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高中英语人教版 (2019)选择性必修 第一册Unit 5 Working the Land教案及反思
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这是一份高中英语人教版 (2019)选择性必修 第一册Unit 5 Working the Land教案及反思，共5页。教案主要包含了单元主题与文本解读，设计思路，教学目标，教学重难点，教学步骤等内容，欢迎下载使用。
本单元的主题是“急救”，该板块是单元主题下的其中一个活动--分享你实施急救的故事。通过一个具体的故事展现急救的意义，弘扬见义勇为的行为，传递人道主义精神，呼吁本单元的引言“It’s a great hnur t save a life.”--救人一命，善莫大焉。本单元的其他活动板块侧重向学生传授有关急救的知识，该板块则培养学生的仁爱之心，使学生认识到：通过自己的努力挽救生命是一件光荣的事情，更是人道主义、博爱和奉献精神的体现。此外，该故事彰显了学习急救知识的必要性，展现了面对紧急情况时应有的沉着应变能力。通过学习这样的故事之后，旨在要求学生模仿该故事写一篇叙事性的文章。写作任务不仅有助于培养学生的语言表达能力，还有助于学生深刻理解生命的意义和珍爱生命的重要性，学会关爱他人，传递友爱，培养学生正确的人生观和价值观。
该文章讲述了一位名叫Chen Wei的高中生运用Heimlich maneuvre 救人的事迹，不仅叙述了Chen救助窒息的Zhang Ta的过程，还介绍了Heimlich maneuvre。该阅读语篇逻辑清晰，可分为三部分：第一部分陈述Chen救人的过程，第二部分介绍Heimlich maneuvre的历史和操作方法，第三部分对Chen的事迹进行了评价。其中第一部分和第三部分是典型的记叙文写法，语言生动，精准。通常记叙文包括三个部分：事情的起因(set-up)、经过(cnflict)和结果(cnclusin), 本文最后一段还引用了Chen Wei的话，对全文起到了总结概况的作用。本文的第二部分更接近说明文的写法，简洁明了地说明步骤和要领，便于读者理解操作，减少失误概率。
【设计思路】
这节课旨在体现读写技能的整合，通过学习该急救故事，希望学生能够模仿该故事写一篇叙事性的文章。读前看图预测，通过读前活动，自然地过渡到目标文章的阅读当中，并铺垫话题相关词汇：victim, chking, desperate，为接下去课堂有效的语言输入和输出活动做好情感和知识上的铺垫。读时阶段理解语言材料，进行文本信息的加工和处理，把握语篇结构、主旨大意及主要信息等，通过层层递进的活动，训练阅读技能，研读文中动词、短语、句式等语言知识，提高思维层次。先是从整体上认识、解读篇章的组织模式，再从段着手，深入词汇、句子，关注语言现象，最后用添加标题的形式总结全文，为后续环节中学生能创造性地运用文本新语言搭建支架。读后活动是综合性的语言运用环节，侧重检查阅读效果以及所学新语言的巩固和使用，使学生能在阅读基础上将阅读材料相关的主题内容和所学语言知识结合起来，进行语言输出。通过和学生分享一则发生在身边溺水急救新闻，激活学生的写作兴趣，巩固该板块听力活动所学的关于溺水急救知识的词汇，让学生从记者的角度去模仿编写一个急救故事，引导学生创造性借鉴和运用文本结构，话题词汇，为学生充分搭建好语言支架，以确保高质量的语言输出。
【教学目标】
通过梳理全文的篇章结构，掌握文章大意，了解Heimlich maneuvre，掌握急救知识；
通过解读句子、段落文字间的关联性，分析问题本质，培养逻辑思维能力；
通过研读词、短语、句式和过去进行时，熟悉话题核心词汇，学习如何生动地描写叙事性文章；
通过深入解读文章，掌握记叙文篇章特征, 运用话题核心词汇，仿写急救故事。
【教学重难点】
学习如何生动地描写叙事性文章；
运用话题核心词汇，仿写急救故事。
【教学步骤】
Step1:Lead in
T: Lk at the tw pictures, what is the by n the right suffering frm? Hw des the victim feel? Actually, chking can be deadly.
(chking, victim, desperate 下划线词写到黑板上,下同)
Step2: Read fr the structure and main idea
T: We are ging t read a stry abut prviding first aid fr chking. Fr a stry, it usually cnsists f three parts: the set-up, the cnflict, the prcess. The set up tells us abut wh, what and where. Nw read Para 1 and find ut the set-up f the stry.
