FirstAidBook5Unit5ListeningandSpeakingBook5Unit5FirstAidBlackboarddesignSection

1AnalysisoftheteachingmaterialSection3AnalysisofteachingmethodsTeachingemphasesanddifficultiesSection2AnalysisofstudentsIdentifyingtheteachingaimsTeachingproceduresSection7Section4Section5Section6Section1

AnalysisoftheTeachingMaterialTheselectedteachingmaterial：Book5Unit5FirstAid,Listening&Speaking&WritingFourfirstaidsituationsLiaison

Section2AnalysisofStudentsCharacteristics:activeandeagertoparticipateinclassactivitiesInefficiency:notfamiliarwithfirstaid,withsmallvocabulary,lackoftheconfidencetospeakinpublicSection3

AnalysisofTeachingMethods1.Task-basedactivity2.Scaffoldinglearningtheory3.MaximizethespeakingopportunityandparticipationSection4

IdentifyingtheTeachingAims1.Linguisticknowledge:Learnsomeusefulsentencepatternstodescribefirstaid.2.Languageskills:

a.Uselisteningskillssuchasprediction,payingattentiontothetoneandsomephoneticphenomena.

b.Practisegivinginstructions.Section4

IdentifyingtheTeachingAims3.Emotionalattitude

a.Masterbasicfirstaidknowledge.

b.InspireSs'willingnesstohelppeoplewhoareinneed.

c.Sswilldeveloptheircouragetospeakinpublic.Section5

TeachingEmphasesandDifficulties

Keypoints:1.Sscanlearnaboutfourfirstaidsituations.

2.Sscanmastersomelisteningskills.Difficultpoints:

1.Sscanidentifytheliaisonandassimilation.

2.Sscanusethephrasesrelatedtofirstaidwhenhavingemergency.Section6TeachingProceduresActing

12mins

5Post-listening

6mins43While-listening14mins2Pre-listening

2mins1Lead-in

5mins6Assignment

1minStep1Lead-inOrganizeaQ&Acompetitionwhichincludesseveralquestionsrelatedtofirstaid.Q1:Youshouldwaitatleastfiveminutes

beforetouchingsomebodywhohas

beenstruckbylightening,oryou

mightgetashock.

TrueFalseStep1Lead-inQ2:Thebestwaytotreatasprained

ankleisto:A.Putanicepackonyourankle.B.Putaheatingpad(發(fā)熱墊)aroundyourankle.C.Keeponwalkingandjumping.Step1Lead-inQ3:Ifyougetanosebleed,gentlyletyour

headbacktostopthebleeding.TrueFalseStep1Lead-inQ4:Totreataburn,youneedto:A:Rubsomebutteronit.B:Holdtheburntpartundercoldrunningwater.C:Putsaltontheburntpart.Step1Lead-inQ5:Ifsomeoneishavingaheartattack,

youshouldfirst:A.Call120B:PerformCPR(心肺復(fù)蘇)Step1Lead-inStep2Pre-listeningAskstudentstodiscuss:Arethereanyothersituationsthatrequirefirstaid.AfterbrainstormIwillpresentsomepicturesthatrelatetothelisteningmaterial.(Blackboarddesign)Step2Pre-listeningOthersituationsFirstAidclothesonfirebrokenboneschokingsnakebitesbruising...droptothefloordon'tmovebladesqueezethepoisonliquidoutusebandage...Solutions(Blackboarddesign)Step3While-listeningStudentswilllistentothetapetwiceandfinishtwotasks.1,Numberthepicturesinthecorrectorder.2,Fillinthechart.Askthestudentstofinishtheformingroupsandtowritedowntheanswerontheblackboard.Step3While-listeningTask1Listenandnumberthepictureinthecorrectorder.1234Step3While-listeningPartSituationTreatment1anosebleed1.squeezehisnose

2342.sitdownandlethimbendforwardslightly1.stophimrunninground2.tellhimtodroptothegroundandcoverhimwithathickcloth3.rollhimonthegroundtillthefireisout.4.treathimforburns1.bendhimforward2.givehimfourquickhardslapsbetweenhisshoulderblades1.sithimdown2.puticeontheankle3.putfootuponachair4.bandageuphisankletightlysomeone'sclothesonfirechokingasprainedankleStep4Post-listeningT:Let'sseejusthowmuchyoucanremember.OK.Let'ssaythatPeterhasabloodynose.Whatshouldhedo...Sarah?S:Sitdownandbendforwardslightly.Squeezehisnosejustbelowthebridgeuntilthebleedingstops.T:Whyshouldhimleanforward?S:Sohegetsthebloodalloverthefloorinsteadofonhisclothes.T:Veryfunny,Steward.Rachel?R:Sothebloodrunsoutofhisnoseandnotdownhisthroat.Ifyouswallowblood,youmightbesick.T:That'sright.Step4Post-listeningSohegetsthebloodalloverthefloorinsteadofonhisclothes.Liaison連讀Sohegetsthebloodalloverthefloorinsteadofonhisclothes.(連讀主要指在同一個(gè)意群里，前面一個(gè)詞結(jié)尾的輔音和后面一個(gè)詞開頭的元音連起來讀，構(gòu)成一個(gè)新的音節(jié)。)連讀1.

Ionlygottheordersa____________

hoursago.

(17全國I聽力)______________thatyouwillleavesoon?

(17全國II聽力)Nobodyisgoingto_______________

you.(17全國II聽力)2.3.同化Ihearthey’regoingto__________toGermanyforthenewproject.

