高中英语人教版 (2019)选择性必修 第二册Unit 5 First Aid优秀教学设计

这是一份高中英语人教版 (2019)选择性必修 第二册Unit 5 First Aid优秀教学设计，共6页。
Reading & Writing
教学设计
基本信息
科目
英语
年级册次
高二选择性
必修二
Unit 5
教材分析
主题语境，人与自然
语篇：记叙文
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。通过举实际生活中的例子让学生了解海姆利希急救法的实施步骤。文本语言生动简介，能够提供很好的写作范本。
学情分析
在语言知识和语篇分析上，学生在整个学习过程中有所收获，并主动思考。
在写作能力上，将阅读所学到的东西运用在写作中的时候，学生的需要一个消化的过程，因此为了避免这一个弊端，我要给学生充足的时间。同时为了减轻写作的难度。对于写作结构和特点的分析，为学生提供写作抓手，为学生的写作提供了必要的帮助。
教学目标
获取、梳理、描述海姆利希急救法的具体步骤。
分析判断文本写作手法，掌握语篇特征。
用所学的语言新的语境中描述自己的急救经历，实现对语言知识的内化。
教学重难点
重点：获取描述海姆利希急救法的具体步骤信息。
难点：分析判断文本写作手法，掌握语篇特征，在新的语境下，用自己的语言完成相关写作任务。
教学资源
多媒体，黑板
教学活动设计
教学过程
活动形式及步骤
活动意图
时间
Activity 1 Activate and predict
What wuld yu d when smene is chcking?
pat the back
eat mre/drink water r vinegar
clear ne’s thrat
4.just ignre r leave
Activity 2 Read and check
Watch a vide and discuss abut what is the Heimlich maneuvre?
Heimlich maneuvre海姆利希急救法
Henry Heimlich created the Heimlich maneuvre in 1974. It is a useful first-aid way t help these chking victims.
Read the article 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.
C A B E D
Activity 3 Read the article again and chse the crrect wrds t cmplete the sentences.
Chen Wei was ____________ t Zhang Ta.
cmplete stranger
When Chen Wei reached ZhangTa,Zhang Ta was____________
sitting n the chair
3.The Heimlich maneuvre is quite ___________ t d.
easy
4.Yu will knw that the victim is chcking if he _______________.
cannt speak
T help a small child wh is chcking,yu need t lay the child face ________ n yur lap and slap his upper back.
dwn
Chen Wei was able t save Zhang Ta because he learnt the Heimlich maneuvre ____________________.
at schl
Activity4 Reread the article and then answer the questins belw.
Cnflict Setting a restaurant in Beijing
Cnclusin Chen saved Zhang
Wh Chen Wei, Zhang Ta
What Zhang Ta was chking n sme steak while eating.
Activity 5 Writing
Befre writing
Writing task
假设大卫正在家办公，他的女儿发生了紧急情况，请对这一事件进行描述，包括
1.发生怎样的紧急情况2.如何发生的3.事情是怎样解决的4.事后的感受
注意1.词数100左右
2.可以适当增加细节，以使得行文连贯
（1）关键词语
pick sth. up, chke, grab, face dwn, lap, bstructin slap,wrk,secnd, frce ut,breathe
（2）完成句子
一天早上，大卫正在他的家庭办公室工作，这时他注意到他的女儿捡起了什么东西并把它放进嘴里。（be )
One mrning, David was wrking at his hme ffice when he nticed that his daughter had picked smething up and put it in her muth.
然后她开始动了起来，好像被噎着了。（as if：chke)
Then she began t mve as if she was chking.
然而，她并没有哭，也没有发出声音。（r；make a sund)
Hwever, she was nt crying r making a sund.
他迅速抓住她，让她脸朝下趴在大腿上。（grab；face dwn)
He quickly grabbed her and held her face dwn n his lap.
他小心地打开她的嘴，看看是否有异物（bstructin）
He carefully pened her muth t see if there was bstructin.
没有发现任何东西，他就在她的后背上用力地拍打了几下。（动词-ing形式作状语；slap）
Nt finding anything, he then gave her a few hard slaps n her back.
成功了！几秒钟之内，一个小纽扣被逼了出来，她又开始呼吸了。（wrk；frce ut；breathe）
It wrked! Within secnds a small buttn was frced ut, and she began t breathe again.
范文欣赏
One mrning, David was wrking at his hme ffice when he nticed that his daughter had picked smething up and put it in her muth. Then she began t mve as if she was chking. Hwever, she was nt crying r making a sund. He quickly grabbed her and held her face dwn n his lap. 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 was frced ut, and she began t breathe again.
David was s prud f what he did .And fr his daughter ,withut father’s first aid,there were a terrible accident happened t her.What’s mre,it is the experience that makes her mind t learn mre knwledge abut first aid s that she can help thers in need.
Activity 6 Assignment
Exchange and plish yur draft with yur partners
利用常识引入话题，让学生猜测新课主题
通过文章主旨，在语境中选择正确的词汇训练，帮助学生掌握文章细节及提高对文本意义的理解。
通过问题让学生建构知识网络，为学生下一步的写作活动做铺垫。
通过对文本写作手法分析，识别语言特征，为下一步的写作搭建支架
2mins
10mins
3mins
25mins
板书设计与教学反思
Unit5 First Aid
What wuld yu d when smene is chcking?
Heimlich maneuvre海姆利希急救法
(steps)
Writing----write a narrative essay
课后反思：
本节课从关注到阅读语篇的内容，语言结构分析到写作特色的分析，为后期的写作做了有效的铺垫，学生能够根据所阅读的内容完成相关写作任务，由于学生基础薄弱，我在写作语言上下功夫，给学生句子及词汇提示，同时又通过小组合作学习，减少写作难度。
由于时间关系在展示环节做的稍微有些紧张，我在文本输入环节再次缩减一下时间，把时间留给写作任务。