【英语】2018届人教版必修五一轮复习：Unit5Firstaid教案设计（15页）

【英语】2018届人教版必修五一轮复习：Unit5Firstaid教案设计（15页）

Unit 5 First Aid教案设计 第一部分 About the topic and the structures 单元话题和结构 本单元的话题是First aid/急救，学习各种情形下的急救常识；单元句法项目是“省略”。‎ 教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。‎ Period 1‎ Reading ‎ 阅读课 Warming Up 部分教师可以选择 Warming up by describing, Warming up by discussing 或者Warming up by talking about first aid situations形式激发背景知识、为其后的阅读作好词语、结构和心理的准备。‎ 教师可补充：急救电话：火警台119，报警台110，医疗急救台120， 邻居电话号码，辖区内派出所的电话号码，附近医院的电话号码，熟悉的医生的电话号码。‎ Pre-reading学生看图回答“家庭急救”方面的问题，如“煤气泄露急救”：首先关闭液化器的总阀门,然后打开窗户和门,让空气流通,此其间禁止任何烟火,迅速打电话给相关部门,请求排除液化器的故障。‎ Reading是篇说明文，简要说明了生活中常见的烧伤及急救现象，引导学生从形式和内容两方面阅读文本，提高对说明文文体的认识，同时了解急救常识：小面积的I、II度烧伤，可用清洁的冷水浸泡或用自来水冲洗30分钟至1小时，冲洗后创面涂烧伤膏或消炎药膏。如皮肤已破，不要随便冲洗，应去医院包扎。面积较大的烧伤，在现场进行简单的急救处理后应尽快送医院治疗。‎ Period 2‎ Learning about language ‎ 知识课 Learning about language第一部分是词法训练，强化学生对本单元重点词汇、短语的掌握和实用；第二部分是句法训练，进一步强化学生对英语“省略”现象的理解和运用。‎ Period 3‎ Using language 运用课 Using language重点是阅读“英雄少年受到表彰”，拓展对“急救”的认识；“听、说、写”部分依然围绕“急救”展开。口语、书面语部分设计了一个看图说、写“急救”的情景。‎ 实际教学过程课时划分建议 Period 1‎ 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。‎ Period 2‎ 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。‎ Period 3‎ 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。‎ Period 4‎ 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。‎ Period 5‎ 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。‎ 第二部分 教学资源说明 Section 1‎ Background ‎ 背景 围绕单元话题“急救”我们提供了若干实用性背景材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。‎ Section 2‎ Explanation 解析 重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。‎ Section 3‎ Vocabulary 词汇 按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。‎ 第三部分 教学测评说明 围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。‎ Part 1 Teaching Design 第一部分 教学设计 Period 1 A sample lesson plan for reading ‎(FIRST AID FOR BURNS)‎ Introduction In this period, after the warming up, students will first be guided to read First aid for burns by means of reading aloud to the recording, reading and underlining, reading to identify the main idea of the text, reading and transferring information, reading and understanding difficult words, reading to decide on the type of writing and summary of the idea and making a diagram of the text FIRST AID FOR BURNS. To end the period students will be answering the questions. ‎ Three “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. ‎ Objectives ■ To help students learn to give instructions ■ To help students learn to read an exposition about first aid ‎ ■ To help students better understand “saving life”‎ ■ To help students learn use some important words and expressions ‎ ■ To help students identify examples of “Ellipsis ” in the text Focus Words aid, burn, poison, iron, swell, damage, squeeze, present ‎ Expressions ‎ fall ill, squeeze out, in place, a number of ‎ Patterns ‎ Third degree burns are black and white and charred.‎ Take clothing off the burns area unless it is stuck to the burn. ‎ Cool burns immediately with cool but not icy water.‎ Do not rub, as this may break any blisters and the wound may get infected. ‎ It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. ‎ A knowledge of first aid can make a real difference. ‎ Aids Multimedia facilities, tape-recorder, photos, diagrams ‎ ‎1. Warming up ‎ ‎⑴Warming up by describing Good morning, class. Today we are going to read about FIRST AID FOR BURNS. Then what’s first aid is and why is it important?‎ Keys for reference: ‎ First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found. Often the illness or injury is not serious, but there are other times when giving first aid quickly will save one’s life.‎ Now turn to page 33, look at the pictures. What has happened in each picture? ‎ Keys for reference: ‎ ‎1 A snake has bitten him on his leg.‎ ‎2 She has cut her arm with some broken glass and is bleeding badly.‎ ‎3 He has badly sprained his ankle.‎ ‎4 She is choking on a piece of food.