英语：Unit5《First aid》教案（13）（新人教版必修5）
Period Two &Three
Language points
Warming-up
1. aid [U] ＆[C] help; something that gives help帮助，援助 ;助手，辅助设备 ;救护
first aid 急救 come/ go to sb’s aid 援助某人
cut off aids 终止援助 with the aid of 在… 的帮助下/借助于
in aid of sth/sb 为了帮助
a hearing aid助听器 teaching aids教具 medical aid医疗救护
vt. give help to 1.帮助，援助 2.急救
aid sb with sth 帮助某人做某事
aid sb in doing sth 帮助某人做某事
Eg. He came to my aid at once.
He was able to find the museum with the aid of a map.
We aided him in raising the money.
He raised money in aid of the sick.
2. temporary 暂时的，临时的temporary relief from pain短暂的解痛
temporary work/ solution临时工作/解决办法
3. fall ill 生病 属短暂性动词, 不与for + 时间段连用
be ill 指生病的状态,是持续性行为, 可与for + 时间段连用
His wife suddenly fell ill last week. He has been ill for a week.
fall 用作系动词,后常接形容词.
fall asleep 睡着 fall silent 沉默不语
4. injure v. injury n. injured adj.
*get injured 受伤
get+及物动词的过去分词构成被动语态
Get lost/get paid/ get damaged/ get married/ get broken/ get repaired /get burned/get infected
*injury n. 受伤处; 损害; 伤害injury to sth. …（部位）的伤
He suffered serious injuries to the arms and legs.
他的双臂和双腿严重受伤。
The injury to their key player could be a decisive factor in the game.
他们主力队员受伤可能是这场比赛胜负的决定性因素。
**区别wound, injure, harm 与 hurt:
wound 指外伤，如枪伤，刀伤等， 尤指在战场上受伤；也可指在感情上荣誉方面的创伤。
injure 指意外或事故造成损伤，强调功能的损失。
harm 指损害有生命或无生命的东西；也可指肉体上或精神上的损害。
hurt （普通用语）指任何肉体或精神上的伤害。尤指打伤，刺伤；还可表示“疼痛”。
The bullet wounded him in his arm.子弹打伤了他的手臂。
He was injured in a traffic accident.他在一次交通事故中受了伤。
We won’t do anything that will harm the cause of peace.
我们不会做任何危及和平事业的事。
He meant no harm.
He fell off the ladder and hurt his leg.
他从梯子上摔下来，伤了腿。
The hurt to his feelings is more serious than the hurt in his body.
5. bleed (bled ,bled) bloody a.
vi. lose blood流血；失血
Your arm is bleeding, put a bandage on it. 你的手臂在流血，用绷带包扎一下。
He was bleeding to death. 他流血不止而死去。
His nose is bleeding. /He is bleeding at the nose.
vi. feel pity or sorrow悲痛；伤心
My heart bleeds for the poor little child. 我的心为这小孩子悲哀。
vt. take blood from放血；抽血Doctors used to bleed people when they were ill医生过去常常为生病的人放血bleed white流尽鲜血
6 choke vi. & vt. 窒息; 阻塞
She choked with emotion. 她激动得说不出话来。
The smoke almost choked me. 烟呛得我几乎喘不出气来。
Reading
1.barriern.[C] 障碍 (物) ,阻碍,隔阂,
a language barrier语言障碍 a barrier to progress对进步的阻碍
cross the barrier of... 越过…的障碍,突破…的障碍
put a barrier between. 使… (两者) 之间产生隔阂,挑拨离间…
The horse took the barrier easily. 那匹马轻松地越过了障碍。
Poor health may be a barrier to success. 健康欠佳可能成为取得成功的障碍.
2. poison n. 毒物；毒药
It acts like slow poison. 它有慢性毒药的作用 a deadly poison致命的毒药
get poisoned by eating sth由于吃某物而中毒
kill oneself by poison服毒自杀 take poison 服毒
Hate is a poison to mankind. 仇恨对人类十分有害。
v. 毒害；使中毒；放毒
be poisoned to death被毒死
If the tobacco plant is eaten, it can quickly poison a person如果吃了烟草，人就会很快中毒。They poisoned the food that the rats ate. 他们在给老鼠吃的食物里放了毒药。
Envy of his friend's success poisoned his mind.嫉妒朋友的成功使他产生了邪念.
poisonous adj
3. …and it gives you your sense of touch.
sense of touch 触觉 sense of sight 视觉
sense of hearing 听觉 sense of taste 味觉
Sense of humor 幽默感 sense of beauty 美感
sense of direction 方向感 sense of urgency紧迫感
短语: make sense有道理,讲得通, make sense of理解 in a sense 在某种意义上, Common sense 常识
4 treatment 不可数名词 “ 对待, 待遇,处理; 治疗
The workers received good treatment from the government工人们受到政府优厚的待遇.
