高中英语新人教必修五Unit 5 First aid教案+课件+知识点剖析+测试（15份）

Unit 5 First aid
Ⅰ. 单元教学目标
技能目标Skill Goals▲Talk about first aid and medicine▲Practice expressing giving instructions▲Learn about Ellipsis▲Practice instructional writing: first aid instructions for particular injuries
Ⅱ. 目标语言
功 能 句 式 Expressing instructionsGive others your positive suggestions or ordersWe / 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 ordersYou 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, 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, authentic2． 认读词汇sprain, essential, layer, heal, blister, watery, char, nerve, ointment, infection, label, Jason, Slade, stab, scheme, bruise3． 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. P342. These burns affect both the top layer of the skin . P343. John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another. P384. They discovered that Anne Slade, mother of three, had been stabbed repeatedly with a knife. P385. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. P38
Ⅲ. 教材分析和教材重组
1. 教材分析
本单元以“急救”为中心话题，旨在通过单元教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施，能牢固地掌握构词法和省略句，能写急救措施。
1.1 WARMING UP 提供了六幅有关first aid 的图片，展示各种事故:被蛇咬,出血,扭伤脚踝,食物噎塞喉咙,摔伤手臂, 鼻子流血,让学生用已有的知识和经验讨论对这六种情况应该采取的急救措施，同时让学生意识到,生活中我们可能会碰到各种各样的意外,面对意外, 我们必须学会一些急救知识。激发学生学习急救的知识兴趣,树立安全意识。
1.2 PRE-READING是READING的热身活动。它通过图片引起“烧伤”话题, 如何给烧伤做急救,通过问学生是否见过烧伤,伤口怎样,如何进行急救等问题,使学生自然地进入课文的学习。
1.3 READING是关于烧伤的急救方法。先是介绍皮肤对人体的重要性,既而介绍烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。
1.4 COMPREHENDING设置了4个活动: 第一个活动是排序,这个活动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; 第二个活动是通过图片帮助学生了解三种不同的烧伤程度;第三个活动是正误判断,帮助学生理解和记忆细节信息; 第三个活动是回答问题,检查学生对文章的理解情况,培养学生的口头表达能力。
1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分, 词汇设置了2个练习,一个是学习构词法,练习同一词根的动词,名词和形容词的拼写规律;另一个练习是填词,根据回答补全单词。这两个练习帮助学生巩固词汇,还通过构词法教给学生拓展词汇的方法,同时帮助学生巩固和理解阅读课文。语法部分采用的是先发现后应用的学习方法。认识什么是省略句,设置两组练习, 一是根据省略的规律简化句子,另一个是补写被省略的问题: 什么是正确句子 什么是好的句子
1.6 USING LANGUAGE 这部分综合训练听说读写的能力。阅读和讨论部分是一个真实的故事,约翰·詹森和其它9人采取果断的急救措施，挽救了安斯莱德的生命。文章设置4个练习：练习一、二针对阅读材料本身即故事的先后顺序和有关急救的内容; 练习三、四对文中人物及事件进行讨论。读者不仅可以通过本文学到如何对被刺伤的人实施急救,故事还歌颂了约翰·詹森的机智、勇敢和富于爱心。同时表达了这样的主题: A simple knowledge of first aid can make a real difference.
1.7 LEARNING TIP 就写作进行指导。建议学生研究真实语篇。研究它的组成部分、句子结构和所用的词语等。如本单元，写作要考虑：标题、祈使句、省略、急救措施的先后顺序。
2. 教材重组
2.1 从话题内容上分析，WARMING UP 与SPEAKING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。
2.2 将LISTENING 和Workbook中的LISTENING和LISTENING TASK 整合在一起，设计成一节 “听力课”。
2.3 可将PRE-READING, READING和POST-READING三个活动整合在一起上一节“阅读课”。
2.4 可将LEARNING ABOUT LANGUAGE与Workbook中的USING WORDS AND EXPRES-SIONS和USINGSR STRUCTURES语法练习题整合在一起上一节“语言学习课”。
2.5 可将USING LANGUAGE 中Reading and discussing 和Workbook中READING TASK 的Reading整合起来上一节“泛读课”。
2.6 将WRITING 和Workbook中的Writing整合成一节“写作课”。
3. 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 Speaking
2nd Period Listening
3rd Period Reading
4th Period Language Study
5th Period Extensive Reading
6th Period Writing
The First Period Speaking
Teaching goals教学目标
1. Target language 目标语言
a. 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. 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 ...
2. Ability goals能力目标
Enable the students to talk about different accidents and how to give first aid in different situations.
3. Learning ability goals学能目标
Help the students learn how to give first aid in different situations through discussion.
Teaching important and difficult points教学重难点
Help the students use the expressions to describe the accidents and how to give first aid.
Teaching methods教学方法
Brainstorm and discussion (Group work).
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 Ⅰ Lead-in
The warming up exercise makes the students understand there are some kinds of dangers in our daily life such as snake bite, bleeding, a sprained ankle, choking and so on. What’s more, the students should be asked to know how to prevent these troubles from happening and how to give first aid when they happen.
Talk about the pictures with the teacher’s help.
T: Look at the pictures on page 33. Each of them is a picture of an accident. Although some accidents are small and some accidents are serious. You should know how to prevent these accidents from happening and know what to do when they happen. Now please discuss the following questions with your partner.
1. What would you do in the above situations
2. What could we do to prevent these accidents
3. What do you already know about first aid
4. What new words do you think would be useful when you talk about accidents and first aid
Discussion:
Sa: To tell you the truth, I would be very afraid and do nothing in the above situations.
Sb: It means you don’t know much about first aid, am I right
Sa: Yes. I know nothing about first aid.
Sb: I think we should stay calm at first. We can’t be too frightened to do anything. Then we should learn something about first aid.
Sa: In my opinion, it is the most important thing to prevent these accidents from happening.
Sb: I can’t agree with you more. We should try our best to avoid these accidents. We must be very careful when we are swimming, walking, cooking and even eating. By the way, what new words do you think would be useful when you talk about accidents and first aid
Sa: The accidents are dangerous, troublesome and frightening. First aid is very useful and necessary.
Look at the pictures together and ask the Ss what has happened in each one.
T: Well, can I help you These pictures are all about the accidents. What has happened in each one What kind of first aid we should give in the situations What about Picture1？
S: We can see a man whom a snake has bitten on his leg. When a person is bitten by a snake, 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.
T: Good. What about Picture 2
S: In Picture 2 we can see a woman who has cut her arm with some broken glass and is bleeding badly.
T: Yes, then how to do first aid in this situation
S: When someone is 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.
T: Good, what about the third picture
S: Picture 3 is about a boy who has badly sprained his ankle on the playground and his friends are running towards him to help. He should tie his ankle with medical bandage. It is better to avoid walking with the injured ankle. It is correct to use ice bag for relieving pain and bleeding.
T: Good. Then the fourth picture
S: Picture 4, the girl sitting around the table is choking when she is eating something. We should make her spit by patting her back. To avoid this, we shouldn’t talk or laugh when eating.
T: Right. Let’s talk about the fifth picture.
S: Picture 5, the old grandma lying on the ground has broken her arm. We should not move the patient. Send for an ambulance at once. Keep the arm still using a sling or get the victim to support the broken arm with the other arm.
T: What about the last picture
S: In the last picture, the boy has a nosebleed. He should stay calm. Breathe through the mouth, not the nose. Sit up and bend the head slightly forward. Pinch both nostrils shut using a thumb and forefinger. Spit out any blood that collects in the mouth.
T: Very good. All of you have a good knowledge of first aid. These accidents are all terrible. We should try our best to prevent these terrible accidents from happening. For example, when we are swimming, we can’t swim alone. We must swim with somebody else. Besides, we can’t swim in the river too deep. When an accident does happen we should keep calm and know how to deal with it correctly. So learning some first aid knowledge is of great importance to every one.
Step Ⅱ Further discussion
Give advice to the persons in trouble.
T: I think you must know something about troubles and first aid. Now please give your advice to the persons in different kinds of troubles.
Ss: OK.
Show the slide.
Drowning Traffic accident Burns Bleeding Cuts Choking
Yoursuggestionsto them
T: Please give your suggestions to the victims in order to prevent different kinds of accidents. For instance, to the person who is drowning you can say: Never swim alone. / Learn how to swim. / Don’t swim in dangerous rivers. Now, please work in pairs.
Three minutes later.
T: OK. I will check your answers. To the person in a traffic accident, what suggestion will you give him
Ss: You shouldn’t ride your bicycle without looking at the traffic.
Follow the traffic rules and be attentive and careful.
Never use a cell phone while you are driving, riding a bike or walking on a busy street.
Use crosswalks and don’t walk on the street.
Never run in traffic.
T: What suggestion will you give the victim getting burns
Ss: You ought to be careful when cooking.
Don’t leave lamps and candles burning in your house.
Don’t let children touch flames or hot liquid.
T: What suggestion will you give the victim who is bleeding or whose hand is cut
Ss: You must go to the nearest hospital as soon as possible.
Don’t play with knives or other sharp objects.
T: What suggestion will you give the person who is choking
Ss: You mustn’t eat too fast.
Don’t forget to chew your food.
Don’t talk while having food in the mouth.
Some more situations are given and encourage the students to talk more.
T: Now, here are some more situations, please give the first aid instructions to the situations. What should you do if someone is drowning
S: When someone is drowning, first we should check if he /she is breathing, then try to start his /her breathing. Never swim in deep water.
T: Good. We call this CPR (= cardiopulmonary resuscitation). Now if someone has been hurt in a traffic accident, what should we do
S: In the traffic accident, first call for a doctor or an ambulance. We should make sure that the accident scene is safe, and then find out how the people involved are injured. If there is more than one injured person, we should help the most seriously injured person first. It is especially important to help someone who isn’t moving and seems to be unconscious. An injured person who is screaming with pain may seem to need our help, too, but if a person is able to scream or ask for help, they are at least conscious and breathing. 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.
T: Very good. Now we know how to do first aids according to different situations.
Step Ⅲ Talking( P39)
T: Now let’s look at the pictures of Exercise 2 on p39, use the pictures above to help you give your partner first aid instructions for each situation. Try to use 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 ...
T: What should you do when you meet the situation in Picture1
S: If we meet this sprained ankle situation, we should have the victim sit down and elevate the foot. We should make sure how serious the situation is. Perhaps we must put an ice pack on the ankle to reduce the swelling and then put a firm bandage around the foot and ankle. It is better to avoid walking with the injured ankle.
Help the Ss to talk about other situations.
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 both nostrils 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 Ⅳ Talk about safety around the house, using Dos and Don’ts
T: Now we are going to talk about the safety around the house, using some DOS and DON’TS. Work in pairs. Tell each other what you should and should not do.
T: Now, anyone can tell us something about the safety for DOS.
Sa: We have to make sure that electric wires are safe and that children can’t reach them.
Sb: If a pan of oil catches fire, turn off the gas and cover the pan quickly.
Sc: Make sure that everyone in your family knows how to call 110 and 120.
Sd: Learn more about first aid.
T: Good, then can you talk about it using DON’TS.
Sa: Don’t put poisons into other containers, for example empty bottles.
Sb: Never leave small things a baby can put in its mouth on the floor or table.
Sc: Don’t play with electrical equipment.
Sd: Never use ladders on a wet floor.
T: Well done! Don’t forget to phone 110 or 120 when necessary.
Step Ⅴ Talking (in workbook)
T: Just now we know how to do some first aid, but that’s not enough. We should make some emergency call to give the person a quick treatment. Then how to make this kind of call Now choose an emergency situation and make a dialogue. Make sure the operator asks for all the information including name of the caller, telephone number, address, what has happened, number of people involved. Now practice in pairs and I like some pairs to show their dialogues.
T: Now, let’s ask some pair to do the dialogue.
Possible dialogue:
Sa: Emergency. Can I help you
Sb: Yes, you got to help me — my son has had an accident. I don’t know what to do.
Sa: Now calm down. Tell me your name and phone number — slowly.
Sb: Ummm... Marry Grand. Oh, you’ve got to send an ambulance now.
Sa: Yes. I will. Now take a deep breath and tell me your phone number.
Sb: Yes, yes... 342562178.
Sa: Good. Now tell me what’s happened.
Sb: Well, my son was playing in the grass when he was bitten by a snake. Now he is lying on the ground, bleeding. Oh, what should I do
Sa: Well, we will come soon. Just apply pressure to the bitten area with your hands and then, as soon as possible, with a bandage firmly over the bite.
Sb: OK, thank you. Bye.
Sa: Wait, we need your address.
Sb: Oh yes. I’m just so worried. It’s 23 Loft Stress.
Sa: OK, we’ll arrive soon.
Step Ⅵ Homework
1. Do the SPEAKING TASK in workbook p74.
2. Find more information about first aid — how to rescue breathing.
The Second Period Listening
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
unconscious, emergency number, reach cupboard, involve, stress and intonation
b. 重点句式
So far we’ve looked at first aid treatments for burns, bleeding, choking ...
Stop him from running around as that makes clothes burn faster.
2. Ability goals能力目标
Enable the students to listen for details and catch the specific information of first aid as much as possible.
3. Learning ability goals 学能目标
Help the Ss learn how to do rescue breathing by listening task.
Teaching important and difficult points教学重难点
Listen to the three materials about a first aid quiz and an emergency phone call and the instructions for rescue breathing, then choose the correct answers.
Teaching methods教学方法
Listening and cooperative learning.
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 Ⅰ Revision
Help the Ss to check their homework on page 74. The students’ textbooks should be closed.
T: Last class we learned some knowledge of first aid. Here I’d like to do a quiz about first aid. Do this first aid quiz in groups. Give reasons for your answers. Mary, which person would you help first
Read the multiple choices from A to D.
S: C. Gao Yuan who is on the ground without breathing. He is in greater danger of dying than the others because he is not breathing. He needs rescue breathing to start his breathing again.
T: When you are carrying out rescue breathing, where do you check for a pulse Here are four answers.
S: A. The easiest place to check for a pulse is on either of the carotid arteries, which run down both sides of the neck.
...
Help the Ss to do the quiz.
Step Ⅱ Listening
Pre-listening
T: Before listening, let’s learn some difficult words and phrases. Read them and tell me the Chinese meanings.
unconscious; emergency number; reach cupboard; involve; stress and intonation
Show the following questions on the screen.
Have you ever had to phone an emergency number Do you know what telephone number you would call in a medical emergency
What telephone number you would call in a fire emergency
And what telephone number you would call in a police emergency
Let the Ss discuss these questions. Give some necessary help.
Ss: 120 is the emergency phone number for the ambulance;
110 for police station;
119 for fire station.
T: OK. When we make an emergency call, what should we pay attention to Yes, we should re-member to tell where we are, what happened, the telephone number etc. Now, we are going to listen to an emergency phone call. Listen attentively and get the general idea.
Listening
Play the tape twice. And then ask the Ss some questions.
T: What can you hear in the listening
S: The listening presents an emergency phone call in which a woman is asking for an ambulance for her daughter who has had an accident.
T: I play it the second time; you need to fill in the blanks. While you are listening, you’d better make notes of the listening points. Listen to the conversation and complete the table on page 69, pay attention to the key words.
Check the answers.
Make the Ss understand all the four questions. Play the tape and ask them to answer the questions in pairs. And then check the answers with the whole class.
T: Can you remember the phrases the operator used to try and make Mrs Grant feel more relaxed
S: Now calm down; Now take a deep breath.
T: Are there any other phrases you didn’t understand
...
Play the tape again and help the Ss to deal with the difficulties.
Step Ⅲ Listening ( P73)
Pre- listening
T: Now let’s go on to do another listening practice. Please turn to page 73. Here are some pictures of how to do rescue breathing. We call the way CPR. What do you think rescue breathing is
S: Rescue breathing is when you help someone who has stopped breathing to start breathing again.
While listening
T: Listen to the instructions for rescue breathing, number the boxes for the correct order. Write an instruction under each picture. Now discuss the order in groups. Number the boxes to show the correct order of the pictures. Write an instruction under each picture.
Ss: 7-5-2-4-8-6-1-3
1 check if conscious
2 put into recovery position
3 clear airway
4 check if breathing
5 blow into mouth and watch for breathing
6 check pulse
7 continue rescue breathing
8 put into recovery position
Post-listening
T: Now let’s look at the pictures, can you use them as guide to tell each other how to do rescue breathing.
Ss: 1. We should call for help, then check whether unconscious.
2. We should put the person into the recovery position.
3. We may clear anything in the airway.
4. Then we should check for breathing.
5. Blow into mouth using the mouth- to- mouth method.
6. Check pulse.
7. We should continue breathing at 15 breath a minute.
8. At last when the person breaths again, put him/her in the recovery position.
T: Yes, you are right. Rescue breathing is very important in our daily life. I hope one day when you need it, you can use it well.
Step Ⅳ Listening (P39)
T: Besides the rescue breathing, there are other ways to do first aids. Now, let’s learn more about first aid. Turn to page 39. Here is a quiz. While you listen to it, you don’t need to catch every detail. Only focus on the topics. Let’s listen to it and answer the questions. What topics does the teacher ask questions about Circle the correct ones.
Check the answer with the classmates. Ask some students to answer.
Step Ⅴ Homework
1. Search more information about first aid on the Internet.
2. Prepare for reading: FIRST AID FOR BURNS.
The Third Period Reading
Teaching goals教学目标
1. Target language教学语言
a. 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, squeeze out, over and over again, bandage, in place
b. 重点句式
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 white when pressed.
2. Ability goals 能力目标
Enable the students to master some knowledge of first aid.
3. 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.
Teaching important points教学重点
Let the Ss learn to use the structures of giving suggestions.
Teaching methods教学方法
Skimming method and role-play method.
Teaching aids 教具准备
A projector, a tape-recorder and a blackboard.
Teaching procedures and ways教学过程与方式
Step Ⅰ Lead-in
T: I think you must surf the Internet after class. You must know more about fist aid. Now who can tell us what first aid is
Ss: First aid is the initial care of a suddenly sick or injured person. It is the care administered by a person as soon as possible after an accident or illness. It is this prompt care and attention prior to the arrival of the ambulance that sometimes draws the line between life and death, or between a full or partial recovery.
