Unit Five First aids
The First Period Warming up
Teaching goals
Teaching materials: 教学材料
Warming up on p 33
Target language 目标语言
a. Key words and expressions:重点词汇和短语
aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn; essential; organ; layer; poison; ray; treatment;
b. Communicating expressions:交际用语
We/you should/ ought to …
Please do…
Make sure…
You must/have to/ought to…
You must never…
You ought never to…
Ability goals能力目标
Encourage the students to discuss accidents and first aid .
Enable the students to talk about different accidents and how to give first aid in different situations.
Learning ability goals学能目标
Enable the students to be brave and calm when meeting with accident and know how to give first aid in different situations through discussion.
Teaching methods教学方法
Brainstorm and discussion (Group work).
Teaching important and difficult points教学重难点
Help the students to use the expressions to describe the accidents and how to give first aid.
Teaching aids教具准备
A recorder, a projector, and a computer
Teaching procedures and ways 教学过程与方式
Step One Homework checking
Lead-in question: Watch a video, and fill in the blanks: what is first aid?
First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found.
2. Warming-up: Brainstorming: What words can you think of when you talk about accidents and first aid?
3. Learn the new words ?.
b. Talk about different situations and the way they should give first aid.
Qs: What happened in each picture? What kind of first aid should you give?
A snake bite: 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.
Bleeding: 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: 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 : Make him /her spit by patting him/her on the back.
To avoid this, we shouldn’t talk or laugh when eating.
（a video about unconscious choking）
A broken arm: Do not move the patient.
Send for an ambulance at once.
Treat for shock if necessary.
A bloody nose: 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 four Further discussion (Individual)
Ask the students to give the situations.(some more situations are given and encourage the students to talk more)
Drowning : Check to see if he /she is breathing
Try to start his /her breathing
Never swim in deep water.
( a video about CPR)
Traffic accident: Call for a doctor or an ambulance.
Never pull her out of the car
Find enough people to lift the car safely and take her to hospital at once.
Look at both sides when crossing the street.
1.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.
2. 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
3. What should the first step be when you carry out rescue breathing?____
A Clear the airway B check the pulse
C blow into the victim’s mouth D check for breathing
4 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
1. Do the listening in workbook p69.
2. Find more information about first aid---how to rescue breathing.
Unit Five First aids
The Second Period Listening and speaking
Teaching goals 教学目标
Teaching materials教学材料
Listening on page 69，39，73, speaking task on p74
Target language目标语言
a. Key words and phrases:重点词汇和短语： unconscious; emergency number; reach cupboard; involve; stress and intonation
b. Communicating expressions:交际用语
We/you should/ ought to …
Please do…
Make sure…
You must/have to/ought to…
You must never…
You ought never to…
Ability goals能力目标
Enable the students to listen for details and catch the specific information as much as possible.
Learning ability goals 学能目标
3.1 Enable the students to predict some important listening skills in the process of listening and encourage the students to talk about the details after listening.
3.2 Make the students have the ability to talk about the situations according to the listening materials and tell dos and don’ts for first aids.
Teaching methods教学方法
Listening and cooperative learning.
Teaching important and difficult points教学重难点
How to make sure the answers of listening material;
Talk about the first aid of different situations after the listening.
Practise in pairs and act out a dialogue between an operator and the caller;
Teaching aids 教具准备
A recorder and cassette tapes , a projector, and a computer
Teaching procedures and ways教学过程与方式
Step one Homework checking
The teacher may explain some difficult words and phrases to the students before listening.
(unconscious; emergency number; reach cupboard; involve; stress and intonation)
T: OK. Let’s listen to the tape. I’ll play it twice. The first time I play it, you should listen to it attentively and get general idea. The second time I play it, you need to fill in the blanks.
Listen to the conversation and complete the table, pay attention to the key words.
3. Check the answers.
4. 1. Do you think that Mrs Grant should have rung the emergency number or should she have just taken her daughter to the doctor? Give reasons for your answer.
2. How do you think Mrs Grant was feeling when she made the phone call?
3. Why do you think the operator was speaking so slowly and calmly?
4. What would have happened if Mrs Grant had hung up the first time she said goodbye?
5. What would have been a safer way for Mrs Grant’s daughter to reach the cupboard?
Step three Listening on p73
1. Listen to the instructions for rescue breathing, number the boxes for the correct order. Write an instruction under each picture.
2.Then use the pictures to tell each other how to do rescue breathing.
(Use the video to help students to talk about CPR) :
Call for help
Check the breathing
Clear anything in the airway
Mouth-to- mouth method
Check breathing pulse
Step four Listening on p39
1. What topics does the teacher ask questions about ? Circle the correct ones.
2. Match each picture with a topic listed in question 1.
1).___sprained ankle__________
2).___burning clothes_________
3).___nose bleeds ____
4).___choking _____________
Step five speaking
Use the pictures above to help you give your partner first aid instructions for each situation. Using the useful expressions:
You should always…
You must…
Make sure that…
You ought to / should …
you have to…
You should not…
You should never…
You must never…
Never…
Please don’t…
Sprained 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.
Burning clothes: Use a blanket to put out fire on the body.
Remove clothing from burned area.
Use running water to cool down.
Sent for a doctor.
Nose bleeds
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.
Choking
Make him /her spit by patting him/her on the back.
To avoid this, we shouldn’t talk or laugh when eating.
Step six Write down the instructions for each situation.
Step seven Watch the movie to see some more ways to deal with first aids.
Step eight Talk about safety around the house, using DOS and DONTS
DOS
Make sure that electric wires are safe and that children can’t reach them.
If a pan of oil catches fire, turn off the gas and cover the pan quickly.
Make sure that everyone in your family knows how to call 110 and 120.
Learn more about first aid.
DON’TS
Don’t put poisons into other containers, for example empty bottles.
Never leave small things a baby can put in its mouth on the floor or table
Don’t play with electrical equipment.
Never use ladders on a wet floor.
Don’t forget to phone 110 or 120 when necessary
Step nine Home work
1. Write a dialogue according to the talking Ex. on p69 .
2. Prepare for reading : First aid for burns
Unit Five
The Third Period Reading
Teaching goals教学目标
Teaching materials: 教学材料
Reading on p 34-36
Target language教学语言
a. Key words and expressions:重点词汇和短语
burn, essential, organ, layer, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, char, nerve, damage, jewellery, squeezing out, over and over again, bandage, in place.
b. Useful sentences重点句型
Burns are called first degree, second degree or third degree burns,
These burns are not serious and should feel better within a day or two
First degree burns turn while when pressed.
Ability goals 能力目标
Enable the students to master some English expressions and phrases and to know some knowledge of first aid
Learning ability goals学能目标
Enable the students to learn how to give their correct suggestions about first aid when others are in danger,
4. Teaching important points教学重点
Let Ss learn to use the structures of giving suggestions
5.Teaching methods教学方法
Skimming method.
Task-based method
Role-play method
6.Teaching aids 教具准备
A projector, a tape-recorder and a blackboard
Teaching procedures and ways教学过程和方式
Step 1 Revision
Greet the whole class as usual
The teacher checks the students’ homework: show some pictures about some common injuries and review some words, some useful expressions and the information about first aid.
Step 2 Pre-reading
First let the students talk about the picture (page 33)
What kind of first aid would you perform in the situation of burning?
1) Skim for general idea. How many parts are the text and what are they?
(After a few minutes)
Five parts
1.The purpose of skin
2.Cause of burns
3.Types of burns
4.Symptoms of burns
5.First aid treatment Scanning : read the text quickly and do the multiple choices on
BEST DESIGN(page 36)
Detail reading: Filling in the blanks
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
?Gives you sense of touch
Step 4 post-reading
Causes of burns
You can get burnt by :
?hot liquids,
?steam,
?fire,
?radiation,
?the sun,
?electricity and chemicals
What are the three types of burns??
First degree:
Not serious; affect only the top layer of the skin; feel better a day or two
?Second degree
Affect both the top and the second layer of the skin; serious; take a few weeks to heal
Third degree
Affect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.
Label the pictures with three degree burns
The second degree burn The first degree burnThe third degree burn
Answer the questions1. Why should you put cold water on a burn?
??The cold water stops the burning process, stops the pain and prevents or reduces swelling.
?2. Why doesn’t a third degree burn hurt?
??Because nerves is damaged.
?3. Why do you think clothes and jewellery near burns should be removed?
??Because this may break any blisters and the wound may get infected.
?4. If someone has a third degree burn, why might you see tissue?
?These affect all three layers of the skin and any tissue and organs under fires Language points?sense of touchsense of sight
sense of hearing
? sense of taste
sense of smell
? sense of humor
? sense of beauty
?sense of urgency unless: 除非……；如果不……?Don’t make it public unless I agree.
?Unless the destruction of the ozone layer is to stopped, the polar ice caps could melt with terrible consequences.
c) Hold the bandage in place with tape.
?in place
?The librarian put the returned books in place.
d) It shows that a knowledge of first aid can make a real difference.
