Unit 5 First Aid 阅读课教案
人教版高中英语必修5《Unit 5 first aid》教案
人教版高中英语必修5《Unit 5 first aid》教案人教版高中英语必修5《Unit 5 first aid》教案【一】一、教学内容分析本单元以“急救”为中心话题。
本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，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。
同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。
二、教学目标1、语言目标：学习掌握教学内容中的重点字、词、句;2、能力目标：阅读速度和技巧的训练;3、情感目标：教育学生帮助他人于危急时的良好情操;通过讨论等小组活动培养协作精神;通过课堂教学活动激发学生英语学习兴趣。
三、学习者特征分析所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。
该班学生的主要特点是能讲敢讲(我在这方面一直鼓励学生)，课堂气氛活跃。
本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达欲望和学习兴趣。
四、教学策略选择与设计教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。
五、教学重点及难点教学重点：帮助学生使用不同的阅读技巧完成阅读目标教学难点：1.学生阅读能力的培养，运用文中信息解决问题的能力;2.掌握急救知识和根据不同情况提出急救措施;3.能学会急救知识和相关急救措施的英语表达。
六、教学过程教师活动学生活动设计意图Step 1. Leading-in1. Greetings2. What words can you think of when talking about home accidents and first aid?3. First aid quiz (according to the pictures shown on Page 33)4. Definition of first aid: a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.GreetingsBrainstorming(cut, nosebleed, choking, burn...)Watch, read and think, then work in groups to make the choicesRead aloud and understand the definition通过问题自然引入本课内容日常急救知识小测试，使学生自然顺利进入新课学习让学生朗读理解定义Step 2. Pre-readingPresent the picture on Page 33 and ask the students to answer the questions of Pre-reading.Ask the students to look at the title and subtitle, and predict: What may be written in the text? Look at the picture carefully and discuss in groups. Choose one student to give the answers. (Answers can vary)Students look at the title and subtitle and give their prediction. 利用课文图片导入主题：FIRST AID FOR BURNS 培养学生通过标题和小标题预测阅读内容的能力，也激发学生进一步阅读以验证预测Step 3. While-readingReading for general idea1. Make the students to skim the passage in limited time and get a general idea, then ask the students to divide the passage into 5 parts.2. In which order are these topics covered in the text?(Page 35)Reading for details (Get the students to read the text part by part)1. Ask the question:What is skin? What can get the skin burned? What is the function of the skin?2. Types of burns and their characteristics. Do Ex.2 of Page 35.(Label the pictures)3. Answer the following questions. (Ex.3, Page 35)Students skim the passage to find the answer.Students work individually to give the right answers.Students read and find out the answers. Do related exercises.限时阅读培养学生快速阅读的能力和通过略读理解大意独立完成，培养学生独立学生的能力，同时也是为了充分了解学生的课文理解情况培养学生把握文章细节的能力; 培养学生通过阅读寻找所需信息的能力; 培养学生根据信息进行判断的能力Step 4. Post-reading1. Give a few minutes for the students to read after the tape.2. Ask the students to judge the treatments of Ex.4.3. Ask the students to practise to give first aid treatments to different burns and then act it out.Students read aloud after the tape.Students read and make their judgement.Students practise in groups and act. 语音语调锻炼，同时也使得学生进一步理解所学课文本环节为输出阶段，目的在于检查学生的学以致用创设活动任务，培养学生解决实际问题的能力Step 5. Homework1. Get more about first aid from the newspaper, magazine or the Internet.2. Find out the important and difficult words and expressions to you and finish exercises on page 36.Students get ready for homework. 所布置的作业把学生的学习任务从课堂延伸到课外，有利于巩固课堂所学和进一步让学生掌握更多的急救知识七、教学评价设计评价采用了自我评价、小组比赛、学生互评和教师评价相结合的方式。
高中英语《Unit 5 First aid》优质课教案、教学设计
选修五Unit 5 FIRST AIDFIRST AID FOR BURNS 教学设计一、本节课课堂设计原则：1.本节课遵循先输入再输出的原则，Reading 后设计了一个Speaking 和一个Showyourself 的环节，为学生提供平台提升学生的语言应用能力和实际动手操作能力。
2.创造相对真实的语境，利用中国红十字会招聘志愿者的活动，激发学生学习急救英语的兴趣。
3.充分利用小组合作和同学之间的评比竞争来激发学生课堂上的积极性。
4.体现学生的主体地位，大胆放手，让学生根据理解自主设计问题，让学生真正地成为课堂的主人，激发学生的积极性和主动性。
5.让学生展示以口头表演和黑板板书等多种方式结合进行，提高课堂效益。
二、学生课前学习活动设计：1.设计预习学案，让学生提前预习课文并从文中找出相对应的短语和句子完成预习学案来确保预习效果。
2.让学生提前上网查阅一下急救知识，为课堂活动做铺垫和准备。
三、课堂教学设计（壱）教学目标1.知识与技能目标（1）通过阅读有关烧伤的急救知识加深对急救的了解和认识。
提高阅读能力同时学习有关烧伤急救的词汇和表达，并能在特定语境中合理运用。
（2）通过表演对娃娃实施急救，提高学生的英语口头表达能力同时掌握急救的步骤，学以致用，提高学生生活技能。
（3）通过让学生自主设计习题，提高学生的发现问题和自主思考能力。
2.过程与方法目标（1）通过告诉学生中国红十字会在班级招募志愿者来激发学生的学习兴趣和参与热情，并激发学生头脑中急救背景知识为节课做热身。
（2）通过阅读课文利用Skimming 和Scanning 阅读技能找到皮肤的作用、烧伤的原因、类型、症状和实施急救的方法等相关信息，提高分析处理英文信息的能力。
3.情感、态度、价值观目标通过学习，使学生了解烧伤急救的相关知识，提高了学生的安全意识和热爱生命、帮助他人的情怀。
同时激发学生的自主动手急救的生活能力。
（二）重点难点教学重点：学会如何对烧伤的类型做出判断，并根据判断实施基本的急救，提高学生的急救意识，从而引导学生认识到生命的可贵，珍爱生命，活出精彩。
