【公开课教案】Unit 5 Reading and Thinking 教学设计人教版(2019)选择性必修第二册.docx
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1、Teaching Plan(教学设计)Unit5 First Aid (Reading and Thinking)First Aid for Burns(一)教学分析1、教学内容分析本课教学内容选自2019人教版普通高中英语教材选修二第五单元First aid的Reading and Thinking板块,是一篇以“如何急救烧伤”为主题内容的说明文,简要说明了烫伤和烧伤的原因、类型、不同等级的特征以及相应的急救措施,判断烫伤和烧伤急救措施的正确与否,以期在现实生活中遇到紧急情况时能做出正确的急救处理。从语篇内容可以判定该语篇的主题语境为人与自我。再往细分,这个语篇的主题语境是“人与自我生活与学
2、习”。语篇结构清晰,语言简洁,内容明确。通过小标题,该语篇分为五个部分,第一部分是对皮肤的简略介绍;第二部分为烧伤原因;第三部分为三种不同烧伤程度,通过皮肤受伤程度,分为first-degree burns, second-degree burns, third-degree burns;第四部分为以及烧伤出现的各种症状;第五部分为应当采取的急救措施。通过“英语阅读分级指难针”( 18.67%;高考阶段 3.93%;大学四级 2.46%;大学六级 2.46%;考研阶段 1.23%。难度指标报告表中,词汇难度的量化指标为4.91,对应等级为四级(高考);句法难度的量化指标为 6.30,对应等级为
3、六级;文本难度的量化指标为4.97,对应等级为四级(高考)。由此可见,这个语篇在词汇难度、句法难度和文本难度三个方面都不是太高。语篇的深层含义,也就是作者或说话人的意图、情感态度或价值取向是什么。首先,该语篇带有四个小标题,第一段作为leading段,可以清晰概括大意,因此可见本文结构清晰。除此之外,文本中除了生词,长难句较少。因此,该语篇的阅读价值在于提升学生思维品质,从实际生活的案例中领悟到急救的重要性,学习、讨论针对不同紧急情况实施急救的步骤,重点了解烧伤的原因,对不同级别的烧伤特点的判断,以及对应的急救方法,从而增强学生乐于助人的精神和处理紧急情况的技能,提高其关心他人安危的意识及公民
4、素质。通过阅读和学习本文,学生能结合所学应用到实际生活中科学地解决问题,并从中培养学生的学习兴趣。2、学情分析本课的教学对象是Z省某普通高中二年级的学生,他们已具备一定的急救常识,对这一话题充满了浓厚的兴趣,这为本课的学习提供了有利条件。此外,他们有着丰富的想象力和活跃的思维,经过一学年高中阶段的英语学习,具备一定的英语语言基础,但英语口语表达能力依旧较弱。同时,由于单词量的缺乏和阅读技能训练的不够,他们理解文章的能力尚有欠缺,甚至一些同学根本看不懂文章,完全不能理解文章。因此,对学生的阅读训练很有必要。当然,学生个性和英语水平差异大,教学的设计要有梯度,由浅入深,注意层次性。教师要抓住学生的
5、心理,激发学生的学习兴趣,让他们在学习中学会参与,在参与中学会学习。根据学生的心理特征,采用视、听、说的教学方法,从感性认识入手,逐渐上升到理性认识,培养学生运用英语进行表达的能力。3、学习目标1. 语言能力(1)掌握本课中出现的与急救有关的一些词汇,如burn ,organ, poison, ray, treatment, liquid, radiation等;(2)理解并使用非谓语动词作状语的句式如First degree burns turn white when pressed.等;(3)能运用所学词汇及句式简要讲述急救过程,以此提高语言运用能力;(重难点)(4)通过一系列的阅读活动,
6、培养良好的阅读习惯,提高阅读能力,如快速把握文章大意和脉络结构,对文章的深层含义进行推理判断等;(重难点)2. 思维品质能利用所学的略读、细读、总结归纳、提取主旨句等阅读技巧,使阅读更加快速且有效;3. 文化意识(1)在以往了解了英语国家文化、艺术、科学各方面的成就与特征的基础上,进一步感受英语国家对医疗卫生工作保障安全健康的重视,认识英美文化在日常生活中的渗透;(2)意识到生命及急救的重要性,并帮助有需要的人;(重点)4. 学习能力 从本课中了解并通过图书馆、互联网、报纸、杂志等多渠道查找急救相关知识,学会处理意外事故;掌握说明文的阅读技巧。(二) 教学思路教学流程图本节课以“如何急救烧伤”
7、为主题内容,依据学生现有的综合语言能力、阅读能力及发展需求,根据虚实性、持续性、常态化的教学原则设计“读”的环节,采用问题诱思、原型启发的教学策略组织“思”的活动,运用搭建支架、以读促说与写、模仿创生的教学方法进行“言”的实践,旨在促进从浅层阅读转向深层阅读。第一阶段为“读”的阶段,包括两个教学步骤:首先通过讲故事创设情境,学生初步了解课堂内容。随后学生进行略读,掌握大意。第二阶段为“思”的阶段,包括一个教学步骤:在进行略读后,要求学生仔细略读,解答每一部分相对应的问题,如第一部分皮肤的作用,第二部分烧伤的原因,第三部分和第四部分烧伤不同等级的特征,第五部分烧伤后应该做的事,要求学生进行思考。
8、第三阶段为“言”的街二段,包括四个教学步骤:学生运用所学单词,复述文章内容。随后回归故事,探讨烧伤后的措施。继而深掘主题,提问课上所学知识及为何要学急救技巧。最后布置作业,让学生学会正确查找资料并进行急救知识写作,合作互动及评价修改。(三) 教学过程Step1 Pre-reading步骤一:情境创设,导读预测(5分钟)Listen to a story and talk about the problem.【教学问题】Q1: If you are the little boys father, what would you do?T: Initially, I wanna tell you a
9、 little story. Theres a happy family with a little boy there. And one day, the father places a cup of hot water on the table. However, accidently, the boy touches the cup, making the hot water pour to pour out. I would like to ask you, how to help the little boy? If you are the little boys father, w
10、hat would you do? Think about it. You can discuss with your partner.T asks S to answer the question.(S1: Send him to the hospital.)T: Yeah, I quite agree with you. You may send the little boy to the hospital directly. This is a good idea.(S2: Use the water Maybe the cold water.)T: Yes, you mean, the
11、 father can use some cold water to wash the burnt part, right? Excellent.【课堂实录】【设计说明】在学习新课之前,通过讲述故事与幻灯片呈现材料(图片),进行情景创设,让学生就该主题语境,分享已知,激活话题背景知识。用师生问答的形式,激发学生的兴趣,让尽可能多的学生集中精力,开动脑筋,参与课堂。用讨论的方式,为下面的阅读教学进行铺垫。Step2 While-reading步骤二:了解略读,略读文本,掌握大意(4分钟)Review what skimming is. Go through the passage quickly
