Unit 5 First aid 单元教案（2份）

Unit 5 First aid
本单元的中心话题为“急救”‘具体涉及一些紧急情况下应采取的急救措施’尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被烧伤者进行急救的故事阐明急救的重要性。
窗体顶端
“热身”（warming up）部分呈现了急救的定义，并要求学生讨论六幅画里出现的紧急情况及应采取的急救措施。
“读前”（pre-reading）以图片带出“烧伤”的主题，要求学生讨论“烧伤”情境下应采取的急救措施。“读前”为“阅读”部分进行了预热和铺垫。
“阅读”（reading）部分脉络清晰，依此介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应采取的急救措施。
“理解”（comprehending）部分设置了四个与阅读相关的练习。首先是对课文内容的排序，其次是通过烧伤症状确定烧伤种类，再次是判断所采取的急救措施的正误，最后是与课文内容理解相关的问题。
“语言学习”（learning about language）的词汇部分是学习与单元主题“急救”相关的词汇；语法部分采用先发现后应用的方法学习省略句。先给出几组句子让学生观察比较，认识什么是省略句，然后通过简化和还原练习加以巩固。
“语言运用”（using language）部分包括读、讨论、听、说与写。阅读与讨论部分以一个真实的故事突出急救的重要性，并通过学生的自主讨论达到真正的领悟；听、说、写部分以急救常识训练学生的听、说、写技能。
“小结”（summing up）部分要求学生对急救常识（包括烧伤急救）、词汇、省略及如何发出、书写指令进行自评，以明确已掌握的和未掌握好的。
1. Language skills
(1).Students will be able to master the useful new words in this passage: skin, liquid, radiation, mildly, swollen, blister, scissors, and bandage.
(2).Students can learn about some first aid knowledge.
(3).Students are able to know about burns and first aid treatment for burns.
2. Emotion attitude
(1).Students’ interest in first aid can be stimulated. Students’ awareness of the importance of knowing about first aid can be increased and they will be able to know how to protect themselves and help others when accidents happen.
(2). Students’ sense of cooperative learning can be developed.
3. Ability objectives:
(1).Students can distinguish different reading skills.
(2).Students can describe types and characteristics of burns and first aid treatment for burns.
1. Teaching important points:
(1). Students know about burns and first aid treatment for burns.
(2).Students learn different reading skills, such as skimming and scanning.
2. Teaching difficult points:
(1).Students learn to use skimming and scanning skills to complete some reading tasks.
(2).Students are able to know about burns and first aid treatment for burns.
(3).Students are able to have the ability to think and express how to perform first aid treatment in English.
1. Student-centered teaching method
2. Task-based reading method ‘
3. Role-play
Multimedia, some cards and objects
Step 1 Warming up
1. Greetings.
2. (Show Zhang Lilli’s photo on the screen)
T: Do you know the lady?
Have you heard of her story?
Do you admire her brave behavior?
If you were on the spot, what could you do to help her?
Respond to different answers.
3. (Show some pictures on the screen)
T: In such situations, who needs first aid? When do people need first aid? Why do people need first aid?
After finding the answers in warming up, students report their answers and make a conclusion on what first aid is.
Step 2 Pre-reading
(Show a picture on the screen)
T: The scene is very common in our life.
What happened to the girl?
Before the girl is sent to hospital, what kind of first aid could her mother give to her? Next we will have a further study about First aid of burns.
Step 3 While-reading
1. Fast reading
Students skim the whole passage and then put the following five parts in right order according to the development of the passage or headlines in it.
_____ the types of burns
_____ what to do if someone gets burned
_____ the functions of skin
_____ the symptoms of burns
_____ how we get burns
Check the answers with the class.
2. Careful reading
1). (Show a picture of skin on the screen)
After learning about the layers of skin, students read Paragraph One to find functions of skin and fill in the blanks.
It keeps you _____ or _____.
It prevents your body ____________.
It is where you feel ___________.
It gives you your ____________.
Ask individual students to answer.
2).T: Skin is helpful, we must protect it. But sometimes, because of our carelessness, we are burned.
Besides hot water or hot liquids, what other things can cause burns?
(Show some pictures on the screen)
Talk about these pictures one by one.
Students will learn the new word radiation.
3).T: When you are close to these things, please be careful. Because once your skin gets burned, it can be very serious. Different causes can lead to different types of burns and each type has its own characteristics.
Students are asked to read types of burns and characteristics of burns.
While reading, they need to consider the following three questions.
(1). How many types of burns are there?
(2). In each type, which layer of skin is affected?
(3). Which type of burns is it in each picture?



After answering the three questions, students are asked to look at the three pictures carefully again. While analyzing the pictures, they will learn some new words swollen, blister, char.
4) T: If a person is burned, different types require different treatments. Read first aid treatment carefully paying attention to the key words in each step.
(1).After reading, two girls and two boys are invited to the front to put the cards which are in a mess on the blackboard in right order.
(The six cards are Remove clothing, Cool burns, Place cloths, Dry burned area, Cover bandage, Get victim to hospital)
(2).Students choose the suitable things that can be used in first aid treatment of burns
(cool water, scissors, dry bandage, warm water, clean cloths, clean bandage, ointment, wet bandage, oil, icy water, cold water)
(3).Students answer three questions
(a)Why should you put cold water on a burn?
(b)Why can’t you put ointment, oil or butter on burns?
(c)If burns are on arms or legs, what should the victim do? If burns are on the face, what should the victim do?
Check answers by asking individual students.
3. Consolidation
Students are divided into several groups. They cooperate to fill in a chart, which is about the whole passage.
After two students write their answers on the blackboard, check the answers together.
First aid for burns
The of skin
Skin acts as a against disease, poisons and the sun’s harmful rays.
Burns
Hot liquids, steam, and so on can burns.
First degree burns affect the layer of the skin.
degree burns are very painful.
Third degree burns have little or no pain because
are damaged.

for burns
Clothes and jewellery near burns should be removed because bacteria from them could the burns.
It’s better to put water on the first and second burns for ten minutes.
Use a dry and clean to cover the burned area.
Step 4 Post-reading
Check if students know about first aid treatment for other unexpected situations. Students are divided into five groups. Each group chooses a poker card. According to the request behind each poker card, they have a discussion. Then each group recommends one or more students to the front to report their group discussion and act it out. In the performance, students can choose the things that they need, such as ice pack, wound plaster, bandage, doll.
Situations 1. Tom has an asthma (哮喘) , but he doesn’t have his medicine. You’d better:
A. Get him a cup of coffee.
B. Take him outside for fresh air.
Situations 2. When you have a nosebleed, what should you do?
Use your body language to act it out.
Situations 3. For not serious cuts, w ____ the area of cut, d ____ it and c ____ it with a b ____ or a piece of dry and clean cloth.
Situations 4. What could you do to save a drowning person? Please act it out.
Situations 5. How to treat Sprained Ankle? Choose the right answers to fill in the blanks.
Act it out.
First--- have the victim___1____ and ___2____ the foot. Second --- ___3_____around the foot and ankle.
Third ---___4____ on the ankle to reduce the swelling.
(put an ice pack, sit down, put a bandage, raise)
Step 5 Language points
核心单词
1. aid
n.& vi. 帮助；援助；资助
vt.&n. 帮助;援助;救助
They aided flood victims. 他们援助遭受水灾的灾民。
They aided in solving the problem. 他们帮忙解决这个问题。
常用结构:
first aid 急救
aid sb. 帮助某人
aid sb. with sth. 帮助某人(做)某事
in aid of 支持;为……筹措
aid sb. in (doing) sth. 在……方面帮助某人
联想拓展
表示一般意义的“帮助”或“援助”时，aid 是不可数名词；表示具体意义的“助手”、“辅助用品”时，aid是可数名词。如：A dictionary is an important aid in learning a new language. (字典是学习一种新语言的重要工具)。用作动词时，搭配为aid sb. to do sth. 帮助某人（做）某事(其中的 to 不可省略)，也可用于 aid sb. in doing sth.帮助某人(做)某事。
易混辨析
aid/help/assistance
aid 表示经济或其他方面给予的帮助或援助，多指强者(或足够者)援助弱者，多用于团体。
help 指给人精神或物质上的帮助，强调受助者的需要，有利于达到一定的目的或目标。
assistance 多指个人给予道义、知识、物质等方面的帮助，所提供的帮助往往只起辅助作用。
高手过招
单句改错 ①The family lived on government aids for two years.
②We may travel on/under the aid of a good map.
③We’ve aided him finish the work ahead of time.
答案：①aids→aid ②on/under→with ③finish→to finish或in finishing
2. injury
n. 损伤；伤害
Many common injuries happen every day in the home.
家庭中每天都有许多常见的意外伤害。
常用结构:
do sb. an injury 伤害某人
be an injury to sb./sth. 伤害；危害某人/某事
escape injury 免受伤害
repair injury 赔偿损害
serious／severe injuries 重伤
a slight injury 轻伤
In the crash he suffered severe injuries to the head and arms.
在事故中他头部和双臂受了重伤。
易混辨析
injure/wound/hurt
injure指人在意外事故中受到的伤害,用于无生命物体的损坏，更多用于表示对人的某个部位的损伤。
wound 指利器或子弹对肉体造成的伤害。是出血的、严重的伤，特指战场上的受伤。也指感情受伤。
hurt 指的伤害与injure 同样严重，也可指较轻的疼痛，常指因不小心而引起的痛苦或意外地受到伤害。hurt 也可指对人的感情的伤害。
Your remark may injure her pride.
你的话也许会伤她的自尊。
Blood gushed from his wound.血从他的伤口涌出。
Hurt other people, hurt yourself.害人害己。
高手过招
选词填空(injure/hurt/wound)
①Ten soldiers were killed and thirty serious .
②He was deeply by her dishonesty.
③I my back lifting that box.
④In the traffic accident ten were killed and eight were .
⑤She felt at your words.
⑥The bullet him in the shoulder.
答案：①wounded ②hurt ③hurt ④injured ⑤hurt ⑥wounded
3. situation
n. 形势;处境;事态;局面;位置
易混辨析
situation/state/condition
situation指一定时期内总的情况、形势、事态，亦可指国际、国内形势，是可数名词。
state用单数形式表示人或事物的情况及状况，如外貌、心理、外观等方面’可与不定冠词连用，常用于in a state of或in a... state。
condition的单数形式表示人或物本身的状况，在这个意思上与state相近；而复数形式则指事物之外的环境与情况，与circumstances意思相近。
When he later grew to dislike Eliza, he faced a difficult situation.
当他接下来对伊丽莎的讨厌与日俱增的时候，他陷入了一种困难的境地。
After that I give the students various situations and they make up sentences about them.
从那以后’我提供给学生各种各样的情境，他们依照这些情境造句。
His business is in a good state. 他的生意很好。
The condition of the house was so bad that nothing could make it safe to live in.
