Learning about Languageppt配套教案板书设计

教学设计基本信息

所教年级

课型

高二年级

所教册次、

单元

Module5 Unit5 First Aid

Using Language Reading & Speaking 1.整体设计思路、指导依据说明

2.教学背景分析

教材内容分析：

本单元为模块五第五单元First Aid，中心话题是“急救”。本节课是本单元的第三课时。第一课时：Warming up教材通过图片为学生提供了生活中可能遇到的六种紧急情况,使学生对已有的急救知识进行交流并理解了急救的定义。第二课时，First Aid for Burns，在这一阅读部分介绍了烧伤的起因，三种不同烧伤的程度、症状及急救措施。第三课时是Using Language

语言运用部分中的阅读Heroic Teenager Receives Award和Speaking整合的阅读和听说的综合技能课。阅读文本以新闻报道的形式，介绍了一个真实的故事。17岁的John Janson采取果断的急救措施，挽救了邻居Anne Slade的生命。通过本文学生不仅可以学到如何对被刺伤的人实施急救，并且还会被John Janson的机智、勇敢和爱心深深打动。同时本文也表达了这样的主题： A simple knowledge of first aid can make a real difference. Speaking的语料素材对教材进行了大胆的删改和添加。根据新闻时事和更加贴近生活的主题，授课教师由7.23温州动车追尾事故中王女士一家成功自救的事例而引发了进一步话题:急救知识不仅可以救人也可以自救。除此以外还选用了和学生生活息息相关的事例，在电梯事故中和踩踏事故中如何自救，引导学生学会英语介绍这两种情况下的急救步骤。本节课的话题更具体，也更加贴近生活。同时，本节课的学习内容对下一步就相关话题的写作起到思路拓宽和贮备语言的重要作用。

学生情况分析：

因为我校的整体英语教学进度较快，本堂课的教授对象是处在高一年级下半学期的

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学生。他们经过了高一将近一年的英语学习，已经初步具备了综合语言运用能力。

例如：阅读的基本技能，包括通过skimming, scanning, careful reading来抓大意，找细节和关键词等。口语表达中运用功能性表达法进行交流已达到初步的基础交际目的等。但是学生是高一的普通班学生，在综合语言运用能力的提高和完善方面还需要老师的不懈指导和训练。 同时，学生对于急救的话题很感兴趣，对于和生活息息相关的急救知识求知欲很浓。但是对该话题的语言素材和基本词汇积累并不多，因此讨论环节对学生具有一定的挑战性，所以教师提供的语言支持非常重要，在阅读导入，讨论热身前都需要教师帮助学生回忆，提炼和关注话题关键词，及时提供功能句，同时教师需要具体和明确指示语、示范功能句在情境中的使用，增强学生信心，规范学生口语表述。

3.教学目标分析

知识与技能目标：

1. 通过阅读，能够从篇章中获取主要信息，掌握新闻报道文体的结构特点。

2. 根据找到文章的关键词，学会对被刺伤的人进行描述和介绍实施急救的方法。

3.

能够运用所学的急救知识和词汇对电梯事故和踩踏事故的急救步骤给予简要介绍。

过程与方法目标：

1. 通过教师引导，运用略读、寻读、细读和查找关键词技能获取信息。

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通过小组讨论生生合作方式进行学习。

情感态度和价值观目标：

1. 通过阅读中主人公的事例，学会在紧急情况下保持机智，勇敢和运用急救知识实施救助。

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懂得紧急情况下，急救知识的重要性，乐于在今后的生活中主动积极的学习更多的急救知识。

3.

通过参与小组活动，提高团队意识，能积极与他人共同合作解决问题，交流思想。

4.教学重点、难点分析

教学重点：

1.

本节课综合读和说二项语言任务，以阅读任务为重心，带动说的任务，从而实现综合运用语言能力的提高。

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2. 培养学生的阅读微技能，尤其是对略读，查读等新闻报道题材的阅读方法。

3. 根据语言情景，准确描述紧急事件及实施急救的方法步骤。

教学难点：

如何使学生准确运用英语语言传达实施急救的信息及有逻辑地表达实施急救的步骤。

5.教学过程设计

步骤1：Lead-in (3分钟)：

Lead in the new lesson with a picture of an injury student. And ask students what we should do to help him. Q: What can you see in the picture? What happened to Mr. Xu? Q: What can we do to help him? (Call 120, turn to…for help, give him necessary first aid…)