T: What are the main aims of first aid
Ss: To preserve life; To protect the casualty from further harm; To relieve pain.
T: Throughout life, you will face injuries of different kinds; whether it is a simple paper cut or a severe chemical burn, every accident must be dealt with in the right way. Here are two situations: Ah, a hot summer morning. Perfect for the beach exercise. After a nice brisk swim in the refreshing tide, you curl up on your beach chair with your headphones and a book. As you sit contentedly, your eyes slowly fall shut in a mid-day nap. When you awake, the sun is a little lower in the sky, the people next to you have left, and your exposed skin is starting to look a suspicious shade of bright red. Do you know what to do
You are babysitting the neighbor’s kids, and as you are preparing dinner you turn around for a moment to rinse off the spoon. Suddenly you hear a clatter of pans and a high pitched cry that sends your adrenaline into overdrive. You spin around and see the little girl clutching her hand, her tears streaming from her eyes, the telltale pot of hot water spilled on the ground. Do you know what to do
Step Ⅱ Pre-reading
T: Today we are going to learn first aid for burns. First look at the picture on page 33, and answer: What has happened in the picture
Sa: The child has pulled boiling water onto herself.
T: What sort of injures the child will have
Sb: She will have bad burns.
T: In our everyday life, we will face different types of burns. A burn can be caused by heat (flames, hot grease, or boiling water), the sun (solar radiation), chemicals, an explosion, or electricity. When a burn breaks the skin, infection and loss of fluid can occur; burns can also result in difficulty breathing. Sometimes a burn victim has trouble breathing. Burns caused by flames or hot grease usually require medical attention as well, especially if the victim is a child or an elderly person. What kind of first aid would you perform in this situation What should you do
S: This kind of burns was caused by boiling water. I would perform first aid for burns. Cool the area of skin at once. Wash the area of skin under the cold tap for several minutes. Cover the wound with a loose bandage or a piece of dry clean cloth. See a doctor if a child has been burnt badly or if more than ten percent of the body has been burnt.
T: Have you or someone you know ever been burned What did the burn look like Did anyone perform first aid What did he do You can use these words that might come up in relation to the characteristics of burns are: red, white, black, watery, blisters, painful, swollen.
Ask the students to have a discussion in groups, and then answer the questions about their own various experiences. After a few minutes.
T: Now stop talking. We are going to get the answers from the text. Let’s read the text and try to find the answers.
Step Ⅲ While-reading
T: The passage is a text from a book called First Aid for the Family. It is a quick-reference book which is organized under headings in such a way that readers can quickly find the information they want. In this type of text, it is common for information to be in note form. It is also common that ellipsis is used in giving instructions. The article the is often omitted in the instructions under ‘First aid treatment’, for example, cover burnt area instead of cover the burnt area; hold bandage in place instead of hold the bandage in place. While reading you should pay more attention to this kind of ellipsis.
Skimming
Ask the Ss to read the title of the text and the headings within it. Skim for general idea.
T: What is the topic of the text and how is the information organized
S: It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.
T: How is the information organized within the headings of types of burns and characteristics of burns
S: The information is organized according to the types of burns: first degree, second degree and third degree burns.
T: Now please quickly glance at the information under the heading of First aid treatment and tell me why the information is numbered
S: The numbers indicate the steps you should take to treat a burn, in the order that they should happen. Especially pay attention to that each step gives an instruction using the imperative.
T: How many parts are the text divided into and what are they
After a few minutes. Set Ex 1 in Comprehending.
S: It can be divided into 5 parts.
1. the function/purpose of skin
2. how we can get burns
3. the three types of burns
4. the symptoms of burns
5. what to do if someone gets burned
Step Ⅳ Detail reading
T: Good. Pay attention to the title and subtitles. It clearly shows the main idea of each paragraph. We’ve known the main idea of the article from the headings. Now let’s get to details. Let’s read the first paragraph and answer the question: What can skin do for our body Discuss the answer with your partner, then tell us the answer.
S: 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.
T: Very good. So first aid is a very important step in treatment of burns. How can we get burnt Now let’s read the second paragraph and answer the question.
S: We can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals.
T: Good. Then let’s come to the third paragraph, see how many types of burns. What are they
S: Three are three. First degree: They are not serious. They affect only the top layer of the skin. Victims feel better in a day or two. Second degree: The second degree burns affect both the top and the second layer of the skin. These burns are serious. Victim should take a few weeks to heal.
Third degree: These are the serious degree burns. These burns are very severe injuries. They affect all three layers of the skin and any tissue and organs under the skin. Victims must get to a hospital at once.
T: Very good. Most good readers survey texts in this way before they start to read the text in detail. If you survey a text, it makes it easier to understand it because you already know something about the content and the organization. Now read Ex. 2. You don’t have to read the whole text to find the information you need to answer this question. Which part of the text do you need to look at
S: The section under the heading Characteristics of burns.
Label the pictures with three degree burns.
The second degree burn The first degree burnt The third degree burn
Check the answers with them. And then do Ex. 4.
T: After reading, let’s answer some questions. You may discuss in groups for 5 minutes, then we will check the answers.
1. 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 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 this may break any blisters and the wound may get infected. / 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. / These affect all three layers of the skin and any tissue and organs under the skin.
Step Ⅴ Language points
T: Do you have any questions
S: Yes, I don’t know what is usage of sense and unless and the phrase in the place.
T: Well let me show you. Let’s watch the Power-Point.
▲ phrases with sense
sense of touch
sense 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 stops, the polar ice caps could melt with terrible consequences.
▲ Make(some, no, ect) difference
It shows that a knowledge of first aid can make a real difference.
It makes no difference to me where you come from.
Step Ⅵ Summary and homework
T: This article is trying to tell us first aid is important. People who have witnessed an accident often wish that they had done things differently. Seconds count in an emergency, and knowing what to do can mean the difference between life and death. The most important thing to keep in mind when dealing with an emergency is to stay calm. If we were to panic, we could not be able to help. By staying calm we will be able to think what to do and make better decisions. We can also prepare for an emergency by learning more about first aid. Calling an ambulance or the police is important, but there is more we can and should do. If we know how to respond, we can save lives. This passage does not contain enough information for you to do first aid correctly! You have to study with a teacher. However, after a few hours of study you will manage to know enough to save other people’s lives. So much for today. Here I like to recommend this to you. If you want more tips about first aid 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./firstaid_rfrg.htm
http://www./articles/25936-7
1. Finish the Exx on page 36.
2. Preview the material the next extensive reading.
The Fourth Period Language Study
Teaching goals教学目标
1. Target language 语言目标
a. 重点词汇和短语
aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. fall ill.
b. 重点句式
Burns are called first degree burns, second degree burns or third degree burns.
These burns affect both the top and second layer of the skin
.2. Ability goals能力目标
Enable the Ss to learn about Ellipsis.
3. Learning ability goals学能目标
Let the Ss learn how to use Ellipsis.
Teaching important/difficult points教学重难点
Enable the Ss learn how to use Ellipsis.
Teaching aids 教具准备
A projector and a blackboard.
Teaching procedures and ways教学过程与方式
Step Ⅰ Revision
Greet the whole class as usual. Checks the students’ homework.
Step Ⅱ 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 plete the table with the correct verbs, nouns or adjectives. 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.
injury, poisonous, burn, swollen, damage, treatment, wounded, infect
▲ injury n. physical damage done to a person or a part of their body
adjectives frequently used with injury: minor, multiple, serious, severe, slight
injured adj. hurt in an accident or attack
be seriously / badly / severely injured
injure vt.[often passive] to hurt someone and cause damage to their body
Nine people died and 54 were injured in the accident.
▲ treat vt behave toward sb; deal with sth; cure illness; protect/preserve sth; be nice to sb
Words frequently used with treat:
Adverbs: badly, cruelly, equally, fairly, harshly, leniently, shabbily, unfairly, unjustly
Nouns: disease, illness, patient, symptom, disorder, ailment
eg. She felt she had been unfairly treated, and complained to her boss.
treat n. something special that you do or buy for yourself or someone else
Frequently used with the following adjectives: great, rare, real, special, occasional.
eg. As a special treat, we were allowed to stay up until midnight.
I wish you would stop treating me like a child!
treatable adj. a treatable illness or medical condition can be cured by medical treatment treatment n. the process of providing medical care
eg. The patient is responding well to treatment.
...
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.
Step Ⅲ Grammar
T: Let’s look at the next, Grammar
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.
1. Thank you.
2. Some more tea
3. Sounds like a good idea.
4. Doesn’t matter.
5. Sorry to hear that.
6. Pity you couldn’t come
7. This way, please.
8. Terrible weather!
9. Joining us for a drink
10. Going to the supermarket
11. Dr. Robertson
12. Any news
Suggested answers:
1. I thank you.
2. Would you like some more tea
3. That / It sounds like a good idea.
4. It doesn’t matter.
5. I’m sorry to hear that.
6. It’s / What pity you couldn’t come.
7. Step this way, please.
8. What terrible weather it is!
9. Are you joining us for a drink
10. Are you going to the supermarket
11. Are you Dr. Robertson
12. Is there any news
T: About the omission:
1. In a familiar speech, the subject is sometimes left out when it is a pronoun;
2. Sometimes even more than the subject may be dropped at the beginning of a sentence if the meaning is clear; Though the ‘preparatory there’ is not a subject, it behaves like one and is often omitted;
3. To avoid repetition, a verb is frequently left out when the same verb has appeared in an earlier part of the sentence: Then winter came and with it (came) the snow.
4. Omission of the auxiliary or the principal part of the verb compound is very frequent: Summer had come and (had) gone. Can you do that —Yes, I can (do it).
5. The verb do/does/did frequently stands for another verb which has appeared earlier. This is a very important use of this auxiliary, which comes in very handy at times. As there is no counterpart of it in Chinese, it should be thoroughly mastered through constant practice. Eg. Do you go there every day
—Yes, I do (= go there every day).
Did you see her
— Yes, I did ( = saw her).
Shall I read it — Please do (= read it).
I like Beijing very much, as everybody does (= likes it) who has been there.
Step Ⅳ Practising
Discovering useful structures (page 37)
1. 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.
2. Rewrite these sentences taking out the unnecessary parts.
3. 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.
▲ 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． Rather than _____ on a crowed bus, he always prefers _____ a bicycle.
A. ride, ride B. riding, ride
C. ride, to ride D. to ride, riding
4. — I’ll be away on a business trip. Would you mind looking after my cat
— Not at all. ______.
A. I’ve no time B. I’d rather not
C. I’d like it D. I’d be happy to
5． — Won’t you have another try
— ________.
A. Yes, I will have B. Yes, I won’t have
C. Yes, I won’t D. Yes, I will
6. The boy wanted to ride his bicycle in the street, but his mother told him _____.
A. not to B. not to do
C. not to do it D. do not to
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 Ⅴ Homework
1. Go over the usage of Ellipsis.
2. Finish listing structures on Page 71 Exx. 1 & 2.
3. Prepare Reading and discussing on Page 38.
The Fifth Period Extensive Reading
Teaching goals教学目标
1. Target language语言目标
a. 重点词汇和短语
present, put their hands on, ceremony, bravery, towels, pressure, kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets
b. 重点句式
John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.
It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.
2. Ability goals 能力目标
Enable the students to describe the story: Heroic Teenager Receives Award.
3. Learning ability goals 学能目标
Help the Ss learn how to describe the story in their own words.
Teaching important points教学重点
Finish the exercises on page 39.
Teaching methods教学方法
Listening, fast reading and discussion.
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 Ⅰ Revision
Show the students a slide with some new words
T: What is the Chinese meaning of them
present put their hands on ceremony bravery towels pressure a number of Ambulance
Step Ⅱ Pre-reading
The passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Let the Ss discuss the following scenario (=situation) in groups.
T: Now boys and girls, imagine you can hear someone screaming. You find him sitting on the ground, bleeding heavily from deep knife wounds in his hands. What would you do Will you help him Will you call the police and ambulance, or whether you perform first aid
After a few minutes, the discussion is over.
T: Today we are going to learn a story Heroic Teen-ager Receives Award. Skim the newspaper article and put the events in the correct order in Ex. 1.
Five minutes later, check the answers.
T: Good. From the answer, we know the main idea of the news. Often we readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason they might read just the headline and the first paragraph. This is because the headline gives readers a clue about the content and the first paragraph gives the most important information. So we should pay attention to the first paragraph. It may give us a lot of information that answers the five “W” Questions: Who What When Where Why And also How
Let the Ss read the headline of the newspaper article on p 38.
T: What do you think the story is about by reading this headline
S: From the headline, we can guess that the story is about a young man who sets us a good example because he could save one’s life using his knowledge of first aid.
Ask students to read the first paragraph and write the following question words on the Bb.
T: Now, read the headline and the first paragraph to see if you can find the answer to the 5 W Questions. Who What When Where Why
Ss: Yes, I can find:
Who — John Janson;
What — was honoured at the Lifesaver Awards;
When — last night;
Where — in Rivertown;
Why — for carrying out lifesaving first aid on his neighbour after a shocking knife attack.
T: Right. So we should pay more attention to the head-line and the first paragraph.
Step Ⅲ While reading
Ask the Ss to read the news from beginning to end. And then listen to the tape and answer the questions.
1. What did John do when he heard the screaming
He was studying in his room.
2. What happened to Anne
She had been stabbed repeatedly with a knife. She was lying in her front garden bleeding very heavily. Her hands had almost been cut off.
3. What saved Ms Slade’s life
It was John’s quick action and knowledge of the first aid that saved her life.
4. What first aid did John perform on Anne
John dressed Ms Slade’s in juries with tea towels and applied pressure to the wounds to slow the bleeding.
5. What adjectives would you use to describe John’s actions Give at least three.
Brave, heroic, courageous, quick-thinking, quick-minded, helpful, fearless, unselfish, confident
Step Ⅳ Discussion
Divide the class into groups to discuss the issues in Ex. 4. Make the discussions more lively by encouraging the Ss to think of different scenarios such as:
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.
4. What if the attacker had still been at the scene of the stabbing
5. What if the attacker had gone but had then returned to the woman
6. What if the woman had AIDS
7. What if John had performed first aid on the woman but she died anyway How would he feel about having tried to help her
Show the above on the screen.
T: Now let’s discuss the above questions.
The students discuss for 5 minutes in groups and then share their ideas. Encourage the students to express their ideas. Have each group appoint a spokesperson to present their views to the class. Different answers are welcome.
For example:
Sa: John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.
Sb: He was brave: he could have been attacked too, but he didn’t think about his own safty. All he thought about was how to help the victim.
Sc: The Chinese saying Saveing one life is better than building up a 7-floor tower. I think anyone who is in that situation should help her.
...
T: From the discussion, we can draw a conclusion that learning first aid knowledge is very important. You can use it to help others, even save one’s life. So try to do first aid before the doctor comes.
Step Ⅴ Task
Show the following passages on the screen. Let the Ss read them and then talk about how to do first aid for drowning.
Most children enjoy playing in water in hot summer. It’s messy and noisy and fun. Water can also be dangerous. It’s hard to remember that something so enjoyable can also be deadly. Take the time to protect your children from the dangers of water — a playful friend that can steal their lives in mere minutes. More than 1,000 American youngsters drown each year.
Neighborhood swimming pools
About 300 children under the age of 5 drown each year in U.S. swimming pools. At the time of the incidents, most victims were being supervised by one or both parents. Nearly 70 percent of the children were not expected to be near the pool when they were found in the water.
It takes only a few minutes for a child to drown. More than three-quarters of children who drown at neighborhood pools are missing from sight for less than five minutes. Drowning is also a silent death. There is no splashing to alert anyone that the child is in trouble.
The key to preventing these tragedies is to have multiple levels of protection. The following precautions can help keep children safer around swimming pools:
Fence it in. Pools should be completely surrounded by fencing material at least 4 feet tall. Chain link works well. A slatted fence should have no gaps wider than 4 inches, so kids can’t squeeze through. Gates should be self-closing and self-latching. The latch should be out of a child’s reach.
Install alarms. If your house is one of the walls of your pool enclosure, doors leading to the pool area should be protected with alarms. In addition, add an underwater pool alarm that sounds when something hits the water. Make sure you can hear the alarm inside the house.
Cover it up. A motor-powered safety cover can provide a barrier over the water when the pool is not in use. The cover should withstand the weight of two adults and a child in case a rescue is needed.
Choose an above-ground pool. Above-ground pools are much safer than in-ground pools, because the height of the pool serves as a barrier. However, you should remove the steps or lock them behind a fence when the pool is not being used.
Teach children to swim. But remember that swimming lessons won’t drown-proof your child. The age to teach children to swim is the same as to ride a bike, age 5. Children under the age of 4 usually aren’t developmentally ready for formal instructions in swimming.
Remove toys. Don’t leave pool toys bobbing in the water when no one is using the pool. Children may try to retrieve a toy and fall in.
Keep your eyes peeled. Never leave a child un-supervised near a pool. During social gatherings near pools, adults can take turns being the “designated watcher.”
Natural bodies of water
Swimming conditions are unpredictable in lakes, rivers and oceans. The depth can change rapidly, as can water temperature, currents and the weather. Murky water may conceal hazards. Follow these tips to be safer:
Don’t swim alone. Teach children never to swim alone or without adult supervision.
Wear a life jacket. Children should be required to wear a personal flotation device whenever riding in a boat or fishing, even along a river bank. Air-filled swimming aids, such as water wings, are no substitute for a life jacket.
Jump before you dive. The first rapid descent into any body of water should be a jump — feet first. Diving into unknown water can result in a smashed skull or a broken neck.
Avoid alcohol. Accidents increase with the amount of alcohol consumed. Teenage boys are at highest risk.
Beware of thin ice. Drownings can occur in the winter, too. Avoid walking, skating or riding on weak or thawing ice on any body of water.
★ Look at the two pictures on the screen. Imagine that you are at the scene. What should you do What first aid will you perform on the drowning
A possible answer:
Your first priority is to get a drowning child out of the water as soon as possible. If she isn’t breathing, place her on her back on a firm surface. Immediately begin rescue breathing, below, and have someone call for help. Don’t assume it’s too late to save a child’s life — even if she’s unresponsive, continue performing CPR and do not stop until medical professionals take over.
