高二英语教案[上学期]

Unit 6 Life in the future
I. Brief Statements Based on the Unit
The topic of this unit is about the human being’s 1ifein the future．This unit is made up of warming up，listening，speaking，pre-reading，reading，post-reading，language study and integrating skills．These tasks will be finished in five periods．In the first period，we’ll do warming up，listening and speaking to improve the student’s listening and speaking abilities．At the same time．arouse the students’ interest in the topic of this unit．In the second period，we’ll finish the task 0fpre-reading,reading and post-reading．In post—reading，let the students give free rein to their imagination by discussing some questions．We’11 read a passage about1ife in the future．It will tell us what the human beings life will be like in the future．In the meanwhile we’ll learn
The third period consists of two parts：Word study and Grammar-Noun Clauses．Through word study we’ll revise some words and phrases，which are related to the topic of this unit．As to the grammar：Noun clauses, we can master them by doing more practical practice given in the textbook and workbook．The main purpose of the fourth period is to train the students’ reading and writing abilities by reading and writing a short pas-sage about 1ife in the future．In the last period, we’ll deal with the grammer in this unit-Noun C1auses．In a word, we can train the
students’ listening, speaking ,reading and writing abilities by doing the exercises the textbook and the workbook provide．
Ⅱ.Teaching Goals
1．Talk about life in the future．
2．Practise making predictions．
3．Learn about Noun Clauses(2)．
4．Write a definition paragraph．
Ⅲ．Teaching Time：Five periods：
The First Period
Teaching Aims：
1.EnCoLlrage the students to use their imagination to talk about life in the future．
2.Train the students'1istening ability．
3.Improve the students’ speaking ability by practicing making predictions．
Teaching Important Points：
1. Train the studcnts'1istening ability．
2. Let the students give free rein to their1imagination.
Teaching Difficult Points：
1．How do improve the students' listening ability．
2．How to finish the task of speaking.
Teaching Methods:
1．Listening-and-answering activity to help the students go through the listening material．
2．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．some pictures
2．a tape recorder
3，a projector
4．the blackboard
Teaching Procedures：
Step I Greetings and Lead—in
T：Good morning／afternoon，everyone.
Ss：Good morning／afternoon，teacher.
T：Sit down，please．Now we're having a class in a bight and spacious class-room with modern equipment such as radios and computers．And we all live a happy life today．We can get whatever we want．Do you know how did people live in the past
(One student stands up．)
S：When I was a child，my great-grandfather often told me the stories of him in the past. He often got hungry and didn’t have enough money to go to school and had no chance…I think people live a miserable life in the past.
T：Yeah．People lived a hard in the past．With the development of science and technology, people's life has changed a lot．Now we all live happily. What do you magine life will be like in the future Today we are going to study Unit 6 Life in the future. (Bb: Unit 6 Life in the future)It will tell us what life will be like in the future.
Step Ⅱ Warming up
T：Now let's first have a discussion about the future of one of the areas in our books．Discuss them in groups of four．After a while，I'1l ask one of you to report the results．
T：Now please discuss some questions．(Show the picture and questions on the screen．)
How will people travel in the future
Where will they go Why
(Give the students another two minutes to discuss．)
T：Who’d like to tell me how people will travel in the future and where they will go and why
(One Student puts up his hand．)
T：Oh，Li Jun，you have a try．
S：I think people will travel by using public transport．Electric cars will be traveling through the streets day and night．Anybody will be able to stop one and take it．They can go wherever
they want．
S：I think people will travel by car，which doesn't burn gas，but solar energy．Instead of wheels，the car needs a Cushion of air．Thus。it can float in the air．You can go wherever you want as long as you press a button on the computer in the car．What's more，it won't cause any pollution．
(And then ask some Students to re-port．)
How wi1l people communicate in the future
S: People will communicate with each other with
computers, which are set in the watches.
Where will people work in the future
What kind of jobs will they have
S：People wil1 work at home．The only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us． How will people do business in the future
What kind of money will they use
S：By the year 2l00，shops will no longer exist．Computers will have replaced them，and people will order goods from home．Instead of paper money，they will use credit cards．
What languages will people speak in the future
Will people still speak Chinese and Eng1ish
S：Instead of any language，people Will use code to talk with each other．If they use a language to communicate，I think t11ey Will speak Chinese．Because our country will be the strongest one．
What will schools be like in the future
What subjects will people study
S：Schools will be set up on the Internet．Students can stay at home and use computers to study．We can also down-load some information．We'll study social sciences，natural sciences and so on．Schooling wi11 be much more interesting and effective．
(After discussing all the questions，the teacher says the following．)
T：In spite of all these changes，man in the future will still have a lot in common with us．They wi1l have thoughts and emotions similar to ours．Anyhow，they will be human beings．
Step Ⅲ Listening
T：Now open your books at Page 42．Let's do some Listening．First Part 1．You're going to listen to a letter about Mekanika's life．Listen carefully and pay attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．Write down what you hear．At last I'll check the answer with you．Is that clear
Ss：Yes．
T：OK．Let's begin．
(Teacher plays the tape for the first time．Then plays for the second time，during which time teacher may pause for the students to write down the in-formation
．Finally teacher checks the answers in Part l with the whole class．)
T：Next listen to Part 2 and do the two exercises in them．
(Teacher lets the students go through the Exx in Part 2 and then plays the tape for the students．At last check the answers．)
Step Ⅳ Speaking
T：NOW look at the picture in Speaking Part．There are two girls in the picture．One girl is working on the computer．The other is making a phone call．Can you find anything different between them
Ss：No．They are the same．Maybe they are twins．
T：No，they aren't twins．One of them is cloned．With the development of technology，scientists will be able to clone persons as well as animals．Suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．Now work in groups of four to discuss the question whether the new techno1ogy should be used．First give your opinion and tell the reason．Write it in your textbooks．After that make up a short dialogue, using the information in your books and the usefulexpressions on the blackboard.
