人教版新课标高中英语必修5 unit5课程设计
2.客观能力：英语综合应用能力还有待提高。
主要技术工具
及教学资源
多媒体、白板、自制教具、印制的资料
参考资料
教师用书，网络资源
流程图
教学环节
教师活动
学生活动
设计意图
Pre-reading
课前导入
Show the students a picture, and ask them to answer questions according to the picture.(看图回答问题)
情感态度与价值观：A.激发学生对急救的兴趣，学会保护自己，并且能够在别人遇到危险时给与帮助。B.培养学生的团队合作精神。
教学重点难点
教学重点：A.引导学生阅读文章，培养他们的阅读技巧
B.帮助学生了解烧伤，掌握烧伤的急救方法。
教学难点：怎样通过阅读帮助学生在有限的时间里掌握中心内容、归纳段意、获取文章的关键信息，从而帮助提高学生的阅读能力。
Which type of burns is it?（三幅图分别是哪种类型的烧伤？）
Part 5 First aid treatment:（烧伤的急救方法）
Game1：Put these cards in right order.（排序游戏）
Game: choose suitable things for first aid treatment for burns（限时选择游戏）
教学目标
知识与技能：A.认知、记忆first aid fall ill skin organ等重点词汇及短语。
B.引导学生阅读文章，并掌握文章内容。
过程与方法：A.引导学生用skimming, detail reading等不同方法阅读，培养他们掌握中心内容、归纳段意和获取关键信息的阅读技巧，并培养他们用自己的知识解决问题的能力B.引导学生掌握日常的急救知识，提高他们的创造性思维能力。
说课比赛课程设计
学校
执教教师
April
课题
First aid for burns
职称
教师年级
高二
教材分析
本单元以“急救”为中心话题，旨在通过单元教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。
本课时是第五单元的第二课时，是一篇关于烧伤的急救方法的文章。先是介绍皮肤对人体的重要性,然后介绍烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文,学生对如何处理烧伤的知识就一目了然,我将在这堂课中引导学生了解其他的急救知识，并会鼓励他们在遇到紧急情况时镇定自若地进行急救。因此，是本单元的重点，本课时的教学对第五单元的学习起着关键作用。
一分钟时间略读全文，并找出每段对应的段意，完成连线活动。
精读第一部分，完成填空任务。
精读第二部分，看图记住可能引起烧伤的事务。
精读第三部分，回答问题。
精读第四部分，看图选择正确的图片。
精读第五部分，并做两个游戏。
训练学生略读小标题，掌握每段大意，有利于他们从整体上掌握文章内容结构。
图片更加直观的帮助学生了解皮肤；填词有助于学生了解皮肤的保护作用，刮刮卡加深印象。
1. What happened to the little girl?（图中小女孩怎么了）
2. Whatcould we do to helpher before she is sent to hospital?（送她去医院前我们应该如何帮助她？）
思考问题，回答问题
1.引导学生思考，引起他们的学习兴趣，为下一环节做铺垫；2.引出本课主题
认真听课文录音，然后完成填词任务。
训练学生听力；了解学生对全文的理解情况；帮助学生掌握重点词汇。
Pair work
两人讨论活动
Look at the picture again, andfirst we should give to the little girl?（展示pre-reading中的图片并讨论如何给小女孩实施急救。）
两人一组快速讨论
训练学生英语表达能力；鼓励他们用所学的知识解决问题，达到学以致用的目的。
Group work
小组讨论活动
Show the students 6 pictures, and ask them to discuss in small groups how to help these people ?(展示图片，请学生讨论如何救助图片中的人？)
