unit5 first aid教学设计English

Unit 5 First aidPre-reading, Reading and Comprehending 教学设计恒口中学程娟Analysis of the teaching materialThe emphasis of this period will be placed on the main passage of this unit-------FIRST AID FOR BURNS, at the beginning of which shows the importance of the skin to our body, followed by the causes ,three types and the characteristics of burns as well as the treatment for burns. Because it is a passage taken from a quick -reference book called first aid for family, the information in it should be well organized under headings in such a way that readers can find the information they want quickly, which promises a clear structure of the passage, making it easier for students to master. What’s more important is that the topic is so close to the daily life, which means students’existing knowledge and experience will lay a good foundation for a thorough understanding of the passage. The first aid treatment described and discussed is only partial and is in no way equivalent to a first aid course.It is hoped that after attending this class students will fell motivated to do a first aid course which will qualify them to perform first aid procedures.Analysis of students’ study1.Students will be familiar with the topic in this period from experience and be capable of discussing some common sense of first aid treatment. However, they may be lack of the awareness and the alertness of first and safety. What’s more, they may have difficulties in expressing themselves in English freely. Chances may be that they are reluctant to show themselves actively.2. Students , who are adjusting themselves to the reading skills used in senior high school, may be equipped to read the passage such as by previewing or scanning and their interest in the topic should be made full use of.3. For a higher degree of involvement of students, some useful methods like analyzing information,cooperation, and competitive games are designed with the aim of stimulating students’ interest and desire in English learning to the maximum extent so as to make sure students can really gain knowledge and skills from the lesson.Ideas for designWith self-study and cooperation its core concept, the design is depended mainly on the task-based method together with various teaching methods according to the teaching strategies such as stimulating interest, step by step learning, opening teaching, etc. A proverb is cited to lead in the topic, followed by a brainstorming and pictures showing the tragedies of drowning in Han River to help arouse their participation and concentration on class.The teacher will show expectations for students after the discussion. Pictures in pre- reading show that teaching material resonates with daily life so that students have the need to learn. Different reading strategies are ready for different reading aims and various activities are of great benefit for students to engage themselves in the enjoyment of learning, in the process of which students’ spirits of cooperation and communication can be fostered. The use of multimedia is to make the teaching vivid and provide more knowledge. Teaching aimsLanguage aimsStudents can have a good command of the meaning of the key words and expressions so that theycan be qualified to make use of them freely in their expression.Capacity aims1.To enhance the students’ capacities of using reading strategies such as previewing and scanning and to make sure they are capable of figuring out the topic and structure of a passage by excerpting the key words and the topic sentence. Meanwhile, students’ ability to gain and practice information for quick reaction and judgment is of great importance as well..2.Activities in the class will contribute a lot to fostering students to use English so that they can be stimulated to express and cooperate.Emotional aims1. To increase students’awareness of the importance of first aid and safety and make the feel motivated to learn a first aid course which will qualify them to perform first aid procedures.2. To increase students’ awareness of cherishing lives and concern for others.3. To foster their interest and love for reading and English learning.Key points of teaching :Increase students’awareness of the importance of first aid as well we safety and their reading ability as well as summary.Difficult points of teaching：Gain and process information so as to analyze and solve problems in EnglishTeaching procedures:Step 1 lead in1.Greetings2.Present a proverb to lead in the topic and short discussion about it.Task 1 Brain-stormingCan you brainstorm ant situations when first aid is needed?Task 2 Talking and performing(show the pictures in which drowning happened in Han River, AnKang)If drowning happened around you, what kind of first aid would you perform to save the victim’s life. Discuss with your partner and then act out.[student’s activity]to brainstorm the situations when first aid is needed and then discuss first aid for drowning in English[ideas for design] Brainstorming can stimulate students to think and express themselves actively. Pictures close to daily life will arouse their need and desire to participate in the class to talk and express for a better.Step 2 Pre-readingObserve the picture in pre-reading and think about the question①What has happened?