Unit 5 First Aid Period 4 Discover Useful Structures教学设计-高中英语人教版(2019)选择性必修第二册单元整体教学设计（视频 课件 教案).docx

1、高中英语人教版(2019)选择性必修第二册 Unit 5 First Aid教学设计第4课时教学设计授课教师冯旭霞学校、年级高二课型语法课时长40mins教学设计理念1、 依据新课标（2017）提出的基于六要素整合、指向学科核心素养发展的英语学习活动观。活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义，培养文化意识，发展多元思维，形成学习能力的主要途径。本节课基于六要素整合、指向学科核心素养发展的英语学习活动观，设计了学习理解，应用实践，迁移创新等不同层次的思维活动，旨在帮助学生获取文本信息，引导学生加深对主题意义的理解，帮助学生在活动中习得语言知识、文化知识，发展运用语言技

2、能，提升思维品质，进而尝试在新的语境中运用所学语言和文化知识，创造性地表达个人观点、情感和态度，最终达到提高学生英语学科能力，落实核心素养。2、依据新课标提出的处理好教学评的关系以达到以评促教、以评促学的目的。在实际教学中，教师应处理好评价与教和学之间的关系，推动教、学、评一体化实施。教学评价是英语课程的重要组成部分，其目的是促进英语学习， 改善英语教学，完善课程设计，监控学业质量。本节课中教学评价贯穿在教学实践的各个环节，综合运用问答、课堂观察、作品分析等方式收集学生学习和发展的数据信息做出评价，通过评价使学生在英语学习过程中不断体验进步与成功，认识自我，建立自信，调整学习策略，以此促进学生

3、英语学科核心素养的全面发展。文本解读本板块主要复习v-ing形式的用法，所选的例句和小语篇和主题意义相关密切，其中小语篇部分主要内容是独居老人的安全问题。学情分析学生经过必修三unit 1和 unit 2，选择性必修一unit 3 和unit 4对于v-ing的学习以及本单元前几个课时v-ing的渗透，对于v-ing的含义、特征和功能有基本的认识，但是对于v-ing在语义表达中的作用的认识并不是很深入，需要进一步复习并熟练掌握v-ing的形式意义和功能，体会这一语法手段可以使人和事物的描述更加简洁达意。教学目标At the end of the lesson, students will be

4、 able toidentify the form, meaning, function and structures of the v-ing form by using the methods of observation-discovery-induction-practice-applicationrewrite sentences and complete passages using the v-ing form;talk about helping elderly people and avoiding accidents in life using the v-ing form

5、.教学重难点Main learning focus:identify the form, meaning and function of v-ingPotential difficulties:How to guide students to correctly use v-ing to describe first aid knowledge and technique both in oral and written way教学资源课件PPT，黑板、白板。教学目标活动形式与步骤活动意图活动层次学习效果评价时间Identify the form, meaning, function and

6、structures of the v-ing form by using the methods of observation-discovery-induction-practice-applicationRewrite sentences and complete passages using the v-ing form;Talk about helping elderly people and avoiding accidents in life using the v-ing form.Lead-inReview what is first aid and why is first

7、 aid importantObservationActivity 1: Students present the sentences containing v-ing in the reading text.1. It also helps control your body temperature，prevents your body from losing too much water. 2. As you can imagine, getting burnt can lead to very serious injuries.3. The first and most importan

8、t step in the treatment of burns is giving first aid.4. It is best to place burns under cool running water, especially within the first ten minutes.5. Remove any clothes using scissors if necessary, unless you see the fabric sticking to the burnt skin.6. You can protect the burn by covering it with

9、a clean cloth.Activity 2: Point out the function of the v-ing form in the sentences mentioned in activity 1.DiscoveryActivity 1:Read the five sentences, focusing on the underlined parts of the sentences.1.When he got out of the bathtub, he slipped and fell on the floor.2.Is there my reason why we ar

10、e not going to have the first-aid training this week?3.She hadbeen told about the risk of electric shocks and this made her very careful while using hairdryers.4.Because the child was not watched carefully by his parents, he touched a hot iron and burnt his finger.5.After she had been bitten by mosq

11、uitoes, she applied some medicine to her skin.Activity 2:Tell the meaning of each sentence and common characteristics of these sentencesInductionDiscuss briefly with a partner the major functions of them. Then make a short summary in a table.PracticeExamples with -ing formReact to a fall into the ic

12、e hole Replace underlined parts with suitable -ing forms. Application1. Complete the passage with the correct forms of the given words. What happened to Mrs Tayor?2. Retell the storyStep 5: Homework此活动是导入环节，学生通过选词填空的形式完成急救的定义，也注意到急救的若干特征，并感悟到学习急救的重要性，为学习本课做好情感铺垫。通过提问检查学生做作业的情况，同时让学生通过观察，逐渐明确v-ing在句中

13、充当的成分，同时以思维导图和表格的形式进一步加深对v-ing的理解。句子改写过程中要注意根据语义指向，正确选取v-ing。句子改写完成后，学生通过小组合作，讨论句子表达的含义、分析语境、总结句子的共同点以及探讨用v-ing改写后的句子的特点。以表格形式呈现v-ing的结构。培养学生通过逆向思维，更好地理解本课语法的语用意义。让学生掌握在语境中灵活运用该语法结构。进一步巩固v-ing的相关用法，同时在书面表达时有意识的运用v-ing。感知与注意获取与梳理概括与整合分析与判断概括与整合分析与判断概括与整合分析与判断内化与运用描述与阐释内化与运用分析与判断内化与运用想象与创造通过提问，所有学生能建立

14、新旧知识的连接。能够找到v-ing，并明确在句中担当的成分。 能够重读reading部分并快速找到含有v-ing的句子，并绘制思维导图以及表格。能模仿例句v-ing改写句子。能用表格总结v-ing的结构能用v-ing改写句子，并使用一定的连接词，提升谋篇布局的能力。能在语篇语境中正确使用v-ing 并根据文本内容以及积累的词汇和语句以及v-ing口头复述独居老人安全问题。能够准确识别v-ing的形式、功能和意义。并能够在书面表达中有意识使用v-ing。2mins6mins8mins5mins810Mins1min板书设计 教学反思与评价本节课遵循“观察发现归纳练习运用”的设计思路，从语法的形式，意义和功能三方面复习v-ing的用法，通过引导学生重读阅读课文，寻找含有v-ing的句子，分析归纳该结构的形式和功能，并通过改写句子、讨论、复述的活动，让学生运用v-ing简洁有力的表达观点，旨在学生从语用角度加深对本单元主题意义的理解。