(Bb：It would be wonderful if…
It would be bad for…if…
It’s possible/impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…)
(Teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)
Sample dialogue：
SA：With the development of science and techno1ogy，the double would be made in the future．I think it would be a good idea to have a double. Because we could use the double to do the things we don't enjoy，for example, we could let the double finish our homework．
SC：I agree with you．I would 1ike to have a double, too，because I don't have time to do all the things I'd like to do．For example，if I didn't have time to watch an exciting football game, I would let the double watch it. SB：I don't agree with you．I think having a double might be dangerous because you don't know what the double might do．For example，the double might steal what they what they want or kill the person they hate. SD：Yes，they might do something wrong. What's more，having doubles would make people confused，because no one would
know who the double really was or how to treat it．For example, the double wouldn’t have any parents and no one would see to them.
SC：But having a double would be wonderful，because you could let the double do whatever you want them to do．
SA：Having a double would also be good because the double could attend an important meeting instead of you if you were ill．
SD：But I think it would be bad for society if people had doubles because they would make trouble for our society.
Step V Summary and Homework
T：Today we've done some listening and speaking and known how to make pre- dictions．Besides，we've also learnt some useful expressions on the black- board．After
class．write down the dialogue you made in your exercise books and preview the reading passage on Page 43．
Step Ⅵ The Design of the Writing on the Blackboard
The second Period
Useful expressions:
It would be wonderful if…
It would be bad for…if…
It's possible／impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…
Step Ⅶ Record after Teaching The Third Period
Teaching Aims：
1．Review the words and expressions learned in the last two periods．
2．Learn and master the Noun Clause used as the Subject．Object and Predicative．
Teaching Important Points：
1．How to guess the missing word according to the given sentence．
2．How to master the usages of the Noun Clause used as the Subject，Object and Predicative．
Teaching Difficult Points：
1．The choice of the connectives．
2．The word order in the Noun Clauses used as the Subject。Object and Predicative．
Teaching Methods：
1．Review method to consolidate the words and expressions learned in the last two periods．
2. Explanation and inductive methods to make the students master the usages of the Noun Clauses used as the Subject，Object and Predicative．
3．Individual or pair work to make every student work in class．
Teaching Aids：
l. a projector
2．the blackboard
Teaching Procedures：
Step I Greetings and Revision
Greet the whole class as usual.
T：Yesterday we learnt a passage about life in the future．Who can tell me what the future will be 1ike
S：Let me try．In the future, we will travel by car，taxi，bus or train that won't pollute the air any
more．We’ll buy things on the Internet instead of in the shop．And we’ll be able to enjoy a longer and healthier life…
Step Ⅱ Word Study
T：Very good．In the text．we also learnt some important words and expressions．Now let’s have a dictation．Take out a piece of paper and write them down on it．
(Teacher dictates the words and expressions learnt in the last two periods. Including forcast，trend．Urban consumer，tiny，customer, cash，regularly．effort，and physician．After that，let the students hand them in．)
T：OK．Now look at Language Study on Page 45．First look at Ex．I in Word study．Read the sentences and find a word from what we dicatated just now to complete each. You are given five minutes to do it．Read first and then complete the sentences according to the meaning of them．Is that clear
Ss：Yes．
T：OK．First do it by yourselves．Then discuss them in pairs．After a while，I’ll ask some of you to say you’re answers and give the Chinese meaning of each sentence．
(After a while，teacher checks their answers and corrects the mistake if any．Teacher can give some explanations．)
Suggested answers：
1．forecast 你听天气预报了吗 明天天气会怎么样
2．trend 在中国许多地方使用信用卡已成为一种趋势。
3．urban 许多人想在都市工作而在农村生活。
4．consumers 根据中国法律，被厂家欺骗的顾客可以得到两倍赔偿。
5．customers 因特网有助于厂家和顾客保持联系。
6．tiny 计算机越来越小，有一天我们会在脖子或手腕上带上计算机。
7．cash 旅游时带许多现金是不好的，你最好用银行卡。
8．regularly 这两位女孩以前定期见面,但自从其中一个搬到另一个省后．她们就不能见面了。
9. physician 内科医师就是给病人看病开药方的医生。
lO.efforts 学习外语需要付出很大努力。
T：Well done．Now look at Ex2．Choose the correct phrase to fill in each blank．First look at the phrases in the box．Let’s revise the meanings of them together．(Students say the Chinese meanings of the phrases together．) Now you're given three minutes to finish it． (After a while，teacher checks their answers.)
