新人教版M5Unit5 First Aid教学案例赏析

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高中英语_Unit5 First aid(Reading)教学设计学情分析教材分析课后反思

设计教师：单位：授课内容：新课标英语5 Unit5 First aid (Reading)教学目标：知识目标：1.Get students to learn the useful new words and expressions in this part.2.Let students learn about some first aid knowledge.3.Have studets read the passage and know about burns and the first aid treatments for burns.能力目标：1.Develop students’ reading ability and let them learn different readingskills.2.Enable students to know about burns and the first aid treatments forburns.情感目标：1.Stimulate students’ interest in first aid and learn to protect themselvs or help others when something happens.2.Devlop students’ sense of cooperative learning.教学重点与难点：1.Develop students’ reading ability.2.Let students know about burns and the first aid treatments for burns.教学过程：Step1 Lead-inAsk students the following questions:1)What is first aid?2)How much do you know about first aid?Step2 Warming upShow some pictures on the screen.1)What has happened in each picture?2)Let students discuss what kind of first aid should be given in the abovesituations?Step3 Pre-reading1.Ask students to look at the picture on page33 and answer the questions1)What has happened to the little girl?2)What kind of first aid would you perform in this situation.2.Did anyone perform first aid? What did he/she do?3.Let students read the title of the text and the headings within it andthen predict what the passage may be about.Step4 Reading1.Fast readingTell if the following statements are true or false:1.Our skin has three layers.2.We will never get burned by the sun.3.Burns are divided into three degrees according to the degree ofpain.4.Third degree burns are the most serious and painful.5.Put cool water on any burns to cool them.6. Don’t rub the burns.7. It’s better that you put some butter or oil on burns.2. Detailed reading1) Read the text again and then find out how many parts there are and the main idea of each part:Part1. The purpose / function of skinPart2. Causes of burns ：hot liquids, steam, fire, radiation, the sun,electricity, chemicalsPart3. Types of burns: First degree burns, Second degree burns, Third degree burnsPart4. Characteristics of burnspart5. First aid treatment2)What can skin do for our body?3)How many different types of burns?What are their effects?4)Treatments(1)Take off clothing and jewelry near the burn.(2)Cool the burns with cool water.(3)Place cool,clean wet cloths on the burns.(4)Dry the burned area gently.(5)Cover the bured area with a dry clean bandage.(6)Keep the burned area higher than the heart,if possible.(7)Get the victim to the doctor or hospital, if possible.3.Post-reading1.Why should you put cold water on a burn?Because the cold water stop the burning process, stop the pain and reduces the swelling.2.Why doesn’t a third degree burn hurt?Because in a third degree burn the nerves are damaged. If there are no nerves, there is no pain.3.Why do you think clothes and jewellery near burns should beremoved?Because this may break any blisters and the wound may get infected.4.If someone has a third degree burn, why might you see tissue?Because these affect all three layers of the skin and any tissue and organs under the skin.Step5 Role playWork in pairs to act out how to place an emergency call for help .dial the emergency number.tell your name and number.make a short description of the emergencyStep6 Home workA. Search as much information as you can about first aidhttp://www. healthy. net/clinic/first aid/http://kids health. org/parent/first aid_ safe/B.Word Study1. The first kind of help you give someone who has had an accident. first aid2.A piece of clean material that you put on a wound. bandage3.When someone has something caught in their throat, we say that are choking.4.A line of light from the sun of other radiation.ray5. If an injury hurts a lot we say that it is painful.6. A characteristic of a second degree burn, ball-like bleb.blister7.You can slow bleeding by applying pressure to the wounds8.The special car that takes someone to hospital.ambulance学情分析我们这个班共有学生36人。

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 aidReading First aid for burnsTeaching proceduresWarming upBy the end of this period, you will be able to…discover ?textual patternwriting purposejudge ?situational contextpragmatic valueexpress?your attitude to First Aidyour reflection on the passageTextual analysis1.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 burnsDiscourse AnalysisRead 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 thetext? 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 Analysis1.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 thinking1. 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)?________________________________________________________________ ___________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ __________________________________________________________________________________________ AssignmentHaving 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。

