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1、Teaching Plan(教学设计)Unit5 First Aid (Reading and Thinking)First Aid for Burns（一）教学分析1、教学内容分析本课教学内容选自2019人教版普通高中英语教材选修二第五单元First aid的Reading and Thinking板块，是一篇以“如何急救烧伤”为主题内容的说明文，简要说明了烫伤和烧伤的原因、类型、不同等级的特征以及相应的急救措施，判断烫伤和烧伤急救措施的正确与否，以期在现实生活中遇到紧急情况时能做出正确的急救处理。从语篇内容可以判定该语篇的主题语境为人与自我。再往细分，这个语篇的主题语境是“人与自我生活与学
2、习”。语篇结构清晰，语言简洁，内容明确。通过小标题，该语篇分为五个部分，第一部分是对皮肤的简略介绍；第二部分为烧伤原因；第三部分为三种不同烧伤程度，通过皮肤受伤程度，分为first-degree burns, second-degree burns, third-degree burns；第四部分为以及烧伤出现的各种症状；第五部分为应当采取的急救措施。通过“英语阅读分级指难针”（ 18.67%；高考阶段 3.93%；大学四级 2.46%；大学六级 2.46%；考研阶段 1.23%。难度指标报告表中，词汇难度的量化指标为4.91，对应等级为四级（高考）；句法难度的量化指标为 6.30，对应等级为
3、六级；文本难度的量化指标为4.97，对应等级为四级（高考）。由此可见，这个语篇在词汇难度、句法难度和文本难度三个方面都不是太高。语篇的深层含义，也就是作者或说话人的意图、情感态度或价值取向是什么。首先，该语篇带有四个小标题，第一段作为leading段，可以清晰概括大意，因此可见本文结构清晰。除此之外，文本中除了生词，长难句较少。因此，该语篇的阅读价值在于提升学生思维品质，从实际生活的案例中领悟到急救的重要性，学习、讨论针对不同紧急情况实施急救的步骤，重点了解烧伤的原因，对不同级别的烧伤特点的判断，以及对应的急救方法，从而增强学生乐于助人的精神和处理紧急情况的技能，提高其关心他人安危的意识及公民
4、素质。通过阅读和学习本文，学生能结合所学应用到实际生活中科学地解决问题，并从中培养学生的学习兴趣。2、学情分析本课的教学对象是Z省某普通高中二年级的学生，他们已具备一定的急救常识，对这一话题充满了浓厚的兴趣，这为本课的学习提供了有利条件。此外，他们有着丰富的想象力和活跃的思维，经过一学年高中阶段的英语学习，具备一定的英语语言基础，但英语口语表达能力依旧较弱。同时，由于单词量的缺乏和阅读技能训练的不够，他们理解文章的能力尚有欠缺，甚至一些同学根本看不懂文章，完全不能理解文章。因此，对学生的阅读训练很有必要。当然，学生个性和英语水平差异大，教学的设计要有梯度，由浅入深，注意层次性。教师要抓住学生的
5、心理，激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。根据学生的心理特征，采用视、听、说的教学方法，从感性认识入手，逐渐上升到理性认识，培养学生运用英语进行表达的能力。3、学习目标1. 语言能力（1）掌握本课中出现的与急救有关的一些词汇，如burn ,organ, poison, ray, treatment, liquid, radiation等；（2）理解并使用非谓语动词作状语的句式如First degree burns turn white when pressed.等；（3）能运用所学词汇及句式简要讲述急救过程，以此提高语言运用能力；（重难点）（4）通过一系列的阅读活动，
6、培养良好的阅读习惯，提高阅读能力，如快速把握文章大意和脉络结构，对文章的深层含义进行推理判断等；（重难点）2. 思维品质能利用所学的略读、细读、总结归纳、提取主旨句等阅读技巧，使阅读更加快速且有效；3. 文化意识（1）在以往了解了英语国家文化、艺术、科学各方面的成就与特征的基础上，进一步感受英语国家对医疗卫生工作保障安全健康的重视，认识英美文化在日常生活中的渗透；（2）意识到生命及急救的重要性，并帮助有需要的人；（重点）4. 学习能力 从本课中了解并通过图书馆、互联网、报纸、杂志等多渠道查找急救相关知识，学会处理意外事故;掌握说明文的阅读技巧。（二） 教学思路教学流程图本节课以“如何急救烧伤”
7、为主题内容，依据学生现有的综合语言能力、阅读能力及发展需求，根据虚实性、持续性、常态化的教学原则设计“读”的环节，采用问题诱思、原型启发的教学策略组织“思”的活动，运用搭建支架、以读促说与写、模仿创生的教学方法进行“言”的实践，旨在促进从浅层阅读转向深层阅读。第一阶段为“读”的阶段，包括两个教学步骤：首先通过讲故事创设情境，学生初步了解课堂内容。随后学生进行略读，掌握大意。第二阶段为“思”的阶段，包括一个教学步骤：在进行略读后，要求学生仔细略读，解答每一部分相对应的问题，如第一部分皮肤的作用，第二部分烧伤的原因，第三部分和第四部分烧伤不同等级的特征，第五部分烧伤后应该做的事，要求学生进行思考。
8、第三阶段为“言”的街二段，包括四个教学步骤：学生运用所学单词，复述文章内容。随后回归故事，探讨烧伤后的措施。继而深掘主题，提问课上所学知识及为何要学急救技巧。最后布置作业，让学生学会正确查找资料并进行急救知识写作，合作互动及评价修改。（三） 教学过程Step1 Pre-reading步骤一：情境创设，导读预测（5分钟）Listen to a story and talk about the problem.【教学问题】Q1: If you are the little boys father, what would you do?T: Initially, I wanna tell you a
9、 little story. Theres a happy family with a little boy there. And one day, the father places a cup of hot water on the table. However, accidently, the boy touches the cup, making the hot water pour to pour out. I would like to ask you, how to help the little boy? If you are the little boys father, w
