必修五unit-5 first aid 集体备课

人教版高中英语必修5《Unit 5 firs t aid》教案2篇Teaching plan of unit 5 first aid人教版高中英语必修5《Unit 5 first aid》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修5《Unit 5 first aid》教案2、篇章2：人教版高中英语必修5《Unit 5 first aid》教案篇章1:人教版高中英语必修5《Unit 5 first aid》教案一、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。

英语：Unit5《First aid》教案（5）（新人教版必修5）一、教材分析1．课本内容分析本单元的中心话题为“急救”，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。

“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）部分脉络清晰，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。

“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。

人教版必修五Unit5《First aid》教案（7The Second Period ListeningTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语unconscious, emergency number, reach cupboard, involve, stress and intonationb. 重点句式So far we’ve looked at first aid treatments for burns, bleeding, choking ...Stop him from running around as that makes clothes burn faster.2. Ability goals能力目标Enable the students to listen for details and catch the specific information of first aid as much as possible.3. Learning ability goals 学能目标Help the Ss learn how to do rescue breathing by listening task.Teaching important and difficult points教学重难点Listen to the three materials about a first aid quiz and an emergency phone call and the instructions for rescue breathing, then choose the correct answers.Teaching methods教学方法Listening and cooperative learning.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures and ways教学过程与方式Step Ⅰ RevisionHelp the Ss to check their homework on page 74. The students’ textbooks should be closed.T: Last class we learned some knowledge of first aid. Here I’d like to do a quiz about first aid. Do this first aid quiz in groups. Give reasons for your answers. Mary, which person would you help first?Read the multiple choices from A to D.S: C. Gao Yuan who is on the ground without breathing. He is in greater danger of dying than the others because he is not breathing. He needs rescue breathing to start his breathing again.T: When you are carrying out rescue breathing, where do you check for a pulse? Here are four answers.S: A. The easiest place to check for a pulse is on either of the carotid arteries, which run down both sides of the neck....Help the Ss to do the quiz.Step Ⅱ ListeningPre-listeningT: Before listening, let’s learn some difficult words and phrases. Read them and tell me the Chinese meanings.unconscious; emergency number; reach cupboard; involve; stress and intonationShow the following questions on the screen.Have you ever had to phone an emergency number? Do you know what telephone number youwould call in a medical emergency?What telephone number you would call in a fire emergency?And what telephone number you would call in a police emergency?Let the Ss discuss these questions. Give some necessary help.Ss: 120 is the emergency phone number for the ambulance;110 for police station;119 for fire station.T: OK. When we make an emergency call, what should we pay attention to? Yes, we should re-member to tell where we are, what happened, the telephone number etc. Now, we are going to listen to an emergency phone call. Listen attentively and get the general idea.ListeningPlay the tape twice. And then ask the Ss some questions.T: What can you hear in the listening?S: The listening presents an emergency phone call in which a woman is asking for an ambulance for her daughter who has had an accident.T: I play it the second time; you need to fill in the blanks. While you are listening, you’d better make notes of the listening points. Listen to the conversation and complete the table on page 69, pay attention to the key words.Check the answers.Make the Ss understand all the four questions. Play the tape and ask them to answer the questions in pairs. And then check the answers with the whole class.T: Can you remember the phrases the operator used to try and make Mrs Grant feel more relaxed? S: Now calm down; Now take a deep breath.T: Are there any other phrases you didn’t understand?...Play the tape again and help the Ss to deal with the difficulties.Step Ⅲ Listening ( P73)Pre- listeningT: Now let’s go on to do another listening practice. Please turn to page 73. Here are some pictures of how to do rescue breathing. We call the way CPR. What do you think rescue breathing is?S: Rescue breathing is when you help someone who has stopped breathing to start breathing again. While listeningT: Listen to the instructions for rescue breathing, number the boxes for the correct order. Write an instruction under each picture. Now discuss the order in groups. Number the boxes to show the correct order of the pictures. Write an instruction under each picture.Ss: 7-5-2-4-8-6-1-31 check if conscious2 put into recovery position3 clear airway4 check if breathing5 blow into mouth and watch for breathing6 check pulse7 continue rescue breathing8 put into recovery positionPost-listeningT: Now let’s look at the pictures, can you use them as guide to tell each other how to do rescue breathing.Ss: 1. We should call for help, then check whether unconscious.2. We should put the person into the recovery position.3. We may clear anything in the airway.4. Then we should check for breathing.5. Blow into mouth using the mouth- to- mouth method.6. Check pulse.7. We should continue breathing at 15 breath a minute.8. At last when the person breaths again, put him/her in the recovery position.T: Yes, you are right. Rescue breathing is very important in our daily life. I hope one day when you need it, you can use it well.Step Ⅳ Listening (P39)T: Besides the rescue breathing, there are other ways to do first aids. Now, let’s learn more about first aid. Turn to page 39. Here is a quiz. While you listen to it, you don’t need to catch every detail. Only focus on the topi cs. Let’s listen to it and answer the questions. What topics does the teacher ask questions about? Circle the correct ones.Check the answer with the classmates. Ask some students to answer.Step Ⅴ Homework1. Search more information about first aid on the Internet.2. Prepare for reading: FIRST AID FOR BURNS.。

