（2019版）新人教版选择性必修第二册Unit 5 First Aid Reading and Thinking 教学设计.doc

1、Unit 5 FIRST AIDReading and Thinking: First Aid for Burns文本简析文本简析本单元阅读文本的话题是日常生活中遇到烫伤烧伤的急救知识， 旨在让高中生了解烫伤和烧伤的原因、类型、不同等级的特征以及相应的急救措施，判断烫伤和烧伤急救措施的正确与否，以期在现实生活中遇到紧急情况时能做出正确的急救处理。文本为医院宣传小册子，属于说明性文体，有鲜明的说明文特征。文章语言简洁易懂，结构清晰明了， 采用不同的字体和颜色以及其它版面特征来区分不同的内容。 标题“First Aidfor Burns”是整个文本的主题。引入部分陈述了皮肤的功能和重要性，从而让读

2、者明白烫伤和烧伤急救的重要性。主体部分分别介绍了烫伤和烧伤的原因、类型、不同等级的特征以及急救措施， 以便读者尽量避免烫伤和烧伤， 并在紧急情况下根据不同等级的伤势采用合适的急救措施。在进行教学设计时， 教师要帮助学生找出说明文的文体特征， 梳理关于急救话题类的语言，其中包括有关伤势以及与急救措施相关的表达。本文的主旨句、例证以及对比等表达方式都是很好的逻辑思维训练载体。 此外， 本课需首要关注的文化要素和思维品质是学生能够理解急救知识在保障人身安全方面的重要意义， 加强自身在紧急情况下发挥的作用， 提高青少年关心他人安危的意识和公民素质。教学设计（共教学设计（共 2 课时）课时）第第 1 课

3、时课时一、教学内容一、教学内容理解全文，识别文本的文体特征，明确文本的主要内容和结构，重点了解烫伤和烧伤的原因和伤势分级。二、课时目标二、课时目标1. 通过快速阅读获取文本的主旨大意、梳理篇章结构。2. 通过略读、扫读确定文本的语言特征和文体类型，了解宣传册的文本特征。3. 通过研读文本的相关内容，能用英语有逻辑地讲述皮肤的功能、烫伤和烧伤的原因，并比较不同程度伤势的特征。三、教学过程三、教学过程Activity 1: Activating background knowledge related to first aid techniques本活动旨在为落实课时目标本活动旨在为落实课时目标

4、1 做准备。做准备。Talk about the picture on the opening page of this unit.Q1: What can you see in the picture?S: The man is teaching the students how to perform CPR.The students are learning first aid techniques /skills/treatments.The teacher shows the incomplete definition of first aid with the words given

5、 in a box. Andhave the students fill in each blank with a word.First aid is a temporary form of help given to someone who suddenly falls or getsinjured before a doctor can be found. Often the illness or injury is not serious, but there are othertimes when giving first aid quickly can save lives.Q2:

6、In which situations are first aid techniques used?S: In emergencies like burns, animal bites, sprained ankle, heart attack, broken arm,nosebleed, bleeding, choking, sunstroke, 【设计意图】 此活动是导入环节， 学生在读图的同时进入本单元的主题急救 first aid。学生通过选词填空的形式完成急救的定义， 也注意到急救的若干特征， 并感悟到学习急救的重要性， 为学习本课做好情感铺垫。 第二个问题通过头脑风暴的形式激活学生

7、已有知识和生活体验，为学习本课做好经验准备。Activity 2: Identifying the structure of the text.本活动旨在落实课时目标本活动旨在落实课时目标 1。1. Students predict the main idea of the text by reading the title and the picture.Q: What do you think we are going to learn in the article entitled First Aid for Burns?S: The causes of burns.Some examp

8、les of burns.Different types of burns.How to treat burnsThe teacher draws a mind-map with the answers provided by the students on the blackboard.2. Students read the subheadings in the text and check the prediction.Q: Please read the subheadings and find out what is included in the text.S: Causes of

