高中英语_人教版必修五 Unit 5 Using language教学设计学情分析教材分析课后反思
高中英语人教新课标必修五Unit5 Using language 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 your1 / 5。
必修5 Unite5 usinglanguage 导学案
必修5 Unite5 usinglanguage 导学案Reading and discussing主备教师：李子芹一．教学内容及其解析本节课要学习的内容是必修5第五单元usinglanguage 部分，属于泛读。
泛读的目的主要是让学生通过阅读了解文章的大致含义。
文章讲述的是一个17岁的的少年John，利用他在学校学习到的急救知识，及时的挽救了受到歹徒袭击而身受重伤的三个孩子的母亲Ms Slade的性命等。
学习本文主要是让同学们掌握急救的常识以，通过前一篇的extensive reading把所学的急救知识应用与生活之中。
本节课是前一篇阅读的延伸，其中还有一些语法知识需要注意。
教学的重点是通过快速阅读了解文章的大体段意，难点是把握文章出现的语法。
二．教学目标1.了解急救应注意的事项。
2.了解重点词汇。
3.培养学生的快速阅读以及精读的能力。
三．教学过程。
Step1.Look at the form of the article. What type of writing can it be?A. a novelB. a research paperC. a student’s compositionD. a newspaper（Read the headline and the first paragraph.Report）Step2.skimming para1then answer the questions.1) Who is the heroic teenager?A 17-year-old teenager, John Janson2) What is the award?He was honored at the Lifesaver Awards3) Where and when was he awarded?In Rivertown last night4) Why does he receive the award?For carrying out first aid on a neighbor after a knife attack. Step3.Careful Reading1)Who was Anne? What happened to her?His neighbour, a mother of three.Had been stabbed repeatedly…Bleeding heavily..Her hands had almost been cut off2)What first aid did John perform on Anne?John _________ Ms Slade’s injuries with ____________;and then he ________________ to the wounds to ___________________. Step3. finish the exersise 1 on page38(text)Step4. Retell (Work in pairs. Retell the story in your own words.)Step5 Discussion1.Do you think John was silly or brave to get involved in the situation?Give reasons.Some possibilities:The attacker was still at the scene of stabbing.The attacker left but returned later.The woman had AIDS.John had performed first aid on the woman but she died2.What do you think of John’s action? (Give at least 3 adj.)Eg: brave heroic quick-thinking helpful selflessfearless confident kind-heartedStep6. Language piont;1.There is no doubt that John’s quick thinking and the first aidskills he learned at school saved Ms Slade’s life.There is no doubt that he can recite it.= I do not doubt that he can recite it .我相信他能把它背下来We have no doubt of his ability2(Para4):but when nobody could put their hands on any …put one’s hand(s) on常用于否定句、疑问句或条件从句中，意为“找到，得到”。
必修5 Unit 5 Using Language 教案
Teaching ProceduresStep I. Lead-inHave you ever heard World First Aid Day?What does it aim at?Step II. Focus on informationRead the article again and then put these 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.Step III :Read for further information1.Fast reading:Reading the passage quickly and answer the following question.What is the most important thing in John‟s heroic deeds?/What saved Ms Slade’s life?John‟s quick thinking and the first aid skills he learned at school saved Ms Slade …s life.2.Careful reading:Design, ask and answerRead the body(正文)of the news report carefully, design questions of your own and then ask anyone in your class to answer your question.3.Read a story by John Jason himself,and put the missing words or phrases into the blankets.One day I was studying in my room when I heard______.After rushing outside,my father and I discovered Ann, my neighbor was_____very heavily.As I couldn‟t _______any bandages, I used some tea _______and tape to______the injuries to her hands.I ______the bleeding by_____pressure______the wounds until the police and _____arrived.Step IV.Focus on moral(教益)What do you think of John‟s action? Give at least 3 adj.StepⅤ.Discussion(group work)On your way home, you suddenly hear a boy shouting “Help” in the river. Will you jump into the water to save him? If he is pulled out of water, will you give him some first aid and what first aid will you perform on him?Step Ⅵ.Homework-Creatrive writing.Use your imagination to write a news report.You may focus on the following questions1.Why did the criminal attempt to murder Ms.Slade?2.Was the murderer caught by the police at last?