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1、Book5 Unit5 First aid教学设计 Abstract：Through the analysis of textbooks and students, after clearifying the teaching objectives, the warming-up part of this lesson was organized into a teaching plan. It clarifies the key points and difficult points in this lesson, and creates a active teaching procedur
2、e，so that students can not only talk something about the first aid, but also analyze and summarize the text.Keywords： first aid；teaching plan；warming-upAnalysis of the teaching material:The lesson is from the PEP edition of Chinese textbook 5 unit6, and this part is the first period of my lesson. Th
3、is period especially concentrates on the warming-up and reading parts, which includes the students first impressions about first aid and how to deal with the three degree burn. At the beginning of the period, the teacher will design some interesting activities to attract the students attention about
4、 this passage. Then the teacher will take advantage of the video played in the computer. Ask the students to do role-play.Teaching Aims:1. Master the key words and expressions, (such as impression, lack, sight, require, assist, take up, be similar to )2. Enable students to discuss their life in the
5、past, at present and in the future, and analyze the differences. Difficult and Important Points:The study of key words and phrasesDescribe the procedure when someone needs first aid.Use the reading skills flexibly. Teaching Methods:1. Free discussion and group work methods.2. Task-based teaching met
6、hod.3. Audio-visual teaching methodTeaching aids：Multi-media classroom and power point document.Teaching Procedures:Step I Warming up Greet the whole students，let the students know todays task, including the competition rules and the competition way (divided into the first answer and must answer que
7、stions), in order to prepare for the following study.Show the rules on the screen: divide the classes into four groups. Work together to answer the questions. The group that can answer the questions correctly will move to the next level. The best climber is the winner. Through playing videos, studen
8、ts can feel first aid vividly and intuitively, so I can introduce the new lesson naturally. The questions are as follows： (1).What happens to the man? (2).What is the woman doing？Step II Pre-reading Use the pictures in the textbook to introduce the theme of this lessonFirst Aid For Burn.Look at the
9、picture carefully and discuss in groups. Choose a student to answer the following questions: (1).What has happened? (2).What sorts of injuries will the child have? (3).What kind of first aid would you perform? Look at the headlines and subheadings and then ask the students to make predictions. What
10、will be written in the text? By reading the title and sub-title of the article we could develop students ability to predict the content of the article and stimulate students curiosity and interest in reading the article. Step III Reading Read the passage quickly in a limited time and get a general i
11、dea of the passage. Then fill in the form on the screen. In the whole reading process, students are given limited time to read, in order to develop students ability of fast reading and the students ability to get the general idea of the passage through skimming. Ask the students to read part 3 caref
12、ully and answer the questions: (1).What causes first degree burns? (2).Which layers do second degree burns affect? (3).If someone has a third degree burn, why might you see tissue? This procedure can train students ability to grasp the details of articles. Then read the passage after the MP3. It wil
13、l provide opportunities for students to imitate authentic pronunciation, and promote students to further understand the content of the article as a whole. Step IV Homework： Prepare to retell the passage in the next class. The homework can further extend the classroom activities and help students to further understand and master the content of the article.Rereferences：1中华人民共和国教育部. 普通高中英语课程标准S. 北京：人民教育出版社，2017.2喻潜安.教学设计理论与实践M.北京:教育科学出版社,2012.3程晓堂，赵思奇. 英语学科核心素养的实质内涵J. 学科课程与教材，2016，36（5）：79-86. 学科网（北京）股份有限公司