1. To open your child’s airway gently tilt her head back with one hand, and lift her chin with the other. Put your ear to the child’s mouth and nose, and look, listen, and feel for signs that she is breathing.
2. If your child doesn’t seem to be breathing
Infants under age 1: Place your mouth over infant’s nose and lips and give two breaths, each lasting about 1/2 seconds. Look for the chest to rise and fall.
Children 1 and older: Pinch child’s nose and seal your lips over her mouth. Give two slow, full breaths (1/2 to 2 seconds each). Wait for the chest to rise and fall before giving the second breath.
3. If the chest rises, check for a pulse (see number 4). If the chest doesn’t rise, try again. Retilt the head, lift the child’s chin, and repeat the breaths.
4. Check for a pulse
Put two fingers on your child’s neck to the side of the Adam’s apple (for infants, feel inside the arm between the elbow and shoulder). Wait five seconds. If there is a pulse, give one breath every three seconds. Check for a pulse every minute, and continue rescue breathing until the child is breathing on her own or help arrives.
5. If you can’t find a pulse
Infants under age 1: Imagine a line between the child’s nipples, and place two fingers just below its center point. Apply five half-inch chest compressions in about three seconds. After five compressions, seal your lips over your child’s mouth and nose and give one breath.
Children 1 and older: Use the heel of your hand (both hands for a teenager or adult) to apply five quick one-inch chest compressions to the middle of the breastbone (just above where the ribs come together) in about three seconds. After five compressions, pinch your child’s nose, seal your lips over his mouth, and give one full breath.
All ages: Continue the cycle of five chest compressions followed by a breath for one minute, then check for a pulse. Repeat cycle until you find a pulse or help arrives and takes over.
Step Ⅵ Homework
Write a short description of an accident and how to deal with the injuries in the accident.
The Sixth Period Writing
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets
b. 重点句式
Make sure the floor is not slippery.
Follow instructions for all electrical appliances carefully.
Unplug all appliances, especially irons, after use.
When cooking, do not let oil touch flames or other sources of heat.
2. Ability goals能力目标
Enable the students to write a letter asking their principal to organize a first aid course at the school.
3. Learning ability goals学能目标
Help the Ss learn how to write the letter.
Teaching important and difficult point教学重难点
Let the Ss explain the importance of doing a first aid course in the letter.
Teaching methods教学方法
Discussion (Group work) and writing (individual).
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 Ⅰ Homework checking
Ask the students to show their compositions of first aid. If there are some mistakes, point them out.
Step Ⅱ Reading
Ask the Ss to read the title of the text and the headings within it.
T: What’s the topic of the text and how is the information organized
S: It is about safety in the home and the information is organized according to particular rooms and also to one cause of accidents — fires.
Tell the Ss to look at the pictures.
T: What do you think these three pictures are telling us
S: To turn saucepan handles towards the back of a stove; Not to use a hairdryer near water; To keep a fire extinguisher in the kitchen.
T: What do you think the purpose of the pictures is
S: They emphasize some points in the pamphlet.
T: What’s the purpose of the pamphlet
S: To tell us how to keep a safe home; how to prevent accidents in the home.
Step Ⅲ Discussion
T: What things at home can be dangerous
S: electrical equipment poisons
electric fires ladders
knives hot water windows
T: How to prevent us from being injured at home For example in the kitchen.
S: In the kitchen:
·Make sure the floor is not slippery;
·Always use a ladder to reach high cupboards;
·Don’t stand on chairs to reach;
·Keep a window open when we use gas fires;
·Keep matches out of the reach of children;
·Don’t leave matches anywhere;
·Always cut away from your body when you use a knife;
·Unplug all appliances, especially irons, after use;
·Make sure that electric wires are safe and that children can’t touch them;
·Don’t leave small things on the floor or table which a baby can put in its mouth;
...
T: What should you do if you are badly burnt Look at the two pictures.
S: 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.
T: How do you deal with a simple cut
S: Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.
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 themselves.
Ladders: Don’t use on 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 Ⅳ Practice writing
T: We have learnt a bit about some first aid treat-ments in this unit. Now we are going to write a letter to the principal and request that he / she organize a first aid course for us. This is a guided exercise where you have to complete parts of the letter. Next to the letter, you are told what should go in each paragraph. This shows us the structure of a letter that is making a request. Do you know what such a letter would include
S: The letter should:
▲ say we have done a unit on first aid
▲ say why the unit was useful
▲ explain the importance of doing a first aid course
▲ say what we would like the principal to do
Ask the Ss to write the letter individually. Circulate and help the Ss with grammatical structures and written expression.
Sample answers:
Dear Mr Chen,
Our class has been studying a unit on first aid. We have realized first aid is very helpful and very necessary, because it can be used whenever or wherever we are in emergency.
Even though the unit has been very interesting and useful, the ways it provides us are just too limited to certain situation. We can not protect us in any other dangerous situations. So we want to learn more about first aid.
We would like to request that you could offer us a first aid course a week. We think that a first aid course at the school can also teach us more about different kinds of first aid. In future we can stay calm and prepare for an emergency. If we know how to respond, we can save lives.
Yours sincerely,
Shirley
Dear Mr Wang,
Our class has been studying a unit on first aid. It tells us some basic knowledge of first aid. Therefore, when something emergent happens, we will not be at a loss.
Even though the unit has been very interesting and useful, it only contains some safety measures at home. The information is limited. We are eager to know more about first aid from other aspects.
We would like to request that our school can provide us a first aid course. We think a first aid course at the school is quite important and necessary. In this way, we can learn how to protect ourselves and help others in the future.
Yours sincerely,
Ashley
附 件
1. Animal bites
Domestic pets cause most animal bites. Dogs are more likely to bite than cats. Cat bites, however, are more likely to cause infection. If an animal bites you or your child, follow these guidelines:
For minor wounds. If the bite barely breaks the skin, treat it as a minor wound. Wash the wound thoroughly with soap and water. Apply an antibiotic cream to prevent infection and cover the bite with a clean bandage.
For deep wounds. If the bite creates a deep puncture of the skin or the skin is badly torn and bleeding, apply pressure to stop the bleeding and see your doctor.
For infection. If you notice signs of infection such as swelling, redness, increased pain or oozing, see your doctor immediately.
For suspected rabies. If you suspect the bite was caused by an animal that might carry rabies — any bite from a wild or domestic animal of unknown immunization status — see your doctor immediately.
2. Snakebites
Most snakes aren’t poisonous. A few exceptions include the rattlesnake, coral snake, water moccasin and copperhead. Most poisonous snakes have slit-like eyes. Their heads are triangular, with a depression or pit midway between the eyes and nostrils.
Other characteristics unique to certain poisonous snakes:
Rattlesnakes make a rattling sound by shaking the rings at the end of their tails.
Water moccasins have a white, cottony lining in their mouths.
Coral snakes have red, yellow and black rings along the length of their bodies.
To reduce your risk of snakebites, avoid picking up or playing with any snake unless you’re properly trained. Most snakes usually avoid people if possible and bite only when threatened or surprised.
If you’re bitten by a snake:
● Remain calm.
● Don’t try to capture the snake.
● Immobilize the bitten arm or leg and try to stay as quiet as possible.
● Remove jewelry, as swelling tends to progress rapidly.
● Don’t cut the wound or attempt to remove the venom.
● Don’t use a tourniquet or apply ice.
● Seek medical attention as soon as possible, especially if the bitten area changes color, begins to swell or is painful.
3. Choking
In adults, choking is often the result of inadequately chewed food becoming lodged in the throat or windpipe. Solid foods such as meat are frequently the cause.
These factors increase the risk of choking:
● Talking while simultaneously chewing a piece of meat.
● Drinking alcohol while eating.
● Wearing dentures. Because dentures exert less chewing pressure than natural teeth and they interfere with the way food feels in the mouth, they make it more difficult to thoroughly chew food.
Young children tend to put into their mouths almost anything that fits, so choking can occur unassociated with a meal.
Panic accompanies choking. The choking victim’s face often assumes an expression of fear or terror. At first the victim may turn purple, the eyes may bulge, and he or she may wheeze or gasp.
If the person can cough freely, has normal skin color and can speak, he or she is not choking. If the cough is more like a gasp and the person is turning blue, he or she is probably choking. If in doubt, ask the choking person if he or she can talk. If the person can speak, then the windpipe is not completely blocked and oxygen is reaching the lungs. If choking is occurring, begin to perform the Heimlich maneuver.
To perform the Heimlich maneuver on someone else:
Stand behind the choking person and wrap your arms around his or her waist. Bend the person slightly forward.
Make a fist with one hand and place it slightly above the person’s navel.
Grasp your fist with the other hand and press hard into the abdomen with a quick, upward thrust. Repeat this procedure until the object is expelled from the airway.
To perform the Heimlich maneuver on yourself:
Position your own fist slightly above your navel.
Grasp your fist with your other hand and bend over a hard surface — a countertop or chair will do.
Shove your fist inward and upward.
Clearing the airway of a pregnant woman or obese person:
Position your hands a little bit higher than with a normal Heimlich maneuver, at the base of the breastbone, just above the joining of the lowest ribs.
Proceed as with the Heimlich maneuver, pressing hard into the chest, with a quick thrust.
Repeat until the food or other blockage is dislodged or the person becomes unconscious.
Clearing the airway of an unconscious person:
Position the person on his or her back, look inside the mouth and sweep the area with your finger to see if you can remove the blockage.
If not, kneel over the person and apply upward thrusts to the upper abdomen.
Repeat the process as necessary. Look inside the mouth again and sweep the area with your finger to try to remove the blockage. Then kneel over the person and apply upward thrusts to the upper abdomen.
Clearing the airway of a choking infant:
Assume a seated position and hold the infant facedown on your forearm, which is resting on your thigh.
Thump the infant gently but firmly five times on the middle of the back using the heel of your hand. The combination of gravity and the back blows should release the blocking object.
If this doesn’t work, hold the infant faceup on your forearm with the head lower than the trunk. Using two fingers placed at the center of the infant’s breastbone, give five quick chest compressions.
If breathing doesn’t resume, repeat the back blows and chest thrusts. Call for emergency medical help.
If one of these techniques opens the airway but the infant doesn’t resume breathing, begin mouth-to-mouth resuscitation.
The universal sign for choking is a hand clutched to the throat, with thumb and fingers extended. If a person displays this sign, dial 911 or call for emergency medical assistance. Don’t leave the person unattended.
4. Cuts and scrapes
Minor cuts and scrapes usually don’t require a trip to the emergency room. Yet proper care is essential to avoid infection or other complications. These guidelines can help you care for simple wounds:
Stop the bleeding. Minor cuts and scrapes usually stop bleeding on their own. If they don’t, apply gentle pressure with a clean cloth or bandage. Hold the pressure continuously for 20 to 30 minutes. Don’t keep checking to see if the bleeding has stopped because this may damage the fresh clot that’s forming and cause bleeding to resume. If the blood spurts or continues to flow after continuous pressure, seek medical assistance.
Clean the wound. Rinse out the wound with clear water. Soap can irritate the wound, so try to keep it out of the actual wound. If dirt or debris remains in the wound after washing, use tweezers cleaned with alcohol to remove the particles. If debris remains embedded in the wound after cleaning, see your doctor. Thorough wound cleaning reduces the risk of tetanus. To clean the area around the wound, use soap and a washcloth. There’s no need to use hydrogen peroxide, iodine or an iodine-containing cleanser. These substances irritate living cells. If you choose to use them, don’t apply them directly on the wound.
Apply an antibiotic. After you clean the wound, apply a thin layer of an antibiotic cream or ointment such as Neosporin or Polysporin to help keep the surface moist. The products don’t make the wound heal faster, but they can discourage infection and allow your body’s healing process to close the wound more efficiently. Certain ingredients in some ointments can cause a mild rash in some people. If a rash appears, stop using the ointment.
Cover the wound. Exposure to air speeds healing, but bandages can help keep the wound clean and keep harmful bacteria out.
Change the dressing. Change the dressing at least daily or whenever it becomes wet or dirty. If you’re allergic to the adhesive used in most bandages, switch to adhesive-free dressings or sterile gauze held in place with paper tape, gauze roll or a loosely applied elastic bandage. These supplies generally are available at pharmacies.
Get stitches for deep wounds. A woun(共23张PPT)
Unit 5
First Aid
What is first aid
First is the kind of_____ given to someone who suddenly ______ or gets ______ before a doctor can be found. Often the illness or injury is _________, but there are _________ when giving first aid quickly will ____________.
help
falls ill
injured
not serious
other times
save one’s life
Warming up & Lead-in
What situation can you think of that needs first aid
a snake bite
bleeding
a sprained ankle
choking
a broken arm
a nosebleed
vi. 流血;失血
vt. 给(某人)放血
bleed
> bled bled
blood
bloody
n. 血;血统
adj. 出血的;血染的;血腥的
sprain
vt. 扭伤
sprained
adj. 扭伤的
choke
vt. & vi. (使)噎住;(使)窒息
Discuss what kind of first aid you should give in the following situations and then act them out.
Press the wound;
Wrap bandage.
Cool the injury with ice.
Fasten with bandage.
Pinch the nostrils and press upward.
Cool the bridge of the nose.
Can you guess what will happen to the girl
How will her mother deal with the burn
Look at the picture on the left. What has happened
The girl has pulled boiling water onto herself.
She will get bad burns.
Fast Reading
In which order are these topics covered in the text Number them from 1 to 5.
_____ the three types of burns
_____ what to do if someone gets burned
_____ the purpose of skin
_____ the symptoms of burns
_____ how we get burns
3
5
1
4
2
First Aid For Burns
Answer the questions (based on the whole text)
1. What can cause burns
Hot liquids, steam, fire, radiation, the sun, electricity
and chemicals.
2. Why should you put cold water on a burn
The cold water stops the burning process, stops the pain and prevents or reduces swelling.
3. Why doesn’t a third degree burn hurt
Because the nerves are damaged. If there are no nerves, there is no pain.
Detail Information
Fill in the blanks( based on the 1st Para.)
Our body’s largest organ:_____
We have ______ ______ of the skin.
Your skin ______ you _____ or _____.
It ________ your body ______ ______ ______.
5. It gives you your _____ _____ _____ .
skin
three layers
keeps
warm
cool
prevents
from
losing
water
sense
of
touch
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;
______ can
be seen. ______ or ____ pain. Black and white and _______.
Types & characteristics of burns
(based on page 34)
1. Types 2. Characteristics
layer
top
second
all
three
swollen
Rough
tissue
Mildly
Little
no
pressed
Blisters
charred
According to the form above, label these pictures with first degree burns, second degree burns and third degree burns.
first degree burns
second degree burns
third degree burns
Decide whether the first aid treatment is Right (R) or Wrong (W). (based on page 35)
When someone is burned, you should place some ice on his wound.
We should put damp cloths on the second degree burns.
We shouldn’t break the blisters, or they will make the wound infected.
Sometimes, we can put oil or ointments on burns to stop the infection.
If burns are on the face, we should make the victim sit up.
W
R
R
W
R
How will her mother deal with the burn
Summary of first aid treatment
1. ________ clothing and jewellery near the burns.
2. ______ the burns with cool water.
3. ______ cool, clean wet cloths on the burns.
4. ______ the burned area gently.
5. ______ the burned area with a dry clean bandage.
6. ______ the burned area ______ than the heart, if possible.
7. ______ the victim ____the doctor or hospital, if possible.
Take off
Cool
Place
Dry
Cover
Keep
higher
Get
to
Homework
Recite the new words and expressions of this unit.
Find out the new phrases and difficult sentences in the text.
English weekly Part 2.(共48张PPT)
人教课标版
高二必修5 Unit 5
Language Points
1. aid n.&vt.帮助;援助;资助;
first aid 急救
拓展:
aid sb. to do sth.帮助某人做某事;
with the aid of…在…的帮助下;
in aid of… 为帮助…
be an aid to\for…对…有帮助
do\give\offer first aid进行急救
eg: A dictionary is an aid for learning a new language. 字典对学一门新语言有帮助.
2. temporary adj. 暂时的；临时的；
n. 临时工；
eg: He demanded that she should go to the
temporary office at once.
他强烈要求她马上去临时办公室。
拓展：
temporarily adv. 暂时地；临时地；
temporariness n. 临时；暂时；
3. fall ill 生病
eg: The students fall ill when the flu breaks out.
流感爆发时同学们都生病了。
拓展：
fall asleep 入睡；
fall off 掉下；跌落；
fall for 爱上；迷恋；上当；受骗；
fall behind 落后 fall down 摔倒
fall to pieces 崩溃 fall in love 爱上
4. injury n. 损伤；伤害；v. 受伤
eg: He got serious injuries to the legs while working.
他工作时腿受重伤。
拓展：
do sb. an injury
=do an injury to sb. 伤害某人
hurt/wound/injure区别：
You'll hurt her feelings if you forget
her birthday.
The soldier was wounded in the arm.
He was badly injured in the accident.
Last night a terrible storm hit the area
and many people were injured.
My stomach hurts because I have eaten
too many apples.
5. bleed vi. & vt. 流血；
eg:1) If you cut your finger, it will bleed.
如果你割破手指，它会流血。
2) My heart bleeds for the victims of the air
crash.
我为飞机失事的受害者感到悲痛。
拓展：
bleed for 为... ...流血(伤心),对... ...表示同情
bleed to death 流血而死
blood n. 血；血液；
Blood is thicker than water.
血浓于水。
6. choke vi. & vt. 噎住；窒息；
eg: He choked when he had lunch.
他午餐时噎住了。
拓展：
choke to death 哽死
choke back 抑制；忍住（怒火，眼泪等）；
choke down 硬咽；费力地咽下；
choke up 呛住；哽住；堵塞；
1. She gave _______ (急救) to the child when
he was cut by a knife .
2. He has a ____________ (暂时的) house ,for
he can’t afford a flat.
3. You should not _______ (生病) if you do
exercise.
