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人教版 (2019)选择性必修 第一册Unit 5 Working the Land教学设计及反思
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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：记叙文
文本分析：
[What]本课记叙北京高中生陈伟利用海姆利希急救法救人的故事，并且分享了海姆利希急救法的具体步骤文章主题与本单元主题语境相关，有助于对主题意义的探究。
[Why]作者向学生介绍海姆利希急救法，有助于提高学生的急救能力。
[Hw]通过举实际生活中的例子引出海姆利希急救法，然后具体介绍海姆利希急救法的实施步骤。总体来说，本文语言生动简洁，结构层次分明，合乎逻辑，能够为写作提供很好的范本。
课时目标
学生在学习完本文后，应该能够：
1.获取、梳理、描述海姆利希急救法的具体步骤。
2.分析判断作者的写作手法，掌握语篇特征。
3.联系个人生活，使学生在新的语境中，用得体的语言以书面形式分享自己的急救经历，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4.通过结对活动，对同伴的草稿进行批判性评价并进行相互学习，培养学生批判性思维及与他人合作学习的能力。
重点难点
重点：
1.获取文章的有效信息，描述如何利用海姆利希急救法进行急救。
2.分析和判断作者的写作手法及文章的主要语篇特征。
难点：
用恰当的语言分享自己的急救经历。
教学准备
教师准备：
搜集海姆利希急救法的相关知识。
学生准备：
1.预习新词汇和课文。
2.在网上查找实施急救的相关资料。
教学过程
Step I 学习理解
活动一：感知与注意
Lk and predict.
Ask students t lk at the tw pictures. And predict what yu think the by n the right is suffering frm?
Suggested answer:
The by n the right is suffering frm chking.
【设计意图】通过看图预测内容，使学生提前进入话题情境，为接下来的文章阅读做好准备。
活动二：获取与梳理
1. Read fr the main idea.
Ask students t read the article and then summarise the main idea.
Suggested answer:
The reading article tells a stry f a high schl student named Chen Wei wh used the Heimlich maneuvre t save a persn’s life and describes the prcess f his rescue f a chking victim.
2. Read and match.
（1）Learning strategy.
First sentence in a paragraph
The first sentence usually serves as tpic sentence t give the main idea f the paragraph and/r t link up ideas between paragraphs.
（2）Ask students t read the article n Page 56 and then put A～E in the crrect places in the text.
A Chking victims usually have nly abut fur minutes befre they cllapse and smetimes die
B If yu see smene chking, first call the emergency services
C Chen wasted n time
D With chking victims, every minute cunts
E Ding the Heimlich maneuvre n a small child is nt recmmended
Suggested answer:
C; A; B; E; D
3. Read and chse.
Ask students t read the article again and chse the crrect wrds t cmplete the sentences.
Suggested answers：
①Cmplete stranger ②sitting n the chair ③easy
④cannt speak ⑤dwn ⑥at schl
【设计意图】通过文章主旨、句子还原、在语境中选择正确的词汇的练习，帮助学生掌握文章细节及提高对文本意义的理解。
Step Ⅱ 应用实践
活动三：分析与判断
1. Learning strategy.
G thrugh the learning strategy with students and if necessary, make sme explanatins.
Write a narrative essay
A narrative essay tells a stry. Like all gd stries, it has three parts: the set-up, the cnflict, and the cnclusin.
The set-up tells yu abut wh, what, and where. The cnflict always invlves a challenge r difficulty that the characters face. The cnclusin is the end f the stry, where the prblem in Part 2 has been slved.
2. Read fr the structure f a narrative essay.
（1）Ask students t wrk in grups f fur and discuss hw the authr writes the article by answering the fllwing questins.
①Part 1:
·Wh were the peple invlved？
·What happened？
·Where did it happen?
②Part 2: What did Chen Wei d?
③Part 3: Hw des the stry end?
④What purpse des the qute at the end f the essay serve?
Suggested answers:
①Wh: Chen Wei, a high schl student in Beijing, and Zhang Ta, a fellw diner at a restaurant.
What: Zhang Ta was chking n sme steak while eating.
Where: At a restaurant.
