(共23张PPT)
人教选择性必修第二册
Unit 5
Using Language (I)
Learn to call emergency services
教学目
Lead-in
视频：How to stop a nosebleed
1
2
To get the main idea and key information of 999 emergency call in listening with the help of Following Instructions.
To talk about asking for and giving first-aid and
role-play an emergency call.
目标一：To get the main idea and key information of 999 emergency call
in listening with the help of Following Instructions.
Activity 1: Look through page 54 and page 55. Find out the
new words, and read them in pairs. Then read
together as a whole and share their usage.
drown, sprain, ankle, bleeding, bleed, panic
Activity 2: In groups, try to match the countries with the
emergency numbers.
Australia _____
Canada _____
China _____
Japan _____
Most European countries _____
New Zealand _____
South Korea _____
the UK _____
the US _____
119
112
120
111
000
911
999
000
911
911
120
119
119
112
111
999/112
Activity 3: Task 1 Match the pictures below to the medical emergencies.
___ heart attack ___ drowning ___ sprained ankle
___ poisoning ___ bad cut/bleeding
1
2
3
4
5
4
5
2
3
1
Task 2 Then discuss the questions in groups.
1 Have you ever called 120 If so, what happened
2 Would you call 120 for the medical emergencies above
How would you describe the situations
3 What are some other medical emergencies that you
would call 120 for
1
Photo ① shows a man in a construction worker uniform, with a big cut on his right leg. He seems to be awake, and able to move, so it suggests that it is not an urgent emergency. We can help to clean his wound and bandage it.
2
Photo ② shows a woman who is in running clothes. She is wrapping her hands around her right ankle and seems to be in some discomfort. She is sitting on the ground and I don't think she can easily walk on that foot right now.
3
Photo ③ shows a small child in a medicine cabinet. He is picking up a medicine. If he were to take the medicine, it would be very dangerous and potentially fatal. I would describe the situation to 120 by saying that a small child has taken my or someone else's medicine and is unresponsive.
Photo ④ shows a man grasping the left side of his chest tightly. He might be struggling to breathe and dealing with a lot of pain. He should be seen by a doctor immediately.
Photo ⑤ shows a man in water struggling to keep above it. I would describe the situation by saying there is a man far out in the water who does not seem to be able to swim. He might be drowning. Please send help!
4
5
3 What are some other medical emergencies that you
would call 120 for
For someone injured in a car accident, for a stroke victim, or someone with a compound fracture.
Activity 4: Task 1 Look though the questions below and then
make a prediction.
1 Why did the boy call 999
2 Who else was in the room with the boy and his grandfather
3 How did the boy describe the old man's condition
4 Among the medical emergencies in Activity 2, which do you
think the boy's grandfather suffered from
(1) What kind of emergency call is it
(2) Who is the victim
(3) Who do you think made the call
(4) Among the five medical emergencies in Activity 2, what
are old people most likely to suffer from
(5) Now what can you predict about the content of the listening
A medical emergency call.
The grandfather.
The boy.
Task 2 Now listen carefully, check your prediction and then answer the questions.
1 Why did the boy call 999
2 Who else was in the room with the boy and his grandfather
3 How did the boy describe the old man's condition
4 Among the medical emergencies in Activity 2, which do you
think the boy's grandfather suffered from
1 Because his grandfather was having a serious health problem and
they needed an ambulance.
2 The boy's mother.
3 “...his breathing has gotten really bad...I think he's dying ... His
face looks funny ... he's started to breathe again ... his lips are
blue... He's making strange noises... He's not breathing again...
he's not breathing anymore!”
4 Perhaps he suffered from a heart attack.
Suggested Answers:
Task 3 Listen again. Number the following instructions the operator gave.
______ Press down, twice a second.
______ Check to see if there is food in his mouth.
______ If your mother needs a break, change places.
______ Put him on his back.
______ Remove any pillows.
______ Tell your mum to put her hand in the middle of his chest.
5
3
6
1
2
4
Follow instructions
When giving commands, people usually use the imperative.
It's simple and clear. To help the listeners follow what to do
next, they use words such as first, next, then, after that,and
finally. When listening to instructions in English, you should
●listen carefully and don't panic.
●follow the order of the instructions given to you.
●answer any questions simply and directly when asked.
Activity 5: In groups, discuss the following questions.
1 How did the operator keep the boy calm
2 What did the operator do to make this call a success
3 What do you think happened after the ambulance arrived
Suggested Answers:
1 By telling him to calm down and calmly asking him questions.
2 She asked only the questions necessary to clearly find out the
problem, and then she provided short and clear instructions as
to what to do.
3 The doctors continued to provide CPR, took some blood
pressure tests and temperature checking, while they
transported him to the hospital.
目标二: To talk about asking for and giving first-aid and role-play an
emergency call.
Activity 1: Task 1 Listen to a part of the listening and then fill the blanks.
O: Hello, this is _______.
B: Hi, it's my grandad ... his _______ has gotten really bad.
We need an _______!
O: OK. Could you tell me your _______
B: 18 West Highgate.
