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1、高高中英语人教版(2019)必修第二册 Unit 1Cultural Heritage教学设计第5课时教学设计授课教师学校、年级高二课型听说课时长40 mins教学设计理念1、 依据新课标（2017）提出的基于六要素整合、指向学科核心素养发展的英语学习活动观。活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义，培养文化意识，发展多元思维，形成学习能力的主要途径。本节课基于六要素整合、指向学科核心素养发展的英语学习活动观，设计了学习理解，应用实践，迁移创新等不同层次的思维活动，旨在帮助学生获取文本信息，引导学生加深对主题意义的理解，帮助学生在活动中习得语言知识、文化知识，发展运用
2、语言技能，提升思维品质，进而尝试在新的语境中运用所学语言和文化知识，创造性地表达个人观点、情感和态度，最终达到提高学生英语学科能力，落实核心素养。2、依据新课标提出的处理好教学评的关系以达到以评促教、以评促学的目的。在实际教学中，教师应处理好评价与教和学之间的关系，推动教、学、评一体化实施。教学评价是英语课程的重要组成部分，其目的是促进英语学习， 改善英语教学，完善课程设计，监控学业质量。本节课中教学评价贯穿在教学实践的各个环节，综合运用问答、课堂观察、作品分析等方式收集学生学习和发展的数据信息做出评价，通过评价使学生在英语学习过程中不断体验进步与成功，认识自我，建立自信，调整学习策略，以此促
3、进学生英语学科核心素养的全面发展。文本解读What听力文本是英国999救援机构的接线员与一个男孩之间的对话，英语急救电话的大致流程是：接线员表明身份、询问需求，求助人简要描述遇到的问题，接线员确认位置，接线员确认病人、伤者的基本情况，接线员了解病人、伤者的目前症状，必要时接线员指导救助人实施初步急救-求助人致谢。Why 文本旨在引导学生听懂急救电话的内容和指令，有助于学生把握急救电话的特点和拨打电话的要求。How 听力文本为对话，旨在通过使用祈使句和表示顺序的衔接词的学习，再次恰当表达主题意义。学情分析经过前面几节课的学习，学生对于急救内涵有了较深的认识，积累了相关的表达，也能运用相关词汇和v
4、-ing描述急救情况；经过必修听力的训练，大多数学生对听力材料有获取有用信息的基本能力，能够获取文本的基本大意。但学生的听力仍存在发音、词义障碍，语境猜词的意识和能力都较弱，仍会错过部分关键信息，还需要在听前通过创设语境扫清一些词汇和背景知识的障碍，听中根据书中笔记提示，做好关键信息记录，增强对关键句信息的获取能力，听后分析对话文本，获取新闻报道的语篇结构和语言特点。教学目标At the end of the lesson, students will be able toknow emergency numbers for different countriesidentify differ
5、ent medical emergencies and perform first-aidacquire how to make an emergency call and perform CPR according to the instructionsgive and understand first aid instructions to save a drowning person教学重难点Main learning focus:1. Use listening strategy to get more knowledge about first aid for Heartbreak2
6、. identify different medical emergencies and perform first-aidPotential difficulties:How to make an emergency call and perform CPR according to the instructionsHow to give and understand first aid instructions to save a drowning person教学资源课件PPT，黑板、白板。教学目标活动形式与步骤活动意图活动层次时间Know emergency numbers for d
7、ifferent countriesIdentify different medical emergencies and perform first-aidAcquire how to make an emergency call and perform CPR according to the instructionsStep 1 Before listeningMatch work for emergency numbers and different medical emergenciesStep 2 While listeningPrediction:Predict the conte
8、nt of the listening by answering 4 questions1.Why did the boy call 999?2 Who else was in the room with the boy and his grandfather?3 How did the boy describe the old mans condition?4 Among the medical emergencies in Activity 2, which do you think the boys grandfather suffered from?First listeningLis
9、ten to a 999 call in England and answer the questions.1. Why did the boy call 999?2. Who else was in the room with the boy and his grandfather?3. Howdid the boy describe the old mans condition?Second listeningTask 1: Listen again and fill in the blanks.Task2. Listen to the last part and write down t
10、he questions that the operator asked.Third listeningNumber the following instructions the operator gave.Press down, twice a second.Check to see if there is food in his mouth.If your mother needs a break, change places. Put him on his back.Remove any pillows.Tell your mum to put her hand in the middl
11、e of his chest.激发学生兴趣，复习旧知，并引出主题。让学生回到问题预测即将听到的对话的内容，通过对问题的讨论，培养学生听前看图和文字的进行听力预测的习惯。初听音频，聚焦关键词，获取文本大意。让学生再听音频，按照提示，记录关键信息，完成排序，引导学生关注急救电话中使用祈使句和运用指示词的语言特征。本次听力重点是引导学生关注急救电话中接线员的提问，进而更准确的提供信息。感知与注意描述与阐释分析与判断概括和整合分析与判断概括和整合分析与判断内化与运用3mins3mins3mins4mins6mins6minsGive and understand first aid instructi
12、ons to save a drowning person板书设计Step 3 Post-listeningActivity 1:Try to describe what is going on in each picture.Activity 2: Speaking Make a telephone call to your friend and role-play an emergency call with him or her. One of you will be the friend of a drowning victim (Student A), and the other w
13、ill be a telephone operator (Student B) giving first-aid instructions. Use the pictures and useful expressions you have learnt in this lesson to help you.Activity 3: DiscussionIn groups, choose one of the medical emergencies in the photos below and talk about how to perform first aid for that medica
14、l emergency.Step 5: Homework此活动旨在迁移运用听力中所学的语言知识和交际能力。旨在通过学生小组讨论、探究学习，进一步让学生思考如何参与急救。旨在让学生运用所学词汇和句型以书面的形式总结不同的急救事件；学生需要选择一个紧急事件并收集其急救措施，参考课堂的听力文本运用拨打紧急电话的用语创建自己的对话，也可以直接模仿本节课所学的CPR急救法就heartbreak和drowning继续编对话概括与整分析与判断内化与运用内化与运用想象与创造14 mins1min教学困惑因为学生的能力有限，听力课后有没有必要把听力文本打印出来发给学生，并布置一定的任务？学科网（北京）股份有限公司