房屋的条件太差了以至于不能安全地住在里面。
温馨提示
situation与condition, occasion, point, case一样，后常用where, in which引导定语从句。
Can you imagine a situation where/in which you can use the word?你能想像出可以使用这个单词的语境吗？
高手过招
用适当的关系代词或关系副词填空
①He’s got himself into a dangerous situation he is likely to lose control over the plane.
②I can ,t think of the situation I meet my father.
③They have to think of a good idea to cope with the situation they face.
答案：①where ②where ③that/which
4. damage
vt.& n. 损害；毁坏
易混辨析
ruin/destroy/damage
ruin强调毁灭的彻底性，并且是一次性的行动。这种毁灭也许力量不是很大，但其严重性却使其不能修复,它强调的是毁坏的长期结果。
destroy指通过某种有力的或粗暴的手段使之毁灭或无用，一般不能或很难修复，有时用于比喻意义。
damage则指对价值和功能的破坏，多用于无生命的东西’一般还可以修复。
The house across the street is in ruins.
街道对面的房子已是一片废墟。
The earthquake destroyed a lot of buildings.
地震毁坏了许多楼房。
The bridge was damaged by the flood.
那座桥梁被洪水损坏了。
温馨提示
destroy只能用作动词’而ruin和damage既能用作动词又能用作名词。
高手过招
单项填空
An earthquake struck this area, a lot of damage.
A.making B. causing C. done D. Caused
解析:选B。make与damage不能搭配使用；“造成损失、损害”用do/cause damage；此处的动词与前面的句子构成逻辑上的主谓关系，所以需用现在分词作结果状语。
5. present
n.礼物；目前
adj.在场;出席;当前的
v.颁发;授予;赠给
常用结构：
be present at 出席
the present day=today 今天
at present／at the present time＝now 现在
for the present=for the time being 暂时
the present 现在(相当于名词)
present sb. with sth=present sth. to sb. 把某物送给某人
present?day attitudes/fashion现在的态度/流行款式
联想拓展
present作动词，表示“给予’赠送”之意，常用于present sth.to sb.或present sb. with sth.搭配中，此外，present作动词还有“呈现’显示；阐述’表达；引见”等意思。
作形容词既可作前置修饰语，也可作表语，常意为“现存的；现在的；在场的；出席的”等。
②作不可数名词时，表示区别于过去或将来的“现在”；作可数名词时’意为“礼物”。
The same problem presented itself to her again.
同样的问题又在她身上出现。
He presented the school with a check for one million dollars.他赠予学校一张一百万美元的支票。
May I present you to my husband?
我可以把您介绍给我丈夫吗?
We learn from the past, experience the present and hope for success in the future.
我们学习过去，体验现在，希望成就未来。
I got many presents for my birthday.我收到很多生日礼物。
高手过招
单项填空
①There are plenty of jobs in the western part of the country. A. Present B. available
C. Precious D. convenient
②All the people at the party were all his supporters.
A. Present B. thankful
C. Interested D. Important
解析: ①选B。present在场的；available可用的;可得到的;precious珍贵的;convenient方便的。根据句意,应选B。
②选A。(be) present at意为“出席、在场”符合句意。
重点短语
6. fall ill
生病
Hearing the bad news, he fell ill. 听到坏消息后’他病了。
联想拓展
fall behind 落后
fall sick 生病
fall asleep 入睡
fall down 掉下；倒塌
fall in love with .. 爱上……
fall off 脱落；减少；从……上掉下
fall into the habit of ... 养成……的习惯
fall over 跌倒；翻倒；落到……上
fall silent 沉默
高手过招
完成句子
不久后他就病倒了，而且一病不起。
He soon after and did not recover.
②形势严峻，不进则退。
Given the pressing situation, we must move forward, or we will .
③这家报纸的发行量开始锐减。
The circulation of the newspaper began to sharply.
答案：①fell ill ②fall behind ③fall off
7. in place
在适当的位置；适当
I like everything to be in place.
我喜欢所有的东西都放在原来的地方。
With everything in place, she started the slide show.
一切就绪，她开始放幻灯片。
联想拓展
be in/out of order 有条理/无条理；坏了
be in/out of control 正常/失控
be in/out of danger 有危险/脱离危险
in place of...＝take the place of... 代替；取代
give place to 被……取代；让位于……
out of place 不在适当的位置；不合适
高手过招
(1)单项填空
His efforts to raise money for his program were because no one showed any intention to take a cent out of their pockets. A. in place B. in sight C. in effect D. in vain
(2)完成句子
①你可以用木柴来取代煤。
You can use wood coal.
②棉花要取代丝绸。
Cotton is silk.
③你的提议很恰当。
Your proposal is quite .
解析:(1) 选D。考查介词短语。根据下文“no one showed any intention to take a cent out of their pockets”可知,为集资做出的努力都白费了故选in vain(白费力)。in place在适当位置;in sight 在视线内;in effect 实际上。
(2)①in place of ②taking the place of ③in place
8. make a difference
有很大差别；有很大不同；有很大的关系/影响
Whether he could get the support from his parents made a great difference to the plan.
他是否能得到父母的支持对这个计划的影响很大。
Does it any difference whether he?ll attend the meeting?
他出不出席会议有什么区别吗？
联想拓展
make a difference between ...and ... 区别对待……
make some difference to对…… 有些关系
make no difference to 对……没有关系
make all the difference 关系重大；大不相同
高手过招
翻译句子
①这次旅行对他以后的人生很有影响。
②让警察知道一些证据关系重大。
答案：①The travel made a difference to his later life.
②It makes all the difference to inform the policemen of some evidence.
重点句型
9. Remove clothing using scissors if necessary unless it is stuck to the burn.
除非衣服粘贴在烧伤面上否则都要把衣服脱掉。如果需要的话可以使用剪刀。
unless是连词意为“如果不’除非”。在真实条件句中unless引导的肯定条件状语从句可以和if...not...引导的否定状语从句互换。
Unless you change your mind, I won’t be able to help you.
=If you don’t change your mind, I won’t be able to help you.
除非你改变想法’否则我不能帮助你。
I want you to keep working unless I tell you to stop.
=I want you to keep working if I don’t tell you to stop.
如果我没说让你停，你就得继续干。
注意：unless 不可用于假想的事情，因此当if...not引导非真实条件状语从句时’一般不可改用unless。
高手过招
单项填空
①All the dishes in this menu, otherwise stated, will serve two to three people. A. As B. if C. though D. unless
②Don’t promise anything you are one hundred percent sure. A. Whether B. after C. how D. unless
③ __________you have tried it, you can’t imagine how pleasant it is.
Unless B. Because C. Although D. When
解析: ①选D。考查状语从句的引导词。句意为：在这份菜单上的所有菜，除非另外说明，会给两到三个人食用。
选D。句意为：除非你有完全的把握，否则不要做出承诺。unless除非。
③选A。句中unless意为“如果不”,可以与if...not互换。
10. John was studying in his room when he heard screaming.
约翰正在房里学习，突然听到一声尖叫。
此句型中when作并列连词,相当于and then,意为“正当……时’就在那时’突然”。
常用结构：
be doing...when... 正在做……突然……
had done...when... 刚做了……突然……
be about to do...when... 刚要做……突然……
be on the point of doing sth. when... 刚要做……突然……
高手过招
单项填空
①She had just finished her homework her mother asked her to practice playing the piano yesterday.
A. when B. while C. after D. since
②We were swimming in the lake suddenly the storm started.
A. when B. while C. until D. before
③I along the street looking for a place to park when the accident .
A. went; was occurring B. went; occurred
C. was going; occurred D. was going; had occurred
解析: ①选A。由句意可知此处when用作并列连词，意为“这时”。
选A。when作连词，表示“正在这时”。句意为：我们正在湖中游泳，突然暴风雨来了。③选C。主句要用过去进行时,表示当时正在路上走着；when引导的从句多用一般过去时。
Step 6 Grammar
省略
（一）并列句中的省略
在并列句中，第二分句（或第三、第四分句）往往可以省略与前句相同的成分。
如：Some books are to be tasted,?others (are) to be swallowed,?and some few
(are) to be chewed and digested.
（二）简单句中的省略
1．省略主语
1)祈使句中的主语通常被省略。如：
(You) Be seated,?please.
2）其他省略主语多限于少数现成的说法。如：
(I)Thank you for your help. （谢谢你的帮助。）
(It)Doesn’t matter. （没关系。）
2．省略主谓语或主谓语的一部分。如：
(There is) No smoking. （禁止吸烟。）
(Is there) Anything else?（还有其他事吗？）
(You come) This way,?please. （请这边走）。
(Will you)Have a smoke?（吸支烟？）
What (do you) think about a cup of tea? （来一杯怎么样？）
Why（do you）not say hello to him ?（为什么不和他说声再见呢？）
3．省略宾语。如：
—Do you know Miss Gao? （你认识高小姐吗？）
—I don’t know（her）. （我不认识。）
—Which of them is the better choice? （他们中谁是更合适的人选？）
—Well,? it’s hard to tell（it）. （哟’这很难说。）
4．省略表语。如：
—Are you thirsty?（你渴吗？）
—Yes,? I am（thirsty）. （是的，我渴。）
5．同时省略几个成分。如：
—Are you feeling better now? （你觉得好些吗？）
—（I am feeling）Much better（now）. （好多了。）
—Have you finished your work? （你完成工作了吗？）
—（I have）Not（finished my work）yet. （还没有。）
—（I wish）Good luck（to you）!（祝你顺利!）
6．其他一些省略结构
1）名词所有格所修饰的名词，若表示住宅、店铺、教堂或上文已暗示或明确指出过的事物时，常常可以省略。如：
We spent the weekend at the Blacks’.
2）what和how引导的感叹句中，常可省略主语it和be动词。如：
What a wonderful victory（it is）for Wilma!
How wonderful（it was）to be treated like a normal child, even when I was bad.
3）不定式省略，单独使用不定式符号to。
①代替动词不定式后被省略的动词， 常在be afraid, expect, forget, hope, intend, like, love, mean, prefer, refuse, seem, try, wand, wish等后边。如：
I asked him to see the film,?but he didn’t want to.
②在have, need, ought, be going, , used等后。如：
I didn’t want to go there,?but I had to.
③在某些形容词glad, happy, pleased, delighted等后, 如：
—Will you join in the game?
—I’d be glad to.
④否定形式的省略用not to。如：
—Shall I go instead of him?
—I prefer not to.
⑤如果不定式中含有be, have, have been, 通常保留be, have和have been。如：
—Are you a sailor?
—No,?but I used to be.
—He hasn’t finished yet.
—Well,?he ought to have.
（三）复合句中的省略
1．定语从句中作宾语的关系代词that, which, whom常可以省略；当先行词是time, reason, place时作状语的关系副词when, why, where也可以省去。如：
This is the first time（when）he had trouble with the boss.
2．当wh-疑问词引导宾语从句且后边的内容与前边重复时，可以把重复的内容省去，而保留wh-疑问词。如：
Tom was sad,? but I don’t know why（he was sad）.