新人教版必修五unit 5《first aid》优秀教案(重点资料).doc

Lesson Plan InterpretationUnit5 First Aid for Burns（Reading）刘寒青0805020165Analysis of the teaching materialThe new course is about the Reading Part of Unit 5 First Aid for Burns in NEW SENIOR ENGLISH FOR CHINA STUDENTS’BOOK 5. It focuses on the Ss’abilities to gather information; deal with information; solve problems and the abilities to think and express in English. It is very important for the Ss to learn because it helps Ss a lot in getting the abilities mentioned above. It first introduces the importance of the skin to our body, then introduces types of burns, characteristics of burns and certain steps of first aid treatments. It is hoped that through the passage, the Ss will know how to perform first aid procedures for burns and do first aid calmly during an emergency.About the SsAs Senior2 Ss, they have basic reading and speaking abilities, but they are at different levels of English fluency. So during the lesson, I arrange a variety of activities from easy to difficult to let all of them join in to attract their interest and let them be confident and taste the joy of success.Teaching goals1. Knowledge goalsTo enable the Ss to master the important words and sentences patterns of this unit through this period: injury, bleed, organ, poison, swell, damage, wound, mild, squeeze out, symptom, etc.2. Ability goals1). Help the Ss to analyze the structure and layout of the text2). Let the Ss learn the reading skill of getting the main idea of each part and pay attention tosome crucial details3).Enable the Ss to have the ability to use what they’ve learnt to do first aid treatment for burnscorrectly and make a first-aid-kit.3．Moral goalsIncrease the Ss’awareness of the importance of knowing about first aid.Key teaching points and difficult points1. How to help the Ss have the ability to use what they’ve learnt to do first aid treatment forburns correctly.2. How to improve the Ss’reading ability.3. How to grasp the main idea of each paragraph and the passage.Teaching methodsTask-based method, skimming, scanning, competition, discussion,role-play, class work, etc.Teaching aids:Multi-media, a first-aid-kit, the contents of a first-aid-kitTeaching proceduresStep1. Lead-inI’ll show the Ss a video about first aid for burns. The video is in English, so the Ss maybe cannot totally understand it. That exactly causes the Ss’interest on first aid for burns. Then introduce the new words and phrases.Step2. Pre-readingThe pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.Step3. Fast readingThis task is to check the Ss’skimming ability. The purpose is to let the Ss get the main idea of the passage and what the text is about.Step4. Detailed readingAsk the Ss to finish some questions by using competitions. I’ll divide the Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he’ll be confident and they’ll surely become more enthusiasm in learning English. These questions are designed from the easiest one to the most difficult one for different levels’Ss. The purpose is to the Ss’reading comprehension.Step5. Words competitionThis is a task-based activity by continuing the competition to check the Ss’words spelling. The task is so easy that all of the Ss will show interested in it. So they can learn the words easily.Step6. Role playThis is an interesting task-based activity. The task is to develop the Ss’abilities to speak and express in English and their reaction. The purpose is to train the Ss to prepare for an emergency before it happens.Step7. SummaryFrom the passage, the Ss will have a clear idea about First Aid for Burns and they can do first aid treatment for burns correctly. They also learn to how to make an emergency call for help. Through the passage, the Ss’thinking ability and acting ability are improved.Step8. HomeworkAsk the Ss to read the book called First Aid for the Family.Then write an introduction to it and introduce it to the classnext period.Feed backThis lesson is a reading course, which is mainly about first aid for burns. It focuses on the Ss’abilities to gather information; deal with information; solve problems and the abilities to think and express in English. Through the lesson, I hope that the Ss will know how to perform first aid procedures for burns and do first aid calmly during an emergency when they face burns in reality.。

高中英语_Unit 5 First aid教学设计学情分析教材分析课后反思

人教版Book5 Unit5 First aidReading First aid for burnsTeaching proceduresWarming upBy the end of this period, you will be able to…discover ➢textual pattern➢ writing purposejudge ➢situational context➢ pragmatic valueexpress➢your attitude to First Aid➢your reflection on the passageTextual analysis1.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 burnsDiscourse AnalysisRead 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 Analysis1.Why does the author write this passage?_______________________________________________________________________________ 2.Who may read this passage?_______________________________________________________________________________ 3.What is the author’s attitude toward s first aid?_______________________________________________________________________________ Review the topics and lexis learnt in this class._______________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ Critical thinking1. 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)?_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ AssignmentHaving 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。

