听说课教学设计Invite a Friend to a Sports Event
主题语境：人与社会——体育运动、体育赛事
语篇类型：对话
教材：人教版（2019版）
课题： Invite a Friend to a Sports Event (Listening and Speaking) 授课时长：一课时（每课时40分钟）
内容分析
本单元以运动与健康为主题，本课是Listening and Speaking板块，学生学习关于体育运动、体育赛事的词汇和背景知识，初步感知附加疑问句的含义和语调，为后续板块中开展说、读、看、写活动以及语法学习作铺垫。
本板块的活动主题是“邀请朋友参加体育运动”，这和学生的日常生活密切相关。学生不仅喜欢参加体育运动，而且对观看比赛非常感兴趣。教材中呈现了足球、羽毛球、拳击、马拉松、电子竞技、“慈善跑”、滑雪、田径、器械健身等运动项目的场景，这些场景既包含了经典运动项目，也包含新兴运动项目，并且兼顾了室内和室外、南方和北方的运动项目。本活动的主题意义是体现体育的趣味性，以及体育与现代科技的结合，体育与慈善事业的结合。活动目的是让学生结合语境，通过听和说的形式，学习提出邀请和答复邀请的语言功能项目。
教材包括三段对话文本。第一段是听力文本，Shen Qi邀请Amy去观看电子竞技比赛（其中涉及对电子竞技比赛的介绍），但Amy因为有约在身而婉拒了。Shen Qi发出邀请时使用的语言包括“Would you like to come along?”和“Why don’t you join us…?”。Amy答复邀请时使用的语言包括“Really? I’d love to!” “O h, sorry.” “I can’t.” “I have to…”等。第二段是听力文本，Adam邀请Julie观看“B lue Paint” run, Julie欣然接受。Adam 使用“Would do like to go?”向Julie发出邀请。Julie使用“T hat sounds like a great idea!”答复邀请。第三段对话是器械健身房内陌生人之间的small talk，谈及健身频率、健身感受、运动与健康。三段对话都使用了附加疑问句，为本单元后面的语法学习作铺垫。
学情分析
本班学生属于珠海市的优秀生源，整体外向、思维活跃，学习态度认真，充满学习热情。大部分学生英语基础较好，在听力理解时有一定的获取信息的能力，但往往因为侧重听取个别词汇而忽略听力材料的主旨大意，听力策略有待加强。学生乐于并善于用英语进行表达，但是在语音语调方面还有所欠缺。
在相关知识储备方面，作为“零五后”的学生不仅观看和认识很多经典体育运动和赛事，也在体育课上得到学习和体验，并普遍接触或听闻电子竞技和“彩色跑”。另外，由于本校还承办内地新疆高中班，本地生通过与新疆生的日常交流，增加了对少数民族传统体育运动的认识。然而，学生对体育运动和体育赛事相关词汇方面的积累不多，曾经接触过附加疑问句但印象不深刻，不能熟练地运用该结构。
在本课学习结束时，学生能够：
1. 通过观看主题图和理解名言，熟悉单元的主题语境，明确单元的主要学习任务。
2. 通过头脑风暴和听取信息，了解世界各地的特色体育项目、著名运动员和大型体育赛事。
3. 在听对话时，通过注意重读词汇，获取材料主旨大意。
4. 通过听和说的形式，学会谈论自己身边将要进行的体育赛事或活动，邀请朋友参加或答复邀请。
5. 掌握附加疑问句随语境和提问者的真实意图使用不同语调的基本知识，在口语中正确使用语调表达情感，进行交流。
教学重点
听取对话的主旨大意，掌握本板块出现的体育运动和体育赛事的相关词汇，认识体育运动的多样性、趣味性以及体育与健康的关系，掌握附加疑问句的语调使用。
教学难点
谈论自己身边的体育运动或体育赛事，使用得体的语言邀请别人以及答复邀请。
教学资源
教材、多媒体课件、黑板和粉笔
(Note: IW=Individual Work; GW=Group Work; CW=Class Work; T=Teacher; Ss=Students) Step 1: Discuss the Opening Page. (2 minutes, IW, CW)
Ss read the Opening Page, understand the goals of the unit and discuss the following questions.
Q1: What is your first impression of the picture? What elements of the picture give you such an impression?
Q2: Why is doing sports good for us?
Q3: How do you understand the quote “All sports for all people”?
Step 2: Brainstorm. (4 minutes, CW)
1. Some posters and pictures are presented for the whole class to recall/learn the names of the events.
2. 4 Ss are invited to answer questions in complete sentences.
Q: What sport do you want to try? What sports events do you like to watch? You want to invite a friend to go along with you, don’t you (falling tone)?
3. Ss look at another picture showing a scene of e-sports.
Q: What are they doing? Is it a kind of sports event? What do you know about it?
Step 3: Listen to Conversation 1. (2 minutes, IW)
Q: What is Shen Qi’s main purpose for talking to Amy? (A/B/C) What is the reason for your decision?
Step 4: Listen to Conversation 1 again and circle the words stressed.
(3 minutes, IW, CW)
Q1: Which words are stressed? Do you know how to read these sentences?
Q2: Why are those words stressed?
Q3: Do you see how to stress words?
Step 5: Listen to Conversation 2. (8 minutes, IW, GW, CW)
1. Listen to the conversation, finish the exercise of Activity 4 on P37, and check the answers with your partners.
2. Listen to the conversation again and check the answers with the whole class. One student is invited to do the math to explain the answer to Q4.
3. Fill in a table carrying some details of the event (if there’s any), like the name of the event, the venue, the time, participants, activities and the goal.
Step 6: Have a discussion. (6 minutes, GW, CW)
Ss discuss at least one of the following questions in groups and present their ideas to the whole class.
Q1: E-sports events have been admitted by the Asian Games but not by the Olympics.
What’s your opinion on this? Do you think it easy to balance e-sports and studies?
Q2: If invited, you won’t join in the “Blue Paint” run, will you (rising tone)? Why or why not?
Step 7: Summarize expressions about invitation and response. (3 minutes, IW, CW)
Ss explore the texts of Conversation 1 and 2, find out the expressions about invitation and response.
According to what is mentioned in th e texts and Ss’s experience, Ss and T summarize some related expressions such as:
Step 8: Make a conversation. (8 minutes, GW, CW)
T: What event or activity would you like to invite your friend to? Make a conversation with your partner.
Tip 1: Use the information on P37, or create a sports event on your own (using the
previous table to sort out the details).
Tip 2: Use the expressions about invitation and response.
Tip 3: Stress some key information and your feelings when speaking.
Step 9: Focus on tag questions. (3 minutes, CW)
1. T repeats 2 tag questions used in previous steps and presents each of them in 2 different ways.
Q1: You want to invite a friend to go along with you, don’t you (falling tone)?
Q2: You want to invite a friend to go along with you, don’t you (rising tone)? Why or why not?
Q3: If invited, you won’t join in the “Blue Paint” run, will you (falling tone)?
Q4: If invited, you won’t join in the “Blue Paint” run, will you (rising tone)? Why or why not?
2. Ss are asked to pay attention to the intonation, compare Q1 with Q2, and compare Q3 with Q4.
3. Ss conclude the relationship between the intonation and the meaning of
a tag question.
If you know the answer and just emphasize what you are saying, you use falling tone for a tag question.
If you really want an answer, you use rising tone for a tag question.
Step 10: Make a summary individually. (1 minute, IW)
Ss are asked to make a summary individually by thinking over the following questions.
Q1: What sports events have you learnt in this lesson?
Q2: What listening or speaking strategies have you learnt in this lesson?
Q3: Can you read the tag questions with correct intonation?
作业设计
1. Supposing that you happen to read a poster promoting an upcoming sports event that is your favorite, write an invitation to Michael, your friend from America, including:
(1) some details about the sports event you are interested in;
(2) the reason for your interest in the event;
(3) a poster designed by yourself for the sports event.
