Unit5深度学习单元设计之听力设计

Unit 5 First aid教学设计ListeningTeaching materialsListening on page 69，39，73Target languagea. Key words and phrases:unconscious; emergency number; reach cupboard; involveb. Communicating expressions:We/You should/ ought to …Please do…Make sure…You must/have to/ought to…You must never…You ought never to…Ability goalsEnable the students to listen for details and catch the specific information as much as possible.Learning ability goalsEnable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials.Teaching methodsListening and cooperative learning.Teaching important and difficult pointsHow to make sure the answers of listening material;Talk about the first aid of different situations after the listening. Teaching aidsA recorder and cassette tapes, a projector, and a computerTeaching procedures and waysStep1 BrainstormingT: Now try to think about some information needed to make an emergency phone calltelephone numberaddress name of caller information needed to makean emergency phone callnumber of people involved what has happenedStep2 listening on P69T: OK. Let’s listen to the tape. The first time I play it, you should listen to it attentively and get a general idea to fill in the blanksSlide show.Listen for the second time and answer the following questions.1. Do you think that Mrs. Grant should have rung the emergency number or should she have just taken her daughter to the doctor? Give reasons for your answer.2. How do you think Mrs. Grant was feeling when she made the phone call?3. Why do you think the operator was speaking so slowly and calmly?4. What would have happened if Mrs. Grant had hung up the first time she said goodbye?5. What would have been a safer way for Mrs. Grant’s daughter to reach the cupboard?Keys:1. In this situation, the best thing to do was to ring the emergency number. The daughter’s leg would have been very painful and become worse if the mother had tried to move her. Also, the daughter was unconscious and Name of callerSarah Grant Telephone number6161 9486 Address12Loft Street,Eaist Horton What has happenedMrs. Grant's daughter fell from a table and maybe has broken her leg. She hit her head and is unconscious. Number of peopleinvolvedOne(Mrs. Grant's daughter)you shouldn’t move an unconscious person.2. She must be very worried, concerned, nervous, and anxious, in a panic, terrified, and upset.3. To try and calm Mrs. Grant down, if she also spoke quickly Mrs. Grant could become even more upset, to make her clearly understood.4. S he would not have known where to go as she hadn’t given her address.5. It would have been safer to use a ladder, especially if the mother had held onto it.Listening materialAn emergency callMrs. Grant (G) is a mother. Throughout the phone call she is panicky and speaks fast because she is so anxious. The operator (O) always remains calm and speaks in moderately slow, measured tonesMrs. Grant (G) is ringing the emergency number. Her daughter has had an accident in the kitchen and is unconscious. Listen to the phone conversation with the operator (O).O: Emergency. Can I help you?G: You’ve got to help me----my daughter’s had an accident. I don’t know what to do.O: Now calm down. Tell me your name and phone number- phone number- -----slowly.G: Ummm… Sarah Grant. Oh, you’ve got to send an ambulance now. O: Yes, I will. Now take a deep breath and tell me your phone number. G: Yes, yes…61619486.O: Good. Now tell me what’s happened.G: Well, my daughter was standing on a table in the kitchen and was reaching up to the top cupboard and she fell. Now she’s on the floor.Her leg lo oks strange …maybe it’s broken. And she hit her head---she’s unconscious. I’ve shouted at her but she won’t wake up. Oh, please hurry. O: Yes, we will…G: Oh thank you, thank you. Goodbye…O: [interrupts] No, no, don’t hang up--- we need your address.G: O h, sorry, I’m just so worried. It’s 12 Loft Street, East Horton.O: Right. The ambulance is on its way.G: Thanks so much. Goodbye.O: Goodbye.Step3 DiscussionSlide show1. What should you do if you find a person who has stopped breathing? start his breath at once2. What do you think is the best thing to do to make a person breathe again when he cannot breathe?mouth-to-mouth wayStep4 Listening on p73Slide showListen to the tape, and number the pictures. Write an instruction under each picture.1. Check whether unconscious.2. Put into recovery position.3. Check and clear airway.4. Check for breathing.5. Blow into mouth.6. Check pulse.7. Continue rescue breathing at 15 breaths a minute.8. When breathing again, put in recovery position.Listening materialA first aid teacher is giving a lesson on rescue breathing.Before you do rescue breathing, first you have to check whether the person is unconscious. Is it OK if I use you to show everyone, Lucy? Thanks.Lie on the floor, Lucy, close your eyes and pretend to be unconscious. I’m going to try to get her to respond to me. Are you OK? What’s your name? open your eyes. Gently shake her by the shoulder. If she doesn’t respond, she’s unconscious.Now put her in this position----it’s called the recovery position. Firstplace her arm straight out on the ground and bend her other arm across her chest. Like this. Bend the near leg up. Then roll her away onto her side.Tilt her head backwards and turn her face down-wards a bit so that any liquid can run out of her mouth and her tongue can fall forward. Check that the airway-----the passage from the mouth to the lungs---is open. So clear anything away from the inside of the mouth with your finger. Now check for breathing. See whether her chest is rising and falling.Also place your cheek close to her face and listen and feel for air coming from the nose and mouth.Let’s say Lucy is not breathing. Now you have to start rescue breathing. Roll her onto her back and tilt her head back. Squeeze her nose with your fingers to stop air coming out of it. OK Lucy you can get up now. I’ll do the rest on the dummy.Place your mouth completely over the victim’s mouth. Keep her head tilted and blow into her mouth for one and a half to two seconds. Watch her chest rise and then fall.Take another breath and blow into her mouth again. Next, check her pulse on the side of her neck. If there is a pulse, check her breathing and if there’s still no breathing, continue the rescue breathing at 15 breaths a minute.After about one minute, check the pulse and breathing again. Continuethis process until the victim begins to breathe on her own or medical help arrives. When she’s breathing on her own again, put her in the recovery position. Now, if there isn’t a pulse, you have to…Step5 Listening on P391. What topics does the teacher ask questions about? Circle the correct ones.burning clothes broken bonesbleeding chokingsnake bites nose bleedssprained ankle Bruising2.Match each picture with a topic listed in question 1 above. Instructions of the four situations:Sprained ankle:Tied with medical bandage and avoid walking with the injured ankle. Use ice bag for removing pain and bleeding, and also not influence our own body healing.Burning clothes:Use a blanket to put out fire on the body.Remove clothing from burned area. Use running water to cool down. Sent for a doctor.Nose bleedsStay calm. Breathe through the mouth, not the nose. Sit up and bend thehead slightly forward. Pinch捏both nostrils鼻孔shut using a thumb and forefinger. Spit out any blood that collects in the mouth.ChokingMake him /her spit by patting him/her on the back. To avoid this, we shouldn’t talk or laugh when eating.Listening materialA first aid quizThe first aid teacher (T) is testing her students’ knowledge of first aid. Listen to her questions and her students’ answers.T: So far we’ve looked at first aid treatments for burns, bleeding, choking, snake bites, nose bleeds, bruising and sprains.Be fore we learn about broken bones, let’s see just how much you can remember. OK…Let’s say that Peter has a bloody nose. What should he do…Sarah?Sarah: Sit down and bend forward slightly. Squeeze his nose just below the bridge until the bleeding stops.T: Why should he lean forward?Sarah: So he gets the blood all over the floor instead of on his clothes. [everyone laughs]T: Very funny, Stuart. Rachel?Sarah: So the blood runs out of his nose and not down his throat. If you swallow blood you might be sick.Everyone: [lots of groans of mock disgust]T: That’s right. OK, next situation. What should you do if someone’s clothes are on fire? Sam?Sam: Stop him from running around as that makes clothes burn faster. Tell him to drop to the ground and then wrap him up tightly in some heavy cloth—wool is best.T: And then what?Sam: Roll him along the ground until the fire goes out. Then treat him for burns.T: Good. OK, what about this one? What if your friend has got a piece of food caught in his throat and he’s ch oking? What would you do? Gary? Gary: Nothing. But if he can’t cough, I’d bend him forwards and give him four quick, hard slaps between the shoulder blades with my hand. T: Yes, that might make him cough the food out. Now, Stuart, what if Ben badly sprained his ankle when playing soccer?Stuart: I’d say great—he’s a terrible player any-way! No, seriously, I’d get him to sit down and then put some ice on his ankle to reduce the swelling. I’d get him to put his foot up on a chair. Then I’d bandage his ankle up firmly.T: Great. Now let’s talk about snake bites. What if a snake bites you? Sarah: Bite it back! [everyone laughs]T: Thank you, Stuart. [said with amused tolerance]The first thing to remember is [fade out]Step6 HomeworkWrite a dialogue according to the talking Ex. on p69.。