可数名词 . “ 疗法” treatment for + 疾病的名词治…病的方法
They are trying a new treatment for cancer. 他们正在实验一种治疗癌症的新疗法.
be under treatment 在治疗中be under one’s treatment 接受某人的治疗
5.variety vary v. various adj
n.[U] change; being different变化；多样性；各种各样
My job is boring; there's no variety. 我的工作使人厌烦——没有变化。
I don't like to always eat the same food. I like variety. 我不喜欢老吃同样的东西——我喜欢变变花样
n.[U]choice; number of different things供选择的种类；种种
There's a large variety of dishes on the menu菜单上有许多种菜可数名词
n.[C] sort,kind种类，品种This variety of apple is very sweet.这种苹果很甜
There are new varieties of wheat. 麦子有许多新品种
6,mild aj. 轻微的、不严重的; 温和的、暖和的；味淡的 mildly adv
Edward suffered a mild heart attack.爱德华犯了轻微的心脏病。
She’s the mildest person I have ever met in my life. 她是我平生见到过的最温柔的人了。
I like this brand of wine because it's very mild我喜欢喝这个牌子的酒，因为它的味很淡
a mild climate 温暖的天气 mild cheese 淡味奶酪
*7.heal vt&vi
vt. 医治 <伤、痛> , (尤指伤口)治愈；修理 <故障等> 恢复健康
heal a wound
Time heals all sorrows时间可治愈一切悲伤。
He was miraculously healed of cancer他的癌症被奇迹似地治愈。
Vi 治愈,痊愈The wound has not healed yet伤口尚未愈合
healer (cn) 医治者；治疗物 Time is a great healer. 时间能够治好创伤。
辨析：treat, heal, cure
treat “治疗”，着重强调过程，不涉及结果，不一定治愈。heal 多用于治疗外伤。cure “治愈”，强调结果。
8.electric shock 触电
electric电的,发电的,由电产生的,用于导电的.
electrical有关电的,与电有关的.
electricity电,电力. 电力学
E.g. electric generator 发电机, electric cooker 电炉,
electric iron 电熨斗, electric engineer 电机工程师
9. swell （ swelled ； swollen, swelled ） v. 使膨胀，增大，隆起
The doctor examined the swelling on my back.
The sprain made my ankle swell up. 我的脚踝扭伤肿了起来。
Her leg has swollen badly. 她的腿肿得很厉害
The wind swelled the sails. 风鼓起了帆。
The heavy rain swelled the river大雨使河水上涨了。.
swollen 可作形容词，表示“ 肿胀的”
Her eyes were red and swollen with weeping. 她的眼睛哭得又红又肿。
10．unbearable a. 不能容忍的 经受不住的
unbearable sorrow难忍的悲哀
This heat is quite unbearable to me. 这种热度令我难以忍受。
11 squeeze v. 挤压，榨取，勒索 n.压榨；榨取，佣金
I squeezed myself onto the crowded train.
He squeezed everything into a suitcase.
I squeezed an orange and drank the juice. 我把桔子挤出汁喝了。
squeeze out 榨出， 挤出
They have been squeezed out of the job market by young people.
他们被年轻人挤出了就业市场。
squeeze money from sb / squeeze money out of sb 向某人勒索钱财
The young man often squeezes money from/out of the pupil. 那个年轻人经常向那个小学生勒索钱财。
12 Over and over again; = again and again, repeatedly, once and again, over and over time and time again一再,再三,许多次
Over again: = once more / once again 再一次
He didn’t understand, so I had to say it over and over again.
I didn’t quite catch you. Would you please read it over again.
13 in place 在适当的位置， 适当
The librarian put the returned books in place. 图书馆员把还回的图书放到原处。
You’d better put things back in place.Otherwise, it will be difficult to find things.
你最好把你的东西放回原位, 不然很难找。
*out of place 不在适当的位置， 不适当in place of 代替 take the place of 代替
take place 发生, take one’s place 就位.
14.vital a.极其重要的;生死攸关，有活力的,充满生机的 副词:vitally
The government saw the introduction of new technology as vital.