O: And your phone number
B: Oh, it's... it’s 655-212.
Task 2 Listen and find out the operator's questions.
Answers:
●Could you tell me your address
●And your phone number
●Now calm down and tell me what’s wrong.
●How old is he
●And are you with him now
●Is he on his back
●Any food there
●So, he's breathing
●Is he conscious now
Activity 2: Task 1 The pictures below show what to do to rescue someone
from drowning. In groups, discuss what is going on in each
picture. Use the words given below.
Giving first-aid instructions for rescuing a drowning victim
lay the victim on his back check for response
check to see if he is breathing shout for help; call 120
lean his head back lift his chin
remove any grass or sand from his mouth perform CPR
perform mouth-to-mouth rescue breathing cover his mouth
blow air in push down on the centre of his chest
1
2
3
4
6
5
1 Lay the victim on his back.
2 Check for a response by patting his
shoulders and calling him near each
side of his ears.
3 Shout for help and/or call 120.
4 Lift his chin.
5 Begin doing mouth-to-mouth rescue
breathing: Blow air in his mouth until
his chest rises.
6 Perform CPR by pushing down on the
centre of his chest, and then giving him
mouth-to-mouth rescue breathing.
Continue pushing on his chest and
giving him mouth-to-mouth rescue
breathing until help arrives.
Task 2 Then describe the first aid process of drowning
according to the sequence of pictures.
1
2
3
4
6
5
Tips:
Use sequential linking words and expand phrases into complete sentences.
Activity 3: In pairs, role-play an emergency call. One of you will be the friend of a drowning victim, and the other will be a telephone operator giving first-aid instructions. Use the pictures and useful expressions above to help you.
Sample Conversation:
O=Operator B=Boy
O: Hello, this is emergency.
B: Hi, it's my friend. We are at the swimming pool and
I think he's drowning. We need an ambulance!
O: OK. Could you tell me your address
B: We are at the pond in Zhongshan Park.
O: And your phone number
B: Oh. it's...it's xxx-xxxx-xxxx. Please hurry! I think he's dying!
O: And are you with him now
B: Yes.
O: I'll tell you what to do. First, is he on his back
B: No, he's on his side.
O: Well, you'll need to roll him over then. Can you do that
B: OK. What next
O: Now check for a response. When you call to him, does he answer
B: No!
O: So, is he breathing
B: No!
O: Does he have a pulse Is his heart beating
B: Let me check ...no!
O: Listen to me! Turn his head to the side, and then put your finger in his mouth to make sure that there is nothing in it.
B: OK. I've done that.
O: Now turn his head back up, and lift his chin back.
B: Yes, OK.
O: Just be calm and do what I tell you next. The ambulance is on the way. Breathe into his mouth until his chest rises. Do this twice.
B: OK... now what
O: Now push down on the middle of his chest really hard and really fast. Every thirty pushes, stop and give him two more breaths.
B: That’s it
O: Yes, keep doing this until the ambulance arrives, And don't hang up the phone! I'll be right here if you need more help. The ambulance is on its way.
B: OK!
1.What will help you better understand emergency
call in listening
2.How to call emergency services (共15张PPT)
人教选择性必修第二册
Unit 5
Discover Useful Structures
1
2
To review and summarize the function and
structure of the -ing form.
To use and talk with the -ing form correctly
in context.
目标一: To review and summarize the function and structure of the -ing form.
Activity 1: Task 1 Translate the following sentences.
1. 你可以想象，烧伤会导致非常严重的伤害。
2. 进行急救是治疗烧伤的第一步也是最重要的一步。
3. 最好将烧伤部位放在冷水下，特别是在开始的十分钟内。
4. 如果有必要的话，用剪刀把衣服剪掉，除非你看到布料
粘在烧焦的皮肤上。
5. 你可以用一块宽松干净的布盖住以便保护烧伤的地方。
1 As you can imagine, getting burnt can lead to very serious injuries.
2 The first and most important step in the treatment of burns is giving
first aid.
3 It is best to place burns under cool running water, especially within
the first ten minutes.
4 Remove any clothes using scissors if necessary, unless you see the
fabric sticking to the burnt skin.
5 You can protect the burnt area by covering it with a loose clean cloth.
Compare them with your own sentences, and consider the advantages of the -ing form in accuracy and simplicity.
Task 2 What is the function of the -ing form in each sentence below
1 As you can imagine, getting burnt can lead to very serious injuries.
2 The first and most important step in the treatment of burns is giving
first aid.
3 It is best to place burns under cool running water, especially within
the first ten minutes.
4 Remove any clothes using scissors if necessary, unless you see the
fabric sticking to the burnt skin.
5 You can protect the burnt area by covering it with a loose clean cloth.
subject
predicative
attribute
adverbial
object complement
object after a preposition
Task 3 Find more sentences using the -ing form from the reading passage
and state their functions. And summarize the function of the -ing form.
●作定语:说明被修饰词的性质、特征、用途，或所修饰的人/事物的
动作、状态，如:a visiting scholar、the girl wearing a red hat。
● 作表语:说明主语的性质、状态或内容，如: The film is interesting.