高中英语_First aid教学设计学情分析教材分析课后反思

Book 5 unit 5 First aidReading教学设计一、Teaching aims:●知识目标理解并能熟练运用本文中的重点词汇和句型。

●能力目标能够熟练的掌握本课内容，用所学句型，进行交流。

让学生在特定的情境下运用所学的知识，培养学生实际运用英语的能力。

提高阅读能力。

●情感目标(1) 让学生在课堂中轻松的学习，体会急救的必要之处，保护自己，解救他人。

(2) 激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立学习英语的自信心。

二、Important points:（1）教学重点学会在日常生活中处理事故，保护自己，救助他人。

（2）教学难点提高知识迁移能力，将急救知识应用于实践。

三、Teaching methods：1、教学方法：情境导入法、小组讨论法。

2、学习方法：自主学习法、合作学习法、探究式学习法。

四、Teaching procedures：StepⅠ Lead-in and Warming upWarming up围绕急救设置了两个内容，一个是如果遇到身边人出现流鼻血该怎么办？另一个是憨豆先生使用了不恰当的方式来救助路边人的例子。

【设计意图】通过实际情景和视频的活动，活跃课堂气氛，创设良好的学习气氛激发学生的学习兴趣。

Step Ⅰ Fast- readingAsk the students to read the passage quickly and finish the following tasks.1. What’s the main idea of the text.2. What’s the writing type?3. Find out the subtitles of the passage.【设计意图】这一部分由老师指导完成, 让学生总体感知文章结构,理解文章的大意及内容。

Step Ⅰ Careful- readingRead the text once more and find out the details of every part.Task1: Read the first part and answer the questions.(1)What can skin do for our body?___________________________________________________________ ___________________________________________________________ ______(2)How many layers of skin do we have?___________________________________________________________ ___Task2: Read the second part to find out the causes of burns.___________________________________________________________ ___________________________________________________________ ______Task 3: After reading the types and characteristics of burns, describe them.Task 4: Summarize first aid treatments:Dos and Don’ts【设计意图】第一部分由学生读然后回答问题，首先了解皮肤的结构以及作用，第二部分通过图片解释烧伤的原因，第三第四部分的讲解，配合图片，通过图片学生能分清类型和特征。

高中英语必修五：Unit5+First+Aid+教学设计方案.doc

精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

人教版高中英语必修5《Unit5firstaid》教案

人教版高中英语必修5《Unit5firstaid》教案人教版高中英语必修5《Unit 5 first aid》教案【一】一、教学内容分析本单元以“急救”为中心话题。

本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。

同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。

二、教学目标1、语言目标：学习掌握教学内容中的重点字、词、句;2、能力目标：阅读速度和技巧的训练;3、情感目标：教育学生帮助他人于危急时的良好情操;通过讨论等小组活动培养协作精神;通过课堂教学活动激发学生英语学习兴趣。

三、学习者特征分析所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。

该班学生的主要特点是能讲敢讲(我在这方面一直鼓励学生)，课堂气氛活跃。

本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达欲望和学习兴趣。

四、教学策略选择与设计教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

五、教学重点及难点教学重点：帮助学生使用不同的阅读技巧完成阅读目标教学难点：1.学生阅读能力的培养，运用文中信息解决问题的能力;2.掌握急救知识和根据不同情况提出急救措施;3.能学会急救知识和相关急救措施的英语表达。

