人教课标版英语必修五Unit5 写作课 教学设计
(1)技术资源：自制微课视频一节；Moodle教学平台；每位学生一台电脑。
(2)学科资源：
一篇“如何乘坐电梯”英语说明文。
一个回顾“急救说明”写作要点和主题语言知识的PPT。
一份高中英语单元主题“急救说明”写作升格思维导示（S结构-C内容--L语言）。一份高中英语单元主题写作升格之评价表。
教师展示“牛刀初试”环节中的典型作品。
（三）课堂活动2:小组协商
教师在平台上发布典型作品供学生小组升格，同时提供学生一份升格思维导图。
学习小组借助思维导图升格典型作品。
Moodle教学平台；
升格思维导图。
让学生在学习小组协商情境中升格作文，初步构建“急救说明”写作的文体意识、内容和语言的结构化知识。
一份高中英语单元主题“急救说明”写作升格思维导示（S结构-C内容--L语言）：供学生小组协商、自主升格、反思、评价与创造。
一份高中英语单元主题写作升格之评价表：
供学生反思与评价。
八、教学过程
教学环节及时间
教师活动
学生活动
技术及资源应用
设计意图
（一）课前活动：
即微课内容:
自主探究
制作微课并布置三个学习任务
（二）信息技术和英语学科的深度融合：
情境认知理论
本节课中由微课所创设的情境是较典型的学生个人自主学习情境，旨在培养学生的自主写作学习意识和能力；由Moodle平台所创设的情境则是较典型的学生协作学习情境，旨在培养学生通过探究与合作来寻找问题解决办法，形成写作升格基本思路。基于自主学习的微课学习与强调协作交互、即时反馈的Moodle教学平台的学习相结合是一个较新的尝试，让学生利用两个由信息化教学技术手段构成学习情境，在自主探究----师生交流----小组协商----自我升格----评价分享的过程中，实现英语写作结构化知识的构建和英语写作高阶思维的发展。
2、教学内容分析
本教学案例是我校探索”信息化英语微课培养高中学生高阶思维”的系列单元主题式写作课程之一。它基于人教版（NSEFC)英语模块五第五单元的主题“急救”。在本节课之前，教师已经布置学生观看微课并在学校Moodle平台上自主探究完成文体探究、语言赏析和牛刀小试等三个任务。本课例的主要教学内容是：全体内化“急救说明”写作的文体和语言表达与特征；小组协商并内化写作升格的基本思路（S结构-C内容--L语言）；反思、升格并评价自己的写作。具体说来，教师首先引领学生进行“急救说明”文章写作的文体和语言特征分析，帮助学生内化相关知识；然后组织学生以小组协作探究的方式内化SCL升格模式，最后让学生反思、升格并评价自己的写作。
Unit5写作课名师教学设计（一）
高中英语单元主题写作系列课程之人教版模块五第五单元“急救说明”
写作升格教学设计
案例名称
人教版英语模块五第五单元“急救说明”写作升格教学设计
科目
英语
年级
高二（1）班
提供者
罗永华
一、教学案例背景
1、英语学科核心素养的要求
英语是一门强调逻辑思维的语言，文本中包含的英语思维特点非常明显，英语学习过程本身就是思维训练的过程，所以“思维品质”是学生英语学习中需培养的核心素养之一。但当下很多学生养成的依赖于机械记忆的英语学习方式阻碍了学生分析、评价和创造等高阶思维的培养。本教学案例探讨了将信息技术与英语学科融合以培养学生高阶思维的可行性。
2、学生的信息素养特征：全部学生已具备一定的信息技术素养，熟悉我校的Moodle教学平台、具备基本的计算机使用技能和利用网络进行英语学习的能力，并且乐意在教学平台上展示自我且和教师及同伴分享。
五、教学重点和难点
1、利用微课自主学习、理解并运用“急救说明”相关的文体特征及某些词汇、短语和句型。
2、利用Moodle平台及时地分享、判断和评价同伴的写作成果。
三、教学目标（知识、技能，过程与方法，情感态度、价值观）
1、知识技能
（1）学生能记忆和背诵与“急救说明”相关的某些词汇、短语和句型。
（2）学生能理解并掌握说明文写作的构思过程：即文体特征的把握，如时态和人称的特点、段落的划分；内容的充实，如要点的补充。
（3）学生能理解并掌握说明文写作的语言特征：如被动语态的运用、时间、条件状语从句的运用和连接词的运用及各种搭配的准确表达。
PPT
教师充分了解学生微课自主学习情况；学生做好升格自己作文的相关知识准备。
（二）课堂活动1：
师生交流
教师展示ppt,引领学生回顾微课主要内容：如文体、结构和语言特征。
学生回顾微课主要内容和进
一步感知“急救说明”的结构、内容和语言特征。
Moodle教学平台；PPT
通过师生面对面的交流和释疑解决学生自主学习微课中的典型问题和加深关键问题的理解和内化相关知识。
（4）学生能初步运用写作升格思维导示（S结构-C内容--L语言）分析、升格与评价相关写作作品。
2、过程与方法
实现信息技术与英语写作教学的深度融合：在自主探究----师生交流----小组协商----自我升格----评价分享的流程中实现知识的内化与构建、高阶思维的培养与发展。
3、情感态度价值观
学生能通过充分利用Moodle教学平台与教师提供的微课视频，或自主学习，或师生交流讨论、或和同伴探究合作、或实践反思、分享和评价作品。学生在此过程中体验英语语言学习带来的情感魅力、思维魅力和交流魅力。
观看微课，在Moodle平台上完成三个任务
Moodle教学平台；
微课视频
通过微课学习情境引领学生自主探究说明文写作的文体、结构和语言特征等。
教师课前在平台上浏览学生任务的完成情况，并对典型作业进行点评与回复。对典型答案进行归类，做好展示PPT。
朗读并背诵“急救”相关的主题词汇、短语和句型。
Moodle教学平台；
教师鼓励学习小组代表汇报作文升格。
学习小组代表汇报作文升格情况。
（四）课堂活动3：自我升格
教师布置学生升格自己的作文。
学生自我反思升格作文
Moodle教学平台升格思维导图。
利用Moodle教学平台进行写作活动、分析和评价，培养学生批判性、创造性等高阶思维。
组织学生在统一时间上传自我升格后的作文。
在统一时间上传自我升格后的作文。
六、学习策略分析
1、自主学习；
2、协作学习；
3、探究学习。
七、教学环境及资源准备
1、Moodle教学平台：供学生即时表达、分享、交流与探究。
2、自制微课视频：供学生探究写作文体、结构和语言特征等。
3、一个回顾“急救说明”写作要点和主题语言知识的PPT：供学生温习与运用。
3、纸质媒体资料：
一篇“如何乘坐电梯”英语说明文：供学生模仿与分析。
Moodle教学平台
（五）课堂活动4：
评价分享
组织学生分享、评价和投票。
阅读小组同伴升格后的作品并选出升格后的最佳作品。
Moodle教学平台；写作升格之评价表。
利用Moodle教学平台让学生共享和评价作品，促进学生写作能力的提高。
（Байду номын сангаас）课堂活动5：家庭作业
发布作业讨论区
了解作业完成的要求。
Moodle教学平台
二、设计理念
（一）英语写作教学理念：过程-结果写作教学策略
一方面，借助Moodle教学平台，引领学生进行自主学习、小组合作学习，培养学生用英语思维的能力；另一方面，采取过程-结果写作教学策略：既注重学生写作的过程，又关注学生写作的结果，既训练学生英语写作的构思过程，又引领学生通过反思和升格作文成果，构建英语写作的结构化知识，最终提高学生写作能力和促进学生批判性和创造性思维的发展。
四、学习者特征分析
1、学生的英语学习特征：学生来源于广州市荔湾区汾水中学的高二（1）理科班，通过高中近一年半的学习，他们具备了一定的英语写作意识和能力；学生经过一系列单元主题写作的训练，已经掌握了一定英语写作策略：如写作前的审题和谋篇意识，写作过程中的遣词造句意识。但很多学生英语基础较薄弱，思维能力和语言交际能力较低，对写作学习缺乏主动性，且有畏难心理。首先学生对于自己的写作成果的反思意识明显不足，例如学生对于被教师批改过的作文，只是关注分数和等级，而并不认真仔细去修改错误，更不深刻去对自己的错误进行归因，因为他们认为既然作文已经写完了，就没有必要去阅读和反思了。其次学生对自己写作成果的评价意识和能力不够，例如学生基本不去批改自己的作文，因为他们认为那是非常困难的事情。