‎ ‎5 She has broken her arm.‎ ‎6 He has a bleeding nose/a nose bleed.‎ ‎⑵Warming up by discussing Hi, every one. Have you been in any of the emergency situations? Did you or someone else give help then? If so, what kind of help? When you are involved in the emergency situations, what kind of first aid should you need or give? Think it over, and then give us your answers.‎ Keys: If the bite or scratch wound is bleeding, apply pressure to the area with a clean bandage or towel until the bleeding stops. If available, use clean latex or rubber gloves to protect yourself ‎ from exposure to blood.‎ ‎⑶Warming up by talking about first aid situations Medical emergencies don't occur every day. But when they do, information can help you deal with these situations. Then in what situations do we need to offer or receive first aid?‎ Animal bites, Burns, Chemical burns, Chemical splash in the eye, Chest pain, Choking(窒息), Cuts and scrapes(擦伤), Dislocation(脱臼), Electrical burns, Electrical shock, Fainting(昏晕,), Foreign(异质的) object in the ear, in the eye, in the nose etc. Foreign object inhaled(吸入), Foreign object swallowed, Head pain, Heart attack, Heatstroke(中暑), Motion sickness, Nosebleeds, Poisoning(中毒), Severe bleeding, Snakebites ‎ ‎2. Pre-reading by looking and saying Work in pairs. Look at the picture on page 33, at the bottom of right corner, and tell us what has happened in the picture. What sort of injuries will the child have? What first aid treatment would you give in this situation?‎ Keys for reference: ‎ The child has pulled boiling water onto herself. She will have bad burns.‎ ‎3. Reading ‎⑴Reading aloud to the recording Now please listen and read aloud to the recording of the text FIRST AID FOR BURNS. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.‎ ‎⑵Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook and write a short passage, making use of them after class as homework.‎ Collocations from FIRST AID FOR BURNS three layers of skin, protect…against, the sun’s harmful rays, get burned, the treatment of burns, causes of burns, hot liquids, first degree burns, the top layer, mild sunburn, by touching a hot pan, take a few weeks to heal, third degree burns, under the skin, electric shocks, burning clothes, severe injuries, get to a hospital, characteristics of burns, around edge of injured area, first aid treatment, take clothing off the burned area, stick to, the burning process, squeeze…out, break blisters, get infected, in place, cause infection, if possible ‎⑶Reading to identify the main idea of the text Read the title of the text and the headings within it. Tell us what the main idea of the text is and how the information is organized.‎ Keys: It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.‎ ‎⑷Reading and transferring information Read the text again to answer the questions. ‎ a. How is the information organized within the headings of Types of burns and Characteristics of burns?‎ b. Why is the information numbered under the heading of Fist aid treatment?‎ ‎⑸Reading and understanding difficult words Read the text with a partner and underline any words you are not sure about. Try your best to guess the meaning of these words. If no one can give the correct meaning, you can look up the dictionary.‎ ‎⑹Reading to decide on the type of writing and summary of the idea Type of writing This is a quick-reference writing.‎ Main idea of the passage It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.‎ First aid: an important step in the treatment of burns ‎ part 1‎ Causes of burns: Hot liquids, steam, fire, radiation, the sun, electricity, chemicals ‎ Part 2‎ Types of burns: First degree burns, Second degree burns, Third degree burns ‎ Part 3‎ Characteristics of burns: First degree burns, Second degree burns, Third degree burns ‎ Part 4‎ First aid treatment ‎ Part 5‎ Key for reference: ‎ a. The information is organized according to the types of burns: ‎ first degree, second degree and third degree burns. ‎ b. The numbers indicate the steps you should take to treat a burn, in the order that they should happen.