T: Read the whle article, first put A-E(five sentences) in the crrect places and then divide it int 3 parts. Several minutes later, check the answers. What is yur reasn f the chice? Pay attentin t the linking wrds. They make the article cherent.
Step3: Read fr detailed infrmatin
T: This time we will g deep int part 1 fr mre detailed infrmatin. Hw did Chen save Zhang? What was the end? Please circle the key wrds.
HOW: wasted n time, gt up, ran t... at nce, his feet, standing behind, the Heimlich maneuvre
WHAT: was instantly frced ut, breathe again
T: What d yu think f Chen’s reactin? Why must he react s quickly? Hw des the writer present it was an urgent situatin? Read Para 1 t circle the key wrds.
scream, hld his thrat with his face turning red, desperate, slap
T: Thanks t the Heimlich maneuvre, Zhang Ta was saved. S, what is the Heimlich maneuvre? Hw is it perfrmed? Please g t part 2 and find ut the answers. Ask tw students t shw and explain it.
T: Is it perfrmed the same n everyne? Why is it perfrmed differently n a small child? Why shuld we make sure the victim is really chking?
T: Because the victim is very likely t be injured if perfrmed the Heimlich maneuvre, fr example the victim may get his bnes brken, let alne a small child. What des “this” refer t? Generally speaking, first trying five slaps, if it des nt wrk, we shuld then perfrm the Heimlich maneuvre.
T: Nw, let’s read what did Chen cmment n the chking incident. What des the qute mean? What is the purpse f the qute?
Step4: Read fr thinking
T: Obviusly, at the beginning, five sentences are missing in the article. What else is als missing? Can yu think f a suitable title fr the stry? After reading the stry, we can find the writer adpted a series f verbs t make the stry vivid and accurate.
Step5: Read fr writing
T: well, I’d like t share a piece f recent news abut prviding first aid with yu. It is als abut prviding first aid. Several days ag, a man was drwning in the Puyang river. Seeing this, several strangers tk ff the clthes and jumped int the water t save the drwning man withut hesitatin. Suppse yu were the reprter, write the stry abut prviding first aid fr drwning. Use what yu've learnt in this class.
T: Like all gd stries, it shuld have three parts: the set-up, the cnflict, the cnclusin. As fr the set-up, what shuld be included? What useful expressin can yu find? By using the past cntinuus tense, the writer makes the stry vivid. Nw let’s plish part 1 t make it vivid. Present students’ wrks.
A sample writing:
Cai Zuning,a 73-year-ld retired wrker, was strlling when he heard smene screaming. A fellw jumped int the water frm the bridge. The drwning man was struggling in the water desperately.
T: Discuss with yur partners, what shuld be included in ther parts f the stry. Yu can refer t the useful expressins in the article. We can find the writer adpted a series f verbs t make the stry vivid and accurate. As fr this article, the writer als added sme cmments by using a qute.
Step6: Hmewrk
1.Finish the rest f the stry and add a prper title t it.
2. Exchange yur article with yur partner.
3.Plish yur article with the help f the checklist n page 57.
A sample writing:
A Drwning Man Saved by Passers-by
Cai Zuning,a 73-year-ld retired wrker, was strlling when he heard smene screaming. A fellw jumped int the water frm the bridge. The drwning man was struggling in the water desperately.
Cai wasted n time. Regardless f his wn safety, he tk ff the clthes and dived int the freezing cld water at nce. Unfrtunately, Cai was t weak t draw the drwning man ut f water. Seeing the urgent situatin, fur passers-by jined the rescue instantly. They first succeeded in carrying them nt the pavement. After laying the victims n the back, they pat their shulders t check fr a respnse. They made sure the drwning man was fine, but there was an urgent need t perfrm CPR n Cai by blwing air in and pushing dwn n the centre f his chest. Several minutes later, an ambulance and the plice arrived.
Seeing tw men drwning, Meng remained calm and reacted immediately. He later said abut the incident, “It's a great hnur t save a life.”
Structure
Questins
useful expressins
Part1 set-up
Wh?What?Where?
scream; desperate; be ding
Part2 cnflict
Hw?
waste n time; call fr an ambulance; ran t... at nce; his feet; lay the victim n his back; pat his shulders; check fr a respnse;perfrm CPR; blw air in; push dwn n the centre f his chest
Part3 cnclusin
What?
was instantly frced ut; breathe again
Part4 cmments
What?