unit 5 First aid 教学设计
Unit5 First aidReading 教学设计Learning aims:1.The students can improve their reading abilities by reading the text.2.The students can master some skills of doing first aid through some learning and practice.3.The students can raise their awareness of health .Learning important and difficult points:Important points: Finish the exercises in the comprehending by using the knowledge they have learnt.Difficult points: How to improve the students’ reading ability.Learning procedures:Step1.Leading-in2’First aid is _______________________given to someone who suddenly _______________or _______________before a doctor can be found.Step2: Warming up (10’)Activity1: Brainstorming 2’What accidents can you think of when you talk about first aid?And how to deal with them?_____________________________________________________________________ Activity 2: Performing 8’……Step3:Skimming (5’)Read the text silently and then answer the following questions.Task1: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 functions of the skin_____ the characteristics of burns_____ how we get burnsTask2: Label these pictures with first, second and third degree burn._______________________ _________________________ ________________________ Step4: Careful reading:(15’) Read the text carefullyTask1: Fill in the blanks.Cause hot liquids, steam, fire, radiation, the sun, electricity or chemicals 1._____________ First degree burns Second degree burns Third degree burnsCharacteristics ◆dry, red andmildly2. _________◆ mildly painful◆turn 3. ______when pressed◆rough, red andswollen◆ blisters◆4.________surface◆extremely painful◆black and whiteand charred◆swollen; often 5.______ under themcan be seen◆ little or no pain if6. _______ aredamaged; may bepain around edge ofinjured areaFirst aid treatment ◆ Take off clothing and 7. _________ near the burn.◆8. _____ burnswith cool but not icywater until the paindecreases.◆Place cool clothson the burned arearepeatedly for 9._________ or so◆ Send the victim to the doctor or hospitalat once.◆ 10. __________ the burned area gently.◆ Cover the burned area with a dry, clean 11. _____________.◆ Keep burned arms or legs 12. _____________ than the heart.Task2: SummaryDos:1)________ clothing using scissors if necessary.2) _________ burns with cool but not icy water.3) __________ cool, clean wet cloths on the burns.4) _________ the burned area gently.5) ________ the burned area with a dry, clean bandage.6) ______ the burned area _____ than the heart if possible.7) ______the victim ____ the doctor or hospital, if the injuries are second or third degree Don’ts1.Don’t ________ clothing if it is stuck to the burns.2.Don’t cool burns with ______ water.3.Don’t put _______water on third degree burns.4. Do not _____ the burned area, as this may break any blisters and the wound may get infected.5.Don’t put _____________________ on burns, as they keep the heat in the wounds and may cause infection.Step5: Group Work: Discussion(5’+3’)If the treatment is right, write R. If it is wrong, write W and explain why. 1. Sam knocked over a kettle full of boiling water onto 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. ( )2.While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean, damp cloths on it until it was less painful. Then she went to see the doctor. ( )3. Mrs Casey’s sleeve caught fire while she was cooking. Her arm looked terrible but it didn’t hurt. The skin was charred. Her husba nd took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( )4. After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and put them under cool running water. ( )Step6: Assignment after classDo the following comprehension about first aid.Have you ever been in a situation where first aid was required? Did you know what to do? Did you feel adequately equipped and confident enough to perform first aid procedures?At the SOS Center, trained professionals provide some one-on-one and group courses in first aid. __1__.First Aid For Infants (婴儿)This course is designed for first-time parents who do not have a basic knowledge of first aid for infants and babies. __2__，or if you want to avoid more life-threatening problems and illnesses, you could get them from these topics.First Aid for ChildrenEvery parent knows the fear of releasing his or her small child out into the world, away from his or her watchful eyes. __3__. This course teaches parents how to determine when an injury requires stitches (缝针), how to treat basic cuts, as well as how to treat sunburn and other wounds.