4. She has a serious ______ (损伤) because she has an accident.
5. They decided to _______ (毒杀) the tiger but failed.
aid
temporary
fall ill
injury
poison
巩固练习
1.…it keeps you warm or cool; it prevents
your body from losing too much water; it
is where you feel cold, heat or pain and it
gives you your sense of touch……皮肤能
保暖或御寒，保持体内水分不过多流
失，正是皮肤让你感到冷热和疼痛，皮
肤还使你有触觉。
language points in reading text:
sense of touch触觉
其他表示各种感觉的词还有:
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 direction 方向感
sense of urgency紧迫感
2. barrier
n. 界线, 屏障, 障碍物
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。
3. get+过去分词 表被动或状态
The computer got damaged when we
were moving.
My bike is getting repaired now.
My glasses got broken while I was
playing basketball.
Peter and Mary got married last
year.
4. So as you can imagine, if your skin gets burned, it can be very serious.
该句是一个主从复合句，主句为：So if your skin gets burned, it can be very serious；从句为：as you can imagine.
as引导非限制性定语从句，指代后面的内容，有“正如……”或“就象……”的意思；它所引导的从句位置较灵活，可以位于句首、句中或句末。
另外，该句的主句中还含有一个if引导的条件状语从句。请看类似的句子：
As you can see, if they are not properly protected, the farmlands will become desserts sooner or later.
正如你所看到的，这些农田如果保护不当迟早会变成沙漠。
5. Examples include mild sunburn and burns caused by touching a hot pan, stove or iron for a moment.
(一度烫伤或烧伤的) 例子包括轻微的晒伤，以及碰到热锅、炉子或烙铁而导致的烫（烧）伤。
mild在这个句子中的意思是“轻微的、不严重的”。
如：Edward suffered a mild heart attack.爱德华犯了轻微的心脏病。
mild还可以表示“温和的、暖和的；味淡的”
如：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。
6. electric adj. 电的；电动的;
eg: Electric bicycles are extremly popular in towns and cities in the recent two years.
在最近两年里，电动车非常受城镇居民的欢迎。
拓展：
electric shock 触电；电休克；
electrify vt. 通电；电气化；
electrician n. 电工；
electricity n. 电；电流；
electronic adj. 电子的；
7. swell vi. &vt. 膨胀；隆起；
eg: As he drank more and more beer, his stomach began to swell.
由于他喝的啤酒越来越多，肚子开始鼓起来。
拓展：
swollen adj. 肿胀的；
8. Remove clothing using scissors if necessary unless it is stuck to the burn.除非衣服粘贴在烧伤面上，否则都要把衣服脱掉。如果需要的话，可以使用剪刀。
unless除非……；如果不……。如：
Don’t make it public unless I agree.
除非我同意，否则不能公布于众。
Unless the destruction of the ozone layer is stopped, the polar ice caps will melt with terrible consequences.
如果不停止对臭氧层的破坏的话，南北两极的冰冠就可能融化并造成可怕的后果。
stick
1) stick sth. on sth. 贴在……上
Stick a label on your suitcase.
2) stick sth. to sth. 粘住
Stick the glue to my fingers.
3) stick sth. in sth. 陷在……里
Stick the key in the mud.
问题：
你还能再列举几个这样的单词吗？
9. Cool burns immediately with cool but
not icy water.
立即用凉水给伤口冲凉，但不要用冰水。
-y是个形容词后缀。如：
windy有风 hilly多小山的
sleepy困倦的 greeny略呈绿色的
spicy辛辣的 woody树木茂密的
10. unbearable adj. 难以忍受的；不能容忍的；
eg: He doesn’t want to learn English, which is
very unbearable.
他不想学英语，这一点不能容忍.
拓展：
bearable adj. 可以忍受的；可以容忍的；
bear v. 负担；容忍；忍受；生育；
n. 熊；
bear…in mind
=keep in mind
=learn by heart 记住；背会；
11. squeeze vi. &vt. 榨;挤;压榨;
squeeze out 榨出;挤出;
eg: He was so fat that he could only just
squeeze through the door.
他太胖了仅能挤过门。
拓展：
squeeze one’s way 推开别人通过;勉强通
过; 挤过;
squeeze sth.from\out of…从…榨取
向…勒索;
squeeze sth.into… 将某物挤成…
12. over and over again
=over and over
=again and again
=time and again反复；多次；
eg: The teacher demands that the students
should read the passage over and over
again.
老师要求学生应反复读课文。
13. Hold the bandage in place with tape.
用胶布把绷带固定。
in place在适当的地方。如：
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。
in place 还有“准备就绪”的意思。如：
The arrangements for the concert next Saturday are all in place.
周六的音乐会已经准备就绪。
14. If burns are on arms or legs, keep
them higher than the heart, if possible.
如果烧伤的部位在臂部或腿部，要尽
可能反手臂或腿抬到高于心脏的位
置。
上下肢被烧伤后，应将患肢抬高于心 脏，这是为了促进血液回流，防止烧 伤处出现水肿。
I. 用括号内所给词的适当形式填空。
1. There are over 115 different kinds of ________ (poison) snakes in Australia.
2. Doctors in that hospital are developing a new _________ (treat) for cancer.
3. He is a ____ (mildly) person who never shouts.
4. This machine has an ________ (electric) fault.
poisonous
treatment
mild
electrical
5. His face was ______ (swell) up with toothache.
6. If he _____ (blood) too much, his life will be in danger.
7. His foot was burned by hot water and there were several ______ (water) blisters on it.
swollen
bleeds
watery
II. 根据句意, 选择适当的单词或短语
并用其适当形式填空。
1. protect; defend
a. Taking an umbrella can _______ you from rain.
b. Schools should give children lessons on how to _____________ themselves.
protect
protect / defend
2. wound; injure; hurt
a. She was badly ____________ when she fell off her bike.
b. His leg _____ when he walks.
c. The soldier got a serious ______ in the war.
hurt / injured
wound
hurts
3. insist on; stick to
a. Once a decision has been made, all of us should ______ it.
b. They _________ leaving that day.
c. He always _______ his promise.
sticks to
stick to
insisted on
4. cut off; cut out; cut up
He was _________ the meat and wanted to make dumplings.
b. You can _______ the unimportant details.
c. The village was ______ by heavy snow for a month.
cut off
cutting up
cut out
III. 用适当的介词填空。
1. We don’t want to hear your opinions; stick __ the facts.
2. The robber robbed the bank __ force.
3. Whether we will have a picnic tomorrow depends __ the weather.
4. He was _____ great pain after he broke his arm.
to
by
on
in / of
5. They decided to join to fight ______ the enemy and defend their country.
6. As soon as all the chairs are __ place, we can let the people in.
Don’t take any notice __ what he says.
8. _____ the aid of our teacher, we got through all the difficulties.
With
against
in
of
IV. 每空填一词, 使该句与所给句子的意思相近或相同。
1. She knows English very well.
She ___________________ of English.
2. I doubt whether John will come on time. _______________________ John will come on time.
has a good knowledge
I have some doubt whether
3. The temple is worth visiting. ______________ to visit the temple.
4. She was going to do some shopping. At that time, the telephone rang. She was about to do some shopping _____ the telephone rang.
5. They gave flowers to their teachers. They ________ their teachers ____ flowers.
It is worthwhile
when
presented
with
6. She usually brings a stick to prevent herself from being attacked by the dog. She usually brings a stick to __________________________ the dog.
7. You will fail in the English exam unless you work harder. You will fail in the English exam __________ work harder.
if you don’t
protect / defend herself against
V. 下列各句均有一处错误, 请指出并
改正.
If you want to change for a double room, you’ll have to pay other 30 yuan.
2. First the curtain caught a fire and then the bed clothes.
3. I like that in the autumn when the weather is clear and bright.
another
it
4. To my disappointment, none of my parents answered the telephone.
5. She knew there was no doubt whether he was lying to her.
neither
that
6. It was in the street where I met John.
7. The speech is in the place for this occasion.
that
VI. 根据括号内所给的提示将下列句子 翻译成英语。
1. 他被年轻人挤出了人才市场。(squeeze out of)
2. 我一次又一次地警告过你不要再做那么傻的事。 (over and over again)
He was squeezed out of the job market by young people.
I’ve warned you over and over again not to do such silly things.
3. 用胶带固定好绷带。 (in place)
4. 风暴对庄稼没造成多大的破坏。(do damage to)
5. 我不怀疑他能按时完成任务。 (doubt)
Hold the bandage in place with tape.
The storm didn’t do much damage to the crops.
I don’t doubt that he can finish the task on time.
6. 坚持做完一件事。 (stick to)
7. 法律一旦被制订, 就应该被认真执行。 (carry out)
8. 正是那个护士的快速反应和急救知识挽救了男孩的生命。
Stick to a task until it is finished.
Laws must be carried out seriously once made.
It was the nurse’s quick action and knowledge of first aid that saved the boy.Unit 5 First Aid
Part 1 Teaching Design
第一部分 教学设计
Period 2 A sample lesson plan for Learning about Language
(Ellipsis)
Introduction
In this period students will be warming up by discovering useful words and expressions. Then they shall be reading and thinking, dealing with Ex. 1, 2 and 3 on page 37and going over the ready used materials for Ellipsis. The class is to end by students doing exercises.
Objectives
To help students learn about Ellipsis
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
1. Warming up by discovering useful words and expressions
Turn to page 36 and do Ex. 1 and 2 first. Check your answers with your classmates’.
2. Reading and thinking
Turn to page 34 and read the text of FIRST AID FOR BURNS. As you read on, pay attention to the ellipsis of sentence.
For reference: You can get burned by hot liquids and steam. 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.
Dealing with Ex. 1, 2 and 3 on page 37
Turn to page 37. In Ex.1, you have to look at the differences between Sentences A and B; which sentence is better and why it is better. The sentences in Ex.2 are all correct but they sound awkward because they have unnecessary words in them. You should take out the unnecessary parts. Each sentence in Ex.3 has ellipsis. This exercise sees whether you know which words have been omitted.
4. Going over the ready used materials for Ellipsis
省略是为了避免重复、突出新信息并使上下文紧密连接的一种语法修辞手段。省略在语言中，尤其在对话中，是一种十分普遍的现象。1. 小品词的省略 （1）省略介词 He spent four hours (in) going over his lessons. 他花了四个小时复习功课。 I’ve studied Eng1ish (for) five years.我已学五年英语了。 （2）省略连词that I believe (that) you will succeed． 我相信你们会成功的。 It’s a pity (that) he’s leaving. 他要走，真遗憾。 I’m sure (that) she will help you. 我肯定她会帮你的。 （3）省略关系代词 I’ll give you all (that) I have. 我要把我所有的一切都给你。He read the book (which) I got yesterday. 他看过我昨天买的书了。2. 句子成分的省略 （1）省略主语 Beg your pardon. （我）请你原谅。（Beg前省略了主语I） Take care! 当心！（Take前省略了主语you）Looks as if it will rain. 看起来象要下雨。（Looks前省略了主语it）（2）省略谓语 Who next 该谁了？（Who后面省略了谓语comes） The river was deep and the ice thin. （ice后面省略了was） We’ll do the best we can. 我们将尽力而为。（can后面省略了动词do） （3）省略表语 Are you ready Yes, I am. 你准备好了吗？ 我准备好了。（am后面省略了ready） He was a lover of sports as he had been in his youth. 他还是象年轻时那样，是一位运动爱好者。（had been后面省略了a lover of sports）（4）省略宾语 Let’s do the dishes. I’ll wash and you’ll dry. 让我们洗碗吧，我来洗，你来揩干。（wash和dry后面省略了宾语dishes） （5）省略定语 He spent part of the money, and the rest he saved. 那钱他花了部分，其余的他都存了起来。（the rest后面省略了定语of the money） （6）省略状语 He was not hurt. Strange! 他没有受伤，真奇怪！（Strange前面省略了状语how）3. 省略句可同时省掉句子几个成份 What exciting news! (= What exciting news it is!) 多么令人激动的消息啊！ Pity he’s failed. (= It is a pity that he’s failed.) 很遗憾，他失败了。 I like him more than her. (= I like him more than I like her.) 我喜欢他更甚于喜欢她。4. 英语中有一些固定的省略结构： a) 在以if, when, though, as if（好象）等连词引导的从句中，如从句中的主要动词是be，常将主语和动词be 省略。If necessary, we shall send a telegram home. 如有必要，我们就往家里打电报。Whenever possible, he will come to my help. 他一有可能就来帮助我。While cycling, don’t forget the traffic lights. 骑车时，不要忘记看红绿灯。b) 由固定词组引导的疑问句： What about having a game of chess 下盘棋怎么样？ How come they left you alone here 他们怎么会把你一人留在这里呢？ What if it’s raining 如果天下雨怎么办？ Why not try again 为什么不再试试呢？ c) 在口语中，为了避免重复，不定式可以省去和句子前部重复的动词原形而只留下不定式符号to。 He may leave if he wishes to. 他可以走，如果他愿意的话。Don’t go till I tell you to. 等我叫你走你再走。5 被省略的部分一般可以在句子中补上，但有时省略结构已经定型，如果把省略部分补上，反而不合乎习惯。He is taller than I am. 他比我高。（am之后省略tall，补上不合习惯）No parking. 禁止停车。（告示用语 = No parking is allowed here.）有一些习惯表达很难补上所省略的部分：Not at all. 不用谢。No matter. 不要紧。Thanks. 谢谢。
5. Looking back
高考题中的省略句1. When first ______ to the market, these products enjoyed great success. A. introducing B. introduced C. introduce D. being introduced2. It shames me to say it, but I told a lie when ______ at the meeting by my boss. A. questioning B. having questioned C. questioned D. to be questioned3. What surprised me was not what he said but ______ he said it.A. the way B. in the way that　 C. in the way　 D. the way which4. — Susan, will you please go and empty that drawer --______ A. What for B. What is it　 C. How is it D. How come5. The boy wanted to ride his bicycle in the street, but his mother told him_________. A. not to B. not to do C. not do it D. do not to 6. It's a fine day. Let's go fishing, ________ A. won't we B. will we C. don't we D. shall we7. Be sure to write to us, _______ A. will you B. aren't you C. can you D. mustn't you 8.-Alice, why didn't you come yesterday -I ______, but I had an unexpected visitor. A. had B. would C. was going to D. did 9. -Could I borrow your dictionary -Yes, of course you ________. A. might B. will C. can D. should 10. -Don't forget to come to my birthday party tomorrow. -__________. A. I don't B. I won't C. I can't D. I haven't Keys: 1-5 BCAAA 6-10 DACCB
6. Closing down by doing exercises
To end the period you are going to take some exercises on ellipsis.
1. —I won’t do it any more. —________
A. Why don’t B. Why don’t do it any more
C. Why not D. Why not to
2. Although ________ to stop, he kept on working.
A. tell B. telling C. having told D. told
3. —Will you waste your time and money on that
—Certainly ________.
A. I not B. don’t C. not D. no
4. —Mary didn’t attend the lecture, did she
—Yes, she ________.
A. attended B. didn’t attend C. didn’t D. did
5. —What’s Joan doing —_________ newspapers in the room.
A. She reading B. She reads C. To read D. Reading
6. _________ always succeed.
A. Honest and clever students B. Students who honest and clever
C. Honest students and clever D. Students are honest and clever
7. —Can you climb that tree, my boy —__________
A. I B. Myself C. Mine D. Me
8. Some people are against the plan but _______ support it.
A. any more B. many more C. much more D. no more
9. —I’ll be away on a business trip. Would you mind looking after my cat
—Not at all. _________.
A. I’ve no time B. I’d rather not C. I’d like to D. I’d be happy to
10. —Why not go and have dinner in a restaurant —_________. It’s too expensive.
A. Why not B. I agree C. I’m afraid not D. I’m sure
Keys:1-5 CDCDD 6-10 ADBDCUnit 5 First aid (知识点剖析)
单词·巧记·典句·考点
aid［eid］ ?n.& vi. ?帮助；援助；资助
【巧记提示】 aid（资助）→aim（目的）
【经典例句】 She came to my aid.
她来帮助我。
【考点聚焦】 辨析aid与help：
相同点:aid与help作动词时，都有“帮助”之意，有时可通用。
不同点:aid 是比较正式的用法，较为庄重，在日常生活中并不多用；help则含义较广，特别在日常生活中用的较多，几乎所有用aid的地方都可以用help代替，但在表示“救护”时，用aid不用help。
我的记忆卡
　固定搭配?first aid (对伤患者)急救 ?in aid of支持，援助?with the aid of sb.=with sb.'s aid 在某人的帮助下?aid sb.to do sth.帮助某人去做…… ?aid sb.in/with 为……（事）帮助某人
injury［ri］?n?.损伤；伤害
【巧记提示】 in（在……里）+jur(法律；法学；法理)+?y（品质；性质；状态）
【经典例句】 In the crash he suffered severe injuries to the head and arms.
在事故中他头部和双臂受了重伤。
【考点聚焦】 1）injure也可表示“损害名誉；伤害感情等”。
2）同根词injured ?adj. 受伤的，受委屈的
3）辨析injure，hurt与wound：
injure一般指由于意外或事故而受伤；
hurt多用于精神上的伤害。hurt是受伤的一般用语，也可指精神上的伤害；
wound指外伤，如枪伤、刀伤、剑伤，尤指在战争中、战斗中受伤；
hurt也可用作不及物动词，意为“疼痛，惹起痛苦”。
bleed[bli：d] ?v.? 出血，流血
【巧记提示】 bleed(流血)→blood(血)
【经典例句】 His nose was bleeding.
他在流鼻血。
【考点聚焦】 1）bleed常引申为“为国家、正义等流血、牺牲”。
2）固定搭配：
bleed for 为……而流血，悲痛
bleed sb.white 榨干血汗，榨完钱财
bleed to death 出血过多而导致死亡
burn [bЗ：n] ?v.? (被)烧毁；（被）烧伤；（被）烫伤　?n.?烧伤或灼伤（的痕迹）
【经典例句】 v.?She burnt all his letters to her.
