TeachingplanNewSeniorEnglishforChinaStudent’sBook5Unit5FirstAid(writing)Theteachingplanconsistsofsixparts:Part.AnalysisoftheteachingmaterialⅠPart.AnalysisoftheteachingapproachⅡPart.AnalysisofthelearningapproachⅢPart.TeachingproceduresⅣPart.BlackboarddesignⅤPart.RecordafterteachingⅥPartⅠPartⅣPart&PartⅤⅥPartⅢPartⅡ1.Thestatusandfunction2.Teachinggoals3.KeyteachingpointsanddifficultpointsAnalysisoftheteachingmaterialPart.AnalysisoftheteachingmaterialⅠ:1.Thestatusandfunctiona.ThecontentofUnit5b.Thestatusandfunction2.Teachinggoals(1)Knowledgegoals:(2)Abilitygoals:Part.AnalysisoftheteachingmaterialⅠ:a.Masterthekeywordsb.Masterrelevantfunctioningsentencepatternsb.Focusonthestudents’abilitiestogetinformation,dealwithinformation,solveproblemsandtheabilitiestothinkandexpressinEnglisha.Developtheintegratedlanguageskills(3)Moralgoals:a.Developthesenseofsocialresponsibilityb.Developthespiritofteam-workingandcooperating2.TeachinggoalsPart.AnalysisoftheteachingmaterialⅠ:3.Keyteachingpointsanddifficultpoints:Keyteachingpoints:Difficultpoints:a.Masterthekeywordsandsentencepatternsb.Learntowritefirstaidinstructionsindifferentcases.a.Howtoperformthewritingtaskswiththeknowledgelearntb.Howtoimprovethestudents’writingabilityHomePartⅡ.Analysisoftheteachingapproach:3.Teachingaids1.Teachingtheoreticalbasis:a.NewCurriculumStandardsforSeniorHighSchoolb.SecondLanguageAcquisitionTheory2.Teachingmethods:a.Task-basedLanguageTeachingMethodb.CooperativeLearningApproachc.Intuitional&Situational&AffectiveMotivationTeachingMethodHomePart.AnalysisofthelearningapproachⅢ:1.Somethingaboutstudents:2.Thelearningapproachofstudents:(1)Cognitionstrategy(2)Adjustmentstrategy(3)CommunicationstrategyHomePre-taskTask-cyclePost-taskEvaluationPart.TeachingproceduresⅣ:Step1Pre-task(Lead-inandPre-writingActivities)8m’Step2Task-cycle(While-writingActivities)26m’Step3Post-task(Post-writingActivities)10m’Step4Evaluation(afterclass)Step5Homework1mHomeworkPart.BlackboarddesignⅤHomePart.RecordafterteachingⅥTheinstructionalwritinga.usefulsentencepatternstoexpressinstructions:Youshould/oughtto/must……Youshould/mustneverdo……Pleasedo……Youshould/mustnotdo…Makesure……Neverdo…./Pleasedon’t……b.conjunctions:and,andthen,next,first(ly)…,second(ly)…,third(ly)…,last….Unit5FirstaidPeriod6WritingStepOnePre-task1.Lead-inAnswerthequestions:1.Whathappenedinthepicture?2.Ifwecan’tgetintouchwith120intimeortheambulanceistoolatetosaveaperson’slife,whatshouldwedowhenfacingtheemergency?3.Whatdoesthepicturewanttotellus?2.Pre-writingactivitiesSituation:Supposed:Iamamother,Ihaveasix-yearolddaughter.Yesterdaymylittledaughterwasburntbythehotwaterinthekitchen.Q:WhatshouldIdo?Canyougivemesomeinstructions?PairWorkWorkinpairsandgivefirstaidinstructionsforburns.Task1Playtherelaygame!Task2Speakouttheinstructionsonebyoneinthesequenceofgivingfirstaidinstructionsforburns.HowtowriteaninstructionInstructionsforburns:1.Takeoffclothingandjewelleryneartheburns.2.Cooltheburnswithcoolwater.3.Placecool,cleanwetclothsontheburns.4.Drytheburnedareagently.5.Covertheburnedareawithadrycleanbandage.6.Getthevictimtothedoctororhospital,ifpossible.Adviceonhowtowriteinstructions:1.Thereisatitletellwhattheinstructionarefor2.Theimperativeverbisused3.Theinstructionsarewrittenstepbystep,intheorderthattheyaremeanttohappen.HomeModelStepTwoTask–cycl...
