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視頻標簽：First Aid,詞匯復習,語法填空能力
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視頻課題：高一人教版必修五unit5 First Aid 詞匯復習與語法填空能力的培養-福建
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高一人教版必修五unit5 First Aid 詞匯復習與語法填空能力的培養-福建省南平市高級中學
教學內容設計
設計主題： 整合復習必修五Unit 5 First aid詞匯，培養學生語法填空能力
整體設計思路、指導依據說明：
2014年教育部考試中心啟用了語篇型語法填空題來替代單項填空題，以測試考生運用語言進行交際的語用能力。本題型語篇長度大約為200詞左右，要求考生根據語境提示填寫正確的詞匯形式，考查考生領悟詞匯和語法在不同語境中的運用與銜接。
通過對2014～2016年全國高考英語（課標卷Ⅰ）的研究，我們可以看出語篇型語法填空題一般以考查實詞為主（大都給提示詞），虛詞為輔，比例大概在7:3左右。
該題型有以下特點：1)在語境中考查學生對語法基礎知識的綜合運用能力；2)體現功能語法的思想；3)關注語言結構與社會語境的關系；4)突出在具體的語言情景中通過語篇來實現語言的交際功能；5)實現語言知識、語言結構與語言意義的整合。
基于以上特點考慮，應對該題型應該從以下三個層面考慮。首先，應該樹立基于語篇的教學觀，語言教學應該從關注語言結構上升為關注語篇的層面。其次，在教學中應對基礎的語法知識進行更加全面且有針對性的傳授，開展語篇層面的微技能訓練，引導考生將語法及詞匯基礎知識與語篇所產生的語境和語篇的交際目的結合起來，努力提高學生在語篇中運用語法的能力。再者，教師可以將閱讀教學與語法知識教學相結合；可利用課內外閱讀文本，鼓勵學生自主挖空、設題。
因此，本節課以必修五Unit 5 First aid為話題線索, 通過整合課文的語篇文本，復習單元重點詞匯及內容，由點及面，由句到篇，層層遞進；同時，以語法填空的考點為另一條線索，引導學生在觀看視頻和聽力理解的過程中關注語言知識，培養語法意識，逐漸培養并提高語法填空能力。
教學內容和學生情況分析：
本節課的復習載體是必修五Unit 5 First aid。本單元話題為學生所熟知，學生對本單元詞匯也有了一定的了解，因此復習起來難度不大。并且學生經過一年多語法填空的接觸，已經對語法填空的基本題型結構和解題方法有大致的了解，然而他們做該題型時常常以感覺為主，缺乏判斷依據。因此，本節課旨在引導學生著眼于語法填空的常見考點，以小組合作、觀看視頻以及“障礙式聽力”的方式，通過引導學生進行“觀察——討論——總結——產出”的過程性學習活動，逐漸培養學生對相同題型的敏感度，從而提高解題的技能。
鑒于語法填空所涉及的語法項目廣泛，且為了顧及課堂的完整性，教師讓學生提前熟悉語法專有名詞，課前給學生分發學案，，并于課上給予學生思考、討論，以最終發現所考察語法項目的規律，提高解題的效率。
ⅠTeaching Objectives
At the end of this period, students will be able to improve themselves in the following two dimensions:
1. Knowledge aim:
Ss will consolidate and master the key words and important phrases in Unit 5 First Aid. They will make use of these words to make up some sentences and design some blanks with the sentences based on the rules of the Grammar Filling.
2. Skill aims:
(1) Ss will acquire the problem-solving skills of Grammar Filling by observing and discussing. (2) Ss will have a good command of Cooperation Learning Approach by group work.
Ⅱ Teaching Focus and Difficulties
1. Teaching focus
(1) Ss will be guided to observe the items which appeared in tests and try to summarize the common testing focuses with their partners.
(2) With the help of the conclusions they have drawn, Ss drill and consolidate what they have learnt.
2. Possible problems
While Ss have practiced Grammar Filling for more than one year, they still feel puzzled about the blanks without any clues in brackets. So they may find it hard to fill these blanks. Some problem-solving skills may be of great help.
Ⅲ Teaching Procedures
Step 1 Review (2 minutes)
Ss take part in a competition to revise the important words in Unit 5 First Aid and figure out the meaning of each words in English.