10、hat would you do? Think about it. You can discuss with your partner.T asks S to answer the question.(S1: Send him to the hospital.)T: Yeah, I quite agree with you. You may send the little boy to the hospital directly. This is a good idea.(S2: Use the water Maybe the cold water.)T: Yes, you mean, the
11、 father can use some cold water to wash the burnt part, right? Excellent.【课堂实录】【设计说明】在学习新课之前，通过讲述故事与幻灯片呈现材料（图片），进行情景创设，让学生就该主题语境，分享已知，激活话题背景知识。用师生问答的形式，激发学生的兴趣，让尽可能多的学生集中精力，开动脑筋，参与课堂。用讨论的方式，为下面的阅读教学进行铺垫。Step2 While-reading步骤二：了解略读，略读文本，掌握大意（4分钟）Review what skimming is. Go through the passage quickly
12、 and answer the questions.【教学问题】Q1: Whats the text type of this passage?A. Narration（记叙文）B. Argumentation（议论文）C. Exposition(说明文)Q2:How to divide the passage?Q3:Match the main idea with each part.Part1 A. The three types of burns.Part2 B. The symptoms of burns.Part3 C. What to do if someone gets burn
13、ed.Part4 D. How we get burns.Part5 E. The functions of the skin.T: Skimming is one of the most commonly used reading methods, which is mainly characterized by selective reading. You just focus on the main ideas not the detailed contents. Okay, I would like to give you 2 minutes to finish it, skim th
14、e text and find out the type of this passage and how to divide the passage.(After 2 minutes) Whats the text type of this passage? Any volunteer?(S1: Exposition. This passage doesnt tell a thing and it doesnt have the argument.)T: Yes, thats right. Its an exposition article. And we can see this passa
15、ge can be divided into 5 parts, right? Please match the main idea with each part. T asks S to answer the second question.(S1: Part1 should match with E. Part2 should match with D. Part3 should match with A. Part4 should match with B. Part5 should match with C.)T: Yeah, youve done a good job. Part1,
16、the functions of the skin. Part2, how we get burns. We have a lot of causes for burns, right? Part3 goes to E, the three types of burns, what kind of three? Yes, first, second and third. Part4, the symptoms of burns. Read after me, symptoms. We may call symptoms as characteristics. Part5, what to do
17、 if someone gets bored, what we can do, how we can help this kind of people.【课堂实录】【设计说明】该环节培养学生快速阅读获取信息的能力，提高学生速读、略读、细读、总结归纳、提取主旨句的技能，使学生有针对、有目的地找出文章的特定信息。略读的再次教学，帮助学生领会什么使略读。带着问题阅读，学生能快速获取文章主要内容，激发学生学习、思考的动力。同时问题一帮助学生辨析文章体裁，问题二设置为连线题，降低解题难度，为学生们提供了文章每部分相对应内容，提高学生阅读兴趣。步骤三：仔细阅读，着重细节（7分钟）活动一：阅读Part1-4
18、，回答相应问题 Read Part1-4, answer the questions following.【教学问题】Q1: What can skin do for your body?1) Protect you against_,_ and _;2) Keep you_ or _.3) Prevent you from _.4) Give you_.Q2: What are causes of burns?A. hot liquids B. the sun (radiation) C. steam D. fire E. chemicals F. electricityQ3: What a
19、re types and characteristics of burns?T: Okay, everyone. Please focus on question 1. Read the paragraph one quickly, and find out the functions of the skin in detail. 2 minutes. Finished? Okay, lets check out. Number one, protect you against, yeah, diseases and what? Poisons and harmful rays. And ke
