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Period8. GrammarBy Yin ZhishiI.Content: B5U5 Grammar---Illipsis Time:20151110II.The course standards:1.Help the Ss to learn and grasp the knowledge about ellipsis.2.To educate the Ss’ ability of the reading and writing and their interesting in En glish.III.The aim of teaching1.Knowledge: The Ss learn and grasp the knowledge of ellipsis.2.Ability : Improve the Ss’ ability in learning reading and writing.3.Emotions: To educate the Ss’ love and interesting in learning .IV. The main points of teaching.To learn about and grasp basic rules of the ellipsis and to correctly use them in reading and writing..V.The difficult points of teaching.To correctly use ellipsis correctly in reading and writing..VI.The type : New The mode: first learn then teachVII.The way of teaching: Finding /Induction and practisingVIII.The teaching procedures:Step 1 Revision1.Greet the whole class as usual2.The teacher checks the students’homework.Step 2 Learn the new -----------GrammarT: Let’s look at the text, Grammar (page 91)Present some sentences and encourage the students to find out which words have been left out.T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “Beg your pardon.”Then it is called Ellipsis. The subject “I”has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out.1.Haven’t seen you for ages.2.Some more tea?3.Sounds like a good idea.4.Doesn’t matter.5.Sorry to hear that.6.Pity you couldn’t come7.This way, please. 8.Terrible weather!9.Joining us for a drink? 10.Going to the supermarket?1.I haven’t seen you for ages.2.Would you like some more tea?3.That/It sounds like a good idea.4.It doesn’t matter.5.I’m sorry to hear that.6.It’s/ What pity you couldn’t come7.Step this way, please. 8.What terrible weather it is!9.Are you joining us for a drink? 10.Are you going to the supermarket?Step 3 PractisingDiscovering 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.(page 37)2.Rewrite these sentences taking out the unnecessary parts.1)The burn that she got from the iron was red and ( it was )very painful2) 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).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.1)The cottage (that is) surrounded by a wall belongs to the local government.2)The first book I read this term was more interesting than the second (book I read this term).3)To her teacher’s surprise, she did better in her first aid exam than(it was) expected.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).4.Show the students the slides with some multiple choices exercises about the Ellipsis.(If possible )1)---- Tomorrow is a holiday. Why are you doing your homework?-----I am doing these exercises now so that I won’t have _____ on Sunday.A. itB. themC. forD. to2)----Shall I invite Ann to my birthday party tomorrow evening?----Yes. It’ll be fine if you______. A. are B. can C. invite D. do3)---- Aren’t you the manager?-----No, and I______A.don’t want to B. don’t want to be C. don’t want be D. don’t want4)---- I’ll be away on a business trip. Would you mind looking after my cat?-----Not at all______.A. not to B. not to do C. not do it D. do not to5)----- Won’t you have another try?------ ________.A.Yes, I will have B. Yes, I won’t have C. Yes, I won’t D. Yes, I will6)-----I won’t do it any more.-----_______?A. Why not B. Why don’t do any more C. Why not do D. Why don’t 7)-----Do you think it will snow tomorrow?------______?A.I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so 8)-----Have you fed the cat?------No, but______.A. I’m B. I am C. I’m just going D. I’m just going toStep4 Sum upStep5 Homework:1. Go over the usage of Ellipsis.2. Finish listing structures on Page 71 Ex 1 and Ex 23. Prepare Reading and discussing on Page 38Thinkback:。
为明学校学生课堂导学提纲（英语学科）编号：2018年11 月日编制人：课题：b5u5 language points-1班级: 姓名: 小组: 评价:【学习目标】1.Get some usages of key words and phrases in the passage2. Mke up sentences with new words and phrases.【重点难点】重点: First_aid ,injury,vital ,apply , fall ill ,in place难点: Grasp the usages of new words.问题记录【导学流程】一、基础感知1．__________(n.)损伤；伤害→____________(v.)受伤2．__________(vi.&vt.)流血→____________(n.)血液3．__________(n.)毒药；毒害(vt.)毒害；使中毒→____________(adj.)有毒的4．__________(n.)变化；多样(化)；多变(性)→___________(adj.)各种各样的→____________(v.)变化5．________(adj.)轻微的；温和的；温柔的→_________(adv.)轻微地；温和地6．__________(vi.&vt.)(使)膨胀；隆起→____________(adj.)肿胀的7．__________(adj.)牢的；紧的；紧密的→____________(adv.)紧地；牢牢地8．__________(adj.)(动作)稳定有力的；坚定的→____________(adv.)坚固地；稳定地9．_________(v.&n.)治疗；对待；款待；招待→____________(n.) 治疗；诊治10．__________(vt.&vi.)涂；敷；搽；应用；运用；申请；请求；使用；有效→____________(n.)申请人→____________(n.)申请二、深入学习Task 1 重点词汇用法1.First_aid is a temporary form of help given to someone who suddenly fallsill or gets injured before a doctor can be found.急救就是在找到医生之前对突然生病或受伤的病人给予的临时救助。
