Unit 5 First Aid 教案
文档属性
| 名称 | Unit 5 First Aid 教案 |  | |
| 格式 | rar | ||
| 文件大小 | 1.1MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2008-12-19 21:06:00 | ||
图片预览
文档简介
Unit5 First Aid
教材分析
I. 教学内容分析：
俗话说：“天有不测风云，人有旦夕祸福。”在我们的日常生活中，意外事故的发生是不可避免的。我们不能阻止它的到来，但是我们可以尽力将它的危害降到最低。本单元从急救入手，深入浅出的介绍了家庭急救的几种简单可行的方法。
“热身”(Warming up) 部分首先以下定义的方式阐述什么是first aid（急救）；然后，让学生描述所给的六幅图片：
1. 被蛇咬（someone holding onto the lower part of his leg, looking rather surprised and watching a snake slither away.）
2. 被玻璃划破（someone who hs cut herself badly on her arm on some glass and is bleeding heavily.）
3. 扭伤脚踝（someone on the ground in a soccer match, frimacing in pain and holding on to his ankle. He has badly sprained his ankle. In background we can see other players running towrds him.）
4. 食物堵住喉咙 （someone who is sitting at the dinner table clutching her throat. She is red in the face and her eyes are bulging. She is choking on a piece of food.）
5. 摔伤手臂（someone who has fallen down the stairs and broken her arm.）
6. 鼻子流血（someone with a bleeding nose. We can see the blood dripping out onto the person’ hand.）
最后要求学生分组讨论这六种情况应该采取什么急救措施。讨论过程中，学生用以有的急救知识进行交流，这样，就比较容易理解first aid的定义。
“读前”(Pre-reading) 部分主要让学生回顾日常生活中可能发生的急救场景。通过图片引出“烫伤”话题（A young child has reached up to a beach in the kitchen, and pulled the cord of an electric jug towards her. We can see the water pouring out of jug onto the child. There is steam coming off the water to show it is boiling. The child’s mother is running towards the child, looking horrified.），继而讨论烫伤后该怎么办，这样，就自然地把学生带进了阅读课文：FIRST AID FOR BURNS。
“阅读”(Reading) 部分首先陈述皮肤对人体的重要性，然后介绍烧伤的各种起因、三种不同的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。文章脉络明晰，阅读时可以充分发挥小标题的作用。
“理解”(Comprehending) 部分设置了四个活动：第一个动作时排序，有助于培养学生在阅读过程中通过抓关键词来捕捉主要信息的能力，并通过排序理解行文线索和各个主要内容之间的内在联系；第二个活动是“贴标签”，通过图片帮助学生更好地理解三种不同的烧伤程度；第三个活动是问答题，帮助学生理解和记忆文中的细节性信息；第四个活动是情景判断，不仅检查学生对文章的深层理解，而且培养学生运用文中信息解决问题的能力。
“语言学习”(Learning about language) 的词汇部分设置了三个词汇练习：第一个练习是学习构词法，练习同一词根的动词、名词和形容词的拼写规律；第二个练习是填词。要求学生根据问答情景补全所缺单词。这两个练习对于学生巩固本单元词汇和理解课文都有很大帮助。第三个练习是根据语篇内容选择时的词语填空，巩固复习本单元部分生词和短语。语法部分采用了先发现后应用的学习方法，先让学生比较几组句子，然后设置了三组练习，一是区分省略句和完整句，并分析其有略之处。另一个是根据省略的规律简化句子，请学生“化繁为简”，目的是让学生体会语言简洁的重要性。最后一个练习让学生找出被省略的部分，这有利于培养学生准确把握句子含义的能力。语法部分提出了一个语言学习中值得注意的问题：什么是正确的句子？ 什么是好的句子？
“语言运用”(Using language)部分综合训练学生听、说、读、写的能力，共设两部分：Reading and discussing部分讲了一个真实的故事。17岁的John Janson和其他9人采取果断的急救措施，挽救了Anne Slade的生命。文章后设置了四个练习：前两个练习针对阅读材料本身，后两个练习则注重于对文中的人物和事件进行讨论。读者不仅可以通过本文学到如何对被刺伤的人实施急救，还会被John Janson 的机智、勇敢和爱心深深打动。同时表达了这样的主题：A simple knowledge of first aid can make a real diffenence. Listening，speaking and writing部分有机结合在一起。听力材料是一个关于急救知识的小测验，急救老师问，学生回答。本部分设置四个练习：第一个只要求学生抓住老师提问的话题；第二个要求学生根据所听内容把4张图片安先后顺序排序。第三个练习要求学生两人一组讨论所听内容并完成表中急救知识的填写；练习四借助图片，讨论如何进行急救，并要求学生把急救措施写下来。
“小结”(Summing up) 部分要求学生就急救知识、词语和结构三方面进行自我评价，判定学习情况。
“学习建议”(Learning Tip) 部分主要就写作进行指导,建议学生研究authentic texts的组成部分、句子结构和词语的使用，为今后的写作提供丰富的模仿材料。其中，以本单元First aid treatment为例，写作时需要考虑：1.标题；2.祈使句；3.省略句； 4.急救措施的先后顺序。
“趣味阅读”(Reading for fun) 部分提供了一些与健康有关的谚语，语言精练，内容有趣，又富有生活的哲理。有助于学生在体味英语语言特点的同时，领悟到身心健康的重要性。
II、教学重点和难点：
1. 教学重点：(1)词汇的意义及用法；
(2）单元语法：省略句的用法。
2. 教学难点：用简练而准确的词汇，写出简单的急救措施 。
III、教学计划：
本单元分五课时。
第一课时：Warming Up, pre-reading
第二课时：Reading, Comprehending
第三课时：Learning about Language
第四课时：Using Language
第五课时：Summing Up, Learning tip
IV．教学步骤：
Period 1 .Warming Up, Pre-reading
Teaching Goals: 1. To develop Ss’ ability in speaking and dealing with practical problems.
2. To help Ss know more about first aid.
Teaching Procedures:
Step 1. Leading-in
Purpose: To activate Ss and arouse their interest in English study.
Raise some questions: All of us hope to have a healthy, safe and happy life. But often some accidents or illnesses unexpectedly happen to us.
Question1: Have you ever been ill or injured accidentally
Question2: Did someone else give help to you If so, what kind of help
Question3: Do you think the help necessary Why
(The answers can be various.)
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit.
1. Pair work
(1) Show six pictures about people who are injured. According to the following two questions, ask Ss to discuss them in pairs and then present them before the class.
Question1: What has happened in each of the pictures？
Question2: What should we do to help them before they are taken to hospital？
Suggested Answers:
Question1:
P1 A snake has bitten him on his leg.
P2 She has cut her arm with some broken glass and is bleeding badly.
P3 He has badly sprained his ankle.
P4 She is choking on a piece of food.
P5 She has broken her arm.
P6 He has a bleeding nose.
Question2:
P1 Snake bite: Lay the victim down and keep him/her still. Do not wash the venom off the skin (it will help identify the type of snake); do not try to suck out the venom; do not apply a tourniquet; do not elevate a bitten limb. Apply pressure to the bitten area with your hands and then, as soon as possible, with a bandage firmly over the bite. Keep the limb still with a splint (for the leg) and a sling (for the arm). Do not move the victim. Call medical help.
P2 Bleeding: Put a bandage on the wound and apply pressure to reduce the bleeding.
P3 Sprained ankle: Have the victim sit down and elevate the foot. Put an ice pack on the ankle to reduce the swelling. Put a firm bandage around the foot and ankle.
P4 Choking:If the person can cough (or speak or breathe), don't do anything.(If you slapped her on her back you could cause the piece of food to move and completely block the airway.)If he/she can't cough (or speak or breathe) and is turning blue in the face, hit him/her between the shoulder blades with the flat of the hand three or four times.(This might cause the piece of food to move and unblock the airway, or it might make her cough the piece of food out.)