她把所有他寄给她的信都烧了。
? n.? There are some burns on her hand.她手上有烧伤的疤痕。
【考点聚焦】 burn的过去式、过去分词同形，其形式为burned或burnt。
organ[ɡn]? n?. 器官
【巧记提示】 organ（器官）→origin（由来）
【经典例句】 The eyes are the organs of sight.
眼睛是视觉器官。
【考点聚焦】 1）organ常引申为“机关”，如：state organs国家机构；a government organ一个政府机关
2）同根词：organic ?adj. 有机物的，有机体的；organism ?n.［C］生物，有机体；机体，有机组织；organize/ise ?vt.组织；organization ?n.［C］团体，机构；［U］组织
treatment [ri：tmnt]?n.? 治疗；处理；对待
【巧记提示】 treat(对待)+-ment(名词后缀，表示“行为；过程”)
【经典例句】 His treatment of the animal was cruel.
他对待这只动物很残忍。
【考点聚焦】 1）意为“对待”时，用作不可数名词（如上例）；当意为“治疗（法）”时，既可以用作可数名词也可以用作不可数名词。如：
There are various treatments available for this condition.
针对这种病情有各种疗法。
2）同根词：treat ?v.? 对待；处理；招待；treaty ?n.? 条约
mild[maild]? adj.? 轻微的；温和的；温柔的
【巧记提示】 一句话记单词：
She is actually mild not wild.
事实上她很温和一点也不粗野。
【经典例句】 He has too mild a nature to get angry, even if he has good cause.
他的性情太温和了,即使有充分的理由,他也不会动怒。
【考点聚焦】 1）同义词：gentle；easy；calm；反义词：severe；unkind；stormy
2)习惯用语：
(as)mild as milk（as a lamb,as a dove,as May）性情非常温和
damage[ mid]? vt.? ?& n.? 损害；毁坏
【巧记提示】 dam(原义指“损失”)+?age(附于名词或动词之后组成名词的词尾，表“行动；动作”)
【经典例句】 ?v.?Smoking can damage your health.
抽烟会损害你的健康。
? n.? Frost caused heavy damage to the crops.
霜冻对农作物造成了重大损害。
【考点聚焦】 1）辨析damage和destroy：
程度:destroy指彻底地破坏，而damage指不完全破坏；
后果:destroy表示不能修复使用，而damage指不能发挥正常作用；
对象:destroy可指人或事物，而damage不能指人；
原因:destroy强调外界力量，而damage侧重人为过失。
2）damage 可用作不可数名词，常和介词 to连用，表示“对……的损害”。
present [przent] ?v.? 给；介绍；赠送；呈现
【巧记提示】 pre?(在……之前)+sent（发送；寄）
【经典例句】 The mayor presented the prizes in person.
市长亲自颁奖。
【考点聚焦】 1）present还可以用作形容词，意为“在场的，出席的”；用作名词时意为“礼物”。
2）同根词：presence ?n.? 在场；出席
3）固定搭配：
at present 现在的；马上的
for the present 暂时的；目前的
ceremony [erimni] ?n.? 典礼；礼仪；礼节
【巧记提示】 ceremony（典礼）→cereal(谷物)
【经典例句】 The head of state was welcomed with full ceremony.
人们以最高规格的仪式欢迎国家首脑。
【考点聚焦】 1)作“典礼；仪式”讲时，为可数名词；作“礼节；礼仪；客套”讲时，为不可数名词。
2）固定搭配：
stand on ceremony拘泥礼节；讲究客套
with ceremony 正式；隆重
without ceremony不拘礼节地；随便地
短语·巧记·典句·考点
first aid 急救
【巧记提示】 first(首要的)+aid(援救)
【经典例句】 First aid is of great help in our daily life.
急救在日常生活中帮助很大。
【考点聚焦】
我的记忆卡
常见的固定搭配 give/offer aid 援助　　　　　　　　　　　come to sb.　's aid 帮助某人 cut off aid 突然终止援助　　　　　　　　　a hearing aid 助听器 teaching aids 教具 　　　　　　　　　　　medical aid 医疗救护 with the aid of 借助于,通过……的帮助 　　in aid of 为了帮助
fall ill 生病
【巧记提示】 fall(变成；成为)+ill(病)
【经典例句】 Hearing the bad news,　he fell ill.
听到坏消息后，他病了。
【考点聚焦】 fall在这里是连系动词，在短语中意为“变得，变成”，类似短语还有：
fall asleep 入睡；fall silent 沉默
electric shock 触电；电休克
【巧记提示】 electric(电的)+shock(冲击；休克)
【经典例句】 The electric shock deprived him of his life.
触电夺走了他的生命。
【考点聚焦】 同根词：electrical? adj.?用电的；与电有关的；electricity ?n.?电流；电；electronic ?adj.? 电子的
我的记忆卡
其他与electric相关的搭配?electric cord 电线　　　　　　electric fan电扇?electric light 电灯　　　　　　electric current 电流?electric train 电动火车　　　　electric stove 电炉?electric power 电力
squeeze out 榨出；挤出
【巧记提示】 squeeze(挤)+out(出)
【经典例句】 The boss squeezed out the last drop of blood of the worker.
老板榨干了这个工人身上的最后一滴血。
【考点聚焦】 相关词组：squeeze...out of 压出，挤出；榨取，如：
to squeeze the juice out of a lemon 榨出柠檬汁
over and over again 反复；多次
【巧记提示】 over(结束)+　and　+　over　+　again(又)
【经典例句】 He mentioned that rumor over and over again.
他一再提及到那个谣言。
【考点聚焦】 同义短语：time and again;
again and again
in place 在适当的位置；适当
【巧记提示】 in（在）+place(位置)
【经典例句】 I like everything to be in place.
我喜欢一切东西都放在原来的地方。
【考点聚焦】 1）in place 还有“就绪”之意，如：
With everything in place,　she started the slide show.
一切就绪，她开始放幻灯片。
2）其他与place相关的短语：
give place to 为……取代；让位于　　　　　　　
in place of 代替
out of place 在错误的位置；在不适当的位置
take place 发生；举行
take the place of 代替，替代
a number of 若干，许多
【巧记提示】 a+number（数量）+of
【经典例句】 I've seen the movie a number of times.
这部影片我已看过多次了。
【考点聚焦】 辨析a number of和the number of：
a number of意为“许多，大量”，后接可数名词；
the number of 意为“……的数目”，谓语动词用单数。
我的记忆卡
　在number前添加形容词所构成的搭配?a great number of tourists 许多观光者?a large number of students 许多学生?a good number of books 许多书?a small number of errors 少数的错误?a certain number of young women 一些年轻的女性
句子·剖析·拓展
Take clothing off the burned area unless it is stuck to the burn.
除非衣服粘贴在烧伤面上，否则都要把它脱掉。
【剖析】 1）全句是一个复合句结构。
2）主句是一个以动词“take”开头的祈使句。
3）unless引导了一个条件状语从句。
【拓展】 1)unless是连词，意为“如果不，除非”。在真实条件句中，unless引导的肯定条件状语从句可以和if...not...引导的否定状语从句互换。如：
Unless you change your mind，I won't be able to help you.
=If you don't change your mind，I won't be able to help you.
除非你改变想法，否则我不能帮助你。
I want you to keep working unless I tell you to stop.
=I want you to keep working if I don't tell you to stop.
如果我没说让你停，你就得继续干。
2）unless 不可用于假想的事情，因此当if...not引导非真实条件状语从句时，一般不可改用unless。
It was John's quick action and knowledge of first aid that saved Ms Slade's life.
正是约翰的快捷动作和急救知识救了斯莱德女士的命。
【剖析】 1）整个句子是一个简单句。
2）本句使用了强调句型，强调句子的主语“John's quick action and knowledge of first aid”。
【拓展】 强调句结构是英语中最常使用的句型之一，用来强调谓语以外的任何成分。其构 　成形式是：It is/was+被强调部分+that/who+剩余部分。在本结构中，it无意义，
只是改变一个句子的结构，使某一成分得到强调；若原句属于现在或将来时态范畴，be用is的形式，若原句属于过去时态范畴，be用was的形式。
There is no doubt that John's quick thinking and the first aid skills he learned at school saved Ms Slade's life.
毫无疑问，是约翰敏捷的思维和在学校学到的急救技术，使得斯莱德女士的生命得救了。
【剖析】 1）整个句子是一个复合句，that引导的是同位语从句。
2）同位语从句属于名词性从句，大多由从属连词that引导，常常跟在fact,　idea,?　opinion,　news,　hope,　belief等名词后面。同位语从句一般用来解释或说明这些名词的具体含义或内容，在逻辑上表现为同位关系。如：
They were delighted at the news that their team had won.
当听到他们的球队赢了的消息时，他们欣喜若狂。
【拓展】 1）There's no doubt that...是固定句式，意为：“毫无疑问……”。
2）There's no doubt 后接名词时，需用介词about或of。如：
There's no doubt about/of his honesty.
毫无疑问他是诚实的。
3）doubt作动词时，肯定句中可用whether，if，that引起宾语从句，否定句中只能用that。如：
He doubted whether they would be able to help.
他拿不准他们是否能帮上忙。
语法·剖析
什么是省略?
1.省略是一种避免重复、保持简洁的语法手段。?
2.凡是缺少一个或一个以上的必要语言成分，但在一定语境中能够独立存在，意义明确，并且能发挥交际功能的句子就是省略句。
省略的分类?
1.语篇省略和情景省略 ?
有的省略句可以从上下文找到被省略的成分，这种省略叫做语篇省略。如：?
Shanghai is one of the largest cities in the world,　if not the largest (city).?
上海即使不是世界上最大的城市也堪称世界最大的城市之一。 ?
2.情景省略?
有的省略句虽然从上下文中找不到被省略的成分，但是可以从语言情景中推断出被省略的成分。如：?
(I am) Glad to see you.见到你真高兴。
简单句、并列句和复合句的省略?
分类 说明 举例
简单句的省略 不定式的省略 A:　Will you join us 你要同我们一道去吗？ B:　I should love to (join you).我愿意。
介词的省略 We have lived here (for) ten years. 我们在这儿已经住了10年了。 但是在否定句中,此类for不能省略。如： I haven't seen you for three months. 我已经三个月没有见到你了。 It's no use (in) crying.哭也没用。
在并列句中 一般说来，在后一并列然中凡是与上文相同的成分通常都要省略。 My room is on the fifth floor,　and hers (is) on the eighth (floor).我的房间在五楼,而她的在八楼。 I came at right but Henry (came) at nine. 我在八点来,但是亨利在九点来。
复合句的省略 状语从句 当状语从的主语和主句的主语一致，且状语从句中含有be　动词时，省略状语从句中的主语和be 动词。 When （the novel is） published,　the novel will become one of the best sellers of the year. 那本小说出版的时候就会成为当年的畅销书之一。 Although (he was) hard-working,　he couldn't earn ?enough? to support himself. 尽管努力工作,他的收入还是不够自己糊口。 When (the grapes are) ripe,　the grapes will be delicious. 当葡萄成熟之后就会很好吃。
定语从句 如果关系代词在定语从句中作宾语时，这个关系代词可以省略。 Here is the man (whom) you've been looking　for. 这位就是你一直在找的人。 He's the man (who/that) you can safely ?depend? on. 他是你能放心信赖的人。 There are many plays (that) I'd like to see. 有很多话剧我想看。
复合句的省略 宾语从句 引导宾语从句的that 之后接的从句不长时，可以省略。如果that 后面的宾语从句较长时，that 不能省略。 I hope (that) you'll be fine soon. 我希望你尽快康复。 Now scientists warn that if not under control,　the unseen energy waves,　“electric smog”, may be hazardous to our health. 现在科学家警告说,有一种肉眼看不到的能波,即“电子烟尘”,如果不加以控制,可能危害人类的健康。
主语从句 有时整个主句都可省略，只剩下一个从句。这种省略现象通常出现在简短答语中。 A:　You all like the story？你们都喜欢这个故事？ B:　Yes,　except that the conclusion is too long. 是的,只是结尾太仓促。(共42张PPT)
人教课标版
高二 必修 5 Unit 5
Warming up
What is first aid
First aid is ___________________ given to someone who suddenly ___________ or _____________ before a doctor can be found.
a temporary form of help
falls ill
gets injured
Brainstorming: What words can you think of when you talk about accidents and first aid
Accident
First aid
drown
bleed
choke
burn/catch fire
cut
a bloody nose
a snake bite
sprained ankle
a broken arm
Nowadays there are a lot of unexpected accidents. What would you do in such situations
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.
treat a hurt ankle
2. If you get a nosebleed, gently let your head back to stop the bleeding.
A. True
B. False
(It may lead the blood into the throat and easily cause choking.)
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.
(caffeine咖啡因 can help to dilate扩大 the windpipe气管)
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)
Assessment of results
All correct: Congratulations! You have a good knowledge of first aid. You may become a first aid expert in the near future.
4～6: You have some knowledge of first aid, but you should work harder and learn more about it.
0～3: It seems that you are not interested in first aid. If an emergency happens to the people around you, you will have some trouble in helping them.
Discuss what kind of first aid you should give in these situation.
Lay the victim down and keep him/her still. Do not wash the venom off the skin; do not try to suck out the venom…
Put a bandage on the wound and apply pressure to reduce the bleeding.
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
If the person can cough, don’t do anything. If he/she can’t cough and is turning blue in the face, hit him/her between the shoulder blades with the flat of the hand three or four times.
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
Get the person to sit down, tilt his/her head forward slightly and gently pinch the soft part of the nose below the bridge.
1. Check to see if he is breathing.
2. Try to start his breathing.
Some more situations
Press a hand on his chest many times.
Use the mouth-to-mouth method.
Lay him on his back, close his nose with your fingers and breathe into his mouth. Repeat this as often as necessary.
Learn how to swim.
Swim with a life-buoy.
Never swim alone.
Don’t swim in dangerous waters.
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.
Some more situations
Call 119 first and tell them the exact address on the phone.
Call 120 to ask for an ambulance if someone is badly burnt.
Cool the area of skin and put a piece of dry clean cloth over the area of skin.
Keep calm and find your way out quickly, using the escape route exit.
Try to sound the fire alarm.
Don’t open the door if the door is hot or if you see smoke coming under the door.
Stand in front of a open window and shout for help. Try to cover your mouth with a wet towel.
Go to the hospital at once.
Never pull it out of the cut.
For not serious cuts, wash the area of cut, dry it and cover it with a bandage or a piece of dry and clean cloth.
Never play with knives or other sharp objects.
Always be careful with your tools, especially knives.
Make him /her spit by patting him/her on the back.
Don’t slap his back, which may make things worse.
Don’t eat too fast and don’t forget to chew your food.
Don’t talk or laugh while having food in the mouth.
Important numbers
120
119
110
Emergency medical service
Fire department
Police department
The emergency treatment for an injured or sick person before professional medical care.
First aid is the science of giving medical care to a person before a doctor can be found. Anyone with the knowledge can give first aid; you don’t have to be a doctor. First aid, if quickly and correctly given, can save a person’s life.
Quiz for first aid
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.
C
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
C
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
A
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
D
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
AUnit 5 First Aid
第一部分
教学设计说明
About the topic and the structures单元话题和结构 本单元的话题是First aid/急救，学习各种情形下的急救常识；单元句法项目是“省略”。教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up 部分教师可以选择 Warming up by describing, Warming up by discussing 或者Warming up by talking about first aid situations形式激发背景知识、为其后的阅读作好词语、结构和心理的准备。教师可补充：急救电话：火警台119，报警台110，医疗急救台120， 邻居电话号码，辖区内派出所的电话号码，附近医院的电话号码，熟悉的医生的电话号码。Pre-reading学生看图回答“家庭急救”方面的问题，如“煤气泄露急救”：首先关闭液化器的总阀门,然后打开窗户和门,让空气流通,此其间禁止任何烟火,迅速打电话给相关部门,请求排除液化器的故障。Reading是篇说明文，简要说明了生活中常见的烧伤及急救现象，引导学生从形式和内容两方面阅读文本，提高对说明文文体的认识，同时了解急救常识：小面积的I、II度烧伤，可用清洁的冷水浸泡或用自来水冲洗30分钟至1小时，冲洗后创面涂烧伤膏或消炎药膏。如皮肤已破，不要随便冲洗，应去医院包扎。面积较大的烧伤，在现场进行简单的急救处理后应尽快送医院治疗。
Period 2Learning about language 知识课 Learning about language第一部分是词法训练，强化学生对本单元重点词汇、短语的掌握和实用；第二部分是句法训练，进一步强化学生对英语“省略”现象的理解和运用。
Period 3Using language运用课 Using language重点是阅读“英雄少年受到表彰”，拓展对“急救”的认识；“听、说、写”部分依然围绕“急救”展开。口语、书面语部分设计了一个看图说、写“急救”的情景。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“急救”我们提供了若干实用性背景材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(FIRST AID FOR BURNS)
Introduction
In this period, after the warming up, students will first be guided to read First aid for burns by means of reading aloud to the recording, reading and underlining, reading to identify the main idea of the text, reading and transferring information, reading and understanding difficult words, reading to decide on the type of writing and summary of the idea and making a diagram of the text FIRST AID FOR BURNS. To end the period students will be answering the questions.
Three “Warming Up” designs are presented in this book for teachers’ puter and overhead projector may be used to aid the teaching and learning.
Objectives
To help students learn to give instructions
To help students learn to read an exposition about first aid
To help students better understand “saving life”
To help students learn use some important words and expressions
To help students identify examples of “Ellipsis ” in the text
Focus
Words aid, burn, poison, iron, swell, damage, squeeze, present
Expressions fall ill, squeeze out, in place, a number of
Patterns Third degree burns are black and white and charred.Take clothing off the burns area unless it is stuck to the burn. Cool burns immediately with cool but not icy water.Do not rub, as this may break any blisters and the wound may get infected. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. A knowledge of first aid can make a real difference.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
1. Warming up
⑴Warming up by describing
Good morning, class. Today we are going to read about FIRST AID FOR BURNS. Then what’s first aid is and why is it important
Keys for reference: First aid is the first kind 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.
Now turn to page 33, look at the pictures. What has happened in each picture
Keys for reference: 1 A snake has bitten him on his leg.2 She has cut her arm with some broken glass and is bleeding badly.3 He has badly sprained his ankle.4 She is choking on a piece of food.5 She has broken her arm.6 He has a bleeding nose/a nose bleed.