__4__Our most popular course offers all kinds of approaches to applying first aid. In this two-day course, you'll learn some basic skills such as how to respond when a child or an adult chokes, what to do if someone has a heart attack or stroke, how to react to snake bites and spider bites, and more. This course is highly recommended for learners of all ages.__5__. In addition, we are planning to open special courses in community centers around Beijing. For more information on SOS and our course selection or to register for a course, please visit www. firstthingsfirst. com.A．Basic Training Course in First AidB．Various First Aid Courses for BabiesC．When you want to ease your baby's discomfortD．If you want to avoid the risk of your parents' injuriesE．Classes are offered on a regular basis at our main officeF．We offer a variety of courses designed to meet particular needsG．As children grow more adventurous, the risk of injury increases as wellCPR急救步骤：Cardio Pulmonary Resuscitation(心肺复苏)1、评估和现场安全：急救者在确认现场安全的情况下轻拍患者的肩膀，并大声呼喊“你还好吗？”检查患者是否有呼吸。
人教英语必修五Unit5Firstaid教案(5)
Unit5《First aid》教案The 5 Period Extensive ReadingTeaching goals教学目标1. Target language语言目标a. 重点词汇和短语present, put their hands on, ceremony, bravery, towels, pressure, kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outletsb. 重点句式John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.2. Ability goals 能力目标Enable the students to describe the story: Heroic Teenager Receives Award.3. Learning ability goals 学能目标Help the Ss learn how to describe the story in their own words.Teaching important points教学重点Finish the exercises on page 39.Teaching methods教学方法Listening, fast reading and discussion.Teaching aids教具准备A recorder, a projector and a computer.Teaching procedures and ways教学过程和方式Step ⅠRevisionShow the students a slide with some new wordsT: What is the Chinese meaning of them?present put their hands on ceremony bravery towels pressure a number of Ambulance Step ⅡPre-readingThe passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Let the Ss discuss the following scenario (=situation) in groups.T: Now boys and girls, imagine you can hear someone screaming. You find him sitting on the ground, bleeding heavily from deep knife wounds in his hands. What would you do? Will you help him? Will you call the police and ambulance, or whether you perform first aid?After a few minutes, the discussion is over.T: Today we are going to learn a story Heroic Teen-ager Receives Award. Skim the newspaper article and put the events in the correct order in Ex. 1.Five minutes later, check the answers.T: Good. From the answer, we know the main idea of the news. Often we readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason they might read just the headline and the first paragraph. This is because the headline gives readers a clue about the content and the first paragraph gives the most important information. So we should pay attention to the first paragraph. It may give us a lot of information that answers the five “W” Questions: Who? What? When? Where? Why? And also How?Let the Ss read the headline of the newspaper article on p 38.T: What do you think the story is about by reading this headline?S: From the headline, we can guess that the story is about a young man who sets us a good example because he could save one’s life using his knowledge of first aid.Ask students to read the first paragraph and write the following question words on the Bb.T: Now, read the headline and the first paragraph to see if you can find the answer to the 5 W Questions. Who? What? When? Where? Why?Ss: Yes, I can find:Who? — John Janson;What? — was honoured at the Lifesaver Awards;When? — last