Suggested answers：
In general, in store, keep in touch with, lead to, paying no attention to
T：Now read this passage again and try to continue the story．Write an ending to the story．After a while，I'll ask some of you to read out your story． (After a while，ask some students to read out their own ending to the story．)
Step Ⅲ Grammar
T：Thank you for your stories．Now please look at the sentences on the blackboard．
(While the students are preparing their stories，the teacher writes the following sentences on the black-board and underlines the clauses with coloured chalk．)
(Bb：1．Who bought the book is un-known
2．They know that the habit may kill them．
3．All I can say is that he has always been good to me．)
T：Who can tell me the function of the clause in each sentence Any volunteers OK．Wang Li，please．
S：In the first sentence，“who-clause” is used as the Subject．“That—clause” in the second sentence is an object clause while in the last sentence “that-clause” is a predicative clause．
T：Is what she said right
Ss：Yes．
T:：Very good．In the Object Clause“that”is optional and can be omitted．But in the Predicative and Subject
Clauses，“that”is necessary and can not be omitted．You must remember that．Are you clear
Ss：Yes．
T：OK．Look at the sentences on the screen and tell which part the Noun Clause act as．
(Show the following on the screen．)
1．What life will be like in the future is difficult ot predict．
2．They are careful about what they eat and exercise regularly．
3．The schools of the future will proba-bly be quite different from what they are today．
4．We can not be sure whether our dreams will come true，but we can at least be hopeful that…
5．If we learn to accept change and appreciate what is new and different, we will be well-prepared for whatever the future may have in store．
(Teacher asks the students to do it one by one．)
S1：“What life will be like in the future” is used as the subject．
S2：“What they eat and exercise regularly” is the object of preposition“about”．
S3：“What they are today” is the object of preposition “from”．
S4：“Whether our dreams will come true” is used as the predicative．
S5：“What is new and different” is used as the object of verb “appreciate” and “whatever the future may have in store” serves as the object of preposition “for”
Step Ⅳ Practice
T：OK．Look at Part 2 on Page 46．Use the expressions in the right box to change your questions about the future in the left box into Noun Clauses．You may do like this． e.g．How we should use modern technology is a big issue．But you should pay attention to the word order in the Notm Clause．Normal word order is used in it. Do you understand
Ss：Yes．
(Give the students three minutes to practise and then ask some of the students to read out their sentences．
One student, one sentence．)
Suggested answers：
1.I can’t imagine what the advantages of e-schools are．
2．Scientists have(not)found answers to the question why there is no life on the moon.
3．The problem is how we should use modern technology．
4．We cannot be sure when we’ll be able to travel in space．
5．They are worried about whether robots will be smarter than people．
6．We cannot be sure whether the future will be better．
T：Now let’s do the exercise in Part 3．The main purpose of this exercise is to
help you understand the differences between a Noun Clause and an Attributive C1ause．Who’d like to tell me the differences between them
S：I’d like to try．A Noun Clause is used as a subject，object，predicative or oppositive in the main clause．An Attributive Clause serves as an attribute to some noun or pronoun in the main clause，and it is of placed after this noun or pronoun．The Attributive Clause is introduced by the relative pronouns and the relative adverbs．
T：Very good．Sit down please．Now please read the sentences in Part 3 first．Then identify the type of clause in the sentences．If it is a Noun C1ause，write“NC”；if it is an Attributive C1ause，write“AC”．Are you clear
Ss：Yes．
T：Now you are given three minutes to prepare it．
(Three minutes 1ater，ask five students to say their answers one by one．)
Suggested answers!
1．NC 2．NC 3．AC 4．AC 5．NC
T：Well done．Now look at Part 4．Re-write the sentences so that they be-come the type of noun clauses in brackets．If you have any problem，you can look at the
example．
(Teacher gives them four minutes to finish it．After that, ask the students to read out their sentences．)
Suggested answers：
1．We must make sure what is needed to open an online store．
2．How we can develop transportation without polluting the environment is still a problem．
3．We don’t know when we’ll have the medicine that can cure any disease．
4．All I want to know is whose book you are reading．
5．Why it is important for us to become lifelong learners is being discussed．That is why it is important for us to be-come lifelong learners．He has told me why it is important for us to
become lifelong learners．
Step V Summary and Homework
T：OK．Today we’ve reviewed the words and phrases we learned in the last two periods．We’ve also learned the Noun Clauses as the Subject，Object and Predicative．You should pay attention to the word order in the Noun Clause and the differences between a Noun Clause and an Attributive Clause．After class，review the content we learnt，especially the Attributive Clause and the Noun Clause as the Subject，Objectand Predicative．Time is up．That’s all for today．
Step Ⅵ The Design of the Writing on the Blackboard
The Third Period
Grammar：the Noun Clause
1．Who bought the book is unknown． the Subject Clause
2．They know that the habit may kill them. the Object Clause
3．All I can say is that he has always been good to me. the Predicative Clause
Step Ⅶ Record after Teaching The Fourth Period
Teaching Aims：
1．Review the useful expressions learnt in this unit by doing some exercises．
2．Do some exercises to consolidate the Noun Clause．
3．Do some reading and writing practice to improve the students’integrating skills．
Teaching Important Points：
1．Help the students master the Noun Clause better．
2．Help the students learn to write a definition paragraph．
3．Improve the students’integrating skills．
Teaching Diffcult POint：
How to improve the students’integrating skills.
Teaching Methods：
1．Revision method to help the students mas-ter the useful expressions and the Noun Clause better．
2．Asking-and-answering activity to go through the reading material．
3．Individual，pair or group work to make ev-ery student work in class．
Teaching Aids：
1．a projector
2．a tape recorder
3．the blackboard
Teaching Procedures：
Step I Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T：Yesterday we learned grammar--the Noun Clause．First look at the screen，please．
(Show the following on the screen．)
1．What life will be 1ike in the future is the topic for today’s class discussion．
2．Can you imagine what life will be like in the future
3．One of the questions that few people can give answer to is what life will be
like in the future．
T：Study the sentences and find out what kind of Noun Clause the underlined part in each sentence is．
(The students prepare for a couple of minutes．Then the teacher may ask some student to say their answers．)
Suggested answers：
1．Subject Clause
2．Object Clause
3．Predicative Clause
T：Good．But generally speaking，it is hard for you to choose connectiyes in troducing the Noun Clause．Only when you know the functions of the connectives can you use the Noun Clause as the Subject, Object，Predicative and Appositive freely．Now let’s do some exercises to consolidate what you have learnt．
(Show the following on the screen．)
Fill in the blanks with suitable connectives．
1．_______composition is the best is known to us a11.