2. Study tag questions on P108 of the textbook. Practice the conversation on P37 by imitating the audio recording.
3. Do some research on your favorite athlete(s).
板书设计
板书设计(注释版)
课文原文
（指导教师：广东省教育研究院罗永华；珠海市教育研究中心李昂；珠海市实验中学陆金范）
Unit 3 Travel Journal Period1. Step 1.Warming up 1.Ask some questions: 2.Do you often travel? Where have you been? 3.2. Following the steps of the warm-up on page 17. Step2. Pre-reading 1. Show some traveling pictures of the teacher’s. 2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China. 3. Ask Ss: how people who live along a river use it. Step3. While-reading 1. Scanning: Ss read quickly and answer: What are they going to do? 2. Skimming: Ss read again and finish comprehending 1 on page 19. Ss read and get the main ideas of each paragraph. Ss list the countries that the Mekong River flows through. Step4. After-reading Ss in pairs and discuss: Wang Wei’s and Wang Kun’s simil ar and different attitudes about the trip. Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1. Taking this trip is a dream
人教版高中英语必修五 全套教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
英语必修5 Unit 1 Great scientists Teaching Aims Skill Goals ▲ Talk about science and contributions of scientists ▲Practice expressing will, hope and suggestions ▲Practice expressing the stages in examining a new scientific idea Key new words and expressions The First Period Reading StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history. T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer S1: Edison invented the lights and the gramophone. S2: The first computer was invented by a group of American scientists. StepⅡ Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible? T；what contributions did they make? T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best. 1.I lived in ancient Greek. 2.I was a mathematician. 3.I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes 1.I lived in Britain. 2.I published The Origin Of Species. 3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin 1.I am Englishman 2.I’ve worked in astronomy. 3.I’ve put forward a theory about black holes. Answer； Stephen Hawking 1.I was a Chinese. 2.My invention had eight dragon heads round the top with eight balls in their mouths. Around the bottom were eight frogs directly under a dragon’s mouth. 3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng 1.I was an American. 2.I invented electric light bulb
Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 类别课程标准要求掌握的项目 话题Friends and friendship; interpersonal relationships 词汇Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 功能 1.态度(attitudes) Are you afraid that---? I’v e grown so crazy about--- dare--- I didn’ｔ 2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. think so. I’m afraid not. agree. I don’ｔ I don’ｔ 3.肯定程度（certainty） That’s correct. Of course not. 语法直接引语和间接引语(1): 陈述句和疑问句 1.陈述句 want to set down a series of facts in a diary.” Said Anne. “Ｉd on’ｔ want to set down a series of facts in a diary. ----Anne said that she didn’ｔ 2.一般疑问句 He asked, “Are you leaving tonight?” ---He asked us whether we were leaving that night. 3.特殊疑问句 “When did you go to bed last night?” father said to Anne. --- Father asked Anne when she went to bed the night before. 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center
Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.doczj.com/doc/a56809540.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered 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 burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?
Step 1 Greetings Step 2 Speaking T：Today，I’ll first show around some famous dams in the world. Show the picture of Aswan Dam，the Hoover Dam and some famous Dams. Aswan Dam the Hoover Dam in Colorado，USA T：What do you think of these Dams？ S1：They are wonders on the earth.It is said that the Aswan Dam is one of the three man-made projects that can be seen fr om space. S2：They not only look wonderful but also help the people in the world a lot. S3：... S4：...
T：But I hear that a very effective international movement arose to fight for change in current dam building practices.Now I wonder why they did so.Are there any bad things caused by dams？I would like you to hold a discussion and talk about the good things and bad things dams bring about. good things 1.control floods 2.make electricity 3.raise the capacity of shipping （The raised water level makes it possible for heavy-loaded ships to pass.） 4.bring new scenery bad things 1.force the people from their land and homes 2.forever change some of the most historically celebrated scenery in the area（the Three Gorges Dam） 3.（the Aswan Dam）Some old temples are in danger because of the raised water level. People had to remove the temple stone by stone.It took 1700 workers and 22 other people four years to complete the project and cost one billion US dollars. 4.（refugees）be economically，culturally，and psychologically devastated. Some people of Sichuan Province had to move to other places of China，for example，Chongming Island.It will be a great challenge for these people to merge in a new society. 5.（people in the Mekong Delta）suffer from diseases dams and large irrigation projects in the tropics bring. 6.（In Nile Delta）plain and the delta are losing fertility as the mineral sediments usually carried and deposited by the Nile are building up behind the many dams. 7.The construction of dams in Southeast Asia has brought some of the countries into heavy debts.