小组讨论，完成相应任务。
训练学生说的能力；引导学生了解更多的急救知识。
Homework
作业
1. Please write a diary according to the following instructions.
假如你是李华，你的姐姐李丽今天做饭时不小心被开水烧伤，皮肤起了小水泡。你及时应用自己所学的急救知识给她实施急救。
While reading（阅读活动）
Task 1 Skimming（略读）
Ask students toskim the text in one minute and finish the matching task.(略读课文并连线)
Task 2 Detail reading（精读）
Read the text carefully and do exercises in this part.(精读课文并完成相应的任务)
Part 2 Cause of burns:（造成烧伤的原因）
hot liquids,steam,fire,the sun,electricity,chemicals,radiation
part 3Types of burns:（烧伤的不同类型）
1. How many types of burns are there?（烧伤有几种？）
Part 1The functions of the skin:（皮肤的功能作用）
Show a picture of skin, so that the students can know the structure of skin clearly.（展示皮肤图片）
Ask the students to read the first part, and fill in the blanks.（读第一部分并填空）
个别学生课堂讨论参与度不高，应鼓励他们勇敢地表达自己的观点，并在今后的讨论中多多关注。
学习者分析
（起始技能）
学习起点：1.文化储备：已经会读、知道文章中重点词汇的意思，知道一些和急救相关的知识；
2.技能储备：具有一定的词汇量，学生已经掌握了一些阅读技巧。
学习态度：1.学生有一定的英语表达基础，部分学生因为怕说错而不敢勇敢地表达。
2.对急救这类贴近生活的话题很感感兴趣，渴望获得课本以外更多的知识和信息。
2. In each type, which layer of skin is affected?（每种烧伤中皮肤的哪些层受到影响？）
Part 4 Characteristics of burns(三种烧伤的特征)
Show the students three picture and ask(展示三幅图片并提问)
用图片和聚光灯使学生记忆更加深刻。
先提问让学生思考，培养他们查找信息的能力，再利用图片加深对文章的理解。
利用图片，将复杂问题简单化，让学生更容易记住三种烧伤的特征。
通过两个游戏来检查学生对这一部分的理解情况，同时活跃课堂气氛。
Post reading
读后活动
summary(课文总结)
Ask the students tolisten carefully, andFill in the chart(要求学生听课文录音并完成填词复述课文的任务。)
2.Search as much information as you can about first aid.
Blackboard design
板书设计
First aid for burns
Teaching reflection
教学反思
本堂课以和我们生活有密切关系的First aid for burns为载体，重点培养学生的阅读能力。因此，本课的内容非常值得阅读和掌握。另外，本文每一段都有小标题，这种文章结构经常出现在高考阅读中。因此，在本堂课的教学中，应重点强调针对这种文章的阅读方法。训练学生如何快速地了解全文大意，如何迅速找出每段段意等。在培养学生阅读能力的同时，在本堂课中，我也注重培养学生听、说、写的能力，以提高学生语言综合应用能力。
人教版高中英语必修五Unit 5 First Aid
人教版高中英语必修五Unit 5 First Aid 人教版高中英语必修五unit5firstaid必修5unit5firstaidi.单元基础知识1.核心单词(1)liquidn．_________(2)tissuen．_________(3)sleeven．_________(4)cupboardn．__________(5)dampadj．__________(6)squeezev t．_________(7)organn．__________(14)_________adj．暂时的，临时的(15)_________adj．（动作）稳定有力的；坚定的n．公司(16)________v．隆起；（使）膨胀→________adj.肿胀的(17)________adj．温和的→________adv.温和地(18)________adj．难以忍受的→_________adj．可忍受的→______vt．承受n．熊(19)________n．毒药vt.使中毒;毒害→_________adj.有毒的；恶毒的(20)________n．多样化；种类→_________adj．多方面的，各种各样的→________vi．变化2.高频短语(1)_________生病(2)_________在适度的边线(3)_________有影响；起（重要）作用(4)_________各种各样的(5)_________脱下;成名(6)knockover_________(7)stickto_________(8)actas_________(9)getinjured/burnt/infected___________(10)putone’shandson__________3.重点句型(1)soasyoucanimagine,ifyourskingetsburnedit__________________.因此你可以想象的到，如果你的皮肤烧伤了就可能非常严重。
高中英语必修5教案
高中英语必修5教案
教案需要明确教学目标。
这些目标应当包括语言知识目标、语言技能目标、情感态度与价
值观目标以及文化意识目标。
例如，对于一单元以“环境保护”为主题的课文，语言知识目
标可能涉及相关的词汇和短语，如ollution, conserve, sustainale develoment等；语言技能目标则可能是能够阅读理解环保类文章，并能够就环境问题进行简单的讨论和写作。
教学内容的安排应紧密围绕教学目标展开。
对于上述“环境保护”单元，教师可以选取几篇
与环境问题相关的文章作为阅读材料，同时结合多媒体资源，如视频或图片，来增强学生
的学习兴趣和现实感。
教师还可以设计一些课堂活动，如小组讨论、角色扮演或辩论，以
提高学生的参与度和口语表达能力。
在教学方法上，教师应采用多样化的手段，以适应不同学生的学习风格。
例如，通过TR （全身反应教学法）来教授新词汇，利用T或黑板来呈现语法结构，或者通过信息差活动来练习听力和口语。
教师还应鼓励学生自主学习，比如通过在线平台进行额外的阅读或练习。
评估与反馈环节也不容忽视。
教师应定期对学生的学习进度进行检测，这可以通过小测验、作业、课堂表现或自我评价等形式来实现。
及时的反馈可以帮助学生了解自己的强项和待
改进之处，同时也为教师提供了调整教学策略的依据。
教案应包含课后延伸活动的建议。
这些活动可以是研究性学习项目，如调查本地的环境问
题并提出解决方案，也可以是创作性的写作任务，如撰写一篇关于如何减少日常生活中塑
料使用的文章。
Unit5+口语课教案 高中英语人教版(2019)必修第一册 (1)
Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。
Unit 5 Reading and thinking 教案-高中英语人教版(2019)必修第一册
Unit5 Chinese Writing SystemReading and thinkingTeaching Plan内容分析1.主题分析：这一部分内容以“Explore the Chinese writing system”为主题，通过阅读，让学生了解我国汉字书写历史的发展，探究汉字的发展对中华文明传承的作用，并展望汉字对于我国文化将来发展的影响，体会其魅力，增强文化自信，培养家国情怀。
2.文本分析：本文是一片介绍汉字发展的说明文。
从标题解读，文章展示了汉字自身的发展在中华文明历史长河中的起承转合作用。
本文聚焦于汉字与中华文明的关系，通过对汉字发展的介绍，表达了坐着对中华文明走向世界的自信。
本文中有两条主要的线索：一是汉字书写体系本身的发展顺序，属于明线：遵照时间顺序，本文介绍了象形文字、甲骨文、春秋战国时期书写体系多样化的发展，最后到秦始皇统一书写等，体现了汉字对中华文明绵延至今而起到的重要作用；二是呼应标题题眼“connecting”的暗线，说明汉字书写体系对中华文明传承数千年起到的四个重要作用：连接中华文明的过去和现在，连接生活在不同地域的人们，让他们的沟通交流得以实现，连接语言与艺术，连接中国与世界。
作者跳出跨越时空局限，就汉字书写体系的发展以及其对中国文化发展和传播所做的贡献，结合当今汉字书写体系的发展形势以及全世界越来越多的汉语学习者的现状，说明了汉字将继续在跨文化交流以及传播中华文化方面起到的积极作用。