‎ ‎8. Closing down by taking a quiz ‎ Fill in the blank with one word to complete the summary of the text.‎ First Aids For First-Degree Burns Remove the child from the 1_____ source. Remove clothing from the 2 _____ area immediately. Run cool (not cold) water 3 _____ the burned area (if water isn't available, any 4 _____, drinkable fluid can be used) or 5 _____ a clean, cold compress on the burn for approximately 3 6 _____ 5 minutes (do not use ice, as 7 _____ may cause the burn to take longer to heal). Do 8 _____ apply butter, grease, powder, or any other 9 _____ to the burn, as these increase the risk 10 _____ infection. If the burned area is 11 _____, loosely cover it with a sterile gauze pad 12 _____ bandage. Give your child acetaminophen 13 _____ ibuprofen for pain. If the area affected is 14 _____ (the size of a quarter or smaller), keep the area 15 _____ and continue to use cool compresses 16 _____ a loose dressing over the next 24 hours. 17 _____ can also apply antibiotic cream two to three 18 _____ a day, although this isn't absolutely necessary.‎ ‎(Keys: 1 heat 2 burned 3 over 4 cold 5 hold 6 to 7 it 8 not 9 remedies 10 of 11 small 12 or 13 or 14 small 15 clean 16 and 17 You 18 times)‎ Work out the word and structure questions.‎ 1. Try to put _____ the fire as soon as possible. ‎ A: away B: up C: off D: down 2. Loosen all the tight clothing and _____ clothing on or near the burnt area. ‎ A: get B: take C: carry D: remove ‎ 3. Avoid pollution of burn wound and _____ the burned person in comfort dressing him in Clean laundry sheets. ‎ A: remain B: stay C: ask D: keep 4. Put ice pack or cloth soaked in ice water onto the burned part and _____ them often.‎ A: change B: do C: attend D: make ‎ 5. It is not right to _____ the burn if it is a third degree burn. ‎ A: brush B: wash C: dry D: blow ‎ ‎(Keys: CDDAB)‎ Answer the questions.‎ Why should you put cold water on a burn?‎ Because the cold water stops the burning process, stops the pain and reduces the swelling.‎ Why doesn’t a third degree burn hurt?‎ Because in a third degree burn the nerves have been damages. If there are no nerves, there is no pain.‎ Why do you think clothes and jewelry near burns should be removed?‎ Because bacteria from the clothes and jewelry could infect the burns.‎ If someone has a third degree burn, why might you see tissue?‎ Because all the layers of the skin have been burnt showing the tissue underneath.‎ Period 2 A sample lesson plan for Learning about Language ‎(Ellipsis)‎ Introduction In this period students will be warming up by discovering useful words and expressions. Then they shall be reading and thinking, dealing with Ex. 1, 2 and 3 on page 37and going over the ready used materials for Ellipsis. The class is to end by students doing exercises. ‎ Objectives ■ To help students learn about Ellipsis ■ To help students discover and learn to use some useful words and expressions ■ To help students discover and learn to use some useful structures Procedures ‎1. Warming up by discovering useful words and expressions Turn to page 36 and do Ex. 1 and 2 first. Check your answers with your classmates’. ‎ ‎2. Reading and thinking Turn to page 34 and read the text of FIRST AID FOR BURNS. As you read on, pay attention to the ellipsis of sentence.‎ For reference: ‎ You can get burned by hot liquids and steam. Burns are called first degree, second degree or third degree burns. These burns are not serious and should feel better within a day or two.‎ 3. Dealing with Ex. 1, 2 and 3 on page 37‎ Turn to page 37. In Ex.1, you have to look at the differences between Sentences A and B; which sentence is better and why it is better. The sentences in Ex.2 are all correct but they sound awkward because they have unnecessary words in them. You should take out the unnecessary parts. Each sentence in Ex.3 has ellipsis. This exercise sees whether you know which words have been omitted.