英语必修五unit5教案
英语必修五unit5教案 【篇一：高中英语必修五教案unit 5】 新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。
Unit 5 First Aid 教学设计 教材分析 本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。 学情分析 经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。 教学目标 1. Knowledge aims: 1) Get students to learn the useful new words and expressions in this part. 2) Have students read the passage and know about burns and first aids treatment for burns. 2. Ability aim: Develop students’ reading ability a nd let them learn different reading skills. 3. Emotional aims: Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency. 教学重难点 1.How to enable students to apply what they’ve learnt to perform first aid treatment for burns correctly. 2.How to improve the Student s’ reading and speaking ability. 3.How to grasp the main idea and key information quickly. 教学方法 Cooperative learning, Competition, Task-based reading 教学过程 Part1 自主探究 Step1 Warming up: What is first aid 1. Read the concept of first aid on Page 33 and fill in the blanks:
Book 1 Unit3 1.prefer vt 更喜欢，选择某物（而不选其他） ①prefer A/doing to B/doing 更喜欢A…比起B ②prefer to do rather than do 宁愿干…而不愿意干 ③prefer sb to do sth宁愿让某人干某事 ④preference n 偏爱，最喜欢的东西 I much 猫和狗之间我更喜欢狗。 他更喜欢读书胜过玩。 He prefers reading .= He prefers to 2.fare(公共汽车，火车，出租车等的)车费，（飞机等的）票价 ①a bus/taxi fare 公共汽车费、出租车费 ② an air fare 飞机票价 ③ travel at half/full fare 半价、全价旅行 辨析fare 与fee fare 指乘坐公共汽车、轮船、出租车等的交通工具费用。 fee 常用复数fees，指①给律师、医生等的专业人员的服务费、酬金②报名费entry fee ③（加入俱乐部）会费entrance fee If you want to join, there is of $20入会需缴会费20美元。 3.reliable adj.可信赖的，可靠的 ①rely vi 依靠，依赖 ②rely on sb/sth 依靠某人/某物 ③rely on sb to do sth依靠某人做某事 You can you.你尽管信赖我，我一定会帮你。 4.view ①[c]观点，看法②[c]风景，景色③[u]视野④vt 观看；看待 拓展①in one’s view=in one’s opinion 据某人看来 ②in view of鉴于，考虑到，由于 ③in view 可以看到，在看得见的范围内反义词看不见，不在视野之内 ④come into view 进入视野 ⑤view作“景色”解时指从某一特定角度所看到的景色，尤指从高处或远处。have/get a good view of ，she is a fool.依我看，他是一个傻瓜 There was no shelter .举目四望，看不到可以栖身的地方。 This hotel has a very good location. You can have a good from here. 5.ever since 从那以后（至今），常与现在完成时态连用。 since 可作介词、连词或副词，所以其后可加时间名词、从句或单独使用。常与现在完成时态连用 I want to see how much he has changed . 我想看看自从上次看见他后，他的变化有多大。 She left school three years ago and as a nurse . She as a nurse three years ago. She as a nurse she school three years ago. 她三年前毕业，从那时起便一直当护士。 拓展It is / has been +时间段+since从句，若从句谓语为瞬间动词，意为“自从…至今已经多久了”。若从句谓语为持续性动词，意为“自不…至今已经多久了”。 It’s five years since I started the project. It’s five years since I worked in the factory.
Unit1Greatscientists Period1文本研读课 学习目标 1.To talk about science and contributions of scientists. 2.To have a better understanding of the reading passage and learn to use some key words and expressions. 3.To learn to organize a scientific research and appreciate great people s characteristics and qualities. 自主预习 1.Match the scientist in the left column with his/her contributions in the right column. Alexander Bell electricity Thomas Edison the first telephone Wright brothers the electric lamp Madame Curie black holes in the universe Franklin theory of gravity Steven Hawking the first plane Elbert Einstein radium Isaac Newton the theory of relativity 2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in? Draw a conclusion Think of a method Collect results Make a question Find a problem Analyse the results Find supporting evidence 3.Do you know the features of infectious diseases? 学习过程 Step1:Skimming 1.Who was the great scientist in the passage and what was the deadly disease of its day? 2.What happened in 1854? 3.What can prove that cholera was severe? Step2:Carefulreading 1.Read Paragraph 1 and then fill in the blanks. John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem. 2.Read Paragraphs 2 & 3 and then answer the questions. (1)What were the two theories about the cause of cholera? (2)Which theory did John Snow want to prove? (3)What was his method of doing the research? 3.Read Paragraph 4 and answer the questions.