(17全國I聽力)

高考鏈接coupleofDoesitmeancleanupaftersendyou(sendyou一起讀發(fā)生同化，)Step5ActingPutonthedoctor'suniform.Actoutadialoguewithastudentwhohavepreparedforthetask.Presenttheemergencycallbetweenadoctorandamother.D:Emergency.CanIhelpyou?M:You'vegotyohelpme.Mydaughter'shadanaccident.Idon'tknowwhattodo.Step5Acting

D:Calmdown.Tellmeyournameandphonenumberslowly.M:Lucy...Oh,you'vegottosendmeanambulancenow.D:Yes,Iwill.Nowtakeadeepbreathandtellmeyourphonenumber.M:Yes,1234567.Step5Acting

D:Good,tellmewhat'shappened.M:Well,mydaughterwasstandingonatableinthekitchenandwasreachinguptothetopcupboardandshefell.Nowsheissittingonthefloor.Herleglooksstrange-maybeit'sbroken.Pleasehurry.Step5Acting

D:Okay,nowweneedyouraddress.M:It'sNo.5Diamondroad.D:OK.Theambulanceisonitsway.Nowthefirstthingyouneedtorememberisthatdon'tletherputherweightonherinjuredleg.Putablanketoveryourdaughteranddon'tmoveher.Wewillcomeassoonaswecan.M:Thankyouverymuch.Goodbye.Step5Acting

D:Emergency.CanIhelpyou?M:You'vegotyohelpme.Mydaughter'shadanaccident.Idon'tknowwhattodo.D:Calmdown.Tellmeyournameandphonenumberslowly.M:Lucy...Oh,you'vegottosendmeanambulancenow.D:Yes,Iwill.Nowtakeadeepbreathandtellmeyourphonenumber.M:Yes,12345345435.D:Good,tellmewhat'shappened.M:Well,mydaughterwasstandingonatableinthekitchenandwasreachinguptothetopcupboardandshefell.Nowsheissittingonthefloor.Herleglooksstrange-maybeit'sbroken.Pleasehurry.D:Okay,nowweneedyouraddress.M:It'sNo.5Diamondroad.D:OK.Theambulanceisonitsway.Nowthefirstthingyouneedtorememberisthatdon'tletherputherweightonherinjuredleg.Putablanketoveryourdaughteranddon'tmovehim.Wewillcomeassoonaswecan.M:Thankyouverymuch.Goodbye.Step5Acting

Step5ActingStep5ActingNow,it'syourtimetoact.Sentencespatternsthatyoumayuse:Nowtakeadeepbreathandtellmeyourphonenumber.Good,tellmewhat'shappened.Nowweneedyouraddress.Theambulanceisonitsway.Nowlistencarefully.Followtheseinstructions.Nowthefirstthingyouneedtorememberisthat...Look/Watchoutfor...and...

Step5Acting

Step6AssignmentThinking:Inthedialogue,whatcouldthemotherhavedonetoavoidtheaccidenthappening?Discussthisquestionwithyourdeskmate.Thankyouforyourlistening!請(qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽臉?biāo)題請(qǐng)?jiān)诖溯斎肽臉?biāo)題請(qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽臉?biāo)題請(qǐng)?jiān)诖溯斎肽臉?biāo)題請(qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽Ｕ?qǐng)?jiān)诖溯斎肽奈谋尽８兄x您的觀看所謂說課是教師在備課的基礎(chǔ)上，面對(duì)評(píng)委、同行、系統(tǒng)地口頭表述自己的教學(xué)設(shè)計(jì)及其理論依據(jù)，然后由聽者評(píng)說，達(dá)到相互交流，共同提高的目的的一種教學(xué)研究形式。說課的基本步驟

一、說教材1、教材的地位：從地位上、結(jié)構(gòu)上、內(nèi)容上、教育意義上等方面論述本節(jié)教材在本課\本書中的地位和作用。2、教學(xué)目標(biāo)：根據(jù)新課程標(biāo)準(zhǔn)的要求、學(xué)生年齡特點(diǎn)、生活經(jīng)驗(yàn)、認(rèn)識(shí)問題的層次、程度、學(xué)生發(fā)展的需要等方面制定出三維學(xué)習(xí)目標(biāo)。3、教學(xué)重點(diǎn)、難點(diǎn)：從教學(xué)內(nèi)容、課標(biāo)要求、學(xué)生實(shí)際、理論層次、對(duì)學(xué)生的作用等方面找出確立重點(diǎn)難點(diǎn)的依據(jù)并確定教學(xué)的重點(diǎn)和難點(diǎn)。二、說教法依據(jù)《綱要》、課標(biāo)的四性、新理念、新教法等理論具體說明將在課堂設(shè)計(jì)中運(yùn)用那些方法。這里可以從大的方面，從宏觀上來說一下，具體詳細(xì)可以放在下一個(gè)教學(xué)程序里說明。如：1、參與式

2、討論式

3、互動(dòng)式

4、體驗(yàn)式

5、研究性學(xué)習(xí)6、談話、對(duì)話、辯論、調(diào)查、情景模擬、親歷體驗(yàn)、小活動(dòng)等三、說學(xué)法依據(jù)新的教學(xué)理念、學(xué)習(xí)方式的轉(zhuǎn)變，說出所倡導(dǎo)自主、合作、探究等方式方法。達(dá)到體驗(yàn)中感悟情感、態(tài)度、價(jià)值觀；活動(dòng)中歸納知識(shí)；參與中培養(yǎng)能力；合作中學(xué)會(huì)學(xué)習(xí)。四、說教學(xué)程序主體部分：說出教學(xué)的基本環(huán)節(jié)、知識(shí)點(diǎn)的處理、運(yùn)用的方法、教學(xué)手段、開展的活動(dòng)、運(yùn)用的教具、設(shè)計(jì)的練習(xí)、學(xué)法的指導(dǎo)等。并說出你這