3．状语从句中的省略现象
一般来说，省略现象多出现于下列五种状语从句中：
由when, while, as, before, after, till, until, once等引导的时间状语从句；由if, unless, whether等引导的条件状语从句；由though, although, even if, whatever等引导的让步状语从句，由as, than引导的让步状语从句；由as, as if, as though 方式状语从句。
上述状语从句在省略时，并不是任何成分都可以省略，而是遵循一定的原则：
1）当状语从句的主语和主句的主语一致时，可以省略状语从句的主语和系动词be’这时从句中可出现如下结构：
①连词(as,? as if,? once) + 名词
Once（he was）a teacher,? he now works in a government office.
②连词(though, whether, when) + 形容词
Work hard when（you are）young,? or you’ll regret.
③连词(whether,? as if,? while) + 介词短语
He looked everywhere as if（he was）in search of something.
④连词(when, while, though) + 现在分词
While（I was）walking along the street, I heard my name called.
⑤连词（when, if, even if, unless, once, until, than, as） + 过去分词
The exhibition is more interesting than（it was）expected.
⑥连词（as if, as though） + 不定式
He opened his lips as if（he were）to speak.
注意：当从句的主语和主句的宾语一致时，间或也有这样的省略：
Her father told her to be careful when（she was）crossing the street.
2）当从句中的主语是it谓语动词中又含有系统动词be时，可以把it和系动词be一起省略。此时构成连词(if, unless, when, whenever) + 形容词的结构。如：
Unless（it is）necessary,? you’d better not refer to the dictionary.
另外，我们还可以用so或not代替上文内容，此时可有if + so/not省略句式。
Get up early tomorrow. If not（you don’t get up early, you will miss the first bus.
He may not be at home then,? if so（he is not at home）, leave him a note.
【语法过关】
1. --- I won ' t do it any more. --- ________?
A. Why don 't B. Why don ' t do it any more C. Why not D. Why not to
2. Although ________ to stop, he kept on working.
A. tell B. telling C. having told D. told
3. --- Will you waste your time and money on that? --- Certainly ________.
A. I not B. don ' t C. not D. no
4. --- Mary didn ' t attend the lecture, did she? --- Yes, she ________.
A. attended B. didn ' t attend C. didn ' t D. did
5. --- What’s Joan doing?
--- _________ newspapers in the room.
A. She reading B. She reads C. To read D. Reading
6. _________ always succeed.
A. Honest and clever students B. Students who honest and clever
C. Honest students and clever D. Students are honest and clever
7. --- Can you climb that tree, my boy? --- __________?
A. I B. Myself C. Mine D. Me
8. Some people are against the plan but _______ support it.
A. any more B. many more C. much more D. no more
9. --- I 'll be away on a business trip. Would you mind looking after my cat?
--- Not at all. _________.
A. I've no time B. I 'd rather not C. I 'd like to D. I 'd be happy to
10. --- Why not go and have dinner in a restaurant? --- ______. It ' s too expensive.
A. Why not B. I agree C. I'm afraid not D. I'm sure
答案： CDCDD ADBDC
Step 7 Writing
如何写急救类说明文
写作指导
说明主要用来描述某一事物、事由或事情的发展过程，主要分为事物说明文和事理说明文。它主要用来说明事物的特点、发展变化规律、分析前因后果，目的在于使读者获得必要的信息，使人们对事物有个清晰、完整的了解和认识。
在日常生活中，掌握一些基本的急救措施会减少自身受到的危害，也可以为他人提供及时的帮助。如何掌握以及掌握哪些急救措施，我们需要专业人士的指导。
要想写好一篇说明文，在写作中要注意以下几点：
1．突出重点, 抓住中心。说明对象是写作的“中心”‘其他的支持信息都围绕说明中心展开。在写作时要抓住写作对象的本质特征’做到“详略得当”。
2．优化文章的结构。以使文章层次分明、有条理。
3．选好说明的顺序。根据说明对象的不同灵活安排、运用时间、空间、逻辑、认识等说明顺序，力求做到解说清楚、条理分明，给人留下一目了然的印象。
4．体现文体特点。层次清晰，条理分明，语言简洁、准确而富有逻辑性是说明文的基本特点，不要把它与描写文、记叙文或论说文等相混淆。
常用句型：
Knowing a little first-aid could be life-saving.
Animal bites like dog and cat bites are most common nowadays.
It is important to learn some knowledge about first aid in your daily life.
When you find someone suffering from sunstroke, first you should (shouldn't)... but...
Cover the wound with a clean towel and press it slightly when...
When yuu still feel painful, you can either... or...as long as you make sure...
Cool the wound with running water and then lift up your right arm, letting / making...
Do remember not to touch...and just let it be because it will become even worse once you...
In addition, let the person lie down and make sure he / she won't feel uncomfortable.
If this still doesn't work, please send the person to a hospital and turn to medical treatment.
Don’t give the person anything to eat or drink untill he is fully recovered.
实战演练:
某网站近期进行了一项在线调查，具体情况如下：
主题：人们对于急救知识的掌握
调查人数：17553人
结果：
烫伤后，74.2%的人知道先用冷水冲洗
发生火灾是，25%的人知道迅速低头逃生
遇到突发事件时，12%的成年人能够采取急救措施
启示：需进一步提高公众对急救知识的了解
向公众普及急救知识的措施：定期进行急救培训
【写作内容】
请根据以上内容写一篇英语作文。内容包括：
调查的主题赫尔调查人数
调查结果
调查启示及向公众普及急救知识的措施
基础写作的基本步骤：
认真审题
2、归纳、排列信息点, 变成五句话
3、确定短语和句型, 连词成句
4、组句成篇
5、检查修改
Task 1: Individual work and group work
Guide the students to find out the verbs of each sentence, especially the predicate; and then encourage the students to translate the sentences into English.
Sentence 1: 某网站近期在17553人中进行了一项在线调查了解人们对急救知识的掌握。
Predicate: do/make/conduct/carry out a survey
A possible one:①Recently a website has conducted an online survey among 17,553
people on how much knowledge that people have about first aid.
A polished one:②An online survey has been conducted by a website recently to learn
how much knowledge people have about first aid.
Writing Tip 1: 找准谓语动词
Sentence 2: 结果表明（被调查的17553人中的）74.2%的人知道烫伤后’先
用冷水冲洗(患处) 。
Predicate: show/reveal
know
wash/cool
get/be burnt
A possible one:①The result shows that 74.2% (of 17,553 people) know that they
should wash the burn with cold water after they get burnt.
A polished one:②The results show that 74.2% of the17,553 people surveyed know
they should cool the burnt area immediately with cold water when
they are burnt.
Writing Tip 2: 确定主句谓语动词、从句谓语动词、非谓语动词
Sentence 3: 发生火灾时25%的人知道应迅速低头逃生。
Predicate: know/ be aware
break out bend down
non-predicate: escape from
A possible one:①When the fire breaks out, 25% of people know that they should
bend down to escape from the fire at once.
A polished one:②from the fire as soon as a fire breaks out.
Writing Tip 3: 确定主句谓语动词、从句谓语动词、非谓语动词
Sentence 4: 遇到突发事件时12%的成年人能够采取急救措施。
Predicate: give first aid
A possible one:①12%of adults can give first aid when they meet sudden accidents.
A polished one:②only 12% of adults are able to give first aid in an emergency.
Writing Tip 4: 避免中式英语使用平时积累的“活”词汇
Sentence 5: 需要进一步提高公众对急救知识的了解（提供）定期（进行）急救培训。
Predicate: provide
Non-predicate improve
A possible one:①Regular first aid training should be provided for the public in order
to improve their knowledge of first aid.
A polished one :②It’s completely necessary/extremely important/essential/vital to
provide regular first aid training for the public so as to improve their knowledge of first aid.
Writing Tip 5: 套用高考实用句型
Summary 1: How can we do well in the basic writing?
一、关键在准确“简单”句（确定好每句的中心：谓语动词）
二、精彩在高档句（句式灵活多样）
三、美感在语句衔接（过渡词恰当的连接词）
Task 2: group work
Let the students discuss which words can be put to join the 5 sentences together logically
Possible answers: 1.But/However; 2.What’s worse/worse still/To our surprise3. So/Therefore
Task 3: Check and correct the writing(检查修改)
词 （拼写、用法） 句 （结构、表达） 篇 （连贯、书写）
Summary 2: Review the writing Procedures(复习基础写作的基本步骤)
Task 4: Try to recite the writing
附：参考范文
An online survey has been conducted by a website recently to learn how much knowledge people have about first aid. The results show that 74.2% of the17, 553 people surveyed know they should cool the burnt area immediately with cold water when they are burnt. However, only 25% of them are aware that they should bend down to escape from the
Fire as soon as a fire breaks out. To our surprise, only 12% of adults are able to give first aid in an emergency. Therefore, it’s completely necessary to provide regular first aid
Training for the public so as to improve their knowledge of first aid.
Step 8 Summary
Recommend a book First aid for the family to students.
Students are expected to strengthen their skills of first aid and use what they have learned to help themselves and others when accidents happen.
End this class with reading the sentences together to the light music.
Life is precious.
We should care about others, and help people in an emergency.
Try our best to give them effective first aid if they are in danger.
Step 9 Homework
Search for as much information as you can about first aid.
略
Unit 5 First aid
教材分析
本单元以“急救”为中心话题，旨在通过单元教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施，能牢固地掌握构词法和省略句，能写急救措施。
1. 内容梳理
1.1 WARMING UP 提供了六幅有关first aid 的图片，展示各种事故:被蛇咬,出血,扭伤脚踝,食物噎塞喉咙,摔伤手臂, 鼻子流血,让学生用已有的知识和经验讨论对这六种情况应该采取的急救措施，同时让学生意识到,生活中我们可能会碰到各种各样的意外,面对意外, 我们必须学会一些急救知识。激发学生学习急救的知识兴趣,树立安全意识。
1.2 PRE-READING是READING的热身活动。它通过图片引起“烧伤”话题, 如何给烧伤做急救,通过问学生是否见过烧伤,伤口怎样,如何进行急救等问题,使学生自然地进入课文的学习。
1.3 READING是关于烧伤的急救方法。先是介绍皮肤对人体的重要性,既而介绍烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。
1.4 COMPREHENDING设置了4个活动: 第一个活动是排序,这个活动有助于培养学生在阅读过程中通过抓关键词来捕捉主要信息的能力,并通过排序理解行文线索和各个主要内容之间的内在联系; 第二个活动是通过图片帮助学生了解三种不同的烧伤程度;第三个活动是正误判断,帮助学生理解和记忆细节信息; 第三个活动是回答问题,检查学生对文章的理解情况,培养学生的口头表达能力。
1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分, 词汇设置了2个练习,一个是学习构词法,练习同一词根的动词,名词和形容词的拼写规律;另一个练习是填词,根据回答补全单词。这两个练习帮助学生巩固词汇,还通过构词法教给学生拓展词汇的方法,同时帮助学生巩固和理解阅读课文。语法部分采用的是先发现后应用的学习方法。认识什么是省略句,设置两组练习, 一是根据省略的规律简化句子,另一个是补写被省略的问题: 什么是正确句子?什么是好的句子?