‎ ‎4. Going over the ready used materials for Ellipsis 省略是为了避免重复、突出新信息并使上下文紧密连接的一种语法修辞手段。省略在语言中，尤其在对话中，是一种十分普遍的现象。‎ ‎1. 小品词的省略 ‎ （1）省略介词 ‎ He spent four hours (in) going over his lessons. 他花了四个小时复习功课。‎ ‎ I’ve studied Eng1ish (for) five years.我已学五年英语了。‎ ‎ （2）省略连词that ‎ I believe (that) you will succeed． 我相信你们会成功的。‎ ‎ It’s a pity (that) he’s leaving. 他要走，真遗憾。‎ ‎ I’m sure (that) she will help you. 我肯定她会帮你的。‎ ‎ （3）省略关系代词 ‎ I’ll give you all (that) I have. 我要把我所有的一切都给你。‎ He read the book (which) I got yesterday. 他看过我昨天买的书了。‎ ‎2. 句子成分的省略 ‎ （1）省略主语 ‎ Beg your pardon. （我）请你原谅。（Beg前省略了主语I）‎ ‎ Take care! 当心！（Take前省略了主语you）‎ Looks as if it will rain. 看起来象要下雨。（Looks前省略了主语it）‎ ‎（2）省略谓语 ‎ Who next? 该谁了？（Who后面省略了谓语comes）‎ ‎ The river was deep and the ice thin. （ice后面省略了was）‎ ‎ We’ll do the best we can. 我们将尽力而为。（can后面省略了动词do）‎ ‎ （3）省略表语 ‎ Are you ready? Yes, I am. 你准备好了吗？ 我准备好了。（am后面省略了ready）‎ ‎ He was a lover of sports as he had been in his youth. ‎ ‎ 他还是象年轻时那样，是一位运动爱好者。（had been后面省略了a lover of sports）‎ ‎（4）省略宾语 ‎ Let’s do the dishes. I’ll wash and you’ll dry. ‎ ‎ 让我们洗碗吧，我来洗，你来揩干。（wash和dry后面省略了宾语dishes）‎ ‎ （5）省略定语 ‎ He spent part of the money, and the rest he saved. ‎ ‎ 那钱他花了部分，其余的他都存了起来。（the rest后面省略了定语of the money）‎ ‎ （6）省略状语 ‎ He was not hurt. Strange! 他没有受伤，真奇怪！（Strange前面省略了状语how）‎ ‎3. 省略句可同时省掉句子几个成份 ‎ What exciting news! (= What exciting news it is!) 多么令人激动的消息啊！‎ ‎ Pity he’s failed. (= It is a pity that he’s failed.) 很遗憾，他失败了。‎ ‎ I like him more than her. (= I like him more than I like her.) 我喜欢他更甚于喜欢她。‎ ‎4. 英语中有一些固定的省略结构：‎ ‎ a) 在以if, when, though, as if（好象）等连词引导的从句中，如从句中的主要动词是be，常将主语和动词be 省略。‎ If necessary, we shall send a telegram home. 如有必要，我们就往家里打电报。‎ Whenever possible, he will come to my help. 他一有可能就来帮助我。‎ While cycling, don’t forget the traffic lights. 骑车时，不要忘记看红绿灯。‎ b) 由固定词组引导的疑问句：‎ ‎ What about having a game of chess? 下盘棋怎么样？‎ ‎ How come they left you alone here? 他们怎么会把你一人留在这里呢？‎ ‎ What if it’s raining? 如果天下雨怎么办？‎ ‎ Why not try again? 为什么不再试试呢？‎ ‎ c) 在口语中，为了避免重复，不定式可以省去和句子前部重复的动词原形而只留下不定式符号to。‎ ‎ He may leave if he wishes to. 他可以走，如果他愿意的话。‎ Don’t go till I tell you to. 等我叫你走你再走。‎ ‎5 被省略的部分一般可以在句子中补上，但有时省略结构已经定型，如果把省略部分补上，反而不合乎习惯。‎ He is taller than I am. 他比我高。（am之后省略tall，补上不合习惯）‎ No parking. 禁止停车。（告示用语 = No parking is allowed here.）‎ 有一些习惯表达很难补上所省略的部分：‎ Not at all. 不用谢。‎ No matter. 不要紧。‎ Thanks. 谢谢。 ‎ ‎5. Looking back 高考题中的省略句 ‎1. When first ______ to the market, these products enjoyed great success. (2004全国II)‎ A. introducing B. introduced C. introduce D. being introduced ‎2. It shames me to say it, but I told a lie when ______ at the meeting by my boss. (2004全国IV)‎ A. questioning B. having questioned C. questioned D. to be questioned ‎3. What surprised me was not what he said but ______ he said it.(2004湖北)‎ A. the way B. in the way that　 C. in the way　 D. the way which ‎4. — Susan, will you please go and empty that drawer? --______?（2004 全国I）‎ A. What for B. What is it　 C. How is it D. How come ‎5. The boy wanted to ride his bicycle in the street, but his mother told him_________. (1995 NMET) ‎ ‎ A. not to B. not to do C. not do it D. do not to ‎ ‎6. It's a fine day. Let's go fishing, ________? (1990MET)‎ ‎ A. won't we B. will we C. don't we D. shall we ‎7. Be sure to write to us, _______? (1993NMET) ‎ ‎ A. will you B. aren't you C. can you D. mustn't you ‎ ‎8.-Alice, why didn't you come yesterday? ‎ ‎ -I ______, but I had an unexpected visitor. (1997 NMET) ‎ ‎ A. had B. would C. was going to D. did ‎ ‎9. -Could I borrow your dictionary? ‎ ‎ -Yes, of course you ________. (1992MET) ‎ ‎ A. might B. will C. can D. should ‎ ‎10. -Don't forget to come to my birthday party tomorrow. ‎ ‎ -__________. (1994 NMET) ‎ ‎ A. I don't B. I won't C. I can't D. I haven't ‎ Keys: 1-5 BCAAA 6-10 DACCB ‎6. Closing down by doing exercises To end the period you are going to take some exercises on ellipsis. ‎ ‎1. —I won’t do it any more. —________?