設計意圖：以詞匯競賽的方式復習前一課時學過的單詞，準確把握單詞的意思，為后面小組
活動做準備。
Step2 Lead in (4 minutes)
1. Ss watch the video of Mr. Bean and focus on what happened and what he did as first aid.
2. Ss get aware of what is Grammar Filling after filling the blanks designed from the video they watch.
設計意圖：通過觀看剪輯且配音過的憨豆先生急救視頻，在學生認真觀察后用語法填空的方
式讓他們說出視頻內容，并引出本堂課的內容——語法填空
Step 3 Observe, discuss, summarize and practice (25 minutes)
part1: Ss are required to observe each item carefully and summarize the rules of the first part of Grammar Filling ( i.e. the blanks with given words). (For convenience, Ss are provided with the worksheets before class.)
The common grammar items tested in Grammar Filling are as follows.
(1) n. pl.
adj.
(2) adv. adj. n. -er /-est
(3) predicate v.
non-predicate
tense voice
doing done
to do S-V agreement
personal pron. (we, us…). （4）pron. possessive pron. (our, ours…)
reflexive pron. (ourselves…)
設計意圖：通過引導學生進行“觀察——討論——總結”的過程性學習活動，使學生了解普
通語法項目是如何在語法填空中被檢測的，同時讓學生掌握“有提示詞的語法填空”的處理能力。
part2: Ss are required to listen to the VOA news. After that, try to figure out the words that they can hear according to the context. They are also required to observe each stem carefully, and summarize the rules of the second part of Grammar Filling. ( i.e. the blanks without given words)
(Adapted from the VOA news First aid saves our lives)
From VOA Learning English, this is Science in the News. I'm Mario Ritter. Today, Bob Doughty and Pat Bodnar provide a short guide to first aid.
Doctors in hospital emergency rooms often see accidental poisonings（意外中毒）. A frightened parent arrives with a child who swallowed a cleaning liquid. Or perhaps the harmful substance（物質） is a medicine. Or it might be a product meant to kill insects. These are common causes of accidental poisoning.
In cases like this, seek medical help as soon as possible. Save the container of whatever caused the poisoning. And look on the container for information about anything that stops the effects of the poison.
Save anything expelled from the mouth of the victim. That way, doctors can examine it. If you know first aid methods, you can be calmer and more helpful in case of emergency.
（1） prep. pron. & art. prep. + O. (collocation)
the + -est a/an + n.
（2） adv. temporal adv.
collocation of adv.
（3） attributive clause linking words noun clause
adverbial clause.
linking words parallel
(what, who, whether/if, when, where , how…)
(when , where, if, because, although…) (that, which, who, whom, whose, where, when, whether/if…) (and, or, but, so…) 4） emphatic sentence
sentence pattern so…that….
the usage of “it”.
設計意圖：通過給一則有關“急救”的VOA新聞進行剪輯并給其中一些詞加上噪音，形成“障
礙性”聽力，讓學生了解在這種情況下可以通過語境提示來完成無提示詞的語法填空，接著通過引導學生進行“觀察——討論——總結”的過程性學習活動，讓學生明白積累固定用法的重要性。
Step 4 Work in group（10 minutes）
After discussing with their partners, students present their summaries and the teacher concludes the problem-solving skills. Ss drill to practice with the skills. They are encouraged to make use of the words in Unit5 Book5 to make up some sentences and design some blanks with the sentences based on the rules of the Grammar Filling to test their follow classmates.
設計意圖：引導學生以小組活動的方式對本堂課所學知識作相應的產出，讓學生用已掌握的
語法填空的規則和本單元的詞匯設計出帶語法填空的句子，以檢驗本堂課的學習效度，同時培養學生合作學習的能力。 Step 5 Practice（2 minutes）(If pressed for time, finish it as homework.)
(adapted from unit 5 First aid for burns)
First aid is a temporary form of help 1._____ (give) to someone who suddenly falls ill or get 2.______ (injure) before a doctor can 3.________ (find). As we all know, the skin is an essential part of your body. It prevents your body 4.___________ (lose) too much water. You can get burned 5._______ hot liquids, steam, fire, radiation and so on. There are three types of burns 6.______(call) first, second and third degree burns. When someone gets burned, we will carry out first aid 7._________ (depend) on different degrees. Remove clothing from the 8.________ (burn) area unless it is stuck 9.________ the burn. Cover the area with a dry, clean bandage 10.________will not stuck to the skin. Then immediately take him or her to hospital.
