高中英语Unit5FirstaidPeriod3Grammar教学设计新人教版必修5

新授课课时教案科目：英语教师授课时间：第周星期年月日品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。

2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。

因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。

3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。

4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。

5、幸福，是一种人生的感悟，一种个人的体验。

也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。

关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。

这样，你才能感受到幸福。

6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。

7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。

读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。

8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。

把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。

在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。

9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。

Unit 5 First Aid 教案Grammar EllipsisI. Teaching objectiveGrasp the grammar :Ellipsis (the types ,the ways)II. Teaching focusMaster the rules of ellipsisIII. Teaching difficultiesHow to make the students master the uses and the rules of the grammar.IV. Teaching procedures在英语中，为了避免重复而省去某些重复的部分，这种现象叫省略。

如：--- （I ）Beg you pardon.2) Sounds like a good idea.--- ( It ) Sounds like a good idea..一简单句中的省略1、省略主语祈使句中主语通常省略( It ) doesn’t matter.( It ) Sounds like a good idea.2、省略主谓或主谓语的一部分。

如：（省略主语和谓语）3、省略表语。

–Are you thirsty? – Yes, I am .(thirsty).4、同时省略几个成分) Let’s meet at the same place as--- (we met) yesterday.同时省略主、谓语–Have you finished your work ? –Not yet.-----I have not finished my homework yet.二并列句中的省略1、两个并列句中，后一个分句常省略与前一分句中相同的部分。

My brother is a doctor and my sister-in-law (is) a lawyer.省略相同的谓语动词）When summer comes, the day is getting longer and longer, and the night (is getting) shorter and shorter. 省略相同的谓语动词三复合句中的省略1、主句中有一些成分被省略，如：(I am) Sorry to hear you are ill.( It’s a ) Pity that he missed such a good chance.2 主句中有一些成分被省略、而用so或not来代替1) －Are you leaving for Beijing this Sunday?－I think so .(I'm leaving for Beijing this Sunday.)2) －Tom must be free today.－If so, he can help us .(he is free.)3) －It is going to rain, isn’t it?－I hope not. (it is not going to rain.)这种用法常见的有：How so? Why so? Is that so? I hope so. He said so.及I suppose/believe/hope not. Why not?等等。

人教版必修五Unit5《First aid》教案（7The Second Period ListeningTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语unconscious, emergency number, reach cupboard, involve, stress and intonationb. 重点句式So far we’ve looked at first aid treatments for burns, bleeding, choking ...Stop him from running around as that makes clothes burn faster.2. Ability goals能力目标Enable the students to listen for details and catch the specific information of first aid as much as possible.3. Learning ability goals 学能目标Help the Ss learn how to do rescue breathing by listening task.Teaching important and difficult points教学重难点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.Teaching methods教学方法Listening and cooperative learning.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures and ways教学过程与方式Step Ⅰ RevisionHelp 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.Step Ⅱ ListeningPre-listeningT: 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 intonationShow the following questions on the screen.Have you ever had to phone an emergency number? Do you know what telephone number youwould 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.ListeningPlay 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.Step Ⅲ Listening ( P73)Pre- listeningT: 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. While listeningT: 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: 7-5-2-4-8-6-1-31 check if conscious2 put into recovery position3 clear airway4 check if breathing5 blow into mouth and watch for breathing6 check pulse7 continue rescue breathing8 put into recovery positionPost-listeningT: 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.Step Ⅳ Listening (P39)T: Besides the rescue breathing, there are other ways to do first aids. 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 topi cs. 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.Step Ⅴ Homework1. Search more information about first aid on the Internet.2. Prepare for reading: FIRST AID FOR BURNS.。

Unit 5 First aid省略语境自主领悟先观察原句后自主感悟1.These burns are not serious and (they) should feel better within a day or two (days).2.If burns are on arms or legs，keep them higher than the heart，if (it is) possible.3.It shows that a knowledge of first aid can make a real difference.4.First degree burns turn white when (they are) pressed. 1.例句1为并列句，因为两个分句的主语都是These burns，故第二个分句的主语省略；介词within后的宾语中因前面有名词day，故or后的同一名词days省略。

