人教版 (2019)选择性必修 第一册Unit 5 Working the Land教学设计及反思

这是一份人教版 (2019)选择性必修 第一册Unit 5 Working the Land教学设计及反思，共9页。

主题语境：人与自然
主题群：灾害防范
子主题：安全常识和自我保护
语篇类型：说明文
文本分析：
[What]本文是一篇说明文，介绍了烧/灼/烫伤的原因、类型、特征以及急救措施。
[Why]从保护受伤皮肤的角度出发，提高学生对烧/灼/烫伤的应急处理能力，树立防范意识。
[Hw]该语篇是说明文，作者从烧/灼/烫伤的原因、类型、特征、急救措施等方面为学生进行分析与讲解，指导学生采用恰当方式对待烧/灼/烫伤，确保身体的健康安全。
课时目标
1.获取与梳理出关于烧/灼/烫伤急救的主要信息，分享阅读感受、整合文本信息。
2.描述和解释不同类型的烧/灼/烫伤及对应的急救措施。
3.想出其他应对烧/灼/烫伤的措施并进行评价，理性表达自己的感受，加深对主题意义的理解。
重点难点
重点：
1.获取与梳理出关于烧/灼/烫伤急救的主要信息，分享阅读感受、整合文本信息。
2.指导学生准确判断文章的语篇类型，掌握说明文的特点和写作手法。
难点：
1.赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联。
2.描述和阐释进行烧/灼/烫伤急救的措施、自己受到的启发。
教学准备
教师准备：
提前准备一些有关急救的知识。
学生准备：
预习本课词汇和课文内容。
教学过程
Step I 学习理解
活动一：感知与注意
1. Get t knw causes f burns.
（1）Befre discussin，ask students t share what they knw abut the causes f burns.
（2）Shw sme pictures and let them guess what they are.
2. Get t knw lays f skin.
Shw students the picture and get them t knw the skin.
3. Predictin.
Ask students t wrk in grups f fur and lk at the title and the pictures in the text and predict:
·Where d yu think this text is frm?
·What d yu think this text is abut?
Suggested answers:
It may cme frm a hspital leaflet.
It is abut first aid fr burns.
【设计意图】在阅读前，通过讨论烧/灼/烫伤的起因、皮肤的构造及预测内容，并提出问题，形成阅读期待。为提高阅读效率奠定基础，有利于提高学生的阅读能力和技巧。
活动二：获取与梳理
1. Get the main idea f each paragraph.
Ask students t read the text and get the main idea f each paragraph.
Para 1:____________________________
Para 2:____________________________
Para 3:____________________________
Para 4:____________________________
Para 5:____________________________
Suggested answers:
Para 1: Functins f the skin.
Para 2: Causes f burns.
Para 3: Types f burns.
Para 4: Characteristics f burns.
Para 5: First-aid treatment.
2. True r false.
Ask students t read the text and decide if the fllwing statements are true (T) r false (F).
Suggested answers:
①T ②F ③T ④T ⑤F
3. Cmplete the table.
Ask students t read the text again and cmplete the table t summarise the infrmatin abut first aid fr burns.
Suggested answers:
Depth
tp few millimetres;
belw the tp layer;
every layer, the tissue
Characteristics
swllen, painful, white;
blisters, watery, painful;
the tissue underneath, nerves
Treatment
cl running water, dry, remve any, cver, still breathe, the hspital at nce
4. Chice.
Suggested answers:
①B ②B ③D ④C
【设计意图】通过这四个阅读活动的设置，有助于学生了解本文的框架结构和基本大意，并通过判断正误等活动，帮助学生形成正确的分析能力。
Step Ⅱ 应用实践
活动三：描述与阐释
Ask students t wrk in grups t describe the characteristics f the burns in each picture.
Suggested answers:
①red, swllen, blisters, extremely painful
②dry, red, mildly swllen, mildly painful, turn white when pressed
③black and white, the tissue underneath can be seen, little r n pain if nerves are damaged, may be painful arund the edges f the injured area
【设计意图】通过看图描述三种不同程度的烧/烫/灼伤，既提高学生的语言运用和表达能力，又提高学生对烧/烫/灼伤的认识。
活动四：分析与判断
Ask students t wrk in grups and discuss the fllwing questins.
·Hw are peple mst likely t get burnt？
·What steps can be taken t help prevent these burns？
·What ther advice d yu knw f abut first aid fr burns？Is it gd advice r bad advice？Why？
Suggested answers:
·Mst peple are likely t get burnt in the kitchen, by picking up a ht pan, r by getting cking il spilt n themselves.
·Being aware f the danger is a gd first step. Fr example, yu shuld check t see if the burner is n befre tuching a pan n the stve. Yu shuld als use ven mitts when tuching a ht pan. If yu are using cking il, yu shuld make sure that the pt is set firmly n the stve s that it cannt spill, and that it is nt t full f il.
