第六课时泛读课
第一步作业检查
检查学生的完成情况,帮助学生分析出现的问题。
第二步阅读训练(一)“HeroicTeenagerReceivesAward”
1.Beforereading,askstudentswhattheywilldowhentheyfindsomeoneisbadlyhurtbyarobberinthestreet.Andlisttheiranswersontheblackboard.
2.Tellstudentsthatthereadingpassageisintheformofanewspaperarticle,peoplecangetaquickideajustfromreadingthetheheadlineandthefirstparagraph.TheheadlinegivesreadersaclueaboutthecontentandthefirstparagraphgivesinformationthatanswersthequestionsWho?When?Where?What?Why?andHow?
Askstudentstoreadtheheadlineandthefirstparagraphtofindthemaininformation:
Who?(teenagerJohnJanson)
What?(honoredattheLifesaverAwards)
When?(lastnight)
Why?(carryingoutfirstaidonaneighbourafteraknifeattack)
3.AskstudentstoreadthewholepassageanddoEx1onPage39.
4.WhatdoyouthinkofJohnsactions?
brave,heroic,courageous,helpful,unselfish,fearless,confident,quick-thinking)
5.Whatshouldwedoafterreadingthestory?IsitnecessaryforustoattendaFirstAidcourse?
6.Languagepoints:
1)Johnwaspresentedwithhisawardataceremonywhichrecognisedthebraveryoftenpeoplewhohadsavedthelifeofanother.在典礼上,约翰被授予奖品。该典礼是为了表彰挽救他人生命的十个人的英勇行为的。
present动词,赠给。例如:
Themayorpresentedtheprizesinperson.市长亲自颁奖。
动词present常用句式
(1)present+名词+with+名词,例如:
Whensheleftthecompany,thedirectorpresentedherwithasetofgolfclubs.她离开这家公司时,董事赠给予她一套高尔夫球杆。
(2)present+名词+to+名词,例如:
Hepresentasilvercuptothewinner.他把银杯颁给了获胜者。
2)ThereisnodoubtthatJohnsquickthinkingandthefirstaidskillsthathelearnedatschoolsavedMsSladeslife.毫无疑问,约翰敏捷的思维和在学校所学的急救技能救了斯赖德女士的命。
doubt名词,意思是“怀疑”、“疑惑”、“疑问”,例如:
Ihavenodoubtatallwhodidit.这事是谁干的,我心理有数。
用法点拨
doubt后接whether;nodoubt后接that。例如:
ThereissomedoubtwhetherJohnwillcome.约翰是否会来很难说。
Thereisnodoubtthattheplanwillsucceed.毫无疑问,这计划一定会实现。
第三步阅读训练(二)WBPage72
Thereadingpassageisintheformofapamphletwithinformationpresentedunderheadingsandinpointform.Studentscanpracticethereadingskillstheyhaveusedinlearningthetext.
1.Readthetitleandtheheadingsandanswerthefollowingthreequestions.
1)Howistheinformationorganized?
Theinformationisorganizedaccordingtoparticularroomsandalsotoonecauseofaccidents-fire.
2)Whatisthepurposeofthepamphlet?
Totellpeoplehowtokeepasafehomeandhowtopreventaccidentsinthehome.
3)Whatisthefunctionofthepictures?
Toillustrateandemphasisesomepointsinthepamphlet.
2.Askstudentstoreadthewholetext,underlinethesentenceswiththewordslistedabovethetextandthendiscussthemeaningofthem.
3.Askstudentstomakealistofdosanddontsaccordingtothetext.
第四步作业布置
复习本单元学习的内容。
第二课时整体阅读
第一步作业检查
Askstudentstotellwhattheyhavefoundthroughthenet.
Askstudentestomakealistofmaterialsoffirstaidkit.
第二步导入新课
Askstudentstolookatthepictureandanswerthequestionsinpre–reading.
1.Whathashappenedinthispicture?
(Thelittlegirlhaspulledboilingwaterontoherself.)
2.Whatsortofinjureswillsheget?
(Shewillhavebadburns.)
3.Whatshouldthemotherdo?Canyougivehersomeadvice?
第三步预测文章内容
2.Askthestudentstoreadthetitle“FirstAidforBurns”andlookatthepictures,thenguesswhatthepassagemaybeabout.
Askoneortwostudentstogivetheirpointofview.
第四步阅读文章
Fastreading
1.Givestudentsoneminutetoscanthepassage,thenanswer:Howmanypartsarementioned?Whatarethey?
TheNewCoursefocusesontheSsabilitiestogatherinformation;dealwithinformation;solveproblemsandtheabilitiestothinkandexpressinEnglish.Itfirstintroducestheimportanceoftheskintoourbody,thenintroducestypesofburns,characteristicsofburnsandcertainstepsoffirstaidtreatments.Itishopedthatthroughthepassage,theSswillknowhowtoperformfirstaidproceduresforburnsanddofirstaidcalmlyduringanemergency.