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A. He doesn’t li ke her at all. B. He is a bit proud of her and admires her. C. He has to obey her because she is his sister. D. He thinks that her knowledge of geography is very poor. (2)Altogether there are______________ people who have to take the great bike trip. A. one B. two C. three D. four (3)According to the text, which of the following statements is not true? A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai. B. They found a large atlas with good maps in the library. C. At first, the Mekong River is small, and the water is clear and warm. D. The Mekong River finally flows into the South China Sea. (4)Which is the proper order according to the text? a. The Mekong River enters the South China Sea. b. The Mekong River begins at a glacier on a Tibetan mountain. c. At first, the Mekong River is small, and the water is clear and col d. d. The Mekong River enters Southeast Asia. e. The Mekong River travels across western Y unnan Province. f. The Mekong River leaves China. A. b, c, e, f, a, d B. b, c, e, f, d, a C. c, b, e, f, d, a D. c, b, f, e, a, d (5)It can be inferred from the passage that Wang Kun is a______________ person. A. brave B. kind C. timid D. careful 3. Language problems（猜测词义、分析长难句） While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as persuade, determined, altitude, etc. 1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . ) 2. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb.
人教版高中英语必修 5 NEW SENIOR ENGLISH FOR CHINA STUDENTS’ BOOK 5 Unit 2 The United Kingdom 年级：高三 课时： 1课时 任课老师：王爽 Unit 2 The United Kingdom Ⅰ. Material analysis The topic of this unit is the United Kingdom, which helps students to gain a better understanding of history and geography of the UK and its constitution as well as some sights and historic ruins. The reading part of this unit talks about how the four countries combined into the UK, which makes students have a clear clue of its history. And it also tells us about the UK’s main sights. All of these will help students know more about the UK. Ⅱ. Teaching objectives 1. Knowledge objective: to share the information about the United Kindom. 2. Ability objective: to foster students’ reading ab ility(prediction, skimming, scanning). 3. Emotion objective: to stimulate the students’interest for learning more about the UK. Ⅲ. Teaching points and teaching difficulties 1. Key vocabulary: consist of, clarify, conflict, unwilling, break away, to one’s c redit, currency, institution, convenience, roughly, attract, architecture, administration, enjoyable 2. Key points: to show the position, direction and distance 3. Difficult points: Wales was linked to… England and Wales were joined to… England is devided into three zones. Ⅳ. Teaching aids Text book, blackboard, pictures about the UK’s map
人教版必修五第五单元First aid (reading)阅读课教案 一．教材分析 随着现代社会日益工业化进程的加快,各种事故发生的潜在危险系数也在增加。很多时候如果我们能了解一点急救常识对于事故中的他人和自己都是非常有利的,有时候甚至能挽救宝贵的生命。这个单元是以First aid为话题,旨在通过单元教学使学生了解相关急救知识。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。 二．学情分析 鉴于高二的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过课本获取更多的知识和信息，我将引导学生自主参与学习、交流合作,注重学生实际与课文主题的结合，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法。实现阅读能力与表达能力的提高。 三．教学步骤 1.教学目标 (1)知识目标： A. 帮助学生掌握重点词汇及短语。 （first aid fall ill skin organ barrier essential layer poison complex variety liquid mild mildly heal electric shock swell swollen scissors unbearable watery squeeze out over and over again bandage blouse in place） B. 引导学生阅读文章，并掌握烧伤的急救方法。 (2) 能力目标： A.引导学生用不同的方法阅读文章，从而提高学生的阅读能力。 B.帮助学生了解烧伤，掌握烧伤的急救方法。 (3)情感目标： A. 激发学生对急救的兴趣，学会保护自己，并且能够在别人遇到危险时给与帮助。 B. 培养学生的合作学习能力。 2. 教学重点： A.帮助学生了解烧伤，掌握烧伤的急救方法。 B.帮助学生掌握文章的大意及细节内容。 C.培养学生的阅读能力。 3. 教学难点： A.怎样帮助提高学生的阅读能力？ B.帮助学生了解烧伤，掌握烧伤的急救方法。 4. 教学策略和方法：教学策略主要以四步教学法和任务型教学(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。 A. 通过头脑风暴的练习，使学生在大脑中形成语言的输入。 B. 通过略读和查读方法训练学生的阅读能力。 C．以所学内容为基础，设计讨论话题来提高学生的说的能力，形成语言的输出。 D．以小组讨论的方式使学生积极参与到自主学习的活动中来。 5. 教学过程 第一步：目标导入(2分钟) 1.Writing the title on the board;