高中英语人教版 (2019)选择性必修 第二册Unit 5 First Aid表格教案设计

这是一份高中英语人教版 (2019)选择性必修 第二册Unit 5 First Aid表格教案设计，共8页。
课程基本信息
学科
高中英语
年级
高二
学期
秋季
课题
Unit 5 Using Language (2): Reading and Writing
教科书
书 名：普通高中教科书英语选择性必修第二册
出版社：人民教育出版社 5月
教学目标
1. 通过梳理全文的篇章结构，掌握文章大意，了解Heimlich maneuvre，掌握急救知识；
2. 通过解读句子、段落文字间的关联性，分析问题本质，培养逻辑思维能力；
3. 通过研读词、短语、句式和过去进行时，熟悉话题核心词汇，学习如何生动地描写叙事性文章；
4. 通过深入解读文章，掌握记叙文篇章特征, 运用话题核心词汇，仿写急救故事。
教学内容
教学重点：
1. 解读句子、段落文字间的关联性，分析问题本质，培养逻辑思维能力；
2. 熟悉话题核心词汇，学习Heimlich maneuvre的急救方法；
3. 深入解读文章，掌握记叙文篇章特征, 运用话题核心词汇，仿写急救故事。
教学难点：
1. 学习如何生动地描写叙事性文章；
2. 学习如何运用话题核心词汇，仿写急救故事。
教学过程
Task 1: Brainstrming
T: What table manners d yur family have? D yu knw the reasn?
S: We shuld wash hands befre meals t avid bacteria. We shuld chew the fd with muth clsed in rder t well digest and plitely act. We d nt speak with a muth f fd t avid chking.
T: Hw t rescue smene wh are chking? Heimlich maneuvre can help chking victims t breathe nrmally again. D yu knw what is Heimlich maneuvre? Henry Heimlic created the Heimlich maneuvre in 1974. It is a useful first-aid way t help these chking victims. D yu want t knw mre abut it? OK, let’s take a lk at tday’s passage.
Task 2: Predict the stry.
T: Accrding t the three pictures and their intrductins, what d yu think the writer may intrduce in this passage?
(1) Wh is Zhang Ta?
(2) What happened t him?
(3) Why did his friend d that?
(4) Did it wrk?
(5) Wh is Chen Wei?
(6) Hw did he perfrm the Heimlich maneuvre?
T: Observing the third picture, we can see the Heimlich maneuvre is perfrmed n a small child differently. D yu have any questins abut this picture?
(7) Why shuld we perfrm the Heimlich maneuvre n a small child in a different way?
(8) Hw t perfrm the Heimlich maneuvre n a small child?
(The teacher writes dwn all the questins n the blackbard.)
T: We have predicted what the writer may talk abut in this passage by the eight questins listed n the blackbard. Nw yu have ten minutes t read by yurself and find the answers t thse questins.
Task 3: Read the passage fr the answers t these questins.
T: Time is up. Befre we check the answers, take a lk at the tips n page 57, and we can find this passage is a narrative ne. Firstly let’s knw smething abut the narrative essay. It has three parts: the set-up, the cnflict, and the cnclusin. The set-up tells us abut wh, what and where. Divide this passage int 3 parts and find the narrative part in this passage.
T: Nw we can find part 1 is the stry f chking accident as well as the narrative part. Part 2 is the intrductin f the Heimlich maneuvre while part 3 serves as the cnclusin — als the cmments n the chking accident.
Task 4: Read para 1 and study the stry cnflict and details.
T: Read the first paragraph and let’s find the basic infrmatin and the answers t the frmer five questins.
S: It is abut Chen Wei, Zhang Ta and Zhang Ta’s friend. They were all the custmers, wh were having dinner when the accident happened. They were at the restaurant. It was Zhang Ta wh was chking n sme steak.
Task 5: Find hw Chen Wei perfrmed first-aid prcess.
T: This time we will g deeper int the passage fr mre detailed infrmatin and find the answer t the latter three questins. Hw did Chen perfrm the Heimlich maneuvre n Zhang Ta? Read Para 2 and circle the key wrds.
(The teacher wrte dwn the key verbs n the blackbard: gt up and ran t, helped t his feet, std behind, did the Heimlich and frced ut)
T: we can find this paragraph uses a series f verbs intrducing hw Chen helped Zhang in time rder. S we put ptin C here.
Task 6: Fill in the blanks.
T: Observing these blanks, we can find the first sentences in the middle paragraphs are all missing. S what rle des the first sentence play in each paragraph?
S: They can be the tpic sentence r the transitinal sentence.
T: Gd. We have finished the first blank. Let’s cme t the secnd part, the intrductin f Heimlich maneuvre. As fr its functin, this sentence can link up ideas between paragraphs, making the article cherent.
T: Nw let’s check the answers. The secnd blank firstly mentins a prblem and the creative dctr, s we put A here. The third blank intrduces hw t rescue the chking victims specifically thrugh a series f steps, s we put B here, the first step. Behind the frth blank is the reasn why we shuldn’t perfrm Heimlich maneuvre n a small child, s we put E here. The last paragraph shws the imprtance f Heimlich maneuvre, s we put D here.
Task 7: Act ut the different ways f perfrming the Heimlich maneuvre.