P5 Broken arm: Do not move the broken bone if possible. Do not move the victim. Support the broken arm in the most comfortable position. Keep the arm still using a sling or get the victim to support the broken arm with the other arm. Get medical help immediately.
P6 Nose bleed: Get the person to sit down, tilt his/her head forward slightly and gently pinch the soft part of the nose below the bridge.
(2) Conclusion: As we all know, when someone suddenly falls ill or gets injured, the first kind of help we give them before a doctor can be found is very important . This kind of help is called First Aid. Giving first aid in time can save a person's life. In this unit, we will learn something about first aid.
2.Group work
(1) Show them a passage about ANIMAL BITES AND SCRATCHES.
As is known to us all, animal bites and scratches, even minor ones, can become infected and spread bacteria to other parts of the body. Whether the animal is a family pet or a creature from the "wild", scratches and bites can carry disease. Certain animals can transmit rabies and tetanus. Human bites that break the skin are even more likely to become infected.
(2) Get Ss to talk about the following questions in groups of four:
Questions1: Do you know some ways to prevent animal bites
Questions2: What should we do for a bite or scratch
Suggested Answers:
Questions1: (1) Never leave a small child alone with a dog or cat, even if it is puppy or kitten.
(2) Teach children not to tease an animal. Tell them not to wave sticks, throw stones or pull a tail.
(3) Do not move suddenly or scream around an animal. Don't rush up to a dog until you know for sure that it is friendly. Sudden movements and loud noises can scare animals and cause them to attack.
(4) Leave pet dogs and cats alone while they are eating or sleeping.
(5) Do not feed wild animals with your hands.
(6) Do not pick up a sick or injured animals.
(7) Do not run from a strange dog.
(8) Do not keep wild animals as pets.
(9) Wear heavy boots when walking in areas where snakes live.
Questions2: (1) If the bite or scratch wound is bleeding, apply pressure to the area with a clean bandage or towel until the bleeding stops. If available, use clean latex or rubber gloves to protect yourself from exposure to blood.
(2) Clean the wound with soap and water, and hold it under running water for at least 5 minutes. Do not apply an antiseptic or anything else to the wound.
(3) Dry the wound and cover it with sterile gauze or a clean cloth.
(4) Phone the doctor. The injured may need antibiotics, a tetanus booster, or a rabies vaccination. A bite or scratch on the hand or face is particularly prone to infection and should be evaluated by the doctor.
(5) If possible, locate the animal that inflicted the wound. Some animals may have to be captured, confined, and observed for rabies. Do not try to capture the animal yourself. Look in your phone book for the number of an animal control office or animal warden in your area.
(6) In the following situations, you should go to the nearest hospital:
A: the wound won't stop bleeding after 10 minutes of direct pressure.
B: the wound is more than 1/2 inch long or appears to be deep.
C: the attacking animal was wild (not tame) or behaving strangely.
(7) If a body part is severed, wrap the severed part in sterile gauze or a clean cloth and take it with you to the emergency department.
Step 3. Pre-reading.
Purpose: 1. To make a good preparation for the following passage.
2.To arouse the Ss’ interest in learning about first aid.
1.Situation description
A little child is playing in the kitchen. Suddenly, she pulled a pot of boiling water onto herself.
Questions1: What sort of injuries will the child have Describe it briefly.
Question2: What kind of first aid would you perform in this situation
Suggested Answers:
Question1: She will have bad burns.
Question2: The answers can be various.
(The teacher doesn’t tell students whether they are right or wrong until they find the right answer from the Reading part by themselves.)
2. Discussion
Write “causes and characteristics of burns” on the blackboard. Get Ss to discuss and present them before the class.
Words that can be used to describe the title are: red, white, black, watery, blisters, painful, swollen.
Period 2 Reading, Comprehending
Teaching Goals: 1. To develop Ss’ reading ability.
2.To learn something about dealing with burns practically.
Teaching Procedures:
Step 1. Skimming
Purpose: To get a brief understanding of the text.
1. Ask Ss to read the title of the text and the headings in it and then ask them:
(1) What is the topic of the text
(2) How is the information organized
(3) How is the information organized within the heading of “types of burns and characteristics of burns”
(4) Why is the information under the heading of “First Aid Treatment” numbered
Suggested Answers:
(1) It’s about first aid for burns.
(2) The information is organized according to causes, types, characteristics and first aid treatment for burns
(3) The information is organized according to the types of burns: first degree, second degree and third degree burns.
(4) The numbers indicate the steps you should take to treat a burn, in the order that they should happen.
2. In which order are these topics in the text Number them from 1 to 5.
( ) the three types of burns.
( ) what to do if someone gets burned.
( ) the purpose of skin.
( ) the symptoms of burns
( ) how we get burns
Suggested Answers:
Right order: 3. 5. 1. 4. 2.
Step 2. Scanning
Purpose: To get Ss to have some details in the text.
Read the first aid treatments for those burns. Write R (right) or W (wrong) in the bracket. Then correct the wrong treatments.
(1) Sam knocked over a kettle full of boiling water onto his legs. His legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin.( )
(2) While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean , damp clothes on it until it was less painful. Then she went to see the doctor.( )
(3) Mrs. Casey' sleeve caught fire while she was cooking. Her arm looked terrible but it didn't hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( )
(4) After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and put them under cool running water. ( )
Suggested Answers:
(1) (W) Sam shouldn't have broken the blisters because the burns could become infected. He should have poured cool water, not icy water on the burn .The correct treatment for a second degree burn like Sam's is described in the text.
(2) (R)
(3) (W) Mr. Casey was right to take his wife's blouse off but he should not have picked bits of blouse off the burn. This is because if you pull material that is stuck off a third degree burn like Mr. Casey's, you would pull the tissue under the material off too. This would cause more damage to the burn. He should not have put butter on the burn because it would have stopped the heat from escaping and it might also cause the burn to become infected. He should not have put a wet bandage on the burn. The correct first aid treatment for a third degree burn is to remove clothing and jewellery near the burn but not if the clothing is stuck to the burn. Do not put cold water on the burn. Place clean, dry clothes over the damaged area. Get the person to a hospital at once.
(4) (R)
Step 3. Listening and language point
Purpose: 1. To train Ss’ listening ability.
2. To train Ss’ language capacity.
1. Listen to the tape and follow it in a low voice.
2. Group work
Ss are divided into three groups. Each group is supposed to discuss the following language points.
1. harmful adj 有害的
● 常见短语： be harmful to
do harm to
2. sense of touch 触觉
● 其他表示各种感觉的词组：sense of sight 视觉 sense of hearing 听觉 sense of taste 味觉 sense of smell 嗅觉 sense of humor 幽默感 sense of beauty 美感 Sense of direction 方向感 sense of urgency 紧迫感等。
3. get burned 被烧伤
get + 过去分词 表示遭受某种动作或状态的改变
He got dressed and went to the dance.
4. close
① adj 靠近的
● 常见短语：be close to （表状态）与…近的。
get close to （表动作）靠近；接近。
② adj 势均力敌的
It was a close game.
③ adv 接近地（具体意义上的，侧重于位置接近）
We sat close and dealt with the problem.
拓展：closely adv 密切地、接近地、紧密地（侧重于抽象意义）.
The two events are closely connected.这两件事紧密相连.
They are closely related. 他们关系很近.
5. depend on 依赖于
Whether we will go on a trip tomorrow depends on the weather.
6. within a day or two 在一、两天内
I will get it done within a day or two.
7. stick…to… 把……粘在……上
I stuck the piece of paper to the wall.
Step 4. Consolidation
Do a first aid quiz in groups. Give reasons for the answers.