巩固学生说明文写作的能力和相关思维品质的发展。
高中英语Unit5FirstaidWriting教案新人教版必修5
课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
2、了解我国书法发展的历史。
3、掌握基本笔画的书写特点。
重点：基本笔画的书写。
难点：运笔的技法。
教学过程：一、了解书法的发展史及字体的分类：1、介绍我国书法的发展的历史。
2、介绍基本书体：颜、柳、赵、欧体，分类出示范本，边欣赏边讲解。
二、讲解书写的基本知识和要求：1、书写姿势：做到“三个一”：一拳、一尺、一寸（师及时指正）2、了解钢笔的性能：笔头富有弹性；选择出水顺畅的钢笔；及时地清洗钢笔；选择易溶解的钢笔墨水，一般要固定使用，不能参合使用。
换用墨水时，要清洗干净；不能将钢笔摔到地上，以免笔头折断。
三、基本笔画书写1、基本笔画包括：横、撇、竖、捺、点等。
2、教师边书写边讲解。
3、学生练习，教师指导。
（姿势正确）4、运笔的技法：起笔按，后稍提笔，在运笔的过程中要求做到平稳、流畅，末尾处回锋收笔或轻轻提笔，一个笔画的书写要求一气呵成。
在运笔中靠指力的轻重达到笔画粗细变化的效果，以求字的美观、大气。
5、学生练习，教师指导。
（发现问题及时指正）四、作业：完成一张基本笔画的练习。
板书设计：写字基本知识、一拳、一尺、一寸我的思考：通过导入让学生了解我国悠久的历史文化，激发学生学习兴趣。
这是书写的起步，让学生了解书写工具及保养的基本常识。
基本笔画书写是整个字书写的基础，必须认真书写。
课后反思：学生书写的姿势还有待进一步提高，要加强训练，基本笔画也要加强训练。
课题：书写练习1课型：新授课教学目标：1、教会学生正确书写“杏花春雨江南”6个字。
2、使学生理解“杏花春雨江南”的意思，并用钢笔写出符合要求的的字。
重点：正确书写6个字。
难点：注意字的结构和笔画的书写。
教学过程：一、小结课堂内容，评价上次作业。
二、讲解新课：1、检查学生书写姿势和执笔动作（要求做到“三个一”）。
2、书写方法是：写一个字看一眼黑板。
（老师读，学生读，加深理解。
高中英语 Unit5 第5课时 writing学案 新人教版必修5
高中英语 Unit5 第5课时 writing学案新人教版必修5aid Period5 WritingLearning aim ：1、Learn the method of writing a survey report、2、Grasp some typical sentence patterns and expressions、Learning important point：Use some typical sentence patterns and expressions correctly、Learning difficult point：Make sentences after the useful sentence patterns in a limited time、【使用说明与学法指导】熟读并背诵调查报告类写作常用短语、句式等，总结所学，自己动笔开始写作。
预习案Previewing CaseTask1 翻译下列相关短语1、______________________ 至于怎样…2、 update the website ________________________3、 _______________________ 排在第一位4、 next in line __________________________5、 ______________________ 同…比起来6、 ________________________ 与…交流7、 ______________________ 占（多少比例）8、 be in favor of _________________________9、 ______________________ 就某人看来10、 ________________________ 有很多共同点11、_____________________ 与…相处融洽12、 arouse their interest ______________________13、 ______________________更好地了解…14、 _________________________ 把…放在第二位Task2 相关句式1、Last week, we did a survey among2,600 students on “Who Is Your Idol”、上周我们就“谁是你的偶像”在2,600人中进行了调查。
人教新课标高中英语必修5Unit5Grammar教案
Unit Five First aidThe Fourth Period GrammarTeaching goalsTeaching materials: 教学材料Learning about language and using words and expressions.Target languagea. Key words and expressions:aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. Fall ill.eful sentences1)Burns are called first degree burns,second degree burns or third degree burns.2)These burns affect both the top layer of the skin and they affect the second layer ofthe skin.1.Ability goalsLearn about Ellipsis2.Learning ability goalsLet Ss learn how to use Ellipsis4. Teaching important pointsThe use of Ellipsis5. Teaching difficult pointsHow to teach Ss to master EllipsisTeaching aidsA projector, and a blackboardTeaching procedures and waysStep 1 Revision1.Greet the whole class as usual2.The teacher checks the students’ homework.Step 2 Word StudyT: Now please open your books and turn to Page 36. Let’s learn “Learning about Language”.First let’s do Discovering useful words and expressionsplete the table with the correct verbs, nouns or adjectives.T: Let’s do some more exercises about new words. You are to explain the words on the screenin English and then fill in the blanks.