? Make(some,no,ect) difference
? It makes no difference to me where you come from.If you want more tips about first aids and ways to deal with common injuries, refer to the following websites.
http://www.healthy.net/clinic/firstaid/http://kidshealth.org/parent/firstaid_safe/
http://mi.essortment.com/firstaid_rfrg.htm
http://www.emedicinehealth.com/articles/25936-7.asp
Home work?
1. Finish the Exes in p36.
2.Read the text.
Unit Five First aid
The Fourth Period Grammar
Teaching goals
Teaching materials: 教学材料
Learning about language and using words and expressions. on workbook p70-71
Target language
a. Key words and expressions:
aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. Fall ill.
Useful sentences
1)Burns are called first degree burns, second degree burns or third degree burns.
2)These burns affect both the top layer of the skin and they affect the second layer of
the skin.
Ability goals
Learn about Ellipsis
Learning ability goals
Let Ss learn how to use Ellipsis
4. Teaching important points
The use of Ellipsis
5. Teaching difficult points
How to teach Ss to master Ellipsis
Teaching aids
A projector, and a blackboard
Teaching procedures and ways
Step 1 Revision
Greet the whole class as usual
The teacher checks the students’ homework.
Step 2 Word Study
T: Now please open your books and turn to Page 36. Let’s learn “Learning about Language”.
First let’s do Discovering useful words and expressions
Complete the table with the correct verbs, nouns or adjectives.
T: Let’s do some more exercises about new words. You are to explain the words on the screen
in English and then fill in the blanks.(ask students to explain or guess the meanings of the words)
Complete the questions with words from the text.
The students will try to complete the exercises. Later the teacher will ask some of them to read each of the sentences and tell the class the answers.
Suggested answers:
Step 3: Grammar
T: Let’s look at the next, Grammar (page 91)
Present some sentences and encourage the students to find out which words have been left out.
T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “ Beg your pardon.” Then it is called Ellipsis. The subject “I” has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out.
Haven’t seen you for ages.
Some more tea?
Sounds like a good idea.
Doesn’t matter.
Sorry to hear that.
Pity you couldn’t come
This way, please.
Terrible weather!
Joining us for a drink?
Going to the supermarket?
Suggested answers:
I haven’t seen you for ages.
Would you like some more tea?
That/It sounds like a good idea.
It doesn’t matter.
I’m sorry to hear that.
It’s/ What pity you couldn’t come
Step this way, please.
What terrible weather it is!
Are you joining us for a drink?
Are you going to the supermarket?
Step 4 Practising
Discovering useful structures (page 37)
In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why.(page 37)
Rewrite these sentences taking out the unnecessary parts.
The burn that she got from the iron was red and ( it was )very painful
A boy was on the left side of the sick woman, and a girl was on the right (side of the sick woman.)
She has a daughter (who is) in hospital.
He went to the doctor because he had to go to( the doctor).
Did she pass the first aid test that she did yesterday (or didn’t she pass)?
She could not decide whether to send him to hospital or not (to send him to hospital).
When your nose is bleeding, you should bend forward so that the blood runs out of your nose and( the blood) doesn’t run down your throat.
Only some of the students have done a first aid course but most of the students haven’t (done a first aid course).
These sentences are correct. However, one or more words have been left out. Rewrite each sentence on the top of the next page to include the missing words.
The cottage (that is) surrounded by a wall belongs to the local government.
The first book I read this term was more interesting than the second (book I read this term).
To her teacher’s surprise, she did better in her first aid exam than(it was) expected.
I don’t think they have returned from the hospital, but they might have ( returned from the hospital).
He wanted to help the accident victim but his friend didn’t (want to help the accident victim).
You can borrow my first aid notes if you want to (borrow my first aid notes).
Show the students the slides with some multiple choices exercises about the Ellipsis.
1)---- Tomorrow is a holiday. Why are you doing your homework?
-----I am doing these exercises now so that I won’t have _____ on Sunday.
A. it B. them C. for D. to
2)----Shall I invite Ann to my birthday party tomorrow evening?
----Yes. It’ll be fine if you______.
A. are B. can C. invite D. do
3)---- Aren’t you the manager?
-----No, and I______
don’t want to B. don’t want to be C. don’t want be D. don’t want
4)---- I’ll be away on a business trip. Would you mind looking after my cat?
-----Not at all______.
A. not to B. not to do C. not do it D. do not to
5)----- Won’t you have another try?
------ ________.
Yes, I will have B. Yes, I won’t have C. Yes, I won’t D. Yes, I will
6)-----I won’t do it any more.
-----_______?
A. Why not B. Why don’t do any more C. Why not do D. Why don’t
7)-----Do you think it will snow tomorrow?
------______?
A.I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so
8)-----Have you fed the cat?
------No, but______.
A. I’m B. I am C. I’m just going D. I’m just going to
Step 5 Homework
1. Go over the usage of Ellipsis.
2. Finish listing structures on Page 71 Ex 1 and Ex 2
3. Prepare Reading and discussing on Page 38
Unit Five First aids
The Fifth Period Integrating skills
Teaching goals教学目标
Teaching material 教学材料
Reading and discussingHeroic teenager receives award
Target language教学语言
a. Key words and expressions:重点词汇和短语
Present, Put their hands on, ceremony, bravery, towels, pressureA number ofAmbulance
Useful sentences重点句型
1.John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another.
They discovered that Anne Slade, mother of three, had been stabled repeatedly with a knife.
3. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.
Ability goals 能力目标
Enable the students to know some knowledge about first aid after learning the text.
Learning ability goals 学能目标
Foster the students’ ability in skimming and looking up information in references books and improve the students’ reading ability.
Teaching important points教学重点
Finish the exercises in post-reading by using the knowledge we have learned.
Teaching methods教学方法
Listening and fast reading
Teaching aids教具准备
A recorder, a projector, and a computer
Teaching procedures and ways教学过程和方式
Step One Revision
Show the students a slide with some new words
What is the Chinese meaning of them? Present
Put their hands on
ceremony
bravery
towels
pressureA number ofAmbulance
Step Two Reading and listening
1. Skimming the newspaper article and then put these events in the order that
they happened.
?_4_ The attacker ran away.
_1_ Anne was attacked and started to scream.
_6_ John performed first aid on Anne
_2_ John was studying in his house.
_7_ The ambulance arrived.
_3_ John ran outside with his father.
_5_ John found Anne in her garden with
terrible knife wounds.
2. Listen to the tape and answer the questions
1) What was John honoured for?
2) What did John do when he heard the screaming?3) What happened to Anne?
What saved Ms slade’s life?5) What first aid did John perform on Anne?What adjs would you use to describe John’s actions? Give at least three.Step Three Discussion 1.Do you think John was silly or brave to get involved in the situation? Give reasons.
2.Would you have done the same as John ? Give reasons
3.Do you think it is worthwhile to take a course in first aid? Give reasons.
Difficult sentences1.John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another.
be presented with sth: be given withWhich 引导一个定语从句
Who引导一个定语从句They discovered that Anne Slade, mother of three, had been stabled repeatedly with a knife.
Repeatedly 是由动词repeat的过去分词加-ly构成。类似的词汇有：
Excitedly 兴奋地 Contentely 满足
Worriedly 焦急地 unexpectedly 出乎意料
John used these to dress the most severe injuries to Ms Slade’s hand.Dress: 敷裹，包扎Tom had to return to the camp to dress his injuries.
Immediately after his wound was dressed, he went to work.
It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.It is … that… 强调句
It was his words that hurt her.
kim and do the exercises.
Drowning
How to save a drowned person?
First, lay; check
Second, put; push
Third, press the jaw
Fourth, keep closed; place
Fifth, blow; rise
Sixth, removeFirst Aid Knowledge1.leave a small child alone with a dog or cat (don’t)
2. pick up a sick or injured animal (don’t)
3 When you are burnt by the sun, go to a cool place and take off your clothes.(don’t)
4 put some egg oil on your burns (don’t)
Let’s make a role play!!
Animal bites burns
poisoning cuts
Write a short description of an accident and how to deal with the injuries in the accident.
Unit Five First aids
The sixth Period Extensive Reading and Writing
Teaching goals教学目标
Teaching material教学材料
Reading in workbook at Page72Target language目标语言
a. Key words and expressions: 重点词汇和短语
Kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets
b. Key sentences: 重点句型
1. Make sure the floor is no t slippery.
2. Follow instructions for all electrical appliances carefully.
3. Unplug all appliances, especially irons, after use.
4. When cooking, do not let oil touch flames or other sources of heat.
Ability goals能力目标
Enable the students to write in accordance with the passage they have read.
Enable the students to write a passage in order to explain how to give first aid.
Learning ability goals学能目标
Enable the students to be brave and calm when meeting with troubles and know how to deal with troubles after practicing reading and writing.
Teaching methods教学方法
Discussion (Group work) and writing (individual)
Teaching important and difficult points重点和难点
How to think of a situation where you need to give first aid.
How to arrange the first aid in the correct order.
Teaching aids 教具准备
A recorder, a projector, and a computer
Teaching procedures and ways教学过程和方式
Step One Homework checking
Reading in workbook (Page )Is your home safe?