政府认为引进新技术至关重要。
The heart is a vital organ. 心脏是维持生命必须的器官。
This matter is of vital importance to us. 这件事对我们来说至关重要。
She's a very vital sort of person.她是个精力旺盛的人
It is vital that we move quickly. 我们必须快速离开。英语：Unit5《First aid》教案（12）（新人教版必修5）
Period One warming up and reading
Teaching Goals:
1．Encourage the students to discuss accidents and first aid .
2．Enable the students to talk about different accidents and how to give first aid in different situations.
3．Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.
4．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.Help the students to use the expressions to describe the accidents and how to give first aid.
Teaching methods
1. Brainstorm & Skimming & scanning methods to make the Ss get a good understanding of the text.
Discussion methods to make the Ss understand what they’ve learned in class.
Pair work of group to get every student to take part in the teaching-and-learning activities.
Teaching procedures
Teaching aids
A recorder, a projector, and a computer
Step One Warming up
T: Let’s check our homework each other
Step Two Presentation
T: Let’s check our homework each other
Step Two Presentation
Lead-in question: Watch a video, and fill in the blanks: what is first aid
First aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found. Often the illness or injury is not serious, but there are other times when giving first aid quickly will save one’s life.
2. Warming-up: Brainstorming: What words can you think of when you talk about accidents and first aid
Quiz for first aid (on p74)
1. The best way to treat a hurt ankle is to:
Put an ice pack on your ankle.
Put a heating pad(垫子)around your ankle.
Keep on walking and jumping.
2. If you get a nosebleed, gently let your head back to stop the bleeding.
A. True B. False
3. To treat a burn, you:
A. Rub(擦)some butter on it.
B. Hold the burnt part under cold running water.
C. Put salt on the burnt part.
4. You should wait at least five minutes before touching somebody who has been struck by lightening, or you might get a shock (打击). A. True B. False
5.Your friend has an asthma(哮喘) attack, but she doesn’t have her medicine. You’d better:
A. Get a paper bag for her to breathe into. B. Get her a cup of coffee. C. Take her outside for fresh air.
6. To treat a choke, you should make him /her spit by patting him/her on the back.
A. True B. False
7. If someone is having a heart attack, you should first:
A. Call 120 B. Perform CPR (心肺复苏)
8.Which person would you help first ___
A Li Yan who has cut her foot on glass B Xue Jin whose nose is bleeding
C GaoYuan who is on the ground not breathing D Wang Feng who has broken her arm.
9.When carrying out rescue breathing, how many times a minute should you blow air into the victim’s mouth ______. A 4 B 8 C 15 D 20
10. How would you stop severe bleeding ___
A cover the wound with plastic B wash the wound
C do nothing as the bleeding will stop by itself
D put a bandage over the wound and then press on it
5 A friend is choking on a piece of food and is coughing badly. What should you do ___
A nothing B carry out rescue breathing
C have her lie down and rest
D slap her four or five times on her back
4. A snake bite; a nose bleeding; a sprained ankle; choke; drown; burn; a broken Step Three Group discussioa. What happen in each picture and what kind of first aid should you give in the following situatioTalk about different situations and the way they should give first aid.
Qs: Turn to page 33, look at the pictures.What happened in each picture What kind of first aid should you give
A snake bite: A snake has bitten him on his leg.(The person bitten must get to a doctor or hospital at once; /Speed is very important. /It will help the doctor greatly if you can tell him what kind of snake it was, or describe the situation .)
Bleeding: She has cut her arm with some broken glass and is bleeding badly.
(Try to stop the bleeding;/Press a handkerchief onto the bleeding point and hold it there;/Hold up the part of body which is bleeding if possible.)
*(watch the video about how to deal with bleeding )
A sprained ankle: He has badly sprained his ankle.
(Tied with medical bandage. /It is better to avoid walking with the injured ankle. /It is correct to use ice bag for removing pain and bleeding, and also not influence our own body healing.)
*( a video about a sprained ankle)
Choking : She is choking on a piece of food (Make him /her spit by patting him/her on the back./ Don’t eat too fast and don’t forget to chew your food./To avoid this, we shouldn’t talk or laugh when eating.)
*（a video about unconscious choking）
A broken arm : She has broken her arm. (Do not move the patient. /Send for an ambulance at once. /Treat for shock if necessary.
A bleeding nose: He has a nose/a nose bleed.