(ask students to explain or guess the meanings of the words)plete the questions with words from the text.The students will try to complete the exercises. Later the teacher will ask some of them to read each of the sentences and tell the class the answers.Suggested answers:Step 3: GrammarT: Let’s look at the next, Grammar (page 91)Present some sentences and encourage the students to find out which words have been left out.T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “ Beg your pardon.”Then it is called Ellipsis. The subject “I” has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out.1.Haven’t seen you for ages.2.Some more tea?3.Sounds like a good idea.4.Doesn’t matter.5.Sorry to hear that.6.Pity you couldn’t come7.This way, please.8.Terrible weather!9.Joining us for a drink?10.Going to the supermarket?Suggested answers:1.I haven’t seen you for ages.2.Would you like some more tea?3.That/It sounds like a good idea.4.It doesn’t matter.5.I’m sorry to hear that.6.It’s/ What pity you couldn’t come7.Step this way, please.8.What terrible weather it is!9.Are you joining us for a drink?10.Are you going to the supermarket?Step 4 PractisingDiscovering useful structures (page 37)1.In groups, look at these pairs of sentences. Discuss the difference between Aand B in each pair. Also discuss which is the better sentence, A or B and Why.(page 37)2.Rewrite these sentences taking out the unnecessary parts.1)The burn that she got from the iron was red and ( it was )very painful2) A boy was on the left side of the sick woman, and a girl was on theright (side of the sick woman.)3)She has a daughter (who is) in hospital.4)He went to the doctor because he had to go to( the doctor).5)Did she pass the first aid test that she did yesterday (or didn’t shepass)?6)She could not decide whether to send him to hospital or not (to sendhim to hospital).7)When your nose is bleeding, you should bend forward so that the bloodruns out of your nose and( the blood) doesn’t run down your throat.8)Only some of the students have done a first aid course but most of thestudents haven’t (done a first aid course).3.These sentences are correct. However, one or more words have been left out.Rewrite each sentence on the top of the next page to include the missing words.1)The cottage (that is)surrounded by a wall belongs to the localgovernment.2)The first book I read this term was more interesting than the second(book I read this term).3)To her teacher’s surprise, she did better in her first aid exam than(it was)expected.4)I don’t think they have returned from the hospital, but they might have( returned from the hospital).5)He wanted to help the accident victim but his friend didn’t (want tohelp the accident victim).6)You can borrow my first aid notes if you want to (borrow my first aidnotes).4.Show the students the slides with some multiple choices exercises about theEllipsis.1)---- Tomorrow is a holiday. Why are you doing your homework?-----I am doing these exercises now so that I won’t have _____ on Sunday.A. itB. themC. forD. to2)----Shall I invite Ann to my birthday party tomorrow evening?----Yes. It’ll be fine if you______.A. areB. canC. inviteD. do3)---- Aren’t you the manager?