20、ep you warm or cool. Great! Prevent you fromYes, losing water. And give you? Sense of touch. Yes, wonderful. So these are the functions of the skin, right? Good. Next, concentrate on para.2. What are causes of burns?(Ss: They are all the causes of burns.)T: Yes, thats right. They are all the causes
21、of burns. And then lets go to para.3 and 4. They mainly demonstrate the types and characteristics of burn. And please read these two paragraphs carefully with this question. What are types and characteristics of burn? You may consider the number of the types of burns and the different characteristic
22、s in each type.After 3 minutes, T asks S to answer.(S1:There are three types of burn. They are first-degree burns, second-degree burns and third-degree burns.)T:Yes? And what the characteristics in each type?(S1: For first-degree burns, the wound may be dry, red, and mildly swollen. People may feel
23、mildly painful. When pressing the wound, it turns white.)T: Youve done a great job. Can someone else explain the characteristics in second-degree burns as well as third-degree burns? (S2: For second-degree burns, the wound may red and swollen with blisters and watery surface. People might feel extre
24、mely painful. For third-degree burns, the wound will be black and white.In addition, the tissue underneath can often be seen. At that time, people may feel little or no pain if nerves are damaged. However, they maybe feel painful around the edges of the burn.)T:Yes, good. I like your soft voice.【课堂实
25、录】【设计说明】这项活动有助于培养学生细读、理解信息和处理信息的能力，题目采用选择题和填空题的方式，较为容易，帮助学生树立自信心。同时，根据问题寻找答案可以使学生关注课本，提高学生对文本的理解。活动二：阅读Part5，回答相应问题 Read Part5 in the text; then list out what we can do in the treatment.(Pair work)【教学问题】DOS1._clothing and jewelry near the burns.2. _the burns with cool water.3. _cool, clean wet cloth
26、s on the burns4. _the burned area gently.5. _ the burned area with a dry clean bandage.6. _ the burned area_ than the heart, if possible.7. _ the victim_ the doctor or hospital, if possible.T: Now here, I have list of dos for giving with burns. Please read your book carefully and find out the words
27、to fill in the blank. You can communicate with your partner. Okay, 2 minutes for you.(Ss: Fill in the blank and discuss.)T: Okay, everyone, have you finished? Good, lets check out. The first one?(Ss: Remove clothing and jewelry near the burn.)T:Yes, number two? What burns with cool but not icy water
28、?(Ss: Cool.)T:Great, and what about number three?(Ss: Place.)T:Yes, place. The next one?(Ss: Dry.)T:Yeah, and what the burned area with a dry, clean bandage.(Ss: Cover.)T:Thats right. Number 6?(Ss: Keep the burned area higher than the heart, if possible.)T: Excellent. The last one?(Ss: Get the victi
29、m to the doctor or hospital at once.)【课堂实录】【设计说明】这项活动通过对文段中信息的提取，分类和罗列，训练学生处理和整合信息的能力，加深学生对烧伤后能做的事的印象。Step3 Post-reading步骤四：运用所学单词，复述文章内容（5分钟）【教学问题】Use the vocabulary learned in class to retell the text.(pair work)T: Now lets repeat the text using the vocabulary learned in class. Please discuss with
