Using LanguageⅠ教学实录及点评

First Aid 教学设计

授课教师

王环环

班级

高一（12）班

2018年4月18 设计思想

设计理念：

本节课从设计上力求体现新课标的基本理念。《高中英语新课程标准》的第一个基本理念就是：“英语课程要面向全体学生，注重素质教育。课程特别强调要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。”以往的英语教学大纲都把“掌握语言基本知识和基本技能”放在课程任务和教学目的的首位。而新课标则把培养学生对所学学科积极的情感和正确的态度放在更重要的位置上，即更注重培养学生的兴趣、信心、策略和习惯。如果仍然把“掌握基本知识和基本技能”放在首位，将不利于从根本上改变以知识为本的英语教育观，也不能充分体现以学生发展为本的教育思想。新课标中还把“积极利用网络信息等丰富的教学资源，拓展学生学习和运用英语的渠道”作为基本理念之一。

设计思路：基于以上理念，把本节课设计为一节学生利用主题资源网站自主学习的英语综合课。教师预先根据教学内容和要求，自己创建一个主题资源网站，为学生提供一个获取信息、交流与反馈的平台，从而让学生能在教师的帮助下自主高效地学习。同时设计了小组合作学习与情境对话表演，使学生确实能在学习过程中发展综合语言运用能力，并激发兴趣、培养自信心，活跃课堂气氛。本单元

的中心话题是“急救”，具体涉及关于动物咬伤、烧伤、刀伤和中毒等的一般急救常识。此外还介绍了家庭安全须知、急救的重要性等等。本节课以主题资源网站的形式对教材进行了重组，整合了教材以及网络上的大量资源；包含了听、说、读、写综合能力的训练，侧重于读和说。这两个环节的学生活动具有自主性和开放性，有一定的广度和深度。本节课在设计上突出以下两个方面：根据新课标精神，在要求掌握基本知识、基本技能的同时，把教学重点放在关注学生的情感态度上，并以积极的评价方式来帮助、促进学生的发展；以主题资源网站为载体，通过任务驱动，开展学生的自主学习，发挥学生学习的主动性和创造性。

学生特征

知识能力特征 学生已较熟练地掌握了电脑操作；具备了基本的自主学习英语能力；

学习风格特征

本节课的教学对象是在网络环境下学习的学生；

学生对利用网络学习有浓厚的兴趣；

受词汇量的限制，在某些程度上学生的思维的拓展和语言的表述受到了制约。

教学目标

知识与技能

a.运用所学语言了解急救的重要性和相关急救知识；

b.认知与急救相关的emergency, CPR, rescue breath等词汇； c.学会按步骤进展表述事件经过，能使用正确的表示时间或逻辑顺序的连接词。

d.提高学生根据提示起草并修改小作文的能力。

过程与方法

a.通过练习，使学生掌握从阅读、听力材料以及简单的讨论中提取信息和观点的方法和能力；

b.为学生提供一定能够的语言环境，让学生在对话与交流过程中，提升自己的语言能力；

情感态度价值观

a.通过自主学习，激发并保持学生学习英语的兴趣，培养良好的学习习惯；

b.通过小组学习与交流，培养学生的自信心和合作精神。

教学重点

激发学生学习兴趣，通过小组学习与对话交流，培养学生的自信心和合作精神。

教学难点

按步骤进展表述事件经过，正确使用表示时间或逻辑顺序的连接词（口语表达）；

根据关键词在网站内迅速搜寻提取相关信息（阅读）. 学习策略

小组合作交流

教学过程

Step 1 Lead in 提供图片信息，引入课题。

Show pictures of emergency and ask questions: what will we talk about ? Think and answer the question 考虑到外语学习者的普遍心理特征，英语课堂的开始学习气氛非常重要。因此本课从学生熟悉的图片入手，引导学生参与，自然导出本课话题---First Aid。

Step 2 Warming up: What do you know about first aid? Get the Students to think about first aid. Check the answers with the whole class. 训练学生猜测信息的能力。本环节为下一步主动阅读做铺垫。

Step 3 1 Brainstorming Question: (1) What things at home can be dangerous? Students may answer it differently. Check the answers with the whole class. (2) Nowadays there are a lot of unexpected accidents. What would you do in such situations? Students may answer it differently. Check the answers with the whole class. 2 First aid quiz

1. The best way to treat a hurt ankle is to: A. Put an ice pack on your ankle. B. Put a heating pad (垫子) around your ankle. C. Keep on walking and jumping. 2. If you get a nosebleed, gently let your head back to stop the bleeding.

A. True B. False 3. To treat a burn, you: A. Rub (擦) some butter on it. B. Hold the burnt part under cold running water. C. Put salt on the burnt part.

4.To treat a broken arm, you: A. move the broken bone in no time.

B. keep the arm still using a sling to support the broken arm

5. Your friend has an asthma (哮喘) attack, but she doesn’t have her medicine. You’d better: A. Get a paper bag for her to breathe into. B. Get her a cup of coffee. C. Take her outside for fresh air.

6. To treat a choke, you should make him /her spit by patting him/her on the back. A. True B. False 7. If someone is having a heart attack, you should first: A.

Call 120 B.