Seeing..., he remained calm and reacted immediately; said abut the incident...
本单元的主题是“急救”，该板块是单元主题下的其中一个活动--分享你实施急救的故事。通过一个具体的故事展现急救的意义，弘扬见义勇为的行为，传递人道主义精神，呼吁本单元的引言“It’s a great hnur t save a life.”--救人一命，善莫大焉。本单元的其他活动板块侧重向学生传授有关急救的知识，该板块则培养学生的仁爱之心，使学生认识到：通过自己的努力挽救生命是一件光荣的事情，更是人道主义、博爱和奉献精神的体现。此外，该故事彰显了学习急救知识的必要性，展现了面对紧急情况时应有的沉着应变能力。通过学习这样的故事之后，旨在要求学生模仿该故事写一篇叙事性的文章。写作任务不仅有助于培养学生的语言表达能力，还有助于学生深刻理解生命的意义和珍爱生命的重要性，学会关爱他人，传递友爱，培养学生正确的人生观和价值观。
该文章讲述了一位名叫Chen Wei的高中生运用Heimlich maneuvre 救人的事迹，不仅叙述了Chen救助窒息的Zhang Ta的过程，还介绍了Heimlich maneuvre。该阅读语篇逻辑清晰，可分为三部分：第一部分陈述Chen救人的过程，第二部分介绍Heimlich maneuvre的历史和操作方法，第三部分对Chen的事迹进行了评价。其中第一部分和第三部分是典型的记叙文写法，语言生动，精准。通常记叙文包括三个部分：事情的起因(set-up)、经过(cnflict)和结果(cnclusin), 本文最后一段还引用了Chen Wei的话，对全文起到了总结概况的作用。本文的第二部分更接近说明文的写法，简洁明了地说明步骤和要领，便于读者理解操作，减少失误概率。
【设计思路】
这节课旨在体现读写技能的整合，通过学习该急救故事，希望学生能够模仿该故事写一篇叙事性的文章。读前看图预测，通过读前活动，自然地过渡到目标文章的阅读当中，并铺垫话题相关词汇：victim, chking, desperate，为接下去课堂有效的语言输入和输出活动做好情感和知识上的铺垫。读时阶段理解语言材料，进行文本信息的加工和处理，把握语篇结构、主旨大意及主要信息等，通过层层递进的活动，训练阅读技能，研读文中动词、短语、句式等语言知识，提高思维层次。先是从整体上认识、解读篇章的组织模式，再从段着手，深入词汇、句子，关注语言现象，最后用添加标题的形式总结全文，为后续环节中学生能创造性地运用文本新语言搭建支架。读后活动是综合性的语言运用环节，侧重检查阅读效果以及所学新语言的巩固和使用，使学生能在阅读基础上将阅读材料相关的主题内容和所学语言知识结合起来，进行语言输出。通过和学生分享一则发生在身边溺水急救新闻，激活学生的写作兴趣，巩固该板块听力活动所学的关于溺水急救知识的词汇，让学生从记者的角度去模仿编写一个急救故事，引导学生创造性借鉴和运用文本结构，话题词汇，为学生充分搭建好语言支架，以确保高质量的语言输出。
【教学目标】
通过梳理全文的篇章结构，掌握文章大意，了解Heimlich maneuvre，掌握急救知识；
通过解读句子、段落文字间的关联性，分析问题本质，培养逻辑思维能力；
通过研读词、短语、句式和过去进行时，熟悉话题核心词汇，学习如何生动地描写叙事性文章；
通过深入解读文章，掌握记叙文篇章特征, 运用话题核心词汇，仿写急救故事。
【教学重难点】
学习如何生动地描写叙事性文章；
运用话题核心词汇，仿写急救故事。
【教学步骤】
Step1:Lead in
T: Lk at the tw pictures, what is the by n the right suffering frm? Hw des the victim feel? Actually, chking can be deadly.
(chking, victim, desperate 下划线词写到黑板上,下同)
Step2: Read fr the structure and main idea
T: We are ging t read a stry abut prviding first aid fr chking. Fr a stry, it usually cnsists f three parts: the set-up, the cnflict, the prcess. The set up tells us abut wh, what and where. Nw read Para 1 and find ut the set-up f the stry.