-----No, and I______A.don’t want toB. don’t want to beC. don’t want beD. don’t want4)---- I’ll be away on a business trip. Would you mind looking after my cat?-----Not at all______.A. not toB. not to doC. not do itD. do not to5)----- Won’t you have another try?------ ________.A.Yes, I will haveB. Yes, I won’t haveC. Yes, I won’tD. Yes, I will6)-----I won’t do it any more.-----_______?A. Why notB. Why don’t do any moreC. Why not doD. Why don’t7)-----Do you think it will snow tomorrow?------______?A.I don’t thinkB. No, I don’t thinkC. I don’t think soD. No, I don’t so8)-----Have you fed the cat?------No, but______.A. I’mB. I amC. I’m just goingD. I’m just going toStep 5 Homework1. Go over the usage of Ellipsis.2. Finish listing structures on Page 71 Ex 1 and Ex 23. Prepare Reading and discussing on Page 38。
人教版高中英语必修5 Unit5 写作课名师教学设计
His reputation was ______ due to the rumor.
1. Typhoon Morakot has caused great _________
to the local economies in Wenzhou. (2009,温州)
落后_________________
沉默下来_____________
爱上_________________
There were 50 killed and many ______ in the air crash.
What ______ me was not my failure but his attitude.
教
学
目
标
语言目标：
1.学生能掌握本单元重点单词的词义。
2.学生掌握本单元重点单词词组的用法和搭配。
语义目标：
1.学生能理解本单元学习单词词组的各种词性变化和搭配。
2.学生能正确理解省略句，及省略句的使用方法。
语用目标：
1.学生能在语境中合理使用本单元学习的单词词组和表达。
2.学生能在语境中合理使用省略句，简化句子结构
情感目标：
1.学生能通过学习提高自我保护意识，增长急救知识；
2.学生能提升道德水平，有助人为乐的意识。
学习策略：
1.通过集体回顾，巩固已学知识；
2.通过语境设计灵活运用已学知识；
3.通过写作练习，巩固已学知识。
教
学
重
难
点
教学重点：
1.通过知识回顾，帮助同学们巩固已学知识；
2.通过语境练习，加强知识运用于迁移。
最新人教新课标高中英语必修5精品教学设计Unit5 教案
Unit 5 First aid Teaching aims and demands:1.Topics:1)Talking about medicine and medication.2)Talking about first aid and the safety in the home.3)Learning how to give instructions.2.Words and expressions:3.Functional items: Giving instructionsWhat should he do?Why should he…?What about this…?What if…?And then what?You’ve got to…?First you have to… Then… Next…If you/ he/ …, you might be…Tell him to…If there is a pulse, check her breathing. Continue… until…Now, if there is no …, you must…Do not put…Never put…4.Grammar use: EllipsisYou can get burnt by hot liquids and ( you can get burnt by) steam.First degree burns turn white when ( they are) pressed.Teaching procedures:Step One1.Ask students if they know what first aid is and why it is important.Then read the first paragraph of the section with students.2.Look at the pictures together and ask students what has happened ineach one.3.Put the class into groups of three or four and ask them to answer therest of the questions about the pictures.4.Bring the class together and ask students what kind of first aid youshould give in each situation. This should stimulate some interesting discussion as there might be some disagreement about first aid treatments.Step Two1.Ask students what has happened in the picture. (Answer: The child haspulled boiling water onto herself.) Ask students what sort of injuries the child will have. (Answer: She will have bad burns.) Ask the class what first aid treatment they would give in this situation. Don’t tellstudents whether they are right or wrong at this stage as they will find out from the reading text. Write all their suggestions on the board.2.Ask students to answer the questions about their own experiences ingroups. Bring the class together and ask various students about their or someone else’s experiences.Step Three1.First