篇一：高中英语教案
Teaching Plan for Book 5
Unit5 First Aid
Reading: First Aid for Burns
白水县尧禾中学 于李娟
教案背景：
《英语》（人教版）必修五是供高中二年级上学期使用，这本教材以培养学生综合运用语言能力为根本，全面准确地体现了新的英语课程标准，必修五教材共有五个单元。每个单元由Warming up, Pre-reading, Reading, Comprehending, Learning About Language, Using Language 这六部分组成。这一课讲的是Reading 部分。 教学课题：
新标准英语（人教版）必修五 Unit5 First Aid中 Reading: First Aid For Burns
教材分析：
新标准英语（人教版）必修五Unit 5 First Aid 是讨论对不同的情况采取什么急救措施。本节课Reading部分：First Aid For Burns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。 教学方法：
任务型教学法、直观演示法、TPR教学法
Teaching Goals:
1. Enable the Ss to get some first aid knowledge.
2. Enable the Ss to learn how to use what they’ve learnt to do first aid
treatment for burns correctly.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Key Teaching Points:
How to improve the Ss’ reading ability.
Difficult points:
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods:
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2. Discussion methods to make the Ss understand what they’ve learned in class.
3. Pair work of group to get every student to take part in the teaching-and-learning activities.
4. Competition and role-play method to arouse the Ss’ interest. Teaching aids:
The normal teaching tools
Knowledge aims:
1.Get the students to learn the following useful new words and
expressions in passage: burn, essential, organ, layer, barrier, complex, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, damage, jewellery, squeezing out, over and over again, bandage, in place.
2. Enable the Ss to read and comprehend the text.
Ability aims:
1. Develop the students’reading ability and let them learn different reading skills.
2. Enable the students to master some English expressions and phrases and to know some knowledge of first aid.
Emotional aims:
Enable the students to learn how to give their correct suggestions about first aid when others are in danger.
Teaching procedures
Step1. Lead-in
Now you know something about first aid. Kook at the picture on page 33 in Pre-reading part. What has happened to the girl and what can we do? The girl is burned by hot water. Next this class we are going to learn something about First Aid for the Family. Now read the text “First Aid for Burns” on page 34.
Step2. Fast reading
Let the Ss read the passage fast and then find out the answers to the
questions
1. What will the passage be about?
2. What do they tell you about the passage?
3. In which order are these topics covered in the text? Number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
(After eight minutes, check the answers)
Step3. Detailed reading
1). Tell if the following statements are true or false:
1. Our skin has three layers.
2. We will never get burned by the sun.
3. Burns are divided into three degrees according to the degree of pain.
4. Third degree burns are the most serious and painful.
5. Put cool water on any burns to cool them.
6. Don’t rub the burns
7. It’s better that you put some butter or oil on burns.
(After three minutes, check the answers)
2). Answer the questions
1. Why should you put cold water on a burn?
2. Why doesn’t a third degree burn hurt?
3. Why do you think clothes and jewellery near burns should be removed?
4. If someone has a third degree burn, why might you see tissue? (After five minutes, check the answers)
3). Read the text again and then find out how many parts there are and the main idea of each part:
Part1. The purpose / function of skin
Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
Part3. Types of burns: First degree burns, Second degree burns, Third degree burns
Part4. Characteristics of burns
Part5 First aid treatment
3). Finish off Comprehending Ex2&4
Step4. Words competition
Have a competition to check the Ss’ words spelling
Step5. Making a first-aid kit
An activity to let the Ss know what are included in a first-aid-kit
A well-stocked first-aid kit, kept in easy reach, is necessary in every
篇二：人教版高中英语必修1全部教案设计
Unit 1 Friendship
1.Teaching aims and demands
1. Suggested teaching notes
1). Analyses of the teaching contents
This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about
friendship, get to know the problems between friends
and seek solutions, which makes preparations for the
further teaching in topics, background and vocabulary.
Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.