T: Read the whle article, first put A-E(five sentences) in the crrect places and then divide it int 3 parts. Several minutes later, check the answers. What is yur reasn f the chice? Pay attentin t the linking wrds. They make the article cherent.
Step3: Read fr detailed infrmatin
T: This time we will g deep int part 1 fr mre detailed infrmatin. Hw did Chen save Zhang? What was the end? Please circle the key wrds.
HOW: wasted n time, gt up, ran t... at nce, his feet, standing behind, the Heimlich maneuvre
WHAT: was instantly frced ut, breathe again
T: What d yu think f Chen’s reactin? Why must he react s quickly? Hw des the writer present it was an urgent situatin? Read Para 1 t circle the key wrds.
scream, hld his thrat with his face turning red, desperate, slap
T: Thanks t the Heimlich maneuvre, Zhang Ta was saved. S, what is the Heimlich maneuvre? Hw is it perfrmed? Please g t part 2 and find ut the answers. Ask tw students t shw and explain it.
T: Is it perfrmed the same n everyne? Why is it perfrmed differently n a small child? Why shuld we make sure the victim is really chking?
T: Because the victim is very likely t be injured if perfrmed the Heimlich maneuvre, fr example the victim may get his bnes brken, let alne a small child. What des “this” refer t? Generally speaking, first trying five slaps, if it des nt wrk, we shuld then perfrm the Heimlich maneuvre.
T: Nw, let’s read what did Chen cmment n the chking incident. What des the qute mean? What is the purpse f the qute?
Step4: Read fr thinking
T: Obviusly, at the beginning, five sentences are missing in the article. What else is als missing? Can yu think f a suitable title fr the stry? After reading the stry, we can find the writer adpted a series f verbs t make the stry vivid and accurate.
Step5: Read fr writing
T: well, I’d like t share a piece f recent news abut prviding first aid with yu. It is als abut prviding first aid. Several days ag, a man was drwning in the Puyang river. Seeing this, several strangers tk ff the clthes and jumped int the water t save the drwning man withut hesitatin. Suppse yu were the reprter, write the stry abut prviding first aid fr drwning. Use what yu've learnt in this class.
T: Like all gd stries, it shuld have three parts: the set-up, the cnflict, the cnclusin. As fr the set-up, what shuld be included? What useful expressin can yu find? By using the past cntinuus tense, the writer makes the stry vivid. Nw let’s plish part 1 t make it vivid. Present students’ wrks.
A sample writing:
Cai Zuning,a 73-year-ld retired wrker, was strlling when he heard smene screaming. A fellw jumped int the water frm the bridge. The drwning man was struggling in the water desperately.
T: Discuss with yur partners, what shuld be included in ther parts f the stry. Yu can refer t the useful expressins in the article. We can find the writer adpted a series f verbs t make the stry vivid and accurate. As fr this article, the writer als added sme cmments by using a qute.
Step6: Hmewrk
1.Finish the rest f the stry and add a prper title t it.
2. Exchange yur article with yur partner.
3.Plish yur article with the help f the checklist n page 57.
A sample writing:
A Drwning Man Saved by Passers-by
Cai Zuning,a 73-year-ld retired wrker, was strlling when he heard smene screaming. A fellw jumped int the water frm the bridge. The drwning man was struggling in the water desperately.
Cai wasted n time. Regardless f his wn safety, he tk ff the clthes and dived int the freezing cld water at nce. Unfrtunately, Cai was t weak t draw the drwning man ut f water. Seeing the urgent situatin, fur passers-by jined the rescue instantly. They first succeeded in carrying them nt the pavement. After laying the victims n the back, they pat their shulders t check fr a respnse. They made sure the drwning man was fine, but there was an urgent need t perfrm CPR n Cai by blwing air in and pushing dwn n the centre f his chest. Several minutes later, an ambulance and the plice arrived.
Seeing tw men drwning, Meng remained calm and reacted immediately. He later said abut the incident, “It's a great hnur t save a life.”
Structure
Questins
useful expressins
Part1 set-up
Wh?What?Where?
scream; desperate; be ding
Part2 cnflict
Hw?
waste n time; call fr an ambulance; ran t... at nce; his feet; lay the victim n his back; pat his shulders; check fr a respnse;perfrm CPR; blw air in; push dwn n the centre f his chest
Part3 cnclusin
What?
was instantly frced ut; breathe again
Part4 cmments
What?
Seeing..., he remained calm and reacted immediately; said abut the incident...
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