reading1)Ask students to read the title of the text and the headings within it.Then ask them what the topic of the text is and how theinformation is organized. (Answer: It is about first aid for burnsand the information is organized according to causes, types,characteristics and first aid treatment for burns.)2)Ask students how the information is organized within theheadings of types of burns and characteristics of burns. (Answer:The information is organized according to the types of burns: firstdegree, second degree and third degree burns.)。
人教课标版英语必修五Unit5 Using Language Reading 课程教学设计
Unit5 Using Language Reading 公开课教学设计（二）Teaching DesignTeaching content: Using language: Heroic teenager receives awardBrief introduction of the teaching design:The passage is a reading material introducing what a teenager has done to save the woma n’s life. After reading, the importance of the first aid and the good qualities of the teenager are clearly presented to the students.In this design, I attach importance to the following three aspects.The first aspect is focusing on reading and discussing; through which students have a clear picture of the heroic deeds.The second one lies in showing a kind of similar situation in our daily life (whose topic is closely related to our own experience) to better understand the importance of the first aid. They are required to be equipped with the knowledge of first aid based on the reading text.The third one is to have a good understanding of the good qualities a citizen shouldhave and realize the deeper meaning of the social responsibility.Teaching aims:1. To guide the students to learn about basic knowledge on how to do first aid through reading and summarizing2. To cultivate students’ abilities in speaking by applying new words and phrases in the text3. To raise students’awareness of the importance of how to do first aid and being equipped with many good characteristics to take social responsibility Teaching important and difficult points:1. Learn the process of the heroic deeds. According to the text, try to understand the key words and phrases, such as bravery, put one’s hands on, apply, scream, perform first aid, and make a real difference.2. have a general understanding of how to do first aid in the special situation3. Through the reading material, students are to be aware of the importance of the firstaid and good qualities a qualified person should have.Teaching methods: task-oriented reading Teaching aids: multi-media and blackboard Teaching procedures: Greetings.This step is to shorten the distance with students and wish students were happy everyday. Finally, it is used to lead to the topic.Step1: Lead-inHave a talk with students about daily emergency and lead to the main character—a teenager. Invite students to enjoy a short video about a wonderful first aid performed by a professional doctor and ask them the following questions:Q1: What different kinds of emergency we may suffer in our daily life?A snake bite; bleeding; a sprained ankle; choking; a broken arm…Q2: At that time, what do we need?First aidQ3: Who can do the first aid well?A doctorQ4: Is he a good doctor? What kinds of qualities should a good doctor have? Yes; calm, patient, professional, experience, skilled, knowledgeable…The