英语学科课时教学设计1.Students can solve the practical problems.2. Know the differences between the present participle and the past participle when they are used as the attributive, predicate, object complement and adverbial.3. Learn to make a choice between the present participle and the past participle according to the different context.检查结果及修改意见：合格[ ] 不合格[ ]组长（签字）：检查日期：年月日精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
高二英语上《Unit5》说课稿Hello , everyone . I’m very pleased to have an opportunity to talk to you about some of my teaching ideas . My topic is the British Isles taken from Unit 5 in Senior Two.There are 5 parts.Part 1This lesson is a reading passage . It plays a very important part in the English teaching in this unit . Inthis passage we should help the students get some knowledge about the British Isles , such as general idea about England , position of the British Isles , the climate ofthe British Isles , the lauguage , the history and so on . At the same time , the students are required to read thetext and do different kinds of exercises . And the teacher should let the students to understand some difficultwords,phrases and sentences . Of course the students should receive some moral education .The teacher lets the students know that everybody has his own country and should love it by learning the history , culture of Britain .a. learn and master the following words and expressionsWords:form,influence,basis,inland,narrow,diversity,republic,mild,unionstrength, liePhrases: be made up of , make the most of , hold together , lie off,at the point , stand for , as much asb.Further develop the students’ reading ability and reading skills.c.Get the students to know more about the British Isles.a .Train the students’ reading ability and developtheir reading skills.b.Enable the students to understand the text better.c.Master the following phrasesStand for be made up of be unknown to make the most of hold together lie off be separated from at one point in general as much as run over end up withUnderstand the following sentences:The idea that England stands for FishChips , the speakers’corners and the Tower of Lond on is past.The fact that the mainland of Great Briten is made upof three Kingdoms is still unknown to manyPart2. Something about the students(1).They are lack of geography knowledge.(2).They have known something about England .(3).They can’t tell the differences between Englandand U.K.(4).Some stedents are not active in the class,and some studentsdon’t like English.Part 3 Teaching methods and teaching aids Teaching methods:Fast reading to get a general idea of thetext.Question-and-answer activity to get the detailed imformation in the text.Explanations for students to master some lauguage points.Teaching aids:1.a puter and a courseware2.a tape recorder3.a projectorPart 4 Teaching procedurespreparation for reading ------ do fast reading ------ do careful reading ------listening and reading ------ retelling ------ explain the language points ------ further discussion ------ homework (This step wants to arouse the students’ interest )I’ll use the puter a nd screen , and show some pictures of the places of interest of England and try to say something about them .Such as : Big Ben the Tower of London Cambridge University and Oxford University London Bridge Hyde Park ---Step 2 Do fast readingGive the students several minutes to do fast reading and then get them to tell whether the following sentences are ture or false and correct them.The British Isles is made up of 3 parts .the Brithish Isles lies off the west coast of Europe .The EnglishChannel is only 20 miles wide .The British Isles are surrounded by the Atlantic Ocean to the east .There is much rain in the British Isles .Ireland is part of the United Kingdom.There are 6 languages that are considered to be native to the British Isles .Step 3 Do careful readingThis step can train their reading ability .Give the students some time to do careful reading , and then find out the main idea of each paragraph . and give some detailed information .Get the students to find out the main idea of each paragraph.Read the second paragraph once again . And then use the courseware a map of Britain to do someexplanations . esp the position of England , Scotland , Wales , Ireland and their capital cities . After that , ask the students to write the numbers of the following place names in the correct places on the map . At last , I’ll ask one student to e to the front and point them out on the screen .