②Chen Wei perfrmed the Heimlich maneuvre n Zhang Ta.
③Chen Wei saved Zhang Ta, then the ambulance came and dctrs checked Zhang Ta and said that he t was fine.
④It prvides a gd way t wrap up the essay. It als t tells the reader abut Chen Wei’s emtins and pinins, and gives unique insight int his character.
（2）Ask students t wrk in grups f fur and discuss the structure f a narrative essay.
Suggested answer:
The structure f a narrative essay:
the set-up: wh, what, and where
the cnflict: a challenge r difficulty
the cnclusin: the end f the stry
3. Analyse the language features f narrative essays.
（1）Ask students t read again and underline the language r describing actins:
·t intrduce the emergency
·t perfrm Heimlich maneuvre
·t perfrm first aid n small children
Suggested answers:
·t intrduce the emergency
Zhang Ta, was chking n sme steak hlding his thrat with his face turning red
·t perfrm Heimlich maneuvre
make sure that the victim is really chking standing behind him and wrapping yur arms arund his waist
Make a fist with ne hand and place it in the upper t part f his stmach.
Grabbing yur fist with yur ther hand tightly, push up and int his stmach in ne mtin.
Cntinue ding this until the bstructin is frced ut.
·t perfrm first aid n small children
lay the child face dwn n yur lap with the head lwer than the rest f his bdy, and then give firm slaps t his upper back until he can breathe again
（2）Make a summary abut the language features f narrative essays.
Ask students t wrk in grups f fur and discuss the language features f narrative essays.
Suggested answer:
Language features f narrative essays:
clear and cncise
written in the first persn r third persn
written in active vice
mre casual wrds and phrases
【设计意图】通过分析记叙文的写作手法、识别文本特征和语言特征，可以提高学生对记叙文的认识，也为下一步的写作打好语言基础。
活动四：内化与应用
Write a narrative essay that shares a stry abut prviding first aid.
（1）Brainstrming.
Ask students t wrk in grups and recall their experiences f giving first aid in an emergency. If they have never had any experiences, share stries they have read r heard abut, r think up a situatin.
（2）Fill in the blanks.
After sharing their experiences, ask students t srt ut the structures by filling in the blanks.
（3）Ask students t write an utline f their stry and think f a gd qute t sum things up.
（4）Ask students t write their narrative essay.
Pssible answer 1:
One mrning, David was wrking at his hme while watching his infant daughter Jane wh was crawling n the flr. Suddenly, he nticed that she had picked smething up and put it in her muth. Then she began t mve like she was struggling. He quickly jumped frm his chair and ran ver and picked her up. Ging back t his chair, he held her in his lap and saw that she was still struggling with a frightened t lk n her face. Hwever, she was nt crying r making a sund.
He carefully pened her muth t see if there was bstructin. Nt finding anything, he then gave her a few hard slaps n her back.
It wrked! Within secnds a small buttn fell frm her muth nt the flr, and she was breathing nce again. Thanks t David’s quick thinking, Jane was saved.
David nw teaches life-saving techniques at the lcal cllege, and he uses this stry t impress upn students the need fr quick actin.“When secnds cunt,”he said,“an ambulance is ften minutes away.”
Pssible answer 2:
A by fell ill. His rgans were damaged by the radiatin f an infrared ray stve. But befre the t ambulance arrived, a number f ther injuries happened t this unlucky by ver and ver again.
First, he was chked by sme pisnus liquid frm the kettle n the cupbard. Then his wrist skin was burnt by electric shck. Finally, his ankle was cut by a knife.
Frtunately, the by’s nurse gave him prper temprary treatments accrding t his cmplex t symptms. She mildly squeezed the pisnus liquid ut f his thrat and put bandages firmly in place t apply pressure t the ankle wund t stp bleeding. As fr the burn, she used scissrs t remve his sleeve, pured a basin f cld water ver the burn t cl it and put her hands n a damp bluse t cver his swllen tissue tightly. She als inspired his bravery t fight against the unbearable pain.
Her first aid made a vital difference in saving his life. A ceremny was held t hnur the nurse wh vercame a variety f barriers t save the by.