questions set are to lead to the leading character named John JansonT: Of course, a professional doctor can perform the first aid well. In fact, common people even a teenager can still do the first aid well.Step2: While-reading1. Ask students to listen to the record and find the answers to the following question. Q1: Where can you most probably read this passage?A. a novelB. a research paperC. a newspaper reportT: There is special structure in a piece of news.Paragraph 1 is the most important one which contains much important information. The step is set to help students better understand the structure of the news and get the important elements of the news.2. Ask students to read the text:1) Make a list of the elements contained in the news timelast night place In Rivertoncharacter A 17-year-old teenager, John Jansonevent He was honored at the Lifesaver Awards, for carrying out first aid on a neighbor named Anne Slade2). ①What happened to Anne?She was stabbed repeatedly…Her hands were almost cut off…T: We all know that Anne was saved by John finally.②What saved Anne’s life ?It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.③Who also made their contributions to the rescue ?A number of nearby people his father④What first aid did John perform on Anne ?He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived.The design of this step is aimed at raising students’ awareness of the importance of the first aid in dangerous situation.3) Put the sentences into correct order__4__ The attacker ran away.__2__ Anne was attacked and started to scream.__6__ John performed first aid on Anne.__1__ John was studying in his house.__7__ The ambulance arrived.__3__ John ran outside with his father.__5__ John found Anne in her garden with terrible knife wounds.T: Though John has done the heroic deeds, he was still not so arrogant. What about his own feeling?We can learn it from his words. How to understand his words (para5)From his words, we can conclude that he is confident, modest, diligent, hard-working, serious-minded, and attentive.Official’s assessment: it shows that knowledge of first aid can make a real difference.Step 3. Post-reading1) Ask students to look back on the content and imagine:Q1: What impressed you most in the piece of news?The importance of first aid…His good qualities…T: This is a good result. Suppose the rescue is not so smooth…Some unexpected things:① The attacker was still at the scene of stabbing.② The attacker left but returned later.③ The woman had AIDS.④ John had performed first aid on the woman but she died anyway.Q2: Do you think John was silly or brave to get involved in the situation? Give reasons.This is designed to help students have a good imagination of the potential danger, in order to improve the figure of the teenager..Step 4. Group WorkPresent a similar situation in our daily life to the studentsHave a debate. Ask students to discuss what they will do in the following situation. The first purpose of the activity is to encourage students to be aware of the importance of saving others’ lives.Step 5. HomeworkChoose one of the ways of first aid to describeThis step aims to encourage students to gain the knowledge of first aid .The more, the better.。
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.