Learning ObjectivesAfter learning the passage, students will be able to:1)Get to know some basic facts about the development of the Chinese writing systemthrough searching for the information according to timeline.2)Improve the students’ ability in understanding long difficult sentences through carefulanalyzing different parts of the sentence.3)Try to taste the emotion and writing purpose of the author through analyzing andappreciating the language.4)Build up students’ self-confidence in our Chinese writing system and improve their abilityin bringing Chinese culture to the fore.Teaching ProcedureActivity 1: Warming up1.Self-introduction and greet through a video from students from Beilun High School.2.Show them different characters of Long and a picture of questions in Chineseexamination.【Purpose】to arouse students’ interest in the topic and activate their relevant words about this topic.Activity 2:Scan for the passage for the main contents discussed in the passage. Find out the time and its relevant information about the writing system.【Purpose】to get the students to know some basic facts about the development of the Chinese writing systemActivity 3: Critical ThinkingQuestion: Which period (or periods) is more important in the development of Chinese writing system?Chinese writing system witnesses China’s long history and culture.Activity 4:1.Conclude the main idea of the rest part of the passage and find out relevant sentencesshowing the importance of Chinese writing system.2.Let the students find out the 4 connections from the 4 sentences.3.Make a conclusion of the 4 connections on the board to form the Chinese character “文”and explain its deep meaning.【Purpose】to let the students’ have a deeper understanding of the meaning of Chinese writing system and its important position in Chinese ancient civilization.Activity 5:1.Read Para 1 together and analyze its meaning through different methods. (Translation,reference & paraphrase)2.Ask about the author’s feeling about Chinese writing system and their opinions aboutChinese writing system.【Purpose】to help the students taste and understand the author’s attitude towards Chinese writing system.Activity 6:Ask the students about their feeling about the questions in Chinese examination again and let them talk about what they will do in the future.Activity 7: Teamwork1.Make a poster for our Chinese Calligraphy Club. List 5-6 most useful words to design aword cloud for your poster of our new club with good reasons.2.Make the word cloud on the computer and let students’ talk about their reasons.Homework:Complete the design of the poster with slogans requirements and contact.。
高中英语(人教版必修5)教师用书：Unit 5 Section_Ⅰ Warming Up - Reading — Pre-reading (含答案)
Section_ⅠWarming Up & Reading —Prereading Now many hospitals suggest that we use the letters DR ABC to remember what to do when dealing with an emergency. Do you know what they stand for？Now read the following passage to get the answer.The most important thing to keep in mind when dealing with an emergency (紧急情况) is to stay calm. By staying calm we will be able to think what to do and make better decisions.Many hospitals suggest that we use the letters DR ABC to remember what to do when we have to think fast. D stands for danger. We should first of all make sure that the accident scene is no longer dangerous. If we were to get hurt trying to save someone, we would not be able to help. R is for response. We can do a lot of good by simply asking “A re you all right？” If the person can answer, we know that he or she is conscious and can breathe. The question will also calm the person, letting him or her know that help is on the way.A is for airway (呼吸道). We must make sure that a person's airway is open and it is easy to breathe. This can be done by gently tipping the person's head backslightly. B is for breathing. We should check that the person can breathe. Is his or her chest moving？