六、教学过程教师活动学生活动设计意图Step 1. Leading-in1. Greetings2. What words can you think of when talking about home accidents and first aid?3. First aid quiz (according to the pictures shown on Page 33)4. Definition of first aid: a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.GreetingsBrainstorming(cut, nosebleed, choking, burn...)Watch, read and think, then work in groups to make the choicesRead aloud and understand the definition通过问题自然引入本课内容日常急救知识小测试，使学生自然顺利进入新课学习让学生朗读理解定义Step 2. Pre-readingPresent the picture on Page 33 and ask the students to answer the questions of Pre-reading.Ask the students to look at the title and subtitle, and predict: What may be written in the text? Look at the picture carefully and discuss in groups. Choose one student to give the answers. (Answers can vary)Students look at the title and subtitle and give their prediction. 利用课文图片导入主题：FIRST AID FOR BURNS 培养学生通过标题和小标题预测阅读内容的能力，也激发学生进一步阅读以验证预测Step 3. While-readingReading for general idea1. Make the students to skim the passage in limited time and get a general idea, then ask the students to divide the passage into 5 parts.2. In which order are these topics covered in the text?(Page 35)Reading for details (Get the students to read the text part by part)1. Ask the question:What is skin? What can get the skin burned? What is the function of the skin?2. Types of burns and their characteristics. Do Ex.2 of Page 35.(Label the pictures)3. Answer the following questions. (Ex.3, Page 35)Students skim the passage to find the answer.Students work individually to give the right answers.Students read and find out the answers. Do related exercises.限时阅读培养学生快速阅读的能力和通过略读理解大意独立完成，培养学生独立学生的能力，同时也是为了充分了解学生的课文理解情况培养学生把握文章细节的能力; 培养学生通过阅读寻找所需信息的能力; 培养学生根据信息进行判断的能力Step 4. Post-reading1. Give a few minutes for the students to read after the tape.2. Ask the students to judge the treatments of Ex.4.3. Ask the students to practise to give first aid treatments to different burns and then act it out.Students read aloud after the tape.Students read and make their judgement.Students practise in groups and act. 语音语调锻炼，同时也使得学生进一步理解所学课文本环节为输出阶段，目的在于检查学生的学以致用创设活动任务，培养学生解决实际问题的能力Step 5. Homework1. Get more about first aid from the newspaper, magazine or the Internet.2. Find out the important and difficult words and expressions to you and finish exercises on page 36.Students get ready for homework. 所布置的作业把学生的学习任务从课堂延伸到课外，有利于巩固课堂所学和进一步让学生掌握更多的急救知识七、教学评价设计评价采用了自我评价、小组比赛、学生互评和教师评价相结合的方式。

高中英语_Module5unit5 First Aid教学设计学情分析教材分析课后反思

Unit 5 First Aid 教学设计一、教学内容分析教学课型：阅读课本单元的中心话题为“急救”，具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。

“热身”部分呈现了急救的定义，并要求学生讨论六幅画里出现的紧急情况及应采取的急救措施。

“读前”以图片带出“烧伤”的主题，要求学生讨论“烧伤”情境下应采取的急救措施。

“读前”为“阅读”部分进行了预热和铺垫。

“阅读”部分脉络清晰，依此介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应采取的急救措施。

“理解”部分设置了四个与阅读相关的练习。

首先是对课文内容的排序，其次是通过烧伤症状确定烧伤种类，再次是判断所采取的急救措施的正误，最后是与课文内容理解相关的问题。

通过本单元的学习，旨在于让学生掌握急救的基本知识，并且能将此应用于实际中。

再提升到德育方面，教育学生乐于助人。

学生可以通过学习课文掌握新的词汇、句型的写法，提高学生的阅读能力。

（一）教学目标根据《新课程》总目标的描述，结合本课的内容，我把这节课的教学目标系统化，分别是：语言知识目标，语言技能目标和情感目标。

1、知识目标：掌握词汇句型，学会描述伤情和救治方法。

2、能力目标：发展学生听说读写的基本技能,提高初步运用英语进行交际的能力,侧重提高阅读能力。

3、情感态度：通过小组活动，指导学生积极与人合作，相互学习帮助，培养团队精神。

（二）教学重点难点1、理解课文，了解烧烫伤的造成原因及救治方法。

2、学会根据烧烫伤的原因及特点，复述课文。

3、调动学生的积极性，谈论他们所感兴趣话题。

（三）学生活动设计布置学生在对烧烫伤的相关知识有一定了解的基础上，通过小组活动，锻炼学生的口语表达能力。

二、教学理论，教学方法1、速读法:根据高中英语教材侧重阅读理解特点,让学生快速阅读,以尽快了解文章的大意。

2. 问答法:帮助学生理解文章的细节。

人教版高中英语必修5教案Unit 5 First Aid

人教版高中英语必修5教案 Unit 5: First Aid一、教学目标1.掌握本单元的重点单词和短语，并能正确运用于实际生活中；2.能够通过阅读和听力理解有关急救和事故处理的文章，并能够从中获取关键信息；3.培养学生的合作意识和团队精神，通过小组讨论和合作实践，提高学生的自主学习和解决问题的能力；4.培养学生的英语口语表达能力和写作能力，通过角色扮演和写作练习，提高学生的语言运用能力和思维能力；5.通过跨学科的学习，培养学生的综合素质、创新思维和实践能力。