1.6 USING LANGUAGE 这部分综合训练听说读写的能力。阅读和讨论部分是一个真实的故事,约翰·詹森和其它9人采取果断的急救措施，挽救了安斯莱德的生命。文章设置4个练习：练习一、二针对阅读材料本身即故事的先后顺序和有关急救的内容; 练习三、四对文中人物及事件进行讨论。读者不仅可以通过本文学到如何对被刺伤的人实施急救,故事还歌颂了约翰·詹森的机智、勇敢和富于爱心。同时表达了这样的主题: A simple knowledge of first aid can make a real difference.
1.7 LEARNING TIP 就写作进行指导。建议学生研究真实语篇。研究它的组成部分、句子结构和所用的词语等。如本单元，写作要考虑：标题、祈使句、省略、急救措施的先后顺序。
2. 教材重组
2.1 从话题内容上分析，WARMING UP 与SPEAKING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。
2.2 将LISTENING 和Workbook中的LISTENING和LISTENING TASK 整合在一起，设计成一节 “听力课”。
2.3 可将PRE-READING, READING和POST-READING三个活动整合在一起上一节“阅读课”。
2.4 可将LEARNING ABOUT LANGUAGE与Workbook中的USING WORDS AND EXPRES-SIONS和USINGSR STRUCTURES语法练习题整合在一起上一节“语言学习课”。
2.5 可将USING LANGUAGE 中Reading and discussing 和Workbook中READING TASK 的Reading整合起来上一节“泛读课”。
2.6 将WRITING 和Workbook中的Writing整合成一节“写作课”。
3. 课程设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）
1st Period Speaking
2nd Period Listening
3rd Period Reading
4th Period Language Study
5th Period Extensive Reading
6th Period Writing
教学目标
【知识目标】
1. 功能句式
Expressing instructions
Give others your positive suggestions or orders
We / You should / ought to ...
Please do ...
Make sure ...
You must / have to / ought to ...
You must never ...
You ought never to ...
Give others your negative suggestions or orders
You should not ...
You ought not to ...
Please don’t ...
You should never ...
You must / should never to ...
2．词汇
a．四会词汇
aid, injury, bleed, ankle, choke, blood, bloody, burn, organ, poison, ray, treatment, liquid, radiation, mild, iron, tissue, electric, swell, damage, jewellery, squeeze, wound, bandage, symptom, kettle, wrist, damp, sleeve, throat, present, ceremony, bravery, towel, pressure, ambulance, authentic
b.认读词汇
sprain, essential, layer, heal, blister, watery, char, nerve, ointment, infection, label, Jason, Slade, stab, scheme, bruise
c.词组
first aid, fall ill, electric shock, squeeze out, over and over again, in place, a number of, put one’s hands on, catch fire, ought to, have to, stay calm, keep in mind, manage to, flow out, die of
4．重点句子
1. Burns are called first degree burns, second degree burns or third degree burns. P34
2. These burns affect both the top layer of the skin . P34
3. John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another. P38
4. They discovered that Anne Slade, mother of three, had been stabbed repeatedly with a knife.
5. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. P38
【能力目标】
1.Enable the students to talk about different accidents and how to give first aid in different situations.
2. Enable the students to master some knowledge of first aid.
3. Enable the Ss to learn about Ellipsis.
4. Enable the students to write a letter asking their principal to organize a first aid course at the school.
5. Help the Ss learn how to write the letter.
【情感目标】
1.Help the students learn how to give first aid in different situations through discussion.
2. Help the Ss learn how to do rescue breathing by listening task.
3. Enable the students to learn how to give their correct suggestions about first aid when others are in danger.
4. Help the Ss learn how to describe the story in their own words.
5. Help the Ss learn how to describe the story in their own words.
教学重难点
【教学重点】
1. Help the students use the expressions to describe the accidents and how to give first aid.
2. Let the Ss learn to use the structures of giving suggestions.
3. Let the Ss learn how to use Ellipsis.
4. Enable the students to describe the story: Heroic Teenager Receives Award.
5. Finish the exercises on page 39.
6. Help the Ss learn how to write the letter.
【教学难点】　
1. Listen to the three materials about a first aid quiz and an emergency phone call and the instructions for rescue breathing, then choose the correct answers.
2. Enable the Ss learn how to use Ellipsis.
3. Let the Ss explain the importance of doing a first aid course in the letter.
课前准备
Tape recorder, Multimedia, a projector.
教学过程
The First Period Speaking
Step Ⅰ Warming up
The warming up exercise makes the students understand there are some kinds of dangers in our daily life such as snake bite, bleeding, a sprained ankle, choking and so on. What’s more, the students should be asked to know how to prevent these troubles from happening and how to give first aid when they happen.
Talk about the pictures with the teacher’s help.
T: Look at the pictures on page 33. Each of them is a picture of an accident. Although some accidents are small and some accidents are serious. You should know how to prevent these accidents from happening and know what to do when they happen. Now please discuss the following questions with your partner.
1. What would you do in the above situations?
2. What could we do to prevent these accidents?
3. What do you already know about first aid?
4. What new words do you think would be useful when you talk about accidents and first aid?
Discussion:
Sa: To tell you the truth, I would be very afraid and do nothing in the above situations.
Sb: It means you don’t know much about first aid, am I right?
Sa: Yes. I know nothing about first aid.
Sb: I think we should stay calm at first. We can’t be too frightened to do anything. Then we should learn something about first aid.
Sa: In my opinion, it is the most important thing to prevent these accidents from happening.
Sb: I can’t agree with you more. We should try our best to avoid these accidents. We must be very careful when we are swimming, walking, cooking and even eating. By the way, what new words do you think would be useful when you talk about accidents and first aid?
Sa: The accidents are dangerous, troublesome and frightening. First aid is very useful and necessary.
Look at the pictures together and ask the Ss what has happened in each one.
T: Well, can I help you? These pictures are all about the accidents. What has happened in each one? What kind of first aid we should give in the situations? What about Picture1？
S: We can see a man whom a snake has bitten on his le.g. When a person is bitten by a snake, the person bitten must get to a doctor or hospital at once. Speed is very important. It will help the doctor greatly if you can tell him what kind of snake it was, or describe the situation.
T: Good. What about Picture 2?
S: In Picture 2 we can see a woman who has cut her arm with some broken glass and is bleeding badly.
T: Yes, then how to do first aid in this situation?
S: When someone is bleeding: Try to stop the bleeding; Press a handkerchief onto the bleeding point and hold it there; Hold up the part of body which is bleeding if possible.
T: Good, what about the third picture?
S: Picture 3 is about a boy who has badly sprained his ankle on the playground and his friends are running towards him to help. He should tie his ankle with medical bandage. It is better to avoid walking with the injured ankle. It is correct to use ice bag for relieving pain and bleeding.
T: Good. Then the fourth picture?
S: Picture 4, the girl sitting around the table is choking when she is eating something. We should make her spit by patting her back. To avoid this, we shouldn’t talk or laugh when eating.
T: Right. Let’s talk about the fifth picture.
S: Picture 5, the old grandma lying on the ground has broken her arm. We should not move the patient. Send for an ambulance at once. Keep the arm still using a sling or get the victim to support the broken arm with the other arm.
T: What about the last picture?
S: In the last picture, the boy has a nosebleed. He should stay calm. Breathe through the mouth, not the nose. Sit up and bend the head slightly forward. Pinch both nostrils shut using a thumb and forefinger. Spit out any blood that collects in the mouth.
T: Very good. All of you have a good knowledge of first aid. These accidents are all terrible. We should try our best to prevent these terrible accidents from happening. For example, when we are swimming, we can’t swim alone. We must swim with somebody else. Besides, we can’t swim in the river too deep. When an accident does happen we should keep calm and know how to deal with it correctly. So learning some first aid knowledge is of great importance to every one.
【设计意图】
提供了六幅有关first aid 的图片，展示各种事故:被蛇咬,出血,扭伤脚踝,食物噎塞喉咙,摔伤手臂, 鼻子流血,让学生用已有的知识和经验讨论对这六种情况应该采取的急救措施，同时让学生意识到,生活中我们可能会碰到各种各样的意外,面对意外, 我们必须学会一些急救知识。激发学生学习急救的知识兴趣,树立安全意识。
Step Ⅱ Further discussion
Give advice to the persons in trouble.
T: I think you must know something about troubles and first aid. Now please give your advice to
the persons in different kinds of troubles.Ss: OK.
Drowning

Traffic accident
Burns
Bleeding
Cuts
Choking
Your
suggestions
to them
T: Please give your suggestions to the victims in order to prevent different kinds of accidents. For instance, to the person who is drowning you can say: Never swim alone. / Learn how to swim. / Don’t swim in dangerous rivers. Now, please work in pairs.
Three minutes later.
T: OK. I will check your answers. To the person in a traffic accident, what suggestion will you give him?
Ss: You shouldn’t ride your bicycle without looking at the traffic.
Follow the traffic rules and be attentive and careful.
Never use a cell phone while you are driving, riding a bike or walking on a busy street.
Use crosswalks and don’t walk on the street.
Never run in traffic.
T: What suggestion will you give the victim getting burns?
Ss: You ought to be careful when cooking.
Don’t leave lamps and candles burning in your house.
Don’t let children touch flames or hot liquid.
T: What suggestion will you give the victim who is bleeding or whose hand is cut?
Ss: You must go to the nearest hospital as soon as possible.
Don’t play with knives or other sharp objects.
T: What suggestion will you give the person who is choking?
Ss: You mustn’t eat too fast.
Don’t forget to chew your food.
Don’t talk while having food in the mouth.
Some more situations are given and encourage the students to talk more.
T: Now, here are some more situations, please give the first aid instructions to the situations. What should you do if someone is drowning?
S: When someone is drowning, first we should check if he /she is breathing, then try to start his /her breathing. Never swim in deep water.
T: Good. We call this CPR (= cardiopulmonary resuscitation). Now if someone has been hurt in a traffic accident, what should we do?
S: In the traffic accident, first call for a doctor or an ambulance. We should make sure that the accident scene is safe, and then find out how the people involved are injured. If there is more than one injured person, we should help the most seriously injured person first. It is especially important to help someone who isn’t moving and seems to be unconscious. An injured person who is screaming with pain may seem to need our help, too, but if a person is able to scream or ask for help, they are at least conscious and breathing. Never pull her out of the car. Find enough people to lift the car safely and take her to hospital at once. Look at both sides when crossing the street.
T: Very good. Now we know how to do first aids according to different situations.
【设计意图】
进一步了解更多的意外情况，进行谈论急救知识。
Step Ⅲ Talking( P39)
T: Now let’s look at the pictures of Exercise 2 on p39, use the pictures above to help you give your partner first aid instructions for each situation. Try to use the useful expressions:
You should always ... You must...