(Pay attention to the stytle of news reports)Tell students that the reading passage is in the form of a newspaper article, people can get a quick idea just from reading the the headline and the first paragraph.The headline gives readers a clue about the content and the first paragraph gives information that answers the questions Who? When? Where? What? Why? and How?Ask students to read the headline and the first paragraph to find the main information:When you begin to read a newspaper article, what do you usually read at first?Why do you often read the beginning part of a newspaper article?We can get the main informationfrom this part.The beginning of a newspaper articleintroduces the thing concisely .The rest of the article describes thething accurately and thoroughly.Which part may the main idea ofthe passage exist in the passage?What should we do after reading the story? Is it necessary for us to attend a First Aid course?。
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.。
高二英语必修五_Unit5_Using_Language_优教教学设计_
Unit5 Using Language 优教教学设计设计意图This is the third teaching period of this unit. The first task is to ask students to comprehend a passage in the textbook about a heroic teenager saving his neighbor using first aid knowledge. In this passage, students get to know more about the significance of first aid and thus become eager to acquire first aid knowledge, which may help themselves or somebody else one day in real life. The second part is writing. Students apply what they have learned in the reading part to practical use: writing a passage about small matters making a difference in daily life. Here in this class, small matters should be related to first aid. At the end of this class, students can be equipped with first aid knowledge and be better at expressing themselves in English.教学目标1. Students learn a passage about a heroic teenager John Janson saving his neighbor using first aid knowledge.2. Students accumulate common knowledge about first aid through self-directed study and cooperation.3. Students get better at writing English articles and expressing themselves in English.教学重点To help students understand the text and the significance of first aid knowledge, and to help learn to write a passage according to the requirements.教学难点To get students to achieve the aim of writing a passage by applying what they have learned.教学过程Step 1: Scanning ＆Skimming（设计意图：学生快速阅读课文，通过标题和导语这些特点，锁定新闻类文章的特点；通过几个疑问词，将文章的大意理清；通过关键事件，了解整个文章的结构。
《Unit 5 Using Language》第1课时教学设计【高中英语人教版】
Unit 5 PoemsUsing Language Period 1 教学设计教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论参加诗歌比赛”(Talk about attending a poetry contest)。
听力文本是一位教师和三个学生的对话，对话分为两节，第一节对话呈现了教师询问学生诗歌创作的进展情况，第二节对话主要是学生谈论自己诗歌创作的灵感来源。
在两节对话中，教师主要起引导作用，目的是给予学生充分表达的机会；在耐心倾听的同时也十分注意鼓励学生，使用了有关赞美和鼓励的表达用语。
学生通过听这段对话，能了解不同学生如何为诗歌创作大赛做准备，如何激发创作灵感，然后让学生结合这一话题谈论自身的感受和想法。
这部分的活动不仅训练了学生的听力技能和口头表达能力，还为后续的诗歌创作提供了参考思路和方法。
教学目标在本课学习结束时，学生能够：1. 在听前阅读题目，并根据背景知识和题目预测后续的听力内容；2. 在听的过程中获取关键信息，并学会通过记录关键词做简要的笔记；3. 正确使用“赞美”和“鼓励”的表达用语。
教学重难点【教学重点】1. 能够学会根据听力题目结合自己已有的背景知识对后续的听力内容进行预测；2. 能够在听的过程中关注并有效获取关键细节信息，学会记录关键词；3. 学会运用所学的语言描述诗歌创作的计划。
【教学难点】鼓励学生谈论自己的创作经历和创作灵感，并引导学生正确运用本课所积累的关于赞美和鼓励的用语。
教学过程Step 1 Warming-upCan you recite the Chinese traditional poems according to their English translation?设计意图：让学生根据英文诗句猜测对应的中文诗歌，并引导学生感受诗人通过创作诗歌所表达的情感，为回答后续的问题做准备。
Step 2 Pre-listeningBefore you listen, discuss the following questions with your partner.(1) What do poets usually write about?(2) How do they get inspired/find inspiration to write a poem?(3) Do you think it is easy to write poems?(4) Have you ever written a poem before? If so, what did you write about?(5) What might inspire you to write poems?设计意图：结合前面的热身活动引导学生思考和讨论人们创作诗歌的灵感，激活学生的背景知识，帮助学生更好地理解后续的听力内容。
英语人教版必修五Unit-5-Using-language讲课教案
5. What first aid did John perform on Anne? He used some tea towels and tape to treat the most severe injuries to Anne’s hands. He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived.