2．He wondered________he was not al-lowed to go out alone．
3．______is to take Li Ming’s place is being discussed．
4．I got very angry with______he said．
5．My idea is_________we should ger more people to finish the work．
6．I wonder_________it is true or not．
7．The problem is___________we could help smokers kick their habit．
8．The news__________we had won in the match excited all．
9．We have no idea_________she was born．
10．That’s________we decided to put the meeting off.
Suggested answers：
1．Whose 2．why 3．Who 4．what 5．that 6．whether 7．how
8．that 9．when／where lO．why
T：In this unit，we’ve also learned some useful expressions．Do you remember them Now let’s do an exercise to re-vise them．please look at the screen．
(Show the following on the screen．)
Complete the sentences，using the ex-pressions learnt in this unit．
1．_______his work has been good，but this essay is terrible．
2．You should________your friend by let-ter．
3．Please_________what I am saying．
4．He always keeps several baskets of apples________．
5．The misprint________great confusion．
6．He_______her before she vanished(消失)into the crowd．
7．His dream of being a famous singer________at last．
Suggested answers：
1．In general 2．keep in touch with
3．pay attention to 4．in store
5．led to 6．caught a glimpse of
7．came true
T：In this unit，we’ve also read a passage about life in the future．Now please think out some words you can use to describe life in the future．
(After a while，ask some students to say out the words．)
Step Ⅲ Reading and Writing
T：OK．As we know，people’s life has been changing．It’s getting better and better．What do you think life in the 3lst century will be like will it be the same as that today
Ss：No．We think life in the 3lst century will be very different from that in this century．We’ll live more easily than today．We’ll have a machine do what we want them to．The only thing we need to do is to press the buttons on the computer．
T：OK．Thank you．Today we’re going to read a letter about the way people will
live more than one thousand years lat-er and we can know what the life in the 3lst century will be like．First let me explain some phrases to you：keep sb．Company,a bit and clear up．
(Show the following on the screen．)
1.keep sb．company：remain with sb．so that he is not alone．
e.g.He stayed at home to keep his wife company．
I’ll stay here and keep you company．
2．a bit：rather
e.g．He is feeling a bit tired．
The book costs a bit much．
3．clear up：put in order／make sth．Tidy
e.g．Clear up your desk before you leave the classroom．
Would you please clear up the cup-board
(Bb：keep sb．Company,a bit，clear up)
T：Now open your books at Page 47．Look at Reading and Writing．Here is a letter from Mekanika．Now you’re given four minutes to read it．Then answer some questions under
the letter．The students begin to read．After a while．teacher checks
their compre-hension．)
T：Who’d like to tell me what you would use an e-friend for，if you had one
(One students stands up．)
S：Let me try．If I had an e-friend．I would let him help and help me with my homework．
(Another student begins to give the answer．)
S：I think I would have the e-friend help me take notes
when I was listening to a lecture and play chess with me．Fur-thermor，I would let my e-friend help me if I was in trouble．
T：Thank you．Now the second question：Why is it sometimes difficult for Mek-anika to know what is real and what is an image Any volunteer
S：Because the world and people are imi-tated so well that we can see them，hear them，touch them，talk to them and feel them．They are just like the real world and real people．
T：OK．The last question：How is our 1ife different from the way people lived one thousand years ago
S：Now life is much easier and more con-venient than in the past．We can keep in touch with each other by cellphone or by computer instead of by writing letters．
S：We can travel by car instead of on foot．We can buy things on the Inter-net．We can also get the latest infor-mation by surfing the Internet．
Step Ⅳ Listening and Reading Aloud
T：Now let’s listen to the tape．When I play it for the first time，just listen carefully．When I play it for the second time，please listen and repeat．Then read the passage aloud．Pay attention to your intonation．Are you clear
S：Yes．
(Play the tape for the students to lis-ten．Then when the students read the passage．the teacher goes among them and corrects their mistakes in pronun-ciation，intonation and stress．)
Step V Writing
T：We have known what the life will be in the year 3044．Imagine that you have come back from a trip to the future．You visited the year 4367 and you saw a wonderfulinvention called a Mogray．Now work with your partner and decide what a Mogray is，what it looks like and what
it is used for．
(Teacher asks the students to discuss the questions．And then collect their answers．After that，the teacher says the following．)
T：Now you know what it is like．Please write a paragraph about what a Mogray is．Before writing，you have to complete the outline on the screen．
(Show the following on the screen．)
What can a Mogray
Be used for What does a Mogray
look like
How does it work
(Teacher asks the students to write the outline in their exercise books．Students may have various answers．)
T：OK．You have finished your outline．Please use it to write your paragraph．
(Teacher may let the students hand them in after class,if time is limited．)
One possible version：
Life in the year 4367 is quite differ-ent from life in the 21st century．We will still do many things we do today，but we do them differently．For example，we can use a Mogary to help us．A Mogary is an intelligent robot，which looks exactly like a human being．It can be used in many fields．such as at home，in the factory or in nature． The Mogray can be easily and con-veniently used at home．If you want to travel，you can turn it into all kinds of transport that you like，such as a plane，a car or a train，which use the solar energy without pollution．When it is too cold or
too hot，the head of the Mogray can be used as an air—conditioner,which can keep a proper
temperature．There are all kinds of recipes in its head．It can cook all kinds of healthy and delicious food for yoi if you press the buttons on it．When you are bored，it can read some books for you，which are stored in its brain．It can also play chess with you or communicate with you．It has thoughts similar to yours,Your life will be rich and colorful with a Mogray companying you．
It can be used in many fields．In a word，the earth will become even more beautiful with the help of it．
Step Ⅵ Summary and Homework
T：Today，we’ve learned a passage about the life in the year 3044．At the same time，we wrote a passage about the life in the year 4367．What’s more，we’ve revised the Noun Clause and the useful expressions in this unit．such as in general,keep in touch with，in store…(Write them on
the blackboard．After class，you should master them further by revising what we’ve learnt in this unit．Don’t forget to prepare for the next unit．That’s all for today．Class is over．)
Step Ⅶ The Design of the Writing on the Blackboard
The Fourth Period
Useful expressions：
keep sb．company a bit
clear up in general
keep in touch with in store
pay attention to lead to
catch a glimpse of come true
Step Ⅷ Record after Teaching The Fifth Period
Teaching Aims：
Summarize the usages of the Noun Clauses.