9、 burns, types of burns, characteristics of burns, first-aid treatment for burns.【设计意图】引导学生读课文标题和图片。根据标题进行文章大意的猜测，并用思维图示结构图整理出相应的结构，为学生带着预测进行阅读和文本结构的整理做好铺垫, 也为本课的最后一个活动按下伏笔。 这个活动能培养学生主动思考以及针对某一主题语境进行合理预测的能力，以及提高运用思维导图进行信息归纳的能力。随后组织学生阅读小标题，梳理文本的基本结构， 了解主要内容， 培养学生通过小标题快速查找文章的主要信息的阅读策略。Activity3: Determ

10、ining the text type.本活动旨在落实课时目标本活动旨在落实课时目标 2。Students skim the text to decide on its text type, target readers and then work in pairs to findout the features of a leaflet.Q1: Look through the text. What is its text type?S: A hospital leaflet.Q2: What is the purpose of writing hospital leaflets?S: To

11、 inform people of some basic medical knowledge.To arouse peoples awareness of certain illness.Q3: Who are the target readers of the hospital leaflets?S: The general public.Q4: What features of the leaflet can you find in the text? Please compare the layout of thetext on the slide and tell the simila

12、rities and differences.S: Similarities: They both have a heading / title using bold capital letters, and they both havepictures.Differences: Leaflets have large bold heading/ subheadings/ sections/ bullet points/boxes/different colors, sizes and fonts/more pictures and drawings.Q5: What about the la

13、nguage features?S: The text is divided into different sections.Dont have to use complete sentences.The language is simple【设计意图】判断文本类型对于文本解读的方向有着重要的作用。不同的文体有不同的解读方式，关乎其用词特征、文本设计、写作意图等方面的学习。本文是医院的宣传手册，在明确其主题和意向读者后， 学生能更好理解文本。 两人合作找出宣传册的文体特征和版面设计特点等,能够培养学生自主合作学习和分析语篇特点的能力。Activity 4: Focusing on the fu

14、nction of the skin, causes, types and characteristics ofburns本活动旨在落实教学目标本活动旨在落实教学目标 3。1. Work on the first part.Q1: What role does the first part play in the leaflet?S: The introduction part.Q2: Read carefully and find out what it is about.S: The importance and the function of the skin.Q3: Which exp

15、ressions show the importance of the skin?S: An essential part, its largest organ.Q4: What does essential probably mean?S: Being the most basic element or feature of somebody or something.Q5: Why is it essential?S: The skin acts as a barrier against disease, toxins and the suns rays. It helps control

16、 yourbody temperature, prevents your body from losing too much water, warns you when things are toohot or cold, and gives you your sense of touch.Q6: What is the function of the last two sentences in this paragraph?S: They work as the transition sentences and lead to the topic of the article-first a

17、id forburns.2. Work on the causes of burns.Q1: How are people most likely to get burnt?S: By a variety of things: hot liquids, steam, fire, radiation, the sun, electricity, acids, or otherchemicals.Q2: What does the word “acids” probably mean? How do you know?S: It probably means chemicals, accordin

18、g to “other chemicals”.Q3: What cautions can be given to people to avoid getting burnt in certain places?For example, in the lab, there must be rules for the students to follow to avoid getting burntby acids or other chemicals.S: On thermos bottles, there might be notes to remind people to be carefu

19、l about hot liquids.On steam irons, there might be notes like “Caution! Hot steam!”3. Work on types and characteristics of burnsHave the students complete the first two parts of the table in Part 4 on P51.(the depth and characteristics)Q: What are the different types of burns?S: First-degree, second

20、-degree and third degree.Q: How to identify them?S: According to the depth and the characteristics of the burns.The teacher shows the pictures of different types of burns, and has the students tell whatdegree of burns they each are. Then, the students work in pairs to talk about the similarities and