(1) Which person would you help first
A Li Yan who has cut her foot on glass C. Gao Yuan who is on the ground not breathing
B. Xue Jin whose nose is bleeding D. Wang Feng who has broken her arm
(2) When you are carrying out rescue breathing, where do you check for a pulse
A. the neck B. the wrist C .the foot D. the chest
(3) When carrying out rescue breathing, how many times a minute should you blow air into the victim's mouth
A.4 B.8 C.15 D.20
(4) What should the first step be when you carry out rescue breathing
A. clear the airway C. check the pulse
B. blow into the victim's mouth D. check for breathing
(5) What is the most serious type of burn
A. first degree B. third degree C. second degree D. all burns are serious
(6) A friend took a hot pan off the fire with her bare hands. Her fingers are red and blistered and extremely painful. What should you do for her
A. tell her to put her finger in her mouth C. put butter on her fingers and wrap them in bandages
B. take her to the doctor D. put her burned fingers under cool water
(7) How would you stop severe bleeding
A. cover the wound with plastic C. do nothing as the bleeding will stop by itself
B. wash the wound D. put a bandage over the wound and then press on it
(8) A friend is choking on a piece of food and is coughing badly. What should you do
A. nothing C. carry out rescue breathing
B. have her lie down and rest D. slap her four or five times on her back
(9) If a friend has a nosebleed, what should she do
A. pinch her nose and jump up and down
B. lie down and pinch her nose C. sit down and bend her head forward and pinch her nose
D. sit down and bend her head backward and pinch her nose
(10) If your friend sprained his ankle, what should she do
A. take off his shoe C. put his foot up on a chair and then put warm cloths on his ankle
B. keep walking around D .put his foot up on a chair and then put an ice pack on his ankle
(11) In a medical emergency what telephone number would you call
A.110 B.114 C.120 D.119
Suggested Answers:
(1) C Gao Yuan is in greater danger of dying than the others because he is not breathing .He needs rescue breathing to start his breathing again.
(2) A The easiest place to check for a pulse is on either of the carotid arteries, which run down both sides of the neck.
(3) C
(4) A Before doing anything else, you need to make sure that the airway is open by clearing away anything in the mouth. If you checked to see if the person were breathing first, you might be extending the time that the person isn’t breathing. This would endanger his/her life to a greater extent than if you checked the airway straight away.
(5) B Third-degree burns are the most serious because all three layers of skin have been burnt.
(6) D You need to stop the burning process and the pain and reduce the swelling before taking her to the doctor. To do this, you would put her fingers under cool running water.
(7) D If you don't do anything, the person could bleed to death .You need to put a bandage on the wound and apply pressure to reduce the bleeding. Applying pressure is important. Plastic would not absorb the blood. You cannot wash the wound before the bleeding stops.
(8) A If she can cough or speak or breathe, you shouldn't do anything. If you slapped her on her back you could cause the piece of food to move and completely block the airway. You would slap her between the shoulder blades if she couldn't cough (or speak or breathe)and was turning blue in the face. This might cause the piece of food to move and unblock the airway, or it might make her cough the piece of food out.
(9) B To stop the bleeding she should sit down, bend her head forward slightly and gently pinch the soft part of the nose below the bridge. If she bent her head backwards, the blood would run down her throat and possibly make her sick.
(10) D It’s important for the victim to sit down, keep his foot up, for example, on another chair, and have an ice pack on his ankle to reduce the swelling. He mustn't use his foot. It’s good idea to then put a firm bandage around the foot and ankle. Warm cloths could be put on the ankle only after the first 24 hours.
(11) C 120 is the emergency phone number for the ambulance; 110 for police station; and 119 for fire station.
Period 3. Learning about language
Teaching Goals: 1.To enable Ss to master some new words and expressions.
2.To get Ss to have a knowledge of this grammar point: ellipsis
Teaching Procedures:
Step 1. Word
1.Word study
Use the clues to complete the word.
(1) A formal or traditional set of actions used on a special occasion. c_______
(2) The first kind of help you give someone who has had an accident. f______
(3) The wound that you suffer when you are burnt. b______
(4) A piece of clean material that you put on a wound. b______
(5) What covers your whole body. s______
(6) A characteristic of a second-degree burn. b______
(7) When someone has something caught in their throat, we say they are c_________.
(8) A line of light from the sun or other radiation. r_____.
(9) If an injury hurts a lot we say that it is p_________.
(10) You can slow bleeding by applying p_____ to the wounds. p_________.
(11) Something you should not put on burns. b_____.
(12) The special car that takes someone to hospital. a_____.
Suggested Answers:
(1) ceremony (2) first aid (3) burn (4) bandage (5) skin (6) blister (7) choking (8) ray (9) painful (10) pressure (11) butter (12) ambulance
2.Complete the table with the correct verbs, nouns or adjectives.
Verb Noun Adjective
injury
swollen
bleed
sprain
poisonous
varitfy
organic
choke
water
infect
Suggested Answers:
Verb Noun Adjective
injure injury injured
Swell swelling swollen
bleed blood/bleeding bloody/bleeding
sprain sprain sprained
poison poison poisonous
vary variety various
organize Organ organic
choke choke choked
Water water watery
infect infection infected/infectious
3.Complete the questions with words from the text using the answers as clues.
(1) When do you need to know about _______ When someone suddenly _______ or has an accident
(2) What is the _____ It is an organ which acts as a ________ against disease, poisons and the sun’s harmful ________.
(3) Why are the funtions of the skin described as ______ It keeps you warm or cool; it prevents your body from losing too much water and provides you with your ________ of touch.
(4) What can hurt the _____of the skin Hot ________ from pans on the stove, electric shocks, radiation, fire and the sun.
(5) What is it _________to do if you have third degree burn Go to the hospital.
(6) What are the ________ of first degree burn They are dry, red and mildy ________.
Suggested Answers: (1) first aid; falls ill (2) skin; barrier; rys (3) complex; sense (4) tissue; liquid (5) vital (6) symptoms; swollen
Step 2. grammar
1.Presentation
Purpose: To review the grammar—ellipsis with Ss.
省略：(1) 不定式的省略 (2) 状语从句中的省略 (3) 虚拟条件句中if的省略
(4) 比较级结构中的省略 (5) 交际英语中某些成分的省略
2. Practice
Purpose: To get Ss to have knowledge of the grammar through exercises
(1) Take out the unnecessary parts of the following sentences.
① The burn that she got from the iron was red and it was very painful.
② A boy was on the left side of the sick woman, and a girl was on the right side of the sick woman.
③ She has a daughter who is in hospital.
④ He went to the doctor because he had to go to the doctor.
⑤ Did she pass the first aid test that she did yesterday or didn't she pass
⑥ She could not decide whether to send him to hospital or not to send him to hospital.
⑦ When your nose is bleeding, you should bend forward so that the blood runs out of your nose and the blood doesn't run down your throat.
⑧ Only some of the students have done a first aid course but most of the students haven't done a first aid course.
Suggested Answers:
①The burn she got from the iron was red and very painful.
② A boy was on the left side of the sick woman, and a girl n the right.
③ She has a daughter in hospital.
④ He went to the doctor because he had to.
⑤ Did she pass the first aid test she did yesterday or not.
⑥ She could not decide whether to send him to hospital or not.
⑦ When your nose is bleeding, bend forward so the blood runs out of your nose and not down your throat.
⑧ Only some of the students have done a first aid course but most haven't.
(2) These sentences are correct. However, one or more words have been left out .Rewrite each sentence to include the missing words.
1 The cottage surrounded by a wall belongs to the local government.
2 The first book I read this term was more interesting than the second.
3 To her teacher’s surprise, she did better in her first aid exam than expected.
4 I don’t think they have returned from the hospital, but they might have.
5 He wanted to help the accident victim but his friend didn’t.
6 You can borrow my first aid notes if you want to.
Suggested Answers:
① The cottage which is surrounded by a wall belongs to the local government.
② The first book that I read this term was more interesting than the second book that I read this term.