What things at home can be dangerous? What to do?electrical equipment
electric fires
poisons
ladders
kniveshot water
windows
Task 2. Discussion:
How to prevent us from being injured at home?
fill in the blanks
The kitchen?Make sure the floor is not slippery.
?Always use a ladderto reach high cupboards.
?Always cut away from your body when you use a knife.
?unplug all appliances, especially irons, after use.
?Keep matched out of the reach of children.
Step four Speaking and Writing
More adviceElectricity:
Make sure that electric wires are safe and that children can’t touch them
Things in mouth:
Don’t leave small things on the floor or table which a baby can put in its mouth.
Poisons:
Don’t pour poisons into other containers,
for example, empty bottles.Keep them on a high shelf out of the reach of children.
What must you do if you are badly burnt?
Cool the area of skin at once .Wash the area of skin under the cold tap for several minutes. Put a piece of dry clean cloth over the area of the burn.
How do you deal with a simple cut?
Wash the area of the cut ,dry it and cover it with a piece of dry clean cloth.
Then let the students Write more advice
Gas fires:
If you are using one of these, check that a window is open.
Water:Make sure that young children can not get close to pools, lakes and rivers by themselvesLadders:
Don’t use the one a wet floor. Get someone to hold the ladder for you.
Don’t reach sideways while standing on a ladder. Get down first and move the ladder.
?Write a letter to your principal politely asking whether he or she could organize the first aid courses.
?Dear ___________,
?Our class has been studying a unit on first aid, __________________
Even though the unit has been very interesting and useful,_____________________.
We would like to request that ______________
? We think that a first aid course at the school __________ .
? Yours sincerely,
? _____________
Write your principal’s name
Say why the first aid unit has been useful.
Say why you would like a first aid course.
Say what you like the principal to do.
Say again why a first aid course would be a good thing to do.
Sign your name
1. Finish exercises in workbook
Unit5 First Aid
教材分析
I. 教学内容分析：
俗话说：“天有不测风云，人有旦夕祸福。”在我们的日常生活中，意外事故的发生是不可避免的。我们不能阻止它的到来，但是我们可以尽力将它的危害降到最低。本单元从急救入手，深入浅出的介绍了家庭急救的几种简单可行的方法。
“热身”(Warming up) 部分首先以下定义的方式阐述什么是first aid（急救）；然后，让学生描述所给的六幅图片：
1. 被蛇咬（someone holding onto the lower part of his leg, looking rather surprised and watching a snake slither away.）
2. 被玻璃划破（someone who hs cut herself badly on her arm on some glass and is bleeding heavily.）
3. 扭伤脚踝（someone on the ground in a soccer match, frimacing in pain and holding on to his ankle. He has badly sprained his ankle. In background we can see other players running towrds him.）
4. 食物堵住喉咙 （someone who is sitting at the dinner table clutching her throat. She is red in the face and her eyes are bulging. She is choking on a piece of food.）
5. 摔伤手臂（someone who has fallen down the stairs and broken her arm.）
6. 鼻子流血（someone with a bleeding nose. We can see the blood dripping out onto the person’ hand.）
最后要求学生分组讨论这六种情况应该采取什么急救措施。讨论过程中，学生用以有的急救知识进行交流，这样，就比较容易理解first aid的定义。
“读前”(Pre-reading) 部分主要让学生回顾日常生活中可能发生的急救场景。通过图片引出“烫伤”话题（A young child has reached up to a beach in the kitchen, and pulled the cord of an electric jug towards her. We can see the water pouring out of jug onto the child. There is steam coming off the water to show it is boiling. The child’s mother is running towards the child, looking horrified.），继而讨论烫伤后该怎么办，这样，就自然地把学生带进了阅读课文：FIRST AID FOR BURNS。
“阅读”(Reading) 部分首先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。文章脉络明晰，阅读时可以充分发挥小标题的作用。
“理解”(Comprehending) 部分设置了四个活动：第一个动作是排序，有助于培养学生在阅读过程中通过抓关键词来捕捉主要信息的能力，并通过排序理解行文线索和各个主要内容之间的内在联系；第二个活动是“贴标签”，通过图片帮助学生更好地理解三种不同的烧伤程度；第三个活动是问答题，帮助学生理解和记忆文中的细节性信息；第四个活动是情景判断，不仅检查学生对文章的深层理解，而且培养学生运用文中信息解决问题的能力。
“语言学习”(Learning about language) 的词汇部分设置了三个词汇练习：第一个练习是学习构词法，练习同一词根的动词、名词和形容词的拼写规律；第二个练习是填词。要求学生根据问答情景补全所缺单词。这两个练习对于学生巩固本单元词汇和理解课文都有很大帮助。第三个练习是根据语篇内容选择时的词语填空，巩固复习本单元部分生词和短语。语法部分采用了先发现后应用的学习方法，先让学生比较几组句子，然后设置了三组练习，一是区分省略句和完整句，并分析其有略之处。另一个是根据省略的规律简化句子，请学生“化繁为简”，目的是让学生体会语言简洁的重要性。最后一个练习让学生找出被省略的部分，这有利于培养学生准确把握句子含义的能力。语法部分提出了一个语言学习中值得注意的问题：什么是正确的句子？ 什么是好的句子？
“语言运用”(Using language)部分综合训练学生听、说、读、写的能力，共设两部分：Reading and discussing部分讲了一个真实的故事。17岁的John Janson和其他9人采取果断的急救措施，挽救了Anne Slade的生命。文章后设置了四个练习：前两个练习针对阅读材料本身，后两个练习则注重于对文中的人物和事件进行讨论。读者不仅可以通过本文学到如何对被刺伤的人实施急救，还会被John Janson 的机智、勇敢和爱心深深打动。同时表达了这样的主题：A simple knowledge of first aid can make a real difference. Listening，speaking and writing部分有机结合在一起。听力材料是一个关于急救知识的小测验，急救老师问，学生回答。本部分设置四个练习：第一个只要求学生抓住老师提问的话题；第二个要求学生根据所听内容把4张图片安先后顺序排序。第三个练习要求学生两人一组讨论所听内容并完成表中急救知识的填写；练习四借助图片，讨论如何进行急救，并要求学生把急救措施写下来。
“小结”(Summing up) 部分要求学生就急救知识、词语和结构三方面进行自我评价，判定学习情况。
“学习建议”(Learning Tip) 部分主要就写作进行指导,建议学生研究authentic texts的组成部分、句子结构和词语的使用，为今后的写作提供丰富的模仿材料。其中，以本单元First aid treatment为例，写作时需要考虑：1.标题；2.祈使句；3.省略句； 4.急救措施的先后顺序。
“趣味阅读”(Reading for fun) 部分提供了一些与健康有关的谚语，语言精练，内容有趣，又富有生活的哲理。有助于学生在体味英语语言特点的同时，领悟到身心健康的重要性。
II、教学重点和难点：
1. 教学重点：(1)词汇的意义及用法；
(2）单元语法：省略句的用法。
2. 教学难点：用简练而准确的词汇，写出简单的急救措施 。
III、教学计划：
本单元分五课时。
第一课时：Warming Up, pre-reading
第二课时：Reading, Comprehending
第三课时：Learning about Language
第四课时：Using Language
第五课时：Summing Up, Learning tip
IV．教学步骤：
Period 1 .Warming Up, Pre-reading
Teaching Goals: 1. To develop Ss’ ability in speaking and dealing with practical problems.
2. To help Ss know more about first aid.
Teaching Procedures:
Step 1. Leading-in
Purpose: To activate Ss and arouse their interest in English study.
Raise some questions: All of us hope to have a healthy, safe and happy life. But often some accidents or illnesses unexpectedly happen to us.
Question1: Have you ever been ill or injured accidentally?
Question2: Did someone else give help to you? If so, what kind of help?
Question3: Do you think the help necessary? Why?
(The answers can be various.)
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit.
1. Pair work
(1) Show six pictures about people who are injured. According to the following two questions, ask Ss to discuss them in pairs and then present them before the class.
Question1: What has happened in each of the pictures？
Question2: What should we do to help them before they are taken to hospital？
Suggested Answers:
Question1:
P1 A snake has bitten him on his leg.
P2 She has cut her arm with some broken glass and is bleeding badly.
P3 He has badly sprained his ankle.
P4 She is choking on a piece of food.
P5 She has broken her arm.
P6 He has a bleeding nose.
Question2:
P1 Snake bite: Lay the victim down and keep him/her still. Do not wash the venom off the skin (it will help identify the type of snake); do not try to suck out the venom; do not apply a tourniquet; do not elevate a bitten limb. Apply pressure to the bitten area with your hands and then, as soon as possible, with a bandage firmly over the bite. Keep the limb still with a splint (for the leg) and a sling (for the arm). Do not move the victim. Call medical help.
P2 Bleeding: Put a bandage on the wound and apply pressure to reduce the bleeding.
P3 Sprained ankle: Have the victim sit down and elevate the foot. Put an ice pack on the ankle to reduce the swelling. Put a firm bandage around the foot and ankle.