Reading--- The diary by the Jewish girl Anne gave a glimpse of her life
during her family’s shelter in Amsterdam from the German
Nazis’ killing in world war 2. she treats the diary as her best friend, and
in it reveals her longing for a normal life and close contact with nature,
which helps her get through the days.
Comprehending---It helps students further understand the text by doing multiple
choices, questions and answers, and matching.
Learning about language---It teaches the important expressions and structures and
grammar: direct and indirect speeches.
Using language---The two letters, listening, questionnaire design, letter writing and
fun writing prepares students to further talk about friendship,
especially the problems with misunderstanding, and unfriendliness,
thus strengthening students’ abilities to practice language, discover,
and solve problems.
Summing up---It summarizes the whole contents of this unit from the aspects of
topics, vocabulary and grammar.
Learning tip--- This part encourages students to form the habit of writing a diary.
Integrating skills--- The text introduces the way Hawaiians express friendship, to get
students to realize the cultural differences in the values of
friendship in addition its importance in all cultures.
2) Making of the teaching plan
This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:
3. Teaching plans for each period
Period 1 Warming-up and Speaking
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……
2) Ability goals
a. Describe your friends in English
b. Figure out the problems between friends and then find different ways to solve the
problems.
3) Learning ability goals
a. To encourage students to think and talk about friends and friendship by using
some phrases and structures.
b. To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English in Senior
Middle School.
2. Teaching important points:
a. Use the given adjectives and sentence structures to describe one of your
friends.
b. Learn to evaluate friends and friendship.
3. Teaching difficult points:
a.
b. Work together with partners and describe one of your good friends. Discuss with partners and find out ways to solve the problems.
4. Teaching methods
a. Task-based teaching and learning
b. Cooperative learning
c. Discussion
5. Teaching aids:
CAI
6. Teaching procedures and ways:
Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne.
At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.
1. How did you spend your summer holidays? How did you feel? What
did you do in your summer holidays? What did you do in your spare
time?
2. What do you think of our new school? Do you like it? Could you say
something about it?
3. Do you like making friends? How do get in touch with your friends?
Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?
Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and structures may be helpful:
His/Her name is ……
He /She is …… years old.
He /She likes …… and dislikes ……
He /She enjoys …… and hates……
He /She is very kind/friendly/……
When /Where we got to know each other.
2. What types of friendship do you have? Please tick them out. Then fill in the blanks.
girl friends boy friends pen friends
long -distance friends friends of the same age
e-friends (friends over the internet)friends across generations
unusual friends like animals, books……
1).______ is /are most important to you.
2). You spend most of your free time with ____.
3). You will share your secrets with _____.
4). When in trouble, you will first turn to _____.
Step 3 Make a survey
1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.
Tell your partner your standards of good friends by using the following structure:
I think a good friend should (not) be……
篇三：高中英语一堂好课的标准
高中英语一堂好课的标准
目标要求：
1．符合英语教学大纲要求；
2．面向全体，注意个体差异；
3．培养听说读写的基本技能，提高综合语言运用能力。 教学内容：
1．强调语言基础知识的落实；
2．培养学生听说读写的语言技能；
3．培育学生的文化意识，指导学生学习策略。
教学过程：
1．思路清晰，过渡自然，密度合理；
2．符合学生的认知过程；
3．重点与难点的呈现与处理得当。
教学方法：
1．方法灵活多样，有效地利用各种策略，因材施教；
2．注重师生、生生之间有效互动；
3．倡导在“做”中学的任务型教学途径；
4．恰当使用现代化教学手段。
情感教育：
1．激发学生动机兴趣，帮助学生树立信心，学会合作，扩大视野；
2．尊重学生，营造宽松、民主、和谐的课堂；
3．适时适度评价，激励学生学习。
教学效果：
1．有效地实现教学目标，整体印象深刻，达到预期效果；
2．课堂上英语气氛热烈，学生思维活跃；
3．学生负担合理、短时高效。
教学技能：
1．用英语组织课堂，语言流畅优美；
2．应变和调控能力强；
3．教学形成自己的风格。
《高中英语标准教案》
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