②What sort of injury will the girl have?③What kind of first aid would you perform in this situation?[student’s activity] to observe, think over and freely express using the words and expressions in this unit according to their experience.[ideas for design] to motivate their imagination of the information related to the theme and make good preparation for the readingStep 3 While-readingTask 3 previewingPreview the passage by excerpting the title and subtitle and answer the questionswhat is the topic of the text?how is the information organized?Task 4 ScanningTell students to scanning the passage and then number the topics covered in the passage from 1 to 5 so that they will get the main ideal of each part.[student’s activity] to finish the first reading task by previewing and scanning the passage under the teacher’s guidance[ ideas for design] to enhance students’ ability of extensive reading by using the headings as well as the topic sentences to help students figure out the topic and how the information is organized. Task 5 Careful readingRead each paragraph and finish questions1)What are the functions of our body?(Para 1)2)How can we get burnt?(Para 2)3)Read the information under the headings of types and characteristics of burns and then label the three pictures with the three different types of burns.4)Fill in the blanks to present the specific steps of how to treat burns.(1)________ clothing and jewelry near the burn(2)________ the burns with cool water.(3)______ cool,clean wet cloths on the burns(4)______ the burned area gently.(5)______ the burn area with a dry bandage(6)______ the burn area__________ the heart(7)______ the victim_______ the doctor/hospital.lucky time1 2 3 4Students will be given 3 minutes to read the passage carefully once more and then they will choose a number before answering the questions because behind different number there is different question and different points as well as presents they will get.[student’s activity]students are encouraged to read the passage intensively with different reading task and different forms of practice. Especially a game named Lucky time is designed in which they will be guided to choose a picture behind which there is a question about the information in the passage for them. Only if they give the right answer can they get the points and the gifts prepared for them. To make it more interesting and exciting they will compete to be the first one to answer the questions.[ ideas for design]The task and exercises are designed step by step according to the order of the topics covered in the passage so that they can find out the answer easily. Forms are also different especially the game called lucky time is designed for a better understanding the passage as well as a more relaxing and active atmosphere.Step 4 Post-readingTask 6 cooperation & discussionLook at exercise 4 in comprehending and read the first aid treatments for these burns. If thetreatment is right, write R in the brackets. If it is wrong, write W in the brackets and explain why.Then give the correct treatment[student’s activity]Students are encouraged to cooperate and discuss in groups whether the the first aid treatments in exercise 4 are right or wrong using the information they learned in the passage.[design idea]To make a judgment about the situations can not only check students’deep understanding of the passage but also foster their ability to cope with problems using the information they have learned in the passage. Cooperation and discussion help to develop their sense of cooperation and communication.Step 5 Consolidation and Evaluation(students will be encouraged to fill in a form to go over the main content of the reading, after which the teacher will evaluate with encouraging words)Causes of burnsThe burns can be caused by a _________ of thingsTypes of burns Burns are divided into three types ,which affectdifferent____________ of the skin.__________ of burns First degree burns are ____________painful.Second degree burns are _____________ painful.Third degree burns cause little or no pain if nerves are _________.First aid__________ if burns are mild, ________ them with cool water . If the injuries are severe, it is ______to get the victim to the doctor .[[student’s activity]]Following the reading task, a summary of the key language points and information in the passage will be finished by the students so that language output can be done. The chart can decrease the difficulties students may have in retelling and is supposed to help students for consolidation and improvement. At last they will be giving some encouraging words by the teacher to show appreciation of their wonderful performance in the class.[idea for design] In order to integrate and improve the knowledge, retelling can be a good way because it shows both the students’command of the passage and their ability of summary. Encouraging words can help build up their confidence and sense of achievement.Step 6 Homework designPreview the language points and underline the difficult parts in the reading can prepare them for the next period of learning.Writing a letter in which students show their expectations for a first aid course to their principal is designed to connect reading with writing to guarantee the integrity of language input and output.。