night;Where? — in Rivertown;Why? — for carrying out lifesaving first aid on his neighbour after a shocking knife attack.T: Right. So we should pay more attention to the head-line and the first paragraph.Step ⅢWhile readingAsk the Ss to read the news from beginning to end. And then listen to the tape and answer the questions.1. What did John do when he heard the screaming?He was studying in his room.2. What happened to Anne?She had been stabbed repeatedly with a knife. She was lying in her front garden bleeding very heavily. Her hands had almost been cut off.3. What saved Ms Slade’s life?It was John’s quick action and knowledge of the first aid that saved her life.4. What first aid did John perform on Anne?John dressed Ms Slade’s in juries with tea towels and applied pressure to the wounds to slow the bleeding.5. What adjectives would you use to describe John’s actions? Give at least three.Brave, heroic, courageous, quick-thinking, quick-minded, helpful, fearless, unselfish, confident Step ⅣDiscussionDivide the class into groups to discuss the issues in Ex. 4. Make the discussions more lively by encouraging the Ss to think of different scenarios such as:1. Do you think John was silly or brave to get involved in the situation? Give reasons.2. Would you have done the same as John? Give reasons.3. Do you think it is worthwhile to take a course in first aid? Give reasons.4. What if the attacker had still been at the scene of the stabbing?5. What if the attacker had gone but had then returned to the woman?6. What if the woman had AIDS?7. What if John had performed first aid on the woman but she died anyway? How would he feel about having tried to help her?Show the above on the screen.T: Now let’s discuss the above questions.The students discuss for 5 minutes in groups and then share their ideas. Encourage the students to express their ideas. Have each group appoint a spokesperson to present their views to the class. Different answers are welcome.Sa: John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.Sb: He was brave: he could have been attacked too, but he didn’t think about his own safty. All he thought about was how to help the victim.Sc: The Chinese saying Saveing one life is better than building up a 7-floor tower. I think anyone who is in that situation should help her....T: From the discussion, we can draw a conclusion that learning first aid knowledge is very important. You can use it to help others, even save one’s life. So try to do first aid before the doctor comes.Step ⅤTaskShow the following passages on the screen. Let the Ss read them and then talk about how to do first aid for drowning.Most children enjoy playing in water in hot summer. It’s messy and noisy and fun. Water can also be dangerous. It’s hard to remember that something so enjoyable can also be deadly. Take the time to protect your children from the dangers of water — a playful friend that can steal their lives in mere minutes. More than 1,000 American youngsters drown each year.Neighborhood swimming poolsAbout 300 children under the age of 5 drown each year in U.S. swimming pools. At the time of the incidents, most victims were being supervised by one or both parents. Nearly 70 percent of the children were not expected to be near the pool when they were found in the water.It takes only a few minutes for a child to drown. More than three-quarters of children who drown at neighborhood pools are missing from sight for less than five minutes. Drowning is also a silent death. There is no splashing to alert anyone that the child is in trouble.The key to preventing these tragedies is to have multiple levels of protection. The following precautions can help keep children safer around swimming pools:Fence it in. Pools should be completely surrounded by fencing material at least 4 feet tall. Chain link works well. A slatted fence should have no gaps wider than 4 inches, so kids can’t squeeze through. Gates should be self-closing and self-latching. The latch should be out of aInstall alarms. If your house is one of the walls of your pool enclosure, doors leading to the pool area