If the person is not breathing, we must try to start his or her br eathing at once, using the mouthtomouth method. If this is not done within five minutes, the person will die. If a person is breathing but not conscious, it is usually best for him or her not to be moved. C is for circulation (循环；环流)．Is the person's blood circulating？We can look for colour, coughing, and eye movement. We can also check a person's pulse (脉搏) by putting a finger on the person's neck or wrist.This is what we call DR ABC, which can remind us of what to focus on when there is an emergency.Warming Up1.Look at the pictures and tell what happened.(1)The girl in Picture A cut_her_finger.(2)The girl in Picture B burnt_her_hand.(3)The man in Picture C got_an__electric_shock.(4)The woman in Picture D was_drowning.2．Nowadays there are a lot of unexpected accidents.What would you do in such situations?(1)What kind of first aid should you give to a snake bite?①The_person_bitten_must_get_a_doctor_or_go_to_hospital_at_once.②Speed_is_very_important.③It_will_help_the_doctor_greatly_if_you_can_tell_him_what_kind_of_snake_it_was,_or_describe_the_situation.(2)What kind of first aid should you give to bleeding?①Try_to_stop_the_bleeding.②Press_a_handkerchief_onto_the_bleeding_point_and_hold_it_there.③Hold_up_the_part_of_body_which_is_bleeding_if_possible.(3)What kind of first aid should you give to a sprainedankle?①Tied_with_medical_bandage.②It_is_better_to_avoid_walking_with_the_injured_ankle.③It_is_correct_to_use_ice_bag_for_removing_pain_and_bleeding,_and_also_not_influence_our_own_body_healing.(4)What kind of first aid should you give to a choke?To_treat_a_choke,_you_should_make_him/her_spit_by_patting_him/her_on_the_back.(5)What kind of first aid should you giveto a broken arm?①Do_not_move_the_patient.②Support_the_broken_arm_in_the_most_comfortable_position.③Get_medical_help_immediately.Fast Reading1．Read the text quickly and complete the main idea of it.The text mainly introduces (1)three types of burns and their characteristics as well as how to give (2)first_aid_treatment when burns happen.2．Scan the text and then choose the best answer according to the text.(1)In the text, burns are sorted according to the ________ of the skin burned.A．layer B．functionC．type D．area(2)Which of the following is NOT the function of the skin according to the text?A．It protects you against disease, poisons and the sun's harmful rays.B．It helps the heart beat.C．It can keep you warm or cool.D．It prevents your body from losing water and gives the sense of touch.(3)When cooling burns, cool water is used to do the following EXCEPT ________.A．stop the burning processB．prevent the pain becoming unbearableC．reduce swellingD．prevent any blisters being broken(4)Which of the following first aid treatment is RIGHT according to the text?A．Take clothing off the burned area even though it is stuck to the burn.B．Do not put cold water on second degree burns.C．If burns are on the face, the victim should sit up.D．If the injuries are second degree burns, it is unnecessary to get the victim to the doctor or hospital at once.(5)If someone gets burned and his hands get black and white and charred, it belongs to________.A．the first degree B．the second degreeC．the third degree D．none of the above答案：(1)～(5) ABDCCCareful Reading1．Read the text carefully and then fill in the blanks.BurnsCauses hot liquids, steam, fire, radiation, the sun, electricity orchemicals(1)Types First degree burns Second degree burns Third degree burnsCharacteristics◆dry, red andmildly(2)swollen◆mildly painful◆turn (3)whitewhen pressed◆rough, red andswollen◆blisters◆(4)watery surface◆extremely painful◆black and whiteand charred◆swollen; often(5)tissue underthem can be seen◆little or nopain if (6)nervesare damaged; maybe pain aroundedge of injuredareaFirst aid treatment◆Take off clothing and (7)jewellery near the burn.◆Place(8)cool,_clean, wetcloths on them untilthe pain decreases.◆Place cool clothson the burned arearepeatedly for(9)an_hour or so.◆Send the victim to the doctor orhospital at once.◆(10)Dry the burned area gently.