③ To her teacher's surprise, she did better in her first aid exam than she was expected to do .
④ I don't think they have returned from the hospital ,but they might have returned from the hospital.
⑤ He wanted to help the accident victim but his friend didn't want to help the accident victim.
⑥ You can borrow my first aid notes if you want to borrow my first aid notes.
(3) Point out the words or phrases which are left out in the following sentences.
① -Would you like to join in the discussion
-Yes, I'd like to.
② Did you hear the wind blow last night
③ I wonder why he didn't do it as told to.
④ She did all she could to help him.
⑤ -Can he do this work
-I think so.
⑥ -Will it rain
-I hope not.
⑦ The blacks demanded that they be treated as equal citizens.
⑧ Had you come half an hour earlier, you would have met Mr Smith.
⑨ They arrived an hour earlier than expected.
⑩ -What do you think made Mary so upset
-Losing her new bicycle.
(11). -Why not come and stay with us for some time
-I'd like to, but I'm very busy now.
(12). -Would you like to meet the man with whom Bob talked
-No, I'm afraid not.
Suggested Answers:
① to 后省略了join in the discussion
②blow前省略了to.
③ as后省略了he was ,to后省略了do it.
④ all后省略了that, could后省略了do.
⑤ so替代he can do this work.
⑥ not是it will not rain的省略。
⑦ be 前省略了should.
⑧ if省略了had置于句首。
⑨ than后省略了they had been.
⑩ Losing…后省略了made Mary so upset.
(11).to后省略了come and stay with you for some time.
(12).not是I would not like to meet the man with whom Bob talked的省略.
Step 3. Homework:
1. Review the new words and phrases.
2. Conselidate the grammar.
Period 4 Using language.
Teaching Goals:
1. To develop the Ss’ ability in reading, speaking, listening and writing.
2. To get Ss to know more about first aid.
Teaching Procedures:
Step 1. Reading and comprehending
1.Warming Up
Purpose: To lead Ss to the topic.
Ask Ss to answer the following question. Let Ss speak their own mind and lead them to the reading passage.
Question: if you happen to find a person who is bleeding badly, what will you do
2. Skimming
Purpose: To make Ss have a brief understanding of this passage.
Read the newspaper article by yourselves and then put the following events in the order that they happened.
_____ The attacker ran away.
_____ Anne was attacked and started to scream.
_____ John performed first aid on Anne.
_____ John was studying in his house.
_____ The ambulance arrived.
_____ John ran outside with his father.
_____ John found Anne in her garden with terrible knife wounds.
Suggested Answers: 4. 2. 6. 1. 7. 3. 5
3. Scanning and discussing.
Purpose: To make the students find something in details.
In groups discuss and answer the following questions.
(1) What first aid did John perform on Anne
(2) What adectives would you use to describe John’s actions Give at least three.
(3) Do you think John was silly or brave to get involved in the situation Give your reasons.
(4) Would you have done the same as John Give your reasons.
(5) Do you think it is worthwhile to take a course in first aid Give your reasons.
Suggested Answers:
(1) John dressed Anne’s injuries with tea towels and applied pressure to the wounds to slow the bleeding.
(2) brave, heroic, courageous, quick-thinking, helpful, unselfish. Fearless, confident
(3) Some possible answers:
John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.
John was brave: he could have been attacked too, but he didn’t think about his one safety. All he thought about was how to help the victim.
(4) Yes, I would do the same. Helping others who are in need is anyone’s responsibility.
(5) Yes. Taking this course can make more people know how to perform the first aid.
This would prevent more people from being worse injured.
Step 2. Listening
Purpose: To develop the Ss’ listening ability.
1. Pre-listening
(1). Read these words and expressions and make sure Ss know the meaning of them:
burning clothes, broken bones, bleeding, choking, snake bites, nose bleeds, bruising, sprained ankle.
(2). Ask Ss what first aid treatment they would give in the situations in the list. Write their suggestions on the blackboard.
2. While-listening
(1) Circle the topics the teacher asks questions about in this listening text.
Suggested Answers:
nose bleeds, burning clothes, choking , sprained ankle, snake bite.
(2) Match each of the following pictures with a topic listed in question (1) above.
Suggested Answers:
picture 1: sprained ankle picture 2: burning clothes
picture 3: a nose bleed picture 4: choking
Step 3. Speaking
According to the tape, discuss these questions in groups:
1. Can you say the students' names on the tape
2. What can you tell us about Peter’s character
3. Can you remember any of the funny things he said
Suggested Answers:
1. Sarah, Peter, Rachel, Jim,Gary.
2. Stuart is the joker in the class/ the class clown/ the one who make s the others laugh.
3. So he gets the blood all over the floor instead of on his clothes ;I'd say great--he's a terrible player anyway; Bite it back.
Step 4. Writing
Write an article according to the following pictures and the first aid treatments you have learned in this unit.
A woman lost consciousness and has stopped breathing. The pictures can direct you to help him breathing again Write the measurements in details.
One possible version:
I will perform the first aid in eight steps. Before I do rescue breathing, the first, I will check whether the person is unconscious. Gently shake her by the shoulders. If she doesn’t respond, she’s unconscious. The second, I will put her in the recovery position. First place her arm straight out on the ground and bend her other arm across her chest. Bend the near leg up and then roll her away onto her side. Tilt her head backwards a bit so that any liquid can run out of her mouth and her tongue can fall forward. The third, I will check if the airway-the passage from the mouth to the lungs-is open. And then clear anything away from the inside of the mouth with my finger. The fourth, I will check if she can breath. See if her chest is rising and falling. Also I will place my cheek close to her face and listen and feel for air coming from the nose and mouth. If she is not breathing, I will have to start rescue breathing. This is the fifth step: roll her onto her back and squeeze her nose with my fingers to stop air coming out of it. I should place my mouth completely over the victim’s mouth and keep her head tilted and blow into her mouth for one and a half to two seconds. Watch her chest rise and then fall. Take another breath and blow into her mouth again. The sixth, I will check her pulse on the side of her neck. If there is a pulse, check her breathing. The seventh, if there is still no breathing, continue the rescue breathing at 15 breaths a minute. After about one minute, I will check the pulse and breathing again and continue this process until the victim begins to breathe on her own or medical help arrives. The last step, when she is breathing on her own again, I will put her in the recovery position.
Period 5 Summing Up, Learning Tip
Step 1. Summing Up
Purpose: To make Ss summarize what they have learned about this unit.
1. Burns and first aid treatment for burns.
1. First aid treatments for a variety of situations, eg a snake bite, a sprained ankle, bleeding, a bloody nose, a broken arm, choking, stopping breathing, etc.
1. Some new vocabulary and expressions, eg ambulance, pressure, ceremony, symptom, bandage, swell, treatment, over and over again, etc.
1. How ellipsis is used in English sentences, eg in adverbial clauses, if the subject is the same with the subject of the whole sentence, it can be left out.
1. How to give and write instructions.
Step 2. Learning Tip.
Purpose: Teach Ss how to write a particular type of authentic text.
1. Types of authentic texts: letters, postcards, newspaper and magazine articles, essay and instructions.
2. Take this unit for example. This is a text of instructions from a book on first aid. Ask Ss to look at the characteristics of the text: the different parts of the text and the kinds of structures and phrases used.
3. Lead Ss to summarize the elements to write a text giving instructions.
(1) There is a title that tells you what the instructions are for.
(2) The imperative verb is used.
(3) Unimportant words are often left out.
(4) The instructions are written step by step in the order that they are meant to happen.
Step 3. Homework.
Write an article about instructions. Title: First Aid For Snake Bites.