Teaching Important Points：
1．Let students master the functions of the Noun Clauses．
2．Let students know how to choose the con-nectives and the differences among the connectives．
3．Let students correctly use the word order in the Noun Clauses．
Teaching Difficult Points：
1．The choice of the connectives．
2．The differences between“that”and“what”．
3．The differences between“if”and“wheth-er”．
Teaching Methods：
1．Review method to master what students learnt before．
2．Explanation and comparative methods to master the important and difficult points．
3．Practice method to make students use the Noun Clauses correctly．
Teaching Aids：
1．a computer and a courseware
2．a projector
Teaching Procedures：
Step I Greetings
Greet the whole class as usual．
Step Ⅱ Revision
T：Today we’ll review the Noun Clauses．
(Bb：The Noun Clauses)First let’s do some exercises．
(Teacher shows the exercise on the screen．)
Choose the best answers．
1．___________they are leaving for Paris has not been
decided yet．
A．When B．Where
C．That D．Why
2．Go and get your coat．It’s_________you left it．
A．there B．where
C．there where D．where there
3．Last night we heard the news_________the British Prime
Minister was on a three-day visit to China．
A．which B．what
C．whatever D．that
4．It is generally considered unwise to give a
child________he or she wants．
A．however B．whichever
C．whenever D．whatever
T：Please look at the screen．I’ll ask some of vou to tell
me the answers one by one．Any volunteers
S1：The first answer is A．
S2：The second answer is B．
S3：The third answer is D．
S4：The last answer is D．
T：Well done!Sit down，please．Who can tell me what clauses they are
S5：…
Suggested answers：
l.the Subject Clause
2．the Predicative C1ause
3．the Appositive Clause
4．the Obiect Clause
Step Ⅲ Explanation and Summary
T：As we all know，the Noun Clauses can be classified into the Subject C1ause,the Predicative Clause，the Object Clause and the Appositive Clause ac-cording to the function of each clause in the main clause．
(Bb：the Subject Clause．the Predica-tive Clause，the Object Clause and the Appositive Clause)
T：Now look at the sentences on the screen．
I．the Subject Clause
1．Whether he has enough time to finish the work is still a question．
2．It is still a question whether he has enough time to finish the work.
3. Who did that is unknown to all.
Ⅱ.the Predicative Clause
1. The question is who can do the experlment.
2．He looked as if he was going to cry．
3．The reason for his lateness was that he got up late．
4．That was because he got up late．
Ⅲ．the Object Clause
1．I didn’t know that Pierce Brosnan is from Ireland.
2．I find it hard that I learn English well．
Ⅳ．the Appositive Clause
1．Some senior officials eat chicken in public in order to remove the Chi-nese citizen’s fear that it is not safe to eat chicken．
2．Word has come from his sister that she will arrive on Friday．
T：Attention，please．1．In order to keep the sentence balanced．We often use“it”as the formal subject,which re-places the real subject．For example,the No．2 sentence in the column of the Subject．2．“As if”“as though”and“be-cause”can also be used to introduce the Predicative Clause．For example,the No．2 and the No．4 sentences in the column of the Predicative Clause．3．In the sentence if the verb is“make／find／think／believe…”,we can“it”as the formal object,which replaces the real object．We put the real object behind the Object complement．That is to say， Sub．+find／make／think／believe…+it+Object Complement+that clause．For example，I thought it strange that he failed to call me．Now we have known about the usages and the func-tions of the Noun Clauses．But we must pay attention to the conneetives introducing the Noun Clauses．Now please look at the diagram on the screen．You’d better
remember them．
(Teacher shows the diagram on the screen．)
T：Attention,please.
1．In the Noun Clauses，we must use the normal word order—Connective
+Subject+Verb．That is to say,there is no inversion．
e.g．Whether he left is unknown．
That’s why he fell i11．
Can you make sure where Alice has left the gold ring
The fact that he hadn’t said any-thing surprised everyone．
(Teacher writes the four sentences on the blackboard．)
2．Don’t use double connectives in the Noun Clauses．
3．The subordinate conjunction“wheth-er”can introduce all the Noun Clau-ses，while the subordinate conjunc-tion“if”can only introduce an Ob-ject Clause used as the object of a verb．For example，we can’t say“It all depends on if they will support us”．We should say“It all depends on whether they will support us”．
4．The subordinate conjunction“that”has no meaning and doesn’t act as any omponent in the Noun Clau-ses．When“that”is introducing a Noun Clause as the object of a verb(believe，consider，hear，know，say，understand etc)，it can be omitted．
5．The conjunctive pronoun“what”means“the thing that／all that”in the Noun Clauses．“what”intro-duces a Noun Clause．At the same time it can be used as the subject，the object or the predicative in the Noun Clause.You must pay atten-tion to the differences between“that”and“what”．Now let’s look at these sentences on the screen．
That she was closed made us very happy．
What he did quite surprises us．
This is what interests me most．
The reason was that he had never seen her before．
Stcp Ⅳ Practice and Consolidation
T：Now you have known something about the Noun Clauses．Let’s do some exer-cises so that we can use them correctly and freely．Please look at the screen．
I．Correct the following sentences
1．The news which our team had won pleased everyone．
2．I don’t doubt whether he can work out the problem．
3．I have been worrying about if I have hurt her feeling．
4．I don’t know that he wants．
5．The reason why he didn’t come is because he was ill.