T: Thanks t the Heimlich maneuvre, Zhang Ta was saved. S, what is the Heimlich maneuvre? Hw is it perfrmed? Please g t part 2 and find ut the answers. （The teacher asks tw students t shw and explain it.）
T: Accrding t the picture, firstly yu shuld stand behind her and wrap yur arms arund her waist. Then yu make a fist with ne hand and place it in the upper part f her stmach. Then grab yur fist with yur ther hand tightly. Push up and int her stmach in ne mtin. But it is a different way t perfrm the Heimlich maneuvre n small child. D yu knw why?
S: Yu gt it. Because the victim is very likely t be injured if perfrmed the Heimlich maneuvre, fr example the victim may get his bnes brken, let alne a small child. S hw can we d first-aid t a small chking child? Firstly lay the child face dwn and then make his head lwer than his bdy. Finally give firm slaps t his upper back.
T: After reading the rescue prcess, let’s reach a cnclusin abut hw t describe an urgent situatin vividly.
S: We can use varius adj., adv. verbs including the past cntinuus tense and specific sentence structures t make ur descriptin mre vividly.
T: Yu are s smart. Let’s bserve the last paragraph. Why did the writer use a qute in the last paragraph?
S: It can summarize the essay, tell the readers abut Chen Wei’s emtins and pinins and give unique insights int his characters.
T: What gd qualities can we find in Chen Wei? In cnclusin, it was his quick actin, knwledge f first aid and willingness t help thers that saved Zhang Ta’s life. Just like the mtt by Leigh Bardug “It’s a great hnr t save a life.”
Task 8: Chse a prper title fr the stry.
T: In this passage, besides five sentences, what else is als missing? The title is als missing. Can yu think f a suitable title fr this stry? Please chse the best title frm the fur ptins and tell yur reasns.
T: We chse “The Heimlich maneuvre saved a life” as the title, because a gd title can shw its tpic r main ideas, attract readers’ attentin r reflect the genre f the article.
Task 9: Write accrding t the given infrmatin.
T: After reading tday’s stry, wuld yu like t try t write yur wn stry f first-aid experience? Well, I'd like t share a piece f recent news abut first-aid with yu. It is als abut my perfrming first aid t a friend. Last Sunday, I went t the park with Jasn fr a picnic. Unfrtunately, Jasn’s left ft gt sprained n ur way t the park. Suppse yu were me, what wuld yu d t rescue him?
T: Befre the cntinuus writing, let’s analyze its genre, theme, tense, persn and key pints. It is a narrative writing themed a first-aid experience. The first and third persn are used in this passage. The key pint f this stry includes the set-up, the prcess, the end and the cnclusin. Using what yu've learnt in this lessn, let’s finish the fllwing part. Meanwhile, yu can adpt a series f adj. and verbs t make the stry mre vivid and accurate. Yu can refer t the useful expressins in the bx r the article. Nw yu have ten minutes t finish yur draft.
(The teacher shwed a sample.)
First, I put his left ft in a mre cmfrtable psitin. Then I rushed t a shp nearby and fetched bags f ice, and carefully applied the ice t the injury. Fifteen minutes later, the swelling seemed t have gne dwn a little. And I cvered the injury with a clean and dry bandage. Ten minutes later, an ambulance arrived and tk Jasn and me t the hspital when we all heaved a sigh f relief.
“What a difference a basic knwledge f first aid culd make, especially in such a case!” murmured Jasn t me. Nw I have a deeper insight int the knwledge learned in the schl.
T: Gd, all f us have finished the draft f the first-aid experience. I’d like t shw my wn sample. Pay attentin the key pint and transitinal wrds I used in this sample. In my writing, I add sme expressins t shw the time rder and make the writing mre cherent such as “first, then, fifteen minutes later and ten minutes later”. I als use a qute in the last part t shw ur deeper thught abut first-aid knwledge, which als served as a persuasive cnclusin f the stry. T: Let’s make a cnclusin f tday’s lessn. By reading the passage abut Heimlich maneuvre, we learned sme practical knwledge n hw t give first aid t the chking victims; By analyzing the passage structure and main ideas, we learned the characteristics f narrative writing. By analyzing the specific descriptins f emergent situatins like adj., adv. verbs and expressins, we learned hw t write narrative passages abut first aid vividly.
Hmewrk
Here is tday’s hmewrk.
1. Finish the rest f the stry and add a prper title t it.
2. Exchange yur article with yur partner.
3. Plish yur article with the help f the checklist n page 57.
The checklist is listed belw.
Is the narrative essay clear?
Des it have three parts?
Des the first part tell yu abut wh, what and where?
Des the secnd part shw a cnflict?
Des the third part give the cnclusin?
Is there a gd qute t sum things up?
Are the details f the stry easy t understand?
The blackbard design
(1) Wh is Zhang Ta?
(2) What happened t him?
(3) Why did his friend d that?
(4) Did it wrk?
(5) Wh is Chen Wei?
(6) Hw did he perfrm the Heimlich maneuvre?
(7) Why shuld we perfrm the Heimlich maneuvre n a small child in a different way?
(8) Hw t perfrm the Heimlich maneuvre n a small child?
A narrative essay: genre, theme, tense, persn, key pint