Unit 5 First aid教学设计ListeningTeaching aims and demands:1.Words and expressions:bleeding, choking, bite, bruise, sprain ankle2.Improve the students listening skill.3.Enable the students to listen for details and catch the specific information of first aid as much aspossible.Teaching important points:Improve the students listening skill.Teaching difficult points:Listen to a dialogue about some knowledge of first aid, and then write down the instructions for each situation.Teaching procedures and ways:StepⅠ. Revision:Do the first aid quiz first.T: In the last period, we have learned some knowledge of first aid. Now let’s do a quiz about first aid and see how much you know about it.First Aid Quiz1. Which person would you help first?A. Li Yan who has cut her foot on glass. C. Gao Yuan who is on the ground not breathing.B. Xue Jin whose nose is bleeding. D. Wang Feng who has broken her arm.2. When you are carrying out rescue breathing, where do you check for a pulse?A. the neckB. the wristC. the footD. the chest3. What is the most serious type of burn?A. first degreeB. third degreeC. second degreeD. all burns are serious4. A friend took a hot pan off the fire with her bare hands. Her fingers are red and blistered and extremely painful. What should you do for her?A. tell her to put her fingers in her month.B. take her to the doctor.C. put butter on her fingers and wrap them in bandages.D. put her burned fingers under cool water.5. How would you stop severe bleeding?A. cover the wound with plastic C. do nothing as the bleeding will stop by itselfB. wash the wound D. put a bandage over the wound and then press on it6. In a medical emergency what telephone number would you call?A. 110B. 114C. 120D. 119Ask some students to answer the questions.S1: I would choose C. Because Gao Yuan is in the most dangerous situation. Not breathing will lead to death.S2: I would choose A. Because the carotid arteries is the easiest place to check for a pulse, and they run down both sides of the neck.S3: I would choose B. Because the third degree burns affect all three layers of skin.S4: D. Cool water stops the burning process, stops the pains and reduces swelling.S5: D. If you don’t do anything, the person could bleed to death. Put a bandage to prevent infection. Apply pressure to reduce the bleeding.S6: C. 120 is the emergency phone number for ambulance. 110 is for the police station. 114 is for some telephone numbers. 119 is for the fire station.T: Well done. So much for the quiz.Step II. Pre-reading:T: Now please open your books on Page 39. Let’s talk about the pictures in Ex.2 first.S7: The boy has sprained his ankle.S8: The boy’s clothes are on fire.S9: The girl has a bloody nose.S10: The boy is choking.T: Look at the pictures carefully. What kind of first aid treatment are they performing?S11: The man has put some ice on his ankle to reduce the swelling and is bandaging his ankle now. S12: The girl is wrapping him up tightly in a piece of cloth.S13: Bend forward and squeeze his nose.S14: The man is patting the boy’s back.Step III: Listening:Task 1Learn some new words in the listening material before listening.T: Ok. It’s time to do the listening exercises. The first aid teacher is testing her students’ knowledge of first aid. Let’s listen to the dialogue and finish Ex.1and Ex. 2. While you listen to it, you don’t need to catch each detail. Only concentrate on the questions the teacher asks.Check the answers with the class by playing the tape again and stop it after each question the teacher asks.Sample keys:Ex.1: 1. nose bleeds 2. burning clothes 3. choking 4. sprained ankle 5. snake bites Ex.2: 1. sprained ankle 2. burning clothes 3. nose bleeding 4. chokingTask 2T: What kind of first aid instructions should you give for each situation? Let’s listen to the tape again and get the details. After listening, please fill in the blanks.Situation First and instructionsA bloody nose Sit him down and get her to bend slightly.her nose just below the bridge until the stops.Burning clothes Stop him from .Tell him to to the ground.Then wrap him up tightly in some .him along the ground until the fire goes out.Treat him for .Choking If he can’t , bend him .Give him quick, hard slaps between the shoulder bladeswith .Sprained ankle Sit him down and put on his ankle to reduce .Put up on a chair.Then his ankle up firmly.Play the tape again and stop it after each instruction. Check the answers.T: Well. I believe you all know how to help the persons in these situations.Step IV. Homework:T: We have learnt a little about some first aid treatments in this unit, but we face all kinds of accidents in our daily life, so we are going to write a letter to our principal and request that he/she organize a first aid courses for us. You can fellow the instructions next to the letter to complete the letter. Do you know what such a letter would include?S: The letter should:●say we have done a unit on first aid●say why the unit was useful●explain the importance of doing a first aid course●say what we would like the principal to doAsk the students write the letter as homework.。