◆Cover the burned area with a dry, clean (11)bandage.◆Keep burned arms or legs (12)higher than the heart.2．The text can be divided into five parts.Then find out the main idea of each part.Part 1：The_importance_of_skinPart 2：Causes_of_burnsPart 3：Types_of_burnsPart 4：Characteristics_of_burnsPart 5：First_aid_treatmentSummaryFill in the blanks according to the text.The skin, which acts as a barrier 1.against disease, poisons and the sun's harmful rays, is an essential part of your body. So if your skin gets burned it can be very serious.Depending on 2.which_ layers of the skin are burned, they are called first, second, third degree burns.First degree burns make an effect 3.on only the top layer of the skin and it turns white when 4.pressed (press)．Second degree burns include severe sunburn and burns 5.caused (cause) by hot liquids.Third degree burns cause little or no pain if nerves are damaged; may be pain around edge of injured area.If possible, we should do some first aid.First, remove clothing using scissors if necessary 6.unless it is stuck to the burn.Take off other clothing near the burn.Cool burns immediately with cool 7.but not icy water which prevents the pain becoming 8.unbearable (bear) and reduces swelling.It is helpful to squeeze cool cloths 9.out_from a basin and place them on the burned area over and over again.Holdthe bandage 10.in place with tape if stly, it is vital that we should get the victim to the doctor or hospital at once if the situation becomes worse and worse.DiscussionDiscuss in groups of four to see whether the following is right or wrong.If it's wrong, explain why and give the correct statement.Sam knocked over a kettle full of boiling wateronto his legs.His legs became red, swollen and covered with blisters.Sam broke the blisters and poured icy water from the fridge onto the skin.Wrong.Sam_should_not_have_broken_the_blisters_because_the_burns_could_beco me_infected.He_should_have_poured_cool_water,_not_icy_water_on_the_burn.。
人教高中英语必修五：Unit+5教案.doc
Unite 5 First AidTeaching Goals:1. Enable the Ss to get some first aid knowledge2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Key Teaching PointsHow to improve the Ss’ reading ability.Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching proceduresStep1. Lead-inLead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aidStep2. Pre-readingShow the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened?What sort of injuries the child will have?What kind of first aid would you perform?Step3. Fast readingLet the Ss read the passage fast and then find out the answers to the questions1. What will the passage be about?2. What do they tell you about the passage?3. In which order are these topics covered in the text? Number them from 1 to 5.____ the three types of burns____ what to do if someone gets burned____ the purpose of skin____ the symptoms of burns____ how we get burnsStep4. Detailed reading1). Tell if the following statements are true or false:1.Our skin has three layers.2.We will never get burned by the sun.3.Burns are divided into three degrees according to the degree of pain.4.Third degree burns are the most serious and painful.5.Put cool water on any burns to cool them.6.Don’t rub the burns7.It’s better that you put so me butter or oil on burns.2). Answer the questions1.Why should you put cold water on a burn?2.Why doesn’t a third degree burn hurt?3.Why do you think clothes and jewellery near burns should be removed?4.If someone has a third degree burn, why might you see tissue?3). Read the text again and then find out how many parts there are and the main idea of each part: Part1.The purpose / function of skinPart2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicalsPart3. Types of burns: First degree burns, Second degree burns, Third degree burnsPart4. Characteristics of burnsPart5 First aid treatment3). Finish off Comprehending Ex2&3Step5. Words competitionHave a competition to check the Ss’ words spellingStep6. Making a first-aid kitAn activity to let the Ss know what are included in a first-aid-kitA well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include:bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.Step7. Role playWork in pairs to act out how to place an emergency call for helpStep8. SummaryThis passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.Period 2. Language points.1.aid 帮助,援助,赞助first aid 急救come/ go to sb’s aid 援助某人with the aid of 在…的帮助下aid sb with sth 帮助某人做某事aid sb in doing sth 帮助某人做某事Eg. ①He came to my aid at once.