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1、Unit 5 Using Language & Assessing Your Progress教学设计科目：英语 课题：Using Language & Assessing Your Progress 课时：1课时教学目标与核心素养：知识目标：学会并能熟练运用从语篇中学到的新词汇。能力目标：学会分析语篇结构，把握记叙文写作特点。情感目标：弘扬见义勇为的行为，传递人道主义精神。教学重难点教学重点：引导学生在理解文章内容的基础上分析语篇结构，把握记叙文的写作特点，体会段落之间的衔接和过渡；指导学生掌握海姆立克式急救法的操作步骤，探究文章的主题意义，学习Chen Wei的精神品质。教学难点：指导学生
2、按照记叙文的要求，仿照阅读语篇写自己的急救故事。课前准备：多媒体，黑板，粉笔教学过程：一、Pre-writing1. Greeting2. Leading-in教师活动：（1）引入话题，介绍背景知识。让学生浏览三幅插图并阅读插图说明，然后回答教师的问题。Look at the first two pictures. What do you think the boy on the right is suffering from? (choking)What do you think the Heimlich manoeuvre is? (a way to help the choking vi
3、ctim)引导学生回答问题后，教师简要介绍海姆立克式急救法：Choking can be very dangerous. To solve this problem, Henry Heimlich created the Heimlich manoeuvre in 1974. How is the Heimlich manoeuvre performed? Is it easy to learn?（2）句子还原。让学生通读原文然后完成活动1。教师可通过提问进行引导。What kind of sentences are missing? (First sentence in the paragr
4、aph.) What functions does the first sentence usually serve in a paragraph? (As topic sentence to give the main idea of the paragraph and/or to link up ideas between paragraphs.)Can you read through the passage and try to come up with some sentences to complete it, without looking at the sentences pr
5、ovided? （3）理解文章细节，挖掘主题内涵。让学生阅读补全的完整语篇，然后完成活动2，判断并选择六个细节方面的信息。教师可结合这些信息进一步提问，如：From Question 1, we know that Chen Wei helped a complete stranger. What kind of person do you think he is? If you were there, would you help Zhang Tao, too?From Question 2, we know Zhang Tao was sitting on the chair when C
6、hen Wei reached him. So what did Chen Wei do first? What does the phrase help sb. to ones feet mean?Can you explain and show the class how to perform the Heimlich manoeuvre?（4）为文章加标题。教师可通过这一活动帮助学生全面深刻地理解文章。二、While-writing1. 教师活动：分析范文结构。让学生阅读活动3右侧的策略贴士Write a narrative essay，了解记叙文内容和结构方面的特点，并按照活动3中列出
7、的记叙文基本结构要素（Part 1、Part 2、Part 3、quote）梳理文章脉络。该文章结构可梳理如下：Part 1 (Paragraphs 1-2): the story of a choking incident Part 2 (Paragraphs 3-6): the introduction of the Heimlich manoeuvre Part 3 (Paragraph 7): comments on the choking incident2. 教师活动：教师提问“What words are important when you tell a story about
8、 providing first aid? Do you think the writer describe actions accurately? What words did the writer use? ”， 然后让学生再次通读全文，找出文中生动的动作描写，如：choke on some steak, hold his throat with his face turning red, help Zhang to his feet, do/perform the Heimlich manoeuvre, force out, slap the victims back, give fir
9、m slaps to his upper back, wrap your arms around his waist, make a fist, place it in the upper part of his stomach, grab your fist, push up and into his stomach in one motion, lay the child face down on your lap with the head lower than the rest of his body.3. 学生活动：两个人一组，分享自己亲身经历或听闻的急救事件，教师可提供提纲让学生理
10、清思路：Who? What? Where? The process? The end? Any comments? 三、After-writing1. 学生活动：完成初稿。在写作过程中学生应注意故事的完整性和逻辑性、时态以及选词的准确性。2. 让学生结成组互改初稿，参照教材中提供的评价清单，为同伴提出具体的修改意见。然后，让学生根据同伴的建议修改初稿。3. 教师活动：教师抽选一篇修改后的习作，为全班呈现出来，并作点评，然后带领学生进一步完善该习作。最后，教师指导学生研读、欣赏该习作。4. 教师活动：让学生根据教师的点评意见以及上述范文，再次修改自己的文章。课下，可让学生把自己的终稿张贴到墙报上，与其他同学一起分享、交流。四、Summary 总结课上所学。五、Homework完成课后练习习题。