unselfish
helpful
3. Answer the questions.
1. What was John honoured for? 2. What did John do when he heard the screaming? 3. What happened to Anne? 4. What saved Ms Slade’s ln perform on Anne? 6. What adjectives would you use to describe
Read the headline and the lead, then answer
the followinTghqeusetosrtiyoinssa.bout a young man 1) Who? t_e_e_nw_a_hg_oe_r_sJe_to_sh_un_s_J_aa_ng_os_oo_nd__e_x_a_m_p_l_e_______ 2) What? _h_o_nb_oe_rc_ead_u_as_te_th_h_ee_cL_o_iuf_el_ds_as_va_ev_re_Ao_wn_e_a’_rd_s_s _____ 3) Where? i_n__Rl_iifv_ee_ru_t_soi_nw_gn__h_is_k__n_o_w_l_e_d_g_e_o_f_f_ir_s_t____ 4) When? l_a_s_ta_ni_di_g._h_t__________________________ 5) Why? f_o_r_g_i_v_i_n_g_f_ir_s_t_a_i_d_o_n__a__n_e_ig_h_b_o_r__a_ft_e_r__
教学设计7：Using language
Using language一、教学内容本课是人教版必修五unit 2 The united kingdom Using language中的阅读文章，该文本具体介绍了萍玉在英国伦敦为期四天的游览历程。
文本中含有大量的非谓语动词和对景点的介绍的句子，因此学生可以通过学习文本，把文本作为范文进行写作练习。
二、教学对象分析本课例授课对象为普通中学高二年级两个平行班学生，学生英语基础较薄弱，授课内容是人教版高中英语教科书必修五Unit2 The United Kingdom中的using language部分。
三、教学目标这是一节读写课，通过对using language的reading passage中语言知识和语境知识的学习，帮助学生掌握文章体裁的语篇结构和语言特点，学生能够结合已有的各种写作技巧进行创作。
四、教学重难点培养学生的阅读技能和写作技能。
五、教学方法1. 以学生间的pair work和group work为主。
2. 利用多媒体及图片促使学生语言运用能力的提高。
六、设计理念及思路Badger和White结合了过程教学法和体裁教学法的优点，提出了“过程体裁教学法（process genre approach）”。
过程体裁教学法认为写作应包括语言知识、语境知识、写作目的和写作技巧等要素。
写作目的、语言知识和语境知识可以为学生提供足够的输入，使学生有话可说。
调动学生的写作潜力、写作技巧的训练可以使学生知道怎么说。
因此，教师把写前的阅读文本的处理作为写作教学的一个重要组成部分。
在写作前有针对性的对阅读材料的内容、话题、语言、篇章结构、词汇等进行分析，开展有效的输入性教学活动，从不同层面和不同角度来解决学生在写作中遇到的各种问题。
而学生通过运用阅读文本中的词汇、句型、语篇结构，结合各种写作技巧进行写作，不仅加深了对阅读文本的理解；还拓宽了思维，提高了语用能力，形成一种以读促写的良性循环模式。
七、教学步骤Step 2 Reading for structureStudents read the passage quickly and answer the questions. How is the passage organized, in order of time or place?In order of time.How did Pingyu plan her three days?TowerSt Paul’s CathedralWestminster AbbeyBig BenBuckingham PalaceGreenwichHighgate CemeteryBritish Museum(Leaving London)。
高中英语 人教新课标必修五 Unit5 Using Language Reading 教学设计
Unit5 Using Language Reading 名师教学设计Teaching Plan丰城市第九中学胡怡萍Teaching Material: PEP Senior English Book 5Unit 5 First aid Using language Heroic Teenager Receives AwardLearning objectives:By the end of this period, the students are expected to1. learn the structure of a newspaper report2. understand the major plots and important details of the story3. describe the story in their own words by using transitional words4. show concern for social hot spotsTeaching focus and difficulties:1. To help students understand major plots and important details of the story2. To guide Ss to describe the story in their own words3. To play the story in English4. To encourage Ss to express their opinions logically and think independently Teaching methods: CommunicativeTeaching procedures:Watch a video and answer a questionWhat did Emma do to save her mother?Get to know the task assigned for this lessonTransitional words: First, Next, Then, Meanwhile, Later, Then, Finally For example, first, John was studying in his house.Find what first aid John perform on Anne Verbs: ask, get, use, treat, slow, apply Role-playFive roles: Narrator, John, John’s father,Anne attackerDesign of the blackboardUnit5 First aidUsing LanguageHeroic Teenager Receives Award。
《Unit 5 Using Language》第2课时教学设计【高中英语人教版】
Unit 5 PoemsUsing language Period 2 教学设计教材分析该部分的活动主题是“写一首诗”（Write a poem）,该板块要求学生先读三首短诗，然后运用从前面板块所学的有关主题、意象、韵律及修辞手法等方面的知识，对这三首诗歌进行分析，并模仿范文把对其中一首诗的分析整理成一篇小短文，将诗歌赏析的思路和方法内化为诗歌创作的要素。