should be protected with alarms. In addition, add an underwater pool alarm that sounds when something hits the water. Make sure you can hear the alarm inside the house.Cover it up. A motor-powered safety cover can provide a barrier over the water when the pool is not in use. The cover should withstand the weight of two adults and a child in case a rescue is needed.Choose an above-ground pool. Above-ground pools are much safer than in-ground pools, because the height of the pool serves as a barrier. However, you should remove the steps or lock them behind a fence when the pool is not being used.Teach children to swim. But remember that swimming lessons won’t drown-proof your child. The age to teach children to swim is the same as to ride a bike, age 5. Children under the age of 4 usually aren’t developmentally ready for formal instructions in swimming.Remove toys. Don’t leave pool toys bobbing in the water when no one is using the pool. Children may try to retrieve a toy and fall in.Keep your eyes peeled. Never leave a child un-supervised near a pool. During social gatherings near pools, adults can take turns being the “designated watcher.”Natural bodies of waterSwimming conditions are unpredictable in lakes, rivers and oceans. The depth can change rapidly, as can water temperature, currents and the weather. Murky water may conceal hazards. Follow these tips to be safer:Don’t swim alone. Teach children never to swim alone or without adult supervision.Wear a life jacket. Children should be required to wear a personal flotation device whenever riding in a boat or fishing, even along a river bank. Air-filled swimming aids, such as water wings, are no substitute for a life jacket.Jump before you dive. The first rapid descent into any body of water should be a jump —feet first. Diving into unknown water can result in a smashed skull or a broken neck.Avoid alcohol. Accidents increase with the amount of alcohol consumed. Teenage boys are at highest risk.Beware of thin ice. Drownings can occur in the winter, too. Avoid walking, skating or ridingon weak or thawing ice on any body of water.★Look at the two pictures on the screen. Imagine that you are at the scene. What should you do? What first aid will you perform on the drowning?A possible answer:Your first priority is to get a drowning child out of the water as soon as possible. If she isn’t breathing, place her on her back on a firm surface. Immediately begin rescue breathing, below, and have someone call for help. Don’t assume it’s too late to save a child’s life —even if she’s unresponsive, continue performing CPR and do not stop until medical professionals take over.1. To open your child’s airway gently tilt her head back with one hand, and lift her chin with the other. Put your ear to the child’s mouth and nose, and look, listen, and feel for signs that she is breathing.2. If your child doesn’t seem to be breathingInfants under age 1: Place your mouth over infant’s nose and lips and give two breaths, each lasting about 1/2 seconds. Look for the chest to rise and fall.Children 1 and older: Pinch child’s nose and seal your lips over her mouth. Give two slow, full breaths (1/2 to 2 seconds each). Wait for the chest to rise and fall before giving the second breath.3. If the chest rises, check for a pulse (see number 4). If the chest doesn’t rise, try again. Retilt the head, lift the child’s chin, and repeat the breaths.4. Check for a pulsePut two fingers on your child’s neck to the side of the Adam’s apple (for infants, feel inside the arm between the elbow and shoulder). Wait five seconds. If there is a pulse, give one breath every three seconds. Check for a pulse every minute, and continue rescue breathing until the child is breathing on her own or help arrives.5. If you can’t find a pulseInfants under age 1: Imagine a line between the child’s nipples, and place two fingers just below its center point. Apply five half-inch chest compressions in about three seconds. After fivecompressions, seal your lips over your child’s mouth and nose and give one breath.Children 1 and older: Use the heel of your hand (both hands for a teenager or adult) to apply five quick one-inch chest compressions to the middle of the breastbone (just above where the ribs come together) in about three seconds. After five compressions, pinch your child’s nose, seal your lips over his mouth, and give one full breath.All ages: Continue the cycle of five chest compressions followed by a breath for one minute, then check for a pulse. Repeat cycle until you find a pulse or help arrives and takes over.Step ⅥHomeworkWrite a short description of an accident and how to deal with the injuries in the accident.。