P4 Choking: cIf the person can cough (or speak or breathe), don't do anything.(If you slapped her on her back you could cause the piece of food to move and completely block the airway.)If he/she can't cough (or speak or breathe) and is turning blue in the face, hit him/her between the shoulder blades with the flat of the hand three or four times.(This might cause the piece of food to move and unblock the airway, or it might make her cough the piece of food out.)
P5 Broken arm: Do not move the broken bone if possible. Do not move the victim. Support the broken arm in the most comfortable position. Keep the arm still using a sling or get the victim to support the broken arm with the other arm. Get medical help immediately.
P6 Nose bleed: Get the person to sit down, tilt his/her head forward slightly and gently pinch the soft part of the nose below the bridge.
(2) Conclusion: As we all know, when someone suddenly falls ill or gets injured, the first kind of help we give them before a doctor can be found is very important . This kind of help is called First Aid. Giving first aid in time can save a person's life. In this unit, we will learn something about first aid.
2. Group work
(1) Show them a passage about ANIMAL BITES AND SCRATCHES.
As is known to us all, animal bites and scratches, even minor ones, can become infected and spread bacteria to other parts of the body. Whether the animal is a family pet or a creature from the "wild", scratches and bites can carry disease. Certain animals can transmit rabies and tetanus. Human bites that break the skin are even more likely to become infected.
(2) Get Ss to talk about the following questions in groups of four:
Questions1: Do you know some ways to prevent animal bites?
Questions2: What should we do for a bite or scratch?
Suggested Answers:
Questions1: (1) Never leave a small child alone with a dog or cat, even if it is puppy or kitten.
(2) Teach children not to tease an animal. Tell them not to wave sticks, throw stones or pull a tail.
(3) Do not move suddenly or scream around an animal. Don't rush up to a dog until you know for sure that it is friendly. Sudden movements and loud noises can scare animals and cause them to attack.
(4) Leave pet dogs and cats alone while they are eating or sleeping.
(5) Do not feed wild animals with your hands.
(6) Do not pick up a sick or injured animals.
(7) Do not run from a strange dog.
(8) Do not keep wild animals as pets.
(9) Wear heavy boots when walking in areas where snakes live.
Questions2: (1) If the bite or scratch wound is bleeding, apply pressure to the area with a clean bandage or towel until the bleeding stops. If available, use clean latex or rubber gloves to protect yourself from exposure to blood.
(2) Clean the wound with soap and water, and hold it under running water for at least 5 minutes. Do not apply an antiseptic or anything else to the wound.
(3) Dry the wound and cover it with sterile gauze or a clean cloth.
(4) Phone the doctor. The injured may need antibiotics, a tetanus booster, or a rabies vaccination. A bite or scratch on the hand or face is particularly prone to infection and should be evaluated by the doctor.
(5) If possible, locate the animal that inflicted the wound. Some animals may have to be captured, confined, and observed for rabies. Do not try to capture the animal yourself. Look in your phone book for the number of an animal control office or animal warden in your area.
(6) In the following situations, you should go to the nearest hospital:
A: the wound won't stop bleeding after 10 minutes of direct pressure.
B: the wound is more than 1/2 inch long or appears to be deep.
C: the attacking animal was wild (not tame) or behaving strangely.
(7) If a body part is severed, wrap the severed part in sterile gauze or a clean cloth and take it with you to the emergency department.
Step 3. Pre-reading.
Purpose: 1. To make a good preparation for the following passage.
2.To arouse the Ss’ interest in learning about first aid.
1.Situation description
A little child is playing in the kitchen. Suddenly, she pulled a pot of boiling water onto herself.
Questions1: What sort of injuries will the child have? Describe it briefly.
Question2: What kind of first aid would you perform in this situation?
Suggested Answers:
Question1: She will have bad burns.
Question2: The answers can be various.
(The teacher doesn’t tell students whether they are right or wrong until they find the right answer from the Reading part by themselves.)
2. Discussion
Write “causes and characteristics of burns” on the blackboard. Get Ss to discuss and present them before the class.
Words that can be used to describe the title are: red, white, black, watery, blisters, painful, swollen.
Period 2 Reading, Comprehending
Teaching Goals: 1. To develop Ss’ reading ability.
2.To learn something about dealing with burns practically.
Teaching Procedures:
Step 1. Skimming
Purpose: To get a brief understanding of the text.
1. Ask Ss to read the title of the text and the headings in it and then ask them:
(1) What is the topic of the text?
(2) How is the information organized?
(3) How is the information organized within the heading of “types of burns and characteristics of burns”?
(4) Why is the information under the heading of “First Aid Treatment” numbered?
Suggested Answers:
(1) It’s about first aid for burns.
(2) The information is organized according to causes, types, characteristics and first aid treatment for burns
(3) The information is organized according to the types of burns: first degree, second degree and third degree burns.
(4) The numbers indicate the steps you should take to treat a burn, in the order that they should happen.
2. In which order are these topics 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
Suggested Answers:
Right order: 3. 5. 1. 4. 2.
Step 2. Scanning
Purpose: To get Ss to have some details in the text.
Read the first aid treatments for those burns. Write R (right) or W (wrong) in the bracket. Then correct the wrong treatments.
(1) Sam knocked over a kettle full of boiling water onto his legs. His legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin.( )
(2) While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean , damp clothes on it until it was less painful. Then she went to see the doctor.( )
(3) Mrs. Casey' sleeve caught fire while she was cooking. Her arm looked terrible but it didn't hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( )
(4) After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and put them under cool running water. ( )
Suggested Answers:
(1) (W) Sam shouldn't have broken the blisters because the burns could become infected. He should have poured cool water, not icy water on the burn .The correct treatment for a second degree burn like Sam's is described in the text.
(2) (R)
(3) (W) Mr. Casey was right to take his wife's blouse off but he should not have picked bits of blouse off the burn. This is because if you pull material that is stuck off a third degree burn like Mr. Casey's, you would pull the tissue under the material off too. This would cause more damage to the burn. He should not have put butter on the burn because it would have stopped the heat from escaping and it might also cause the burn to become infected. He should not have put a wet bandage on the burn. The correct first aid treatment for a third degree burn is to remove clothing and jewellery near the burn but not if the clothing is stuck to the burn. Do not put cold water on the burn. Place clean, dry clothes over the damaged area. Get the person to a hospital at once.
(4) (R)
Step 3. Listening and language point
Purpose: 1. To train Ss’ listening ability.
2. To train Ss’ language capacity.
1. Listen to the tape and follow it in a low voice.
2. Group work
Ss are divided into three groups. Each group is supposed to discuss the following language points.
1. harmful adj 有害的
● 常见短语： be harmful to
do harm to
2. sense of touch 触觉
● 其他表示各种感觉的词组：sense of sight 视觉 sense of hearing 听觉 sense of taste 味觉 sense of smell 嗅觉 sense of humor 幽默感 sense of beauty 美感 Sense of direction 方向感 sense of urgency 紧迫感等。
3. get burned 被烧伤
get + 过去分词 表示遭受某种动作或状态的改变
He got dressed and went to the dance.
4. close
① adj 靠近的
● 常见短语：be close to （表状态）与…近的。
get close to （表动作）靠近；接近。
② adj 势均力敌的
It was a close game.
③ adv 接近地（具体意义上的，侧重于位置接近）
We sat close and dealt with the problem.
拓展：closely adv 密切地、接近地、紧密地（侧重于抽象意义）.
The two events are closely connected.这两件事紧密相连.
They are closely related. 他们关系很近.
5. depend on 依赖于
Whether we will go on a trip tomorrow depends on the weather.
6. within a day or two 在一、两天内
I will get it done within a day or two.
7. stick…to… 把……粘在……上
I stuck the piece of paper to the wall.
Step 4. Consolidation
Do a first aid quiz in groups. Give reasons for the answers.
(1) Which person would you help first?
A Li Yan who has cut her foot on glass C. Gao Yuan who is on the ground not breathing
B. Xue Jin whose nose is bleeding D. Wang Feng who has broken her arm
(2) When you are carrying out rescue breathing, where do you check for a pulse?
A. the neck B. the wrist C .the foot D. the chest
(3) 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
(4) What should the first step be when you carry out rescue breathing?
A. clear the airway C. check the pulse
B. blow into the victim's mouth D. check for breathing
(5) What is the most serious type of burn?
A. first degree B. third degree C. second degree D. all burns are serious
(6) A friend took a hot pan off the fire with her bare hands. Her fingers are red and blistered and extremely painful. What should you do for her?
A. tell her to put her finger in her mouth C. put butter on her fingers and wrap them in bandages
B. take her to the doctor D. put her burned fingers under cool water
(7) How would you stop severe bleeding?
A. cover the wound with plastic C. do nothing as the bleeding will stop by itself
B. wash the wound D. put a bandage over the wound and then press on it
(8) A friend is choking on a piece of food and is coughing badly. What should you do?
A. nothing C. carry out rescue breathing
B. have her lie down and rest D. slap her four or five times on her back
(9) If a friend has a nosebleed, what should she do?
pinch her nose and jump up and down
B. lie down and pinch her nose C. sit down and bend her head forward and pinch her nose
D. sit down and bend her head backward and pinch her nose
(10) If your friend sprained his ankle, what should she do?