Suggested Websites:
http://www.animalbites.info/ ( http: / / www.animalbites.info / )
http://www./ ( http: / / www. / )
http://www./ ( http: / / www. / )
http://www./szdaily/ ( http: / / www. / szdaily / )
http://wwwipmcn.net/ad/abroad/index.html ( http: / / wwwipmcn.net / ad / abroad / index.html )
PAGE
2
教材分析
I. 教学内容分析：
俗话说：“天有不测风云，人有旦夕祸福。”在我们的日常生活中，意外事故的发生是不可避免的。我们不能阻止它的到来，但是我们可以尽力将它的危害降到最低。本单元从急救入手，深入浅出的介绍了家庭急救的几种简单可行的方法。
“热身”(Warming up) 部分首先以下定义的方式阐述什么是first aid（急救）；然后，让学生描述所给的六幅图片：
1. 被蛇咬（someone holding onto the lower part of his leg, looking rather surprised and watching a snake slither away.）
2. 被玻璃划破（someone who hs cut herself badly on her arm on some glass and is bleeding heavily.）
3. 扭伤脚踝（someone on the ground in a soccer match, frimacing in pain and holding on to his ankle. He has badly sprained his ankle. In background we can see other players running towrds him.）
4. 食物堵住喉咙 （someone who is sitting at the dinner table clutching her throat. She is red in the face and her eyes are bulging. She is choking on a piece of food.）
5. 摔伤手臂（someone who has fallen down the stairs and broken her arm.）
6. 鼻子流血（someone with a bleeding nose. We can see the blood dripping out onto the person’ hand.）
最后要求学生分组讨论这六种情况应该采取什么急救措施。讨论过程中，学生用以有的急救知识进行交流，这样，就比较容易理解first aid的定义。
“读前”(Pre-reading) 部分主要让学生回顾日常生活中可能发生的急救场景。通过图片引出“烫伤”话题（A young child has reached up to a beach in the kitchen, and pulled the cord of an electric jug towards her. We can see the water pouring out of jug onto the child. There is steam coming off the water to show it is boiling. The child’s mother is running towards the child, looking horrified.），继而讨论烫伤后该怎么办，这样，就自然地把学生带进了阅读课文：FIRST AID FOR BURNS。
“阅读”(Reading) 部分首先陈述皮肤对人体的重要性，然后介绍烧伤的各种起因、三种不同的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。文章脉络明晰，阅读时可以充分发挥小标题的作用。
“理解”(Comprehending) 部分设置了四个活动：第一个动作时排序，有助于培养学生在阅读过程中通过抓关键词来捕捉主要信息的能力，并通过排序理解行文线索和各个主要内容之间的内在联系；第二个活动是“贴标签”，通过图片帮助学生更好地理解三种不同的烧伤程度；第三个活动是问答题，帮助学生理解和记忆文中的细节性信息；第四个活动是情景判断，不仅检查学生对文章的深层理解，而且培养学生运用文中信息解决问题的能力。
“语言学习”(Learning about language) 的词汇部分设置了三个词汇练习：第一个练习是学习构词法，练习同一词根的动词、名词和形容词的拼写规律；第二个练习是填词。要求学生根据问答情景补全所缺单词。这两个练习对于学生巩固本单元词汇和理解课文都有很大帮助。第三个练习是根据语篇内容选择时的词语填空，巩固复习本单元部分生词和短语。语法部分采用了先发现后应用的学习方法，先让学生比较几组句子，然后设置了三组练习，一是区分省略句和完整句，并分析其有略之处。另一个是根据省略的规律简化句子，请学生“化繁为简”，目的是让学生体会语言简洁的重要性。最后一个练习让学生找出被省略的部分，这有利于培养学生准确把握句子含义的能力。语法部分提出了一个语言学习中值得注意的问题：什么是正确的句子？ 什么是好的句子？
“语言运用”(Using language)部分综合训练学生听、说、读、写的能力，共设两部分：Reading and discussing部分讲了一个真实的故事。17岁的John Janson和其他9人采取果断的急救措施，挽救了Anne Slade的生命。文章后设置了四个练习：前两个练习针对阅读材料本身，后两个练习则注重于对文中的人物和事件进行讨论。读者不仅可以通过本文学到如何对被刺伤的人实施急救，还会被John Janson 的机智、勇敢和爱心深深打动。同时表达了这样的主题：A simple knowledge of first aid can make a real diffenence. Listening，speaking and writing部分有机结合在一起。听力材料是一个关于急救知识的小测验，急救老师问，学生回答。本部分设置四个练习：第一个只要求学生抓住老师提问的话题；第二个要求学生根据所听内容把4张图片安先后顺序排序。第三个练习要求学生两人一组讨论所听内容并完成表中急救知识的填写；练习四借助图片，讨论如何进行急救，并要求学生把急救措施写下来。
“小结”(Summing up) 部分要求学生就急救知识、词语和结构三方面进行自我评价，判定学习情况。
“学习建议”(Learning Tip) 部分主要就写作进行指导,建议学生研究authentic texts的组成部分、句子结构和词语的使用，为今后的写作提供丰富的模仿材料。其中，以本单元First aid treatment为例，写作时需要考虑：1.标题；2.祈使句；3.省略句； 4.急救措施的先后顺序。
“趣味阅读”(Reading for fun) 部分提供了一些与健康有关的谚语，语言精练，内容有趣，又富有生活的哲理。有助于学生在体味英语语言特点的同时，领悟到身心健康的重要性。
II、教学重点和难点：
1. 教学重点：(1)词汇的意义及用法；
(2）单元语法：省略句的用法。
2. 教学难点：用简练而准确的词汇，写出简单的急救措施 。
III、教学计划：
本单元分五课时。
第一课时：Warming Up, pre-reading
第二课时：Reading, Comprehending
第三课时：Learning about Language
第四课时：Using Language
第五课时：Summing Up, Learning tip
IV．教学步骤：
Period 1 .Warming Up, Pre-reading
Teaching Goals: 1. To develop Ss’ ability in speaking and dealing with practical problems.
2. To help Ss know more about first aid.
Teaching Procedures:
Step 1. Leading-in
Purpose: To activate Ss and arouse their interest in English study.
Raise some questions: All of us hope to have a healthy, safe and happy life. But often some accidents or illnesses unexpectedly happen to us.
Question1: Have you ever been ill or injured accidentally
Question2: Did someone else give help to you If so, what kind of help
Question3: Do you think the help necessary Why
(The answers can be various.)
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit.
1. Pair work
(1) Show six pictures about people who are injured. According to the following two questions, ask Ss to discuss them in pairs and then present them before the class.
Question1: What has happened in each of the pictures？
Question2: What should we do to help them before they are taken to hospital？
Suggested Answers:
Question1:
P1 A snake has bitten him on his leg.
P2 She has cut her arm with some broken glass and is bleeding badly.
P3 He has badly sprained his ankle.
P4 She is choking on a piece of food.
P5 She has broken her arm.
P6 He has a bleeding nose.
Question2:
P1 Snake bite: Lay the victim down and keep him/her still. Do not wash the venom off the skin (it will help identify the type of snake); do not try to suck out the venom; do not apply a tourniquet; do not elevate a bitten limb. Apply pressure to the bitten area with your hands and then, as soon as possible, with a bandage firmly over the bite. Keep the limb still with a splint (for the leg) and a sling (for the arm). Do not move the victim. Call medical help.
P2 Bleeding: Put a bandage on the wound and apply pressure to reduce the bleeding.
P3 Sprained ankle: Have the victim sit down and elevate the foot. Put an ice pack on the ankle to reduce the swelling. Put a firm bandage around the foot and ankle.
P4 Choking:If the person can cough (or speak or breathe), don't do anything.(If you slapped her on her back you could cause the piece of food to move and completely block the airway.)If he/she can't cough (or speak or breathe) and is turning blue in the face, hit him/her between the shoulder blades with the flat of the hand three or four times.(This might cause the piece of food to move and unblock the airway, or it might make her cough the piece of food out.)