His hobby is collecting stamps.
●作宾语补足语:补充说明宾语正在进行的感官动作、心理状态或使役
动作等，如: I smell something burning in the kitchen.
●作状语:表示动作发生的时间、条件、结果、原因或伴随状况等，
如:Seeing those pictures, he remembered his childhood.
●作主语:表示事物化、抽象化概念，如:Seeing is believing.
●作宾语:表示动作的对象，或代替it作真正的宾语，
如:We tried to avoid making mistakes.
I don't think it possible living in such a cold place.
Activity 2: Task 1 Replace each underlined part with a suitable -ing
form and rewrite the sentence as necessary.
1 When he got out of the bathtub, he slipped and fell on the floor.
2 Is there any reason why we are not going to have the first-aid training
this week
3 She had been told about the risk of electric shocks and this made her
very careful while using hairdryers.
4 Because the child was not watched carefully by his parents, he
touched a hot iron and burnt his finger
5 After she had been bitten by mosquitoes, she applied some medicine
to her skin.
Check your answers:
1. When getting out of the bathtub, he slipped and fell on the floor.
2 Is there any reason for not having the first-aid training this week
3 Having been told about the risk of electric shocks, she was very
careful while using hairdryers.
4 Not being watched carefully by his parents, the child touched a
hot iron and burnt his finger.
5 After being/having been bitten by mosquitoes, she applied some
medicine to her skin.
Work with a partner and summarise the different structures of the -ing form. When is each one used
basic form: doing
negative form: not doing
negative passive form: not being done
perfect passive form: having been done
Task 2 Pay attention to the structure of these sentences
and fill in the table below.
主动语态 被动语态
肯定式 否定式 肯定式 否定式
一般式 doing __________ __________ _____________
完成式 __________ done __________ __________ having been done _____________
_____________
having
not doing
not having
done
being done
not being done
not having
been done
目标二：To use and talk with the -ing form correctly in context.
Activity 1: Complete the passage with the correct forms of the given words.
Mrs Taylor was an elderly woman ______(live) alone. One day, she was in her living room cleaning the windows, when suddenly she could no longer feel the right side of her body. ______(try) to walk to her sofa to sit down, she fell over onto the carpet. Then she realised that she could not get up, and that she was having trouble ________(breathe). Fortunately, she had her mobile phone with her, and she was able to reach it with her left hand while ______(lie) on the floor. Her mobile phone _______________(already, set up) to call an emergency number at the push of a button, so it was easy to call for help.
living
Trying
breathing
lying
was already set up
While attempting to talk to the operator, Mrs Taylor discovered that she could not speak. __________(not, hear) an answer, the operator knew that Mrs Taylor must be in trouble. Telling Mrs Taylor that everything would be OK, she immediately sent an ambulance. After ________(arrive), the ambulance team quickly found Mrs Taylor and without delay gave her oxygen, put in an IV needle, and checked her vital signs. ________________(take) to the hospital and treated immediately, Mrs Taylor's health was in no great danger, though she had to stay in the hospital ward. After a week, her __________ (frighten) experience was over, and she was allowed to go home.
Not hearing
arriving
Having been taken
frightening
What happened to Mrs Taylor
She had a stroke when she was alone at home.
She called for an ambulance and was saved in time.
Read the passage in its entirety and answer the questions.
What is the function of each -ing form you used
Among all the structures filled in, which is different from
the others why
Can you find more -ing forms in the passage What are their functions in the sentences
How many different structures did you use in the passage What are they
Did you find any structure like "when/after + doing"
第五空, 此处为谓语动词
cleaning, attempting, telling;
分别作补语、状语、状语
doing, not doing, having been done
while lying, while attempting, after arriving
Activity 2: Work in pairs and discuss the following questions.
1 What should people do when facing a frightening experience
like Mrs Taylor's
2 What are some risks that elderly people may encounter when
living alone
3 What can we do to help prevent elderly people from taking
unnecessary risks
1 When having a frightening experience like Mrs Taylor's, people
should try to get help, like she did.
2 When living alone, elderly people may fall or get injured, and
not be able to help themselves or even call for help.
3 To help prevent elderly people from taking unnecessary risks,
we should make sure that their homes are easy to get around in,
with handrails, ramps instead of stairs, and even walking surfaces.
Suggested Answers:
Share the function and structure of the -ing form.(共18张PPT)
人教选择性必修第二册
Unit 5
Using Language (II)
Share your story about providing first aid
教学目
Lead-in
视频: Heimlich manoeuvre
1
2
To summarize the procedure of Heimlich manoeuvre
and understand the cohesion and transition between paragraphs and figure out the structure and the language features of the text by reading.
To use the language and structure of the text and write a narrative essay about providing first aid.
目标一: To summarize the the procedure of Heimlich manoeuvre and understand the cohesion and transition between paragraphs and figure out the structure and the language features of the text by reading.
Activity 1: Look at the pictures and explanations of them, then answer the questions.