21、differences among them.【设计意图】这个活动对文本的三个部分分别进行解读。在研读第一部分时通过问题链的形式，引导学生理解主要信息，概括本段大意，也回顾其细节信息。根据上下文猜测essential 词义，并解读句子间的关联。分析最后两句与后文承上启下的过渡作用。旨在培养学生概括能力、获取信息的能力、文本解读以及结合语境猜测词义的能力。第二部分的研读则是了解日常生活中造成烫伤和烧伤的原因， 并结合日常生活的情景， 运用这些知识尽量避免伤害， 主要培养学生获取信息的能力和解决实际问题的能力。 解读烫伤和烧伤的种类和不同伤势特征这两个部分，通过细读理解主要信息，用所学的内容来判断

22、伤势。通过两人合作比较各个级别烫伤和烧伤特征的共同点和不同点， 旨在培养学生归纳、 概括和比较信息的能力，以及自主合作学习的能力。Activity 5: Creating a mind map of the learnt parts.本活动旨在落实教学目标本活动旨在落实教学目标 3。The students work in groups to create a mind map of the learnt parts with more detailedinformation they get from the text, and share in class. Each student is

23、 in charge of one part.【设计意图】在研读完文本的前四个部分之后，学生通过小组合作的形式，完善本课伊始教师给出的只有一级子标题的思维导图， 并根据子标题画出思维导图。 既能有助于学生更好地理解全文、梳理文本内容内在逻辑关系，又能为之后的英语复述提供支架。这个活动做为本课的小结，能培养学生构建核心内容图的能力和小组合作能力。AssignmentRead the text aloud and write two questions about the first 4 parts.【设计意图】学生朗读课文并提出两个与已学部分相关的问题，巩固复习所学内容并进行深入思考提出问题，

24、为下一节课的复习和交流做好准备。 这个作业的布置也有助于学生养成英语朗读、及时复习课文和勤于思考的习惯。第第 2 课时课时一、教学内容一、教学内容复习第一课时学习的文本内容， 学习烫伤和烧伤的急救措施， 迁移所学完成公益宣讲活动，并讨论中学生学习急救的意义。二、课时目标二、课时目标1. 通过研读课文，学习在具体情况下正确的烫伤和烧伤的急救措施。2. 通过社区烫伤烧伤急救宣讲公益活动，内化烫伤和烧伤的知识和急救措施。3. 通过文本写作目的和主题的讨论，领悟推广急救的意义并提高青少年的急救意识和公民意识。三、教学过程三、教学过程Activity 1: Reviewing the first fou

25、r parts of the text.本活动旨在检测上节课作业，并为实现课时教学目标本活动旨在检测上节课作业，并为实现课时教学目标 1 做准备。做准备。Each student takes out the questions he raised as his homework and provides answers.The teacher randomly picks a student (Student A) to raise a question.Student A will pick someone in the classroom (Student B) to answer the

26、 question and tell ifthe answer is right.Student B will pick someone in the classroom (Student C) to answer the question and tell ifthe answer is right.The process continues and neither the question nor the student should be repeated.【设计意图】此活动既是热身环节，又是复习环节。生生互动的设计一方面可以活跃课堂气氛，另一方面可以回顾文章主要内容，复现目标词汇，由此

27、自然过渡到本节课的阅读重点，同时也是以学生为主体的教学理念的体现。Activity 2: Working on First-Aid Treatment.本活动旨在落实课时目标本活动旨在落实课时目标 1。1. Read First-Aid Treatment. Flowchart the steps taken when treating burns to give students asense of order. Draw students attention to the use of imperatives.Q1: What is usual first-aid treatment fo

28、r burns?S: Place burns under cool running water.Dry the burnt area gently with a clean cloth.Remove any clothes using scissors if necessary.Cover the burnt area with a loose clean cloth.Q2: What are the two special situations mentioned? What are the treatments in these cases?S: If burns are on the f

29、ace, make sure the victim can still breathe.If the victim is suffering from second or third-degree burns, send him to the hospital at once.Q3: Why should the victims be sent to the hospital at once?S: Because the victims are so deadly burnt that they should be cured by the doctorsimmediately.First A