P5 Broken arm: Do not move the broken bone if possible. Do not move the victim. Support the broken arm in the most comfortable position. Keep the arm still using a sling or get the victim to support the broken arm with the other arm. Get medical help immediately.
P6 Nose bleed: Get the person to sit down, tilt his/her head forward slightly and gently pinch the soft part of the nose below the bridge.
(2) Conclusion: As we all know, when someone suddenly falls ill or gets injured, the first kind of help we give them before a doctor can be found is very important . This kind of help is called First Aid. Giving first aid in time can save a person's life. In this unit, we will learn something about first aid.
2.Group work
(1) Show them a passage about ANIMAL BITES AND SCRATCHES.
As is known to us all, animal bites and scratches, even minor ones, can become infected and spread bacteria to other parts of the body. Whether the animal is a family pet or a creature from the "wild", scratches and bites can carry disease. Certain animals can transmit rabies and tetanus. Human bites that break the skin are even more likely to become infected.
(2) Get Ss to talk about the following questions in groups of four:
Questions1: Do you know some ways to prevent animal bites
Questions2: What should we do for a bite or scratch
Suggested Answers:
Questions1: (1) Never leave a small child alone with a dog or cat, even if it is puppy or kitten.
(2) Teach children not to tease an animal. Tell them not to wave sticks, throw stones or pull a tail.
(3) Do not move suddenly or scream around an animal. Don't rush up to a dog until you know for sure that it is friendly. Sudden movements and loud noises can scare animals and cause them to attack.
(4) Leave pet dogs and cats alone while they are eating or sleeping.
(5) Do not feed wild animals with your hands.
(6) Do not pick up a sick or injured animals.
(7) Do not run from a strange dog.
(8) Do not keep wild animals as pets.
(9) Wear heavy boots when walking in areas where snakes live.
Questions2: (1) If the bite or scratch wound is bleeding, apply pressure to the area with a clean bandage or towel until the bleeding stops. If available, use clean latex or rubber gloves to protect yourself from exposure to blood.
(2) Clean the wound with soap and water, and hold it under running water for at least 5 minutes. Do not apply an antiseptic or anything else to the wound.
(3) Dry the wound and cover it with sterile gauze or a clean cloth.
(4) Phone the doctor. The injured may need antibiotics, a tetanus booster, or a rabies vaccination. A bite or scratch on the hand or face is particularly prone to infection and should be evaluated by the doctor.
(5) If possible, locate the animal that inflicted the wound. Some animals may have to be captured, confined, and observed for rabies. Do not try to capture the animal yourself. Look in your phone book for the number of an animal control office or animal warden in your area.
(6) In the following situations, you should go to the nearest hospital:
A: the wound won't stop bleeding after 10 minutes of direct pressure.
B: the wound is more than 1/2 inch long or appears to be deep.
C: the attacking animal was wild (not tame) or behaving strangely.
(7) If a body part is severed, wrap the severed part in sterile gauze or a clean cloth and take it with you to the emergency department.
Step 3. Pre-reading.
Purpose: 1. To make a good preparation for the following passage.
2.To arouse the Ss’ interest in learning about first aid.
1.Situation description
A little child is playing in the kitchen. Suddenly, she pulled a pot of boiling water onto herself.
Questions1: What sort of injuries will the child have Describe it briefly.
Question2: What kind of first aid would you perform in this situation
Suggested Answers:
Question1: She will have bad burns.
Question2: The answers can be various.
(The teacher doesn’t tell students whether they are right or wrong until they find the right answer from the Reading part by themselves.)
2. Discussion
Write “causes and characteristics of burns” on the blackboard. Get Ss to discuss and present them before the class.
Words that can be used to describe the title are: red, white, black, watery, blisters, painful, swollen.
Period 2 Reading, Comprehending
Teaching Goals: 1. To develop Ss’ reading ability.
2.To learn something about dealing with burns practically.
Teaching Procedures:
Step 1. Skimming
Purpose: To get a brief understanding of the text.
1. Ask Ss to read the title of the text and the headings in it and then ask them:
(1) What is the topic of the text
(2) How is the information organized
(3) How is the information organized within the heading of “types of burns and characteristics of burns”
(4) Why is the information under the heading of “First Aid Treatment” numbered
Suggested Answers:
(1) It’s about first aid for burns.
(2) The information is organized according to causes, types, characteristics and first aid treatment for burns
(3) The information is organized according to the types of burns: first degree, second degree and third degree burns.
(4) The numbers indicate the steps you should take to treat a burn, in the order that they should happen.
2. In which order are these topics in the text Number them from 1 to 5.
( ) the three types of burns.
( ) what to do if someone gets burned.
( ) the purpose of skin.
( ) the symptoms of burns
( ) how we get burns
Suggested Answers:
Right order: 3. 5. 1. 4. 2.
Step 2. Scanning
Purpose: To get Ss to have some details in the text.
Read the first aid treatments for those burns. Write R (right) or W (wrong) in the bracket. Then correct the wrong treatments.
(1) Sam knocked over a kettle full of boiling water onto his legs. His legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin.( )
(2) While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean , damp clothes on it until it was less painful. Then she went to see the doctor.( )
(3) Mrs. Casey' sleeve caught fire while she was cooking. Her arm looked terrible but it didn't hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( )
(4) After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and put them under cool running water. ( )
Suggested Answers:
(1) (W) Sam shouldn't have broken the blisters because the burns could become infected. He should have poured cool water, not icy water on the burn .The correct treatment for a second degree burn like Sam's is described in the text.
(2) (R)
(3) (W) Mr. Casey was right to take his wife's blouse off but he should not have picked bits of blouse off the burn. This is because if you pull material that is stuck off a third degree burn like Mr. Casey's, you would pull the tissue under the material off too. This would cause more damage to the burn. He should not have put butter on the burn because it would have stopped the heat from escaping and it might also cause the burn to become infected. He should not have put a wet bandage on the burn. The correct first aid treatment for a third degree burn is to remove clothing and jewellery near the burn but not if the clothing is stuck to the burn. Do not put cold water on the burn. Place clean, dry clothes over the damaged area. Get the person to a hospital at once.
(4) (R)
Step 3. Listening and language point
Purpose: 1. To train Ss’ listening ability.
2. To train Ss’ language capacity.
1. Listen to the tape and follow it in a low voice.
2. Group work
Ss are divided into three groups. Each group is supposed to discuss the following language points.
1. harmful adj 有害的
● 常见短语： be harmful to
do harm to
2. sense of touch 触觉
● 其他表示各种感觉的词组：sense of sight 视觉 sense of hearing 听觉 sense of taste 味觉 sense of smell 嗅觉 sense of humor 幽默感 sense of beauty 美感 Sense of direction 方向感 sense of urgency 紧迫感等。
3. get burned 被烧伤
get + 过去分词 表示遭受某种动作或状态的改变
He got dressed and went to the dance.
4. close
① adj 靠近的
● 常见短语：be close to （表状态）与…近的。
get close to （表动作）靠近；接近。
② adj 势均力敌的
It was a close game.
③ adv 接近地（具体意义上的，侧重于位置接近）
We sat close and dealt with the problem.
拓展：closely adv 密切地、接近地、紧密地（侧重于抽象意义）.
The two events are closely connected.这两件事紧密相连.
They are closely related. 他们关系很近.
5. depend on 依赖于
Whether we will go on a trip tomorrow depends on the weather.
6. within a day or two 在一、两天内
I will get it done within a day or two.
7. stick…to… 把……粘在……上
I stuck the piece of paper to the wall.
Step 4. Consolidation
Do a first aid quiz in groups. Give reasons for the answers.