英语人教版选修二Unit 5 First Aid Reading 阅读教学设计教案3份
Unit 5 Period1 Reading and thinking 教学设计The theme of this activity is to learn the first aid knowledge of burns. Burns is common in life, but there are some misunderstandings in manual treatment. This activity provides students with correct first aid methods, so as not to take them for granted in an emergency. This section guides students to analyze the causes of scald and help students avoid such things. From the perspective of text structure and collaborative features, the text is expository. Expository, with explanation as the main way of expression, transmits knowledge and information to readers by analyzing concepts and elaborating examples. This text arranges the information in logical order, clearly presents three parts of the content through the subtitle, accurately describes the causes, types, characteristics and first aid measures of burns, and some paragraphs use topic sentences to summarize the main idea, and the level is very clear.1.Guide students to understand the causes, types, characteristics and first aid methods of burns, through reading2.Enhance students’ ability to deal withburnss and their awareness of burns prevention3.Enable students to improve the ability to judge the types of texts accurately and to master the characteristicsand writing techniques of expository texts.Guide students to understand the causes, types, characteristics and first aid methods of burns, through readingStep1: Lead in by discussing the related topic:1.What first-aid techniques do you know of ?CPR; mouth to mouth artificial respiration; the Heimlich Manoeuvre2. If you get a nosebleed, what should you do ?If I get a nosebleed, I will sit down, tilt my head forward slightly. Don’t let my head back to stop the bleeding. Step2: prediction before reading1.What is the text type?An expository writing2.What kinds of aspects are mentioned in the text?causes of first burns, different types of burns, characteristics of burns, and first aid procedures of burnsStep 3: Read and decide whether the following sentences are true or faulse.1.Your skin gives you protection from many dangerous things.___2. A first-degree burn has this name because it is the most serious.____3.Second-degree burns can be the most painful kind of burn.____4.It is important to use cool water to stop the heat from remaining in the wound regardless of the degree ofthe burn.____5.Putting butter or oil on burns helps because it may reduce swelling and ease discomfort._____keys：T F T T FStep 4: read and answer:Look at the smaller headlines:1. How many topics are talked about?Four.2. What are they?Causes of burnsTypes of burnsCharacteristics of burnsFirst aid treatment3.Why should you put cold water on a burn?Because the cold water stops the burning process, stops the pain and reduces the swelling.4. Why doesn’t a third degree burn hurt?Because in the third degree burn the nerves have been damaged. If there are no nerves, there is no pain.5. Why do you think clothes near burns should be removed?Because bacteria from the clothes could infect the burns.6. 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.Step 5: paragraph reading:Paragraph 1: read para1 and fill in the blanks1. Paragraph one is mainly about the ________ of skin.2. What are the functions of skin?Acts as a ________ against diseases, poisons and the sun’s harmful rays._______________ control body temperature.