Perform CPR (心肺复苏)

8.To treat a bleeding, you should put a bandage on the wound and apply pressure to reduce the bleeding. A. True B. False Assessment of results

•All correct: Congratulations! You have a good knowledge of first aid. You may become a first aid expert in the near future.

•

4～7: You have some knowledge of first aid, but you should work harder and learn more about it. •0～3: It seems that you are not interested in first aid. If an emergency happens to the people around you, you will have some trouble in helping them.

Go back to the question:What is first aid? First aid is a

temporary

form

of

help

given to someone who suddenly falls ill or gets injured before a doctor can be found.

Step 4: Pre-reading 提供图片信息，引入课题。

Can you guess what will happen to the girl? Step 5: Reading Original group: divide the students into five groups Group work: Skim

the

subtitles

and

put

the

following

statements

in

right

order.

__3__ the three types of burns

___5_ what to do if someone gets burned

_1___ the functions of the skin

_4___ the symptoms of burns

__2__ how we get burns Expert group: divide the students into five new groups(they have the same answer sheets of their own group) Group work: discuss and report the following: •The function of skin •How can we get burnt •Types of burns •Burn degrees •First aid treatment Time:five minutes Check the answers with the whole class by PPT. ·Scanning

1 What can skin do for our body? (Para1) ①act as a barrier against diseases, poisons and the sun’s harmful rays ②keep us warm or cool ③prevent us from losing water ④give us sense of touch 2. How can we get burnt? (P2) hot liquids, steam, fire, radiation, the sun,electricity,chemicals and so on. 3

Types

&

characteristics

of

burns(based

on

para3&4)

1.

Types

First degree burns

2.

Characteristics

Affect the Dry, red Mildly painful. top layer and of the skin. Second degree burns

Affect mildlyswollen. Rough, Extremely painful. Blisters watery surface Turn white when pressed. both the red and top & the swollen.

second layer.

Third degree burns

Affect all Black and Little or no pain.may be Swollen; three white and pain around edge of tissue canbe seen.

layers of charred. injured area the skin.

4 Label these pictures with first degree burns,second degree burns and third degree burns.

second degree burns

first degree burns

third degree burns 5 Treatment （1）Take off clothing and jewelry near the burns. （2）Cool the burns with cool water. （3）Place cool, clean wet cloths on the burns. （4）Dry the burned area gently. （5）Cover the burned area with a dry clean bandage. （6）Keep the burned area higher than the heart, if possible. （7）Get the victim to the doctor or hospital, if possible.Group work:

Role play

Students show their play in groups

Step 6: Homework Get more about first aid from the newspaper, magazine or the Internet. Write your answer on the homework Step 7:Blackboard design Unit 5 First aid

·Discuss in pairs ·Present the answers individually. 发展学生总结能力，而且通过对DR ABC的简单阐述感悟语言，能使用逻辑顺序的连接词，为进一步在表演中活用打下基础。

提供文字信息。

Step 4 Test paper ·Get the Ss to finish the test paper. ·Work as a helper ·Check with the Ss ·Scanning according to the task given by the test paper ·Check together with the T. 训练学生快速捕捉信息的能力，补充学生急救知识

为学生完成指定任务提供丰富的文字、图片和视频信息，给学生自主学习提供了条件，并且提供了自我检测的平台。 Step 5 Task -based perform-ance ·Provide the Ss 3 tasks to choose. ·Work as a guide ---Allow the Ss some time and walk around. ---Help will be given if needed. ·Give comments on their performance. ·Choose one task ·Work in groups ---Search the related information on the web. --- Discuss in groups to prepare for performance. ·Present their performance. 为活跃气氛并激发学生使用英语的热情，创设情景，让学生自编自演，不仅有机

会使用在阅读中已获得的语言知识，而且可以进入现实，培养学生实际运用的能力，并为下一步写作奠定基础。

创设情景。

Step 6 Feed -back ---Writ-ing ·The Ss are required to write out what they’ve acted out just by using some conjunctions, such as first, second, last, etc. Write their story individually 使学生在语言运用中学会如何按步骤进展表述事件经过。

提供写作平台，便于查找所需资料。

Step 7 Summary ·Show some Ss’ writing to the class. ·Make some comments. Listen 利于提高学生语言技能

通过切换，达到了生生交互和师生交互。

Step 8 Home -work ·Ask the Ss to read what they’ve written and correct mistakes. 把课堂活动延伸到课外，完成对知识的巩固。

发布在校园网供学生课下浏览。

First aid 【附1】学生的学习计划 Student’s study plan ◆Click “first aid” and enter it. ◆Click “index” and enter the web. Step 1 Listening Click “first aid” ,fill in the blanks while listening. Step 2 Fast reading Click “DR ABC” and do fast-reading to find what “DR ABC” is. Step 3 Test paper 1. Click “test paper” and enter it. 2. Click the related links on the right for specific information according to the test paper. 3. Finish the test paper. Step 4 Task based performance 1. Click “group task” and choose one of task you’re interested in. 2. Search the web for the related information. 3. Discuss in group and get ready for performance. Step 5

Writing 1. Click “writing” on page “group task”. 2. Write out how to give first aid according to the task you choose. ..... .....