Make sure that ... You ought to / should...
You have to ... You should not...
You should never ... You must never...
Never ... Please don’t...
T: What should you do when you meet the situation in Picture1?
S: If we meet this sprained ankle situation, we should have the victim sit down and elevate the foot. We should make sure how serious the situation is. Perhaps we must put an ice pack on the ankle to reduce the swelling and then put a firm bandage around the foot and ankle. It is better to avoid walking with the injured ankle.
Help the Ss to talk about other situations.
Burning clothes:
Use a blanket to put out fire on the body.
Remove clothing from burned area.
Use running water to cool down.
Sent for a doctor.
Nose bleeds
Stay calm.
Breathe through the mouth, not the nose.
Sit up and bend the head slightly forward.
Pinch both nostrils shut using a thumb and forefinger.
Spit out any blood that collects in the mouth.
Choking
Make him /her spit by patting him/her on the back.
To avoid this, we shouldn’t talk or laugh when eating.
T: Just now we know how to do some first aid, but that’s not enough. We should make some emergency call to give the person a quick treatment. Then how to make this kind of call? Now choose an emergency situation and make a dialogue. Make sure the operator asks for all the information including name of the caller, telephone number, address, what has happened, number of people involved. Now practice in pairs and I like some pairs to show their dialogues.
T: Now, let’s ask some pair to do the dialogue.
Possible dialogue:
Sa: Emergency. Can I help you?
Sb: Yes, you got to help me — my son has had an accident. I don’t know what to do.
Sa: Now calm down. Tell me your name and phone number — slowly.
Sb: Ummm... Marry Grand. Oh, you’ve got to send an ambulance now.
Sa: Yes. I will. Now take a deep breath and tell me your phone number.
Sb: Yes, yes... 342562178.
Sa: Good. Now tell me what’s happened.
Sb: Well, my son was playing in the grass when he was bitten by a snake. Now he is lying on the ground, bleeding. Oh, what should I do?
Sa: Well, we will come soon. Just apply pressure to the bitten area with your hands and then, as soon as possible, with a bandage firmly over the bite.
Sb: OK, thank you. Bye.
Sa: Wait, we need your address.
Sb: Oh yes. I’m just so worried. It’s 23 Loft Stress.
Sa: OK, we’ll arrive soon.
【设计意图】
运用所给的句型完成课后练习，提高学生口头交际能力。
Step Ⅳ Homework
1. Do the SPEAKING TASK in workbook p74.
2. Find more information about first aid — how to rescue breathing.
【设计意图】
完成课后练习，复习本节课内容。
The Second Period Listening
Step Ⅰ Revision
Help the Ss to check their homework on page 74. The students’ textbooks should be closed.
T: Last class we learned some knowledge of first aid. Here I’d like to do a quiz about first aid. Do this first aid quiz in groups. Give reasons for your answers. Mary, which person would you help first?
Read the multiple choices from A to D.
S: C. Gao Yuan who is on the ground without breathing. He is in greater danger of dying than the others because he is not breathing. He needs rescue breathing to start his breathing again.
T: When you are carrying out rescue breathing, where do you check for a pulse? Here are four answers.
S: A. The easiest place to check for a pulse is on either of the carotid arteries, which run down both sides of the neck.
...
Help the Ss to do the quiz.
【设计意图】
复习检查上节课内容。
Step Ⅱ Listening
Pre-listening
T: Before listening, let’s learn some difficult words and phrases. Read them and tell me the Chinese meanings.
unconscious; emergency number; reach cupboard; involve; stress and intonation
Show the following questions on the screen.
Have you ever had to phone an emergency number? Do you know what telephone number you would call in a medical emergency?
What telephone number you would call in a fire emergency?
And what telephone number you would call in a police emergency?
Let the Ss discuss these questions. Give some necessary help.
Ss: 120 is the emergency phone number for the ambulance;
110 for police station;
119 for fire station.
T: OK. When we make an emergency call, what should we pay attention to? Yes, we should re-member to tell where we are, what happened, the telephone number etc. Now, we are going to listen to an emergency phone call. Listen attentively and get the general idea.
While listening
Listening on page 39. Now, let’s learn more about first aid. Turn to page 39. Here is a quiz. While you listen to it, you don’t need to catch every detail. Only focus on the topics. Let’s listen to it and answer the questions. What topics does the teacher ask questions about? Circle the correct ones.
Check the answer with the classmates. Ask some students to answer.
1.The first aid teacher is testing her students’ knowledge of first aid. Before you listen, read the words below and guess the topics the teacher will ask questions about.
clothes on fire broken bones bleeding choking snake bites nosebleed
bruising sprained ankle
2.Look at the pictures: What first aid treatment would you give in the situations? Discuss your suggestions with your partner.
3. Listen to each part of the tape. Fill in the table.
Play the tape twice. And then ask the Ss some questions.
T: What can you hear in the listening?
S: The listening presents an emergency phone call in which a woman is asking for an ambulance for her daughter who has had an accident.
T: I play it the second time; you need to fill in the blanks. While you are listening, you’d better make notes of the listening points. Listen to the conversation and complete the table on page 69, pay attention to the key words.
Check the answers.
Make the Ss understand all the four questions. Play the tape and ask them to answer the questions in pairs. And then check the answers with the whole class.
T: Can you remember the phrases the operator used to try and make Mrs Grant feel more relaxed?
S: Now calm down; Now take a deep breath.
T: Are there any other phrases you didn’t understand?
...
Play the tape again and help the Ss to deal with the difficulties.
Post-listening
T: Now let’s go on to do another listening practice. Please turn to page 73. Here are some pictures of how to do rescue breathing. We call the way CPR. What do you think rescue breathing is?
S: Rescue breathing is when you help someone who has stopped breathing to start breathing again.
T: Listen to the instructions for rescue breathing, number the boxes for the correct order. Write an instruction under each picture. Now discuss the order in groups. Number the boxes to show the correct order of the pictures. Write an instruction under each picture.
Ss: 7-5-2-4-8-6-1-3
1 check if conscious
2 put into recovery position
3 clear airway
4 check if breathing
5 blow into mouth and watch for breathing
6 check pulse
7 continue rescue breathing
8 put into recovery position
T: Now let’s look at the pictures, can you use them as guide to tell each other how to do rescue breathing.
Ss: 1. We should call for help, then check whether unconscious.
2. We should put the person into the recovery position.
3. We may clear anything in the airway.
4. Then we should check for breathing.
5. Blow into mouth using the mouth- to- mouth method.
6. Check pulse.
7. We should continue breathing at 15 breath a minute.
8. At last when the person breaths again, put him/her in the recovery position.
T: Yes, you are right. Rescue breathing is very important in our daily life. I hope one day when you need it, you can use it well.
【设计意图】
利用本单元话题进行听力训练，提高听力能力。
Step Ⅲ Homework
1. Search more information about first aid on the Internet.
2. Prepare for reading: FIRST AID FOR BURNS.
【设计意图】
让学生自主学习了解更多的急救知识。
The Third Period Reading
Step Ⅰ Lead-in
T: I think you must surf the Internet after class. You must know more about fist aid. Now who can tell us what first aid is?
Ss: First aid is the initial care of a suddenly sick or injured person. It is the care administered by a person as soon as possible after an accident or illness. It is this prompt care and attention prior to the arrival of the ambulance that sometimes draws the line between life and death, or between a full or partial recovery.
T: What are the main aims of first aid?
Ss: To preserve life; To protect the casualty from further harm; To relieve pain.
Brainstorming
What things at home can be dangerous?
electrical equipment electric wires knives hot water poisons glass gas pets
/
What is first aid?
First aid is __a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.
First Aid Quiz
treat a hurt ankle
1. The best way to treat a hurt ankle is to: (A)
Put an ice pack on your ankle.
Put a heating pad (垫子) around your ankle.
Keep on walking and jumping.
2. If you get a nosebleed, gently let your head back to stop the bleeding. (B)
A. True B. False
(It may lead the blood into the throat and easily cause choking.)
3. To treat a burn, you: (B)
A. Rub (擦) some butter on it.
B. Hold the burnt part under cold running water.
C. Put salt on the burnt part.
4. To treat a choke, you should make him /her spit by patting him/her on the back.(B)
A. True B. False
【设计意图】
通过谈论急救的定义让学生明白什么是急救。学习相关的词汇。做急救相关的小测试。
Step Ⅱ Pre-reading
T: Today we are going to learn first aid for burns. First look at the picture on page 33, and answer: What has happened in the picture?
Sa: The child has pulled boiling water onto herself.
T: What sort of injures the child will have?
Sb: She will have bad burns.
T: In our everyday life, we will face different types of burns. A burn can be caused by heat (flames, hot grease, or boiling water), the sun (solar radiation), chemicals, an explosion, or electricity. When a burn breaks the skin, infection and loss of fluid can occur; burns can also result in difficulty breathing. Sometimes a burn victim has trouble breathing. Burns caused by flames or hot grease usually require medical attention as well, especially if the victim is a child or an elderly person. What kind of first aid would you perform in this situation? What should you do?
S: This kind of burns was caused by boiling water. I would perform first aid for burns. Cool the area of skin at once. Wash the area of skin under the cold tap for several minutes. Cover the wound with a loose bandage or a piece of dry clean cloth. See a doctor if a child has been burnt badly or if more than ten percent of the body has been burnt.
T: Have you or someone you know ever been burned? What did the burn look like? Did anyone perform first aid? What did he do? You can use these words that might come up in relation to the characteristics of burns are: red, white, black, watery, blisters, painful, swollen.
Ask the students to have a discussion in groups, and then answer the questions about their own various experiences. After a few minutes.
What kind of first aid would you perform in this situation? Make a list of your ideas.
Cool the area of skin.
Wash it under the cold running water.
Cover the wound with bandage / clean cloth.
See a doctor if necessary.
【设计意图】
通过图片引起“烧伤”话题, 如何给烧伤做急救,通过问学生是否见过烧伤,伤口怎样,如何进行急救等问题,使学生自然地进入课文的学习。
Step Ⅲ While-reading
T: The passage is a text from a book called First Aid for the Family. It is a quick-reference book which is organized under headings in such a way that readers can quickly find the information they want. In this type of text, it is common for information to be in note form. It is also common that ellipsis is used in giving instructions. The article the is often omitted in the instructions under ‘First aid treatment’, for example, cover burnt area instead of cover the burnt area; hold bandage in place instead of hold the bandage in place. While reading you should pay more attention to this kind of ellipsis.
Skimming
Read the text quickly and complete the main idea of it.
The text mainly introduces _three types of burns and their characteristics as well as how to give _first aid treatment when burns happen.
T: What is the topic of the text and how is the information organized?
S: It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.
T: How is the information organized within the headings of types of burns and characteristics of burns?
S: The information is organized according to the types of burns: first degree, second degree and third degree burns.
T: Now please quickly glance at the information under the heading of First aid treatment and tell me why the information is numbered?