【设计意图】本活动为写作实践，在写前设计小组活动，引导学生对写作内容和写作结构进行讨论，旨在降低写作难度，增强学生对写作的信心。
Step Ⅲ 迁移创新
活动五：批判与评价
Exchange yur draft with a partner.
（1）Use the checklist t help yu revise yur partner’s draft.
√ Is the narrative essay clear?
√ Des it have three parts?
√ Des the first part tell yu abut wh, what, and where?
√ Des the secnd part shw a cnflict?
√ Des the third part give the cnclusin?
√ Is there a gd qute t sum things up?
√ Are the details f the stry easy t understand？
（2）Share yur essay with the rest f the class.
【设计意图】通过与同伴合作，探讨记叙文的要素及在文章中分布情况、文章的结尾及故事情节的描写等，加深对主题意义的理解和批判思维及多元思维的培养，实现深度学习。
板书设计
Zhang Ta’s friend slapping him n the back
Chen Wei perfrming the Heimlich maneuvre
①Chen Wei was a friend/ cmplete stranger t Zhang Ta.
②When Chen Wei reached Zhang Ta, Zhang Ta was sitting n the chair/ standing.
③The Heimlich maneuvre is quite easy/ difficult t d.
④Yu will knw that the victim is chking if he cannt speak/ stps breathing.
⑤T help a small child wh is chking, yu need t lay the child face up/ dwn n yur lap and slap his upper back.
⑥Chen Wei was able t save Zhang Ta because he learnt the Heimlich maneuvre at schl/ frm a first aid manual.
Questins
Key wrds
Part 1
Wh? What? Where?
Part 2
The prcess?
Part 3
The end?
Part 4
Any cmments?
Unit 5 First Aid
Perid Ⅴ Using Language(2)
I.学习理解
活动一：感知与注意
活动二：获取与梳理
1. Read fr the main idea.
2. Read and match.
3. Read and chse.
Ⅱ.应用实践
活动三：分析与判断
1. Learning strategy.
2. Read fr the structure f a narrative essay.
3. Analyse the language features f narrative essays.
活动四：内化与应用
Ⅲ.迁移创新
活动五：批判与评价
Exchange yur draft with a partner.
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：记叙文
文本分析：
[What]本课记叙北京高中生陈伟利用海姆利希急救法救人的故事，并且分享了海姆利希急救法的具体步骤文章主题与本单元主题语境相关，有助于对主题意义的探究。
[Why]作者向学生介绍海姆利希急救法，有助于提高学生的急救能力。
[Hw]通过举实际生活中的例子引出海姆利希急救法，然后具体介绍海姆利希急救法的实施步骤。总体来说，本文语言生动简洁，结构层次分明，合乎逻辑，能够为写作提供很好的范本。
课时目标
学生在学习完本文后，应该能够：
1.获取、梳理、描述海姆利希急救法的具体步骤。
2.分析判断作者的写作手法，掌握语篇特征。
3.联系个人生活，使学生在新的语境中，用得体的语言以书面形式分享自己的急救经历，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4.通过结对活动，对同伴的草稿进行批判性评价并进行相互学习，培养学生批判性思维及与他人合作学习的能力。
重点难点
重点：
1.获取文章的有效信息，描述如何利用海姆利希急救法进行急救。
2.分析和判断作者的写作手法及文章的主要语篇特征。
难点：
用恰当的语言分享自己的急救经历。
教学准备
教师准备：
搜集海姆利希急救法的相关知识。
学生准备：
1.预习新词汇和课文。
2.在网上查找实施急救的相关资料。
教学过程
Step I 学习理解
活动一：感知与注意
Lk and predict.
Ask students t lk at the tw pictures. And predict what yu think the by n the right is suffering frm?
Suggested answer:
The by n the right is suffering frm chking.
【设计意图】通过看图预测内容，使学生提前进入话题情境，为接下来的文章阅读做好准备。
活动二：获取与梳理
1. Read fr the main idea.
Ask students t read the article and then summarise the main idea.
Suggested answer:
The reading article tells a stry f a high schl student named Chen Wei wh used the Heimlich maneuvre t save a persn’s life and describes the prcess f his rescue f a chking victim.
2. Read and match.
（1）Learning strategy.