2.例句2中的条件状语从句中含有it is，可以省略。

3.例句3中的及物动词show后接宾语从句，连接词that一般可以省略。

4.例句4中的时间状语从句的主语和主句的主语First degree burns一致，且状语从句中含有be动词时，省略状语从句中的主语和be动词。

为了避免重复，将句子中的一个或几个成分省去，这种语法现象叫省略。

省略是避免重复、突出新信息并使上下文紧密连接的一种语法手段。

英语中的省略有下列几种情况。

一、简单句的省略1．祈使句的省略。

在祈使句中，通常省略主语you。

(You) Go down this street and turn right at the second crossing.请(你)沿着这条街走，然后在第二个十字路口向右拐。

2．There be 句型的省略。

(Is there)Anything else?(还有)其他东西吗？3．疑问句的答语省略。

—Are you from America?—Yes，I am (from America)．——你来自美国吗？——是的，我是(来自美国)。

英语：Unit5《First aid》教案（8）（新人教版必修5）The Third Period ReadingTeaching goals教学目标1. Target language教学语言a. 重点词汇和短语burn, essential, organ, layer, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, char, nerve, damage, jewellery, squeeze out, over and over again, bandage, in placeb. 重点句式Burns are called first degree, second degree or third degree burns.These burns are not serious and should feel better within a day or two.First degree burns turn white when pressed.2. Ability goals 能力目标Enable the students to master some knowledge of first aid.3. Learning ability goals学能目标Enable the students to learn how to give their correct suggestions about first aid when others are in danger.Teaching important points教学重点Let the Ss learn to use the structures of giving suggestions.Teaching methods教学方法Skimming method and role-play method.Teaching aids 教具准备A projector, a tape-recorder and a blackboard.Teaching procedures and ways教学过程与方式Step Ⅰ Lead-inT: 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. T: Throughout life, you will face injuries of different kinds; whether it is a simple paper cut or a severe chemical burn, every accident must be dealt with in the right way. Here are two situations: Ah, a hot summer morning. Perfect for the beach exercise. After a nice brisk swim in the refreshing tide, you curl up on your beach chair with your headphones and a book. As you sit contentedly, your eyes slowly fall shut in a mid-day nap. When you awake, the sun is a little lower in the sky, the people next to you have left, and your exposed skin is starting to look a suspicious shade of bright red. Do you know what to do?You are babysitting the neighbor’s kids, and as you are preparing dinner you turn around for a moment to rinse off the spoon. Suddenly you hear a clatter of pans anda high pitched cry that sends your adrenaline into overdrive. You spin around and see the little girl clutching her hand, her tears streaming from her eyes, the telltale pot of hot water spilled on the ground. Do you know what to do?Step Ⅱ Pre-readingT: 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.T: Now stop talking. We are going to get the answers from the text. Let’s read the text and try to find the answers.Step Ⅲ While-readingT: 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 th e 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.SkimmingAsk the Ss to read the title of the text and the headings within it. Skim for general idea.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.1. the function/purpose of skin2. how we can get burns3. the three types of burns4. the symptoms of burns5. what to do if someone gets burnedStep Ⅳ Detail readingT: Good. Pay attention to the title and subtitles. It clearly shows the main idea of each paragraph. We’ve known the main idea of the article from the headings. Now let’s get to details. Let’s read the first paragraph and answer the question: What can skin do for our body? Discuss the answer with your partner, then tell us the answer.S: Protect you against diseases, poisons and the sun’s harmful rays;Keep you warm or cool;Prevent you from losing water;Gives you sense of touch.T: Very good. So first aid is a very important step in treatment of burns. How can we get burnt? Now let’s read the second paragraph and answer the question.S: We can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals.T: Good. Then let’s come to the third paragraph, see how many types of burns. What are they?S: Three are three. First degree: They are not serious. They affect only the top layer of the skin. Victims feel better in a day or two. Second degree: The second degree burns affect both the top and the second layer of the skin. These burns are serious. Victim should take a few weeks to heal.Third degree: These are the serious degree burns. These burns are very severe injuries. They affect all three layers of the skin and any tissue and organs under the skin. Victims must get to a hospital at once.T: Very good. Most good readers survey texts in this way before they start to read the text in detail. If you survey a text, it makes it easier to understand it because you already know something about the content and the organization. Now read Ex. 2. You don’t have to read the whole text to find the information you need to answerthis question. Which part of the text do you need to look at?S: The section under the heading Characteristics of burns.Label the pictures with three degree burns.The second degree burn The first degree burnt The third degree burnCheck the answers with them. And then do Ex. 4.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. Step Ⅴ Language pointsT: 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.▲ phrases with sensesense of touchsense of sightsense of hearingsense of tastesense of smellsense of humorsense of beautysense 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) differenceIt shows that a knowledge of first aid can make a real difference.It makes no difference to me where you come from.Step Ⅵ Summary and homeworkT: 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 anemergency, 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. Here I like to recommend this to you. If you want more tips about first aid and ways to deal with common injuries, refer to the following websites./clinic/firstaid//parent/firstaid_safe//firstaid_rfrg.htm/articles/25936-71. Finish the Exx on page 36.2. Preview the material the next extensive reading.。