(Stay calm. / Breathe through the mouth, not the nose. / Sit up and bend the head slightly forward. / Pinch捏 both nostrils鼻孔 shut using a thumb and forefinger./ Spit out any blood that collects in the mouth.
Step Two Pre-reading:
1. Questions for the picture on P33:
What has happened What sort of injuries the child will have
What kind of first aid would you perform in the situation of burning
Key: Cool the area of skin; Wash it under the cold running water.
Cover the wound with bandage/clean cloth. See a doctor if necessary.
Step Three 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.
In which order are these topics covered in the text Number them from 1 to 5.(P35Ex1)
the three types of burns
what to do if someone gets burned
the functions of the skin
the symptoms of burns
how we get burns
Step Four Detailed reading Fill in the blanks
1.What can skin do for our body
.Protect you against diseases, poisons and the sun’s harmful rays.
.Keep you warm or cool.
.Prevent you from losing water.
.Give you sense of touch.
2.Causes of burns
You can get burnt by : hot liquids; steam; fire radiation; the sun electricity and chemicals
3.Types of burn
What are they
1.First degree burns.
2. Second degree burns
3.Third degree burns
4. Label these pictures first, second and third degree burns.(P35 Ex2)
5．Fill in the blanks Types & characteristics of burns (based on page 34)
1. Types 2. Characteristics
First degree burns Affect the top______ of the skin. Dry, red and mildly______. _______ painful. Turn white when ______.
Second degree burns Affect both the ____ & the ______ layer. ________, red and swollen. Extremely painful. ________ watery surface
Third degree burns Affect_____ ________ layers of the skin. Swollen; ______ canbe seen. ______ or ____ pain if the nerves are damaged. Black and white and _______.
6..Answer the questions(Page35 Ex3)
1).Why should you put cold water on a burn
Because the cold water stops the burning process, stops the pain and reduces the swelling.
2). Why doesn’t a third degree burn hurt
Because in the third degree burn the nerves have been damaged. If there are no nerves, there is no pain.
3). Why do you think clothes and jewellery near burns should be removed
Because bacteria from the clothes and jewellery could infect the burns.
4). If someone has a third degree burn, why might you see tissue
Because all the layers of the skin have been burnt showing the tissue underneath.
7．Decide whether the first aid treatment is Right (R) or Wrong (W). (35 Ex4)英语：Unit5《First aid》教案（14）（新人教版必修5）
教材分析
课本内容分析
本单元的中心话题为“急救”，具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。
“热身”（Warming up）部分呈现了急救的定义，并要求学生讨论六幅画里出现的紧急情况及应采取的急救措施。
“读前”（Pre-reading）以图片带出“烧伤”的主题，要求学生讨论“烧伤”情境下应采取的急救措施。“读前”为“阅读”部分进行了预热和铺垫。
“阅读”（Reading）部分脉络清晰，介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应采取的急救措施。
“理解”（Comprehending）部分设置了四个与阅读相关的练习。首先是对课文内容的排序，其次是通过烧伤症状确定烧伤种类，再次是判断所采取的急救措施的正误，最后是与课文内容理解相关的问题。
“语言学习”（Learning about language）部分的“Discovering useful words and expressions”包括词性转换与填词练习，涉及的词汇均与单元主题“急救”相关；“Discovering useful structures”部分以与“急救”相关的句子呈现语法内容“省略”，操练的句子大多与“急救”相联系，并通过简化（划掉累赘部分）和还原（写出划掉词语）巩固学生对“省略”用法的掌握。