First sentence in a paragraph
The first sentence usually serves as tpic sentence t give the main idea f the paragraph and/r t link up ideas between paragraphs.
（2）Ask students t read the article n Page 56 and then put A～E in the crrect places in the text.
A Chking victims usually have nly abut fur minutes befre they cllapse and smetimes die
B If yu see smene chking, first call the emergency services
C Chen wasted n time
D With chking victims, every minute cunts
E Ding the Heimlich maneuvre n a small child is nt recmmended
Suggested answer:
C; A; B; E; D
3. Read and chse.
Ask students t read the article again and chse the crrect wrds t cmplete the sentences.
Suggested answers：
①Cmplete stranger ②sitting n the chair ③easy
④cannt speak ⑤dwn ⑥at schl
【设计意图】通过文章主旨、句子还原、在语境中选择正确的词汇的练习，帮助学生掌握文章细节及提高对文本意义的理解。
Step Ⅱ 应用实践
活动三：分析与判断
1. Learning strategy.
G thrugh the learning strategy with students and if necessary, make sme explanatins.
Write a narrative essay
A narrative essay tells a stry. Like all gd stries, it has three parts: the set-up, the cnflict, and the cnclusin.
The set-up tells yu abut wh, what, and where. The cnflict always invlves a challenge r difficulty that the characters face. The cnclusin is the end f the stry, where the prblem in Part 2 has been slved.
2. Read fr the structure f a narrative essay.
（1）Ask students t wrk in grups f fur and discuss hw the authr writes the article by answering the fllwing questins.
①Part 1:
·Wh were the peple invlved？
·What happened？
·Where did it happen?
②Part 2: What did Chen Wei d?
③Part 3: Hw des the stry end?
④What purpse des the qute at the end f the essay serve?
Suggested answers:
①Wh: Chen Wei, a high schl student in Beijing, and Zhang Ta, a fellw diner at a restaurant.
What: Zhang Ta was chking n sme steak while eating.
Where: At a restaurant.
②Chen Wei perfrmed the Heimlich maneuvre n Zhang Ta.
③Chen Wei saved Zhang Ta, then the ambulance came and dctrs checked Zhang Ta and said that he t was fine.
④It prvides a gd way t wrap up the essay. It als t tells the reader abut Chen Wei’s emtins and pinins, and gives unique insight int his character.
（2）Ask students t wrk in grups f fur and discuss the structure f a narrative essay.
Suggested answer:
The structure f a narrative essay:
the set-up: wh, what, and where
the cnflict: a challenge r difficulty
the cnclusin: the end f the stry
3. Analyse the language features f narrative essays.
（1）Ask students t read again and underline the language r describing actins:
·t intrduce the emergency
·t perfrm Heimlich maneuvre
·t perfrm first aid n small children
Suggested answers:
·t intrduce the emergency
Zhang Ta, was chking n sme steak hlding his thrat with his face turning red
·t perfrm Heimlich maneuvre
make sure that the victim is really chking standing behind him and wrapping yur arms arund his waist
Make a fist with ne hand and place it in the upper t part f his stmach.
Grabbing yur fist with yur ther hand tightly, push up and int his stmach in ne mtin.
Cntinue ding this until the bstructin is frced ut.
·t perfrm first aid n small children
lay the child face dwn n yur lap with the head lwer than the rest f his bdy, and then give firm slaps t his upper back until he can breathe again
（2）Make a summary abut the language features f narrative essays.
Ask students t wrk in grups f fur and discuss the language features f narrative essays.
Suggested answer:
Language features f narrative essays:
clear and cncise
written in the first persn r third persn
written in active vice
mre casual wrds and phrases
【设计意图】通过分析记叙文的写作手法、识别文本特征和语言特征，可以提高学生对记叙文的认识，也为下一步的写作打好语言基础。
活动四：内化与应用
Write a narrative essay that shares a stry abut prviding first aid.
（1）Brainstrming.
Ask students t wrk in grups and recall their experiences f giving first aid in an emergency. If they have never had any experiences, share stries they have read r heard abut, r think up a situatin.
（2）Fill in the blanks.