二、教学内容本单元主要内容包括以下几个方面：1.单词与短语：emergency, victim, conscious, unconscious, ambulance, injury, bandage, sprain, bleed, wound, choke, etc.2.语法：被动语态的使用；3.阅读理解：阅读有关急救和事故处理的文章，提高学生的阅读理解和信息获取能力；4.听力训练：通过听取录音材料，提高学生的听力理解能力和听写能力；5.口语表达：通过角色扮演和小组讨论，提高学生的口语表达能力和思维能力；6.写作训练：通过写作练习，培养学生的写作能力和文化意识。

三、教学过程第一课时1.温故知新：通过复习上一单元的重点单词和短语，引入本单元的话题，并激发学生的学习兴趣。

2.导入新课：介绍本单元的学习目标并让学生做预测，激发学生的学习兴趣和学习动力。

3.新课讲解：通过教师讲解和多媒体展示，讲解本单元的重点单词和短语，并进行例句的讲解和练习。

4.学习活动：分组进行单词和短语的拼写和运用训练，培养学生的团队合作和解决问题的能力。

5.拓展延伸：通过课堂讨论和小组展示，让学生拓展和延伸本单元的话题，培养学生的思维能力和创新能力。

第二课时1.温故知新：通过复习上一课的重点单词和短语，引导学生回忆上节课的内容，并复习被动语态的用法。

2.导入新课：通过展示一段有关急救的视频，激发学生的学习兴趣和对急救知识的关注。

新人教版必修5-Unit5《First-Aid》教案

2.Brainstorming:
What words can you think of when you talk about accidents?
drown , bleed , choke , catch fire , cut , nosebleed , a snake bite , a broken arm , sprained ankle….
4. Put butter, oil or ointments on the burns as soon as possible.
5. If the burns are on arms, keep them higher than the heart.
6. It is not necessary to take the injuries who are second or third degree burns to the doctor or hospital at once.
Students workindividually to give the answers according to the passage.
Students read Part1-2and find out the answer:●protect you against diseases, poisons and the sun’s harmful rays
1.Ask the students toread Part 1-2
question:
1）. What can skin do for our body?
2）. How can we get burnt?
2.Read part 3-4:types and characteristics of burns。

高中英语_Unit 5 First aid教学设计学情分析教材分析课后反思

选修五Unit 5 FIRST AIDFIRST AID FOR BURNS教学设计一、本节课课堂设计原则：1. 本节课遵循先输入再输出的原则，Reading 后设计了一个Speaking和一个Show yourself的环节，为学生提供平台提升学生的语言应用能力和实际动手操作能力。