Zhang Tao's friend slapping him on the back
Chen Wei performing the Heimlich manoeuvre
Performing the Heimlich manoeuvre on a small child
●Look at the first two pictures.
What do you think the boy on
the right is suffering from
●What do you think the Heimlich
manoeuvre is
choking
a way to help the choking victim
Activity 2: Read the article and then put A-E in the correct places
in the text.
A Choking victims usually have only about
four minutes before they collapse and
sometimes die
B If you see someone choking, first call the
emergency services
C Chen wasted no time
D With choking victims, every minute counts
E Doing the Heimlich manoeuvre on a small
child is not recommended
Paragraph 2:______
Paragraph 3:______
Paragraph 4:______
Paragraph 5:______
Paragraph 6:______
E
C
A
B
D
Think:
1) What kind of sentences are missing
2) What functions does it usually serve in a paragraph
First sentence in the paragraph.
As topic sentence to give the main idea of the paragraph and/or to link up ideas between paragraphs.
Activity 3: Read the article again and choose the correct words to
complete the sentences.
1 Chen Wei was a friend / complete stranger to Zhang Tao.
2 When Chen Wei reached Zhang Tao, Zhang Tao was sitting on the chair
/ standing.
3 The Heimlich manoeuvre is quite easy / difficult to do.
4 You will know that the victim is choking if he cannot speak / stops
breathing.
5 To help a small child who is choking, you need to lay the child face
up / down on your lap and slap his upper back.
6 Chen Wei was able to save Zhang Tao because he learnt the Heimlich manoeuvre at school / from a first-aid manual.
Activity 4: Study the structure and the language features.
Task 1 Reread the article and how many parts do you think
this passage should be divided into What is the main
idea of each part
Part 1 (Paragraphs 1-2): the story of a choking incident
Part 2 (Paragraphs 3-6): the introduction of the Heimlich manoeuvre
Part 3 (Paragraph 7): comments on the choking incident
Task 2 Then answer the questions below.
1 Part 1: ●Who were the people involved
●What happened
●Where did it happen
2 Part 2: What did Chen Wei do
3 Part 3:How does the story end
4 What purpose does the quote at the end of the essay serve
1 Who: Chen Wei, a high school student in Beijing, and Zhang Tao, a
fellow diner at a restaurant
What: Zhang Tao was choking on some steak while eating.
Where: At a restaurant.
2 Chen Wei performed the Heimlich manoeuvre on Zhang Tao.
3 Chen Wei saved Zhang Tao, then the ambulance came and doctors
checked Zhang Tao and said that he was fine.
4 It provides a good way to wrap up the essay. It also tells the reader
about Chen Wei's emotions and opinions, and gives unique insight
into his character.
Check your Answers:
Write a narrative essay
A narrative essay tells a story. Like all good stories, it has three parts: the set-up the conflict, and the conclusion. The setup tells you about who, what, and where. The conflict always involves a challenge or difficulty that the characters face. The conclusion is the end of the story, where the problem in Part 2 has been solved.
Task 3 What words are important when you tell a story about
providing first aid Do you think the writer describe
actions accurately What words did the writer use
choke on some steak、hold his throat with his face turning red、help Zhang to his feet、do/perform the Heimlich manoeuvre、force out、slap the victim's back、give firm slaps to his upper back、wrap your arms around his waist、make a fist、place it in the upper part of his stomach、grab your fist、push up and into his stomach in one motion、lay the child face down on your lap with the head lower than the rest of his body
Suggested Answers:
目标二: To use the language and structure of the text and write a
narrative essay about providing first aid.
Activity 1: Work in pairs. Discuss your experiences of giving first aid
in an emergency. If neither of you have any experiences,
discuss stories you have read or heard about, or think up
a situation.
Activity 2: Task 1 Write an outline of the three parts in your story.
Then think of a good quote to sum things up.
Suggested Answers:
Questions Key words
Part 1 Who What Where
Part 2 The process
Part 3 The end
Part 4 Any comments
Task 2: Write your narrative essay.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________
time to write
Activity 3: Task 1 Exchange your draft with your partner. Use this
checklist to help you revise the draft. Then take back your
draft and revise it using your partner's comments.
Is the narrative essay clear
Does it have three parts
Does the first part tell you about who, what, and where
Does the second part show a conflict
Does the third part give the conclusion
Is there a good quote to sum things up
Are the details of the story easy to understand
Task 2: Put up your narrative essay in the classroom or read it
to your class.
Sample Essay:
One morning, David was working at his home office while watching his infant daughter Jane who was crawling on the floor. Suddenly, he noticed that she had picked something up and put it in her mouth. Then she began to move like she was struggling. He quickly jumped from his chair and ran over and picked her up. Going back to his chair, he held her in his lap and saw that she was still struggling with a frightened look on her face. However, she was not crying or making a sound.
He carefully opened her mouth to see if there was obstruction. Not finding anything, he then gave her a few hard slaps on her back.
It worked! Within a seconds a small button fell from her mouth onto the floor, and she was breathing once again. Thanks to David's quick thinking, Jane was saved.