6．Who walks around in such a heavy rain will catch a cold．
7．I think important that we learn English well．
8．It’s not certain that the sports meet will be held．
9．This is the suggestion which we have a trip the day after tomor-row．
lO．China is a great socialist country is well known．
Suggested answers：
1．which→that 2．whether→that
3．if→whether 4．that→what
5．because→that 6．Who→Whoever
7．important→it important
8．that→whether
9．which→that
10．China→That China
Ⅱ．Choose the best answers
1．The photographs will show you_________.
A．what does our village look like
B．what our village looks like
C．how does our village look like
D．how our village looks like
2．I still remember________this used to be a quiet place．
A．when B．how
C．where D．what
3．________he said at the meeting as-tonished everybody
present．
A．What B．That
C．The fact D．The matter
4．一Do you remember_________he came
一Yes,I do．He came by car．
A．how B．when
C．that D．if
5．Sara hopes to become a friend of___________shares her
interests．
A．anyone B．whomever
C．whoever D．no matter who
6．________we can't get seems better than_________we
have．
A．What；what B．What；that
C．That；that D．That；what
7．It’s generally considered unwise to give a
child_________he or she wants．
A．however B．whatever
C．whichever D．whenever
8．Someone is ringing the doorbell．Go and see________．
A．who is he B．who he is
C．who is it D．who it is
9．_________she couldn't understand was________fewer and
fewer students showed interests in her lessons．
A．What；why
B．That；what
C．What；because
D．Why；that
lO．These wild flowers are so special that I would
do________I can to save them．
A．whatever B．that
C．which D．whichever
11．Eat___________cake you like and leave the others
for_________comes in late．
A.any；who
B.every；whoever
C.whichever；whoever
D.either；whoever
12．_________he told you is not true．Don’t believe it．
A．That B．What
C.If D.When
13．What a pity_________is that you didn’t arrive．
A．that B．this
C．there D．it
14．_________he accepts or refuses the present is none of
your business．
A．That B．If
C．Whether D．Which
15．His grandfather was among the first to settle
in___________is now a famous
holiday center．
A．what B．which
C．when D．that
Suggestcd answers：
1.B 2.A 3.A 4.A 5.C 6.A 7.B 8.D 9.A 10.A 11.C 12.B 13.D 14C 15.A
Step V Homework
T：In this class，we have done lots of ex-ercises about the Noun Clauses．Now I’ll give you some more exercises．Do them after class．
(Teacher shows the following on the screen．)
Complete the following sentences：
1．Do you still remember________(何时何地见到那位著名的歌唱家吗)
2．_________(无论是谁最后离开教室)
ought to turn off the light．
3．_________(明天是否下雪)makes no difference to me．
4．This is__________(他出生的地方)．
5．She expressed the hope_______(她将再来中国)．
6．___________(你不喜欢她)is none of my business．
7.One of them held the view_________(书中所说的是对的)
8．The question is_________(这本书是否值得看)．
9.She always do_________(她老师让她做的)．
1O.They want to make it clear to the
public_________(他们在做着一件重要的必不可少的工作)．
Suggested answers：
1．when and where you met the famous singer
2．Whoever leaves the classroom last
3．Whether it will snow or not tomorrow
4．where he was born
5．that she would come to China again
6．That you don’t like her
7．that what the book said was right．
8．whether the book is worth reading
9．what her teacher tells her to do
10．that they are doing an important and necessary job
Step Ⅵ The Design of the Writing on the Blackboard
The Fifth Period
Grammar：Noun Clauses
I．the subject Clause
Whether he left is unknown．
Ⅱ．the Predicative Clause
That’s whv he fell i11．
Ⅲ．the Object clause
Can you make sure where Alice has left the gold ring
Ⅳ．the Appositive clause
The fact that the hadn't said any-thing surprised everyone.
Step Ⅶ Record after Teaching
UNIT 7 LIVING WITH DISEASE
The First Period
GOALS:
To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.
To learn some basic knowledge about AIDS.
To help students build the right attitudes towards AIDS.
TEACHING PROCEDURES
Step I. Warming up
1. Lead-in
1) Show a picture of AIDS logo to lead in the subject—AIDS
Are you familiar with this red ribbon
What’s it related to
What doesn’t it mean Do you know
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.
Do you know them
What is their job besides acting
Is it just the problem in China
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brainstorming
Q1: While talking about AIDS, what other diseases can you think of
Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3. How much do you know about AIDS
1) Pair work—questions for discussion
What’s the full name of AIDS
Can AIDS be transmitted
In what ways can it be transmitted
What kinds of people are likely to get AIDS
Do people with AIDS look healthy at first
Is it safe or dangerous to stay or to be friends with them Why
(Students don’t have to give the exact answers. These questions will help them think about this disease—AIDS.)
2) AIDS QUIZ (individual work)
1) AIDS quiz (p.49)—check students’ knowledge about AIDS.
2) Picture quiz —Can the AIDS virus transmitted via the following routes
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients.
Step II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess “What do the letters HIV and AIDS stand for ”
2. While-listening: Listen to the tape and finish exercises in Part1&2.
(Make good use of some pictures and a flash “HIV-cycle” in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
Step III. Talking (Optional)
Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.
(Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
step IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.