30、id treatment is far from enough for those victims.2. Check if the following treatments are correct or not. Students should explain theirjudgement.Situation 1: Sam knocked over a kettle full of boiling water onto his legs. His legs becamered, swollen and covered with blisters. Sam broke the blisters

31、and poured icy water from the fridgeonto the skin. Wrong.Situation 2: While ironing clothes, Miss Good accidentally touched the iron. Her wristblistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then keptplacing cool, clean, damp cloths on it until it was less

32、painful. Then she went to see the doctor.Wrong3. Assess real life first aid treatment for burnsQ: What other advice do you know of about first aid for burns? Is it good advice or badadvice? Why?S: Applying soybean sauce to the injured area might be bad advice.【设计意图】先细读文章最后一个部分，获取烫伤和烧伤急救措施的详细信息；随后将所学

33、知识运用到生活中， 用课文信息来判断这些虚拟情景中的措施是否得当； 最后联系生活，判断日常生活中使用到的急救措施是否合理。 这几个步骤层层递进， 让学生更好掌握烫伤和烧伤的急救措施，以及这些做法的科学原因。培养学生获取信息和分析问题的能力。在理解和运用的基础上锻炼评价、批判思维等高阶思维能力。Activity 3: Giving a community outreach presentation本活动旨在落实课时目标本活动旨在落实课时目标 2。World First Aid Day (second Saturday in September) is coming soon. You and y

34、our friendsare giving a community outreach presentation about first aid for burns. You are encouraged tocreate a poster and include a real-life story in which first aid treatment is involved.【设计意图】这个任务的设计结合了“世界急救日”这个文化背景和志愿者活动这个公益元素，是两个课时的综合活动。既有课本知识的复述再现，又有课本知识的运用和提升。同时也旨在提高学生的文化素养和公民意识，以及语言综合表达能力。

35、Activity 4: Discussing the importance of learning first aid techniques本活动旨在落实课时目标本活动旨在落实课时目标 3。Q1: What have you learned from the lesson? Have you learnt anything new? What is it?S: I learnt the proper first-aid treatment for burns.I didnt know people could get burnt by radiation before class.Q2: Is

36、 it important for students to learn first aid techniques? If so, why?What are the benefits of learning first aid techniques?S: It is important and necessary for students to learn first aid techniques. First aid techniquesare urgent measurements that can be taken immediately in several minutes after

37、accidents to getpreparations for further medical treatments to save life.Sure, it is. Learning first aid techniques is not only about dealing with sudden illness andinjuries properly, but also forming a concept of keeping calm in emergency.Of course it is important for students to learn first aid tr

38、eatment. As part of life education forstudents, first aid techniques learning teaches students to protect and save themselves and others indaily life and respect lives.Q3: How do you understand the saying: it is a great honour to save a life?S: Usually we believe that we are simply individuals livin

39、g in the world. However, when weare able to save a life, different individuals are connected closely, and we naturally have a sense ofwarmth and honor because of the powerful humanities revealed by such a small connection.For the individuals who are saved, they can carry on their quest for the appre

40、ciation of theworld; for the world being appreciated, its beauty can therefore remain in the minds of itscreatures and be praised for a longer time.【设计意图】这个活动首先引导学生进行思考，总结所学的新知识，随后讨论青少年学习急救知识的意义以及拯救生命的意义。 讨论时可以从微观角度讨论急救知识对于个人的意义，也可以进一步从宏观角度分析学习急救知识对于整个社会、国家的积极意义。最后通过对本单元的名言的解读来提高青少年尊重生命、关心他人安危的意识和公民素质。Assignment:1. Share your knowledge of first-aid for burns with your friends or relatives after class.2. Work in groups to research and design a leaflet about first aid for one type of medicalemergency.【设计意图】将所学的急救措施分享给身边的人，将课内学习延伸到课外。小组合作，模仿课文设计针对不同情况的急救宣传册，以此锻炼学生获取信息、处理信息的能力，以及自主学习和小组合作探究的能力。