⑵Warming up by discussing
Hi, every one. Have you been in any of the emergency situations Did you or someone else give help then If so, what kind of help When you are involved in the emergency situations, what kind of first aid should you need or give Think it over, and then give us your answers.
Keys: 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.
⑶Warming up by talking about first aid situations
Medical emergencies don't occur every day. But when they do, information can help you deal with these situations. Then in what situations do we need to offer or receive first aid
Animal bites, Burns, Chemical burns, Chemical splash in the eye, Chest pain, Choking(窒息), Cuts and scrapes(擦伤), Dislocation(脱臼), Electrical burns, Electrical shock, Fainting(昏晕,), Foreign(异质的) object in the ear, in the eye, in the nose etc. Foreign object inhaled(吸入), Foreign object swallowed, Head pain, Heart attack, Heatstroke(中暑), Motion sickness, Nosebleeds, Poisoning(中毒), Severe bleeding, Snakebites
2. Pre-reading by looking and saying
Work in pairs. Look at the picture on page 33, at the bottom of right corner, and tell us what has happened in the picture. What sort of injuries will the child have What first aid treatment would you give in this situation
Keys for reference: The child has pulled boiling water onto herself. She will have bad burns.
3. Reading
⑴Reading aloud to the recording
Now please listen and read aloud to the recording of the text FIRST AID FOR BURNS. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
⑵Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook and write a short passage, making use of them after class as homework.
Collocations from FIRST AID FOR BURNSthree layers of skin, protect…against, the sun’s harmful rays, get burned, the treatment of burns, causes of burns, hot liquids, first degree burns, the top layer, mild sunburn, by touching a hot pan, take a few weeks to heal, third degree burns, under the skin, electric shocks, burning clothes, severe injuries, get to a hospital, characteristics of burns, around edge of injured area, first aid treatment, take clothing off the burned area, stick to, the burning process, squeeze…out, break blisters, get infected, in place, cause infection, if possible
⑶Reading to identify the main idea of the text
Read the title of the text and the headings within it. Tell us what the main idea of the text is and how the information is organized.
Keys: It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.
⑷Reading and transferring information
Read the text again to answer the questions.
a. How is the information organized within the headings of Types of burns and Characteristics of burns
b. Why is the information numbered under the heading of Fist aid treatment
⑸Reading and understanding difficult words
Read the text with a partner and underline any words you are not sure about. Try your best to guess the meaning of these words. If no one can give the correct meaning, you can look up the dictionary.
⑹Reading to decide on the type of writing and summary of the idea
Type of writing This is a quick-reference writing.
Main idea of the passage It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.
First aid: an important step in the treatment of burns part 1
Causes of burns: Hot liquids, steam, fire, radiation, the sun, electricity, chemicals Part 2
Types of burns: First degree burns, Second degree burns, Third degree burns Part 3
Characteristics of burns: First degree burns, Second degree burns, Third degree burns Part 4
First aid treatment Part 5
Key for reference: a. The information is organized according to the types of burns: first degree, second degree and third degree burns. b. The numbers indicate the steps you should take to treat a burn, in the order that they should happen.
8. Closing down by taking a quiz
Fill in the blank with one word to complete the summary of the text.First Aids For First-Degree BurnsRemove the child from the 1_____ source. Remove clothing from the 2 _____ area immediately. Run cool (not cold) water 3 _____ the burned area (if water isn't available, any 4 _____, drinkable fluid can be used) or 5 _____ a clean, cold compress on the burn for approximately 3 6 _____ 5 minutes (do not use ice, as 7 _____ may cause the burn to take longer to heal). Do 8 _____ apply butter, grease, powder, or any other 9 _____ to the burn, as these increase the risk 10 _____ infection. If the burned area is 11 _____, loosely cover it with a sterile gauze pad 12 _____ bandage. Give your child acetaminophen 13 _____ ibuprofen for pain. If the area affected is 14 _____ (the size of a quarter or smaller), keep the area 15 _____ and continue to use cool compresses 16 _____ a loose dressing over the next 24 hours. 17 _____ can also apply antibiotic cream two to three 18 _____ a day, although this isn't absolutely necessary.(Keys: 1 heat 2 burned 3 over 4 cold 5 hold 6 to 7 it 8 not 9 remedies 10 of 11 small 12 or 13 or 14 small 15 clean 16 and 17 You 18 times)
Work out the word and structure questions.Try to put _____ the fire as soon as possible. A: away B: up C: off D: downLoosen all the tight clothing and _____ clothing on or near the burnt area. A: get B: take C: carry D: remove Avoid pollution of burn wound and _____ the burned person in comfort dressing him inClean laundry sheets. A: remain B: stay C: ask D: keepPut ice pack or cloth soaked in ice water onto the burned part and _____ them often.A: change B: do C: attend D: make It is not right to _____ the burn if it is a third degree burn. A: brush B: wash C: dry D: blow (Keys: CDDAB)
Answer the questions.Why should you put cold water on a burn Because the cold water stops the burning process, stops the pain and reduces the swelling.Why doesn’t a third degree burn hurt Because in a third degree burn the nerves have been damages. If there are no nerves, there is no pain.Why do you think clothes and jewelry near burns should be removed Because bacteria from the clothes and jewelry could infect the burns.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.(共29张PPT)
人教课标版 高二必修 5
Unit 5
Extensive reading and Writing
What things at home can be dangerous
electrical equipment
electric fires
poisons
ladders
What to do
knives
hot water
windows
Discussion
How to prevent us from being injured
at home
Before you read the pamphlet about safety in the home, find these words in the text. Guess what they mean and then check their meanings in your dictionary.
kit slippery ladder
stove appliances unplug
hair dryer extinguishers
curtains wires outlets
The kitchen
Fill in the blanks.
_________ the floor is not ________.
Make sure
slippery
Always use a _______to _____ high cupboards.
ladder
reach
Always ________ from your body when you use a knife.
cut away
______ all appliances, especially irons, after use.
Unplug
Keep matches ______________ of children.
out of the reach
Things we do Things we shouldn’t do
In the kitchen
We always let the floor dry after it is washed before we use the kitchen again.
We keep a window open when we use gas fires.
I shouldn’t stand on a chair to reach things.
We shouldn’t leave matches anywhere.
In the bedroom
In the bathroom
My mother keeps bottles of medicine on a high shelf out of the reach of children.
I shouldn’t light candles in my room.
My father should never smoke in bed.
I always unplug the hairdryer after I’ve used it.
We shouldn’t take an electric heater into the bathroom.
Look out at home
We must make sure that our house is safe for baby.
We mustn’t let Rosie touch the oven door. It’s very hot.
Electricity
Make sure that electric wires are safe and that children can’t touch them.
More advice
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.
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 themselves.
Ladders:
Don’t use the one on 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.
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,
___________________________
_________________________
_________________________
__________.
Write your principal’s name
Say why the first aid unit has been useful.
it has been very useful because we have learnt about what to do to help someone who has had an accident
Even though the unit has been very interesting and useful,__________________________________________________________________________________________________________________________________________________________________________ ___________________________________.
Say why you would like a first aid course.
we would like to be able to do a first aid course. A first aid course would give us information about many more situations. It would also give us information about many more situations. It would also give us the chance to practise first aid treatments.
We would like to request that____________________
_____________. We think that a first aid course at the school ____________________________________________________________________________________________________________________________ .
Yours sincerely,
_____________
Say what you want the principal to do.
Summarize why a first aid course would be a good thing to do.
Sign your names.
the school organizes a first aid course
is a necessary part of our education and will make us more useful members of our society. Perhaps we will even save someone’s life one day
Dear (your principal’s name),
Our class has been studying a unit on first aid. It has been very useful because we have learnt about what to do to help someone who has had an accident.
Sample writing:
Even though the unit has been very interesting and useful, we would like to be able to do a first aid course. A first aid course would give us information about many more situations. It would also give us the chance to practise first aid treatments.
We would like to request that the school organizes a first aid course. We think that a first aid course at the school is a necessary part of our education and will make us more useful members of our society. Perhaps we will even save someone’s life one day.
Yours sincerely,
(Sign your names)
Homework
Finish the homework in
workbook
Write an article about first aid.(共53张PPT)
人教课标版 高二 必修5 Unit 5
Heroic teenager receives award
Let’s do some revision.
Fill in the blanks.
The skin is an _______ part of your body and it’s largest ______. You have _____ layers of skin which act as a barrier _______disease, _______ and the sun’s harmful rays. The _________ of your skin are also very _________: it keeps you _____ or cool; it prevents your body from ______ too much water;
essential
organ
three
against
poisons
warm
losing
complex
functions
it is where you feel ____, heat or ____ and it gives you your_____________. So as you can imagine, if your skin gets _______ it can be very serious. First aid is a very important first step in the _________ of burns.
cold
pain
sense of touch
burned
treatment
Scanning: Look at the form of the
article. Where can you most probably
read this passage
a novel
B. a research paper
C. a student’s composition
D. a newspaper report
Read the headline and the first paragraph.
Read the headline and the lead, then answer the following questions.
1) Who ____________________________________
2) What _____________________________________
3) Where _____________________________________
4) When _____________________________________
5) Why _____________________________________
______________________
teenager John Janson
honored at the Lifesaver Awards
in Rivertown
last night
for giving first aid on a neighbor after a shocking knife attack
The story is about a young man who sets us a good example because he could save one’s life using his knowledge of first aid.
Read the article carefully and then put these events in the order.
__ 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.
4
2
6
1
7
3
5
Answer the questions
1.What was John honoured for
2.What did John do when he heard the screaming
3.What happened to Anne
4.What saved Ms Slade’s life
5.What first aid did John perform on
Anne
6.What adjectives would you use to
describe John’s actions Give at least
three.
1. What was John honoured for
2. What did John do when he heard the screaming
He was honoured for giving lifesaving first aid on his neighbour after a shocking knife attack.
He rushed outside.
4. What saved Ms Slade’s life
John’s quick action and knowledge of first aid saved her life.
3. What happened to Anne
She had been stabbed repeatedly with a knife and was bleeding heavily. Her hands had almost been cut off.
5.What first aid did John perform on Anne
He used some tea towels and tape to treat the most severe injuries to Anne’s hands.
He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived.
6. What adjectives would you use to describe John’s actions Give at least three.
brave, quick-thinking, helpful, heroic, courageous,
unselfish, fearless, confident
Who What did he hear Where did he go
John Janson __________ ___________
of Ms Slade
Read the text and fill in the blanks.
Screaming
Front garden
What did he do Where did he get his knowledge What did he receive
Using some ________ and tape to _____ the injuries and ________ pressure to the wounds to ______________ Young Lifesaver Scheme at his
_________ _________________________
The Lifesaver Awards
tea towels
dress
applying
slow the bleeding
high school
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.
Summary — Fill in the Blanks.
Last night, John heard ___________ and _______ outside. His neighbor Anne had been _______. She was _______ heavily.
John and his father asked for ________, but nobody could ____ ____ ______ __ them. They got some tea ______ and ____ from their house.
screaming
bleeding
stabbed
rushed
towels
put their hands on
bandages
tape
John used these to _____ the most severe injuries and _______ the bleeding by ________ _________ to the wounds. It was John’s ______ _______ and ____________ of first aid that saved Anne’s life.
knowledge
action
quick
applying
pressure
dress
slowed
Why is first aid important in our daily life
Because seconds count in an emergency, and knowing what to do can mean the difference between life and death.
What’s the most important thing to remember when dealing with an emergency
To stay calm and not to be panic.
What do the letters “DR ABC” stand for
“D” stands for “Danger”;
“R” stands for “Response” ;
“A” stands for “Airway” ;
“B” stands for “Breathing” ;
“C” stands for “Circulation”.
To give first aid correctly, you can use the letters “DR ABC” to help you remember the things you need to do.
How do we do the first aid correctly
First we should make sure that the accident scene is no longer dangerous. Then we can ask the person simple questions to see if he/she is conscious and can breathe.
We must make sure the person’s airway is open and it’s easy to breathe by gently tipping the person’s head back slightly.
If the person is not breathing, we must try to start his/her breathing at once within five minutes, or he/she may die.
At last, we can look for colour, coughing and eye movement to see if the person’s blood is circulating.
We can also put a finger on the person’s wrist or neck to check his/her pulse.
If the person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.
1 在救生员颁奖大会
2 在颁奖大会
3 对某人实施急救
4 紧急抢救
5 骇人听闻的持刀杀人
6 找到
7 手上的伤口
8 按住伤口
9 敏捷的思维
10 产生差别
at the Lifesaver Awards
at a ceremony
give first aid on sb.
lifesaving first aid
a shocking knife attack
put one’s hands on = find
the injury to the hand/ arm/ leg..
apply pressure to the wound
quick thinking
make a difference
1. John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.
which 引导一个定语从句
who引导一个定语从句
present v. 颁发，授予，赠送
例如：
The mayor presented the prizes in person.
【常用】
present sb. with sth. = present sth. to sb.
授予/赠给某人某物
He presented a silver cup to the winner.
他把银杯颁给了获胜者。
此外，present 作动词还有“呈现，显示；
阐述，表达；引见”等意思。
例如：
The same problem presented itself to her
again.
同样的问题又在她身上出现。
ceremony
n. (C)典礼；仪式
(U)礼节；礼仪；客套
Expressions:
stand on ceremony 拘泥礼节；讲究客套
with ceremony 正式；隆重
without ceremony 不拘礼节地；随便地
The wedding ceremony was beautiful.
There is no need for ceremony between us.
The head of state was welcomed with full ceremony.
人们以最高规格的仪式欢迎国家首脑。
What the old headmaster said at the graduation ceremony dwells in my mind.
老校长在毕业典礼上讲的话一直留在我的脑海里。
此句型中when作并列连词相当于and then意为“正当……时突然”，常用于以下句型：
be doing …when… 正在做……突然
be about to do …when…
即将做……突然
be on the point to do…when…
正要去做…..突然
2. John was studying in his room when he heard screaming.
I had just stepped out of the bathroom and was busy drying myself with a towel, __ I heard the steps. （06，湖南）
A. while B. when C. since D. after
has / have / had done…when…
刚刚……这时 (突然)
B
3. They discovered that Anne Slade, mother of three, had been stabbed 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
worriedly 焦急地
contentedly 满足地
unexpectedly 出乎意料地
4. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.
It is/was … that… 强调句
It was his words that hurt her.
It was her that his words hurt .
It was yesterday that I met him .
5. He immediately asked a number of
nearby people for bandages, but…
他立即向旁边的一些人要绷带，
但 ……
a number of + 可数名词，谓语用复数，意为“许多、大量的……”，
the number of + 可数名词，谓语用单数，意为 “……的数目”。例如：
① A number of problems have arisen．
已经出现了许多问题。
② The number of colleges has increased in the past 10 years.
在过去的十年里，大学的数量有所增加。
6. John used these to treat the most severe
injuries to Ms Slade’s hand.
1) treat 处理 ；治疗
He was treated for severe sunburn.
2) treat 对待，把… 看作，请客
The stepmother treated Cinderella(灰姑娘) very badly.
Please treat everything I said as a joke.
I’ll treat you all to dinner.
7. apply 申请，请求；使用，应用 We should apply both theories in the language classroom. 我们应把两种理论都运用到语言教室中去。
apply to +部门, 组织 , 人 向……提出申请
apply to do sth. 申请做某事
apply oneself / sth. to sth.
使致力(于), 使专心从事
He applied himself to learning French. 他致力于学习法语。
We must apply our minds to finding a solution.
我们要动动脑筋找出解决的办法来.
apply for sth. 申请
apply for a job, post, passport, visa
申请工作, 职位, 护照, 签证
apply to sth. 适用
This rule can not apply to every case. 这条规则并不是在每种情况下都能适用的。
He has applied for a post in England. 他已申请在英国供职。
8. put one’s hands on 找到
I know their address is here somewhere,
but I can’t put my hands on it (找到它)
right now.
Whatever he puts his hands on (他无论
着手做什么), he does it extraordinarily
well.
9. It shows that a knowledge of first aid can make a real difference.
make a (some, no, etc) difference
有（一些，没有什么）区别
It makes no difference to you whether I like it or not, because you never listen to me.
It doesn’t make any difference to me where you come from.
根据括号内所给的提示将下列句子翻译成
英语。
1. 在交通事故中受伤的人被尽快送往了医院。 (the injured)
2. 我们急需一些绷带, 你能找到一些吗
(put one’s hands on)
We are in great need of some bandages. Could you put your hands on some
The injured in the traffic accident were taken to the hospital as soon as possible.
3. 因为干旱(draught), 我们的水供应已经被切断一个月了。 (cut off)
4. 他认识到自己知识的缺乏, 准备从头学起。 (recognize)
5.他们仅对新手实行这些规定。 (apply)
He recognized his lack of knowledge and decided to learn from the beginning.
Our water supply has been cut off for a month because of draught.
They applied these rules to beginners only.
Homework
Write a short description of an accident and how to deal with the injuries in the accident.(共25张PPT)
人教课标版
高二 必修5 Unit 5
Listening
I. The first aid teacher is testing her students’ knowledge of first aid. Before you listen, read the words below and guess the topics the teacher will ask questions about.
Listening P39
Pre-listening
Clothes on fire broken bones bleeding choking snake bites nosebleed bruising sprained ankle
II. Look at the pictures: What first aid treatment would you give in the situations Discuss your suggestions with your partner.
clothes on fire broke bones bleeding choking
snake bites nosebleed
bruising sprained ankle
I. Listen to the tape and circle the words
you hear.
While-listening
II. Listen to the tape again and
number them in the correct order.
4 sprained ankle
2 clothes on fire
1 nosebleed
3 choking
III. Listen to each part of the tape.
Fill in the table.
