【高二英语】新人教版必修五UNIT5 FIRST AID FOR
BURNS说课稿（共3页）
Unit 5 First Aid for Burns 说课稿
Lesson Plan Interpretation
Unit5 First Aid for Burns(Reading)
The status and the function
The New Course focuses on the Ss’ abilities to gather information; deal with information; solve problems and the abilities to think and express in English. The passage is the third period of the unit. In my opinion, it is very important for the Ss to learn because it helps Ss a lot in getting the abilities mentioned above. It first introduces the importance of the skin to our body, then introduces types of burns, characteristics of burns and certain steps of first aid treatments. It is hoped that through the passage, the Ss will know how to perform first aid procedures for burns and do first aid calmly during an emergency.
About the Ss
As Senior2 Ss, they are at different levels of English fluency, some of them have lost interest in English. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.
Teaching goals
一. Knowledge goals
To master the important words and sentences patterns of this unit through this period: injury, bleed, organ, poison, swell, damage, wound, mild, squeeze, symptom, etc.
二. Ability goals
Enable the Ss to have the ability to use what they’ve learnt to do first aid treatment for burns
correctly and make a first-aid-kit.
Let the Ss learn the reading skill of getting the main idea of each part and each passage 三. Moral goals
Increase the Ss’ awareness of the importance of knowing about first aid.
Key teaching points and difficult points
1. How to help the Ss have the ability to use what they’ve learnt
to do first aid treatment for burns correctly.
2. How to improve the Ss’ reading ability.
3. How to grasp the main idea of each paragraph / part & each passage.
Teaching methods
Task-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.
Teaching aids
Multi-media, a first-aid-kit, the contents of a first-aid-kit
Teaching procedures
Step1. Lead-in
Step2. Pre-reading
Step3. Fast reading
Step4. Detailed reading
Step5. Words competition
Step6. Making a first-aid-kit
Step7. Role play
Step8. Summary
Step9. Homework
Step1. Lead-in
I’ll lead-in the passage by telling the Ss a story to attract their interest first, meanwhile, teach them the new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid by using brainstorming to check their vocabulary Step2. Pre-reading
The pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.
Step3. Fast reading
This task is to check the Ss’ skimming ability. The purpose is to let the Ss get the main idea of the
passage and what the text is about.
Step4. Detailed reading
Ask the Ss to finish the following 5 Exx. by using competitions.
I’ll divide the Ss int o 4 groups. If a student can answer the question
correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he’ll be confident and they’ll surely become more enthusiasm in learning English. These Exx are designed from the easiest one to the most
difficult one for different levels’ Ss. The purpose is to the Ss’ reading comprehension.
Step5. Words competition
This is a task-based activity by continuing the competition to check the Ss’ words spelling. The
task is so easy that all of the Ss will show interested in it. So they can learn the words easily.
Step6. Making a first-aid-kit
This is also a task-based activity. It is to let the Ss know what is included in a first-aid-kit. I’ll ask
them to make a first-aid –kit after class and show me theirs the next day. The activity not only let the Ss learn knowledge but also develop their abilities. That is, when dealing with an emergency, the Ss can use the contents in the first-aid-kit, they can also have the abilities to act, learn to survive, and be self-preservation.
Step7. Role play
This is an interesting task-based activity. The task is to develop the Ss’ abili ties to speak and express in English and their reaction.
The purpose is to train the Ss to prepare for an emergency before it happens.
Step8. Summary
From the passage, the Ss will have a clear idea about First Aid for Burns and they can do first aid treatment for burns correctly. They also learn to make a first-aid-kit and place an emergency call for help. Through the passage, the Ss’ thinking ability and acting ability are improved. At last, they will be told to remember the following: While making the summary, I’ll play a background music to match it. The purpose of the step is to
increase the Ss’ awareness of the importance of knowing about first aid.
Step9. Homework
The passage doesn’t contain enough information for the Ss to do
first aid for others, so they are asked to search as much information as they can about first aid on the Internet.
After class, I’ll also ask the Ss to think of the following:
The passage is a medical science and language. The Ss not only learn language in it, but they also
learn some abilities. So we can’t only consider a passage a language passage. We can’t only learn a passage by learning it.
Blackboard design
At last, let me show you my blackboard design: The title is in the middle, on the left side is some
important words and expressions, and then on the left of it is the result of the competition.
The Blackboard Design is to let the Ss have a clear idea to get the vocabulary of accidents and first aid and what kinds of headings are also the main idea of each part.
高中英语语法
组成句子的各个部分叫句子成分。英语句子成分有主语，谓语，表语，宾语，宾语补足语，
定语，状语等。
顺序一般是主语，谓语，宾语，宾语补足语，而表语，定语，状语的位置要根据情况而定。
1、主语
主语表示句子主要说明的人或事物，一般由名词，代词，数词，不定式等充当。
Helikeswatch'ingTV.他喜欢看电视。
2、谓语
谓语说明主语的动作，状态或特征。
1)，简单谓语
由动词(或短语动词)构成。
可以有不同的时态，语态和语气。
Westud'yforthepeo'ple.我们为人民学习。
2)，复合谓语:情态动词，不定式
Icanspeakalit'tleEng'lish.我可以说一点英语。
3、表语
表语是谓语的一部分，它位于系动词如be之后，说明主语身份，特征，属性或状态。一般
由名词，代词，形容词，副词，不定式，介词短语等充当。
Mysis'terisanurse.我姐姐是护士。
4、宾语
宾语表示动作行为的对象，跟在及物动词之后，能作宾语的有名词，代词，数词，动词不定
式等。
WelikeEng'lish.我们喜欢英语。
有些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直
接宾语。
Hegavemesom'eink.他给了我一点墨水。
有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。如:
Wemakehimourmon'itor.我们选他当班长。
5、定语
在句中修饰名词或代词的成分叫定语。
用作定语的主要是形容词，代词，数词，名词，副词，动词不定式，介词短语等。形容词，代词，数词，名词等作定语时，通常放在被修饰的词前面。
Heisanewstu'dent.他是个新生。
但副词，动词不定式，介词短语等作定语时，则放在被修饰的词之后。Thebikeintheroomismine.房间里的自行车是我的。
6、状语
修饰动词，形容词，副词以及全句的句子成分，叫做状语。用作状语的通常是副词，介词短语，不定式和从句等。状语一般放在被修饰的词之后或放在句尾。副词作状语时可放在被修饰的词前或句首。
HelivesinLon'don.他住在伦敦。
7.补语用来说明宾语或主语所处的状态或正在进行的动作，因为英语中有些动词加宾语后意思仍然不完整，如:make(使...),ask(请)等等。如果我们说:我们使我们的祖国。这不是一句完整的话。应该说:我们使我们的祖国更美丽。这是的“美丽的(beautiful)”为形容词做补语，说明祖国的状态。英语句子为:We will make our country more beautiful.作补语的词或词组为:形容词，副词，名词，不定式，ing形式，数词等。
句子的类型:
1.主语+谓语
2.主语+谓语+状语
3.主语+谓语+宾语
4.主语+系动词+表语
5.主语+谓语+间接宾语+直接宾语
6.主语+谓语+直接宾语+间接宾语
7.主语+谓语+宾语+宾语补足语