Now, here is another person who was also burnt. According to her situation, discuss what you will do before she goes to see a doctor.

T: 1. What type of burn did she get?

2. What kind of first aid should be given to her?

S: A. put cool, clean, wet cloths on her burns.

B. shouldn’t break the blisters.

C. put oil or ointments on burns.

D. place clean, cool cloths on her burns over and over again until the pain is not so bad.

设计意图: 本环节用日常生活中有一个烫伤案例,让学生讨论应该如何实施急救。目的是让学生能活学活用,真正把学到的知识运用到日常生活中去。

Step5 Homework and summary

Accidents are everywhere! First aid is important!

 

板书设计

M5 Unit5 First Aid

1. functions of skin

2. causes of burns

3. types of burns

4. characteristics of each type

5. first aid treatment for burns

 

教学反思

本节阅读理解课注重学生实际学习效果,教学活动完全从学生的实际情况出发进行设计。教学设计要达到的主要目标是:

1.学习了解几个重点单词和短语

   temporary, fall ill, get injured, injury, ankle, choke, bite (bit, bitten), bleed (beld, bled), swell (swelled, swollen),skin, cupboard, organ, mild, bandage, squeeze out.

2.培养学生具备用英语正确表达关于急救知识的能力。训练学生使用多种阅读技巧来寻找文本信息的能力。

3.急救知识的重要性、培养学生安全意识。

首先,导入自然。简短的视频和直观的图片,形象地引出话题,激发学生的兴趣和原有知识,从而进入良好的学习状态。

其次,本节课的阅读始终围绕单元话题。根据烫伤的5个方面展开文本阅读。每个环节设计不同的题型,使学生能运用不同的阅读技巧来寻找信息,进而充分地理解文章。

再次,网络资源充分利用。笔者精心地从互联网上搜索直观有趣的图片、视频等来配文本学习和激发学生的学习兴趣,从而使课堂变得生动有趣,也大大提高了课堂教学的效果。

但是,笔者在最后讨论环节上,案例的选择还可以更加灵活多样,有所拓展!

但是仍然存在许多不足,在今后的教学设计过程中,经专家点评,还要注意以下几个方面:

. 钻研教材,努力使教材内容生活化

日常生活本身就是最好的学习材料,而且取之不尽,而学习是为了更好地服务生活。实践证明:单一的教学方式往往是乏味的,既便是一个好的方法,经常用也会逐渐失去它的魅力。为了激发、保持和巩固学生的兴趣,教师得认真钻研教材,根据教学内容的不同(例如在初学、巩固和复习的不同阶段),尽量地使教材内容与生活联系起来,特别是从学生的日常生活中捕捉教材所需的内容;这样,不仅使教学内容更加丰富多彩,而且教学方式也会跟着变。

  . 从学生的兴趣、爱好为突破口,寻找符合教学用的素材

 

知己知彼,百战不殆”,要让学生佩服自己,就必须了解学生,深知学生,设计学生所需要的内容,更是想学的内容。要了解学生就得深入学生生活,得了解学生兴趣、爱好和他们所关注的问题;在寻求教材的趣味时,更应充分考虑到学生在现有基础、学习潜能、兴趣爱好、学习风格等方面存在差异的客观现实,面向全体学生,把英语真正作为工具去教,想方设法地让学生把英语真正当成工具去用,在英语课程实施过程中尽可能满足不同学生的学习需要。这样英语教学才会生动活泼,富于情趣,才能更有效地把素质教育推向新的高潮。

    三. 设置情景,应用语言

语言总是和情景联系在一起的。有了情景,学生的印象才深刻,声、形、意才能有机结合,学生学得才有趣,掌握才准确。教师就像是导演。要精讲巧问,善于设疑。要想方设法实现师生互动,让学生有大量的时间参与。这样学习才有乐趣,学生才会感兴趣。

总之,笔者在教学设计上特别强调题型设计的多样性、所示材料的直观性、习题难度的循序性、以及巩固形式的趣味性等,以便充分调动学生的积极性。对文本内容的学习重点突出,形式多样,难度有阶梯性,符合学生学情。 

 
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