Unit5听力课教案Explore Languages Around the World一、Teaching Objectives:1. Students will be able to understand and municate in basic English about different languages spoken around the world.2. Students will develop an appreciation for the diversity of languages and cultures.3. Students will improve their listening prehension skills through interactive activities and discussions.二、Teaching Key Points and Difficulties:1. Key Point: Students will learn about ten major languages spoken around the world, including their origin, grammar, and vocabulary.Difficulty: Students may find it challenging to remember all the new words and phrases they encounter.2. Key Point: Students will practice listening and speaking skills by engaging in conversations about these languages and their cultural significance.Difficulty: Students may struggle with understanding native speakers due to accent differences or unfamiliar dialects.三、Student Analysis:The students are likely to have a basic understanding of English grammar and vocabulary, but may lack exposure to different languages and cultures. They are curious and eager to learn, but may need additional support to fully engage in the lesson.四、Teaching Process:1. Warmup (5 minutes)Greet students and ask them about any languages they know or have studied in the past.Review the key points and difficulties of the lesson.2. Presentation (10 minutes)Introduce the ten major languages spoken around the world, highlighting their origin, grammar, and vocabulary. Use visual aids, such as pictures or videos, to help illustrate these concepts.Encourage students to take notes on any new words or phrases they encounter.Ask students listen to the speech and finish the activity 2, activity 3 and activity 4.3. Practice (15 minutes)Divide students into pairs or small groups and assign each group a language to research further. Students should create a short presentation about their assigned language, including its origin, grammar, and vocabulary.Instruct students to use their presentation materials to engage in a conversation withanother group, discussing the cultural significance of their assigned language.4. Production (10 minutes)Have each group present their findings to the class, allowing time for questions and discussion.Encourage students to share any interesting facts or stories they learned during their research.5. Consolidation (5 minutes)Review the key points from the lesson and emphasize the importance of learning about different languages and cultures.Assign homework for students to continue exploring one of the ten major languages they studied during the lesson.五、Homework:1. Research one of the ten major languages studied in class and create a short presentation about its origin, grammar, and vocabulary.2. Find a video or audio clip in that language and listen to it, paying attention to any new vocabulary or phrases you encounter. Write down any questions you have about the language or culture related to what you heard.3. Create a list of at least five words or phrases from your chosen language that you would like to learn how to say in English. Share your list with a friend or family member who speaks that language, asking for translations or explanations.。