2.Howistheinformationorganizedwithintheheadingsoftypesofburnsandcharacteristicsofburns.
Theinformationisorganizedaccordingtothetypesofburns:firstdegree,seconddegree,thirddegreeburns.
3.DoEx1onPage35:
Intensivereading
1.DoEx2onPage35.Askstudentstotellfromwhichparttheanswerscanbefound.
(Characteristicsofburns.)
2.Answersomequestions:
Whyisskinveryimportanttoourbody?
(Skinprotectsusagainstdieases,poisonsandthesunharmfulrays;keepsuswarmorcool;preventsourbodyfromlosingwater;itgivesyousenceoftouch.)
Whyshouldyouputcoldwateronaburn?
(Thecoolwaterstopstheburningprocess,stopsthepainandpreventsorreducesswelling.)
Whydosentathirddegreeburnthurtmuch?
(Becausethenervesmaybedamaged.)
3.ReadthepartwiththeheadingofFirstaidtreatmentandmakealistofdosanddonts.
Dos
Coolburnswithrunningwater.
Takeofftheclothingandjewellerynearburns.
Placecool,clean,wetclothonthefirst,seconddegreeburns.
Drytheburnedareagently.
Covertheburnedareawithdry,cleanbandgeandholditinplacewithtape.
Donts
Takeoffcolthingstucktotheburn.
Putcoldwateronthethirddegreeburns.
Rubtheburns,breaktheblisters.
Putbutter,oil,ointmentsonburns.
Detailedreading.
1.Readthetextagainandtelltrueorfalse.Theskinisthelargestorganofourbody.
1)Theskinisthelargestorganofourbody.
2)Ifapersongetsathirddegreeburn,hewillfeelgreatpain.
3)Sunburnjustbelongstothefirstdegreeburn.
4)Takeoffclothingandjewellerynearburns.
5)Ifapersongetsathirddegreeburn,hemustcoolburnsimmediatelywithcoolbutnoticywaterandthengotoseeadoctor.
Keys:1.T;2.F;3.F;4.T;5.F.
2.AskthestudentstodoExercise3onPage36andexchangetheirinformationinpairs.
第五步作业布置
1.Learnthetextbyheartandtrytofindoutsomeimportantordifficultwordsandexpressions.
2.Writeashortsummaryofthepassage.
3.Preview“LearningaboutLanguage—Discoveringusefulwordsandexpressions”.
第五课时听说课(二)
第一步检查作业
检查省略句的掌握情况。
第二步听力训练(一)
Page39
1.ReadthroughthewordslistedinEx1andmakesurethatstudentsunderstandthemeaningofthem.
2.AskstudentstolookatthefourpicturesinEx2andgivetheirownadvice,sothattheycangetfamiliarwiththelisteningpassage.
3.Askstudentstolistentothetape,trytogettheinstructionsandcheckthemwithwhattheyhavelisted.
第三步听力训练(二)
Listening(Page73)
1.ThemaincontentofthislisteningpassageisRescuebreathing.Showstudentsthepictureandask:
(1)Whatshouldyoudoifyoufindapersonwhohasstoppedbreathing?
(starthisbreathatonce)
(2)Whatdoyouthinkisthebestthingtodotomakeapersonbreatheagainwhenhecannotbreathe?
(mouth-to-mouthway)
(3)Whatshouldbepaidattentiontowhencarryingoutbreathingrescue?LookatthepicturesonPage73,canyouseewhatishappeningineachpicture?Haveadiscussionwithyourpartners,usingthefollowingwordstohelpyou.
unconscious,tobend,totilt,toroll,chest,tongue,airway,pulse,airway,neck
2.Listentothetapeandnumberthepictures.
3.Listentothetapeagainandtakenotesusingellipsis.
Sampleanswer:
1)Checkwhetherunconscious.
2)Putintorecoveryposition.
3)Checkandclearairway.
4)Checkforbreathing.
5)Blowintomouth.
6)Checkpulse.
7)Continuerescuebreathingat15breathsaminute.
8)Whenbreathingagain,putinrecoveryposition.
9)Askstudentstoactoutinpairs.
第四步口语训练
1.完成WBP74SpeakingTask,全班组讨论,组长负责记录,并向全班汇报,引导学生注意语言表达的准确性。
2.Assessment
1)Individualworkforself-assessment
Canyoutellwhatfirstaidis?
CanyouexplainwhatDRABCis?
Canyoudealwithsomecommoninjuriessuchasanimalbitesandpoisoning?
Canyoupassthetestdesignedbyyourclassmates?
