人教版（2019）选择性必修 第二册Unit 5 First Aid Reading for Writing 教案（表格式）.docx

TeachingP1.anTopic:0B215FirstAidReadingfcrwritingGrade:Senior2Ana1.ysesofteachingmateria1.sWhat该语篇讲述了一位名叫ChenWei的中生运用海姆立克急救法救助率息患者的感人事迹，不仅介绍了ChenWei救助窒息患者的过程，还介绍了海姆立克急救法(Heim1.iChInanOeUvre)的历史和操作方法。Why以读促写的目的是教学生如何写有关自己施救或他人施救经历的记叙文，旨在进一步彰显学习急救的必要性，展现面对紧急情况应有的沉若应变能力，同时弘扬见义勇为的行为，传递人道主义精神，写作任务不仅有助T培养学生的语言表达能力，还有助于学生深刻理解生命的意义和珍爱生命的重要性，学会关爱他人，传递友爱，培养学生正确的人生观和价值观,How通过学习这样的故事之后，旨在要求学生模仿该故事写一篇叙事性的文章。通过和学生分享则发生在身边溺水急救新闻，激活学生的写作兴趣，巩固该板块听力活动所学的关于溺水急救知识的词汇，让学生从记者的角度去模仿编写一个急救故事，引导学生创造性借鉴和运用文本结构，话题词汇，为学生充分搭建好语言支架，以确保高质量的语言输出.Ana1.ysisofStudents学生对窒息的紧急事件以及记叙文的学做手法有初步了解，但学生对于海姆立克急救法的历史和操作本领并不熟悉，同时对于记叙文的结构和特点理解不够深入，不能在新设境中很好地梳理归纳记叙文的文章结构和卅言特点，从而模仿结构和语言特征并恰当运用定语从句展开写作活动，需通过老师提问鹿、小组合作讨论等方式帮助学生梳理归纳其结构和语言特点，进而运用记叙文写作常用的方法以及积累的语言进行写作。TeachingObjectives在本节课结束时，学生应该能修：1.通过梳理全文的篇章结构，掌握文单大意，了解HeimIiChmanOeUvre,掌握急救知识；2 .通过解读句子、段落文字间的关联性，分析问题本质，培养逻辑思维能力：3 .通过研读词、短语、句式和过去进行时,熟悉话题核心词汇，学习如何生动地描写叙事性文章：4 .通过深入解读文章，掌握记叙文篇章特征，运用话题核心词汇，仿写急救故事.ImportantDifficu1.tPoints:学习如何生动地描写叙事性文章，运用话题核心词汇，仿与急救故事。TeachingMethodTask-basedTeachingMethodsTeachingaids:Mu1.ti-media,b1.ackboardTypeReadingandWritingPeriod:40ninsTeachingProceduresStepsActivitiesJustificationVanUpft1.eadinActivityIzMakeprediction.T1.eadsSstota1.kaboutwhathashappenedtotheboyithefirstIWopicturesusingkeywordschoking,victiwdesperate.ToactivateSsbackgroundinformationandcu1.tivateSs,abi1.ityofthinkingactive1.yandmakinrcasenab1.eprediction.ReadingActivity2:Readforcontent.1. Readtheartic1.eandputA-E(fivesentences)inthecorrectp1.acesinthetext.2Answerthequestions.(I)JIowdidChensaveZhang'?(2)tWaStheend?(3)I1.owisHeim1.ichmanoeuvrepreformed?(1)Whyisitpreformeddifferent1.yonaSmaI1.chi1.d?(5)Whatdoesthequote«ean?Activity3:Readforstructurebyansweringthequestions!.Part1:.IhowerethePeoPIeinvo1.ved?Uiathappened?Wieredidithappen?2. Part2:WhatdidChenIeido?3. Part3:HOWdoCSthestoryend?4. Uhatpurposedoesthequoteattheendoftheessayserve?Activity4:Readfor1anguageIkWcanwedescribeanurgentsituationvivid1.y?.desperatefriends.wasinstant1.yforcedoutheardsomeonescreaming.waschokingonsomesteak,wasnowho1.dinghisthroat,weres1.appinghimonthebackwastednotime,ranto.atonce.he1.pZhangtohisfeetChenUeihadhisdinnerinteruptedwhenheheard.StandingbehindZhang.ChendidtheHe1.m1.ichmanoeuvre.Tohe1.pSsgetac1.earerpictureofthewho1.eartic1.e,thehistoryofHeim1.ichnanoeuvreandbetterknowthei11prianceoffirstaid.ToactivateSs'awarenessofwritingCOnCeringstructure.ohe1.pSstoaccumu1.atewritinga1.eria1.sandpreparetowriteWritingActivity5:Crea1。acontext.Severa1.daysagovamanwasdrowningintheYuxiriverSeeingthis.severa1.strangerstookoffthec1.othesan(ju11pedintothewatertosavethedrowningBanwithouthesitation.Supposeyou<erethereporter,writethestorxaboutprovidingfirstaidfordrowning.Usewhatyou,vc1.earntinthisc1.ass.Tohe1.pSsunderstandtheWritingrequirCmCnIStocoap1.etethewritingtask,techno1.ogies,andgetreadyforActivity6:Eva1.uationExchangeyourdraftuithapartner.Usethischeck1.isttohe1.pyourevisethedraft.Thentakeyourdraftbackandreviseitaccordingtoyourpartner,scomnents.VIsthenarrativeessayc1.eat*?VDoesithavethreeparts?VDoesthefirstpartte1.1youaboutwho.what,andwhere?JDoeSthesecondpartshowaconf1.ict?VDoesthethirdpartgivetheconc1.usion?Isthereagoodquotetosumthingup?VArethedetaiIsofthestoryeasytounderstand?Asairp1.ewriting:ADrowningMnnSavedbyPassers-byCaiZuningra73-year-o1.dretiredworker,wasstro1.1ingwhenheheardsomeonescreaming.fe1.1.owju11pedintothewaterfro«thebridge.ThedrowningmanwasstruRg1.ininthewaterdesperate1.y.Caiwastednotime.Regard1.essofhisownsafety,hetookoffthec1.othesanddivedintothefreezingco1.dwateratonce.Unfortunate1.y,Caiwastooweaktodrawthedrowningmanoutofwater.Seeingtheurgentsituation,fourpassersbyjoinedtherescueinstant1.y.TheyfirstsucceededincarryingthemontothePaVanQntAfter1.ayingthevictimsontheback,theypattedtheirshou1.derstocheckforaresponse.Theymadesurethedrowningmanwasfine,1.ttherewasanurgentneedtoperfonCPRonCaibyb1.owingairinandpushingdownonthecentreofhischest.Severa1.minutes1.ater,anambu1.anceandthepo1.icearrived.Theytookovertheincident.Seeingtwomendrowni11.Mc11remainedca1.aandreactedi11>2diate1.y.1.ie1.atersaidabouttheincident.uIt'agreathonourtosavea1.ife.*Wri1.inRSe1.f-editingandpeer-editingcanhe1.pstudentstoturnknv1.edgeintoabi1.ity.SuaaaryTSUamariZeSthecontentsofthewho1.e1.essonwithSsToremindtheSsofwhattheyhave1.earnedinthis1.esson.HoaeworkAccordirtotheteacher,sandc1.assmates,eva1.uation,po1.ishyoureaiI.Tohe1.pSSCQnSoIidHteandapp1.ywhattheyhave1.earned.