David now teaches life-saving techniques at the local college, and he uses this story to impress upon students the need for quick action. “When seconds count,” he said, “an ambulance is often minutes away.”
1. What’s the procedure of Heimlich manoeuvre and
what functions does the first sentence usually serve
in a paragraph
2. How to write a narrative essay (共26张PPT)
人教选择性必修第二册
Unit 5
Assessing Your Progress
教学目
Lead-in
Do you know how to perform
Heimlich manoeuvre
Review
1
2
To review the key words, expressions and grammar
by finishing the exercises.
To learn and teach others about first aid and make
your own first-aid kit.
To understand the Para-Life rescue by watching
the video.
3
目标一: To review the key words, expressions and grammar by finishing the
exercises.
Activity 1: Task 1 Recall the key words and phrases in this unit,
share their usages.
technique, organ, ray, radiation, acid, millimetre, minor, victim, fabric, loose, urgent, ease, wrap, bath, slip, mosquito, elderly, carpet, operator, ambulance, delay, needle, ward, ankle, bleed, panic, interrupt, scream, fellow, choke, steak, desperate, practical, fist, grab, tight, motion, justify, welfare, collapse, foggy, suburb, membership
sense of touch, electric shock, IV needle, vital sign, help sb to one's feet, face up/down, sleep in, out of shape
Task 2 Circle the correct word in each sentence.
1 The cloth/fabric of this bag is soft and light. What is it made of
2 The Red Cross is looking for volunteers who are concerned
about the welfare/happiness of their fellow men.
3 When Lisa noticed the fire, she rushed to grab/grasp the fire
extinguisher outside the door of the flat.
4 These trousers are too loose/lose — I'm having trouble keeping
them up.
5 After the theft, the police were called to investigate the accident/
incident.
6 I heard desperate/serious cries for help when I walked past that
old building. I reacted quickly by rushing into the building.
7 John's alarm didn't go off, so he slept in and was awoken by the
radiations/rays of sunlight coming in through his window.
8 We should always do what we can to take care of the elderly/old
and any others who might be in need
Activity 2: Task 1 According to the table, review the structure of the
the -ing form and summary the function of it.
1) Structure
2) Function
主动语态 被动语态
肯定式 否定式 肯定式 否定式
一般式 doing __________ __________ _____________
完成式 __________ done __________ __________ having been done _____________
_____________
having
not doing
not having
done
being done
not being done
not having
been done
●作定语:说明被修饰词的性质、特征、用途，或所修饰的人/事物的
动作、状态;
● 作表语:说明主语的性质、状态或内容;
●作宾语补足语:补充说明宾语正在进行的感官动作、心理状态或使役
动作等;
●作状语:表示动作发生的时间、条件、结果、原因或伴随状况等;
●作主语:表示事物化、抽象化概念;
●作宾语:表示动作的对象，或代替it作真正的宾语。
2) Function
Task 2 Complete the passage with the correct forms of the verbs in the box.
get return ride sit slow throw try turn walk want
_________ for long hours every day in an office for several years, Nancy Jones felt that she was getting out of shape and decided that she needed to get some exercise. So, instead of going to and from work every day by bus, she started riding a bike because ______ was an enjoyable activity for her. One night she had to work till late and it was foggy outside when she left the office. Her bike did not have a light, so ________ home by bike would be dangerous. __________(not) to risk having her bike stolen, however, she decided to ride it home anyway.
Having sit
riding
returning
Not wanting
The first few kilometres had plenty of street lights, but ______ onto a side road in the suburbs she found herself in the dark. _______ down, she tried to see in front of her, but it was impossible. Then without warning, her bike hit a rock, ________ her to the ground. ______ to get up, she discovered that her ankle was broken. Unable to stand or walk, she found herself in alarming pain. Fortunately, she was able to call an ambulance with her mobile phone, and they took her to a hospital. However, it was several months before her ankle recovered and she found _______ easy again. _______ a gym membership near her office, Nancy decided that there were other ways of keeping fit.
get return ride sit slow throw try turn walk want
turning
Slowing
throwing
Trying
walking
Getting
Think: Why did the accident occur How should we try to avoid accidents in life
Suggested answers:
Nancy fell off her bike because she was riding on a dark road on a foggy night and her bike did not have a light. Nancy risked riding home because she did not want her bike to get stolen. We should try to avoid accidents by loving ourselves more than our possessions, and paying better attention to the risks and dangers around us.
Activity 3: Reflecting
◎ What did you learn about first aid that you did not know before
◎ What do you think we should be like if we want to work as a first-aid
doctor or volunteer
◎ What could we do to warn people of various dangers and to prepare
them for different emergencies
◎ Has the unit encouraged you in any way to want to look after the
welfare of others
◎ Overall, I thought this unit was ○interesting ○useful
○so-so ○difficult.
目标二: To learn and teach others about first aid and make your own first-aid kit.
Activity 1: Learn and teach others about first aid
Task 1 In groups, choose one of the medical emergencies in the photos below.
heart
attack
sprained ankle
burn
broken arm
choking
sunstroke
bleeding
nosebleed
Task 2 Research how to perform first aid for that medical emergency.