(1) Which person would you help first
A Li Yan who has cut her foot on glass C. Gao Yuan who is on the ground not breathing
B. Xue Jin whose nose is bleeding D. Wang Feng who has broken her arm
(2) When you are carrying out rescue breathing, where do you check for a pulse
A. the neck B. the wrist C .the foot D. the chest
(3) When carrying out rescue breathing, how many times a minute should you blow air into the victim's mouth
A.4 B.8 C.15 D.20
(4) What should the first step be when you carry out rescue breathing
A. clear the airway C. check the pulse
B. blow into the victim's mouth D. check for breathing
(5) What is the most serious type of burn
A. first degree B. third degree C. second degree D. all burns are serious
(6) A friend took a hot pan off the fire with her bare hands. Her fingers are red and blistered and extremely painful. What should you do for her
A. tell her to put her finger in her mouth C. put butter on her fingers and wrap them in bandages
B. take her to the doctor D. put her burned fingers under cool water
(7) How would you stop severe bleeding
A. cover the wound with plastic C. do nothing as the bleeding will stop by itself
B. wash the wound D. put a bandage over the wound and then press on it
(8) A friend is choking on a piece of food and is coughing badly. What should you do
A. nothing C. carry out rescue breathing
B. have her lie down and rest D. slap her four or five times on her back
(9) If a friend has a nosebleed, what should she do
A. pinch her nose and jump up and down
B. lie down and pinch her nose C. sit down and bend her head forward and pinch her nose
D. sit down and bend her head backward and pinch her nose
(10) If your friend sprained his ankle, what should she do
A. take off his shoe C. put his foot up on a chair and then put warm cloths on his ankle
B. keep walking around D .put his foot up on a chair and then put an ice pack on his ankle
(11) In a medical emergency what telephone number would you call
A.110 B.114 C.120 D.119
Suggested Answers:
(1) C Gao Yuan is in greater danger of dying than the others because he is not breathing .He needs rescue breathing to start his breathing again.
(2) A The easiest place to check for a pulse is on either of the carotid arteries, which run down both sides of the neck.
(3) C
(4) A Before doing anything else, you need to make sure that the airway is open by clearing away anything in the mouth. If you checked to see if the person were breathing first, you might be extending the time that the person isn’t breathing. This would endanger his/her life to a greater extent than if you checked the airway straight away.
(5) B Third-degree burns are the most serious because all three layers of skin have been burnt.
(6) D You need to stop the burning process and the pain and reduce the swelling before taking her to the doctor. To do this, you would put her fingers under cool running water.
(7) D If you don't do anything, the person could bleed to death .You need to put a bandage on the wound and apply pressure to reduce the bleeding. Applying pressure is important. Plastic would not absorb the blood. You cannot wash the wound before the bleeding stops.
(8) A If she can cough or speak or breathe, you shouldn't do anything. If you slapped her on her back you could cause the piece of food to move and completely block the airway. You would slap her between the shoulder blades if she couldn't cough (or speak or breathe)and was turning blue in the face. This might cause the piece of food to move and unblock the airway, or it might make her cough the piece of food out.
(9) B To stop the bleeding she should sit down, bend her head forward slightly and gently pinch the soft part of the nose below the bridge. If she bent her head backwards, the blood would run down her throat and possibly make her sick.
(10) D It’s important for the victim to sit down, keep his foot up, for example, on another chair, and have an ice pack on his ankle to reduce the swelling. He mustn't use his foot. It’s good idea to then put a firm bandage around the foot and ankle. Warm cloths could be put on the ankle only after the first 24 hours.
(11) C 120 is the emergency phone number for the ambulance; 110 for police station; and 119 for fire station.
Period 3. Learning about language
Teaching Goals: 1.To enable Ss to master some new words and expressions.
2.To get Ss to have a knowledge of this grammar point: ellipsis
Teaching Procedures:
Step 1. Word
1.Word study
Use the clues to complete the word.
(1) A formal or traditional set of actions used on a special occasion. c_______
(2) The first kind of help you give someone who has had an accident. f______
(3) The wound that you suffer when you are burnt. b______
(4) A piece of clean material that you put on a wound. b______
(5) What covers your whole body. s______
(6) A characteristic of a second-degree burn. b______
(7) When someone has something caught in their throat, we say they are c_________.
(8) A line of light from the sun or other radiation. r_____.
(9) If an injury hurts a lot we say that it is p_________.
(10) You can slow bleeding by applying p_____ to the wounds. p_________.
(11) Something you should not put on burns. b_____.
(12) The special car that takes someone to hospital. a_____.
Suggested Answers:
(1) ceremony (2) first aid (3) burn (4) bandage (5) skin (6) blister (7) choking (8) ray (9) painful (10) pressure (11) butter (12) ambulance
2.Complete the table with the correct verbs, nouns or adjectives.
Verb Noun Adjective
injury
swollen
bleed
sprain
poisonous
varitfy
organic
choke
water
infect
Suggested Answers:
Verb Noun Adjective
injure injury injured
Swell swelling swollen
bleed blood/bleeding bloody/bleeding
sprain sprain sprained
poison poison poisonous
vary variety various
organize Organ organic
choke choke choked
Water water watery
infect infection infected/infectious
3.Complete the questions with words from the text using the answers as clues.
(1) When do you need to know about _______ When someone suddenly _______ or has an accident
(2) What is the _____ It is an organ which acts as a ________ against disease, poisons and the sun’s harmful ________.
(3) Why are the funtions of the skin described as ______ It keeps you warm or cool; it prevents your body from losing too much water and provides you with your ________ of touch.
(4) What can hurt the _____of the skin Hot ________ from pans on the stove, electric shocks, radiation, fire and the sun.
(5) What is it _________to do if you have third degree burn Go to the hospital.
(6) What are the ________ of first degree burn They are dry, red and mildy ________.
Suggested Answers: (1) first aid; falls ill (2) skin; barrier; rys (3) complex; sense (4) tissue; liquid (5) vital (6) symptoms; swollen
Step 2. grammar
1.Presentation
Purpose: To review the grammar—ellipsis with Ss.
省略：(1) 不定式的省略 (2) 状语从句中的省略 (3) 虚拟条件句中if的省略
(4) 比较级结构中的省略 (5) 交际英语中某些成分的省略
2. Practice
Purpose: To get Ss to have knowledge of the grammar through exercises
(1) Take out the unnecessary parts of the following sentences.
① The burn that she got from the iron was red and it was very painful.
② A boy was on the left side of the sick woman, and a girl was on the right side of the sick woman.
③ She has a daughter who is in hospital.
④ He went to the doctor because he had to go to the doctor.
⑤ Did she pass the first aid test that she did yesterday or didn't she pass
⑥ She could not decide whether to send him to hospital or not to send him to hospital.
⑦ When your nose is bleeding, you should bend forward so that the blood runs out of your nose and the blood doesn't run down your throat.
⑧ Only some of the students have done a first aid course but most of the students haven't done a first aid course.
Suggested Answers:
①The burn she got from the iron was red and very painful.
② A boy was on the left side of the sick woman, and a girl n the right.
③ She has a daughter in hospital.
④ He went to the doctor because he had to.
⑤ Did she pass the first aid test she did yesterday or not.
⑥ She could not decide whether to send him to hospital or not.
⑦ When your nose is bleeding, bend forward so the blood runs out of your nose and not down your throat.
⑧ Only some of the students have done a first aid course but most haven't.
(2) These sentences are correct. However, one or more words have been left out .Rewrite each sentence to include the missing words.
1 The cottage surrounded by a wall belongs to the local government.
2 The first book I read this term was more interesting than the second.
3 To her teacher’s surprise, she did better in her first aid exam than expected.
4 I don’t think they have returned from the hospital, but they might have.
5 He wanted to help the accident victim but his friend didn’t.
6 You can borrow my first aid notes if you want to.
Suggested Answers:
① The cottage which is surrounded by a wall belongs to the local government.
② The first book that I read this term was more interesting than the second book that I read this term.
③ To her teacher's surprise, she did better in her first aid exam than she was expected to do .
④ I don't think they have returned from the hospital ,but they might have returned from the hospital.
