人教版英语必修五Unit-5(Reading-First-Aid-For-Burns)教学设计

1、Unit5FirstAid教学设计教材分析本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文,对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。学情分析经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激。

2、发学生开口讲英语的兴趣。教学目标1.Knowledgeaims:1)Getstudentstolearntheusefulnewwordsandexpressionsinthispart.2)Havestudentsreadthepassageandknowaboutburnsandfirstaidstreatmentforburns.2.Abilityaim:Developstudents’readingabilityandletthemlearndifferentreadingskills.3.Emotionalaims:Stimulatestudents’interestinfirstaidandlearntoprotectthemselvesorhelpothersintheemergency.教学重难点1.Howtoenablestudentstoapplywhatthey’velearnttoperformfirstaidtreatmentforburnscorrectly.2.HowtoimprovetheStudents’readingandspeakingabilit。

3、y.3.Howtograspthemainideaandkeyinformationquickly.教学方法Cooperativelearning,Competition,Task-basedreading教学过程Part1自主探究Step1Warmingup:Whatisfirstaid?1.ReadtheconceptoffirstaidonPage33andfillintheblanks:Firstaidisa__________formofhelpgiventosomeonewhosuddenly______or__________beforeadoctorcanbefound.Oftenthe______or______isnot_______,butthereareothertimeswhengiving______________cansave_____.2.Answerthreemorequestionsbasedontheconcept.1)Whoneedfirstaid?2)Whendopeopleneedfirstaid?3)Whydopeopleneedfirs。

4、taid?设计思路：通过阅读课文热身部分关于急救的简短介绍，明确什么人需要急救，什么时候需要急救以及为什么需要急救，让学生对急救的定义有了初步了解，为下文的阅读做好铺垫。Step2Pre-reading:FirstaidquizWatchthreevideoclipsaboutfirstaidfilmedbystudentsfromourclass.1.Ifafriendhasanosebleed,whatshouldshedo?A.pinch(捏)hernoseandjumpupanddownB.liedownandpinchhernoseC.sitdown,bendherheadforwardandpinchhernoseD.sitdown,bendherheadbackwardandpinchhernoseKey:C(Tostopthebleedingsheshouldsitdown,bendherheadforwardslightlyandgentlypinchthesoftpartofthenosebelowthebridge.Ifshebentherheadbackward。

5、s,thebloodwouldrundownherthroatandpossiblymakehersick.)2.Yourfriendwasdrownedinthelake.Whatshouldbethefirststepwhenyoucarryoutrecuebreathing?A.cleartheairwayB.blowintothevictim’smouthC.checkthepulseD.checkforbreathingKey:A(Beforedoinganythingelse,youneedtomakesurethattheairwayisopenbyclearingawayanythinginthemouth.Ifyouchecktoseewhetherthepersonwasbreathingfirst,youmaybewastingtimewhenthepersoncannotbreathe.)3.Ifoneofyourfriendsgetsburnedwhenholdingahotpanwithhisbarehands,whatkindoffirstaidwould。

6、youperformonhim?Makealistofyourideas.1)_____________________________________2)___________________________________3)_____________________________________4)___________________________________Key:Cooltheareaofskin;Washitunderthecoldrunningwater;Coverthewoundwithbandage/cleancloth;Seeadoctorifnecessary,etc.设计思路：通过急救小测试，考察学生在3个不同情景下的急救背景知识。结合由本班学生参与录制的搞笑小视频，既能活跃课堂气氛，又能激发学生进一步学习各种急救知识的兴趣。利用最后一个关于烧伤急救的情景，让学生思考在被烧伤情况下该如何做急救处理，引入到本节课的主题，过渡自然流畅。Step3Fastreading:Amindmap(思维导图)of“FirstAidforBurns”1.Skimming。

7、:Skimthroughthetextquicklyandfindouthowthetextisorganized.Part1The_________oftheskinPart2_________ofburnsPart3_________ofburnsPart4_________ofburnsPart5Firstaid_________forburns2.Scanning:Part1Thefunctionsofskin1)Howmanylayersofskinarethere?2)Whatcanskindoforourbody?Anessentialpartofbodyandlargestorgan•Itkeepsyouor•Ityourbodylosingwater.•Itiswhereyoufeel_____,_____or_____.•Itgivesyouyour.3.Scanning:Part2ThecausesofburnsFindthecausesofburnswiththegivenpictures.4.Scanning:Part3&4Thetypesofburnsand。

8、theircharacteristicsMatchthetypesofburnswiththeircharacteristicsandpicturesofdescription.Answertwomorequestions:1)Canyougivesomeexamplesoffirstdegreeburns?2)Whichlayersdoesthirddegreeburnsaffect?5.Scanning:Part5ThetreatmentsofskinCompetition:Putthefollowingstepsoftreatmentinthecorrectorderontheblackboard.①Removeclothingusingscissorsifnecessary.②Coolburnswithcoolbutnoticywaterfor10minutes.③Placecool,clean,wetclothsonburns.④Drytheburnedareagently.⑤Covertheburnedareawithadry,cleanbandage.⑥Keepthebu。

9、rnedareahigherthantheheart.⑦Getthevictimtothehospitalifpossible.设计思路：本文由5个部分组成，分别讨论了皮肤的功能，烧伤的原因、类型、特征以及治疗方法，各部分结构层次分明，细节信息较多。结合本文的文体特点，本人设计了涵盖全文的思维导图，既能培养学生的发散性思维，用科学的方法记忆文章内容，又有助于学生从整体上把握文章的结构，和训练学生快速获取细节信息的能力。Step4Carefulreading:Readthetextcarefullyandanswerthefollowingquestions.(Basedonthewholetext)1Whyshouldyouputcoldwateronaburn?2Whydoesn'tathirddegreeburnhurt?3Whydoyouthinkclothesandjewelrynearburnsshouldberemoved?设计思路：在学生大致通读了全文的基础上，再次进行精读训练。上一步骤的略读训练侧重考察学生迅速抓取信息的能力，而精读训练侧重考察学生对文章某些内容的深入理。

10、解，需要经过独立思考判断，不能从课文直接找出答案，体现阅读任务难度的阶梯性，教学环节由易到难，层层深入。Part2小组合作学习Step5GroupDiscussionPleasedecidewhetherthefollowingtreatmentsoffirstaidarerightorwrong.Ifitiswrong,pleasepointoutthemistakes.1.Samknockedoverakettlefullofboilingwaterontohislegs.Hislegsbecamered,swollenandcoveredwithblisters.Sambroketheblistersandpouredicywaterfromthefridgeontotheskin.Key:•Samshouldn'thavebrokentheblistersbecausetheburnscouldbecomeinfected.•Samshouldn'thavepouredicywaterbutcoolwaterontheburn.2.Mrs.Casey’ssleevecaughtf。