S: The numbers indicate the steps you should take to treat a burn, in the order that they should happen. Especially pay attention to that each step gives an instruction using the imperative.
T: How many parts are the text divided into and what are they?
After a few minutes. Set Ex 1 in Comprehending.
S: It can be divided into 5 parts.
【设计意图】
本课是关于烧伤的急救方法。通过阅读本文, 了解如何处理烧伤的有关知识，并会在遇到紧急情况时镇定自若地进行急救。
Step Ⅳ Detail reading
I. Read the text carefully and fill in the blanks.
Burns
Causes
hot liquids, ste am, fire, radiation, the sun, electricity or chemicals
1. Types _
First degree burns
Second degree burns
Third degree burns
Characteristics
dry, red and mildly 2. _ swollen __
◆ mildly painful
◆ turn
3. _white when pressed
◆ rough, red and swollen
◆ blisters
◆ 4. watery surface
◆ extremely painful
◆ black and white and charred
◆swollen; often 5. tissue under them can be seen
◆ little or no pain if 6. __nerves are damaged; may be pain around edge of injured area
First aid treatment
◆ Take off clothing and 7. jewellery near the burn.
◆ Place 8. cool , clean, wet cloths on them until the pain decreases.
◆ Place cool cloths on the burned area repeatedly for 9. _an hour__ or so.
◆ Send the victim to the doctor or hospital at once.
First aid treatment
◆ 10. _Dry the burned area gently.
◆ Cover the burned area with a dry, clean 11. __bandage .
◆ Keep burned arms or legs 12. _higher than the heart.
II. Choose the best answer.
1. In the text, burns are sorted according to the ______ of the skin burned.
A. layer B. fun_ction C. type D. area
2. When cooling burns, cool water is used to do the following EXCEPT ______.
A.stop the burning process
B. prevent the pain becoming unbearable
C. reduce swelling
D. prevent any blisters being broken
( A D)
Comprehending
1. In which order are these topics covered in the text? Number them from 1 to 5.
_3_ the three types of burns
_5_ what to do if someone gets burned
_1_ the functions of the skin
_4_ the symptoms of burns
_2_ how we get burns
2. Label these pictures with first, second and third degree burn.
/
The second degree burn The first degree burnt The third degree burn
3.Check the answers with them. And then do Ex. 3.
T: After reading, let’s answer some questions. You may discuss in groups for 5 minutes, then we will check the answers.
1) Why should you put cold water on a burn?
The cold water stops the burning process, stops the pain and prevents or reduces swelling.
2) Why doesn’t a third degree burn hurt?
Because the nerves have been damaged. If there are no nerves, there is no pain.
3) Why do you think clothes and jewellery near burns should be removed?
Because this may break any blisters and the wound may get infected. / Bacteria from the clothes and jewellery could infect the burns.
4) If someone has a third degree burn, why might you see tissue?
Because all the layers of the skin have been burnt showing the tissue underneath. / These affect all three layers of the skin and any tissue and organs under the skin.
4.Read the first aid treatments for these burns. If the treatment is right, write R. If it is wrong, write W and explain why.
1)Sam knocked over a kettle full of boiling water onto his legs. His legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin. ( W )
2. While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean, damp cloths on it until it was less painful. Then she went to see the doctor. ( R )
3. Mrs Casey’s sleeve caught fire while she was cooking. Her arm looked terrible but it didn’t hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( W )
4. After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and put them under cool running water. ( R )
【设计意图】
通过各种练习检查学生对文章的理解情况。
Step Ⅴ Language points
T: Do you have any questions?
S: Yes, I don’t know what is usage of sense and unless and the phrase in the place.
T: Well let me show you. Let’s watch the Power-Point.
Words
skin n. 皮; 皮肤 organ n. 器官 barrier n. 屏障; 障碍物 poison n. 毒药; 毒害vt. 毒害; 使中毒 ray n. 光线; 射线 complex adj. 复杂的 variety n. 变化; 多样化
liquid n. 液体 radiation n. 辐射; 射线 mild adj. 轻微的; 温和的 mildly adv. 轻微地; 温和地 pan n. 平底锅; 盘子 stove n. 炉子; 火炉 tissue n. 组织; 手巾纸
swell vt. & vi. 膨胀; 隆起
▲ phrases with sense
sense of touch
sense of sight
sense of hearing
sense of taste
sense of smell
sense of humor
sense of beauty
sense of urgency
▲ unless: 除非……；如果不……
Don’t make it public unless I agree.
Unless the destruction of the ozone layer stops, the polar ice caps could melt with terrible consequences.
▲ Make (some, no, ect.) difference
It shows that a knowledge of first aid can make a real difference.
It makes no difference to me where you come from.
【设计意图】
学习本单元的一些重点词汇和短语。
Step Ⅵ Summary and homework
T: This article is trying to tell us first aid is important. People who have witnessed an accident often wish that they had done things differently. Seconds count in an emergency, and knowing what to do can mean the difference between life and death. The most important thing to keep in mind when dealing with an emergency is to stay calm. If we were to panic, we could not be able to help. By staying calm we will be able to think what to do and make better decisions. We can also prepare for an emergency by learning more about first aid. Calling an ambulance or the police is important, but there is more we can and should do. If we know how to respond, we can save lives. This passage does not contain enough information for you to do first aid correctly! You have to study with a teacher. However, after a few hours of study you will manage to know enough to save other people’s lives. So much for today.
1. Finish the Exes on page 36.
2. Preview the material the next extensive reading.
【设计意图】
总结本节课内容，并完成课后作业。
The Fourth Period Language Study
Step Ⅰ Revision
Greet the whole class as usual. Checks the students’ homework.
【设计意图】
复习检查学生课后作业。
Step Ⅱ Word Study
1. aid n. & vt. 帮助; 援助; 资助
first aid 急救 aid sb. to do sth. 帮助某人做某事
with the aid of … 在……的帮助 in aid of …为帮助…
be an aid tofor … 对……有帮助 dogiveoffer first aid进行急救
e.g. A dictionary is an aid for learning a new language.
2. temporary adj. 暂时的；临时的 n. 临时工；
temporarily adv. 暂时地；临时地
temporariness n. 临时；暂时
3. fall ill 生病
e.g. The students fall ill when the flu breaks out. 流感爆发时同学们都生病了。
fall asleep 入睡 fall off 掉下；跌落 fall for 爱上；迷恋； 上当；受骗
fall behind 落后 fall down 摔倒 fall to pieces 崩溃 fall in love (with sb.) 爱
4. injury n. 损伤；伤害 v. 受伤
e.g. He got serious injuries to the legs while working.他工作时腿受重伤。
do sb. an injury= do an injury to sb. 伤害某人
hurt wound injure
1）You’ll hurt her feelings if you forget her birthday.
2）The soldier was wounded in the arm.
3）He was badly injured in the accident.
4）Last night a terrible storm hit the area and many people were injured.
5) My stomach hurts because I have eaten too many apples.
5. bleed vi. & vt. 流血
e.g. 1) If you cut your finger, it will bleed.如果你割破手指，它会流血。
2) My heart bleeds for the victims of the air crash.我为飞机失事的受害者感到悲痛。
bleed for 为 ...... 流血(伤心); 对 ...... 表示同情
bleed to death 流血而死
blood n. 血；血液
e.g. Blood is thicker than water.血浓于水。
6. choke vi. & vt. 噎住；窒息
e.g. He choked when he had lunch. 他午餐时噎住了。
7. swell vi. & vt. 膨胀；隆起 swollen adj. 肿胀的
e.g. As he drank more and more beer, his stomach began to swell.
由于他喝的啤酒越来越多，肚子开始鼓起来。
8. unbearable adj. 难以忍受的; 不能容忍的
e.g. He doesn’t want to learn English, which is very unbearable.
他不想学英语，这一点不能容忍。
bearable adj. 可以忍受的；可以容忍的
bear v. 负担；容忍；忍受；生育 n. 熊
bear … in mind = keep in mind= learn by heart 记住；背会
9. squeeze vi. & vt. 榨; 挤; 压榨
squeeze out 榨出; 挤出 squeeze one’s way 推开别人通过; 勉强通过; 挤过
squeeze sth. from out of …从……榨取; 向……勒索
squeeze sth. into … 将某物挤成 ……
e.g. He was so fat that he could only just squeeze through the door. 他太胖了仅能挤过门
10. over and over again = over and over= again and again= time and again 反复；多次
e.g. The teacher demands that the students should read the passage over and over again.
老师要求学生应反复读课文。
11. poison vt. 毒害；使中毒 n. 毒药，毒害
poison gas毒气 poison pen letter 匿名诽谤信
poisoner n.下毒人 poisonous adj. 有毒的 poisoning n. 中毒；毒害
用poison的适当形式完成下列句子。
1)Waste gases are ___ poisoning the air of our cities.
2) The leaves of certain tress are ___poisonous to cattle.
Practice
1) She gave __aid(急救) to the child when he was cut by a knife .
2) He has a ___ temporary (暂时的) house, for he can’t afford flat.
3）You should not _fall ill(生病) if you do exercise.
4) She has a serious injury (损伤) because she has an accident.
5) They decided to poison(毒杀) thetiger but failed.
Language points in reading text
1. … it keeps you warm or cool; it prevents your body from losing too much water; it is where you feel cold, heat or pain and I gives you your sense of touch.
皮肤能保暖或御寒，保持体内水分不过多流失, 正是皮肤让你感到冷热和疼痛，皮肤还使你有触觉。
sense of touch 触觉 sense of urgency 紧迫感
sense of sight 视觉 sense of hearing 听觉 sense of taste 味觉
sense of smell 嗅觉 sense of humor 幽默感 sense of direction 方向感
2. So as you can imagine, if your skin gets burned, it can be very serious.
该句是一个主从复合句，主句为：So if your skin gets burned, it can be very serious；从句为：as you can imagine.
as 引导非限制性定语从句，指代后面的内容，有“正如……”或“就象……”的意思；它所引导的从句位置较灵活，可以位于句首、句中或句末。
另外，该句的主句中还含有一个if引导的条件状语从句。请看类似的句子：
As you can see, if they are not properly protected, the farmlands will become desserts sooner or later. 正如你所看到的，这些农田如果保护不当迟早会变成沙漠。
3. Examples include mild sunburn and burns caused by touching a hot pan, stove or iron for a moment. (一度烫伤或烧伤的) 例子包括轻微的晒伤，以及碰到热锅、炉子或烙铁而导致的烫（烧）伤。
mild 在这个句子中的意思是“轻微的、不严重的”。
e.g. Edward suffered a mild heart attack.爱德华犯了轻微的心脏病。
mild 还可以表示“温和的、暖和的；味淡的” 。
She’s the mildest person I have ever met in my life.她是我平生见到过的最温柔的人了。
4. Remove clothing using scissors if necessary unless it is stuck to the burn.
除非衣服粘贴在烧伤面上，否则都要把衣服脱掉。如果需要的话，可以使用剪刀。
【点拨】
a. 本句的主句是祈使句 Remove clothing；
b. 在主句中，using scissors是动词-ing形式短语作方式状语；
c. if necessary是个省略结构，其完整形式为if it is necessary；
d. unless引导条件状语从句。
【仿写】 Unless someone is against the plan, we’ll put it into practice immediately.