人教版高中英语必修5《Unit5firstaid》教案人教版高中英语必修5《Unit 5 first aid》教案【一】一、教学内容分析本单元以“急救”为中心话题。

本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，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。

同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。

二、教学目标1、语言目标：学习掌握教学内容中的重点字、词、句;2、能力目标：阅读速度和技巧的训练;3、情感目标：教育学生帮助他人于危急时的良好情操;通过讨论等小组活动培养协作精神;通过课堂教学活动激发学生英语学习兴趣。

三、学习者特征分析所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。

该班学生的主要特点是能讲敢讲(我在这方面一直鼓励学生)，课堂气氛活跃。

本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达欲望和学习兴趣。

四、教学策略选择与设计教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

五、教学重点及难点教学重点：帮助学生使用不同的阅读技巧完成阅读目标教学难点：1.学生阅读能力的培养，运用文中信息解决问题的能力;2.掌握急救知识和根据不同情况提出急救措施;3.能学会急救知识和相关急救措施的英语表达。

六、教学过程教师活动学生活动设计意图Step 1. Leading-in1. Greetings2. What words can you think of when talking about home accidents and first aid?3. First aid quiz (according to the pictures shown on Page 33)4. Definition of first aid: a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.GreetingsBrainstorming(cut, nosebleed, choking, burn...)Watch, read and think, then work in groups to make the choicesRead aloud and understand the definition通过问题自然引入本课内容日常急救知识小测试，使学生自然顺利进入新课学习让学生朗读理解定义Step 2. Pre-readingPresent the picture on Page 33 and ask the students to answer the questions of Pre-reading.Ask the students to look at the title and subtitle, and predict: What may be written in the text? Look at the picture carefully and discuss in groups. Choose one student to give the answers. (Answers can vary)Students look at the title and subtitle and give their prediction. 利用课文图片导入主题：FIRST AID FOR BURNS 培养学生通过标题和小标题预测阅读内容的能力，也激发学生进一步阅读以验证预测Step 3. While-readingReading for general idea1. Make the students to skim the passage in limited time and get a general idea, then ask the students to divide the passage into 5 parts.2. In which order are these topics covered in the text?(Page 35)Reading for details (Get the students to read the text part by part)1. Ask the question:What is skin? What can get the skin burned? What is the function of the skin?2. Types of burns and their characteristics. Do Ex.2 of Page 35.(Label the pictures)3. Answer the following questions. (Ex.3, Page 35)Students skim the passage to find the answer.Students work individually to give the right answers.Students read and find out the answers. Do related exercises.限时阅读培养学生快速阅读的能力和通过略读理解大意独立完成，培养学生独立学生的能力，同时也是为了充分了解学生的课文理解情况培养学生把握文章细节的能力; 培养学生通过阅读寻找所需信息的能力; 培养学生根据信息进行判断的能力Step 4. Post-reading1. Give a few minutes for the students to read after the tape.2. Ask the students to judge the treatments of Ex.4.3. Ask the students to practise to give first aid treatments to different burns and then act it out.Students read aloud after the tape.Students read and make their judgement.Students practise in groups and act. 语音语调锻炼，同时也使得学生进一步理解所学课文本环节为输出阶段，目的在于检查学生的学以致用创设活动任务，培养学生解决实际问题的能力Step 5. Homework1. Get more about first aid from the newspaper, magazine or the Internet.2. Find out the important and difficult words and expressions to you and finish exercises on page 36.Students get ready for homework. 所布置的作业把学生的学习任务从课堂延伸到课外，有利于巩固课堂所学和进一步让学生掌握更多的急救知识七、教学评价设计评价采用了自我评价、小组比赛、学生互评和教师评价相结合的方式。