30、 your partner. four minutes. Go!(Ss: Retelling the text.)T: Okay, lets invite Group 1.(S1: This text is about first aid for burns. Part one tells us the functions of the skin. Part two is mainly about how we get burns. Part three is about three types of burns. Part four is about the symptoms of burn
31、s. The last part is what to do if someone gets burned.)T: Good job! Thank you.【课堂实录】【设计说明】让学生用上课所学的单词复述整篇文章的主要内容，这个任务较难，但有助于检验和提高学生们对文章大意的理解和掌握。同时，训练、提高了学生们文章概括的能力及合作能力；帮助提升学生的口语。小组合作减轻了这个活动的难度。步骤五：回归故事，解答疑惑【教学问题】Answer the question “If you are the little boys father, what will you do?”(Group work)E
32、xpressions:The first thing I will do is toThen, it is important toIn order to., I willIf necessary, the boy shouldI will neverbecauseLet sb. do sth.T: Now boys and girls, lets go back to the story at the very beginning, if you are a little boys father, what would you do? You can have a discussion in
33、 groups of four. And these are the expressions you may need. The first thing I will do is toThen, it is important toetc. And because of the time, we will put this part to next class. And next class, I want to hear some excellent answer, some excellent expressions from you.【课堂实录】【设计说明】这项活动回归开头故事中提出的问
34、题，让学生思考如果他们是故事中的父亲，在小男孩烫伤后应当怎么做。学生运用课上所学知识进行讨论与准备，帮助学生加强对课文知识的理解，并将知识转为运用，更进一步了解烫伤的急救措施。步骤六：深掘主题，思想升华Discuss the following two questions. (Group work)【教学问题】Q1:What can you learn from this class?Q2:Why should we learn skills of first aid?T: So as to have a deep understanding of the topic, lets look a
35、t these two questions. Question one, what can you learn from this class? And question two, why should we learn skills of first aid? Please discuss in groups. 4 minutes for you. Okay, lets begin.(Ss: Discuss in groups)T: Im sorry time is limited. Lets invite Group 3.(S1:From this lesson, I know how t
36、o do after getting burned. And I think learning skills not only can benefit ourselves when encountering accidents, but are capable to help others.)T: Good pronunciation, but next time you can speak louder, okay? What about you?(S2: Yes, I think I learn a great deal from this lesson. For instance, I
37、learn three types of burns and how to get treatment. For the second question, I think that we can use these skills in case of an emergency.)T:Yes, forewarned is forearmed. Thank you, sit down please.【课堂实录】【设计说明】这项活动为开放性活动，留给学生广阔的思维空间，培养和促进学生批判性思维的形成。同时，加深学生对急救知识的理解，关注人文关怀，如他人有困难时进行帮助。自主讨论，增加学生对社会主义核
38、心价值观中友善概念理解及热情。步骤七：作业布置，精进所学Homework: Do some research through the Internet on a case where first aid saved a persons life and write a short passage about it.(100 words) After finishing, find a partner to evaluate your work and get your work revised.【课堂实录】T: So this is your homework. Do some researc
