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1、Unit 5 First AidSection A Reading and Thinking教学设计科目：英语 课题： 课时：1课时教学目标与核心素养：知识目标：掌握重点词汇和句式。能力目标：了解说明文的特点。情感目标：掌握正确的急救方法。教学重难点教学重点：掌握重点词汇和句式。教学难点：了解说明文的特点。课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：引导学生讨论以下两个问题：1. What first-aid techniques do you know of ?心肺复苏（CPR），人工呼吸（Artificial Res
2、piration），止鼻血（Stop a Bloody Nose），治疗手指切伤（Treat a Cut Finger），治疗扭伤（Treat a Sprain），治疗蚊虫叮咬（Treat Bug Bites），治疗烧伤（Treat a Burn）。2. If someone you know suffered a burn, what would you do?First, check to see which degree his or her burn belongs to. If it is just red and mildly swollen, then place the bur
3、n under cool water. Dry the burnt area with a clean cloth. Remove any clothes using scissors if necessary.Cover the burnt area with a loose clean cloth. If the victim is suffering from second or third-degree burns, send him or her to hospital.活动目的：导入新课，激活学生的背景知识。二、 While-class 1. 学生活动：浏览文章，判断文章的文体。完
4、成活动2。2. 教师活动：解释重点词汇：technique、 sense of touch、lead to、a variety of、minor、urgent，以及重点句式：as引导非限制性定语从句as意为“正如，如同”，引导非限制性定语从句，as指代整个主句的内容。as在从句中可作主语或宾语。as引导的定语从句可位于主句前面、中间或后面，一般用逗号和主句隔开。例：As you know, playing ping-pong can not only build up your body but also shape your character.正如你所知道的，打乒乓球不仅能锻炼你的身体，还
5、能塑造你的性格。活动目的: 为精读扫除词汇障碍。3. 学生活动：仔细阅读文本，然后完成活动4的表格。DetailsTypesFirst-degree burnsSecond-degree burnsThird-degree burnsDepthAffecting only the top few millimetres of the skinGoing below the top layer of the skinAffecting every layer of the skin and sometimes the tissue underneath4. 再次阅读文章，完成活动3：1. You
6、r skin gives you protection from many dangerous things.2. A first-degree burn has this name because it is the most serious.3. Second-degree burns can be the most painful kind of burn.4. It is important to use cool water to stop the heat from remaining in the wound regardless of the degree of the bur
7、n.5. Putting butter or oil on burns helps because it may reduce swelling and ease discomfort.答案：T F T F F活动目的：不仅掌握本课的基础知识，而且培养学生的阅读能力。三、After-class1. 教师活动：通过提问以下问题，帮助学生总结文章的语言特点。What is the genre of this text? Is it a narration, a description, an argumentation, or an expository writing? (An exposito
8、ry writing.)What kinds of things are mentioned in the text? (Functions, causes, different types, characteristics, and procedures.)Is this text mainly written in first, second or third person? (In second and third persons.)What tense is used? (The simple present tense.)Are there any passive voices? H
9、ow do they make you feel? (Yes. They make the text sound objective.)What other language features did you find? (For example, the -ing form.)What adjectives can you think of to describe this text? (Objective, scientific, professional, specific, clear, concise, etc.)2. 学生活动：在小组内对问题进行讨论。3. 学生活动：开展头脑风暴，
10、说出易发生烧伤的生活场景。Whatarethepossibleoccasionswhenstudentsarelikelytoget burntatschool?(Whengettinghotwaterafterclass,wearelikelytogetburnt.)Whatcanyoudotohelppreventgettingburnt?(Weshouldbecarefulwhengettinghotwater.)Whatarethepossibleoccasionswhenpeoplearelikelytoget burnt at home?(Whenpeoplecookinthekitchen, theyarelikelytogetburnt.)Whatcanwedotohelppreventgettingburnt?(Weshouldbecarefulwhenusingfire.活动目的：掌握文章细节，对相关问题的讨论可以强化学生的安全意识，提醒他们防范生活中可能出现的安全风险。四、Summary 总结课上所学.作业布置：对于课文中没有提及的处理烧、烫、灼烧的方法，课下查询资料，形成报告，下节课展示。