Task 3 Make an instruction leaflet for giving first aid for that emergency.
Include illustrations for any points that are not clear.
Task 4 Combine all the leaflets to make a first-aid manual for your class.
Activity 2: Make your own first-aid kit
Task 1 With a partner, research what should be included in a first-aid kit, how the items in the first-aid kit should be used, and in which emergencies they should be used.
Task 2 Collect the items and put them in a box or container that is easy to store and find. In most cases, the items for a first-aid kit can be bought cheaply at a pharmacy.
Task 3 Draw up an information sheet to go in the first-aid kit. It should include emergency phone numbers, a list of the items, and an explanation of how to use the items.
Use the table below to help you.
Emergency phone numbers
Items When to use How to use
1
2
3
Task 4 Present your first-aid kit to the class. Introduce and
explain the use of each item.
Suggested answers:
Emergency phone numbers Police: 110; Ambulance: 120; Fire: 119
Items When to use How to use
1 hydrogen peroxide or alcohol; gauze or cotton balls an open wound Use gauze or cotton balls to wipe the liquid over a wound in order to clean it.
2 bandages a small wound Cover a wound with a bandage.
3 gauze; medical tape; scissors a large wound Cover a wound with gauze and then tape it securely to the body. If a wound is bleeding heavily, use gauze to press down on it until bleeding stops or help arrives.
4 antibiotic cream a small wound Apply it to a wound to stop infection.
Emergency phone numbers Police: 110; Ambulance: 120; Fire: 119
Items When to use How to use
5 plastic gloves when dealing with blood or dangerous fluids Put on gloves before offering first aid.
6 aspirin heart attack Give one pill to someone suffering a mild heart attack.
7 pain reliever pain or fever Use it as directed on the bottle.
8 elastic bandages sprains or broken bones For an ankle sprain,wrap a bandage securely around the ankle for support and to hold down swelling. For a break,use a bandage to secure a splint to the arm or leg.
9 First-aid manual to gain information on how to treat an injured person at the scene Refer to the contents page to find the relevant information for the situation.
目标三: To understand the Para-Life rescue by watching the video.
Activity 1: Before you watch
Complete the sentences with the correct words.
1 ________________ is a type of aircraft with a lightweight engine and
a large propeller strapped to the pilot.
2 ________________ is in Brazil.
3 ________________ is a man who started the Para-Life rescue service
business in 1995.
4 ________________ is something that can be worn in the water to
prevent you from sinking.
A paramotor A life preserver Copacabana Beach Ruy Marra
A paramotor
Copacabana Beach
Ruy Marra
A life preserver
Activity 2: While you watch
Task 1 Decide if the following statements are true (T) or false(F).
1 Marra has a staff of twenty people working for him. T___ F___
2 Marra's company has saved the lives of more than eighty people.
T___ F___
3 Marra did not need government approval to set up his company.
T___ F___
4 Marra communicates with the paramotor pilots through two-way radios.
T___ F___
5 A rip current is a dangerous flow of water that moves away from the beach. T___ F___
Task 2 Number the following steps in the correct order.
____ The pilot calls the lifeguards.
____ The pilot manoeuvres close enough to drop the life preserver
to the swimmer.
____ The pilot sees a victim.
____ Para-Life pilots strap themselves into the paramotor.
____ The pilot then continues to fly above the victim until the
lifeguards arrive.
____ The pilot files against the wind to reduce flight speed.
3
5
2
1
6
4
Activity 3: After you watch Discuss the following questions in groups.
1 What are some advantages of paramotors over traditional forms of water
rescue What are some disadvantages
2 As a business, how might the Para-Life rescue service make money Is it
right to charge victims for rescue If so, how much should they be charged
What if they cannot pay
3 What other interesting or new kinds of rescue are there How do they work
Suggested answers:
1 The main advantage is the ability to spot the person who is in trouble and get there quickly. The main disadvantage is that the paramotor cannot land and pick the person up.
2 It could make money through a contract with the government.
While it does not seem right to charge the victims money, in fact ambulance services, doctors, purses, and hospitals charge victims money all the time. If people are charged money, it should be based on the time and expense required to rescue them, but that amount is hard to determine. As the victim would be billed after the rescue, if the victim cannot pay it will be just like any other bill the victim might have.
3 One kind of rescue involves dogs that can sniff out people trapped in buildings after an earthquake. The dog just wanders over the ruined building sniffing the ground. If it smells a person, it makes a sign or begins to bark. Rescuers then know where to dig. As a person can survive for as long as three days without water, so long as the person can breathe and is not too badly injured there is still a good chance of rescue in this situation.
1. Recall some key words and phrases in this unit.
2. Show your your own first-aid kit to your classmates.
3. What do you think of the Para-Life rescue (共29张PPT)
人教选择性必修第二册
Unit 5
Reading and Thinking (I)
Learn about first aid for burns
教学目
Lead-in
视频：First aid tips
1
2
To read for the information from the hospital leaflet, understand text types and learn about first aids for burns.
To use the words and phrases from the text correctly and understand or infer the meaning and usage of words through English definition.