·Sme peple say that we shuld put vinegar n burns. I think that this is terrible advice, because it can cause pain and can dry ut the skin.
【设计意图】在学习理解类活动的基础上，教师引导学生围绕主题和所形成的新的知识结构开展对与主题相关的问题的深层探讨，有助于加深对主题意义的理解。
活动五：内化与运用
Cmplete the passage belw by using the crrect wrds.
Suggested answers:
largest; lsing; whether; treatment; as; types; depending; is stuck; gently; at
【设计意图】在学习理解类活动的基础上完成与主题相关的练习，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动六：推理与论证
1. Learning strategy.
Explain the strategy t students and make sure they understand its meaning.
Understand text types
Different kinds f texts can be identified by their style f writing and language features. By understanding the text type f a piece f writing, yu can better understand its purpse. Yu can als better understand where t find infrmatin in the text. and what kind f infrmatin it is likely t cntain.
2. Strategy use: the text type.
·What is the genre（体裁）f this text? Is it a narratin a descriptin, an argumentatin, r an expsitry writing?
·Is this text mainly written in the first, secnd, r third persn?
·What tense is used?
Suggested answers:
·An expsitry writing.（说明文）
·In the secnd and third persns.
·The simple present tense.
【设计意图】通过此活动的设置，学生了解了文章的类型，明确如何分析、判断文章的类型等，加强学生的判断思维及能力，促进学生思维的发展。
活动七：想象与创造
Give a presentatin abut:
·What must yu d if yu are badly burnt？
【设计意图】学生利用所学语言知识和文化知识进行多元思维，对本节课所学知识进行运用，实现深度学习，促进能力向素养的转化。
板书设计
①Yur skin gives yu prtectin frm many dangerus things.
②A first-degree burn has this name because it is the mst serius.
③Secnd-degree burns can be the mst painful kind f burn.
④It is imprtant t use cl water t stp the heat frm remaining in the wund regardless f the degree f the burn.
⑤Putting butter r il n burns helps because it may reduce swelling and ease discmfrt.
Details
Types
First-degree bums
Secnd-degree burns
Third-degree
burns
Depth
________ f the skin
________ f the skin
________ f the skin and smetimes ________ underneath
Characteristics
dry, red, and mildly ________; mildly ________;turn ________ when pressed
red and swllen; ________; ________ surface;
extremely ________
black and white; swllen; ________ can ften be seen; little r n pain if ________ are damaged
Treatment
place under ________ within the first ten
minutes→________ the burnt area→________ clthes→________ the bum→bum n the face: make sure the victim can ________→secnd r third-degree burn: take the victim t ________
①What des the first paragraph mainly tell us?
A. The definitin f the skin.
B. The functins f the skin.
C. The frmatin f the skin.
D. The treatment f the skin.
②Hw d peple divide the types f burns?
A. Depending n the places f the burns.
B. Depending n the depth f skin damage.
C. Depending n what causes the burns
D. Depending n the time the burns t be treated.
③Which f the fllwing belngs t third-degree burns?
A. Turn white when pressed.
B. Rugh, red and swllen.
C. Extremely painful.
D. Black and white and charred
④Which f the fllwing is frbidden in the first aid treatment f third-degree burns?
A. Drying the burn area gently with a clean clth.
B. Remving any clthes using scissrs if necessary.
C. Placing the burns with warm water.
D. Placing lse, clean clths n the burns.
As the ________（large）rgan f yur bdy, yur skin cannt nly prtect yu against disease, txins and the sun's rays, but als prevent yur bdy frm ________（lse）water. Als, it tells yu ________ things are t ht r t cld, and gives yu yur sense f tuch. S if yur skin gets burnt, it can be very serius. First aid is a very imprtant step in the ________（treat）f burns.
Peple can get burnt by many things, such ________ ht liquids, steam, fire, radiatin, the sun, electricity r chemicals. There are three ________（type）f burns, ________（depend）n the depth f skin damage.
If yu see smene get burnt, first take clthing ff the burnt areas unless it ________（stick）t the burnt skin and cl the burnt area with cl running water. Then dry the area ________（gentle）and cver the area with a dry, clean bandage in rder nt t get it infected. If the burn is serius, the victim shuld be sent t a dctr r hspital ________ nce.
Unit 5 First Aid
Perid Ⅰ Reading and Thinking
I.学习理解
活动一：感知与注意
1. Get t knw causes f burns.
2. Get t knw lays f skin.
3. Predictin.
活动二：获取与梳理
1. Get the main idea f each paragraph.
2. True r false.
3. Cmplete the table.
4. Chice.
Ⅱ.应用实践
活动三：描述与阐释
活动四：分析与判断
活动五：内化与运用
Ⅲ.迁移创新
活动六：推理与论证
1. Learning strategy.
2. Strategy use：the text type.
活动七：想象与创造