Canyouusewhatyoulearnedinthisunittohelpinjuredpeople?
Haveyoulearnedthenewwordsandexpressionsinthisunit?
Whathaveyoulearnedinthisunit?
Whatareyourstrongpointsandweakpoints?
2)Groupwork:
GroupAssessment
姓名小组发言次数全班发言次数提出问题次数解答问题次数查找资料次数与人合作次数总评价
第五步布置作业
Writeashortcompositioninwhichyoutellthereaderhowtogivefirstaid.
本单元的中心话题是“急救”。通过本单元教学,让学生了解有关急救的常识,意识到了解一些基本的急救措施对生活的重要性,着重培养学生学以致用的能力。在理解的基础上,用较为流利的英语表达在生活中如何处理一些突发事件,然后实施紧急救护等。
“热身”(WarmingUp)部分首先以下定义的方式阐述了什么是急救(FirstAid),然后,让学生描述所给的六幅图片。这一部分的设计的目的是给学生提供一个机会来检查他们自己的急救知识。
“读前”(Pre-reading)部分主要让学生回顾日常生活中可能发生的急救场景。通过图片引发“烫伤”话题,继而讨论该怎么办,自然地把学生带进了阅读课文部分。
阅读(Reading)部分节选自FirstAidfortheFamily。文章脉络明晰,首先陈述皮肤对人体的重要性,然后介绍烧伤的各种起因,三种不同程度的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。学生可以通过这一部分的学习,了解一些阅读技巧,从而提高阅读效率和能力。
“理解”(Comprehending)部分有四个部分,各部分内容深度,难度,对能力的要求逐层推进。第一个活动是排序,有助于培养学生在阅读过程中通过抓关键词来捕捉主要内容的能力,并通过排序理解行文线索和各个主要内容之间的内在联系;第二个活动是“贴标签”,通过图片帮助学生更好地理解三种不同的烧伤程度;第三个活动是判断正误,帮助学生理解和记忆文中的细节性信息;第四个活动是回答问题,不仅检查学生对文章的理解情况,而且培养学生的口头表达能力。
“语言学习”(LearningaboutLanguage)的词汇部分设置了两个词汇练习:第一个练习是学习构词法,练习同一词根的动词、名词和形容词的拼写规律;第二个练习是填词,要求学生根据回答补全问题中所缺的单词。这两个练习既帮助学生巩固本单元的词汇,并通过构词法教给学生拓展词汇的方法,同时也帮助学生理解和巩固阅读课文。语法部分是省略句,通过相关练习,让学生了解什么是正确的句子,什么是好句子这一语言现象。
“语言运用”(UsingLanguage)部分综合训练听说读写的能力。阅读和讨论部分是一个真实的故事,17岁的约翰·詹森采取果断的急救措施,挽救了安·斯莱德的生命,歌颂了约翰·詹森的机智勇敢和富于爱心,同时表达了这样的主题:Asimpleknowledgeoffirstaidcanmakearealdifference.听、说、写部分有机地结合在一起,检查学生对急救常识和对急救措施的掌握。
“小结”(SummingUp)部分要求学生就急救知识、词语和结构三个方面进行自我评价,判定学习情况。
“学习建议”(LearningTip)部分就写作进行指导。建议学生研究真实语篇(authentictexts),研究它的组成部分,句子结构和所用词语等,供写作时模仿。
第一课时听说课(一)
将WarmingUp部分与Workbook(WB)中的Listening和Talking放在同一课时(以说为主)。可将WB中的SpeakingTask和Project相结合,设计成本单元的开放性作业。
第二课时阅读课
将Pre-reading,Reading.Comprehending部分放在同一课时教学,设计成一堂阅读课。
第三课时语言学习(一)──词汇学习
将LearningaboutLanguage中的Discoveringusefulwordsandexpressions及WB中的Usingwordsandexpressions整合成一节词法学习课、应用课。
第四课时语言学习(二)──省略
将LearningaboutLanguage中的Discoveringusefulstructures及WB中的UsingStructures放在一起教学,上一节语法课。并将WB中的WritingTask在本节课中同步处理或布置为课外作业。
第五课时听说课(二)
将UsingLanguage中的Listening,Speaking和WB中的ListeningTask放在同一节课中,处理为一堂听说课(以听为主)。
第六课时泛读课
将UsingLanguage中的ReadingandWriting和WB中的ReadingTask上成一堂泛读课。也可视时间需要把WB中的ReadingTask部分的阅读文章布置为课外阅读作业。
第七课时写作复习课
自行设计一份写作练习,重点复习本单元所学的重点词汇、短语、表达及语法等,上一节巩固复习课。(WB中的Checkingyourself可视具体情况安排在本堂或留做作业。)
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