‎ ‎ A. Why don’t B. Why don’t do it any more C. Why not D. Why not to ‎2. Although ________ to stop, he kept on working.‎ ‎ A. tell B. telling C. having told D. told ‎3. —Will you waste your time and money on that? ‎ ‎ —Certainly ________.‎ ‎ A. I not B. don’t C. not D. no ‎4. —Mary didn’t attend the lecture, did she? ‎ ‎—Yes, she ________.‎ ‎ A. attended B. didn’t attend C. didn’t D. did ‎5. —What’s Joan doing? —_________ newspapers in the room.‎ ‎ A. She reading B. She reads C. To read D. Reading ‎6. _________ always succeed.‎ ‎ A. Honest and clever students B. Students who honest and clever ‎ C. Honest students and clever D. Students are honest and clever ‎7. —Can you climb that tree, my boy? —__________ ?‎ ‎ A. I B. Myself C. Mine D. Me ‎8. Some people are against the plan but _______ support it.‎ ‎ A. any more B. many more C. much more D. no more ‎9. —I’ll be away on a business trip. Would you mind looking after my cat?‎ ‎ —Not at all. _________.‎ ‎ A. I’ve no time B. I’d rather not C. I’d like to D. I’d be happy to ‎10. —Why not go and have dinner in a restaurant? —_________. It’s too expensive.‎ ‎ A. Why not B. I agree C. I’m afraid not D. I’m sure Keys:‎ ‎1-5 CDCDD 6-10 ADBDC ‎ ‎ Period 3 A sample lesson plan for Using Language ‎(HEROIC TEENAGER RECEIVES AWARD)‎ Introduction Language is learned to be used in and for communication. So in this period we shall have the students1, after warming up by reading aloud the text, read and discuss, read and underline, do exercises, listen, write first aid instructions for various situations and write a letter. The class ends by students filling a form. ‎ Objectives ■ To help students read the passage HEROIC TEENAGER RECEIVES AWARD on page 38‎ ■ To help students use the language by listening, speaking and writing as well Procedures ‎1. Warming up reading aloud the text Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text HEROIC TEENAGER RECEIVES AWARD.‎ ‎2. Reading and discussing This reading passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Before you read the newspaper article, let’s discuss the scenario in groups: You can hear a woman screaming. You find her sitting on the ground, bleeding heavily from deep knife wounds in her hands. Do you help her? If so, what do you do? ‎ Often readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason you might read just the headline and the first paragraph. It gives information that answers the questions Who? When? Where? What? And often also Why? and How?‎ Keys: ‎ Who: teenager John Janson ‎ What: honored at the Lifesaver Awards Where: cannot answer this When: last night Why: carrying out first aid on a neighbor after a knife attack 3. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook and write a short passage, making use of them after class as homework.‎ Collocations from A GOOD EXAMPLE FOR ME be honored at…, carry out…, a shocking knife attack, at a ceremony, cut off…, knowledge of first aid, there is no doubt that…, make a real difference, receive their awards, attend a special reception 4. Doing exercises Now you are going to do Exercises 1, 2, 3 and 4 on page 39 following the article. ‎ ‎5. Listening Through the listening text, a quiz given by a first aid teacher, you can learn a few first aid procedures. Listen to the tape twice and finish the exercises No. 1 and 2. ‎ ‎6. Writing first aid instructions for each situation You can choose any one of the four situations to write down the instruction.‎ ‎7. Writing a letter Turn to page 75 and follow the direction to write a letter to your principal. You may use the information, structures and expressions from the unit. ‎ ‎8 Closing down by filling a form Heroic teenager receives award ‎ place figure event ‎ ‎ ‎ ‎