A. take off his shoe C. put his foot up on a chair and then put warm cloths on his ankle
B. keep walking around D .put his foot up on a chair and then put an ice pack on his ankle
(11) In a medical emergency what telephone number would you call?
A.110 B.114 C.120 D.119
Suggested Answers:
(1) C Gao Yuan is in greater danger of dying than the others because he is not breathing .He needs rescue breathing to start his breathing again.
(2) A The easiest place to check for a pulse is on either of the carotid arteries, which run down both sides of the neck.
(3) C
(4) A Before doing anything else, you need to make sure that the airway is open by clearing away anything in the mouth. If you checked to see if the person were breathing first, you might be extending the time that the person isn’t breathing. This would endanger his/her life to a greater extent than if you checked the airway straight away.
(5) B Third-degree burns are the most serious because all three layers of skin have been burnt.
(6) D You need to stop the burning process and the pain and reduce the swelling before taking her to the doctor. To do this, you would put her fingers under cool running water.
(7) D If you don't do anything, the person could bleed to death .You need to put a bandage on the wound and apply pressure to reduce the bleeding. Applying pressure is important. Plastic would not absorb the blood. You cannot wash the wound before the bleeding stops.
(8) A If she can cough or speak or breathe, you shouldn't do anything. If you slapped her on her back you could cause the piece of food to move and completely block the airway. You would slap her between the shoulder blades if she couldn't cough (or speak or breathe)and was turning blue in the face. This might cause the piece of food to move and unblock the airway, or it might make her cough the piece of food out.
(9) B To stop the bleeding she should sit down, bend her head forward slightly and gently pinch the soft part of the nose below the bridge. If she bent her head backwards, the blood would run down her throat and possibly make her sick.
(10) D It’s important for the victim to sit down, keep his foot up, for example, on another chair, and have an ice pack on his ankle to reduce the swelling. He mustn't use his foot. It’s good idea to then put a firm bandage around the foot and ankle. Warm cloths could be put on the ankle only after the first 24 hours.
(11) C 120 is the emergency phone number for the ambulance; 110 for police station; and 119 for fire station.
Period 3. Learning about language
Teaching Goals: 1.To enable Ss to master some new words and expressions.
2.To get Ss to have a knowledge of this grammar point: ellipsis
Teaching Procedures:
Step 1. Word
1.Word study
Use the clues to complete the word.
(1) A formal or traditional set of actions used on a special occasion. c_______
(2) The first kind of help you give someone who has had an accident. f______
(3) The wound that you suffer when you are burnt. b______
(4) A piece of clean material that you put on a wound. b______
(5) What covers your whole body. s______
(6) A characteristic of a second-degree burn. b______
(7) When someone has something caught in their throat, we say they are c_________.
(8) A line of light from the sun or other radiation. r_____.
(9) If an injury hurts a lot we say that it is p_________.
(10) You can slow bleeding by applying p_____ to the wounds. p_________.
(11) Something you should not put on burns. b_____.
(12) The special car that takes someone to hospital. a_____.
Suggested Answers:
(1) ceremony (2) first aid (3) burn (4) bandage (5) skin (6) blister (7) choking (8) ray (9) painful (10) pressure (11) butter (12) ambulance
2.Complete the table with the correct verbs, nouns or adjectives.
Verb
Noun
Adjective
injury
swollen
bleed
sprain
poisonous
varitfy
organic
choke
water
infect
Suggested Answers:
Verb
Noun
Adjective
injure
injury
injured
Swell
swelling
swollen
bleed
blood/bleeding
bloody/bleeding
sprain
sprain
sprained
poison
poison
poisonous
vary
variety
various
organize
Organ
organic
choke
choke
choked
Water
water
watery
infect
infection
infected/infectious
3.Complete the questions with words from the text using the answers as clues.
(1) When do you need to know about _______? When someone suddenly _______ or has an accident?
(2) What is the _____ ? It is an organ which acts as a ________ against disease, poisons and the sun’s harmful ________.
(3) Why are the funtions of the skin described as ______? It keeps you warm or cool; it prevents your body from losing too much water and provides you with your ________ of touch.
(4) What can hurt the _____of the skin? Hot ________ from pans on the stove, electric shocks, radiation, fire and the sun.
(5) What is it _________to do if you have third degree burn? Go to the hospital.
(6) What are the ________ of first degree burn? They are dry, red and mildy ________.
Suggested Answers: (1) first aid; falls ill (2) skin; barrier; rys (3) complex; sense (4) tissue; liquid (5) vital (6) symptoms; swollen
Step 2. grammar
1.Presentation
Purpose: To review the grammar—ellipsis with Ss.
省略：(1) 不定式的省略 (2) 状语从句中的省略 (3) 虚拟条件句中if的省略
(4) 比较级结构中的省略 (5) 交际英语中某些成分的省略
2. Practice
Purpose: To get Ss to have knowledge of the grammar through exercises
(1) Take out the unnecessary parts of the following sentences.
① The burn that she got from the iron was red and it was very painful.
② A boy was on the left side of the sick woman, and a girl was on the right side of the sick woman.
③ She has a daughter who is in hospital.
④ He went to the doctor because he had to go to the doctor.
⑤ Did she pass the first aid test that she did yesterday or didn't she pass?
⑥ She could not decide whether to send him to hospital or not to send him to hospital.
⑦ When your nose is bleeding, you should bend forward so that the blood runs out of your nose and the blood doesn't run down your throat.
⑧ Only some of the students have done a first aid course but most of the students haven't done a first aid course.
Suggested Answers:
①The burn she got from the iron was red and very painful.
② A boy was on the left side of the sick woman, and a girl n the right.
③ She has a daughter in hospital.
④ He went to the doctor because he had to.
⑤ Did she pass the first aid test she did yesterday or not.?
⑥ She could not decide whether to send him to hospital or not.
⑦ When your nose is bleeding, bend forward so the blood runs out of your nose and not down your throat.
⑧ Only some of the students have done a first aid course but most haven't.
(2) These sentences are correct. However, one or more words have been left out .Rewrite each sentence to include the missing words.
The cottage surrounded by a wall belongs to the local government.
The first book I read this term was more interesting than the second.
To her teacher’s surprise, she did better in her first aid exam than expected.
I don’t think they have returned from the hospital, but they might have.
He wanted to help the accident victim but his friend didn’t.
You can borrow my first aid notes if you want to.
Suggested Answers:
① The cottage which is surrounded by a wall belongs to the local government.
② The first book that I read this term was more interesting than the second book that I read this term.
③ To her teacher's surprise, she did better in her first aid exam than she was expected to do .
④ I don't think they have returned from the hospital ,but they might have returned from the hospital.
⑤ He wanted to help the accident victim but his friend didn't want to help the accident victim.
⑥ You can borrow my first aid notes if you want to borrow my first aid notes.
(3) Point out the words or phrases which are left out in the following sentences.
① -Would you like to join in the discussion?
-Yes, I'd like to.
② Did you hear the wind blow last night?
③ I wonder why he didn't do it as told to.
④ She did all she could to help him.
⑤ -Can he do this work?
-I think so.
⑥ -Will it rain?
-I hope not.
⑦ The blacks demanded that they be treated as equal citizens.
⑧ Had you come half an hour earlier, you would have met Mr Smith.
⑨ They arrived an hour earlier than expected.
⑩ -What do you think made Mary so upset?
-Losing her new bicycle.
(11). -Why not come and stay with us for some time?
-I'd like to, but I'm very busy now.
(12). -Would you like to meet the man with whom Bob talked?
-No, I'm afraid not.
Suggested Answers:
① to 后省略了join in the discussion
②blow前省略了to.
③ as后省略了he was ,to后省略了do it.
④ all后省略了that, could后省略了do.
⑤ so替代he can do this work.
⑥ not是it will not rain的省略。
⑦ be 前省略了should.
⑧ if省略了had置于句首。
⑨ than后省略了they had been.
⑩ Losing…后省略了made Mary so upset.
(11).to后省略了come and stay with you for some time.
(12).not是I would not like to meet the man with whom Bob talked的省略.
Step 3. Homework:
1. Review the new words and phrases.
2. Conselidate the grammar.
Period 4 Using language.
Teaching Goals:
1. To develop the Ss’ ability in reading, speaking, listening and writing.
2. To get Ss to know more about first aid.
Teaching Procedures:
Step 1. Reading and comprehending
1.Warming Up
Purpose: To lead Ss to the topic.
Ask Ss to answer the following question. Let Ss speak their own mind and lead them to the reading passage.
Question: if you happen to find a person who is bleeding badly, what will you do?
2. Skimming
Purpose: To make Ss have a brief understanding of this passage.
Read the newspaper article by yourselves and then put the following events in the order that they happened.
_____ The attacker ran away.
_____ Anne was attacked and started to scream.
_____ John performed first aid on Anne.
_____ John was studying in his house.
_____ The ambulance arrived.
_____ John ran outside with his father.
_____ John found Anne in her garden with terrible knife wounds.
Suggested Answers: 4. 2. 6. 1. 7. 3. 5
3. Scanning and discussing.
Purpose: To make the students find something in details.