“语言运用”（Using language）部分包括读、讨论、听、说与写。阅读与讨论部分以一个真实的故事突出急救的重要性，并通过学生的自主讨论达到真正的领悟；听、说、写部分以急救常识训练学生的听、说、写技能。
“小结”（Summing up）部分要求学生对急救常识（包括烧伤急救）、词汇、省略及如何发出、书写指令进行自评，以明确已掌握的和未掌握好的。
“学习建议”（Learning tip）部分以本单元阅读文章的“First Aid Treatment”为例建议学生关注、研究真实文本。
练习册内容分析
练习册内容与单元话题内容密切相连，涉及急救常识，如拨打急救电话注意事项、如何进行呼吸抢救、家庭安全须知等等，以听、说、读、写不同的形式展开。语言练习部分的词汇和语法均围绕课文词汇和语法“省略”展开，中心突出，目标明确，形式多样。
“听”（Listening）部分以一则家庭急救在训练学生听力技能的同时使学生掌握在拨打急救电话时应注意的各事项。
“说”（Talking）部分要求学生同伴以“听”部分练习为基础编写并练习一则拨打急救电话的对话。
“单词和习语的运用”（Using words and expressions）部分以字谜、朗读、造句、填空、翻译等不同形式复习巩固本单元词汇。
“语法结构的运用”（Using structures）以简化与还原的形式练习操练本单元语法“省略”的内容。
“读的任务”（Reading task）部分以“家庭安全知识”的篇章练习学生的猜词、快速捕捉信息及综合阅读理解能力。
“听的任务”（Listening task）部分以“如何进行呼吸急救”训练学生“听”的技能，也使学生掌握了新的急救知识。
“说的任务”（Speaking task）部分为急救常识小测，有利于学生充分了解和掌握一些基本的急救知识。
“写的任务”（Writing task）部分以学生名义、书信的形式要求学校开出急救课程，是学生语言知识及急救常识的输出练习。
“项目”（Project）部分要求学生同伴对家庭急救和必具用品进行整理与说明。
“自我评价”（Checking yourself）与课文的Summing up相呼应，是学生对本单元所学内容的自我评价，并明确努力方向。
教学目标
1．语言知识
掌握词汇（单词41个，短语8个）、语法“省略”（Ellipsis）及功能（Giving instructions）并了解话题（First Aid & Safety in the Home）。
2．语言技能
以篇章的急救常识训练学生听、说、读、写、译的技能。
情感态度
通过单元内容学习，尤其是学生同伴活动与小组讨论，使学生意识到急救与安全在生活中的重要性，并愿意了解和掌握更多的急救常识。
学习策略
以学生同伴、小组活动培养学生交际策略；以学生课后查阅资料培养学生资源策略。
文化意识
通过对John Janson人物的认识，培养学生对“急救常识”正确的认识观。
教材重组与课时分配
按照课本内容，将课时分配如下：
课时1（Period 1）：Warming Up, Pre-reading & Reading
【说明】Warming Up 提供了六种紧急情况，Pre-reading围绕烫伤及应采用的相应的急救展开，“Reading”包括烧伤的种类及烫伤的急救措施等，因此将Warming Up、Pre-reading及Reading的部分内容整合为一课，使学生在第一课时对急救、烫伤及如何在一些紧急情况下进行急救有一个较为全面的深刻的认识。
课时2（Period 2）：Reading & Comprehending
【说明】Reading”详细说明“烧伤”的原因、种类、特征及急救措施，Comprehending是Reading部分的理解练习。两部分话题一致，均围绕“烧伤”展开，因而整合为一个课时。
课时3（Period 3）：Learning about language
【说明】本课内容包括单元重要词汇及语法（省略）内容的学习。
课时4（Period 4）：Using language: Reading & Discussion
【说明】 Reading为一个真实的第一时间对受刺伤者进行急救的故事，Discussion要求学生对2004年在吉林中百商厦发生的特大火灾中应采取的应急措施进行讨论。
课时5（Period 5）：Using language: Listening, Speaking & Writing; Assessment
【说明】Listening提供了四种紧急情况，“Speaking”要求学生对四种情况应采用的急救进行讨论，“Writing”要求学生写出讨论的急救措施。整堂课在技能上训练学生听、说、写的能力。Assessment在学生对写作进行自评的基础上对整个单元内容的掌握程度进行简要的自评。
教学设计（参考PPT.）
Period 1 Warming up, Pre-reading & Reading
Teaching aims:
1. To get the students to know more about first aid.
2. To activate and review the students’ knowledge of first aid procedure
3. To improve the students’ speaking and reading ability.
4. To enable the students to deal with emergency through discussion.
Teaching Procedures:
Step 1. Lead-in
Look at the pictures and tell what has happened in each picture.
Pair discussion
If you come across such kind of situation, what will you do to help them before the doctors arrive
Speaking
What is first aid
Ask the students to fill in the blanks.
Is first aid important Why
Step 2. Speaking （Pair work）
Discuss what happened in each picture and what kind of first aid should be given in these situations with some new words provided.
Step 3. Pre-reading
Talk about Picture 8
Raise two questions: What type of burn does the girl receive and what first aid should be given
Step 4. Reading
Task 1: Find subtitles about types of burns and first aid treatment.
Task 2: Read “Types of burns” and find out how many types and which layer of the skin each type affects.
Task 3: Read “First aid treatment” and find out what treatment should be given to the little girl.