新人教高中英语必修五Unit 5写作教学设计
新人教必修五 Unit 5 Writing 教学设计一学习内容分析（一）学习目标描述Teaching goals教学目标1.Reading in workbook at Page72Target language目标语言a. Key words and expressions: 重点词汇和短语Kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outletsb. Key sentences: 重点句型1. Make sure the floor is no t slippery.2. Follow instructions for all electrical appliances carefully.3. Unplug all appliances, especially irons, after use.4. When cooking, do not let oil touch flames or other sources of heat.2.Ability goals能力目标a.Enable the students to write in accordance with the passage they have read.b.Enable the students to write a passage in order to explain how to give firstaid.3.Learning ability goals学能目标Enable the students to be brave and calm when meeting with troubles and know how to deal with troubles after practicing reading and writing.（二）Teaching methods教学方法Discussion (Group work) and writing (individual)（三）学科核心素养分析利用学生在此前英语学习中形成的良好直觉，然后去迅速加工学习材料，进而形成第一认识，这是语言能力形成的关键，是英语学科核心素养中最基本的组成部分的能力培养。
Unit5写作课教案高中英语人教版2
Unit5写作课教案Write a Blog about English Study一、Teaching Objective:1. Encourage students to reflect on their own experiences with studying English and share them in a blog post.2. Develop their writing skills, including the ability to plan, draft, revise, and edit written work.3. Practice using academic language and proper citation style.4. Foster critical thinking and analysis skills as they reflect on their learning journey in English.二、Teaching Key Points & Difficulties:Key Point 1: Students will write a blog post about their English study experience.Key Point 2: They will practice using academic language and proper citation style. Key Point 3: They will develop their critical thinking and analysis skills by reflecting on their learning journey in English.Difficulty 1: Students may struggle to find the right words or phrases to express their ideas clearly and accurately.Difficulty 2: Students may have difficulty organizing their thoughts into a coherent essay structure.三、Teaching Process:1. Introduction (10 minutes): Begin the lesson by asking students if they have ever thought about how they learn English, what challenges they face, and what strategies they use to overe those challenges. Use this discussion as an opportunity to introduce the concept of reflection and its importance in learning.2. Planning (15 minutes): Explain the purpose of planning a blog post and give students time to brainstorm ideas for their posts. Encourage them to think about what they want to say, who their audience is, and what tone they want to take.3. Drafting (25 minutes): Have students write a rough draft of their blog post. During this time, they should focus on getting their ideas down on paper rather than worrying about grammar or sentence structure. Afterward, they will review each other's work and provide feedback.4. Revising (20 minutes): Have students revise their drafts based on the feedback they received during the previous step. They should focus on improving clarity, coherence, and organization of their writing. This is also a good time for them to proofread their work for errors in grammar, spelling, and punctuation.5. Editing (15 minutes): Finally, have students edit their revised drafts for any remaining errors or inconsistencies. They should pay particular attention to the use of academic language and proper citation style.6. Sharing (10 minutes): Once all the blogs are plete, ask students to share their posts with the class and discuss their writing process and learning experiences related to English study. This can be done through a class blog or a shared document on a platform like Google Docs or Microsoft OneDrive.7. Homework: Ask students to revise and edit their blogs before turning them in for final submission. They should also prepare a short presentation on one aspect of their English study experience that they feel particularly passionate about, which they will deliver in class next week.四、Assessment:Assessment 1: The quality of the blog post, including clarity, coherence, organization, and use of academic language and proper citation style.Assessment 2: The depth of reflection on their learning journey in English, including their understanding of challenges faced and strategies used to overe them. Assessment 3: Their presentation skills, including confidence in public speaking and ability to articulate plex ideas in simple terms.。