In groups discuss and answer the following questions.
(1) What first aid did John perform on Anne?
(2) What adectives would you use to describe John’s actions? Give at least three.
(3) Do you think John was silly or brave to get involved in the situation? Give your reasons.
(4) Would you have done the same as John? Give your reasons.
(5) Do you think it is worthwhile to take a course in first aid? Give your reasons.
Suggested Answers:
(1) John dressed Anne’s injuries with tea towels and applied pressure to the wounds to slow the bleeding.
(2) brave, heroic, courageous, quick-thinking, helpful, unselfish. Fearless, confident
(3) Some possible answers:
John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.
John was brave: he could have been attacked too, but he didn’t think about his one safety. All he thought about was how to help the victim.
(4) Yes, I would do the same. Helping others who are in need is anyone’s responsibility.
(5) Yes. Taking this course can make more people know how to perform the first aid.
This would prevent more people from being worse injured.
Step 2. Listening
Purpose: To develop the Ss’ listening ability.
1. Pre-listening
(1). Read these words and expressions and make sure Ss know the meaning of them:
burning clothes, broken bones, bleeding, choking, snake bites, nose bleeds, bruising, sprained ankle.
(2). Ask Ss what first aid treatment they would give in the situations in the list. Write their suggestions on the blackboard.
2. While-listening
(1) Circle the topics the teacher asks questions about in this listening text.
Suggested Answers:
nose bleeds, burning clothes, choking , sprained ankle, snake bite.
(2) Match each of the following pictures with a topic listed in question (1) above.
Suggested Answers:
picture 1: sprained ankle picture 2: burning clothes
picture 3: a nose bleed picture 4: choking
Step 3. Speaking
According to the tape, discuss these questions in groups:
1. Can you say the students' names on the tape?
2. What can you tell us about Peter’s character?
3. Can you remember any of the funny things he said?
Suggested Answers:
1. Sarah, Peter, Rachel, Jim,Gary.
2. Stuart is the joker in the class/ the class clown/ the one who make s the others laugh.
3. So he gets the blood all over the floor instead of on his clothes ;I'd say great--he's a terrible player anyway; Bite it back.
Step 4. Writing
Write an article according to the following pictures and the first aid treatments you have learned in this unit.
A woman lost consciousness and has stopped breathing. The pictures can direct you to help him breathing again? Write the measurements in details.
One possible version:
I will perform the first aid in eight steps. Before I do rescue breathing, the first, I will check whether the person is unconscious. Gently shake her by the shoulders. If she doesn’t respond, she’s unconscious. The second, I will put her in the recovery position. First place her arm straight out on the ground and bend her other arm across her chest. Bend the near leg up and then roll her away onto her side. Tilt her head backwards a bit so that any liquid can run out of her mouth and her tongue can fall forward. The third, I will check if the airway-the passage from the mouth to the lungs-is open. And then clear anything away from the inside of the mouth with my finger. The fourth, I will check if she can breath. See if her chest is rising and falling. Also I will place my cheek close to her face and listen and feel for air coming from the nose and mouth. If she is not breathing, I will have to start rescue breathing. This is the fifth step: roll her onto her back and squeeze her nose with my fingers to stop air coming out of it. I should place my mouth completely over the victim’s mouth and keep her head tilted and blow into her mouth for one and a half to two seconds. Watch her chest rise and then fall. Take another breath and blow into her mouth again. The sixth, I will check her pulse on the side of her neck. If there is a pulse, check her breathing. The seventh, if there is still no breathing, continue the rescue breathing at 15 breaths a minute. After about one minute, I will check the pulse and breathing again and continue this process until the victim begins to breathe on her own or medical help arrives. The last step, when she is breathing on her own again, I will put her in the recovery position.
Period 5 Summing Up, Learning Tip
Step 1. Summing Up
Purpose: To make Ss summarize what they have learned about this unit.
Burns and first aid treatment for burns.
First aid treatments for a variety of situations, eg a snake bite, a sprained ankle, bleeding, a bloody nose, a broken arm, choking, stopping breathing, etc.
Some new vocabulary and expressions, eg ambulance, pressure, ceremony, symptom, bandage, swell, treatment, over and over again, etc.
How ellipsis is used in English sentences, eg in adverbial clauses, if the subject is the same with the subject of the whole sentence, it can be left out.
How to give and write instructions.
Step 2. Learning Tip.
Purpose: Teach Ss how to write a particular type of authentic text.
1. Types of authentic texts: letters, postcards, newspaper and magazine articles, essay and instructions.
2. Take this unit for example. This is a text of instructions from a book on first aid. Ask Ss to look at the characteristics of the text: the different parts of the text and the kinds of structures and phrases used.
3. Lead Ss to summarize the elements to write a text giving instructions.
(1) There is a title that tells you what the instructions are for.
(2) The imperative verb is used.
(3) Unimportant words are often left out.
(4) The instructions are written step by step in the order that they are meant to happen.
Step 3. Homework.
Write an article about instructions. Title: First Aid For Snake Bites.
Suggested Websites:
http://www.animalbites.info/
http://www.mondoqt.com/
http://www.pocketgear.cn/
http://www.sznews.com/szdaily/
http://wwwipmcn.net/ad/abroad/index.html
Unit 5 First aid
I. 单元教学目标
技能目标Goals
Talk about first aid and medicine
Practice expressing giving instructions
Learn about Ellipsis
Practice instructional writing: first aid instructions for particular injuries
目标语言
功
能
句
式
Expressing instructions
Give others your positive suggestions or orders.
We/you should/ ought to …
Please do…
Make sure…
You must/have to/ought to…
You must never…
You ought never to…
Give others your negative suggestions or orders.
You should not …
You ought not to…
Please don’t…
You should never…
You must/should never to …
词
汇
1.四会词汇
Aid, illness, injury, bleed, ankle, choke, blood, bloody, burn, organ, poison, ray, treatment, liquid, radiation, mild, iron, tissue, electric, swell, damage, jewellery, squeeze, wound, bandage, symptom, kettle, wrist, damp, sleeve, throat, present, ceremony, bravery, towel, pressure, ambulance, authentic, essay
词
汇
2.认读词汇
sprain, essential, layer, heal, blister, watery, char, nerve, ointment, infection, label, Jason, Slade, stab, scheme, Southerton, bruise
3.词组
First aid, fall ill, electric shock, squeeze out, over and over again, in place, a number of, put one’s hands on, catch fire, ought to , have to, stay calm, keep in mind, manage to, flow out, die of
4.重点词汇
Injury, bleed, swell, damage, wound, damp, throat, present, bravery, should, ought to, make sure, have to
语
法
Learn about Ellipsis
重
点
句
子
1)Burns are called first degree burns, second degree burns or third degree burns.
2)These burns affect both the top layer of the skin and they affect the second layer of the skin.
3)John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another.
4) They discovered that Anne Slade, mother of three, had been stabled repeatedly with a knife.
5) It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.
课程设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）
1st period: Warming up
2nd period: Listening and speaking
3rd period: Reading
4th period: Language study & Grammar
5th period: Integrating skills
6th period: Extensive reading and Writing
Unit Five First aids
The First Period Warming up
Teaching goals
Teaching materials: 教学材料
Warming up on p 33
Target language 目标语言
a. Key words and expressions:重点词汇和短语
aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn; essential; organ; layer; poison; ray; treatment;
b. Communicating expressions:交际用语
We/you should/ ought to …
Please do…
Make sure…
You must/have to/ought to…
You must never…
You ought never to…
Ability goals能力目标
Encourage the students to discuss accidents and first aid .
Enable the students to talk about different accidents and how to give first aid in different situations.
Learning ability goals学能目标
Enable the students to be brave and calm when meeting with accident and know how to give first aid in different situations through discussion.
Teaching methods教学方法
Brainstorm and discussion (Group work).
Teaching important and difficult points教学重难点
Help the students to use the expressions to describe the accidents and how to give first aid.
Teaching aids教具准备
A recorder, a projector, and a computer
Teaching procedures and ways 教学过程与方式
Step One Homework checking
Lead-in question: Watch a video, and fill in the blanks: what is first aid?
First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found.
2. Warming-up: Brainstorming: What words can you think of when you talk about accidents and first aid?
3. Learn the new words ?.
b. Talk about different situations and the way they should give first aid.
Qs: What happened in each picture? What kind of first aid should you give?
A snake bite: 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.
Bleeding: 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: 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 : Make him /her spit by patting him/her on the back.
To avoid this, we shouldn’t talk or laugh when eating.
（a video about unconscious choking）
A broken arm: Do not move the patient.
Send for an ambulance at once.
Treat for shock if necessary.
A bloody nose: 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 four Further discussion (Individual)
Ask the students to give the situations.(some more situations are given and encourage the students to talk more)
Drowning : Check to see if he /she is breathing
Try to start his /her breathing
Never swim in deep water.
( a video about CPR)
Traffic accident: Call for a doctor or an ambulance.
Never pull her out of the car
Find enough people to lift the car safely and take her to hospital at once.
Look at both sides when crossing the street.