⑤ He wanted to help the accident victim but his friend didn't want to help the accident victim.
⑥ You can borrow my first aid notes if you want to borrow my first aid notes.
(3) Point out the words or phrases which are left out in the following sentences.
① -Would you like to join in the discussion
-Yes, I'd like to.
② Did you hear the wind blow last night
③ I wonder why he didn't do it as told to.
④ She did all she could to help him.
⑤ -Can he do this work
-I think so.
⑥ -Will it rain
-I hope not.
⑦ The blacks demanded that they be treated as equal citizens.
⑧ Had you come half an hour earlier, you would have met Mr Smith.
⑨ They arrived an hour earlier than expected.
⑩ -What do you think made Mary so upset
-Losing her new bicycle.
(11). -Why not come and stay with us for some time
-I'd like to, but I'm very busy now.
(12). -Would you like to meet the man with whom Bob talked
-No, I'm afraid not.
Suggested Answers:
① to 后省略了join in the discussion
②blow前省略了to.
③ as后省略了he was ,to后省略了do it.
④ all后省略了that, could后省略了do.
⑤ so替代he can do this work.
⑥ not是it will not rain的省略。
⑦ be 前省略了should.
⑧ if省略了had置于句首。
⑨ than后省略了they had been.
⑩ Losing…后省略了made Mary so upset.
(11).to后省略了come and stay with you for some time.
(12).not是I would not like to meet the man with whom Bob talked的省略.
Step 3. Homework:
1. Review the new words and phrases.
2. Conselidate the grammar.
Period 4 Using language.
Teaching Goals:
1. To develop the Ss’ ability in reading, speaking, listening and writing.
2. To get Ss to know more about first aid.
Teaching Procedures:
Step 1. Reading and comprehending
1.Warming Up
Purpose: To lead Ss to the topic.
Ask Ss to answer the following question. Let Ss speak their own mind and lead them to the reading passage.
Question: if you happen to find a person who is bleeding badly, what will you do
2. Skimming
Purpose: To make Ss have a brief understanding of this passage.
Read the newspaper article by yourselves and then put the following events in the order that they happened.
_____ The attacker ran away.
_____ Anne was attacked and started to scream.
_____ John performed first aid on Anne.
_____ John was studying in his house.
_____ The ambulance arrived.
_____ John ran outside with his father.
_____ John found Anne in her garden with terrible knife wounds.
Suggested Answers: 4. 2. 6. 1. 7. 3. 5
3. Scanning and discussing.
Purpose: To make the students find something in details.
In groups discuss and answer the following questions.
(1) What first aid did John perform on Anne
(2) What adectives would you use to describe John’s actions Give at least three.
(3) Do you think John was silly or brave to get involved in the situation Give your reasons.
(4) Would you have done the same as John Give your reasons.
(5) Do you think it is worthwhile to take a course in first aid Give your reasons.
Suggested Answers:
(1) John dressed Anne’s injuries with tea towels and applied pressure to the wounds to slow the bleeding.
(2) brave, heroic, courageous, quick-thinking, helpful, unselfish. Fearless, confident
(3) Some possible answers:
John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.
John was brave: he could have been attacked too, but he didn’t think about his one safety. All he thought about was how to help the victim.
(4) Yes, I would do the same. Helping others who are in need is anyone’s responsibility.
(5) Yes. Taking this course can make more people know how to perform the first aid.
This would prevent more people from being worse injured.
Step 2. Listening
Purpose: To develop the Ss’ listening ability.
1. Pre-listening
(1). Read these words and expressions and make sure Ss know the meaning of them:
burning clothes, broken bones, bleeding, choking, snake bites, nose bleeds, bruising, sprained ankle.
(2). Ask Ss what first aid treatment they would give in the situations in the list. Write their suggestions on the blackboard.
2. While-listening
(1) Circle the topics the teacher asks questions about in this listening text.
Suggested Answers:
nose bleeds, burning clothes, choking , sprained ankle, snake bite.
(2) Match each of the following pictures with a topic listed in question (1) above.
Suggested Answers:
picture 1: sprained ankle picture 2: burning clothes
picture 3: a nose bleed picture 4: choking
Step 3. Speaking
According to the tape, discuss these questions in groups:
1. Can you say the students' names on the tape
2. What can you tell us about Peter’s character
3. Can you remember any of the funny things he said
Suggested Answers:
1. Sarah, Peter, Rachel, Jim,Gary.
2. Stuart is the joker in the class/ the class clown/ the one who make s the others laugh.
3. So he gets the blood all over the floor instead of on his clothes ;I'd say great--he's a terrible player anyway; Bite it back.
Step 4. Writing
Write an article according to the following pictures and the first aid treatments you have learned in this unit.
A woman lost consciousness and has stopped breathing. The pictures can direct you to help him breathing again Write the measurements in details.
One possible version:
I will perform the first aid in eight steps. Before I do rescue breathing, the first, I will check whether the person is unconscious. Gently shake her by the shoulders. If she doesn’t respond, she’s unconscious. The second, I will put her in the recovery position. First place her arm straight out on the ground and bend her other arm across her chest. Bend the near leg up and then roll her away onto her side. Tilt her head backwards a bit so that any liquid can run out of her mouth and her tongue can fall forward. The third, I will check if the airway-the passage from the mouth to the lungs-is open. And then clear anything away from the inside of the mouth with my finger. The fourth, I will check if she can breath. See if her chest is rising and falling. Also I will place my cheek close to her face and listen and feel for air coming from the nose and mouth. If she is not breathing, I will have to start rescue breathing. This is the fifth step: roll her onto her back and squeeze her nose with my fingers to stop air coming out of it. I should place my mouth completely over the victim’s mouth and keep her head tilted and blow into her mouth for one and a half to two seconds. Watch her chest rise and then fall. Take another breath and blow into her mouth again. The sixth, I will check her pulse on the side of her neck. If there is a pulse, check her breathing. The seventh, if there is still no breathing, continue the rescue breathing at 15 breaths a minute. After about one minute, I will check the pulse and breathing again and continue this process until the victim begins to breathe on her own or medical help arrives. The last step, when she is breathing on her own again, I will put her in the recovery position.
Period 5 Summing Up, Learning Tip
Step 1. Summing Up
Purpose: To make Ss summarize what they have learned about this unit.
1. Burns and first aid treatment for burns.
1. First aid treatments for a variety of situations, eg a snake bite, a sprained ankle, bleeding, a bloody nose, a broken arm, choking, stopping breathing, etc.
1. Some new vocabulary and expressions, eg ambulance, pressure, ceremony, symptom, bandage, swell, treatment, over and over again, etc.
1. How ellipsis is used in English sentences, eg in adverbial clauses, if the subject is the same with the subject of the whole sentence, it can be left out.
1. How to give and write instructions.
Step 2. Learning Tip.
Purpose: Teach Ss how to write a particular type of authentic text.
1. Types of authentic texts: letters, postcards, newspaper and magazine articles, essay and instructions.
2. Take this unit for example. This is a text of instructions from a book on first aid. Ask Ss to look at the characteristics of the text: the different parts of the text and the kinds of structures and phrases used.
3. Lead Ss to summarize the elements to write a text giving instructions.
(1) There is a title that tells you what the instructions are for.
(2) The imperative verb is used.
(3) Unimportant words are often left out.
(4) The instructions are written step by step in the order that they are meant to happen.
Step 3. Homework.
Write an article about instructions. Title: First Aid For Snake Bites.
Suggested Websites:
http://www.animalbites.info/ ( http: / / www.animalbites.info / )
http://www./ ( http: / / www. / )
http://www./ ( http: / / www. / )
http://www./szdaily/ ( http: / / www. / szdaily / )
http://wwwipmcn.net/ad/abroad/index.html ( http: / / wwwipmcn.net / ad / abroad / index.html )
PAGE
2