目标一: To read for the information from the hospital leaflet, understand
text types and learn about first aids for burns.
Activity 1: Check the new words and phrases first. Read the
words and phrases, and say the Chinese meaning loudly.
technique
radiation
electric shock
ray
minor
organ
millimetre
loose
ease
victim
fabric
sense of touch
acid
urgent
Activity 2: Task 1 Before you read, discuss these questions in groups.
1 What first-aid techniques do you know of
What kind of burns
do you know
2 If someone you know suffered a burn, what would you do
Fill the chart below first and then check your answer after reading.
Burn treatments Confirmed in the text To be confirmed
1. 2. 3. ...
Activity 3: Task 1 Think and answer the questions.
●What are some common text types you know about
●How can you identify a text type
●Why is it important to understand text types
Letter, diary, news, fable, etc.
By paying attention to the style of writing and language features.
By understanding text types, we can discover the purpose of a text thus predict its contents.
Task 2 Look through the text and identify its style and language
features. Then tick its text type from the list below.
_____ advertisement _____ blog post
_____ hospital leaflet _____ email
_____ newspaper article _____ short story
Understand text types
Different kinds of texts can be identified by their style of writing and language features. By understanding the text type of a piece of writing, you can better understand its purpose. You can also better understand where to find information in the text, and what kind of information it is likely to contain.
Task 3 Read again and decide if the following statements are
true (T) or false (F).
1 Your skin gives you protection from many dangerous things. T__F__
2 A first-degree burn has this name because it is the most serious. T__F__
3 Second-degree burns can be the most painful kind of burn. T__F__
4 It is important to use cool water to stop the heat from remaining
in the wound regardless of the degree of the burn. T__F__
5 Putting butter or oil on burns helps because it may reduce T__F__
swelling and ease discomfort.
Reading Tip:
Pay attention to the key words.
Activity 4: Task 1 Complete the table to summarise the information
about first aid for burns.
Details Types
First-degree burns Second-degree burns Third-degree burns
Depth ________________of the skin ________________ of the skin __________ of the skin and sometimes ________ underneath
Characteristics dry, red, and mildly ________; mildly _______; turn ____ when pressed red and swollen; _______; _______ surface; extremely _______ black and white; swollen; ___________________ can often be seen; little or no pain if ______ are damaged
Treatment place under________________within the first ten minutes→____ the burnt area→__________clothes→_____ the burn→burn on the face: make sure the victim can __________→second or third-degree burn: take the victim to__________________
top few millimetres
below the top layer
every layer
the tissue
the tissue underneath
nerves
swollen
painful
white
blisters
watery
painful
cool running water
dry
remove any
cover
still breathe
the hospital at once
What other information from the text is not included in the table
How to comb the text information in your way
Functions of the skin
Types of burns
Causes of burns
Damage and examples
Characteristics
Treatment
Task 2 Read the text again and pay attention to the language characteristics of the text. And then answer the questions below.
●What is the genre of this text Is it a narration, a description,
an argumentation, or an expository writing
●What kinds of things are mentioned in the text
●Is this text mainly written in first, second or third person
●What tense is used
●Are there any passive voices How do they make you feel
●What other language features did you find
●What adjectives can you think of to describe this text
●What is the genre of this text Is it a narration, a description,
an argumentation, or an expository writing
●What kinds of things are mentioned in the text
●Is this text mainly written in first, second or third person
●What tense is used
An expository writing.
Functions, causes, different types, characteristics, and procedures.
In second and third persons.
The simple present tense.
Check your answers:
● Are there any passive voices How do they make you feel
● What other language features did you find
● What adjectives can you think of to describe this text
Yes. They make the text sound objective.
For example, the -ing form.
Objective, scientific, professional, specific, clear, concise, etc.
Activity 5: In groups, discuss the following questions.
1 How are people most likely to get burnt
2 What steps can be taken to help prevent these burns
3 What other advice do you know of about first aid for
burns Is it good advice or bad advice Why
1 Most people are likely to get burnt in the kitchen, by picking up a hot pan, or by getting cooking oil spilt on themselves.
2 Being aware of the danger is a good first step. For example, you should check to see if the burner is on before touching a pan on the stove. You should also use oven mitts when touching a hot pan. If you are using cooking oil, you should make sure that the pot is set firmly on the stove so that it cannot spill, and that it is not too full of oil.
3 I had an uncle who said that you should put vinegar on burns. I think that this is terrible advice, because it can cause pain and can dry out the skin.
Suggested Answers:
人教选择性必修第二册
Unit 5
Reading and Thinking (II)
Build up your vocabulary
目标二: To use the words and phrases from the text correctly and
understand or infer the meaning and usage of words through
English definition.
Activity 1: Find the important words, phrases, and language points
you want to share their usage to your partner. Discuss in
groups and then share with the class.
1. As you can imagine, getting burnt can lead to very serious injuries.
1) As you can imagine是由as引导的非限制性定语从句，这里as的意思是“正如”，指代后面整句话的内容。这个用法与which引导的非限制性定语从句类似，但which引导的非限制性定语从句位于主句之后，而as引导的定语从句位置则相对灵活，在句首、句中或句末都可以。
e.g. The earth, as we all know, moves round the sun.