Step five Quiz for first aid (on p74)
1.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.
2. 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
3. What should the first step be when you carry out rescue breathing?____
A Clear the airway B check the pulse
C blow into the victim’s mouth D check for breathing
4 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
Step Five Homework
1. Do the listening in workbook p69.
2. Find more information about first aid---how to rescue breathing.
Unit Five First aids
The Second Period Listening and speaking
Teaching goals 教学目标
Teaching materials教学材料
Listening on page 69，39，73, speaking task on p74
Target language目标语言
a. Key words and phrases:重点词汇和短语： unconscious; emergency number; reach cupboard; involve; stress and intonation
b. Communicating expressions:交际用语
We/you should/ ought to …
Please do…
Make sure…
You must/have to/ought to…
You must never…
You ought never to…
Ability goals能力目标
Enable the students to listen for details and catch the specific information as much as possible.
Learning ability goals 学能目标
3.1 Enable the students to predict some important listening skills in the process of listening and encourage the students to talk about the details after listening.
3.2 Make the students have the ability to talk about the situations according to the listening materials and tell dos and don’ts for first aids.
Teaching methods教学方法
Listening and cooperative learning.
Teaching important and difficult points教学重难点
How to make sure the answers of listening material;
Talk about the first aid of different situations after the listening.
Practise in pairs and act out a dialogue between an operator and the caller;
Teaching aids 教具准备
A recorder and cassette tapes , a projector, and a computer
Teaching procedures and ways教学过程与方式
Step one Homework checking
The teacher may explain some difficult words and phrases to the students before listening.
(unconscious; emergency number; reach cupboard; involve; stress and intonation)
T: OK. Let’s listen to the tape. I’ll play it twice. The first time I play it, you should listen to it attentively and get general idea. The second time I play it, you need to fill in the blanks.
Listen to the conversation and complete the table, pay attention to the key words.
3. Check the answers.
Post listening Listen to it again and answer the questions:
1. Do you think that Mrs Grant should have rung the emergency number or should she have just taken her daughter to the doctor? Give reasons for your answer.
2. How do you think Mrs Grant was feeling when she made the phone call?
3. Why do you think the operator was speaking so slowly and calmly?
4. What would have happened if Mrs Grant had hung up the first time she said goodbye?
5. What would have been a safer way for Mrs Grant’s daughter to reach the cupboard?
Step three Listening on p73
1. Listen to the instructions for rescue breathing, number the boxes for the correct order. Write an instruction under each picture.
2.Then use the pictures to tell each other how to do rescue breathing.
(Use the video to help students to talk about CPR) :
Call for help
Check the breathing
Clear anything in the airway
Mouth-to- mouth method
Check breathing pulse
Step four Listening on p39
1. What topics does the teacher ask questions about ? Circle the correct ones.
2. Match each picture with a topic listed in question 1.
1).___sprained ankle__________
2).___burning clothes_________
3).___nose bleeds ____
4).___choking _____________
Step five speaking
Use the pictures above to help you give your partner first aid instructions for each situation. Using the useful expressions:
You should always…
You must…
Make sure that…
You ought to / should …
you have to…
You should not…
You should never…
You must never…
Never…
Please don’t…
Sprained 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.
Burning clothes: Use a blanket to put out fire on the body.
Remove clothing from burned area.
Use running water to cool down.
Sent for a doctor.
Nose bleeds
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.
Choking
Make him /her spit by patting him/her on the back.
To avoid this, we shouldn’t talk or laugh when eating.
Step six Write down the instructions for each situation.
Step seven Watch the movie to see some more ways to deal with first aids.
Step eight Talk about safety around the house, using DOS and DONTS
DOS
Make sure that electric wires are safe and that children can’t reach them.
If a pan of oil catches fire, turn off the gas and cover the pan quickly.
Make sure that everyone in your family knows how to call 110 and 120.
Learn more about first aid.
DON’TS
Don’t put poisons into other containers, for example empty bottles.
Never leave small things a baby can put in its mouth on the floor or table
Don’t play with electrical equipment.
Never use ladders on a wet floor.
Don’t forget to phone 110 or 120 when necessary
Step nine Home work
1. Write a dialogue according to the talking Ex. on p69 .
2. Prepare for reading : First aid for burns
Unit Five The Third Period Reading
Teaching goals教学目标
Teaching materials: 教学材料
Reading on p 34-36
Target language教学语言
a. Key words and expressions:重点词汇和短语
burn, essential, organ, layer, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, char, nerve, damage, jewellery, squeezing out, over and over again, bandage, in place.
b. Useful sentences重点句型
Burns are called first degree, second degree or third degree burns,
These burns are not serious and should feel better within a day or two
First degree burns turn while when pressed.
Ability goals 能力目标
Enable the students to master some English expressions and phrases and to know some knowledge of first aid
Learning ability goals学能目标
Enable the students to learn how to give their correct suggestions about first aid when others are in danger,
4. Teaching important points教学重点
Let Ss learn to use the structures of giving suggestions
5.Teaching methods教学方法
Skimming method.
Task-based method
Role-play method
6.Teaching aids 教具准备
A projector, a tape-recorder and a blackboard
Teaching procedures and ways教学过程和方式
Step 1 Revision
Greet the whole class as usual
The teacher checks the students’ homework: show some pictures about some common injuries and review some words, some useful expressions and the information about first aid.
Step 2 Pre-reading
First let the students talk about the picture (page 33)
What kind of first aid would you perform in the situation of burning?
Step 3 While-reading
1) Skim for general idea. How many parts are the text and what are they?
(After a few minutes)
Five parts
1.The purpose of skin
2.Cause of burns
3.Types of burns
4.Symptoms of burns
5.First aid treatment Scanning : read the text quickly and do the multiple choices on
BEST DESIGN(page 36)
Detail reading: Filling in the blanks
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
?Gives you sense of touch
Causes of burns
You can get burnt by :
?hot liquids,
?steam,
?fire,
?radiation,
?the sun,
?electricity and chemicals
What are the three types of burns??
First degree:
Not serious; affect only the top layer of the skin; feel better a day or two
?Second degree
Affect both the top and the second layer of the skin; serious; take a few weeks to heal
Third degree
Affect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.
Label the pictures with three degree burns
The second degree burn The first degree burnThe third degree burn
Answer the questions1. Why should you put cold water on a burn?
??The cold water stops the burning process, stops the pain and prevents or reduces swelling.
?2. Why doesn’t a third degree burn hurt?
??Because nerves is damaged.
?3. Why do you think clothes and jewellery near burns should be removed?
??Because this may break any blisters and the wound may get infected.
?4. If someone has a third degree burn, why might you see tissue?
?These affect all three layers of the skin and any tissue and organs under fires Language points?sense of touchsense of sight
sense of hearing
? sense of taste
sense of smell
? sense of humor
? sense of beauty
?sense of urgency unless: 除非……；如果不……?Don’t make it public unless I agree.
?Unless the destruction of the ozone layer is to stopped, the polar ice caps could melt with terrible consequences.
c) Hold the bandage in place with tape.
?in place
?The librarian put the returned books in place.
d) It shows that a knowledge of first aid can make a real difference.
? Make(some,no,ect) difference
? It makes no difference to me where you come from.If you want more tips about first aids and ways to deal with common injuries, refer to the following websites.
http://www.healthy.net/clinic/firstaid/http://kidshealth.org/parent/firstaid_safe/
http://mi.essortment.com/firstaid_rfrg.htm
http://www.emedicinehealth.com/articles/25936-7.asp
Home work?
1. Finish the Exes in p36.
2.Read the text.
Unit Five First aid
The Fourth Period Grammar
Teaching goals
Teaching materials: 教学材料
Learning about language and using words and expressions. on workbook p70-71
Target language
a. Key words and expressions:
aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. Fall ill.
Useful sentences
1)Burns are called first degree burns, second degree burns or third degree burns.
2)These burns affect both the top layer of the skin and they affect the second layer of
the skin.
Ability goals
Learn about Ellipsis
Learning ability goals
Let Ss learn how to use Ellipsis
4. Teaching important points
The use of Ellipsis
5. Teaching difficult points
How to teach Ss to master Ellipsis
Teaching aids
A projector, and a blackboard
Teaching procedures and ways
Step 1 Revision
Greet the whole class as usual
The teacher checks the students’ homework.
Step 2 Word Study
T: Now please open your books and turn to Page 36. Let’s learn “Learning about Language”.
First let’s do Discovering useful words and expressions
Complete the table with the correct verbs, nouns or adjectives.
T: Let’s do some more exercises about new words. You are to explain the words on the screen
in English and then fill in the blanks.(ask students to explain or guess the meanings of the words)
Complete the questions with words from the text.
The students will try to complete the exercises. Later the teacher will ask some of them to read each of the sentences and tell the class the answers.
Suggested answers:
Step 3: Grammar
T: Let’s look at the next, Grammar (page 91)
Present some sentences and encourage the students to find out which words have been left out.
T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “ Beg your pardon.” Then it is called Ellipsis. The subject “I” has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out.
Haven’t seen you for ages.
Some more tea?
Sounds like a good idea.
Doesn’t matter.