12、 and answer the questions.【教学问题】Q1: Whats the text type of this passage?A. Narration(记叙文)B. Argumentation(议论文)C. Exposition(说明文)Q2:How to divide the passage?Q3:Match the main idea with each part.Part1 A. The three types of burns.Part2 B. The symptoms of burns.Part3 C. What to do if someone gets burn
13、ed.Part4 D. How we get burns.Part5 E. The functions of the skin.T: Skimming is one of the most commonly used reading methods, which is mainly characterized by selective reading. You just focus on the main ideas not the detailed contents. Okay, I would like to give you 2 minutes to finish it, skim th
14、e text and find out the type of this passage and how to divide the passage.(After 2 minutes) Whats the text type of this passage? Any volunteer?(S1: Exposition. This passage doesnt tell a thing and it doesnt have the argument.)T: Yes, thats right. Its an exposition article. And we can see this passa
15、ge can be divided into 5 parts, right? Please match the main idea with each part. T asks S to answer the second question.(S1: Part1 should match with E. Part2 should match with D. Part3 should match with A. Part4 should match with B. Part5 should match with C.)T: Yeah, youve done a good job. Part1,
16、the functions of the skin. Part2, how we get burns. We have a lot of causes for burns, right? Part3 goes to E, the three types of burns, what kind of three? Yes, first, second and third. Part4, the symptoms of burns. Read after me, symptoms. We may call symptoms as characteristics. Part5, what to do
17、 if someone gets bored, what we can do, how we can help this kind of people.【课堂实录】【设计说明】该环节培养学生快速阅读获取信息的能力,提高学生速读、略读、细读、总结归纳、提取主旨句的技能,使学生有针对、有目的地找出文章的特定信息。略读的再次教学,帮助学生领会什么使略读。带着问题阅读,学生能快速获取文章主要内容,激发学生学习、思考的动力。同时问题一帮助学生辨析文章体裁,问题二设置为连线题,降低解题难度,为学生们提供了文章每部分相对应内容,提高学生阅读兴趣。步骤三:仔细阅读,着重细节(7分钟)活动一:阅读Part1-4
18、,回答相应问题 Read Part1-4, answer the questions following.【教学问题】Q1: What can skin do for your body?1) Protect you against_,_ and _;2) Keep you_ or _.3) Prevent you from _.4) Give you_.Q2: What are causes of burns?A. hot liquids B. the sun (radiation) C. steam D. fire E. chemicals F. electricityQ3: What a
19、re types and characteristics of burns?T: Okay, everyone. Please focus on question 1. Read the paragraph one quickly, and find out the functions of the skin in detail. 2 minutes. Finished? Okay, lets check out. Number one, protect you against, yeah, diseases and what? Poisons and harmful rays. And ke
20、ep you warm or cool. Great! Prevent you fromYes, losing water. And give you? Sense of touch. Yes, wonderful. So these are the functions of the skin, right? Good. Next, concentrate on para.2. What are causes of burns?(Ss: They are all the causes of burns.)T: Yes, thats right. They are all the causes
21、of burns. And then lets go to para.3 and 4. They mainly demonstrate the types and characteristics of burn. And please read these two paragraphs carefully with this question. What are types and characteristics of burn? You may consider the number of the types of burns and the different characteristic
22、s in each type.After 3 minutes, T asks S to answer.(S1:There are three types of burn. They are first-degree burns, second-degree burns and third-degree burns.)T:Yes? And what the characteristics in each type?(S1: For first-degree burns, the wound may be dry, red, and mildly swollen. People may feel
23、mildly painful. When pressing the wound, it turns white.)T: Youve done a great job. Can someone else explain the characteristics in second-degree burns as well as third-degree burns? (S2: For second-degree burns, the wound may red and swollen with blisters and watery surface. People might feel extre
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