（除非有人反对，否则我们将立刻执行这个计划。）
stick
1) stick sth. on sth. 贴在……上
e.g. Stick a label on your suitcase.
2) stick sth. to sth. 粘住
e.g. Stick the glue to my fingers.
3) stick sth. in sth. 陷在……里
e.g. Stick the key in the mud.
5. Cool burns immediately with cool but not icy water.立即用凉水给伤口冲凉，但不要用冰水。
-y是个形容词后缀。如：
windy 有风 hilly 多小山的 sleepy 困倦的 greeny 呈绿色的
spicy 辛辣的 woody 树木茂密的
6. For second degree burns, keep cloths cool by putting them back in a basin of cold water, squeezing them out and placing them on the burned area over and over again for about an hour until the pain is not so bad.
对于二级烧伤，要保持绷带布清凉。措施有：把它们放回到一盆冷水中、拧干后敷在烧伤处，如此反复一个小时左右，直到不太痛时为止。
本句的主干为 _keep cloths cool ；
句中有三个并列的动词-ing形式短语作状语：putting them ..., squeezing them ..., placing them ...；
until引导时间状语从句。
7. Hold the bandage in place with tape.用胶布把绷带固定。
仔细观察in place在下列句中的含义。
1) Her room is very clean and tidy. She always puts everything in place.
2) I think what you said is not in place. You should make an apology to him.
3) The arrangements for the evening party this Sunday are not in place.
in place是介词短语，意为“____在适当的位置”（句1）；“适当的，合适的”（句2）；“准备妥当”（句3）。
选用以上短语的适当形式完成下列句子。
1)我希望你把自己所有的书都在课桌上放整齐。
I hope you can put all your books _in place on the desk.
2)运动会已经准备就绪，后天就要举行了。
The arrangements for the sports meet are __in place and it is going to ___take place the day after tomorrow.
与 place 相关的其他短语：
out of place 位置不当；不适当 in place of 代替；顶替 take place 发生，进行
take one’s place / take the place of sb.代替；替换
8. If the injuries are second or third degree burns, it is vital to get the victim to the doctor or hospital at once.
a. 本句是一个主从复合句；
b. 主句中的it是形式主语，真正的主语是 to get the victim to the doctor or hospital at once ；
c. if引导条件状语从句。
9. If burns are on arms or legs, keep them higher than the heart, if possible.
如果烧伤的部位在臂部或腿部，要尽可能反手臂或腿抬到高于心脏的位置。
( 上下肢被烧伤后，应将患肢抬高于心 脏，这是为了促进血液回流，防止烧 伤处出现水肿。)
Practice
I. 用括号内所给词的适当形式填空。
1. There are over 115 different kinds of _poisonous (poison) snakes in Australia.
2. Doctors in that hospital are developing a new __treatment (treat) for cancer.
3. He is a _mild (mildly) person who never shouts.
4. This machine has an _electrical (electric) fault.
5. His face was _swollen(swell) up with toothache.
6. If he _bleeds (blood) too much, his life will be in danger.
7. His foot was burned by hot water and there were several __watery (water) blisters on it.
II. 根据句意, 选择适当的单词或短语并用其适当形式填空。
1. protect; defend
a. Taking an umbrella can protect you from rain.
b. Schools should give children lessons on how to ____protect / defend themselves.
2. wound; injure; hurt
a. She was badly __hurt / injured _ when she fell off her bike.
b. His leg __hurts when he walks.
c. The soldier got a serious __wound in the war.
3. insist on; stick to
a. Once a decision has been made, all of us should stick to it.
b. They insisted on leaving that day.
c. He always sticks to his promise.
III. 根据括号内所给的提示将下列句子翻译成英语。
1. 他被年轻人挤出了人才市场。(squeeze out of)
He was squeezed out of the job market by young people.
2. 我一次又一次地警告过你不要再做那么傻的事。 (over and over again)
I’ve warned you over and over again not to do such silly things.
3. 用胶带固定好绷带。 (in place)
Hold the bandage in place with tape.
4. 风暴对庄稼没造成多大的破坏。
The storm didn’t do much damage to the crops.
5. 坚持做完一件事。 (stick to)
Stick to a task until it is finished.
6. 正是那个护士的快速反应和急救知识挽救了男孩的生命。
It was the nurse’s quick action and knowledge of first aid that saved the boy.
【设计意图】
学习本单元重点词汇和重点句子，撑握相关用法。
Step Ⅲ Grammar
T: Let’s look at the next, Grammar
Present some sentences and encourage the students to find out which words have been left out.
T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “Beg your pardon.” Then it is called Ellipsis. The subject “I” has been left out, without changing the meaning of the sentence. OK, now it’s your turn to find out what have been left out.
为了使语言简洁或避免重复, 省略句中的一个或几个句子成分, 这种语法现象称为省略。
(I) Beg your pardon.
(It) Sounds like a good idea.
主语
(Is) Anybody here?
(Is there) Anything I can do for you?
谓语或谓语的一部分
A: Where has Mr Smith gone?
B: Sorry, I don’t know (where he has gone.)
主语和谓语
(或主语和谓语的一部分）
A: Would you like to come to the party?
B: I’d love to (come the party).
They do not visit their parents as much as they ought to (visit their parents).
不定式后省略动词
Now it’s your turn to find out what have been left out.
1. Haven’t seen you for ages. I haven’t seen you for ages.
2. Some more tea? Would you like some more tea?
3. Sounds like a good idea. That / It sounds like a good idea.
(省略一些不言自明的成分)
4. Don’t make too much noise. You don’t make too much noise.
5. Sorry to hear that. I’m sorry to hear that.
6. Pity you couldn’t come. It’s/ What a pity you couldn’t come.

7. This way, please. Step this way, please.
(在祈使句中，通常都省略主语you, 有时还可省略句首动词)
8. Terrible weather! What terrible weather it is!
(在感叹句中，有时可省略后面的主语和系动词)
9. Joining us for a drink? Are you joining us for a drink?
10. Going to the supermarket? Are you going to the supermarket?
(在提出问题时，往往可以省略句子的起首部分)
Discovering useful structures
1.Rewrite these sentences by taking out the unnecessary parts.
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?)not.
6) She could not decided whether to send him to hospital or not( to send him to hospital.)
7) When your nose is bleeding, (you should) bend forward so that the blood runs out of your nose and( the blood doesn’t run down your throat.)not 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 .)
2.These sentences are correct. However, one or more words have been left out. Can you tell your partner which words are missing?
1)?The temple surrounded by a wall belongs to the local government.
The temple (which is) surrounded by a wall belongs to the local government.
2)?The first book I read this term was more interesting than the second.
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 expected. ??
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.
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.
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.
You can borrow my first aid notes if you want to (borrow my first aid notes).
7) Sounds like a good idea. (It) sounds like a good idea.
8) Anything I can do for you? (Is there) anything I can do for you?
【设计意图】
认识省略句, 并撑握其用法。
Step Ⅳ Practising
Discovering useful structures (page 37)
1. In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why.
2. Rewrite these sentences taking out the unnecessary parts.
3. These sentences are correct. However, one or more words have been left out. Rewrite each sentence on the top of the next page to include the missing words.
【设计意图】
通过课本中所提供的练习，进行训练。
Step Ⅴ Homework
1. Go over the usage of Ellipsis.
2. Finish listing structures on Page 71 Exes. 1 & 2.
【设计意图】
完成课后练习，进一步撑握省略句。
The Fifth Period Extensive Reading
Step Ⅰ Revision
Let’s do some revision. Fill in the blanks.
The skin is an ________ part of your body and it’s largest ______. You have _____ layers of skin which act as a barrier _______ disease, _______ and the sun’s harmful rays. The _________ of your skin are also very _________: it keeps you ______ or cool; it prevents your body from ______ too much water; it is where you feel ____, heat or ____ and it gives you your_____________. So as you can imagine, if your skin gets _______ it can be very serious. First aid is a very important first step in the _________ of burns.
（essential organ three against poisons functions complex warm losing cold
painz sense of touch burned treatment）
【设计意图】
通过单词填空复习检测上节课所学内容。
Step Ⅱ Pre-reading
The passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Let the Ss discuss the following scenario (= situation) in groups.
T: Now boys and girls, imagine you can hear someone screaming. You find him sitting on the ground, bleeding heavily from deep knife wounds in his hands. What would you do? Will you help him? Will you call the police and ambulance, or whether you perform first aid?
After a few minutes, the discussion is over.
T: Today we are going to learn a story Heroic Teen-ager Receives Award. Skim the newspaper article and put the events in the correct order in Ex. 1.
Five minutes later, check the answers.
T: Good. From the answer, we know the main idea of the news. Often we readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason they might read just the headline and the first paragraph. This is because the headline gives readers a clue about the content and the first paragraph gives the most important information. So we should pay attention to the first paragraph. It may give us a lot of information that answers the five “W” Questions: Who? What? When? Where? Why? And also How?
Let the Ss read the headline of the newspaper article on p 38.
T: What do you think the story is about by reading this headline?
S: From the headline, we can guess that the story is about a young man who sets us a good example because he could save one’s life using his knowledge of first aid.
Ask students to read the first paragraph and write the following question words on the Bb.
T: Now, read the headline and the first paragraph to see if you can find the answer to the 5 W Questions. Who? What? When? Where? Why?
Ss: Yes, I can find:
Who? — John Janson;
What? — was honoured at the Lifesaver Awards;
When? — last night;
Where? — in Rivertown;
Why? — for carrying out lifesaving first aid on his neighbour after a shocking knife attack.
T: Right. So we should pay more attention to the head-line and the first paragraph.
【设计意图】
指导学生如何快速有效阅读报刊上的文章。
Step Ⅲ While reading
Ask the Ss to read the news from beginning to end. And then listen to the tape and answer the questions.
1. What was John honoured for?
He was honoured for giving lifesaving first aid on his neighbour after a shocking knife attack.
2. What did John do when he heard the screaming?
He was studying in his room.
3. What happened to Anne?
She had been stabbed repeatedly with a knife. She was lying in her front garden bleeding very heavily. Her hands had almost been cut off.
4. What saved Ms Slade’s life?
It was John’s quick action and knowledge of the first aid that saved her life.
5. What first aid did John perform on Anne?
John dressed Ms Slade’s in juries with tea towels and applied pressure to the wounds to slow the bleeding.
6. What adjectives would you use to describe John’s actions? Give at least three.
Brave, heroic, courageous, quick-thinking, quick-minded, helpful, fearless, unselfish, confident
Read the text and fill in the blanks.
