高中英语人教版必修5Unit5FirstaidPeriod1Reading教案系列一.docx

高中英语人教版必修5Unit5FirstaidPeriod1Reading教案系列一.docx

《高中英语人教版必修5Unit5FirstaidPeriod1Reading教案系列一.docx》由会员分享，可在线阅读，更多相关《高中英语人教版必修5Unit5FirstaidPeriod1Reading教案系列一.docx（9页珍藏版）》请在冰豆网上搜索。

高中英语人教版必修5Unit5FirstaidPeriod1Reading教案系列一

Teachingmaterial

高中人教新课标Book5Unit5Reading：

FirstAidForBurns

Teachingaims

1.Languageaim：

Learnandmastertheusefulwords,phrasesandsentence

patternsinthisperiod.

2.Abilityaim:

（1）.Trainthestudents’readingspeed.

（2）.Trainthestudents’readingtechniques.

（3）Enablethestudentstohaveabetterunderstandingofthecontentandstructureofthepassage.

3.Emotionaim:

（1）.Enablethestudentstoimprovetheircooperativeabilitybyjoiningingroupwork.

（2）.Helpthestudentstoknowhowtohelpothersbygivingfirstaidswhennecessary.

 （3）Activatethestudents’interestoflearningEnglishbyusingmanykindsofclassroomactivities.

Teachingimportantpoint

Howtohelpthestudentstousedifferentreadingtechniquesfordifferentreadingaims.

Teachingdifficultpoints

（1）.Howtohelpthestudentsunderstandingthepassagebetter.

（2）.Enablethestudentstogivefirstaidswhensomeoneisinjured.

Teachingmethods

1．Cooperativelearning  2.Competition.

3.Task-basedteaching

Teachingaids

1.themultimedia

2.theblackboard

Teachingprocedures

Teacher’sactivities

Students’activities

Designintention

Step1.

Warmingup

1.Greetthewholeclass.

1.Greettheteacher.

互相打招呼，拉近彼此距离。

Step2

Leading-in

1.Makethestudentstoknowlearningtasksandrulesofcooperationandcompetition.Presenttherulesonthescreen:

Dividetheclassinto4groups.Cooperateingroupstoanswerquestions,thegroupwhichcananswerthequestioncorrectlycanclimbonestep.Thebestclimberisthewinner.

2.Watchandanswer.

Playavideoforstudentstolistenandfindoutthequestions:

（1）.Whathappenstotheman?

（2）.Whatisthewomandoing？

Lookandlistentothetasksandrulescarefully.

watchandlistencarefullyandworkingroupstogivetheanswers:

（1）.Hehasasprainedankle.

（2）.Sheisgivingfirstaidtreatmenttotheman.

让学生一上课就知道今天的任务、竞赛规则和竞赛方式（分为抢答和必答），为下面的学习做好心理准备.

通过播放录像让学生形象、直观地感受firstaid，从而自然导入新课。

采用小组合作、抢答形式竞赛，激发学生的合作意识。

Step3

pre-reading

1.Presentapictureandask:

（1）.Whathashappened?

（2）.Whatsortsofinjurieswillthechildhave?

（3）.Whatkindoffirstaidwouldyouperform?

2.Askthestudentstolookthetitleandsubtitle,andpredict.Whatmaybewritteninthetext?

Lookthepicturecarefullyanddiscussingroups.Chooseonemembertogivetheanswers:

（1）.Boilingwaterhaspouredintothelittlegirl.

（2）.Shewillhaveburned.

（3）.Answerscanvary.

2.Studentslookthetitleandsubtitleandgivetheirprediction.

利用教材中的图片导入本课的主题FirstAidForBurns。

培养学生通过文章的题目和小标题预测文章内容的能力，也激发学生读文章验证预测的好奇心和兴趣。

Step4

While-reading

Readingforgeneralidea.

1.Makethestudentstoskimthepassageinlimitedtimeandgetageneralideaofthepassage,thenfillinthefollowingform.

2.Makethestudentstojudgethecorrectorders

Readingfordetails

1.Askquestions:

1.Whatisskin?

Andthenletthestudentstoreadthepart1.

2.AskthestudentstoreadPart2andpresenttheformonthescreentogetstudentstochoose:

Whichofthefollowingcangettheskinburned?

Thengetthestudentstoanswerthequestion:

Whatisthefunctionoftheskin?

3.Askthestudentsthequestions:

（1）.Whatcausesfirstdegreeburns?

（2）.Whichlayersdo seconddegreeburnsaffect?

（3）.Ifsomeonehasathirddegreeburn,whymightyouseetissue?

AskthestudentstoreadPart3tofindthequestions.

4.GetthestudentstoreadPart4andlabelthepictureswithfirstdegreeburn,seconddegreeburnandthirddegreeburn.

4．Giveafewminutesforthestudentstoreadafterthetape.

Studentsskimthepassageandworkingroupstofindouttheanswers..

2． Studentsworkindividuallytogivetheanswersaccordingtothepassage.

StudentsreadPart1andfindouttheanswer:

Theskinisanessentialpart

 largestorgan

StudentsreadPart2andticktheitemwhichcangettheskinburnedaccordingtothepassage.

Studentsreadpart2tofindouttheanswer.

StudentsreadPart3tofindouttheanswers.

StudentsreadPart4andlabelthepicturesaccordingtothedescriptionofthreedegreeburn.

Studentsreadafterthetapealoud.

在整个的阅读过程中,对学生进行限时阅读,培养学生的快速阅读能力。

培养学生通过略读获得文章大意的能力。

这是一道与前一题内容相类似的题目,让学生独立完成,培养独立学习的能力.

培养学生通过跳读,找寻所需信息的能力。

培养学生根据已知信息进行推理判定的能力。

训练学生通过阅读把握文章细节的能力。

培养学生根据文章对三种程度的烧伤的描述，进行对比分析的能力。

为学生模仿纯正的语音、语调提供机会，也促使学生进一步整体理解文章内容。

Step5

Post-reading

1．Askstudentstojudgethetreatment