________________ you from losing water.Give you the _______ of cold, heat or pain and the ______ of touch.keys: barrier; helps; prevent; feeling; senseParagraph 2---the last but one paragraph,solve the following questions:1.What are the causes of burns?hot liquids; fire;radiation;the sun;electricity;acids;or other chemicals2.How many types of burns are there?There are _____ types of burns, which are called the first, second and third ______ burns, depending on which_____ of the skin are burned.keys: three; layers; degree3.What are the characteristics of each burn?First degree burns:affect only the ____ player of the skin.(top)dry, red and mildly _____________ painfulturn ____ when pressedkeys: swollen; mildly; whiteSecond degree burns:affect both the ___ and the ______ layer of the skin. (top ;second)______, red and swollen_____________ surface_________ painfulkeys: rough; blisters; watery; extremelyThird degree burns:affect all _____ layers of the skin and any tissue and organs ______ the skin.(three; under)black and white and the tissue __________can often be seen.swollen; often _____ under them can be seenlittle or no _____ if nerves are damaged;may be painful around _____ of injured areakeys:underneath; tissue; pain; edgeStep 6: HomeworkFind more about the methods of dealing with burning, scalding and burning that are not mentioned in the text, querythe information after class, form a report and show it in the next class.Unit5 First Aid for Burns ReadingTeaching 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 Points How 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. Teaching aidsThe multi-media Blackboard designUnit5 First AidPart 1 purspose of skin:( protect,keep,prevent,feel,give )Part 2 Causes of burns:( hot lipuids,steam,fire,radiation,the sun, electricity,chemicas ) Part 3 Types of burns:( 1st degree burn,2nd degree burn,3rd degree burn )Part 4 Characteristics of burns:( mildly swollen,extremely painful,tissue can be seen ) Part 5 Treatment for burns:( take off,cool,place,dry,cover,keep,get )Teaching proceduresStep1. Lead-inLead-in by seeing a picture about a little girl pulling boiling water onto herself then students are asked to answer 3 questions. Of the3 questions, answer to question 3 comes from the text.Step2. 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?How will her mother deal with the burn?Step3. Fast readingLet the Ss read the passage fast and then find out the answers to the questions 1. What does the passage tell you about? It tells us the purpose of skin , causes, types, characteristics of burns and first aid treatment for burns.2. In which order are these topics covered in the text? Number them from 1 to 5.__3__ the three types of burns__5__ what to do if someone gets burned__1__ the purpose of skin__4__ the symptoms of burns__2__ how we get burnsStep4. Detailed readingI: Read the text again and then find out the main idea of each part: Part1. The purpose / function of skin: ( pretect,keep,prevent,feel,give )Part2. Causes of burns: ( hot liquids, steam, fire, radiation, the sun, electricity, chemicals )Part3. Types of burns: ( First , Second , and Third degree burns )Part4. Characteristics of burns:( mildly swollen,extremely painful,tissue can be seen ) Part5 First aid treatment:( take off,cool,place,dry,cover,keep ,get )II: Listen to part 5 and fill in the following blanks:1. __Take off____ clothing and jewellery near the burns.2. __Cool____ the burns with cool water.3. ___Place___ cool, clean ,wet cloths on the burns.4. ___Dry___ the burned area gently.5.___Cover___ the burned area with a dry ,clean bandage.6.___Keep___ the burned area ___higher___ than the heart, if possible.7.___Get___ the victim __to__the doctor or hospital, if possible.III: Listen to part 5 again and tell the following statements are true or false:1) Take clothing off the burned area if it is stuck to the burn （ F ）2) Don't put cold water on third degree burns. （T ）3) Cover the burns with a dry ,clean bandage that will not stick to the skin.