“ North Sea , Atlantic Ocean , English Channel , Scotland , Wales England , Northern Ireland , Ireland ,Isle of Man , Irish sea , London Dublin”3. Use question – and – answer activities to let the students understand the detailed information . Answer the following questions . ( This time the students shouldfinish them very quickly )What is the UK?W hat’s the weather in the British Isles like?Has the culture of the people in the British Isles received many influences ? From where ?Who conquered the Great Britain in 1066 ?What’s the result of Frenchinfluence ?Which are the first two countries that joined in the United Kingdom ?What do people throughout the British Isles speak now ?Step 4 Listening and readingTeacher plays the tape for students to listen . After that , teachergives the students a few minutes to read aloud the passage . Meanwhile teacher asks the students to try to remember some details .Step 5 RetellingTeacher Writes down some importantwords and numbers . Ask the students to retell thispassage .position ------ lie------ weather ------ culture ------ language ------ history ------ in 1066 ------ 1536 ------ 250 ------ 1707Step 6 study the language pointsTeacher says there are some important words , p hrases and sentences . Now let’s study themstand forUSA stands for the United States of America .stand by stand outbe made up ofThis team is made up of 10 members .Phrases : be made of be made frombe made into be made out ofmake the most ofOne should make the most of one’s opportunity .make the best of make use ofhold togetherWe always hold together in times of danger .Phrases : hold up hold on hold back hold out5. lie lie -----lied ----- lied -----lyinglie ----lay ------lain -----lyinglay ----laid ----laid -----layingA black hen lays a whit egg .The mother laid the baby on the bed .Don’t lie to me .6. as much as as many as as well asas far as/ so far as as long as7. The two difficult sentences :The idea that England stands for fish chips , the Speakers corner , and the Tower of London is past .The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many .The news that he won the game is exciting .The news that he gave me is exciting .Step 7. Further discussionWe know that England is separated from European mainland by the English Cdhannel . “Is it possible to swim across the channel ?”Step 8 HomeworkPlease make a travel plan for going on a trip through the UK?Part 5 Blackboard designsUnit 5 The British Isles( Reading passage )phrases : stand for be made up of ,make the best / most of hold togetherhold up hold out hold backThe idea that England stands for fish chips , the Speakers Corner and the Tower of London is past .The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many .。
为明学校学生课堂导学提纲（英语学科）编号：2018年9 月日编制人：课题：Book5 Unit1 Using language班级: 姓名: 小组: 评价:【学习目标】1.Enable the students to learn the way of persuasive writing and descriptive writing.age of the key words and expressions:suggest, persuade, observation, contributions, make sense, reject,devote ... to【重点难点】How to train Ss’ reading ability【导学流程】一、基础感知Step1 基础自主学习：1. adj. 科学的2. adj. 积极的；肯定的；确实的3. v t. 照顾；护理；出席；参加4. v t.&n. 治愈；痊愈；治疗5. v t. 吸收；吸引；使专心6. v t. 认为；怀疑n. 被怀疑者；嫌疑犯7. v t. 责备；谴责n. 过失；责备8. n. 柄；把手v t. 处理；操纵9. v t. 暴露；揭露；使曝光10.cautious adj.小心的；谨慎的→n．小心；警告11.pollute v t.污染；弄脏→n．污染12.instruct v t.命令；指示；教导→instruction n．说明；传授→(pl.)用法说明；操作指南13.conclude v t.&v i.结束；推断出→n．结论；结束14.contribute v t.&v i.捐献；贡献；捐助；投稿→n．贡献15.reject v t.拒绝；不接受；抛弃→n．拒绝；抛弃16.challenge n．挑战v t.向……挑战→adj.挑战性的17.announce v t.宣布；通告→n．通知；宣告→n．播音员问题记录18.construct v t.建设；修建→n．建设；建筑物19.enthusiastic adj.热情的；热心的→n．热情；热心20.responsible adj.有责任的；负责的→n．责任；负责二、深入学习I.Read the text and try to tell if these sentences are true(T) or false(F), if false, please correct.( ) 1.The conclusion that the sun was the centre of solar system made Copernicus excited first.( ) 2. Before Copernicus, many astronomers went against the theory of the Christian Church..( ) 3. It was hard for the leaders of the Christian Church to understand Copernicus’ theory.( ) 4.Copernicus”s theory is against God’s idea.II．重点词汇用法1.Only if you put the sun there did the movements of the other planets in the skymake sense.1) 本句是部分倒装语序。
Unit5 语言点课名师教学设计Section 2 语言点课框架单1/ 112/ 113/ 11Section 2语法课教学设计步骤过程措施（教师活动与学生活动）目的持续性评价DELC 1预备与激活先期知识Step 1Leadingin（导入活动）(2 mins )T: Greetings……T: Today we will learn some words concerned with the topic of this unitfirst aid. At first, please underline the key words of this unit in the textFirst Aid for Burns and try to guess the meaning of each word in the textthrough context.1.Ask Ss to do exercise 1 to assist students understand the meaning ofeach words.Exercise One1.通过阅读课文，让学生在文中勾画出重点单词和词组。
然后让学生尝试根据上下文猜测词义。
2..通过单词和英文词义的配对，帮助同学们进行词义猜测与学习。
Key:HGBCAEDFJI1.学生是否能根据上下文猜测词义。
2.学生是否能通过上下文猜测词义。
4/ 113.通过在语境中的使用，加深学生对单词词义的理解。
Key:Vital/squeeze/unbearable/swell/electric/was affected/ essential/injuries/temporary/aids 3.学生是在不同语境是使用新单词。
DELC 2获取新知识Step 2Introduction andpresentation(引入和呈现)1.injury n. 损伤，受伤处injury-Injure v. ________-injured ___. _________He injured his left arm in a car accident.The doctor operated on the injured man at once.Man common ________ happen every day at home.injury/ wound/ hurt/ harmsThere were no injuries in the crash.The soldier received a bad leg wound in the war.It was a hurt that made me heartbroken.Studies show that smoking does harm to people.[Conclusion]1.injury 指的身体上的损伤，多指______ 中的受伤。