設計意圖：通過教師設計的語法填空范例，讓學生在回顧課文內容、鞏固詞匯的基礎上再一
次實踐及鞏固語法填空規則
Step 6 Summarize – Complete the rhyme (1 minute)
謂語________和________ _____________牢記三形態
名變_______，形變______ 有提示詞
________、_______也光顧 _________________請關注 從句關系______或_______
_____________搭配要記住 無提示詞 _____________關聯須領悟
設計意圖：以朗朗上口的順口溜形式總結本堂課所學的內容，讓學生更好的掌握語法填空的
規則。 Step 7 Assign homework (1 minute)
1. Practice more to review the rules of Grammar Filling and find more problem-solving ways. 2. Design 10 blanks from the text on page35 of Book 5.
Ⅳ.Self-assessment
Individual Performance Checklist
Levels
A+ A B+ B C+ C I’ve reviewed and mastered the key words and phrases of Unit5 Book 5.
I can summarize and acquire the problem-solving skills of Grammar Filling through observing the examples and discussing in pairs.
I can work out Grammar Filling individually with the strategies I’ve learned.
I can make up sentences and design some blanks . I can get aware of the importance of first aid.
My plan for improvement
Group Performance Checklist
During Group
Work
(Self-assessment)
Everyone in our group
1. has their own task. (Y/N)
2. positively contributes the ideas to the group. (Y/N) 3. uses English all the time. (Y/N)
4. listens to different opinions with respect. (Y/N) 5. does a fair amount. (Y/N)
Class report (Peer evaluation)
The presenter from other group
1. shares with the class his/her group task division. (Y/N)
2. gives the presentation logically and clearly. (Y/N) 3. show a neat and good handwriting. (Y/N)
4. looks poised(冷靜), relaxed and confident. (Y/N)
兩評價表在課前就發給每位學生。主要以學生自評、小組自評、小組互評為主，教師點評為輔。通過課堂表現評價表的設置，讓學生了解評價的具體內容，有助于學生反思和調控自己的學習過程，不斷提高學習的自主性。總體而言，教師設計的評價表和評價方式根據課型和授課內容進行設置，評價中關注學生的發展、關注語用、關注過程、關注與教學的協調配合。此外，根據學生填寫完的評價表教師可以分析造成學習困難和設計難以有效實施的因素，在之后的教學中及時進行調整修正，以達到課堂教學的有效性。
Grammar Filling –Word Consolidation of Unit 5 First Aid
【Students’ worksheet】
★ Tasks before the new class.
1. Word competition
2.Watch the video of Mr. Bean and focus on what happened and what he did as first aid.
1). A man beside Mr. Bean _________(sudden) had a heart attack.
2). Poor Mr. Bean was _________(shock) and didn’t know what to do.
3). He thought of the mouth-to-mouth method, but he wasn't _____ (bravery) enough to do it.
4). He started __ ____(press)on the man’s chest
5). So he put a roll of magazine ____ place as a tube to blow air in.
6). He_____ (pour) the pills down the man’s throat.
7).When that didn’t work, he asked ____ some help.
8).At last, he gave the man an electric shock to restart _____(he) heart.
★ Procedures in class.
Step 1 Observe, discuss, summarize & Practice
1. n. 名詞
【考點】
v
For most of us the _________(change) are gradual and require a lot of effort and work, like cleaning up a polluted river.
v
Just be _________ (patience).
2. adj. 形容詞
【考點】
v
The river was so polluted that it ______(actual) caught fire and burned.
v
Finally, that hard work paid off and now the water in the river is ________(clean) than ever.
v It was the driver’s ____________ (careless) that led to the accident.
3. v. 動詞
【考點1】
v
A boy on a bike ________ (catch) my attention. He was riding beside the bus and waving his arms.
v
It was raining lightly when the lost child ________ (find) on the roadside just before dawn.
v
This cycle _______(go) day after day: The walls warm up during the day and cool off during the night .
【考點2】
v
Still, the boy kept _______(ride).
v
_______(see) from the tallest building, the whole city looks beautiful.
v
I heard a passenger behind me shouting to the driver, but he refused _______(stop) until we reached the next stop.
【考點3】
v
But for tourists like me, pandas are Chendu’s top__________ (attract).
v
Then, handle the most important tasks first so you’ll feel a real sense of _____________(achieve).
v
Everyone arrived late at the party for _______ (vary) reasons.
4. pron. 代詞
【考點】
v
Then the driver stood up and asked, “Did anyone lose a suitcase at the last stop ?”A woman on the bus shouted, “Oh, dear ! It’s —________(I).”
v
A few hours earlier, I’d been at home in Hong Kong, with ______(it) choking smog.
Step 2 Listen, observe, discuss, summarize & Practice
Listen to the VOA news and try to figure out the words you can’t hear.