Part Situation Treatment
1 a nosebleed 1 squeeze her nose
2
2 sit down and let her bend forward slightly
someone’s clothes on fire
1 stop him running around
2 tell him to drop to the ground and cover him with a thick cloth
3 roll him on the ground till the fire is out
4 treat him for burns
3
4
choking
1 bend him forward
2 give him four quick hard slaps between his shoulder blades
a sprained ankle
1 sit him down
2 put ice one the ankle
3 put foot up on a chair
4 bandage up his ankle tightly
Listening on P69
Pre-listening
Have you ever had to phone an emergency number
Look at the exercises on the book and predict what had happened.
While- listening
Listen to the conversation and write down the main idea.
Sarah’s daughter has a fall and gets hurt.
Listen to the conversation again and help to fill the sheet.
Name of caller Sarah Grant
Number of people involved
Telephone number
One (Mrs Grant’s daughter)
6161 9486
Address
What has happened
Mrs Grant’s daughter fell from a table and maybe has broken her leg. She hit her head and is unconscious
12 Loft Street, East Horton
How do you think the operator sounds
Listen to the tape once more and answer
the following questions.
The operator sounds calm and efficient.
3. What does the operator say to Sarah
to help her calm down
The operator asks Sarah to speak slowly and take deep breaths.
2. How does Sarah Grant sound
Sarah Grant sounds worried, frightened and panicky.
4. What advice should the operator have
given Mrs Grant to avoid making the
accident worse
The operator could have advised Sarah Grant not to move her daughter and to keep her warm by putting a blanket over her.
5. What could Mrs Grant have done to
avoid the accident happening
She could have given her daughter a ladder to stand on as this is more secure than a table. She could have put the items in a lower cupboard and somewhere that was easy to reach.
1. Before listening to the conversation,
look at the phrases below and make
sure you understand them.
Listening task on P73
check if unconscious
put into recovery position
feel a pulse clear the airway
tilt the head backwards rescue breathing
2. Look at the pictures and then listen to Parts 1 and 2. Number the boxes to show the correct order of the pictures.
1 Check if conscious
2 Put into recovery
position
4 Check if breathing
3 Clear airway
5 Blowing into mouth and watch for breathing
6 Check pulse
8 Put into recovery
position
7 Continue rescue breathing
3. Listen to Part 1 again and write down
an instruction for each of the first four
pictures. Then do the same for Part 2
and the rest of the pictures.
1 Check whether unconscious
2 Put into recovery position
3 Check and clear airway
4 Check for breathing
5 Blowing into mouth
6 Check pulse
7 Continue rescue breathing
8 Put into recovery position(共16张PPT)
Grammar
Unit5 First Aid
Brevity is the soul of wit.（ Shakespeare)
Ellipsis (省略）
为了使语言简洁或避免重复，省略句中的一个或几个句子成分，这种语法现象称为省略。
Examples 省略部分
Serves you right.
Anything the matter
Are you ready Yes, I am.
We have to analyze and solve problems.
He spent part of the money, and the rest he saved.
The wisest man cannot know everything.
主语It
谓语 is
表语 ready
宾语problems
定语 of the money
状语 even
Read the following sentences and find out what have been left out.
Exercise
1.Like more beer
___________like more beer
2.Haven’t seen you for ages.
___________haven’t seen you for ages.
3.Sounds like a good idea.
_____________sounds like a good idea.
4.Sorry I couldn't go.
_____________sorry I couldn't go.
5.Doesn’t matter.
____________doesn’t matter.
Would you
I
It
I’m
It
6.If he says he'll come, he will .
If he says he'll come, he will_______.
7.Going to the supermarket
________ going to the supermarket
8.Pity you couldn’t come.
________pity you couldn’t come.
9.Sounds good.
________sounds good
10.Everybody appears well prepared.
Everybody appears____________ well prepared.
come
It’s
Are you
It
to be
Practicing Discovering useful structures
In groups, look at these pairs of sentences(page 37).
Discuss the difference between A and B in each pair.
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.
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 decided 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 .
复 合 句 中 的 省 略
(1)当状语从句的主语和主句的主语一致时,可以省略状语从句中的主语和系动词be, 这时从句中可出现如下结构:
①连词(as, as if, once+名词)
Once (he was) a teacher, he now works in a government office.
②连词(though, whether, when)+形容词
Work hard when (you are) young ,or you’ll regret.
③连词(when, while, though)+现在分词
While (I was) walking along the street, I heard my name called.
④连词(when, if ,even if, unless, once, until, than, as)+过去分词
⑤连词(as if, as though)+不定式
He opened his mouth as if (he were ) to speak.
(2)当从句主语是 It,谓语动词有含有系动词be时,可以把 it系动词be一起省略。此时构成连词（ if ， unless, when，whenever）+形容词的结构。如：Unless（it is ）necessary，you‘d better not refer to the dictionary.
另外,我们还可以用so或not代替上文内容,此时可有if+so/not。
Get up early tomorrow. If not( you don’t get up early), you will miss the early bus.
He may not be at home then, if so (he is not at home), leave him a note.
(3)在than或as…as引导的从句中,常含有一些成分在上下文清楚的情况下被省略。
He has made greater progress than (he did) before/ever.
He came home earlier than (he was) expected.
She works as hard as young people.
(4)不定式省略,单独使用不定式符号to
①在 expect,forget,hope,intend,like,love,mean,prefer, refuse,seem,try,want,wish等后面。如:
I asked him to see the film，but he didn’t want to.
②在have,need,ought,be going,used等后面。
③在某些形容词pleased,glad,happy 等后面。
--Will you join the game
--I’d be glad to.
④否定形式的省略用not to。
如果不定式中含有be,have,have been,通常保留be,have,和have been 。如:
--He hasn’t finished yet.
--Well,he ought to have.
A
C
D
A
1、－After living in a village for so long, Kathy won’t want to move to a big city.
－I don’t imagine_____.　（07.武汉质检）
so B. too C. it D. that
2 、He dressed up and went to the party as if_____. (07.山东诊断二)
was invited B. had been invited C. invited D. to be invited
3 、 －I was wondering if we could go skiing on the weekend.
　　－_____good. (06.湖北)
Sound B. Sounded C. Sounding D. Sounds
4、－I reminded you not to forget the appointment.
－_____. (06.江西)
So you did B. So I do not C. So did you D. So do I
5、George offered a better suggestion to me than_____. (06.中山 第一学期期末)
Henry did to Smith B. that of Smith’s
C. Michael’s D. what Charlie offered to me
6、The students expected____to be more reviewing classes before the final exams.(06.中山第一学期期末)
A.there B. it C. that D. one
7、______broken, the glass can not hold water. (06石家庄质检)
Once B. After C. On D. Though
8、What should I do with this passage
－_____the main idea of each paragraph. (05.重庆)
A. Finding out B. Found out C. Find out D To find out
A
A
A
C
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 5 First Aid
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
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 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 .
A snake bite; a nose bleeding; a sprained ankle; choke; drown; burn; a broken arm
Step Three Group discussion
a. What happen in each picture and what kind of first aid should you give in the following situation
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 nosebleed: 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.Teaching Plan
Teaching material 高中人教新课标Book5 Unit5 Reading ：First Aid For Burns
Teaching aims 1.Language aim：Learn and master the useful words , phrases and sentencepatterns in this period.2.Ability aim: （1）.Train the students’ reading speed. (2).Train the students’ reading techniques.(3) Enable the students to have a better understanding of the content and structure of the passage.3. Emotion aim: (1).Enable the students to improve their cooperative ability by joining in group work. (2).Help the students to know how to help others by giving first aids when necessary. (3)Activate the students’ interest of learning English by using many kinds of classroom activities.
Teaching important point How to help the students to use different reading techniques for different reading aims.
Teaching difficult points (1).How to help the students understanding the passage better.(2).Enable the students to give first aids when someone is injured.
Teaching methods 1．Cooperative learning 2. Competition. 3.Task-based teaching
Teaching aids 1. the multimedia 2. the blackboard
Teaching procedures Teacher’s activities Students’ activities Design intention
Step1.Warming up Greet the whole class. Greet the teacher. 互相打招呼，拉近彼此距离。
Step2Leading-in 1.Make the students to know learning tasks and rules of cooperation and competition. Present the rules on the screen: Divide the class into 4 groups. Cooperate in groups to answer questions, the group which can answer the question correctly can climb one step. The best climber is the winner.2.Watch and answer.Play a video for students to listen and find out the questions: (1).What happens to the man (2).What is the woman doing？ Look and listen to the tasks and rules carefully.watch and listen carefully and work in groups to give the answers:(1).He has a sprained ankle. (2).She is giving first aid treatment to the man. 让学生一上课就知道今天的任务、竞赛规则和竞赛方式（分为抢答和必答），为下面的学习做好心理准备.通过播放录像让学生形象、直观地感受first aid，从而自然导入新课。采用小组合作、抢答形式竞赛，激发学生的合作意识。
Step3pre-reading 1.Present a picture and ask:(1).What has happened (2).What sorts of injuries will the child have (3).What kind of first aid would you perform 2.Ask the students to look the title and subtitle, and predict.: What may be written in the text Look the picture carefully and discuss in groups. Choose one member to give the answers:(1).Boiling water has poured into the little girl.(2).She will have burned.(3).Answers can vary.2.Students look the title and subtitle and give their prediction. 利用教材中的图片导入本课的主题First Aid For Burns。培养学生通过文章的题目和小标题预测文章内容的能力，也激发学生读文章验证预测的好奇心和兴趣。
Step 4While-reading Reading for general idea.1.Make the students to skim the passage in limited time and get a general idea of the passage, then fill in the following form. 2.Make the students to judge the correct orders Reading for details1Aske question:1. What is skin and then let the students to read the part 1.2.Ask the students to read Part 2 and present the form on the screen to get students to choose: Which of the following can get the skin burned Then get the students to answer the question:What is the function of the skin 3.Ask the students the questions:(1).What causes first degree burns (2).Which layers do second degree burns affect (3).If someone has a third degree burn, why might you see tissue Ask the students to read Part3 to find the questions. 4. Get the students to read Part4 and label the pictures with first degree burn, second degree burn and third degree burn.4．Give a few minutes for the students to read after the tape. Students skim the passage and work in groups to find out the answers. .Students work individually to give the answers according to the passage.Students read Part1 and find out the answer: The skin is an essential part largest organStudents read Part2 and tick the item which can get the skin burned according to the passage.Students read part2 to find out the answer.Students read Part3 to find out the answers.Students read Part4 and label the pictures according to the description of three degree burn.Students read after the tape aloud. 在整个的阅读过程中,对学生进行限时阅读,培养学生的快速阅读能力。培养学生通过略读获得文章大意的能力。这是一道与前一题内容相类似的题目,让学生独立完成,培养独立学习的能力.培养学生通过跳读,找寻所需信息的能力。培养学生根据已知信息进行推理判定的能力。训练学生通过阅读把握文章细节的能力。培养学生根据文章对三种程度的烧伤的描述，进行对比分析的能力。为学生模仿纯正的语音、语调提供机会，也促使学生进一步整体 理解文章内容。
Step5Post-reading 1．Ask students to judge the treatment and explain why, if it’s wrong, give the correct treatment.2．ActingAsk the students to cooperate in groups to practice how to give first aid treatment to the three degree burns, then act it out.Evaluate each groups’ performance in all the activities. After reading the whole passage carefully, the students judge the given treatment and explain why.Students practice how to give first aid treatment to the three degree burns in groups，then take turns to come to the font of the classroom to act them out.Students evaluate what they have learned in this period and whether they are going on well with the reading processes. Then they evaluate each other how they performed in all activities. 这一阶段是语言输出阶段。阅读的目的在于应用。这一阶段重在于培养学生用英语分析问题和解决问题的能力。此活动的类型是解决问题任务活动，培养学生联系文章，结合实际解决问题的能力。错误之处用红色标出，能更吸引学生的注意力。学生在前几个环节中已有足够的读和听的输入的情况下，进行“说”和“表演”的语言输出活动。培养学生用英语交际的能力。评价采用了自我评价、学生互评和教师评价相结合的方式。自我评价帮助学生树立自信心和学会反思。学生互评提高学生的比较鉴别和批判是非的能力。
Step6Homework Tell the students the homework and present it on the screen. Students listen and look carefully and get ready for doing the homework. 所布置的作业进一步延伸了课堂活动，有利于学生进一步理解和掌握文章内容。人教必修5 Unit5单元测试卷
第一卷（选择题 共85分）
第一部分:英语知识运用(共两节，满分45分)
第一节:单项填空(共15小题；每小题1分，满分15分)
1、You may depend on______ that tour friends will help you whenever you need it.
A them B yourself C it D me
2、They were walking along the shore______ a huge wave appeared out of nowhere, sweep them out to sea.
A while B as C when D since
3、You won’t make much progress______ you work hard.
A be cause B unless C when D while
4、It makes______ whether Mr. .Smith joins in our discussion or not.
A no sense B no difference C no point D no use
5、This plan will be prevented______.
A carrying out B from carrying out C being carried out D from being carried out
６、_What happened to him
－He ______by a snake when he went through the forest.
A gets bitten B got bitten C is bitten D was being bitten
７、These volunteers of 2008 Beijing Olympic Games on______.
A what to give first aid B how to aid C how to give first aid D what to offer first aid
８、I like _____ color of your skirt. It is _____ good match for your blouse.
A. a; the B. a; a C. the; a D. the; the
９、The present situation there is more serious than______.
A expected B expectation C expect D has been expected
10、－Have you got au the lights______ yet
－Yes, everything is ready for the party.
A in place B in place of C out of place D in places
11、I’ll probably get lost ______I haven’t got a wary good of direction.
A ability B sense C meaning D way
12、 I have little doubt______ the plan will succeed.
A that B if C whether D because
13、－Can you give me some advice on how to improve my English
－sure In my opinion, the only way to improve your English is to practice speaking_______.
Which of the following is wrong
A over and over again B repeatedly C over and over D over again
14. ---Tony said he could fix my bicycle, but I really doubt it.
---______. He's very good at this sort of thing.
A. Don't worry B. I couldn't agree more
C. Of course D. A piece of cake
15. It _____ we had stayed together for a couple of weeks ____ I found we had a lot in common.
A. was until; when B. was until; that C. wasn’t until; when D. wasn’t until; that
第二节：完形填空（共20小题，每小题1.5分，满分30分）
阅读下面短文，掌握其大意，然后从16－35各题所给的A.B.C.D四个选项中，选出最佳选项。
Roberta appeared on the stage. She took a deep breath and began to 16. Now she was Portia, a strong –willed 17 in Shakespeare’s The Merchant of Venice. The theater was filled with people. She was speaking with a power she had never before experienced; the words flowing 18 form her.
19, Roberta had never acted in her life before the audition （选拔试演）. She 20 being in front of other people. She was very 21 at school. She had never thought she was good enough at anything to 22 much attention. She stayed mostly to herself, making 23 friends. She had excellent grades, 24 she always thought that something was missing.
Two weeks before the audition, Roberta’s mother had heard about it and 25 her to join in.
“I can’t think of anyone else better suited to 26 the part. Remember all the plays you used to act out for us ”
Her mother wouldn’t let the 27 drop. “You’re just a little scared (害怕) .Everyone gets scared. You know you 28 do it. The trick is to look past the 29 to find the love of what you’re doing.’’
So Roberta had made an appointment (预约) with the head of the Drama Club. She had read the play and found herself excited by the 30 of speaking such rich words. In secret she practiced Portia’s part, 31 the lines by repeating them over and over. It wasn’t hard; she 32 every minute of it. Every time she spoke the words, she had a new 33 of the lines, as if Shakespeare had written Portia on many levels.
On the day of the audition, she 34 two of Portia’s famous speeches for the auditors. When she had finished, the head of the Drama Club announced the 35 was hers.
16. A. sing B. dance C. speak D. report
17. A. member B. actress C. player D. character
18 .A. weakly B. rapidly C. smoothly D. slowly
19. A. At first B. In fact C. After all D. In all
20. A. hated B .enjoyed C. appreciated D.regretted
21. A. honest B. shy C polite D. patient
22. A. avoid B. focus C. pay D. attract
23．A. few B. a few C. several D. many
24．A. or B.so C. for D. but
25．A. forced B.requested C. encouraged D. reminded
26．A. accept B. play C. offer D. learn
27．A. role B.matter C.interest D. grade
28．A. can B.must C.may D. should
29．A. anger B. pain C.sadness D. fear
30．A purpose B. way C. idea D. importance
31．A. memorizing B. organizing C. checking D. improving
32．A. disliked B. loved C.expected D. bore
33．A. consideration B.description C. selection D.understanding
34．A. practiced B. planned C. performed D. delivered
35．A. part B. play C.speech D.position
第二部分：阅读理解（共20小题；每小题2分，满分40分）
阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项。
A
It is difficult for doctors to help a person with a damaged brain. Without enough blood, the brain lives for only three to five minutes. More often the doctors can’t fix the damage. Sometimes they are afraid to try something to help because it is dangerous to work on the brain. The doctors might make the person worse if he operates on the brain.
Dr. Robert White, a famous professor and doctor, thinks he knows a way to help. He thinks doctors should make the brain very cold. If it is very cold, the brain can live without blood for 30 minutes. This gives the doctor a longer time to do something for the brain.
Dr. White tried his idea on 13 monkeys. First he taught them to do different jobs, and then he op erated on them. He made the monkeys' blood go through a machine. The machine cooled the blood. Then the machine sent the blood back to the monkeys' brains. When the brain’s tempera ture was 10°C, Dr. White stopped the blood to the brain. After 30 minutes he turned the blood back on. He warmed the blood again. After their operations the monkeys were like they had been before. They were healthy and busy. Each one could still do the jobs the doctor had taught them.
36. The biggest difficulty in operating on the damaged brain is that _______.
A. the time is too short for doctors B. the patients are often too nervous
C. the damage is extremely hard to fix D. the blood-cooling machine might break down
37. The brain operation was made possible mainly by _______.
A. taking the blood out of the brain B. trying the operation on monkeys first
C. having the blood go through a machine D. lowering the brain’s temperature
38. With Dr. White’s new idea, the operation on the damaged brain _______.
A. can last as long as 30 minutes B. can keep the brain’s blood warm
C. can keep the patient’s brain healthy D. can help monkeys do different jobs
39. What is the right order of the steps in the operation
a. send the cooled blood back to the brain
b. stop the blood to the brain
c. have the blood cooled down
d. operate on the brain
A. a, b, c, d B. c, a, b, d C. c, b, d, a D. b, c, d, a
B
I spent the first eight years of my education in a small. However, in the ninth grade I moved to a huge public high school. I went from a class of 30 kids to a class of almost 100! I was shy and did not have much experience of socializing. I felt invisible there.