The Second Period
GOALS:
To practise supporting and challenging an opinion.
To practise listening comprehension.
TEACHING PROCEDURES
Step I. Revision
Do you still remember this logo What can you learn from it
Q1: Do you remember what it means
Q2: In what ways is AIDS transmitted
Step II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem Why or why not
(Through these questions—
Raise the idea of social problem and come to Speaking part.
Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some Can you use your own sentence to describe one of these social problems
(Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input
Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.
(Refer to the PowerPoint Proper explanation is needed).
About AIDS
1. How many AIDS patients all over the world Where are they And are they young or old
2. What kinds of social problems can AIDS cause
3. How about the situation in China
About drugs
1. Is the use of drugs such as heroin, serious Why do you think so
2. What should we do with it
About Smoking
1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke
2. What kinds of danger can it cause to our body
3. Can you think of the other dangers of smoking
About drinking
1. Do your parents drink Do you think drinking is good or not, or it depends Give your reasons.
2. Can drinking cause some problem to our body What are they
3. Will drinking cause some social problems Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking
If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking
Role play
Group of four
Each acts as the expert on AIDS, drug, smoking and drinking.
Use the expressions to support your opinion or challenging other’s opinions. (p.50)
Language input (Useful expressions)
--Repeat it to strengthen students’ ability of use it.
Supporting an opinion Challenging an opinion
I think that …, because … Perhaps, but what if / about …
First, … Have you thought about …
One reason is that … What makes you think that …
For example, … Could you please explain …
If we / they were to …, we / they could … If I were you, I would …
3. Post-speaking
Conclusion—Class discussion
Q: Could these social problems be avoided Or could we get rid of social problems in modern times What can we do to deal with them
(Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.)
step IV. Homework
1. Finish Listening (P.50) exercises
2. Read the passage “FIGHTING THE VIRUS: HIV/AIDS IN AFRICA” (P127) and finish the Pre-reading exercises (p. 51).

The Third Period
GOALS:
To learn more knowledge about AIDS.
To help students understand the attitudes and spirits of living with disease
To learn some useful language point
TEACHING PROCEDURES
Step I. Pre-reading
1) Q1: What do they look
Show the picture of a father and his son.
(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)
2) Q2: Have you ever seen an AIDS patient How do they look
Show the students some pictures of AIDS patients.
(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)
3) Q3: Are they bad people Do they deserve it
Show more pictures of people infected with HIV or AIDS.
(I’m afraid not. Like any father, “Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017”.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)
4) Q4: Do you want to know more about their life
Our text is about Xiaohua’s life.
What questions do you think will be answered in the text
1._______________
2._______________
3._______________
4._______________
step II. While-reading
1) Skimming:
Q: What’s Xiaohua’s attitude towards her disease
2) Scanning:
Q1: In what ways does AIDS spread
Q2: How many children were infected in 2002
3) Summary：
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS (para2)
3. How was Xiaohua infected (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
step III. Post-reading
1) Questions
(Much of the answers to these questions can be referred to the reading material on P127.)
Q1: Why is AIDS a deadly disease
(Break down/ defenceless/treatment/not available/incurable)
Q2: Why do the young suffer the most
(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)
Q3: What do they suffer from
(Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)
Q4: What can be done to improve the situation
(By the government:
By specialist and doctors:
By other people:
By the patients themselves: )
Q5: As an AIDS patient, what does Xiaohua do
(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)
Q6: What are her wishes
(I wish I could remember
If I were to live long …
I wish people could…
If I were you …
Q7: How do you find her
Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person What would you do
2) Creation
AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.
Is it a good idea to invite Xiaohua to give us a lecture If you were Xiaohua, what would you say to us Please prepare a speech.
Step IV. Homework
1. Preview Integrating Skills—DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2. Learn the whole text by heart.

The Forth Period
GOALS:
To learn some information of cancer and the attitude towards it.
To write a personal narrative.
TEACHING PROCEDURES
Step I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.
Q: For example, if you found out that you had an incurable disease, how do you think your life would change And how would you act towards the change
-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.”
-- Diagnosed with cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you.
Step II. While-reading
Questions:
Q1: How did cancer change the writer’s life
Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different
Q3: Do their experiences strike you
Q4: What have you learnt from them
(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.
I remember having an empty feeling in my stomach and thinking that my life was going to end.
There were days when I wished that I were dead so that I would not have to feel so sick.)
Step III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…
Steps to follow
Step one: think about your past days: what were some events that made you very happy What made you very sad
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example.
Step seven: begin to write.
Step IV. Homework
1. Write an essay about an important event in your life.

The Fifth Period
GOALS:
To learn about some antonyms
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
Step I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua
Q2. What has happened to her
Q3. What is her attitude towards the disease
(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
step II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.
defenceless -- defensive
infect with -- immune to
protected -- unprotected
incurable -- curable
discourage -- encourage
visible -- invisible
3) Practice using these antonyms through exercises.
(Complete the sentences using the antonyms)
1. In February 2003 some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
Step III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (诊断)my illness as a rare skin disease.
2. He has _______ （恢复）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （宝贵）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.
5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）
step plete the short summary of the text with the proper forms of the following words and phrases.
break down the immune system leave defenceless
infect with live with
live life to the fullest die of
available deadly
a lack of on the contrary
AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.
So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.
Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.
Step V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.
Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above.
Step VI. Homework
1. Preview grammar
2. Finish word study exercises on SB and WB

The Sixth Period
GOALS:
To learn the Subjunctive Mood
To make students get familiar with the Subjunctive Mood and master it by using it in different situations

TEACHING PROCEDURES
Step I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right
(Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS
(She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions:
If they go on doing this, what would happen
If you were Xiaohua, what would you like to tell them
If you were a doctor, what would you do
If you were one of them, what would you do
3. Some people do not take Xiaohua or doctor's advices. Finally, they die.
If they had not drunk so much wine, he would not have died at such an early age.