Sorry to hear that.
Pity you couldn’t come
This way, please.
Terrible weather!
Joining us for a drink?
Going to the supermarket?
Suggested answers:
I haven’t seen you for ages.
Would you like some more tea?
That/It sounds like a good idea.
It doesn’t matter.
I’m sorry to hear that.
It’s/ What pity you couldn’t come
Step this way, please.
What terrible weather it is!
Are you joining us for a drink?
Are you going to the supermarket?
Step 4 Practising
Discovering useful structures (page 37)
In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why.(page 37)
Rewrite these sentences taking out the unnecessary parts.
The burn that she got from the iron was red and ( it was )very painful
A boy was on the left side of the sick woman, and a girl was on the right (side of the sick woman.)
She has a daughter (who is) in hospital.
He went to the doctor because he had to go to( the doctor).
Did she pass the first aid test that she did yesterday (or didn’t she pass)?
She could not decide whether to send him to hospital or not (to send him to hospital).
When your nose is bleeding, you should bend forward so that the blood runs out of your nose and( the blood) doesn’t run down your throat.
Only some of the students have done a first aid course but most of the students haven’t (done a first aid course).
These sentences are correct. However, one or more words have been left out. Rewrite each sentence on the top of the next page to include the missing words.
The cottage (that is) surrounded by a wall belongs to the local government.
The first book I read this term was more interesting than the second (book I read this term).
To her teacher’s surprise, she did better in her first aid exam than(it was) expected.
I don’t think they have returned from the hospital, but they might have ( returned from the hospital).
He wanted to help the accident victim but his friend didn’t (want to help the accident victim).
You can borrow my first aid notes if you want to (borrow my first aid notes).
Show the students the slides with some multiple choices exercises about the Ellipsis.
1)---- Tomorrow is a holiday. Why are you doing your homework?
-----I am doing these exercises now so that I won’t have _____ on Sunday.
A. it B. them C. for D. to
2)----Shall I invite Ann to my birthday party tomorrow evening?
----Yes. It’ll be fine if you______.
A. are B. can C. invite D. do
3)---- Aren’t you the manager?
-----No, and I______
don’t want to B. don’t want to be C. don’t want be D. don’t want
4)---- I’ll be away on a business trip. Would you mind looking after my cat?
-----Not at all______.
A. not to B. not to do C. not do it D. do not to
5)----- Won’t you have another try?
------ ________.
Yes, I will have B. Yes, I won’t have C. Yes, I won’t D. Yes, I will
6)-----I won’t do it any more.
-----_______?
A. Why not B. Why don’t do any more C. Why not do D. Why don’t
7)-----Do you think it will snow tomorrow?
------______?
A.I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so
8)-----Have you fed the cat?
------No, but______.
A. I’m B. I am C. I’m just going D. I’m just going to
Step 5 Homework
1. Go over the usage of Ellipsis.
2. Finish listing structures on Page 71 Ex 1 and Ex 2
3. Prepare Reading and discussing on Page 38
Unit Five First aids
The Fifth Period Integrating skills
Teaching goals教学目标
Teaching material 教学材料
Reading and discussingHeroic teenager receives award
Target language教学语言
a. Key words and expressions:重点词汇和短语
Present, Put their hands on, ceremony, bravery, towels, pressureA number ofAmbulance
Useful sentences重点句型
1.John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another.
They discovered that Anne Slade, mother of three, had been stabled repeatedly with a knife.
3. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.
Ability goals 能力目标
Enable the students to know some knowledge about first aid after learning the text.
Learning ability goals 学能目标
Foster the students’ ability in skimming and looking up information in references books and improve the students’ reading ability.
Teaching important points教学重点
Finish the exercises in post-reading by using the knowledge we have learned.
Teaching methods教学方法
Listening and fast reading
Teaching aids教具准备
A recorder, a projector, and a computer
Teaching procedures and ways教学过程和方式
Step One Revision
Show the students a slide with some new words
What is the Chinese meaning of them? Present
Put their hands on
ceremony
bravery
towels
pressureA number ofAmbulance
Step Two Reading and listening
1. Skimming the newspaper article and then put these events in the order that
they happened.
?_4_ The attacker ran away.
_1_ Anne was attacked and started to scream.
_6_ John performed first aid on Anne
_2_ John was studying in his house.
_7_ The ambulance arrived.
_3_ John ran outside with his father.
_5_ John found Anne in her garden with
terrible knife wounds.
2. Listen to the tape and answer the questions
1) What was John honoured for?
2) What did John do when he heard the screaming?3) What happened to Anne?
What saved Ms slade’s life?5) What first aid did John perform on Anne?What adjs would you use to describe John’s actions? Give at least three.Step Three Discussion 1.Do you think John was silly or brave to get involved in the situation? Give reasons.
2.Would you have done the same as John ? Give reasons
3.Do you think it is worthwhile to take a course in first aid? Give reasons.
Step Four Language study
Difficult sentences1.John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another.
be presented with sth: be given withWhich 引导一个定语从句
Who引导一个定语从句They discovered that Anne Slade, mother of three, had been stabled repeatedly with a knife.
Repeatedly 是由动词repeat的过去分词加-ly构成。类似的词汇有：
Excitedly 兴奋地 Contentely 满足
Worriedly 焦急地 unexpectedly 出乎意料
John used these to dress the most severe injuries to Ms Slade’s hand.Dress: 敷裹，包扎Tom had to return to the camp to dress his injuries.
Immediately after his wound was dressed, he went to work.
It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.It is … that… 强调句
It was his words that hurt her.
kim and do the exercises.
Drowning
How to save a drowned person?
First, lay; check
Second, put; push
Third, press the jaw
Fourth, keep closed; place
Fifth, blow; rise
Sixth, removeFirst Aid Knowledge1.leave a small child alone with a dog or cat (don’t)
2. pick up a sick or injured animal (don’t)
3 When you are burnt by the sun, go to a cool place and take off your clothes.(don’t)
4 put some egg oil on your burns (don’t)
Let’s make a role play!!
Animal bites burns
poisoning cuts
Step Six Homework
Write a short description of an accident and how to deal with the injuries in the accident.
Unit Five First aids
The Fifth Period Extensive Reading and Writing
Teaching goals教学目标
Teaching material教学材料
Reading in workbook at Page72Target language目标语言
a. Key words and expressions: 重点词汇和短语
Kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets
b. Key sentences: 重点句型
1. Make sure the floor is no t slippery.
2. Follow instructions for all electrical appliances carefully.
3. Unplug all appliances, especially irons, after use.
4. When cooking, do not let oil touch flames or other sources of heat.
Ability goals能力目标
Enable the students to write in accordance with the passage they have read.
Enable the students to write a passage in order to explain how to give first aid.
Learning ability goals学能目标
Enable the students to be brave and calm when meeting with troubles and know how to deal with troubles after practicing reading and writing.
Teaching methods教学方法
Discussion (Group work) and writing (individual)
Teaching important and difficult points重点和难点
How to think of a situation where you need to give first aid.
How to arrange the first aid in the correct order.
Teaching aids 教具准备
A recorder, a projector, and a computer
Teaching procedures and ways教学过程和方式
Step One Homework checking
(Ask the students to show their compositions of first aid. If there are some mistakes, point them out)
Reading in workbook (Page )Is your home safe?
What things at home can be dangerous? What to do?electrical equipment
electric fires
poisons
ladders
kniveshot water
windows
Task 2. Discussion:
How to prevent us from being injured at home?
fill in the blanks
The kitchen?Make sure the floor is not slippery.
?Always use a ladderto reach high cupboards.
?Always cut away from your body when you use a knife.
?unplug all appliances, especially irons, after use.
?Keep matched out of the reach of children.
Step four Speaking and Writing
More adviceElectricity:
Make sure that electric wires are safe and that children can’t touch them
Things in mouth:
Don’t leave small things on the floor or table which a baby can put in its mouth.
Poisons:
Don’t pour poisons into other containers,
for example, empty bottles.Keep them on a high shelf out of the reach of children.
What must you do if you are badly burnt?
Cool the area of skin at once .Wash the area of skin under the cold tap for several minutes. Put a piece of dry clean cloth over the area of the burn.
How do you deal with a simple cut?
Wash the area of the cut ,dry it and cover it with a piece of dry clean cloth.
Then let the students Write more advice
Gas fires:
If you are using one of these, check that a window is open.
Water:Make sure that young children can not get close to pools, lakes and rivers by themselvesLadders:
Don’t use the one a wet floor. Get someone to hold the ladder for you.
Don’t reach sideways while standing on a ladder. Get down first and move the ladder.
Step Five Practice writing
?Write a letter to your principal politely asking whether he or she could organize the first aid courses.
?Dear ___________,
?Our class has been studying a unit on first aid, __________________
Even though the unit has been very interesting and useful,_____________________.
We would like to request that ______________
? We think that a first aid course at the school __________ .
? Yours sincerely,
? _____________
Write your principal’s name
Say why the first aid unit has been useful.
Say why you would like a first aid course.
Say what you like the principal to do.
Say again why a first aid course would be a good thing to do.
Sign your name