2. 创造相对真实的语境，利用中国红十字会招聘志愿者的活动，激发学生学习急救英语的兴趣。

3. 充分利用小组合作和同学之间的评比竞争来激发学生课堂上的积极性。

4.体现学生的主体地位，大胆放手，让学生根据理解自主设计问题，让学生真正地成为课堂的主人，激发学生的积极性和主动性。

5. 让学生展示以口头表演和黑板板书等多种方式结合进行，提高课堂效益。

二、学生课前学习活动设计：1.设计预习学案，让学生提前预习课文并从文中找出相对应的短语和句子完成预习学案来确保预习效果。

2. 让学生提前上网查阅一下急救知识，为课堂活动做铺垫和准备。

三、课堂教学设计（一）教学目标1.知识与技能目标（1）通过阅读有关烧伤的急救知识加深对急救的了解和认识。

提高阅读能力同时学习有关烧伤急救的词汇和表达，并能在特定语境中合理运用。

（2）通过表演对娃娃实施急救，提高学生的英语口头表达能力同时掌握急救的步骤，学以致用，提高学生生活技能。

（3）通过让学生自主设计习题，提高学生的发现问题和自主思考能力。

2.过程与方法目标（1）通过告诉学生中国红十字会在班级招募志愿者来激发学生的学习兴趣和参与热情，并激发学生头脑中急救背景知识为节课做热身。

（2）通过阅读课文利用Skimming 和Scanning阅读技能找到皮肤的作用、烧伤的原因、类型、症状和实施急救的方法等相关信息，提高分析处理英文信息的能力。

3. 情感、态度、价值观目标通过学习，使学生了解烧伤急救的相关知识，提高了学生的安全意识和热爱生命、帮助他人的情怀。

同时激发学生的自主动手急救的生活能力。

（二）重点难点教学重点：学会如何对烧伤的类型做出判断，并根据判断实施基本的急救，提高学生的急救意识，从而引导学生认识到生命的可贵，珍爱生命，活出精彩。

高中英语_Module5unit5 First Aid教学设计学情分析教材分析课后反思

“热身”部分呈现了急救的定义，并要求学生讨论六幅画里出现的紧急情况及应采取的急救措施。

“读前”以图片带出“烧伤”的主题，要求学生讨论“烧伤”情境下应采取的急救措施。

“读前”为“阅读”部分进行了预热和铺垫。

“阅读”部分脉络清晰，依此介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应采取的急救措施。

“理解”部分设置了四个与阅读相关的练习。

首先是对课文内容的排序，其次是通过烧伤症状确定烧伤种类，再次是判断所采取的急救措施的正误，最后是与课文内容理解相关的问题。

通过本单元的学习，旨在于让学生掌握急救的基本知识，并且能将此应用于实际中。

再提升到德育方面，教育学生乐于助人。

学生可以通过学习课文掌握新的词汇、句型的写法，提高学生的阅读能力。

（一）教学目标根据《新课程》总目标的描述，结合本课的内容，我把这节课的教学目标系统化，分别是：语言知识目标，语言技能目标和情感目标。

1、知识目标：掌握词汇句型，学会描述伤情和救治方法。

2、能力目标：发展学生听说读写的基本技能,提高初步运用英语进行交际的能力,侧重提高阅读能力。

3、情感态度：通过小组活动，指导学生积极与人合作，相互学习帮助，培养团队精神。

（二）教学重点难点1、理解课文，了解烧烫伤的造成原因及救治方法。

2、学会根据烧烫伤的原因及特点，复述课文。

3、调动学生的积极性，谈论他们所感兴趣话题。

（三）学生活动设计布置学生在对烧烫伤的相关知识有一定了解的基础上，通过小组活动，锻炼学生的口语表达能力。

二、教学理论，教学方法1、速读法:根据高中英语教材侧重阅读理解特点,让学生快速阅读,以尽快了解文章的大意。

2. 问答法:帮助学生理解文章的细节。

高中英语_Unit5 First aid(Reading)教学设计学情分析教材分析课后反思

人教版必修5unit5 first aid说课稿

人教版必修5unit5 first aid说课稿
人教版必修5第五单元说课稿
Firstaid（阅读课）
一、说教材
1.教材分析
本部分是该单元的主要阅读材料，既具备了大量的信息又集中了有用的词汇和语言结构，帮助学生了解关于急救的方法。

前面的Warmingup是该部分的铺垫，后面的几个部分都是Reading的延伸和扩展。

所以说Reading部分承载了第五单元的主要信息以及起到承上启下的作用。

2.教学目标
（1）语言目标
a、重点词汇和短语
Burn,essential,organ,layer,poison,ray,treatment,liquid,radiation,mild,iron,heal,tissu e,electric,swell,swollen,
Blister,watery,char,nerve,damage,squeezeout,overandoveragain,bandage,inplace. b、重点句式
Burnsarecalledfirstdegree，seconddegreeorthirddegreeburns.
Theseburnsarenotseriousandshouldfeelbetterwithinadayortwo.
Firstdegreeburnsturnwhitewhenpressed.
(2)能力目标
通过阅读训练，培养学生获取语篇信息的能力；
培养学生分析、处理、利用信息的能力；。

高中英语_Unit 5 First aid教学设计学情分析教材分析课后反思

必修五Unit5 First Aid 教学设计1.What has happened to the little girl?2.What can we do to help her?StepⅣ. Fast readingRead the text quickly and finish the task: In which order are these topics organized in the text? Number them from 1 to 5.____ the three types of burns____ what to do if someone gets burned____ the purpose of skin____ the symptoms of burns____ how we get burnsStepⅤ. Detailed readingRead Part 1 and write down the purpose of skin:1）Protect you against , and;2）Keep you or ;3) Prevent you from ;4) Give you .Read Part 2 and find out the causes of burns.Y ou can get burnt by : ________________________________________Read Part 3 and find out some information about types of burns.There are _______ types of burns depending on which _______ are burned._______________ affect only the _____ layer and should feel better within _______________.________________ affect both the _____ and the_______ layer. These burns are _______ and take ______________ to heal.________________ affect all ______ layers and any ______ and ______ under the skin. They are very _______ injuries and the victim StepⅣ快速限时默读4’，理解文章分段及大意StepⅤ1.听录音，填写。

