高中英语_Unit5Firstaid教学设计学情分析教材分析课后反思

高中英语_Unit5Firstaid教学设计学情分析教材分析课后反思
人教版Book5 Unit5 First aid
Reading First aid for burns
Teaching procedures
Warming up
By the end of this period, you will be able to…
discover ?textual pattern
writing purpose
judge ?situational context
pragmatic value
express?your attitude to First Aid
your reflection on the passage
Textual analysis
1.Where do you think the passage is from? Why do you think so?
________________________________________________________________ _______________
____________________________________________________________________ ___________ 2. Skim the subtitles and put the following statements in right order.
____ the three types of burns
____ what to do if someone gets burned
____ the functions of the skin
____ the symptoms of burns
____ how we get burns
Discourse Analysis
Read para1 and answer the following question:
What can skin do for our body?
1.______________________________________________________________
_______________
2.______________________________________________________________ _______________
3.______________________________________________________________ _______________
4.
____________________________________________________________________ ________ Para.2. How can we get burnt?
________________________________________________________________ _______________
____________________________________________________________________ ___________ Types & characteristics of burns (based on para3&4)
Read Para 5 carefully and do the following two exercises:
1. Treatment Dos
(1)______ clothing and jewellery near the burns.
(2)______ the burns with cool water.
(3)______ cool, clean wet cloths on the burns.
(4)______ the burned area gently.
(5)______ the burned area with a dry clean bandage.
(6)______ the burned area ______ than the heart, if possible. If burns are on the face, the victim should________.
(7)______ the victim ____the doctor or hospital, if possible.
Treatment Don’ts
(1). Do not _______ the clothing that is stuck to the burns.
(2). Do not cool the burns with ____ water.
(3). Do not put cold water on _____ degree burns.
(4). Do not ____ the burns, it may break the blisters.
(5). Do not ____ butter, oil or ointment on burns.
2. Is the following treatment right or wrong according to the
text? If your answer is wrong, give the right treatment.
(1) Sam knocked over a kettle full of boiling water onto his legs. legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin. (2) While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean, damp cloths on it until it was less painful. Then she went to see the doctor.
(3 )Mrs Casey’s sleeve caught fire while she was cooking. Her arm looked terrible but it didn’t hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage.
(4 )After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and put them under running water.
Pragmatic Analysis
1.Why does the author write this passage?
________________________________________________________________ _______________ 2.Who may read this passage?
________________________________________________________________ _______________ 3.What is the author’s attitude towa rd s first aid?
________________________________________________________________ _______________ Review the topics and lexis learnt in this class.
________________________________________________________________ _______________
____________________________________________________________________ ___________
________________________________________________________________ _______________
____________________________________________________________________ ___________ Critical thinking
1. Suppose that this afternoon your class had PE class. When the boys in your class were playing basketball, two classmates accidentally collided while playing. One classmate had his leg broken and could not move. Another classmate injured his waist. After learning the first aid knowledge of this unit, how do you think they should be correctly treated?
2.You are the monitor of your class. Your class organized an outdoor mountain climbing at the weekend. In the process of climbing the mountain, you came across a storm. Due to the slippery mountain road, several students had ankle injuries and could not walk normally. A classmate was also found missing. How should you give effective first aid to the injured students and organize an effective evacuation(撤离)?
________________________________________________________________ _______________
____________________________________________________________________ ___________
____________________________________________________________________ ___________
____________________________________________________________________ ___________
____________________________________________________________________ ___________
____________________________________________________________________ ___________
____________________________________________________________________ ___________
____________________________________________________________________
___________ Assignment
Having learned a little more about the first aid for burns, do you think doctor is a job you would enjoy? And what else did you learn from the text? Write a composition about 100 words.
________________________________________________________________ _______________
____________________________________________________________________ ___________
____________________________________________________________________ ___________
____________________________________________________________________ ___________
学情分析
First aid for burns
经过一年半的高中英语学习，大多数学生有了明显进步。

学习态度比较认真积极。

但大部分学生英语基础较弱，词汇量欠缺，加之学习目标不明确，使得不少学生失去了学习英语的兴趣和信心，从而不敢开口说英语。

在阅读方面，大多数学生具有一定的分析和解决问题的能力，但不少学生还没有养成良好的习惯。

另一方面，高中学生又有着想要表现自己的欲望，要通过合理的方式积极引导学生，不断鼓励学生，使学生树立信心。

本班学生对烫伤的内容有所了解，有一些生活常识，但也存在着一些对烫伤的错误认识和不当急救措施。

所以，很有必要让学生了解这些问题，从而能够针对不同程度的烫伤采取正确的急救措施效果分析
First aid for burns
本堂课基本完成了教学目标，通过泛读、精读课文，深入的理解了课文。

