TeachingandLearningDesign選擇性必修Book2Unit5FirstAid教學設(shè)計單元教學核心素養(yǎng)目標與要求：核心素養(yǎng)教學目標與要求語言能力主題：急救詞匯：能正確使用下列單詞和詞塊。單詞：technique,organ,ray,radiation,acid,millimetre,minor,victim,fabric,loose,urgent,ease,wrap,bath,slip,mosquito,elderly,carpet,operator,ambulance,delay,needle,ward,ankle,bleed,panic,interrupt,scream,fellow,choke,steak,desperate,practical,fist,grab,tight,motion,justify,welfare,collapse,foggy,suburb,membership詞塊：senseoftouch,electricshock,IVneedle,vitalsign,helpsb.toone’sfeet,faceup/down,sleepin,outofshape語法：復習和歸納ving形式在句子中的功能和用法，包括ving形式作主語、賓語、表語、定語、賓語補足語、狀語等成分;能夠在語境中正確使用動詞ing形式的各種結(jié)構(gòu)表達意義，包括其一般式、完成式、否定式、被動式等。語篇：1.閱讀有關(guān)燒/燙/灼傷急救的醫(yī)院宣傳單，了解燒/燙/灼傷的成因、種類和急救方法，掌握說明文的寫作特點。2.閱讀高中生對別人實施急救的事跡，把據(jù)文章的敘述邏輯和段落銜接，并學習主人公見義勇為的精神和迅速、冷靜處理問題的能力。3.聽一個男孩撥打999急救電話的錄音，理解電話內(nèi)容和接線員的指令，了解急救電話的特點和撥打急數(shù)電話的要求。表達：1.能夠模仿聽力中的急救電話,與同伴分角色表演溺水場景下?lián)艽蚣本入娫挼膶υ?.能夠?qū)懸黄洈⑽模袟l理地敘述自己或他人實施急救的經(jīng)歷。學習能力1.能夠根據(jù)文章的語言和寫作風格識別其文體類型，準確把握文章的寫作目的，深入理解文章內(nèi)容。2.能夠關(guān)注急救電話中接線員所使用的祈使句和表示順序的副詞，在其指導下完成急數(shù)操作，并體會其語言的清晰和簡練。3.能夠通過分析范文總結(jié)記敘文的寫作技巧，把握其文體特征、語言特點、基本邏輯脈絡(luò)、過渡與銜接、主題的升華等。文化意識1.了解一些國家的急救電話號碼，以及撥打急救電話的方法和要求，學會用英語描述所遇到的緊急情況，能聽懂急救指令。2.了解一些中外緊急救援機構(gòu)及其實施救援的方法和流程，包括巴西的滑翔傘生命救援機構(gòu)。3.了解紅十字國際委員會創(chuàng)立的背景、發(fā)展歷程及其貢獻，學習它所倡導的人道主義精神。思維品質(zhì)能夠深入思考學習急救知識和技能的意義，并能分析造成意外事故的原因，總結(jié)避免意外的注意事項；能夠整合本單元信息，并借助網(wǎng)絡(luò)、圖書館等途徑收集各類意外事故的急救方法和常見急救工具的用途，采用表格、宣傳冊等方式系統(tǒng)地梳理這些信息，以備不時之需。單元教學課時規(guī)劃：課時安排教學內(nèi)容課時1OpeningPage(看讀說語篇1)+ReadingandThinking—Readingprehension(閱讀語篇2)課時2ReadingandThinking—Languagefocus(閱讀語篇2)[實際需要2課時完成]課時3LearningAboutLanguage—Buildingupyourvocabulary(綜合運用語篇3)課時4LearningAboutLanguage—DiscoveringUsefulStructures(綜合運用語篇4)課時5Usinglanguage(ListeningandSpeaking)(聽說語篇5)課時6Usinglanguage—Readingprehensionandlanguagefocus(閱讀語篇6)[實際需要2課時]課時7Usinglanguage—Writing(寫作語篇7)課時8AssessingYourProgress(綜合運用語篇7)+Projects(綜合運用語篇8、9)課時9VideoTime(視聽說語篇10)+UnitRevisionPeriod1Teachingandlearningcontents:OpeningPage+Readingandthinking—Readingprehensionprehensiveteachingandlearningobjectives:Bytheendofthisperiod,thestudentswillhavebeenableto:1)TalkaboutthepictureandthesayingontheOpeningPagerelatedtothethemeofthisunit;2)Readandprehendthetextaboutfirstaidforburnstogetsomebasicinformationaboutfirstaidandgettoknowhowtogiveproperfirstaidtreatmentsforburns;3)Beawareoftheimportanceofknowingaboutfirstaid;4)Improvetheirthinkingqualitybytalkingaboutthesituationsofburnsandhowtodealwiththesituations.Teachingandlearningimportantpoints:1)Readingprehensionofthetexttoknowaboutbasicinformationaboutfirstaidandhowtogiveproperfirstaidtreatmentsforburns;2)Beingawareoftheimportanceofknowingaboutfirstaid;3)Improvingthestudents’thinkingqualitybytalkingaboutthesituationsofburnsandhowtodealwiththesituations.Teachingandlearningdifficultpoints:1)Readingprehensionofthetexttoknowaboutbasicinformationaboutfirstaidandhowtogiveproperfirstaidtreatmentsforburns;2)Beingawareoftheimportanceofknowingaboutfirstaid;3)Improvingthestudents’thinkingqualitybytalkingaboutthesituationsofburnsandhowtodealwiththesituations.Teachingandlearningprocedure:Step1Leadinginandintroduction(OpeningPage)Activity1Leadingin1.Leadinthetopicofthisunitbytalkingaboutthetitleofthisunit—firstaid.1)Introducefirstaid.Whatisfirstaid?Firstaidreferstoemergencycareortreatmentgiventoasickorinjuredpersonbeforeregularmedicalaidcanbeobtained./Firstaidreferstotheinitialassistancegiventosomeonewhoisillorinjuredbeforeprofessionalmedicalhelpisavailable.Itspurposeistopreservelife,preventtheconditionfromworsening,andpromoterecovery.FirstaidcanbeassimpleascleaninganddressingawoundorascriticalasperformingCPR(cardiopulmonaryresuscitation)onsomeonewhosehearthasstopped.2)Whataresomesituationswherefirstaidisused?Whyisitimportanttogivefirstaid?Whatistherelationshipbetweenfirstaidandregularmedicalaid?Firstaidisusedinavarietyofsituations,includingbutnotlimitedto:minorinjuriessuchascuts,scrapes(擦傷),burns,orsprains(扭傷);medicalemergenciessuchaschoking,severeallergicreactions,orcardiacarrest(窒息、嚴重過敏反應(yīng)或心臟驟停);Accidentslikefalls,roadcollisions,orworkplacemishaps(工作場所事故);environmentalemergenciessuchashypothermia,heatstroke,ordrowning(體溫過低、中暑或溺水).Itcansavelivesinemergency.Firstaidcanbecarriedoutbyanyonegivingfirstaidbutregularmedicalaidshouldbecarriedoutbymedicalprofessionals.2.Talkaboutthequote:Itagreathonourtosavealife.—LeighBardugoEnglishmeaning:Inthisquote,“honour”meansthesameas“privilege”,sowecanparaphrasethequotetomeanthatitisaprivilegetosavealife,orthatsavingalifeissomethingthatshouldmakeusfeelgreatjoyandmakeusproudofourselves.Chinesemeaning:能拯救生命是莫大的榮幸。3.Lookatthepictureanddiscussthefollowingquestions.1)Whatisthegirlontherightdoinginthephoto?Ithinksheislearningbasicfirstaid,inparticularCPR.2)Haveyouseenthistechniqueusedbefore?Doyouknowhowtodoit?Possibleanswer:IhaveneverseenCPRperformedinreallife,butIhaveoftenseenitperformedinfilmsandonTV,andIhavereadabouthowtodoit.Youpressdownonthechestofavictimeveryfewseconds.Idon’tthinkI’mconfidentenoughtotryitmyselfthough.3)Doyouthinkit’simportantforthestudentstolearnthis?Why?Itisimportantbecauseifsomeone’sheartorbreathingstops,theyusuallyhaveonlythreetonineminutesbeforetheirbrainsuffersirreversibledamagebecauseofalackofoxygen,unlessCPRisperformed.However,itmaytakeanywherefrom1020minutesbeforeanambulanceesonceyoucallanemergencyservice.3.WatchashortvideoofCPR.Activity2Introduction1.Introducethelearningobjectivesofthisunitatthebottomoftheopeningpageandmakethestudentshaveageneralideaofwhattheyaregoingtolearninthisunit.(Getthestudentstoreadtheprehensivelearningobjectivesatthebottomofthepage.)2.Introducethelearningobjectivesofthisperiod.Step2PrereadingActivity3Prereading1.Warmup.Discussthefollowingquestionsandshareyouranswers.1)Whatfirstaidtechniquesdoyouknowof?2)Ifsomeoneyouknowsufferedaburn,whatwouldyoudo?Itdependsonthekindofburn.AlloftheburnsI’veeverseenwerefairlyminor,sothebestthingtodowastoputitundercoldrunningwatertostoptheburning.2.Gothroughthetitle,subtitlesandwordsinboldofthetextandidentifyitswriting/texttype,structureandmaincontentandlanguagefeatures.Understandingtexttypes:Differentkindsoftextscanbeidentifiedbytheirstyleofwritingandlanguagefeatures.Byunderstandingthetexttypeofapieceofwriting,youcanbetterunderstanditspurpose.Youcanalsobetterunderstandwheretofindinformationinthetext,andwhatkindofinformationitislikelytocontain.Writing/texttype:Anexpositorywriting—hospitalleaflet.Structureandmaincontent:causesandtypesofburns,andfirstaidtreatment.Languagefeatures:Itiswritteninanobjectiveinformationalstyle,anddealswithahealthissue,givingadetaileddescriptionofhowtohandlethisproblem.3.IntroducethefeaturesofothertexttypeslistedonPage50.Advertisement:fullofpersuasivelanguageandcolourfuldescriptions,talksaboutthebenefitsofaproduct,usestheimperative(祈使句)totellsomeonetobuysomething.Newspaperarticle:factual,informational,objective,answersthewho,what,when,why,andhowquestionsaboutarecentevent.Blogpost:blogstandsforweblog,soitisakindofjournalordiary,usuallytopicalinnature,talkingaboutsomethingthatiscurrentornewinthelifeoftheauthororregardingtheauthor’sinterests.Email:akindofletter,itshouldhaveanopeningandaclosinglikealetter,beaddressedtoanindividual,andbeaboutamatterwhichdirectlyconcernsboththeauthorandrecipient.Shortstory:usuallyanarrativewritteninthepasttense,itcontainsvividlanguageandcolourfuldescriptionstotellastorywhichhasabeginning,amiddle,andanend.Step3WhilereadingActivity4ReadingprehensionofthemaincontentReadforthegeneralideaandbasicinformation.Readthetexttosummarizethemainideaofthepassageanddecidethetrueorfalseofthestatements,andgetthebasicinformationtopletethetable.1.Summarizethemainideaofthetextandeachpart.Mainideaofthetext:Thetextmainlyintroducesthreetypesofburnsandtheircharacteristicsaswellashowtogivefirstaidtreatmentwhenburnshappen.Mainideaofeachpart:Part1Functionsofyourskin.Part2Causesofburns.Part3Typesandcharacteristicsofburns.Part4Firstaidtreatmentforburns.2.DecideifthestatementsareTrueorFalse:(T)1)Yourskingivesyouprotectionfrommanydangerousthings.(F)2)Afirstdegreeburnhasthisnamebecauseitisthemostserious.(T)3)Seconddegreeburnscanbethemostpainfulkindofburn.(T)4)Itisimportanttousecoolwatertostoptheheatfromremaininginthewoundregardlessofthedegreeoftheburn.(F)5)Puttingbutteroroilonburnshelpsbecauseitmayreduceswellingandeasedisfort.3.bthebasicinformation(ToRBandP51ofTB).FIRSTAIDFORBURNSThefunctionsoftheskinItactsasa(n)①barrieragainstdisease,rays...andthesun’srays...CausesofburnsYoucangetburntbya(n)②varietyofthings.TypesofburnsFirstdegreeburnsSeconddegreeburnsThirddegreeburnsExamplesofburnsMildsunburnandburnscausedbyother③minorhouseholdincidentsBurnscausedbyhot④liquidsBurnscausedby⑤electricshocks,burningclothesorpetrolfiresCharacteristicsofburnsDry,red,andmildly⑥swollen;mildlypainful;turnwhitewhenpressedRedandswollen；blisters;⑦waterysurface;extremelypainfulBlackandwhite;swollen;thetissue⑧underneathcanoftenbeseen;littleornopainifnervesaredamaged;maybepainfularoundtheedgesoftheburnFirstaidtreatmentPlaceburnsundercoolrunningwater.Drytheburntareagentlywithacleancloth.Removeanyclothesusingscissorsifnecessary.Covertheburntareawitha⑨loosecleancloth.Ifburnsareontheface，makesurethe⑩victimcanstillbreathe.Getthevictimtothehospitalatonceiftheinjuriesaresecondorthirddegreeburns.Activity5ReadingprehensionofthetextualfeaturesAnswertheflowingquestionstotalkaboutandsummarizethetextualfeatures.1.Whatisthegenreofthetext?Isitanarration,adescription,anargumentation,oranexpositorywriting?Anexpositorywriting.2.Whatkindsofthingsarementionedinthetext?Functions,causes,differenttypes,characteristics,andprocedures.3.Isthistextmainlywritteninfirst,secondorthirdperson?Insecondandthirdpersons.4.Whattenseisused?Thesimplepresenttense.5.Arethereanypassivevoices?Howdotheymakeyoufeel?Yes.Theymakethetextsoundobjective.6.Whatotherlanguagefeaturesdidyoufind?Forexample,usingtheimperativesentencesandthevingforms.7.Whatadjectivescanyouthinkoftodescribethistext?Objective,scientific,professional,specific,clear,concise,etc.Activity6Readingprehensionexercisesandtextreconstruction1.pletethereadingprehensionexercisesinRBandchecktheanswerstounderstandthetextbetter.2.Usethebasicinformationintheabovetabletosummarizethemaincontentofthereadingtextandreconstructthetext.Step4PostreadingActivity7ThinkinganddiscussionDiscussthefollowingquestionsingroupsandshareanswers.1.Howarepeoplemostlikelytogetburnt?Mostpeoplearelikelytogetburntinthekitchen,bypickingupahotpan,orbygettingcookingoilspiltonthemselves.2.Whatstepscanbetakentohelppreventtheseburns?Beingawareofthedangerisagoodfirststep.Forexample,youshouldchecktoseeiftheburnerisonbeforetouchingapanonthestove.Youshouldalsouseovenmittswhentouchingahotpan.Ifyouareusingcookingoil,