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.。

Unit 5 First Aid教课方案2(HEROIC TEENAGER RECEIVES AWARD<PART 2>) IntroductionYou are advised to lead in by talking about a teenager. Then help students with their reading of HEROIC TEENAGER RECEIVES AW ARD. Translation of the text into Chinese is proposed. Objectives■To help students make use of what they learned in this unit in communication■To help students use the language by reading, listening, speaking and writing Procedures1. Warming up by talking about John Janson.Do you know John Janson? Do you know the Lifesaver Award?2. ReadingStep 1 Skimming the newspaper article1.Read the headline： What is the story about?2. Read the first paragraph and fill in the chart.Who John JansonWhen Last nightWhere RivertownWhy carrying out first aid on a neighborwhat honored at the Lifesaver Awards3.Put these events in the order that they happened._4_ The attacker ran away._1_ Anne was attacked and started to scream._6_ John performed first aid on Anne_2_ 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.4. Answer the questions1)What was John honored for?2)What did John do when he heard the screaming?3)What happened to Anne?4)What saved Ms. slade ’ s life?5)What first aid did John perform on Anne?6)What adjectives would you use to describe John’ s actions?Step 2 Discussion1.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 reasons3.Do you think it is worthwhile to take a course in first aid? Give reasons.Step Three Language study1.John was presented with hisT: Please open your books to Page 39.The first aid teacher is testi ng her students’ knowledge of first aid. What topics does the teacher ask questions about? Circle the correct ones from the box.T: Now let’ s cometothe second part of this exerci se. You can see four pictures there. Look atthese pictures, and match each picture with a topic listed in question 1 above.T:Next I ’ d like you to work in pairs, and use the pictures aboveot help you to give your partner firstaid instructions for each situation. Then I ’ ll ask you to perform your preparations to the class. Givethe students two to three minutes for them to prepare, and then ask several groups to the front to act out their diT:In the box of Exercise 1, there is an item called bruising, do you know what is?T: From the Internet we can find some articles about bruising.If the Internet is not available, the teacher can show the following passage to the students.Step 5 WritingT: Next I would like you discuss whether you think it is worthwhile to take a course in first aid.S:...T:Just now many of you think it is worthwhile to take a course in first aid. But there is no such course in our school. Do you want to persuade our headmaster to add this course to our curriculum?S:Yes.T:I ’ m very pleased to hear thatNow. I hope you to write a letter to give your suggestions to our headmaster about this.Example:Dear Headmaster:I am a student from Class 1, Grade 2.This week in our English class, we are learning a unit about first aid. In the course of learning this unit, we get to know that every year there are many people who get hurt or even killed because of some unexpected accidents. After discussion and searching the Internet, we think if we can learn some general knowledge at school, we can get some basicskills to save people’ s life as well as that of ourselves in theSofuturewethink. that it is important and necessary to have this kind course in our schoIt ’ s a pity that we have no such course in our schoolBut. we think that course on first aid not only can bring us knowledge but also can encourage our willingness to help others, and this is theGiven these reasons we think that the course of first aid is good to our students as well as to the whole society.Students of Class 1, Grade 2 Step 6 Homework1. Search the Internet for some information about the safety in gymnastic training and then write。

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。

人教版高中英语必修5《Unit5firstaid》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。

Unit5 First AidStepⅡ. Present 6 pictures and ask1.What has happened?2.How to deal with it?StepⅢ.Talk about the picture and answer the questions.1.What has happened to the little girl?2.What can we do to help her?StepⅣ. Fast readingRead the text quickly and finish the task: In which order are these topics organized in the text? Number them from 1 to 5.____ the three types of burns____ what to do if someone gets burned____ the purpose of skin____ the symptoms of burns____ how we get burnsStepⅤ. Detailed readingRead Part 1 and write down the purpose of skin:1〕Protect you against , and;2〕Keep you or ;3) Prevent you from ;4) Give you .Read Part 2 and find out the causes of burns.You can get burnt by : ________________________________________ 认真观察，各小组积极发言StepⅣ快速限时默读4’，理解文章分段及大意StepⅤ1.听录音，填写。

