湖南省師范大學附屬中學高中英語Unit5FirstAid(writing)課件

1、Teaching plan New Senior English for China Students Book 5Unit 5 First Aid (writing)The teaching plan consists of six parts: Part. Analysis of the teaching material Part. Analysis of the teaching approachPart. Analysis of the learning approach Part. Teaching procedures Part. Blackboard design Part .

2、 Record after teaching Part Part Part& Part Part Part 1. The status and function 2. Teaching goals3. Key teaching points and difficult pointsAnalysis of the teaching materialPart. Analysis of the teaching material : 1. The status and function a. The content of Unit 5 b. The status and function 2. Te

3、aching goals (1) Knowledge goals: (2) Ability goals: Part. Analysis of the teaching material : a. Master the key words b. Master relevant functioning sentence patterns b. Focus on the students abilities to get information, deal with information, solve problems and the abilities to think and express

4、in English a. Develop the integrated language skills(3) Moral goals:a. Develop the sense of social responsibility Develop the spirit of team-working and cooperating2. Teaching goalsPart. Analysis of the teaching material : 3. Key teaching points and difficult points: Key teaching points: Difficult p

5、oints:a. Master the key words and sentence patternsb. Learn to write first aid instructions in different cases.a. How to perform the writing tasks with the knowledge learntb. How to improve the students writing ability HomePart. Analysis of the teaching approach : 3. Teaching aids Teaching theoretic

6、al basis: a. New Curriculum Standards for Senior High School b. Second Language Acquisition Theory 2.Teaching methods: a. Task-based Language Teaching Method b. Cooperative Learning Approach c. Intuitional & Situational & Affective Motivation Teaching Method HomePart. Analysis of the learning approa

7、ch : 1. Something about students:2. The learning approach of students: (1)Cognition strategy (2)Adjustment strategy (3)Communication strategyHomePre-taskTask-cyclePost-taskEvaluationPart. Teaching procedures : Step1 Pre-task ( Lead-in and Pre-writing Activities ) 8 m Step2 Task-cycle ( While-writing

8、 Activities) 26 m Step3 Post-task (Post-writing Activities) 10 m Step4 Evaluation (after class)Step5 Homework 1 mHomeworkPart. Blackboard design Home Part . Record after teachingThe instructional writing a. useful sentence patterns to express instructions: You should/ ought to / must You should / mu

9、st never do Please do You should/ must not do Make sure Never do./ Please dont conjunctions: and, and then, next, first(ly), second(ly), third(ly), last .Unit 5 First aid Period 6 Writing Step One Pre-task 1. Lead-in Answer the questions: 1.What happened in the picture? 2. If we cant get in touch wi

10、th 120 in time or the ambulance is too late to save a persons life, what should we do when facing the emergency? 3. What does the picture want to tell us? 2. Pre-writing activitiesSituation: Supposed: I am a mother, I have a six-year old daughter. Yesterday my little daughter was burnt by the hot wa

11、ter in the kitchen.Q: What should I do? Can you give me some instructions?Pair WorkWork in pairs and give first aid instructions for burns.Task 1 Play the relay game!Task 2 Speak out the instructions one by one in the sequence of giving first aid instructions for burns.How to write an instruction In

12、structions for burns:1. Take off clothing and jewellery near the burns.2. Cool the burns with cool water.3. Place cool, clean wet cloths on the burns.4. Dry the burned area gently.5. Cover the burned area with a dry clean bandage.6. Get the victim to the doctor or hospital, if possible.Advice on how

13、 to write instructions:1.There is a title tell what the instruction are for2.The imperative verb is used 3.The instructions are written step by step, in the order that they are meant to happen.HomeModelStep Two Task cycle (while-writing)Task 1 Brainstormingsprained ankle; swell; bandage; injure; ele

14、vate;burning clothes; blanket; remove; put out;cool downnose bleeding; breathe;pinch; nostrils;spit outchoke ; spit;pat; eatTask 2Group discussion1. Write down the instructions for the picture in brief by yourself 2. Discuss with the other group members Task 3PresentationCome to the platform to pres

15、ent the results of discussion by projectorTask 4 Writing Ask each student to choose whichever picture they like and make up a story about first aid in 10 minutes.HomeStep 3 Post-task (Post-writing activities)n1. Self correction n2. Peer correctionn3. Sampled correction by the teacher HomeStep 4 Eval

16、uation (after class)班級：班級： 姓名：姓名： 座號：座號：等級標準內容A AB BC CD D自評組評師評拼寫是否正確完全正確有少許錯誤有一些錯誤很多錯誤語法、詞匯運用是否正確應用了較多的語法結構和高級詞匯能應用一些語法結構和詞匯語法結構單調、詞匯項目有限，不影響理解文章語法錯誤較多，詞匯很有限，影響理解內容是否完整有思想有意義有意義，觀點不明確內容一般內容過于平淡邏輯性是否強有效地使用了語句間的連接成分，使全文結構緊湊應用簡單的語句間的連接成分，使全文結構緊湊應用簡單的語句間的連接成分，使全文結構緊湊語句斷續(xù)，行文不流暢創(chuàng)造性有創(chuàng)造性，表現(xiàn)力強較有創(chuàng)造性，簡要，完整創(chuàng)意不夠，較完整沒有創(chuàng)意，內容不完整小組綜合評價小組綜合評價（group evaluation）評價內容評價內容 文章佳詞、佳句文章佳詞、