As we had expected, the soccer team won the game again.
He is absent, as is often the case.
2) get常与过去分词连用(尤其是形容词化的过去分词)，构成系表结构，表示状态的变化，即动作的结果。“get+过去分词”结构的常见搭配有get lost、get stuck、get arrested、get caught、get broken、get dressed、get married等。
e.g. Workers in urban areas usually get paid by the hour.
Don't play with knives. You might get hurt.
The students are getting prepared for the sports meet.
除了get之外，become和grow等动词也有类似用法。
e.g. Soon the room became crowded.
My eyes soon grew accustomed to the darkness.
2. Applying oil to the injured areas is a bad idea, as it will keep the heat in
the wounds and may cause infection.
1) I. apply是动词,在句子中的意思是“涂;敷",即to put or spread something
such as paint, cream, etc, onto a surface。
e.g. Apply the cream evenly to your face and neck.
II. apply还有表示“申请;请求”和“使用; 应用”的含义。
e.g. She applied for a job with the local police station.
In this way they can better apply theory to practice.
2) the injured area是过去分词位于名词之前作定语的用法。
在语义上,过去分词作定语表示被修饰的名词与该动词是
被动关系;在时间上,表示动作已经发生或完成。类似的
例子还有fallen leaves(落叶)、retired doctors(退体的医生)、
boiled water(开水)。
e.g. We needed much more qualified workers.
Activity 2: Write a word you have learnt in this unit before each definition.
1 _____ a part of the body that has a particular purpose, such as the heart
or the brain
2 _____ a chemical, usually a liquid, that has a pH of less than seven
3 _____ one thousandth of a metre
4 _____ energy sent out in waves
5 _____ material used for making cloth, curtains, etc.
6 _____ a person who has been attacked, injured, or killed
What part of speech can be determined
by the key words in the definition
each definition
noun
Check your answers:
1 ____________ a part of the body that has a particular purpose, such as
the heart or the brain
2 ____________ a chemical, usually a liquid, that has a pH of less than seven
3 ____________ one thousandth of a metre
4 ____________ energy sent out in waves
5 ____________ material used for making cloth, curtains, etc.
6 ____________ a person who has been attacked, injured, or killed
organ
acid
millimetre
radiation/rays
fabric
victim
Activity 3: Task 1 Tell the difference between each pair of words.
rise vs arise
encounter vs come across
endure vs stand
underground vs subway
reject vs decline
surprise vs astound
口头语言和文学用语
正式用语和非正式用语
书面用语和口头用语
英式英语和美式英语
隐含意义不同
语义强烈程度不同
Task 2 Choose the right word(s) from A-C to complete each
short conversation.
1 A:The price for this car Fifteen thousand dollars out the door!
What a deal!
B:Well, if the car hadn't been in an accident, that would be a
good price, but it has a few ______ problems.
A slight B minor C tiny
2 A: Ouch! My leg really hurts!
B:Why don't you take some medicine to ______ the pain
A reduce B relax C ease
A/B
A/C
3 A:Have you treated any real emergencies in your first-aid course
at the Red Cross
B:Well, they let us ride along with some paramedics. Once, we gave
first aid to a ______ of a traffic accident before rushing him to the
hospital.
A victim B patient C sufferer
4 A:Did you hear that three people died in a fire last night
B:What a terrible ______! How did it happen
A accident B incident C occasion
5 A:Can I see you for a moment
B:Is it a matter of ______
A urgency B emergency C seriousness
A
A
A
Task 3 Role play the conversations.
Activity 4: Read the passage about chemical burns and fill in the
blanks with the correct forms of the words in the box.
incident loose urgent organ acid victim
A chemical burn occurs when your skin or eyes come into contact with an _____ or other chemicals. Such _______ can be very dangerous and require ______ attention. Chemical burns can even affect your internal ______ if the chemicals are swallowed. First aid should be given to chemical burns immediately. For example, wrap the burnt area ______ with a clean cloth if possible. It is important to send the ______ to the hospital right away if he or she is severely burnt.
victim
acid
incidents
urgent
organs
loosely
Retell the passage “First aid for burns” with the help of the table.
Details Types
First-degree burns Second-degree burns Third-degree burns
Depth ________________of the skin ________________ of the skin __________ of the skin and sometimes ________ underneath
Characteristics dry, red, and mildly ________; mildly _______; turn ____ when pressed red and swollen; _______; _______ surface; extremely _______ black and white; swollen; ___________________ can often be seen; little or no pain if ______ are damaged
Treatment place under________________within the first ten minutes→____ the burnt area→__________clothes→_____ the burn→burn on the face: make sure the victim can __________→second or third-degree burn: take the victim to__________________
top few millimetres
below the top layer
every layer
the tissue
the tissue underneath
nerves
swollen
painful
white
blisters
watery
painful
cool running water
dry
remove any
cover
still breathe
the hospital at once