If he had (not)..., he would (not) have...
Ask students to make more similar sentences, using the Subjunctive Mood.
Step II. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you
step III. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
Unit 8 First Aid
Teaching aims and demands
Topic
Talk about first aid and medicine
Words and expressions
Aid drown choke ink wire contain electrical scream witness calm panic ambulance tip slight chest circulate circulation pulse wound blanket motorcycle sudden bite tap loose bandage explanation first aid catch fire keep in mind roll over in honour of in case of a list of
Giving advice
You should always… you must never…
You should not… Please don’t…
You must… You should never…
Make sure that… Never
You ought to /should… You have to…
Grammar
Subjunctive mood (2)
表示与过去相反的事实和结果。
表示与将来事实可能相反的事实与结果。
Goals
Talk about first aid and machine
Practise talking about what you should and should not do
Learn to use the subjunctive mood
Write a process paragraph
Teaching methods
Five-step approach
Teaching Aids
Recorder, textbook and multi-medium
Period One
Goals:
Do the listening and make sure that the students understand it.
Improve the students listening and speaking abilities.
Let the students understand the common sense about the first aid.
Procedures
Step 1 Lead in
Hello, everyone! In our last unit, we learned something about AIDS/HIVE that is doing great harm to human being. Today we are going to learn something about accidents that will also do great harm to human beings. Here are some of them . Look at the pictures on Page 57 and practice as the following.
Step 2 Warming up
Picture 1
A: The drowning man has just been brought out of the water. He is dying.
B: What would you do in the situation
A: We should lay him on his back and try to start his breathing at once.
B: What could we do to prevent this accident
A: We should learn how to swim, never swim alone and don’t swim in dangerous rivers.
Picture 2
A: The woman knocked off her bike by the passing car and was badly hurt.
B: What could you do
A: Don’t move her, and call the ambulance.
B: What could we do to prevent traffic accident
A: Everyone should follow the traffic rules and be attentive and careful and never run in traffic.
Picture 3
A: The man’s house catches fire and is burning down. He is running out of the house.
B: What would you do in the situation
A: We should find the nearest telephone and call 119.
B: What could we do to prevent the accident
A: Don’t leave lamps and candles burning in your house, and be careful when you cook.
Picture 4
A: The girl is hurt and is bleeding badly.
B: What would you in the situation
A: We should help her to press firmly on the bleeding point using a clean handchief.
B: What could we do to prevent the accident
A: Don’t play with knives or the sharp objects.
Picture 5
A: What should you do if you find the old man with a knife in his arm
B: Leave the knife in and get him to hospital as quickly as possible. If you pull the knife out .you
may cause more damage.
Picture 6
A: The man is choking while he is eating.
B: What should you do in the situation
A: If you are well trained in first aid, you can try to get out the thing in the mouth and clear the airway.
B: What could we do to prevent the accident
A: Don’t eat too fast and don’t chew your food. Don’t talk while having food in the mouth.
Words and expressions to be used: drowning bleeding choking situation prevent poison container catch fire electrical equipment first aid
Step 3 Listening
1 Attention please! Now we are going to listen to dialogues in which a nurse is asking two people questions who have just arrived at the hospital, each with a child. Listen to the tape, what happened to each child
2 Listen to the tape again and answer the questions.
3 Listen to the nurse’s questions in the first dialogue and write them down.
Step 4 Speaking
Work in pairs. Use the list of dos and don’ts below to tell each other what you should and should not do.
Suggested answers:
You must make sure that electric wires are safe and the children can’t reach them. If a child plays with an electric wire, it can get an electric shock and be seriously injured. If electric wires are damaged, they may cause a fire. You should also cover outlets and switches that a child can reach.
Make sure that your kitchen is safe. Don’t let children cook alone and teach them what to do if an accident happens. For example, if a pan of oil catches fire, you should turn off the gas and cover the pan quickly. You should never use water to try to put out burning oil. Instead, cover the pan with a lid.
You ought to make sure that everyone in your family knows how to call for emergency (110). If your family knows what to do when there is an accident, they will be much safer. You should have a plan for emergencies and you should learn more about first aid.
You should not put poison into other containers, like empty bottles. A child or other family members may think that it is safe to drink. In fact you might forget that you put the poison there, too. If you must have poison in your house, you should keep it in a safe place and in clearly labeled container.
You should never leave small things on the floor or table which a baby can put into its mouth. The baby may choke on them. You must never play with electrical equipment.
You should never use ladders on a wet floor. The ladder may slip and you will fall and hurt yourself. If you are using a tall ladder, ask someone to hold the ladder for you.
Period Two
Goals
Improve the students’ ability of the reading comprehension.
Let the students get enough first aid knowledge and learn what they should do and what they should do and what they should not do during the process of first aid.
Let the students learn new words and useful expressions to talk about accidents and first aid.
Procedures
Step 1 Lead in
Hello. Everyone! Last time we discussed something about accidents and first aid. Now please tell what would you do in the following situations
What would you do if you find a person whose leg is bleeding
What would you do if you witness a traffic accident
What would you do if your younger brother is choking
Today we are going to learn more about first aid. First let’s look at pre-reading.
Step 2 Pre-reading
1 Introduction In the Pre-reading activity, the students are asked to choose one of three outlines. Each outline could be used for a text about first aid, so the students are free to choose the one they like best as long as they provide reasons for their decision.
2 Which of the outline below would you use if you were to write a text about first aid Why
The first outline would suit a persuasive or argumentative passage in wh