They had a tradition in this class. On your birthday everyone would sing “Happy Birthday to You” and then members of the opposite sex would line up and give you a hug. My birthday was early in the school year, and since I didn’t know anyone to tell I figured that no one would notice. Little did I know that the teacher had looked at the school records and knew about my birthday. On my birthday I suddenly found myself at the center of everyone’s attention. Before I knew what was happening, everyone was singing to me and I had a bunch of girls waiting to give me a hug!
I was completely confused. My heart was racing! It wasn’t until the fourth or fifth hug that I realized what I was saying “Happy Birthday” in a shy voice during each embrace. I tried to stop, but my brain I was so busy that I couldn’t control my mouth. Each girl gave me a wish, and I gave her the same in return.
Later, whenever we greeted each other with a hug we would say.” Happy Birthday”.
40、By saying “I felt invisible there”, the writer meant that he was not ______.
A. independent B. important C. noticed D. excited
41、What can we infer from the last paragraph
A. The writer was still being laughed at by his classmates.
B. The writer had completely become a part of the class.
C. Wishing his classmates a happy birthday had become a habit of the writer.
D. The writer didn’t mind people playing jokes on him.
42. Where is the passage probably taken from
A. A piece of news B A story book C An advertisement D. A research book
C
Camp memories last forever! We make sure they are unforgettable!
Shadow Ridge Summer Camps offer so many exciting things for campers to do. Unlike other camp programs that include horses as a small part of their program, at Shadow Ridge horses ARE the program! We are 100%horse from stable(马厩)management, nature walks, and track rides to bedroom furnishings.
Horses help us achieve many of our aims. Girls can learn to develop responsibility, self-confidence and personal connections in their lives while having fun. Using horses as a wonderful tool for education, our camps offer an interesting place for growth and learning.
Imagine each girl having her very own horse to spend time with and a best friend to love and take care of. Each camper is responsible for a horse for the week. Our riding program provides a lot of riding and lesson time. Campers will learn how to take care of the horse and the tack(马具), as well as how to ride. Days are filled with horse-related activities to strengthen the connection between each girl and horse, as the girls learn to work safely around the horses.
At Shadow Ridge we try to create a loving, caring family atmosphere for our campers. We have “The Bunkhouse” (4 girls), the“Wranglers Roost” (4 girls), and “The Hideout” (2 girls) in our comfortable 177-year-old farm house. All meals are home cooked, offering delicious and healthy food for the hungry rider.
Our excellent activities create personalized memories of your child's vacation; each child will receive a camp T-shirt and a photo album (usually 300-500 pictures) of their stay at camp.
Our camps are offered during June, July and August 2007, for small groups of girls aged 13-16 years, not only from Canada but also other parts of the world.
We will send you full program descriptions at your request.
43. What is the main purpose of the passage
A. To attract people to the camps. B. To talk about camping experiences.
C. To describe the programs of the camps. D. To explain the aims of the camps.
44. What do we know about the camp programs at Shadow Ridge
A. Campers are required to wear camp T-shirts.
B. Horses play a central role in the activities.
C. Campers learn to cook food for themselves.
D. Horse lessons are offered all the year round.
45. The programs at Shadow Ridge mainly aim to help people________.
A. understand horses better B. enjoy a family atmosphere
C. have fun above other things D. achieve an educational purpose
46. The passage is written mainly for______.
A. horse riders B. teenage girls C. Canadian parents D. international travelers
D
Imagine you’re at a party full of strangers. You’re nervous. Who are these people How do you start a conversation Fortunately, you’ve got a thing that sends out energy at tiny chips in everyone’s name tag (标签). The chips send back name, job, hobbies, and the time available for meeting-whatever. Making new friends becomes simple.
This hasn’t quite happened in real life. But the world is already experiencing a revolution using RFID technology.
An RFID tag with a tiny chip can be fixed in a product, under your pet’s skin, even under your own skin. Passive RFID tags have no energy source-batteries because they do not need it. The energy comes from the reader, a scanning device(装置),that sends out energy (for example, radio waves)that starts up the tag immediately.
Such a tag carries information specific to that object, and the data can be updated. Already, RFID technology is used for recognizing each car or truck on the road and it might appear in your passport. Doctors can put a tiny chip under the skin that will help locate and obtain a patient’s medical records. At a nightclub in Paris or in New York the same chip gets you into the VIP (very important person) section and pays for the bill with the wave of an arm.
Take a step back: 10 or 12 years ago, you would have heard about the coming age of computing. One example always seemed to surface: Your refrigerator would know when you needed to buy more milk. The concept was that computer chips could be put everywhere and send information in a smart network that would make ordinary life simpler.
RFID tags are a small part of this phenomenon. “The world is going to be a loosely coupled set of individual small devices, connected wirelessly,”predicts Dr.J.Reich. Human right supporters are nervous about the possibilities of such technology. It goes too far tracking school kids through RFID tags, they say. We imagine a world in which a beer company could find out not only when you bought a beer but also when you drank it. And how many beers. Accompanied by how many biscuits.
When Marconi invented radio, he thought it would be used for ship-to-shore communication. Not for pop music. Who knows how RFID and related technologies will be used in the future. Here’s a wild guess: Not for buying milk.
47. The article is intended to .
A. warn people of the possible risks in adopting RFID technology
B.explain the benefits brought about by RFID technology
C.convince people of the uses of RFID technology
D.predict the applications of RFID technology
48. We know from the passage that with the help of RFID tags, people .
A. will have no trouble getting data about others
B.will have more energy for conversation
C.will have more time to make friends
D.won’t feel shy at parties any longer
49. Passive RFID tags chiefly consist of .
A. scanning devices B.radio waves C.batteries D.chips
50. Why are some people worried about RFID technology
A. Because children will be tracked by strangers.
B.Because market competition will become fiercer.
C.Because their private lives will be greatly affected.
D.Because customers will be forced to buy more products.
51. The last paragraph implies that RFID technology .
A. will not be used for such matters as buying milk
B.will be widely used, including for buying milk
C.will be limited to communication uses
D.will probably be used for pop music
E
In 1905, a minor official in the Swiss Government published three scientific theories. One defined the true nature of light and led to the invention of the television. Another proved the existence of atoms, leading to the creation of nuclear power-and nuclear weapons. And the third described the exact nature of the universe itself and how everything within it related to everything else.
Shortly after that Albert Einstein was turned down for a job teaching mathematics to high school children. Now we know better. A hundred years after his great discoveries the year 2005 had been declared Einstein Year in the United Kingdom.
In fact there are two Einstein’s. The scientific Einstein changed the way the universe was understood. His special Theory of Relativity proved that time could accelerate (加速)or slow down depending on the speed at which people or objects traveled. His General Theory proved mathematically that the universe sits in a four dimensional matrix(四维空间) called “space-time”. Massive objects like the planet earth bend space and time around them, producing gravity.
These ideas are difficult for non-scientists to understand. Yet Einstein himself was recognized all over the world and his image is still used today in advertisements. The popular idea of the scientist, as seen in movies, is still based on Einstein’s wild hair and scruffy(邋遢) clothes.
People like the idea of wise man thinking great thoughts. They also like the idea that wise men are so busy thinking great thoughts that they are not too good at the everyday business of life. Einstein fitted into this category. He only had one suit of clothes, for instance, so that he didn’t have to worry about getting dressed. He loved his wife and children but would occasionally forget all about them. This was the other Einstein－the public Einstein.
52. Einstein worked as a (n) ____ in 1905.
A scientist B math teacher C theory publisher D official
53. The following are all about Theory of Relativity EXCEPT____.
A It proved to us that atoms do exist
B It led to the creation of nuclear weapons
C It exactly described the nature of the universe
D It proved that time
54. Generally speaking, the scientist in most films always wears____
A untidy clothes and hair of eye-catching styles.
B fashionable suits but white wild hair.
C wild hair and dirty- looking clothes.
D the very clothes that Einstein worn and untidy wild hair.
55. The underlined words “this category” probably refers to wise men who____.
A care about but sometimes forget about their families
B consider their work the top while their families next in their life
C value their inner beauty more than their outer beauty
D devote so much time to great thoughts as to neglect some daily life business
第II卷（共65分）
第一节 语法填空(共10小题；每小题2分，满分20分)
阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填人一个适当的
词或使用括号中词语的正确形式填空。
First 56 burns affect only the outer skin layer. The 57 appears dry, red, and mildly swollen. A first degree burn is painful and sensitive to touch. Mild sunburn and brief contact with a heat source such as a hot iron are examples of first degree burns. First degree burns should feel better within a day or two. They should heal in about a week if there are no other problems.
58 degree burns affect the skin's lower layers as well as the 59 skin. They are painful, swollen, and show redness and blisters. The skin also develops a weepy, watery surface. 60 of second degree burns are severe sunburn, burns caused by hot liquids and a flash from gasoline. First aid procedures can be used to treat many second degree burns depending on their location and how much area is 61（affect）.
Third degree burns affect the outer and deeper skin layers as 62 as any underlying tissue and organs. They appear black and white and charred. The skin is 63 (swell) and underlying tissue is often exposed. The pain felt with third degree burns may be less than with first or second degree burns. There can also be no pain at all when nerve endings are destroyed. Pain may be felt around the margin of the affected area, however. Third degree burns usually result 64 electric shocks, burning clothes, severe gasoline fires and the like. They always require emergency 65. (treat) They may result in hospitalization and sometimes require skin grafts.
短文改错（共10小题；每小题1.5分，满分15分）
此题要求改正所给短文中的错误。对标有题号的每一行作出判断：每行只有一个错误，请按下列情况改正：
该行多一个词：把多余的词用斜线（\）划掉，在该行右边横线上写出该词，并也用斜线划掉。
该行缺一个词：在缺词处加一个漏字符号（︿），在该行右边横线上写出该加的词。
该行错一个词：在错的词下划一横线，在该行右边横线上写出改正后的词。
注意：请在答题卡上作答。
Last weekend we went mountain-climbing. Even the
Heavy rain in the morning could not prevent us go. Setting 66. ______
Off very early, we went along an extreme narrow road, all 67. ______
in high spirits. On every sides of the road were green fields 68. ______
and some farm house. We could hear the sound of the 69. ______
rain and our footsteps mixing with our laughter. At noon 70. ______
we reached the top of the mountain. That surprised us 71. ______
most there was the beauty of scenes. After having a short 72. ______
rest there and sharing with the food we had brought, we 73. ______
started going down. It had rained even harder. We were 74. ______
wet to the skin, and we still sang and laughed happily. 75. ______
第三节 书面表达(满分30分)
假设你是英语晚会的报幕员，请根据以下内容写一篇100词左右的开幕词。
1、提高学生学习英语的兴趣和英语口语水平；
出席：校长，英语教师和高三学生；
3、参演：高三年级（每班两个节目）；
4、节目：唱歌、朗诵、讲故事和演短剧；
5、程序：开幕词、校长致辞、演节目、颁奖。
注意：1.开幕词须包括所有内容，但不能逐条翻译；
2.开头部分已给出，不计入总词数。
Good evening, everyone,
The English evening is about is about to begin.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
人教必修5 Unit5单元测试卷详解答案
单项填空
1.答案：C 解析 depend on/upon it that… 为固定句型，意为“相信、指望……”
2. 答案：C解析 when 意为“这时、突然”，相当于and then。
3. 答案：B解析 because 表原因; unless 除非； when 当……的时候；while 虽然，尽管。根据句意“你不会取得多大进步，除非你努力学习”。
4. 答案：B解析 makes no difference 意为：没关系；make no sense 意为：没道理，没意义，在这里不符合句子的意思；C、D两项也不符合句意。
5. 答案：D解析 be prevented from doing 短语中介词from 不能省略，主语this plan 与carry out 之间为逻辑上的被动关系，故选D。
6. 答案：Ｂ　解析　根据句意思“被蛇咬”应用be bitten 或get bitten, 又根据语境，可判断本题用一般过去时。
7.答案：Ｃ　解析　give first aid 提供急救。
8. 答案：C
9．答案：Ａ　解析　连词than 之后省略it is。 than expected “比预料的”。
10.答案：Ａ解析　in places 在适当的位置；in place of 代替out of place 不在适当的位置，不适当的 in places 在一些地方。根据句意，“所有的灯都放好了吗？”可知应选Ａ。
11. 答案： B解析 a sense of direction 方向感。
12. 答案：A 解析 sb. have no/little doubt that…某人不怀疑…
13.答案：Ｄ　over and over again=repeatedly; over and over 反复地，再三地。
14. 答案：A
15. 答案：D not until 引导的强调句
完形填空
CDCBA BDADC BBADC ABDCA
阅读理解
篇 ADAB B篇 CBB C篇 ABDC D篇DADCB E篇 DCCD
语法填空
56. degree 57 area 58 Second 59 outer 60 Examples 61 affected
62 well 63 swollen 64 from 65 treatments
改错
66. go→going 67. extreme→extremely 68. every→each/ either 69. house→houses 70. mixing→mixed 71. That→What 72. scenes前加the 73. 去掉with 74. 去掉had 75. and →but
书面表达
Good evening everyone,
The English evening is about to begin. We are glad to have our headmaster and English teachers here together with the students of Senior Three. We are sure the evening will greatly increase our interest in English and improve our spoken English. Each class of Senior Three will put on two programs. We will enjoy their songs, recitations, stories and short plays. The prizes will be given out as soon as the programs are over. I hope the evening is a great success and that everyone has a wonderful time. Now, first, let’s invite our headmaster to speak to us, and then enjoy the performances.(共30张PPT)
人教课标版
高二 必修5 Unit 5
Reading I
First aid for burns
What things at home can be dangerous
electrical equipment
electric wires
poisons
knives
hot water
glass
Brainstorming
gas
pets
Pre-reading
What kind of first aid would you perform in this situation Make a list of your ideas.
Cool the area of skin;
Wash it under the cold running water.
Cover the wound with bandage/ clean
cloth.
See a doctor if necessary.
skin
organ
barrier
poison
ray
complex
variety
liquid
n. 皮; 皮肤
n. 器官
n. 屏障; 障碍物
n. 毒药; 毒害
vt.毒害; 使中毒
n. 光线; 射线
adj. 复杂的
n. 变化; 多样化
n. 液体
Words preview
radiation
mild
mildly
pan
stove
tissue
swell
n. 辐射; 射线
adj. 轻微的; 温和的
adv. 轻微地; 温和地
n. 平底锅; 盘子
n. 炉子; 火炉
n. 组织; 手巾纸
vt. & vi. 膨胀; 隆起
scissors
unbearable
basin
bandage
vital
n. 剪刀
adj. 难以忍受的
n. 盆; 盆地
n. 绷带
adj. 至关重要的；
生死攸关的
electric shock
squeeze … out
over and over again
触电; 电休克
榨出; 挤出
反复; 多次
Expressions preview
Skim for general idea and then number them from 1 to 5.
__ 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
3
1
4
2
5
Reading
1. What can skin do for our body
______________________________
______________________________
_______________________
____________________________
_________________________
1. Act as a barrier against disease,
poisons and the sun’s harmful rays.
2. Keep you warm or cool.
3. Prevent you from losing water.
4. Give you sense of touch.
I. Read the passage carefully and get
the answers to the questions.
Comprehension
2. You can get burnt by:
___________
___________
__________
__________
_______________________
_______________________
hot liquids
steam
fire
radiation
the sun
electricity or chemicals
3. How many types of burns are there
What are they
1) First degree burns.
2) Second degree burns
3) Third degree burns
II. Label these pictures with first, second and third degree burn.
second degree
first degree
third degree
The three layers of skin:
The third layer
The second layer
The top layer
III. Detail-reading: Filling in the blanks.
Types Characteristics
First degree burns Affect the top _____ of the skin. Dry, red and mildly ______ _____ painful Turn white when ______.
layer
swollen
Mildly
pressed
Types Characteristics
Second degree burns affect both the _______
_______ layer of the skin. _____,
red and swollen extremely painful _____
watery surface
Third degree burns affect _____ layers of the skin. swollen; tissue can be seen. ___________
pain _____________ and
charred
top and the second
all three
rough
little or no
blisters
black and white
IV. Decide whether the first aid treatment is Right (R) or Wrong (W).
1. When someone is burned, you should place some ice on his wound.
2. The function of cool water is to prevent and reduce swelling.
3. We should put damp cloths on the second degree burns.
4. We shouldn’t break the blisters, or they will make the wound infected.
W
R
R
R
5. Sometimes, we can put oil or ointments on burns to stop the infection.
6. We should make sure the bandage won’t stick to the skin when it is used.
7. If burns are on the face, we should make the victim sit up.
8. Cold water can be used in three types of burns.
W
W
R
R
Post-reading
Answer the questions in your own words according to the passage.
Why should you put cold water on a
burn
2. Why doesn’t a third degree burn hurt
Because the cold water stops the burning
process, stops the pain and prevents or
reduces swelling（肿）.
Because in a 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
4. If someone has a third degree burn,
why might you see tissue
Because bacteria from the clothes and
jewellery could infect the burns.
Because all layers of the skin have
been burnt showing the tissue underneath.
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. ( )
W
Read the first aid treatments for these burns. If the treatment is right, write R. If it is wrong, write W and explain why.
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 cloths on it until it was less painful. Then she went to see the doctor. ( )
R
3. Mrs Casey’s 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. ( )
W
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. ( )
R
补充
sense of touch
sense of sight
sense of hearing
sense of taste
sense of smell
sense of humour
sense of beauty
sense of urgency
触觉
sense
视觉
听觉
味觉
嗅觉
幽默感
美感
紧迫感
Try our best to give them effective first aid if they are in danger.
Life is precious
We should care about others, and help people in an emergency.
Get more about first aid from the newspaper, magazine or the Internet.
Find out the important and difficult words and expressions to you and finish exercises on page 36.