2.仔细阅读，从课文中找出关键词，培养学生查找kettle, steam pour out ofRead Part 3 and find out some information about types of burns.There are _______ types of burns depending on which _______ are burned._______________ affect only the _____ layer and should feel better within _______________.________________ affect both the _____ and the_______ layer. These burns are _______ and take ______________ to heal.________________ affect all ______ layers and any ______ and ______ under the skin. They are very _______ injuries and the victim must go to a ________at once.Read part 4 carefully, match the types of burns with the pictures and answer some questions.Types of burns CharacteristicsExtremely painfulRead part 5 carefully. Do you know why:1.Why should you put cold water on a burn?_______________________________________________________2.Why doesn’t a third degree burn hurt?_______________________________________________________StepⅤ.DiscussionStepⅥ.Summary 细节的能力。

人教版高中英语必修5教案 Unit 5: First Aid一、教学目标1.掌握本单元的重点单词和短语，并能正确运用于实际生活中；2.能够通过阅读和听力理解有关急救和事故处理的文章，并能够从中获取关键信息；3.培养学生的合作意识和团队精神，通过小组讨论和合作实践，提高学生的自主学习和解决问题的能力；4.培养学生的英语口语表达能力和写作能力，通过角色扮演和写作练习，提高学生的语言运用能力和思维能力；5.通过跨学科的学习，培养学生的综合素质、创新思维和实践能力。

二、教学内容本单元主要内容包括以下几个方面：1.单词与短语：emergency, victim, conscious, unconscious, ambulance, injury, bandage, sprain, bleed, wound, choke, etc.2.语法：被动语态的使用；3.阅读理解：阅读有关急救和事故处理的文章，提高学生的阅读理解和信息获取能力；4.听力训练：通过听取录音材料，提高学生的听力理解能力和听写能力；5.口语表达：通过角色扮演和小组讨论，提高学生的口语表达能力和思维能力；6.写作训练：通过写作练习，培养学生的写作能力和文化意识。

三、教学过程第一课时1.温故知新：通过复习上一单元的重点单词和短语，引入本单元的话题，并激发学生的学习兴趣。

2.导入新课：介绍本单元的学习目标并让学生做预测，激发学生的学习兴趣和学习动力。

3.新课讲解：通过教师讲解和多媒体展示，讲解本单元的重点单词和短语，并进行例句的讲解和练习。

4.学习活动：分组进行单词和短语的拼写和运用训练，培养学生的团队合作和解决问题的能力。

5.拓展延伸：通过课堂讨论和小组展示，让学生拓展和延伸本单元的话题，培养学生的思维能力和创新能力。

第二课时1.温故知新：通过复习上一课的重点单词和短语，引导学生回忆上节课的内容，并复习被动语态的用法。

2.导入新课：通过展示一段有关急救的视频，激发学生的学习兴趣和对急救知识的关注。

阅读语篇教学设计FIRST AID FOR BURNSTeaching procedures （40min）I. Lead-in（5min）Ask students to look at the picture of Pre-reading and give the answers to Exercises1&2 and what they should do. Give students some burns numbers to showthe importance of learning some knowledge of burns.设计意图：利用图片创设情境，导入主题，激活学生对烧伤的认知。

Show students learning objectives: 1. to know more about the words and expressions of FIRST AID FOR BURNS; 2. to improve the abilities of reading; 3. to learn how to treat different types of burns.设计意图：展现本节课学习目标，指导学生抓住本节课重点。

Play a game to finish the first learning objective. Divide the whole class into 6 groups. Which group gives the right meaning of the words, and which group will get 1 point.设计意图：通过小组PK形式进行词汇检测，在阅读前，扫清阅读障碍。

II. Reading （24min）Step2 : Scanning（10min）Ask students to read paragraph1&2, functions of skin and causes of burns, in 5 minutes and finish Task2.Task2: Read para.1&2 and then answer the question➢Functions of skin:What are the functions of skin?A. Protect you against disease, poisons, and the sun’s harmful raysB. Keep you warm or cool and prevent your body from losing too much waterC. Give you your sense of touchD. All of A, B and CSuggested answer: D➢Causes of burns:________;________;________;________;________;________;________Suggested answers: hot liquids, steam, fire, radiation, the sun, electricity, chemical Ask students to read paragraph3&4, types of burns and characteristics of burns, in 5 minutes and label these pictures first, second and third degree and then match its characteristics.Task3: Read para.3&4 and then finish the task3➢ Types of burns:Suggested answers: second degree burns, first degree burns, third degree burns ➢ Characteristics of burns:Suggested answer: 213设计意图：训练学生根据问题的关键词，快速获取课文信息的能力。