词汇也得到了一定的巩固。

语言知识目标：通过本节课，大部分学生掌握了课本中出现的与急救相关的一些短语和习惯表达。

课前预习案部分的生词是课文中出
现的本单元生词，提前预习会扫清阅读时的词汇障碍，有利于课文的进一步理解，效果不错！从讨论展示环节来看，学生可以运用本节内容讲述急救措施，语言能力得到一定的提高。

语言技能目标：通过一系列的阅读活动，培养学生的阅读习惯，提高学生的阅读能力。

情感态度目标：同学们强烈的感受到在紧急情况下采取急救措施的必要性，更加的认识到了生命的珍贵以及帮助他人的快乐。

整堂课，学生思考问题比较积极，达到了预期目的，但是回答问题还不够积极，只有个别学生表现踊跃，大部分学生不自信，因此整个课堂气氛不够热烈，主动上台展示的小组不多
教材分析
First aid for burns
热身（Warming up）部分首先以下定义的方式阐述了什么是“first aid , 然后，让学生描述所给的六幅图片;1. 被蛇咬2. 被玻璃划伤脑筋3. 扭伤脚踝4. 食物卡住喉咙5. 摔伤手臂6. 鼻子流血读前(Pre-reading)部分主要让学生回顾日常生活中可能发生的急救场景.通过图片引发烫伤话题,继而讨论烫伤后该怎么办，这样，就自然地把学生带进了阅读课文First aid for burns。

阅读(Reading)部分首先陈述皮肤对人体的重要性，然后介绍烧伤的各种起因、三种不同的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。

理解(comprehending)部分设置了四个活动：第一个活动是排序，有助于培养学生在阅读过程中通过抓关键词来捕捉主要住处的能力，并通过排序理解行文线索和各个主要内容之间的内在联系；第二个活动是贴标签，通过图片更好地帮助学生理解三种不同的烧伤程度；第三个活动是填空题，帮助学生理解和记忆文中的细节性信息；第四个活动是情景判断，不仅检查学生对文章的深层理解，而且培养学生运用文中信息解决问题的能力。

小组合作（critical thinking）部分提供了两个场景，让学生通过本节课所学知识解决日常生活中遇到的突发状况。

观评记录
First aid for burns
一. 本节课的亮点有以下几个方面：
1. 课件制作的很好，有大量的图片，学生刚上课时心理处于紧张状态，通过让学生上台表演，和他们一起欣赏精美图片，可以活跃课堂气氛，消除紧张，集中学生的注意力，激发学习兴趣，使学生很自然地进入良好的学习状态，并且为下面的教学环节作下铺垫。