39、h through the Internet on a case where first aid saved a persons life and write a short passage about it. After finishing, find a partner to evaluate your work and get your work revised. Am I clear? Okay, so, everyone, today we have learned the first aid for burns. I really hope that you have learne
40、d some knowledge for first aid for burns already. And if you meet such kind of situations in the future, you can lend a helping hand to people in trouble or cope with your own problems, right?【设计说明】这一活动有助于学生更好地掌握急救措施及应对生活中的意外情况。网络为学生提供了新的学习平台，有利于增加学生学习热情，精进学生的学习能力。同时，撰写一篇小作文可以训练学生归纳总结的能力。给学生提供机会赏析同伴
41、的习作，并通过同伴的评价进行改进，有助于提高学生的语言赏析能力、合作协商能力以及批判性思维。(四)教学反思1.情境创设，注重兴趣本节课教学目标定位精准，教学主线清晰可循，情境创设需要合理且有针对性。在课堂教学中，教师应选择合理的素材进行情境创设，激发学生学习积极性，帮助其融入课堂教学。本节课中选择小男孩的故事，贴近生活，着眼于引发学生的学习兴趣，激发学生学习动力。阅读中学生互提问题和阅读后急救的实施等，都能激发学生的学习兴趣。2.学生为主，交际愉悦教学目标当针对英语水平程度不同的学生，提出不同层次的要求，因材施教。学生具有不同的特性，具有不同的英语学习基础，专注度等。设立教学目标应着重关注这一
42、点，保证学生各有所得。本节课在教材的处理上，按照“以学生为中心”、“教师主导”的原则来设计课程。在整个教学过程中，教师自始自终地坚持以学生为主体实施英语教学，创造了多种形式的交际活动。如:上课前问候同学们“Shall we begin our class?”，上课的greeting为“Good morning, ladies and gentlemen.”又如，学生互相交流所设计的问题，及最后学生用英语解决情境中的实际问题宽松愉悦的交际环境，形式多样的交际活动，使学生的主体地位得到了充分体现。教师始终扮演学生学习的领路人和帮助者的角色，助学生一臂之力。3.情感教育，着重提升教学过程中进行恰当的
43、情感教育。教师在组织教学活动时，充分挖掘了教学材料中所渗透的情感因素，对学生的情感态度进行培养，帮助他们树立正确的人生观、价值观，使他们明白自己应负的责任，从而达到不仅教书而且育人的效果。这篇阅读课文本来只是一篇说明文，仅仅介绍了烧伤的急救知识，但在实施阅读教学的过程中,通过皮肤烧伤的原因，教师强调生活中我们要远离危险，提高自我保护意识。通过post reading环节中的思考和讨论,向学生渗透急救非常重要，困难时候要互相帮助的意识。4.寻找不足，查漏补缺首先，设计梯度话题，提高课堂参与度。教学中发现课堂讨论时有些基础薄弱或者性格内向的同学总是扮演了倾听的角色，未能真正参与其中。以后在设计讨论
44、活动时，应当对话题的难易程度进行区分，给基础弱的同学留出参与课堂讨论的机会和空间，让其体会到参与和成功的快乐。其次，教师对学生的评论语言不够丰富。赞扬学生的话语有很多，教师使用的范围却比较局限。最后，板书设计留白较多，需要重新规划与操作。（五）板书设计First Aid for BurnsThe skin is an essential part of your body and is its largest organ. Your skin acts as a barrier against disease, toxins, and the suns rays. It also helps
45、control your body temperature, prevents your body from losing too much water, warns you when things are too hot or cold, and gives you your sense of touch. As you can imagine, getting burnt can lead to very serious injuries. The first and most important step in the treatment of burns is giving first
46、 aid.CAUSES OF BURNSYou can get burnt by a variety of things: hot liquids, steam, fire, radiation, the sun, electricity, acids, or other chemicals.TYPES OF BURNSBurns are divided into three types, depending on the depth of skin damage.First-degree burns: These affect only the top few millimetres of
47、the skin. These burns are not serious. Examples include mild sunburn and burns caused by other minor household incidents.Second-degree burns: These go below the top layer of the skin. They are serious and take a few weeks to get better. Examples include burns caused by hot liquids.Third-degree burns: These affect every layer of the skin, and sometimes the tissue under it. Examples include burns caused by electric shocks, burning clothes, or petrol fires. These burns cause very severe internal injuries and the victim must go to the hospital at once.C