英语必修5作文说课稿教案
When I was in high school, English was one of the subjects that I found both challenging and fascinating. The curriculum was structured to not only improve our language skills but also to broaden our horizons through various topics and themes. One of the most memorable units we studied was from the compulsory textbook for English, specifically the fifth volume, which was packed with diverse content and thoughtprovoking discussions.The textbook was designed to cater to the needs of high school students, aiming to enhance our reading, writing, listening, and speaking skills. It was during this time that I was introduced to the concept of a lesson plan or teaching plan, which is a detailed guide that teachers use to structure their lessons. Reflecting on my experiences, I would like to share how I would approach teaching a lesson from the English textbook, focusing on the importance of a wellprepared lesson plan.Title: The Art of Crafting a Lesson Plan for English Compulsory Volume 5Teaching a language is an art, and the lesson plan is the canvas on which this art is painted. When preparing to teach a lesson from the English Compulsory Volume 5, the first step is to understand the objectives of the lesson. This volume covers a wide range of topics, from literature to current affairs, and each lesson has specific learning outcomes that students are expected to achieve.Setting Clear ObjectivesThe objectives should be clear, measurable, and aligned with thecurriculum. For instance, if the lesson is about a famous English novel, the objective might be for students to understand the main themes and analyze the characters motivations. By setting clear objectives, both the teacher and the students know what is expected from the lesson.Integrating Engaging ContentThe content of the lesson should be engaging and relevant to the students lives. For example, if the lesson involves discussing environmental issues, incorporating realworld examples or current events can make the topic more relatable and interesting. This integration not only helps students understand the material better but also encourages them to think critically about the world around them.Using a Variety of Teaching MethodsNo two students learn the same way, so its important to use a variety of teaching methods. This could include lectures, group discussions, roleplays, and multimedia presentations. For instance, a lecture might be used to introduce a new concept, while a group discussion could be used to explore different perspectives on the topic.Incorporating Interactive ActivitiesInteractive activities are crucial for keeping students engaged and for reinforcing learning. Activities such as debates, quizzes, or creative writing exercises can be used to encourage students to apply what theyve learned.For example, after discussing a literary work, students could be asked to write a short story from the perspective of one of the characters.Assessing ProgressAssessment is an integral part of the learning process. It helps both the teacher and the students to understand how well the material has been understood and absorbed. This could be done through quizzes, tests, or more informal methods like class discussions or peer reviews.Providing FeedbackFeedback is a powerful tool for learning. It should be constructive, specific, and timely. By providing feedback, teachers can help students identify their strengths and areas for improvement. This not only helps students to learn from their mistakes but also encourages them to take ownership of their learning.Reflecting on the LessonAfter the lesson, its important to reflect on what went well and what could be improved. This reflection can inform future lesson plans and help to make teaching more effective.In conclusion, teaching a lesson from the English Compulsory Volume 5 requires careful planning and a deep understanding of the students needs. By setting clear objectives, integrating engaging content, using a variety ofteaching methods, incorporating interactive activities, assessing progress, providing feedback, and reflecting on the lesson, teachers can create a dynamic and effective learning environment. This approach not only helps students to master the English language but also to develop critical thinking skills and a lifelong love for learning.。