（T ）4) Put butter ,oil or ointments on the burns as soon as possible. （F ）5) If the burns are on arms, keep them higher than the heart. （T ）6) It is not necessary to take the injuries who are second or third degree burns to the doctor or hospital at once. （F ）IV: Answer the questions1.Why should you put cold water on a burn?Because the cold water stop the burning process, stop the pain and reduces the swelling.2.Why doesn’t a third degree burn hurt?Because in a third degree burn the nerves are damaged. If there are no nerves, there is no pain.3.Why do you think clothes and jewellery near burns should be removed?Because this may break any blisters and the wound may get infected.4. If someone has a third degree burn, why might you see tissue?Because these affect all three layers of the skin and any tissue and organs under the skin.Step5. Reviewing According to what we saw,read and listened,review the passage within 3 minutes.Step6. Disscussion Someone fell into the river and was drowned. If you were on the spot, what would you do before a doctor came?Step7. Sum-up Life is precious1. We should care about others and ourselves, and help people in an emergency.2. Try our best to give them effective first aid if they are in danger. Work in pairs to act out how to place an emergency call for helpStep8. Homework1. Remember the new words and expressions of this unit.2. Read the text over and over again ,and find out the new phrases and difficult sentences in the text.。
人教版 Book5 Unit5 first aid 教学设计
人教版 Book5 Unit5 first aid 教学设计XXX and ask them to share their XXX.Step 2 While-reading:First。
the teacher can ask students to skim the text quicklyand find out the main idea of each paragraph。
Then。
the teacher can guide students to read the text carefully and underline the key points。
After that。
the teacher can ask some XXX understanding。
such as “What should you do if you encounter a wild animal?” or “Why is it XXX?”Step 3 Post-reading:XXX their learning。
the teacher can ask students to work inp airs or groups and discuss the following ns: “What did you learn from the text?”。
“How can we protect wildlife?”。
“What can we do if we encounter a wild animal?”。
etc。
Then。
the teacher can invite some students to share their ideas with the whole class.五、教学评价XXX XXX students’ performance based on their n in class n。
XXX。
教案人教版必修五第五单元-First-aid-(reading)阅读课教案
人教版必修五第五单元First aid (reading)阅读课教案一．教材分析随着现代社会日益工业化进程的加快,各种事故发生的潜在危险系数也在增加。
很多时候如果我们能了解一点急救常识对于事故中的他人和自己都是非常有利的,有时候甚至能挽救宝贵的生命。
这个单元是以First aid为话题,旨在通过单元教学使学生了解相关急救知识。
具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。
语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。
二．学情分析鉴于高二的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过课本获取更多的知识和信息，我将引导学生自主参与学习、交流合作,注重学生实际与课文主题的结合，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法。
实现阅读能力与表达能力的提高。
三．教学步骤1.教学目标(1)知识目标：A. 帮助学生掌握重点词汇及短语。
（first aid fall ill skin organ barrier essential layer poison complex variety liquid mild mildly heal electric shock swell swollen scissors unbearable watery squeeze out over and over again bandage blouse in place）B. 引导学生阅读文章，并掌握烧伤的急救方法。
(2) 能力目标：A.引导学生用不同的方法阅读文章，从而提高学生的阅读能力。
B.帮助学生了解烧伤，掌握烧伤的急救方法。
(3)情感目标：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。
高中英语必修五：Unit5+First+Aid+教学设计方案.doc
精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
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Unit 5 First Aid
----Reading 部分教学设计
一、教材分析
本单元的中心话题为“急救”，具体涉及生活急救常识，即在一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。
语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。
“热身”（Warming up）部分呈现了急救的定义，并要求学生讨论六幅画里出现的紧急情况及应采取的急救措施。
“读前”（Pre-reading）以图片带出“烧伤”的主题，要求学生讨论“烧伤”情境下应采取的急救措施。
“读前”为“阅读”部分进行了预热和铺垫。
“阅读”（Reading）介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应采取的急救措施。
这个部分脉络清晰，因此可以把重点放在提高学生快速查阅能力上。
“理解”（Comprehending）部分设置了四个与阅读相关的练习。
首先是对课文内容的排序，其次是通过烧伤症状确定烧伤种类，再次是判断所采取的急救措施的正误，最后是与课文内容理解相关的问题。
“语言学习”（Learning about language）部分的“Discovering useful words and expressions”包括词性转换与填词练习，涉及的词汇均与单元主题“急救”相关；“Discovering useful structures”部分以与“急救”相关的句子呈现语法内容“省略”，操练的句子大多与“急救”相联系，并通过简化（划掉累赘部分）和还原（写出划掉词语）巩固学生对“省略”用法的掌握。
“语言运用”（Using language）部分包括读、讨论、听、说与写。
阅读与讨论部分以一个真实的故事突出急救的重要性，并通过学生的自主讨论达到真正的领悟；听、说、写部分以急救常识训练学生的听、说、写技能。
“小结”（Summing up）部分要求学生对急救常识（包括烧伤急救）、词汇、省略及如何发出、书写指令进行自评，以明确已掌握的和未掌握好的。
二、教案制定
第三、板书设计
第四、教学总结和反思。