这一部分既延续了听说部分关于诗歌创作的话题，也使学生从了解英文诗歌、学会赏析诗歌发展到自主创作诗歌，达到语言输出的目的。
教学目标在本课学习结束时，学生能够：1. 利用表格整理文本信息；2. 从不同的角度赏析诗歌，并把对诗歌的分析整理成一篇诗歌作品赏析短文；3. 进行英文诗歌的创作，让学生学会用诗歌表达自己的内心情感。
教学重难点【教学重点】1. 引导学生从不同的角度分析和赏析课本中的三首诗歌；2. 引导学生分析范文的结构和主要内容，并要求学生模仿范文写一篇赏析诗歌的小短文；3. 引导学生根据课本提示的创作思路，运用本课所学的知识创作自己的诗歌来表达自己的思想感情。
【教学难点】引导学生将诗歌赏析的思路和方法内化为诗歌创作的要素，充分发挥学生的想象力，指导学生用所学的知识创作诗歌，以表达学生内心的真实情感。
教学过程Step 1 Lead-inBefore you read, discuss how to understand a poem with your partner. Make a list of questions that the readers should consider while reading poems. The following points may help you.设计意图：要求学生思考赏析诗歌作品应该关注的六个重要维度，并引导学生根据这几个维度提出具体的问题作为赏析诗歌的依据。
Step 2 Reading1.Read the poems below and then complete the table.设计意图：要求学生阅读三首诗歌作品，分析这三个作品的主题、意象、韵律以及修辞手法，并培养学生学会利用表格整理信息的意识。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
人教版必修五Unit5Using Language教学设计【Teaching methods 教学方法】1. 情境教学法2. 任务教学法3. 交际教学法【Teaching aids教学手段】1. A blackboard (黑板)2. A projector and a computer for multimedia (投影仪、多媒体)【Teaching procedures 教学程序】Step1 Lead inAsk the students “what need you know in an emergency?”Of course, they answer “First aid”. Now that we have learned first aid for burns, do you know any other first aid? After that, let individual Ss voice their opinion. At last, tell Ss that today we will learn a text about a heroic teenager who saved a woman’s life with first aid.【设计意图】通过联系上节课所学内容，可以让学生回忆烧伤的急救知识，从而引出本课话题.Step 2 Fast reading1.Let the students read the title and look at the picture to indicate the main idea of the text and answer the question: where can you most probably read this passage?A.In a novelB. In a guide bookC. In a newspaper2.Read the first paragraph, complete the form【设计意图】让学生读题目看插图预测课文的中心思想及文章出处，与考题接轨。
读第一段主体段，了解故事各要素，从而提高学生的阅读兴趣。
注重学生阅读策略的培养。
Step 3 Careful reading1.Listen to the tape and answer two questions.1)What happened to Anne?2)What first aid did John perform on Anne?2.Read the text carefully, complete the exercise P38 T3.plete the passage.Mr. Wang, our ________(hero) teacher, saved two drowning boys last year.On the afternoon last September, he was walking along the river _________ he heard some one calling him that two boys are drowning in the river. Mr. Wang dived into the river_____________(immediate) . He saved one, and then searched for the other in the deep river. It took him great effort ________(get) the unaware boy out of the river. As soon as they got onto the bank, Mr. Wang gave first aid on the boy as quickly as he could until the boy ________(come) back to life.It was Mr. Wang's quick thinking and first aid ______ saved the drowning boys. All of us are proud _____ him.【设计意图】在学生完成文章理解后，让他们听录音，并自觉朗读，有利于加深理解，且有助于他们掌握文章中的重要信息。
用我们学校一位曾经挽救两名溺水少年的英雄老师的壮举，完成语法填空，提升学生情感教育。
Step 4 Understanding the sentenceslet students understand the important sentences and try to use them.1. John was studying in his room when he heard screaming.____________________________________________【仿写】昨晚我正在做作业这时停电了。
____________________________________________2.It was John’s quick action and knowledge of first aid that saved Ms Slade’s life._________________________________________【练习】Hard work rather than luck determined his success.（强调划线部分）____________________________________________3.There’s no doubt that John’s quick thinking and the first aid skills he learned at school saved Ms Slade’s life.____________________________________________【仿写】毫无疑问中国正在变得日益强大。
___________________________________________【设计意图】使学生很好的理解这些重要句型，从而进一步学会使用它们。
Step 5 DiscussionDo you think John was silly or brave to get involved in the situation? Give your reasons.【设计意图】通过讨论，让学生对John多出评价，可以有不同选择，silly or brave, 给出自己的理由即可。
