Unit 5 First Aid Period 5 Learn to call emergency services教学设计-高中英语人教版(2019)选择性必修第二册单元整体教学设计.docx

高中英语人教版(2019)必修第二册Unit 1 Cultural Heritage教学设计第5课时教学设计授课教师冯旭霞学校、年级高二课型听说课时长40 mins教学设计理念1、依据新课标(2017)提出的基于六要素整合、指向学科核心素养发展的英语学习活动观。活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义，培养文化意识， 发展多元思维，形成学习能力的主要途径。本节课基于六要素整合、指向学科核心素养发展的英语 学习活动观，设计了学习理解，应用实践，迁移创新等不同层次的思维活动，旨在帮助学生获取文 本信息，引导学生加深对主题意义的理解，帮助学生在活动中习得语言知识、文化知识，发展运用 语言技能，提升思维品质，进而尝试在新的语境中运用所学语言和文化知识，创造性地表达个人观 点、情感和态度，最终达到提高学生英语学科能力，落实核心素养。2、依据新课标提出的处理好教学评的关系以达到以评促教、以评促学的目的。在实际教学中，教师应处理好评价与教和学之间的关系，推动教、学、评一体化实施。教学评 价是英语课程的重要组成部分，其目的是促进英语学习，改善英语教学，完善课程设计，监控学业 质量。本节课中教学评价贯穿在教学实践的各个环节，综合运用问答、课堂观察、作品分析等方式 收集学生学习和发展的数据信息做出评价，通过评价使学生在英语学习过程中不断体验进步与成功, 认识自我，建立自信，调整学习策略，以此促进学生英语学科核心素养的全面发展。文本解读What听力文本是英国999救援机构的接线员与一个男孩之间的对话，英语急救电话的大致流程是: 接线员表明身份、询问需求，求助人简要描述遇到的问题，接线员确认位置，接线员确认病人、伤 者的基本情况，接线员了解病人、伤者的目前症状，必要时接线员指导救助人实施初步急救-求助人 致谢。Why文本旨在引导学生听懂急救电话的内容和指令，有助于学生把握急救电话的特点和拨打电话 的要求。How听力文本为对话，旨在通过使用祈使句和表示顺序的衔接词的学习，再次恰当表达主题意义。学情分析经过前面几节课的学习，学生对于急救内涵有了较深的认识，积累了相关的表达，也能运用相 关词汇和v-ing描述急救情况；经过必修听力的训练，大多数学生对听力材料有获取有用信息的基本 能力，能够获取文本的基本大意。但学生的听力仍存在发音、词义障碍，语境猜词的意识和能力都 较弱，仍会错过部分关键信息，还需要在听前通过创设语境扫清一些词汇和背景知识的障碍，听中 根据书中笔记提示，做好关键信息记录，增强对关键句信息的获取能力，听后分析对话文本，获取 新闻报道的语篇结构和语言特点。教学目标At the end of the lesson, students will be able to know emergency numbers for different countries identify different medical emergencies and perform first-aid acquire how to make an emergency call and perform CPR according to the instructions give and understand first aid instructions to save a drowning person教学重难点Main learning focus:1. Use listening strategy to get more knowledge about first aid for Heartbreak2. identify different medical emergencies and perform first-aidPotential difficulties:How to make an emergency call and perform CPR according to the instructionsHow to give and understand first aid instructions to save a drowning person教学资源课件PPT,黑板、白板。教学目标活动形式与步骤活动意图活动层次时间Know emergency numbers for different countriesIdentify different medical emergenci esandperform first-aidStep 1 Before listeningMatch work for emergency numbers and different medical emergenciesStep 2 While listeningPrediction:Predict the content of the listening by answering 4 questions1 .Why did the boy call 999?2 Who else was in the room with the boy and his grandfather?3 How did the boy describe the old man' s condition?4 Among the medical emergencies in Activity 2, which do you think the boy' s grandfather suffered from?Makinq predictions:1. Who is the victim? "e grandfather.2. Who do you think made the call? 仆。boy.3. Among the five medical emergencies in Activity 2, what are old people likely to suffer from?Heart attack.激发学生兴趣，复习旧 知，并引出主题。让学生回到问题预测 即将听到的对话的内 容，通过对问题的讨 论，培养学生听前看图 和文字的进行听力预 测的习惯。感 与 意4-H- 加 与释分 与 断概 和知 注述 阐析 判括 整3mins3mins3minsAcquire howtomake an emergency call andFirst listeningListen to a 999 call in England and answer the questions.1. Why did the boy call 999?2. Who else was in the room with the boy and his grandfather?3. How did the boy describe the old man's condition?Second listeningTask 1: Listen again and fill in the blanks.初听音频，聚焦关键 词，获取文本大意。让学生再听音频，按照分 与 断概 和 合析 判括 整4minsperformOperator: Hello, this is.提示，记录关键信息，CPRBoy:Hi, it's my granddad. hishas £完成排序，引导学生关accordingreally bad .We need an ambulance.注急救电话中使用祈totheOperator: OK. Could you tell me your.使句和运用指示词的分析instructionBoy:18 West Highgate.语言特征。与判sOperator: And your?断Task2. Listen to the last part and writedown the questions that the operatorasked.6mins Could you tell me the address? And your phone number? Now calm down and tell me what's wrong ? How old is he? Anri ara veu with him new?TT.J-开,TT T TTT T T T T Is he on his back?内化 Any feed there? 5>n. hgic hreathinp?与运 Is he conscious now?用 Is the victim a mals cr female?6minsThird listening本次听力重点是引导Number the following instructions the学生关注急救电话中operator gave.接线员的提问，进而更Press down, twice a second.准确的提供信息。Check to see if there is food in hismouth.If your mother needs a break, changeplaces. Put him on his back.Remove any pillows.Tell your mum to put her hand in themiddle of his chest.Give and understand first aid instruction s to save a drowning personStep 3 Post-listeningActivity 1:Try to describe what is going on in each picture.Activity 2: SpeakingMake a telephone call to your friend and role-play an emergency call with him or her. One of you will be the friend of a drowning victim (Student A), and the other will be a telephone operator (Student B) giving first-aid instructions. Use the pictures and useful expressions you have learnt in this lesson to help you.Activity 3: DiscussionIn groups, choose one of the medical emergencies in the photos below and talk about how to perform first aid for that medical emergency.Step 5: HomeworkFinish the project on page 59 and suminarizc the causes, result and solutions on difterent medical emergenices and choose one situation to make a call covcrsation.此活动旨在迁移运用 听力中所学的语言知 识和交际能力。旨在通过学生小组讨 论、探究学习，进一步 让学生思考如何参与 急救。旨在让学生运用所学词汇 和句型以书面的形式总结 不同的急救事件；学生需 要选择一个紧急事件并收 集其急救措施，参考课堂 的听力文本运用拨打紧急概括 与整分析 与判 断内化 与运 用内化 与运 用想象14 minsIminEmergencycauseresultsolution电话的用语创建自己的对 话，也可以直接模仿本节与创 造课所学的CPR急救法就板书设计heartbreak 和 drowning 继 续编对话 Could you toll me the address? And your phone number? Zow calm down and tell rr»e what's wrong ? How 01cl fs he?- Is tie on his back? Any faad 支here 上 Isuocious cow? 1 The victim a male or female?教学困惑因为学生的能力有限，听力课后有没有必要把听力文本打印出来发给学生，并布置一定 的任务？