设计意图：通过校园情景创设，使学生处于情景中考虑处理方法。并激活相关话题知识、语言知识，为下面的学习活动进行铺垫。

步骤2： Pre-reading（2分钟）：

Students predict the type of the reading. Q: Where can you probably read it? Is it a novel? A science book? A fashion magazine? Or a newspaper? Q: What will we read first when we look through a newspaper report? (the headline and the first paragraph) 设计意图：使学生对新闻报道题材文章的阅读技巧更加熟悉，能够更有效地抓住关键信息，掌握文章大意。 步骤3：Skimming（4分钟）：

Listen to the tape. Read the headline and the first paragraph and answer the following questions. ⑴ Who? ____________________________________ ⑵ What? _____________________________________ ⑶ Where? _____________________________________ ⑷ When? _____________________________________ ⑸ Why? _____________________________________

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What is the main idea of this passage? _______________ saved his neighbor’s life using _______________________.

设计意图：引导学生从标题和首段掌握文章主旨，是学生初步掌握新闻报道题材文章的阅读技巧并熟练使用skimming这项基本的阅读技巧。

步骤4：Detail Reading（14分钟）：

Guide students catch the detail information through two reading tasks and share the answers by group discussion. Task1: Para2- 4 (10分钟）

⑴ Read the article and find out the answers to the following questions. ①What was John doing when he heard the screaming? He was ___________ in his room. Then he _____ _____ with his father. When they came there, the attacker _______ ______. ② What did John discover? Ms Slade was ___________ repeatedly with a knife. She was __________ in her front garden and she was ___________ very heavily. Her hands had almost been _______ ______. ③ What did John do? John gave ______ _____ on Ms Slade. He used _____ _____ and _________ to treat the injuries. And he slowed the bleeding by ______ _______. （2）Put these events in the right order. _____ The attacker ran away. _____ Anne was attacked and started to scream. _____ John performed first aid on Anne. _____ John was studying in his house. _____ The ambulance arrived. _____ John ran outside with his father. _____ John found Anne in her garden with terrible knife wounds. Task2: Para5- 7 （4分钟）

What saved Ms Slade’s life?

It was John’s quick ___________and knowledge of the______ _____ that saved her life.

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The first aid knowledge can make a _______ ________. 设计意图：培养学生带着阅读任务快速寻找关键词的能力，并通过课件的动画展示，帮助学生很好的理解事件经过和急救过程，引领学生深刻理解机智和急救知识在危急时刻的重要性。同时在小组活动中培养与人交流合作的能力。

步骤5： Speaking（14分钟）：

Task1: （10分钟）

The teacher gives the two situations in the elevator separately and lets students to have a discussion within 3 minutes to discuss about the first aid knowledge in the two situations. Then ask one student to do the right gesture according to the instructions. In the elevator: Situation 1: How to protect ourselves when the elevator doesn’t work? (Do not try to open the door, telephone for help, shout and make loud noise…) Situation 2: What will you do when the elevator falls down quickly? (Press all the buttons, keep the right gesture…) Task2: （4分钟）

Watch the video and discuss how to protect ourselves in the crowd. Lead students learn the gesture following the video. In the crowd: How to protect ourselves in the crowd? (Calm down, walk slowly, don’t fall down, keep the crowd away…) 设计意图：使学生意识到学习本单元的现实意义，能够与自己的生活实际相联系，进一步通过讨论，分析整理后进行口头传递信息并表述急救知识的具体步骤。

步骤6：

Summary（2分钟） : Today we learned a passage about a heroic teenager and got a better understanding of first aids. The most important is we know how to give first aid in the three situations: （1）When someone is bleeding? （2）When the elevator breaks down? （3）When you are in the crowd? 设计意图：教师总结概括本节课的内容并对急救的意义升华,为写作作业的布置打下伏笔。

步骤6：

Homework（1分钟）

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Writing task: write a letter to your friend and introduce first aid knowledge in the three situations and encourage him to learn more first aid knowledge in the daily life. （1）When someone is bleeding? （2）When the elevator breaks down? （3）When you are in the crowd? We should learn more first aid knowledge in our daily life. You know life is precious and in times of danger knowledge can save our lives! 设计意图：课堂教学的延伸和落实。通过读和说的活动为写作的输出提供body 部分。为写作课提供准备，读、说、写得综合技能培养能够实现。

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