Step 6 Read for fun1. Prevention is better than cure.2. Good health is worth more than wealth.3. You are what you eat.4. An apple a day keeps the doctor away.5. Early to bed and early to rise makes a man healthy, wealthy and wise.【设计意图】课堂结尾，让学生读几句有关健康的谚语，语言精练，内容有趣，又富有生活的哲理。
有助于学生在体味英语语言特点的同时，领悟到身心健康的重要性。
Step 7. HomeworkHave you ever given someone first aid in your life? If ever, write down your first aid instructions.人教版必修五《Unit5Using Language》新授课学情分析本单元这个话题First aid是学生熟悉也较感兴趣的话题，尤其是本课Using Language非常贴近学生生活。
通过本课的学习，学生会清楚的认识到自己平时如何多方面了解并能正确运用急救知识。
在学完了本单元前面的内容后，学生对掌握急救知识的重要性有了进一步的感悟，本课重点在于使学生意识到急救的重要性。
这是学生在高二学年英语学习的一堂阅读运用课，他们已经掌握了略读、跳读等一定的阅读技巧完成了课前学习任务，因此帮助他们进一步熟悉本课词汇，理解重要句型并学会运用它们是这堂课的重点。
这个班大部分学生的基础知识较为薄弱，在听力口语方面的水平各有差异，某种程度上英语交际能力显得较弱；平时学生主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；部分学生的基础较好，思维比较活跃，能主动配合老师，愿意开口讲。
因此，只有通过设计使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
我们的学生基础底子不是很好，个别学生甚至连单词就读不准。
为了帮助学生记忆知识，在编制学案时，我尽可能地复现学生所学知识，久而久之，学生慢慢地熟练了知识，并经过努力，最终可以记下来。
但要说到口语交际，学生可能不太擅长，站起来说话有些紧张；一些学生根本不敢站起来，因此课堂要大胆放手，让学生操作课堂，自己亲自讲了，印象才更深刻。
我们的课改势在必行。
人教版必修五Unit5Using Language 效果分析人教版必修五Unit5 Using Language 教材分析一、教学内容在整个课程教材体系中的定位本单元以First Aid为主线，旨在通过单元教学使学生经过思考、学习，认识到急救知识的重要性。
同时鼓励学生进一步多方面涉猎急救知识，激发学生的自救意识及用急救知识挽救他人性命的高尚情怀。
引导学生运用所学语言、句式表达自己对急救知识的掌握程度，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇急救的文章。
Using Language 部分设计了包括读、写的活动。
Reading and writing 是Reading的一个延伸。
阅读和讨论部分是一个真实的故事，17岁的约翰·詹森采取果断的急救措施，挽救了安·斯莱德的生命。
文后设计了四个练习。
练习一和练习二针对阅读材料本身即故事的先后顺序和有关急救的内容；练习三和练习四对文中人物及事件进行讨论。
学生不仅可以通过本文学到如何对被刺伤的人实施急救，还会被约翰·詹森的机智、勇敢和爱心深深打动。
同时表达了这样的主题：A simple knowledge of first aid can make a real difference. 本课教学目标如下：1. Knowledge objectivesMake the students master the following words, phrases and sentence patterns. (1)Important wordsheroic, ceremony, bravery, ambulance, pressure etc.(2) Important phrasesa number of, apply pressure to, put one’s hands on, make a difference etc.(3)Important sentence patterns◆ be doing ...when◆ It is/was ...that◆ There is no doubt that...2. Ability objectives(1)Improve the students’ reading ability through reading activities;(2)Enable the students to understand and use the important vocabularies and sentence patterns.3. Emotion objectives(1) Let the students learn to cooperate with others in their groups.(2) Make the students realize the importance of first aid.二、Teaching Important Points (教学重点)1.Learn and remember the useful vocabularies.2.Understand the important sentence patterns.三、 Teaching Difficult Points (教学难点)1.Learn to use the important sentence patterns.2.Learn how to express different first aid in an emergency.人教版必修五Unit 5 Using Language 课后巩固练习肥城市第二高级中学一、单句语法填空1. His _____________(brave) was seen by everyone when he saved the boy from the burning house.2. We were discussing the problem __________ someone knocked at the door.3. Treat yourself _________ a glass of beer to help you relax.4. I had some doubt __________she would pass the English exam.5. The rule doesn’t only apply __________seniors, but to the school as a whole.二、完成句子1. 对我来说，你来不来都无所谓。