2. 学生课堂表现积极主动，达到了教师启动，师生互动，生生互动的效果，并在听、说赏的练习过程中实现了教学目标。

3. 教学目标明确，重难点操练到位。

教学活动丰富有特色，课堂教学环环相扣，学生的学习习惯好，充分发挥了学生的主动性，师生之间配合默契，营造了愉悦的学习氛围。

采用多种形式和方法进行教学。

4. 上台展示环节，学生表现不错，准备充分，课堂氛围非常好。

这一环节既考察了课文理解，又展现了知识的应用。

所以，学生似乎更加明确了所学知识，信心倍增！总之，学生基本理解了课文。

表现积极踊跃效果较好。

整体比较流畅；但学生基础知识掌握不够理想，词
汇部分有待加强。

二. 需要改进的地方：
在课堂小组讨论中这一环节中，应该多给学生发表自己意见的机会，以达到他们自主学习合作探究的目的。

注意各环节之间的过渡。

三. 建议：
1．应让学生更可能多的进行练习，以达到学会的目的，给学生竟可能多的创设情景，让学生在真实的语境中真是的运用语言。

2. 应该充分体现以学生为主体，以老师为主导的作用，让每个学生都能开口说英语，多利用小组或者两人一组进行操练，以达到学生学习英语
评测练习
1. Further exercise
Use the following word and phrases to fill in the blanks:
pick out appreciate burst out pick up
Several weeks ago, I __________ from the radio that Hawking passed away. On hearing the news, I ___________ crying. Hawking is one of the most surprising genius in the world. He explained the origin(起源) of the universe and devoted himself in researching the black holes(黑洞). We all __________ his achievements and contributions. You can easily ____ him ____ in the crowd.
2. More practice:
Every year on my birthday, from the time I turned 12, a white gardenia was delivered to my house. No card came with it. Calls to the flower-shop were not helpful at all. After a while I stopped trying to discover the sender's name and just delighted in the beautiful white flower in soft pink paper.
But I never stopped imagining who the giver might be. Some of my happiest moments were spent day dreaming about the sender. My mother encouraged these imaginings. She'd ask me if there was someone for whom I had done special kindness.
Perhaps it was the old man across the street whose mail I'd delivered during the winter. As a girl, I had more fun imagining that it might be a boy I had run into.
One month before my graduation, my father died, I felt so sad that I became completely uninterested in my upcoming graduation dance, and I didn't care if I had a new dress or not. But my mother, in her own
sadness would not let me miss any of those things. She wanted her children to feel loved and lovable. In truth, my mother wanted her children to see themselves much like the gardenia-lovely, strong and perfect with perhaps a bit of mystery.
My mother died ten days after I was married. I was 22. That
was the year the gardenia stopped coming.
1. Which of the following would be the best title for the text?
A childhood Dream
B. A Mother's Love
C. A Graduation Party
D. A Special Birthday
2. Why the girl delighted after getting a gardenia?
A. Because she like a white gardenia.
B. Because she have more fun imagining.
C. Because the sender give a girl happiest moments.
D. Because she try to discover the sender's name.
3. The mother insisted that her daughter go to the graduation dance because _____.
A. she could take care of things herself
B. she hoped she would find a boyfriend
C. she wanted her to be happy and strong
D. she thought education was most important
4. Who was the sender of the flower?
A. A boy the writer had run into.
B. One of the writer's neighbors.
C. One of the writer's classmates.
D. The writer's mother
课后反思
First aid for burns
本单元的中心话题是“烧伤的急救措施”，课文始终围绕这一主题展开。

语言知识和语言技能部分是围绕这一中心话题进行设计的。

讲课结束后感到自己收获了很多，也认识到一些不足。

优点：
一：本节课学案设置详实，全面，步步紧扣。

二．兴趣是最好的老师。

学习兴趣的形成也有利于激发学生的学
习动机，促进学生智能的发展。

导入部分，让一部分学生上台表演，课堂氛围一下就活跃了。

然后通过展示图片和简单问题的设置，激起学生学习的渴望。

三．本堂课加入了讨论环节，能全面检测学生能力，给学生增加了学习英语的兴趣和信心。

四．整节课衔接自然，我尽量做到了过渡自然，语调平和，耐心引导学生思考，讨论，回答。

不足：
一．组织学生讨论还不够深入有效，学生讨论不够热烈，研究不够深入。

二．学生活动不够积极活跃。

只有个别学生活跃，大部分学生不能主动地积极地回答问题。

在以后的教学中，要加强对这部分学生的引导，激发他们参与课堂的积极性。

三．讨论环节因为时间限制只有两组学生上台展示，以后可以多留些时间给学生。

四．评价性语言缺乏。

应该多多鼓励学生，让学生更加自信，从而敢于说英语，敢于上台用英语展现自己。

这次录课对我而言是一次历练和进步。

在准备的过程中补充了我的知识，在讲课的过程中锻炼了我的能力，反思过程可以保证我以后取得更大的进步
课标分析
First aid for burns
高中英语课程的总目标是培养学生的综合语言运用能力。

学生通过学习，提高阅读能力，发展获取信息、处理信息、分析问题、解决问题的能力以及用英语进行思维和表达的能力，
激起积极的情绪体验，培养健全的情感态度。

1.文化意识
通过图片及文字展示，使学生了解日常生活中遇到的突发状况及简单的急救措施。

2.语言技能
通过设置阅读环节的问题，以及目标回扣可以锻炼学生对语言的
理解及运用。

3.语言知识
掌握本课中出现的与急救有关的一些短语和习惯表达，并能运用它们简要讲述急救过程，以此提高语言运用能力。

4.学习策略
通过设置目标回扣，课文语法填空，讨论展示让学生学会当堂解决问题并当堂掌握。

5.情感态度
鼓励学生珍爱生命，遇事机智勇敢，要富有爱心，帮助他人。