After sharing their experiences, ask students t srt ut the structures by filling in the blanks.
（3）Ask students t write an utline f their stry and think f a gd qute t sum things up.
（4）Ask students t write their narrative essay.
Pssible answer 1:
One mrning, David was wrking at his hme while watching his infant daughter Jane wh was crawling n the flr. Suddenly, he nticed that she had picked smething up and put it in her muth. Then she began t mve like she was struggling. He quickly jumped frm his chair and ran ver and picked her up. Ging back t his chair, he held her in his lap and saw that she was still struggling with a frightened t lk n her face. Hwever, she was nt crying r making a sund.
He carefully pened her muth t see if there was bstructin. Nt finding anything, he then gave her a few hard slaps n her back.
It wrked! Within secnds a small buttn fell frm her muth nt the flr, and she was breathing nce again. Thanks t David’s quick thinking, Jane was saved.
David nw teaches life-saving techniques at the lcal cllege, and he uses this stry t impress upn students the need fr quick actin.“When secnds cunt,”he said,“an ambulance is ften minutes away.”
Pssible answer 2:
A by fell ill. His rgans were damaged by the radiatin f an infrared ray stve. But befre the t ambulance arrived, a number f ther injuries happened t this unlucky by ver and ver again.
First, he was chked by sme pisnus liquid frm the kettle n the cupbard. Then his wrist skin was burnt by electric shck. Finally, his ankle was cut by a knife.
Frtunately, the by’s nurse gave him prper temprary treatments accrding t his cmplex t symptms. She mildly squeezed the pisnus liquid ut f his thrat and put bandages firmly in place t apply pressure t the ankle wund t stp bleeding. As fr the burn, she used scissrs t remve his sleeve, pured a basin f cld water ver the burn t cl it and put her hands n a damp bluse t cver his swllen tissue tightly. She als inspired his bravery t fight against the unbearable pain.
Her first aid made a vital difference in saving his life. A ceremny was held t hnur the nurse wh vercame a variety f barriers t save the by.
【设计意图】本活动为写作实践，在写前设计小组活动，引导学生对写作内容和写作结构进行讨论，旨在降低写作难度，增强学生对写作的信心。
Step Ⅲ 迁移创新
活动五：批判与评价
Exchange yur draft with a partner.
（1）Use the checklist t help yu revise yur partner’s draft.
√ Is the narrative essay clear?
√ Des it have three parts?
√ Des the first part tell yu abut wh, what, and where?
√ Des the secnd part shw a cnflict?
√ Des the third part give the cnclusin?
√ Is there a gd qute t sum things up?
√ Are the details f the stry easy t understand？
（2）Share yur essay with the rest f the class.
【设计意图】通过与同伴合作，探讨记叙文的要素及在文章中分布情况、文章的结尾及故事情节的描写等，加深对主题意义的理解和批判思维及多元思维的培养，实现深度学习。
板书设计
Zhang Ta’s friend slapping him n the back
Chen Wei perfrming the Heimlich maneuvre
①Chen Wei was a friend/ cmplete stranger t Zhang Ta.
②When Chen Wei reached Zhang Ta, Zhang Ta was sitting n the chair/ standing.
③The Heimlich maneuvre is quite easy/ difficult t d.
④Yu will knw that the victim is chking if he cannt speak/ stps breathing.
⑤T help a small child wh is chking, yu need t lay the child face up/ dwn n yur lap and slap his upper back.
⑥Chen Wei was able t save Zhang Ta because he learnt the Heimlich maneuvre at schl/ frm a first aid manual.
Questins
Key wrds
Part 1
Wh? What? Where?
Part 2
The prcess?
Part 3
The end?
Part 4
Any cmments?
Unit 5 First Aid
Perid Ⅴ Using Language(2)
I.学习理解
活动一：感知与注意
活动二：获取与梳理
1. Read fr the main idea.
2. Read and match.
3. Read and chse.
Ⅱ.应用实践
活动三：分析与判断
1. Learning strategy.
2. Read fr the structure f a narrative essay.
3. Analyse the language features f narrative essays.
活动四：内化与应用
Ⅲ.迁移创新
活动五：批判与评价
Exchange yur draft with a partner.
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