②He was able to find the museum with the aid of a map.③We aided him in raising the money.2. fall ill 生病属短暂性动词, 不与for + 时间段连用be ill 指生病的状态,是持续性行为, 可与for + 时间段连用His wife suddenly fell ill last week.He has been ill for a week.fall 用作系动词,后常接形容词.fall asleep 睡着fall silent 沉默不语3. save one’s life 救某人的命save one’s honor保全名誉save one’s face保全面子save one’s skin 避免受伤4 Did you or someone else give help in any of them? If so, …If so, = If it is true,Do you want to be a superman? If so, come with me!If so, = If it is so5 bite (bit, bitten)bite off more than one can chew贪多嚼不烂Once bitten, twice shy. 吃一堑，长一智。
2019统编人教版高中英语必修第一册unit 5《Languages around the world》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 5全单元备课教案教学设计Section ⅠListening and Speaking听音填空/American English—Wax//美式英语——Wax组合/ Wax组合演唱的《American English》演绎了一场美好的爱恋。
爱情无关语言，关键在美妙而真实的感觉。
Here comes my one and onlyTalking like a starlet on a Hollywood screenShe whispers something to meI hear the words but I don’t know what she 1．meansOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her commandLove 2．travels transatlanticI’m hot and bothered by her figure of speechCan’t 3．follow her semanticsBut when her body moves it’s clear to meOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her commandWe don’t need wordsTo express 4．what is realWe’ve got each otherThat says everything that we feelThere’s too much damn confusionWith all this talking going round and roundWe’ll 5．reach our own conclusionWe’ll make connection on the common groundOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her command你是我的唯一说话像一个好莱坞屏幕上的明星她向我低语我听到这句话，但是我不知道她是什么意思哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控爱跨大西洋我困惑于她的话语不能理解她的语义但是，她的身体动作对我来说很明显哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控我们不需要言语表达什么是真实我们彼此拥有这就是我们的感觉有太多的困惑所有这些话语在脑海里绕了一圈又一圈我们会得出自己的结论我们将连接在共同点哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控[词海拾贝]1．transatlantic[ˌtrænzət'lætIk]adj．在大西洋彼岸的2．semantics[sI'mæntIks]n．含义3．confusion[kən'fjuːʒ(ə)n]n．困惑Look at the following pictures, would you like to visit them? Discuss with your partners which official languages are spoken in these countries．Spain：圣家堂India：泰姬陵Germany：柏林自由女神像France：埃菲尔铁塔America：自由女神像Canada：西恩塔Britain：大本钟Russia：莫斯科红场Spain: SpanishIndia: EnglishGermany: _GermanFrance：FrenchAmerica: EnglishCanada: EnglishBritain: EnglishRussia: RussianⅠListen to a speech and tick the two languages with the most native speakers．Choose the official languages of the United Nations(UN)．(教材P60)Russian Chinese Korean JapaneseSpanish Arabic English FrenchThe most native speakers: Chinese,_Spanish．The official languages of the United Nations(UN): Arabic,_Chinese,_English,_French,_Russian,_Spanish．听力材料：Exploring Languages Around the WorldTo some students, it seems that the only foreign language to learn is English．There are, however, nearly 7，000 languages in the world．After Chinese, the language with the most native language speakers isn’t English—it’s Spanish．Learning English is very useful, but it is wise to learn at least one other foreign language, if possible．There are many reasons why people learn a foreign language．Many students choose to study one of the languages that are spoken at the UN．As they think it means better job chances in the future．The UN has six official languages: Arabic, Chinese, English, French, Russian, and Spanish．They are spoken by around 2．8 billion people as their native or second language．Some students, though, choose to study a language because of family or friends．