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新人教版M5Unit5 First Aid教学案例赏析
一、教学实录
Step 1.Lead-in
实物教具Show a little snake to the students and ask：
1. Have you ever seen a snake？
2. What if you were bitten by a poisonous snake？
Give students several minutes to discuss the question and report the answer.
点评：教师既把课堂的主体地位交还给了学生又充分体现老师的主导地位，设计的问题与中心话题联系密切，学生讨论的积极性高涨。

Step 2.Warming up
Can you tell me any accidents in our daily life？
1.Do you know how to do the First Aid ？（chocking， bleeding， cuts and traffic accident） and discuss in pairs.
2.Have a quiz about First Aid.（the students know about First Aid and talk about how to avoid these accidents.）（多媒体呈现急救的画面）
①.What if you found a person whose leg is
bleeding？（其它实例省略）
A. Put some powder to stop bleeding
B. Press firmly on the bleeding point by using a clean piece of cloth.
点评：教师引导学生思考的问题都是与日常生活息息相关的，这样能大大提高学生的积极性。

学生在本环节中积极配合老师，出色地完成了任务。

Step 3.Listening
Now there are three people in the hospital. Let’s see who they are and what happened？（多媒体呈现四幅图有关In the hospital， Nurse， Father & Harry）
1.Listen to the dialogue carefully and get the answer .
What’s wrong with Harry？
2.Listen to the tape again and decide true or false.
a. Harry was bitten by a dog yesterday evening.
b. No first aid was done before going to the hospital.
c. The dog belongs to Harry himself.
3.Listen to the tape again and complete what Harry’s father did.
I washed the wound under running water for a few minutes. Then I dried it with a clean cloth and tied another piece of clean cloth around it.
T：What’s your advice to Harry？
点评：有之前热身的基础铺垫，学生对课堂内容充满了热情和信心。

加之在内容设计上老师花了大量的心思进行难度的处理，也能大大提高学生的成就感。

Step 4. Speaking ---Role Play
We know Harry was lucky. But Xiao Gang was not lucky. Last Friday Xiao Gang came across a traffic accident on his way to school. He was hit by a car and badly hurt. What if you were the careless driver， the witness， the doctor the police or Xiao Gang in the accident？ Make a dialogue.（多媒体呈现事故画面和有关的交际用语）
点评：角色扮演把这堂课推向了最高潮，学生在真实的情景模拟中既练习了听力，又训练了口语。

Step 5.Tips
Safety first！ Be careful on your way！
二、教学反思
通过上述教学案例的介绍，我们不难发现，循序渐进的教学流程、贴近生活的情境创设、拓展思维的开放题设计
和重视生活化的情感教育，可以使枯燥乏味的英语学习变的生动活泼。

1.循序渐进的教学流程，引导学生学习新知
在本教学案例中，教师采用实物教具呈现蛇的模型导入授课内容。

紧接着再问学生在日常生活中你知道哪些事故需要急救吗？比如溺死、流血、窒息、交通事故等。

接着教师又质疑但是事故很严重的话，我们还需去医院检查。

此时教师乘机把多媒体画面和课文的听力材料有机的结合起来做听力训练。

再让学生小组讨论假如小刚在放学的路上遇到交通事故。

学生扮演角色司机、目击者、检察和小刚等小组表演对话。

最后渗透情感教育，教育学生重视交通安全。

整个教学过程环环相扣，过渡自然，遵循了学生的认知规律，逐层递进的教学思路，引导学生学习新知。

2.贴近生活的情境创设，促进学生理解新知
在本教学案例中，教师注重生活情境的创设。

在导入部分采用蛇的模型形象生动引入急救知识。

在“warming up”的讨论部分，“listening”部分的练习和“speaking”部分的讨论和表演等。

问题的难度有浅有深。

在完成这些任务的过程中，学生即巩固了新知，又交流了情感，培养了小组合作的意识。

3.重视生活化的情感教育
所谓生活化的情感教育是在语言交流中抓住契机潜
移默化地让学生受到启发。

如案例中的“Tips”部分恰到好处的点出生命第一，教育学生重视交通安全。

只要我们用心观察和思考，乐于并善于从生活入手，找准教材与生活的契合点，采用符合学生实际的教学方法，就能设计出更多生动活泼的、高质量英语课。