Unit5 Using Language 优教学案学习目标1.To learn a passage about a heroic teenager John Janson saving his neighbour using first aid knowledge.2.To accumulate common knowledge about first aid through self-directed study and cooperation.3.To get better at writing English articles and expressing yourselves in English.学习过程Step 1:Scanning & SkimmingRead the passage quickly and answer the following questions:1.Look at the form of the article. Where can you most probably read this passage?A.A novel.B.A research paper.C.A student s composition.D.A newspaper report.2.Read the headline(标题)and the lead(导语),and then answer the following questions.(1)Who?(2)What?(3)Where?(4)When?(5)Why?Summarize the main idea: This passage is about .3.Put these events in the right order.The attacker ran away.Anne was attacked and started to scream.John performed first aid on Anne.John was studying in his room.The ambulance arrived.John ran outside with his father.John found Anne in her garden with terrible knife wounds.Step 2:Careful readingRead the text and answer the questions:1.What was John honoured for?2.What did John do when he heard the screaming?3.What happened to Anne?4.What saved Ms Slade s life?5.What first aid did John perform on Anne?Step 3:Language points1.John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.在颁奖大会上,约翰被授予奖赏。
Unit5 听说课公开课教学设计（一）Book5 Unit5 Period 4 Using languageTeaching 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 comprehending1.WarmingUpPurpose: 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. SkimmingPurpose: 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. 53. 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 adjectives 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. ListeningPurpose: 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 questionSuggested Answers:picture 1: sprained anklepicture 2: burning clothes picture 3: a nose bleedpicture 4: chokingStep 3. SpeakingAccording 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 aplayer anyway; Bite it back.Step 4. WritingWrite 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 myfinger. 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.。
Teaching Plan for Book 5Unit5First Aid for BurnsReadingTeaching Goals:1. Enable the Ss to get some first aid knowledge2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Key Teaching PointsHow to improve the Ss’ reading ability.Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learningactivities.petition and role-play method to arouse the Ss’ interestTeaching aidsThe multi-media (see a short movie about how to treat burn from ppt.) Teaching proceduresStep1. Lead-inLead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aidStep2. Pre-readingShow the Ss the picture of Pre-reading on P33 and ask them the following questions:What has happened?What sort of injuries the child will have?What kind of first aid would you perform?Step3. Fast readingLet the Ss read the passage fast and then find out the answers to the questions1. What will the passage be about?2. What do they tell you about the passage?3. In which order are these topics covered in the text? Number them from 1 to 5.____ the three types of burns____ what to do if someone gets burned____ the purpose of skin____ the symptoms of burns____ how we get burnsStep4. Detailed reading1). Tell if the following statements are true or false:1.Our skin has three layers.2.We will never get burned by the sun.3.Burns are divided into three degrees according to the degree of pain.4.Third degree burns are the most serious and painful.5.Put cool water on any burns to cool them.6.Don’t rub the burns7.It’s better that you put some butter or oil on burns.2). Answer the questions1.Why should you put cold water on a burn?2.Why doesn’t a third degree bu rn hurt?3.Why do you think clothes and jewellery near burns should be removed?4.If someone has a third degree burn, why might you see tissue?3). Read the text again and then find out how many parts there are and the mainidea of each part:Part1.The purpose / function of skinPart2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicalsPart3. Types of burns: First degree burns, Second degree burns, Third degree burns Part4. Characteristics of burnsPart5 First aid treatment3). Finish off Comprehending Ex2&3Step5. Words competitionHave a competition to check the Ss’ words spellingStep6.Making a first-aid kitAn activity to let the Ss know what are included in a first-aid-kitA well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include:bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc. Step7. Role playWork in pairs to act out how to place an emergency call for helpStep8. SummaryThis passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.Step9. HomeworkSearch as much information as you can about first aid。