One American girl chose to learn Danish because her grandparents were from Denmark．When she was little, her grandpa used to read letters to her in Danish from their relatives in Denmark．Another young lady started learning French because she had several friends from African countries where French is spoken．What do you think? Which other language would you choose to study and why?ⅡListen to the speech again and answer the questions．1．What is the main topic of this speech?答案：It_is_mainly_about_languages_around_the_world.2．How many languages are there in the world?答案：Nearly_7，000.3．How many billion people speak the UN’s official language as their native or second language?答案：2.8_billion.4．What is the attitude of the speaker towards foreign language learning?答案：He_believes_learning_foreign_languages_is_very_useful.Listening Tips1．注意细节Before listening to the text, look through the exercises quickly and find out the key points according to the exercises．2．巧判人物关系、身份与职业人物关系、职业、身份等相关方面的听力试题要求在某一特定环境下，对说话人的身份进行推理与判断。
高中英语人教新课标必修五Unit5 Using language 课程教学设计
Unit5 听说课公开课教学设计（一）Book5 Unit5 Period 4 Using languageTeaching Goals:1. To develop the Ss’ ability in reading, speaking, listening and writing.2. To get Ss to know more about first aid.Teaching Procedures:Step 1.Reading and comprehending1.WarmingUpPurpose: To lead Ss to the topic.Ask Ss to answer the following question. Let Ss speak their own mind and lead them to the reading passage.Question: if you happen to find a person who is bleeding badly, what will you do? 2. SkimmingPurpose: To make Ss have a brief understanding of this passage.Read the newspaper article by yourselves and then put the following events in the order that they happened._____ The attacker ran away._____ Anne was attacked and started to scream._____ John performed first aid on Anne._____ John was studying in his house._____ The ambulance arrived._____ John ran outside with his father._____ John found Anne in her garden with terrible knife wounds.Suggested Answers:4. 2. 6. 1. 7. 3. 53. Scanning and discussing.Purpose: To make the students find something in details. In groups discuss and answer the following questions.(1) What first aid did John perform on Anne?(2) What adjectives would you use to describe John’s actions? Give at least three.(3) Do you think John was silly or brave to get involved in the situation? Give your reasons.(4) Would you have done the same as John? Give your reasons.(5) Do you think it is worthwhile to take a course in first aid? Give your reasons. Suggested Answers:(1) John dressed Anne’s injuries with tea towels and applied pressure to the wounds to slow the bleeding.(2) brave, heroic, courageous, quick-thinking, helpful, unselfish. Fearless, confident(3) Some possible answers:John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.John was brave: he could have been attacked too, but he didn’t think about his one safety. All he thought about was how to help the victim.(4) Yes, I would do the same. Helping others who are in need is anyone’s responsibility.(5) Yes. Taking this course can make more people know how to perform the first aid. This would prevent more people from being worse injured.Step 2. ListeningPurpose: To develop the Ss’ listening ability.1.Pre-listening(1). Read these words and expressions and make sure Ss know the meaning of them: burning clothes, broken bones, bleeding, choking, snake bites, nose bleeds, bruising, sprained ankle.(2). Ask Ss what first aid treatment they would give in the situations in the list. Write their suggestions on the blackboard.2.While-listening(1) Circle the topics the teacher asks questions about in this listening text. Suggested Answers:nose bleeds, burning clothes, choking , sprained ankle, snake bite.