Step 5. Homework & Dismiss
Period 2 Reading & Comprehending
Teaching aims:
To get the students to know words like “symptom”、“essential”、“organ”and grasp the usage of “protect…against/from”、“be stuck to”、“squeeze out”、“over and over again” and “in place”.
To let the students understand some information about causes, types, characteristics and first aid treatment of burns through reading.
To practice the students’ predicting, skimming and scanning abilities.
To improve their practical ability of first aid treatment of burns through group wok.
Teaching procedures:
Step 1. Lead-in
Review “Types of burns”
There are _______ types of burns depending on which _______ are burned.
_______________ affect only the _____ layer and should feel better within _______________.
________________ affect both the _____ and the _______ layer. These burns are _______ and take ______________ to heal.
________________ affect all ______ layers and any ______ and ______ under the skin. They are very _______ injuries and the victim must get to a ________at once.
Step 2. Reading
Prediction （What may be written in the passage ）
Skimming for checking whether the information mentioned is written
Judging the correct order
Para. 1 : What is the skin What can the skin do
“Causes of burns”: Which of the following cannot get the skin burned
“Characteristics of burns”: Comprehending 2
“First Aid Treatment”: Answer the following questions
What is to be done if clothing is stuck to the burn
Why is it best to place burns under gently running water for about 10 minutes
How should second degree burns be dealt with
How should the bandage be fixed
What is to be done if burns are on arms or legs or the face
Group work : Comprehending 3
Reading for full understanding
Step 3: Homework & Dismiss
Period 3 Learning about language
Teaching aims:
To learn and consolidate the usage of the key words and expressions.
To learn about word conversion.
To know kinds of ellipsis through the students’ discovery.
To practice ellipsis using the content of the reading passage.
To practice ellipsis through different contexts.
Teaching procedures:
Step1. Lead in
What is the most important in our life
What is “first aid”
Step 2. Discovering useful words and expressions
1. Discuss the two pictures and present words with different part of speech like “blood, bloody, bleed” and “burn, burnt”.
2. Fill in the blanks in the correct form.
While checking the answers, explain the usage of some words.
3. Choose the correct words and phrases to fill in the blanks, using their correct form.
Step 3. Discovering useful structures
1. Enjoy a flash about ellipsis and pay attention to the structure of the dialogue.
2. List the lines in the flash, and ask students whether there are some similarities between these sentences.
3. Discover different kinds of ellipsis through picture examples.
4. Practice ellipsis using the content of the reading passage.
5. “Discovering useful structures” 2
6. Practice taking out unnecessary words within a context.
7. “Discovering useful structures” 3
8. Practice including the missing words within a context
Step 4. Homework & Dismiss
Period 4 Using language: Reading & Discussion
Teaching aims:
1. To learn some words and phrases like “present”、“put one’s hands on”and “make a difference”.
2. To read about John Janson and his heroic deed.
3. To improve the students’ reading and speaking abilities.
4. To raise the students’ awareness of staying calm and giving first aid in time of danger.
Teaching procedures:
Step 1. Revision
Check the homework.
Step 2. Reading
Understanding the title
Fast reading for the following questions:
Who is the heroic teenager
What is the award
Why does he receive the award
Careful reading for the following two questions:
Who was Anne What happened to her
What first aid did John perform on Anne
When checking the answers, the teacher will explain some key words and phrases and sentence patterns.
3. Talk about John Janson’s action.
4. Reading for the correct order.
Step 3. Discussion
On your way home, you suddenly hear a boy shouting “Help” in the river. Will you jump into the water to save him If he is pulled out of water, will you give him some first aid and what first aid will you perform on him
Step 4 Homework
Period 5 Using language: Listening, Speaking & Writing; Assessment
Teaching aims:
To help the students get more information about four situations calling for first aid.
To make the students familiar with some new vocabulary related to first aid.
To practice the students’ listening, speaking and writing abilities.
To provide some brief evaluating items for the students to gradually form the habit of self-evaluating.
Teaching procedures:
Step 1. Lead-in
First aid quiz.
Step 2. Listening
First listening: Find out what topics the teacher asks.
Second listening: Match pictures.
Third listening: Fill in the blanks
Step3. Pair speaking
Talk about what has happened and give first aid instructions for each situation.
Step 4. Group writing
Ask the students to write down the first aid instructions for each situation in groups.
The students’ group presentation
Check the possible version
Step 5. Assessment
Step 6. Homework & Dismiss