(Adapted from the VOA news First aid saves our lives)
From VOA Learning English, this is Science in the News. I'm Mario Ritter. Today, Bob Doughty and Pat Bodnar provide a short guide to first aid.
Doctors in hospital emergency rooms often see accidental poisonings. A frightened parent arrives with a child who swallowed a cleaning liquid. Or perhaps the harmful substance is a medicine. Or it might be a product meant to kill insects. These are common causes of accidental poisoning.
In cases like this, seek medical help as soon as possible. Save the container of whatever caused the poisoning. And look on the container for information about anything that stops the effects of the poison.
Save anything expelled from the mouth of the victim. That way, doctors can examine it.
If you know first aid methods, you can be calmer and more helpful in case of emergency.
1. prep./art./ 介、冠
v
I got a place next ______the window, so I had a good view of the sidewalk.
v
For those who fly to Guilin, it’s only an hour away _____car and offers all the scenery of the better-known city.
v
Now, years later, this river is one of ____most outstanding examples of environmental cleanup.
2. adv. 副詞
【考點】
v
I We get _____early in case we are late for school.
v
A few hours ____________, I’d been at home in Hong Kong, with its choking smog
3. Linking words. (連接詞)
【考點1】
v
Maybe you have a habit ___________is driving your family crazy.
v
It’s also a good idea to take notes of emotions related to ______ you eat.
v He was studying in the room _______ he heard a woman screaming.
【考點2】
v
But the river wasn’t changed in a few days _____even a few months.
v
There were many people waiting at the bus stop, ______some of them looked very anxious and disappointed.
v
Many people believe this kind of job is done by the government, ______I think it’s everyone’s duty to protect the environment.
4. Sentence pattern. (固定結構)
v ________ was only after I heard she became sick that I learned she couldn’t eat that food!
v I was so careless ________ I had forgotten all about that.
v
Step 3 Work in groups
Make use of the words in Unit5 to make up some sentences and design some blanks with the sentences based on the rules of the Grammar Filling.
____________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 4 Practice (If pressed for time, finish it as your homework.)
(adapted from unit 5 First aid for burns)
First aid is a temporary form of help 1._____ (give) to someone who suddenly falls ill or get 2.______ (injure) before a doctor can 3.________ (find). As we all know, the skin is an essential part of your body. It prevents your body 4.___________ (lose) too much water. You can get burned 5._______ hot liquids, steam, fire, radiation and so on. There are three types of burns 6.______(call) first, second and third degree burns. When someone gets burned, we will carry out first aid 7._________ (depend) on different degrees. Remove clothing from the 8.________ (burn) area unless it is stuck 9.________ the burn. Cover the area with a dry, clean bandage 10.________will not damage the skin. Then immediately take him or her to hospital.
Step 5 Summarize – complete the rhyme
§
謂語________和________
§
_____________牢記三形態
§
名變_______，形變______ 有提示詞
§
________、_______也光顧
§
_________________請關注
§
從句關系______或_______
§
_____________搭配要記住 無提示詞
§
_____________關聯須領悟
Step 6 Consolidate and assign homework
1. Practice more to review the rules of Grammar Filling and find more problem-solving ways.
2. Finish the exercises on your paper when necessary
.
Step 7 Self-assess
|
Individual Performance Checklist |
Levels |
|
A+ |
A |
B+ |
B |
C+ |
C |
I’ve reviewed and mastered the key words and phrases
of Unit5 Book 5. |
|
|
|
|
|
|
|
I can summarize and acquire the problem-solving skills of Grammar Filling through observing the examples and discussing in pairs. |
|
|
|
|
|
|
I can work out Grammar Filling individually with the
strategies I’ve learned. |
|
|
|
|
|
|
|
I can make up sentences and design some blanks . |
|
|
|
|
|
|
|
I can get aware of the importance of first aid. |
|
|
|
|
|
|
|
My plan for improvement |
|
|
|
Group Performance Checklist |
During Group Work
(Self-assessment) |
Everyone in our group
1. has their own task. (Y/N)
2. positively contributes the ideas to the group. (Y/N)
3. uses English all the time. (Y/N)
4. listens to different opinions with respect. (Y/N)
5. does a fair amount. (Y/N) |
Class report
(Peer evaluation) |
The presenter from other group
1. shares with the class his/her group task division. (Y/N)
2. gives the presentation logically and clearly. (Y/N)
3. show a neat and good handwriting. (Y/N)
4. looks poised(冷靜), relaxed and confident. (Y/N) |
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