Unit5 SectionA(1a-2d)听说课教案 2023-2024学年人教版八年级英语下册一、课程基本信息1.课程名称：人教版八年级英语下册Unit5 SectionA(1a-2d)听说课2.教学年级和班级：八年级英语一班3.授课时间：2023年11月20日4.教学时数：45分钟二、核心素养目标1. 语言能力：通过听说课的活动，学生能够听懂并正确朗读本节课的重点单词和句型，提高听力理解和口语表达能力。

2. 文化意识：通过学习Unit5 SectionA的内容，学生能够了解和理解英语中关于不同职业的表达方式，增强对英语文化的认知。

3. 思维品质：通过参与课堂讨论和小组活动，学生能够发展批判性思维和问题解决能力，能够分析和表达不同职业的特点和价值。

4. 学习策略：通过自主学习和合作学习，学生能够掌握有效的学习策略，提高英语学习的效果和兴趣。

三、重点难点及解决办法1. 重点：- 单词和短语：警察(police officer)、消防员(firefighter)、医生(doctor)、护士(nurse)、教师(teacher)、律师(lawyer)、飞行员(pilot)、歌手(singer)、舞者(dancer)、艺术家(artist)等。

- 句型：一般现在时的陈述句和疑问句。

2. 难点：- 听力理解：对于一些含有复杂信息的句子，学生可能难以完全理解。

- 口语表达：学生可能在发音和流利度上存在问题。

3. 解决办法：- 针对重点，可以通过反复播放录音，让学生跟读、模仿，从而加强记忆和理解。

- 对于难点，可以采用多种听力练习方式，如填空、选择、问答等，提高学生的听力技巧。

同时，鼓励学生多开口，可以通过小组讨论、角色扮演等活动，提供机会练习口语表达。

四、教学方法与策略1. 选择适合教学目标和学习者特点的教学方法：- 交际式教学法：通过小组讨论、角色扮演等活动，促进学生之间的交流和互动，提高口语表达能力和听力理解能力。