Who
What did he hear
Where did he go
John Janson
__________
__________of Ms Slade
What did he do
Where did he get his knowledge
What did he receive
Using some ________ and tape to _____ the injuries and ________ pressure to the wounds to _________________
Young Lifesaver Scheme at his ____________
____________
(Screaming Front garden tea towels dress applying slow the bleeding high school
The Lifesaver Awards)
【设计意图】
学生不仅可以通过本文学到如何对被刺伤的人实施急救,故事还歌颂了约翰·詹森的机智、勇敢和富于爱心。带着问题进行阅读，加深对文章的理解。
Step Ⅳ Discussion
Divide the class into groups to discuss the issues in Ex. 4. Make the discussions more lively by encouraging the Ss to think of different scenarios such as:
1. Do you think John was silly or brave to get involved in the situation? Give reasons.
2. Would you have done the same as John? Give reasons.
3. Do you think it is worthwhile to take a course in first aid? Give reasons.
4. What if the attacker had still been at the scene of the stabbing?
5. What if the attacker had gone but had then returned to the woman?
6. What if the woman had AIDS?
7. What if John had performed first aid on the woman but she died anyway? How would he feel about having tried to help her?
Show the above on the screen.
T: Now let’s discuss the above questions.
The students discuss for 5 minutes in groups and then share their ideas. Encourage the students to express their ideas. Have each group appoint a spokesperson to present their views to the class. Different answers are welcome.
For example:
Sa: John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.
Sb: He was brave: he could have been attacked too, but he didn’t think about his own safty. All he thought about was how to help the victim.
Sc: The Chinese saying Saveing one life is better than building up a 7-floor tower. I think anyone who is in that situation should help her.
...
T: From the discussion, we can draw a conclusion that learning first aid knowledge is very important. You can use it to help others, even save one’s life. So try to do first aid before the doctor comes.
1.Why is first aid important in our daily life?
Because seconds count in an emergency, and knowing what to do can mean the difference between life and death.
2.What’s the most important thing to remember when dealing with an emergency?
To stay calm and not to be panic.
3.What do the letters “DR ABC” stand for?
“D” stands for “Danger”;
“R” stands for “Response”;
“A” stands for “Airway”;
“B” stands for “Breathing”;
“C” stands for “Circulation”.
4. How do we do the first aid correctly?
To give first aid correctly, you can use the letters “DR ABC” to help you remember the things you need to do.
First we should make sure that the accident scene is no longer dangerous. Then we can ask the person simple questions to see if he/she is conscious and can breathe.
We must make sure the person’s airway is open and it’s easy to breathe by gently tipping the person’s head back slightly.
If the person is not breathing, we must try to start his/her breathing at once within five minutes, or he/she may die.
At last, we can look for colour, coughing and eye movement to see if the person’s blood is circulating.
We can also put a finger on the person’s wrist or neck to check his/her pulse. If the person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.
【设计意图】
通过本节课，让学生更多了解急救相关的知识。
Step Ⅴ Language points
Useful expressions
1.在救生员颁奖大会at the Lifesaver Awards
2.在颁奖大会at a ceremony
3.对某人实施急救give first aid on sb
4.紧急抢救lifesaving first aid
5.骇人听闻的持刀杀人 a shocking knife attack
6.找到 put one’s hands on = find
7.手上的伤口 the injury to the hand/ arm/ leg
8.按住伤口 apply pressure to the wound
9.敏捷的思维 quick thinking
10.产生差别 make a difference
Language points
1. John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.
which 引导一个定语从句。
who引导一个定语从句。
present v. 颁发，授予，赠送
e.g. The mayor presented the prizes in person.
present sb. with sth. = present sth. to sb. 授予/赠给某人某物
e.g. He presented a silver cup to the winner. 他把银杯颁给了获胜者。
此外，present 作动词还有“呈现，显示；阐述，表达；引见”等意思。
e.g. The same problem presented itself to her again. 同样的问题又在她身上出现。
ceremony n. (C)典礼；仪式 (U)礼节；礼仪；客套
e.g. The wedding ceremony was beautiful.
There is no need for ceremony between us.
Expressions:
stand on ceremony 拘泥礼节；讲究客套
with ceremony 正式；隆重
without ceremony 不拘礼节地；随便地
e.g. The head of state was welcomed with full ceremony.
人们以最高规格的仪式欢迎国家首脑。
What the old headmaster said at the graduation ceremony dwells in my mind.
老校长在毕业典礼上讲的话一直留在我的脑海里。
2. John was studying in his room when he heard screaming.
此句型中when作并列连词相当于and then意为“正当……时突然”，常用于以下句型：
be doing … when… 正在做……突然
be about to do … when… 即将做……突然
be on the point to do … when…
正要去做……突然
has / have / had done … when …
刚刚 …… 这时 (突然)
I had just stepped out of the bathroom and was busy drying myself with a towel, _____ I heard the steps. (B)
A. while B. when C. since D. after
4. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.
It is / was … that … 强调句
e.g. It was his words that hurt her.
It was her that his words hurt.
It was yesterday that I met him.
5. He immediately asked a number of nearby people for bandages, but …
他立即向旁边的一些人要绷带，但 ……
a number of + 可数名词，谓语用复数，意为“许多、大量的……”，
the number of + 可数名词，谓语用单数，意为 “……的数目”。例如：
① A number of problems have arisen．
已经出现了许多问题。
② The number of colleges has increased in the past 10 years.
在过去的十年里，大学的数量有所增加。
6. John used these to treat the most severe injuries to Ms Slade’s hand.
1) treat 处理 ；治疗
e.g. He was treated for severe sunburn.
2) treat 对待，把……看作，请客
e.g. The stepmother treated Cinderella (灰姑娘) very badly.
Please treat everything I said as a joke.
I’ll treat you all to dinner.
7. apply 申请，请求；使用，应用
e.g. We should apply both theories in the language classroom.
我们应把两种理论都运用到语言教室中去。
apply to + 部门, 组织 , 人 向……提出申请
apply to do sth. 申请做某事
apply oneself / sth. to sth. 使致力(于), 使专心从事
e.g. He applied himself to learning French. 他致力于学习法语。
We must apply our minds to finding a solution. 我们要动动脑筋找出解决的办法来。
apply for sth. 申请
apply for a job /post / passport / visa 申请工作 / 职位 / 护照 / 签证
apply to sth. 适用
e.g. This rule can not apply to every case. 这条规则并不是在每种情况下都能适 用的。
8. put one’s hands on 找到
e.g. I know their address is here somewhere, but I can’t put my hands on it (找到它) right now.
Whatever he puts his hands on (他无论着手做什么), he does it extraordinarily
9. It shows that a knowledge of first aid can make a real difference.
make a (some, no, etc) difference 有（一些，没有什么）区别
e.g. It makes no difference to you whether I like it or not, because you never listen to me.
It doesn’t make any difference to me where you come from.
【设计意图】
帮助学生学习文章中出现的新单词及重难点句子。
Step Ⅵ Summary
Fill in the Blanks.
Last night, John heard ___________ and _______ outside. His neighbor Anne had been _______. She was _________ heavily.
John and his father asked for _________, but nobody could ____ ____ ______ ___ them. They got some tea ______ and _____ from their house.
John used these to ______ the most severe injuries and _______ the bleeding by ________ _________ to the wounds. It was John’s ______ _______ and ____________ of first aid that saved Anne’s life.
(screaming rushed stabbed bleeding bandages put their hands on towels tape
dress slowed applying pressure quick action knowledge )
【设计意图】
利用填空形式检测总结本文。
The Sixth Period Writing
Step Ⅰ Homework checking
Ask the students to show their compositions of first aid. If there are some mistakes, point them out.
【设计意图】
检查课后作业。
StepⅡWriting
如何写指导性说明文
说明文是以说明为主要表达方式对事物的状态、性质、功能等进行介绍，或是阐明事理，给人提供知识的一种文体。知识性、科学性是说明文的主要特点。指导性说明文属于说明事理类文体，它旨在为读者提供未知的知识和原理，使读者阅读后对文章所写事物有所了解，或掌握解决问题的方法，是一种实用性很强的文体。
【写作指导】
1. 时态：说明文的时态常用一般现在时。
2. 语言：语言要准确、简洁、周密。语言风格可以生动活泼，也可以平实简明，但必须以准确为前。
3. 结构：先对需要说明的对象作总的概括介绍，然后导入具体的说明，也就是在文章开头提出需要说明的事物或观点，然后加以列举说明，使文章表达清晰、条理清楚、层次分明。
【常用表达】
下列这些表达可以使你的说明更有条理：
First, second, third, at last ...
First, next, then, finally ...
Firstly / First of all / To begin with, ... Secondly, .... Besides / In addition, ... Last but not least ...
结尾常用表达：
We can draw the conclusion that ...
In short / In brief / In a word, ...
It seems clear that ...
We can know / learn that ...
【实战演练】
假设你是李华，你们学校的英语网站正面向全校学生征集有关急救常识的英文稿件。请你给该网站投稿，介绍交通事故方面的急救常识。
内容：1. 首先保持镇静；
2. 检查伤者呼吸情况，呼吸困难要实施人工呼吸；
3. 如伤者有出血情况要用布按压止血，然后等候救护车及警察的帮助。
注意：1. 可以适当增加细节，以使行文连贯；
2. 词数不少于100。
【参考范文】
First aid for accidents
If we happen to witness an accident, what should we do to save other people’s lives? Knowing how to respond properly can make a big difference. Here are some rules that we can follow.
First, we should stay calm. Next, we can ask simple questions such as “Are you OK?” to make the person’s condition clear. Then, we need to check the person’s breathing. If it is difficult for him to breathe, we should try to start his breathing right away with the mouth-to-mouth method. Also, if a person is bleeding, we need stop the bleeding by pressing on the wound with a clean cloth.
All the above done, we can stay with the person until the police and ambulance arrive.
【设计意图】
学习说明文的写作方法。
Step Ⅲ Writing practice
Write a letter to your principal politely asking whether he or she could organize the first aid courses.
Dear ___________,
Our class has been studying a unit on first aid, it has been very useful because we have learnt about what to do to help someone who has had an accident
Even though the unit has been very interesting and we would like to be able to do a first aid course. A first aid course would give us information about many more situations. It would also give us information about many more situations. It would also give us the chance to practise first aid treatments.
We would like to request that_ the school organizes a first aid course_. We think that a first aid course at the school is a necessary part of our education and will make us more useful members of our society. Perhaps we will even save someone’s life one day.
Yours sincerely,
Sample writing:
Dear (your principal’s name),
Our class has been studying a unit on first aid. It has been very useful because we have learnt about what to do to help someone who has had an accident.
Even though the unit has been very interesting and useful, we would like to be able to do a first aid course. A first aid course would give us information about many more situations. It would also give us the chance to practise first aid treatments.
We would like to request that the school organizes a first aid course. We think that a first aid course at the school is a necessary part of our education and will make us more useful members of our society. Perhaps we will even save someone’s life one day.
Yours sincerely,
(Sign your names)
【设计意图】
完成一篇练习，提高写作能力。
教学反思
略。