(2) Match each of the following pictures with a topic listed in questionSuggested Answers:picture 1: sprained anklepicture 2: burning clothes picture 3: a nose bleedpicture 4: chokingStep 3. SpeakingAccording to the tape, discuss these questions in groups:1. Can you say the students' names on the tape?2. What can you tell us about Peter’s character?3. Can you remember any of the funny things he said?Suggested Answers:1. Sarah, Peter, Rachel, Jim, Gary.2. Stuart is the joker in the class/ the class clown/ the one who make s the others laugh.3. So he gets the blood all over the floor instead of on his clothes I'd say great--he's aplayer anyway; Bite it back.Step 4. WritingWrite an article according to the following pictures and the first aid treatments you have learned in this unit.A woman lost consciousness and has stopped breathing. The pictures can direct you to help him breathing again? Write the measurements in details.One possible version:I will perform the first aid in eight steps. Before I do rescue breathing, the first, I will check whether the person is unconscious. Gently shake her by the shoulders. If she doesn’t respond, she’s unconscious. The second, I will put her in the recovery position. First place her arm straight out on the ground and bend her other arm across her chest. Bend the near leg up and then roll her away onto her side. Tilt her head backwards a bit so that any liquid can run out of her mouth and her tongue can fall forward. The third, I will check if the airway-the passage from the mouth to the lungs-is open. And then clear anything away from the inside of the mouth with myfinger. The fourth, I will check if she can breath. See if her chest is rising and falling. Also I will place my cheek close to her face and listen and feel for air coming from the nose and mouth. If she is not breathing, I will have to start rescue breathing. This is the fifth step: roll her onto her back and squeeze her nose with my fingers to stop air coming out of it. I should place my mouth completely over the victim’s mouth and keep her head tilted and blow into her mouth for one and a half to two seconds. Watch her chest rise and then fall. Take another breath and blow into her mouth again. The sixth, I will check her pulse on the side of her neck. If there is a pulse, check her breathing. The seventh, if there is still no breathing, continue the rescue breathing at 15 breaths a minute. After about one minute, I will check the pulse and breathing again and continue this process until the victim begins to breathe on her own or medical help arrives. The last step, when she is breathing on her own again, I will put her in the recovery position.。
高中英语人教新课标必修五unit5_知识点
9. squeeze out 榨出， 挤出 They have been squeezed out of the job market by young people. 他们被年轻人挤出了就业市场。
squeeze money from sb 向某人勒索钱财 squeeze money out of sb 那个年轻人经常向那个小学生勒索钱财。
The young man often squeezes money from/out of the pupil.
10. squeeze out 榨出， 挤出 他们被年轻人挤出了就业市场。
They have been squeezed out of the job market by young people. squeeze money from sb 向某人勒索钱财 squeeze money out of sb
1. aid 帮助,援助,赞助
first aid
急救
with the aid of
aid sb with sth
aid sb in doing sth
在… 的帮助下 帮助某人做某事 帮助某人做某事
1．完成句子 (1)We are collecting money(在许多好心人的帮助 之下) __W__i_th__th_e__a_i_d_o_f__k_in_d__p_e_r_s_o_n_____________ 。
be under treatment be under one’s treatment for treatment treatment for + 疾病的名词
在治疗中 接受某人的治疗 进行治疗 治…病的方法
4 depend on ①取决于; The price depends on the quality. ②依赖、依靠; e.g 他的一家人全靠他养活。
人教高中英语必修5Unit5 单元教学设计 课件
We can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals.
Reading --- While-reading
Careful reading: Part 3&4 --- types & characteristics of burns
Reading --- While-reading
Careful reading: Part 2 --- cause of burns
1.Ss answers questions. Q1: How can we get burnt? (show the pictures and tell the cause) --- We can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals. Q2: How many things cause burns? --- A variety of things.
1. General information. Q1: How many types of burns,
and what are they? ---Three. They are first degree burns,
second degree burns and third degree burns. 2. Detailed information. Ss label the pictures and tell the characteristics of different types of burns.