人教版高中英语必修5教案Unit 5 First aidIntroduction: The purpose of this unit is to increase students’awareness of the importance of knowing about first aid. Certain steps of first aid treatment have been selected for a number of situations. The first aid treatment described or discussed in this unit is only partial and does not necessarily cover all the steps in a procedure. This unit is in no way equivalent to a first aid course. It is hoped that through this unit students will feel motivated to do a first aid course which will qualify them to perform first aid procedures.Topic: First aid; safety in the home; medicine; medicationVocabulary: aid, temporary, injury, bleed, ankle, choke, skin, organ, barrier, poison, ray, complex, variety, liquid, radiation, mild, mildly, pan, stove, tissue, swell, swollen, scissor, unbearable，basin, squeeze, bandage, vital, symptom, kettle, pour, damp, sleeve, blouse, tight, tightly, firm, firmly, throat, ceremony, bravery, treat, apply, pressure, ambulance, first aid, fall ill, electric shock, squeeze out, over and over again, in lace, a number of, put one’s hands on, make a differenceFunction: Giving instructionsNow listen carefully……. Follow these instructions.Don’t…..because…Take care to….Be careful (not) to….. Cover…with…..Watch out for….. Look out for…and…Make sure that…. If it is…. go to the hospital.Mind you do / don’t….. Never……Grammar: EllipsisBurns are called first (degree burns), second (degree burns) or third degree burns,…..These affect both the top (layer of the skin) and the second layer of the skin.If burns are on arms or legs, keep them higher than the heart, if (it is) possible.The first period: Warming up and readingImportant points:Let students know about burns and the first aid treatments for burns.Get students to read the passage and understand it.Have students learn different reading skills.Difficult points:Develop students` reading ability.Enable students to know about burns and the first aid treatments for burns.Knowledge aims:Get students to learn about the useful new words and expressions.Let students learn about first aid knowledge.Have students read the passage and know about burns and the first aid treatment for burns.Step 1 Lead in1. Show students some pictures to lead in.(a great fire break out; a traffic accident happened; a soldier got wounded; an air crash happened; a child fell and was hurt;a person drowned)2. Ask students to discuss and answer the question: what do you think should be done in each situation abouve?Step 2 Warming up1. Ask students some questions:1) What is first aid?2) How much do you know about 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. Often the illness or injury or not serious, but there are other times when giving first aid quickly can save lives.2. Some common injuries.1) A snake bite 2) Bleeding 3) a sprained(扭伤) ankle 4) choking5) a broken arm 6) a nosebleed(流鼻血)Step 3 Pre-reading1. Ask students to look at the picture and answer the questions.1) What is on the cupboard? (A kettle full of boiling water)2) What has happened to the little girl? (She has badly burns.)3) What kind of first aid would you perform in this situation? (Students gives their own answers.)2. Ask students to answer the following questions about their own experiences.1) Have you or has someone you know ever been burned? What happened?2) What did the burn look like?3) Did anyone perform first aid? What did he / she do?Step 4 ReadingThe reading 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.)1. Fast reading: If you survey a text, it makes it easier to understand it because you already know something about the content and the organization.1) Ask students to read the title of the text and the heading to answer some questions.What is the topic of the text and how is the information organized?(It is about first aid for burns and the information is organized according to causes, types, characters and first aid treatment for burns.)How is the information organized within the heading of Types of burns and Characteristics of burns?(The information is organized according to types of burns: first degree, second degree and third degree burns.)2) Ask students to read the text quickly: What is the information numbered?(The numbers indicate the steps you should take to treat a burn, in the order that they should happen.)3) Show students the following for them to number.____3__ the three types of burns___5___ what to do if someone gets burned___1___ the functions of skin___4___ the symptoms of burns___2____ how we can get burned2. Read the text to do exercises 3 and 4.1) Why should you put cold water on a burn?(Because the cold water stops the burning process, stop the pain and reduces the swelling.)2) Why doesn`t a third degree burn hurt?(Because in a third degree burn the nerves have been damaged. If there are no nerves, there is no pain.)3) Why do you think clothes and jewelry near burns should be removed?(Because the bacteria from the clothes and jewelry 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.)3. True or false exercises. ( ×√×√)Step 5 Post-reading1. Ask students to have a group discussion on either of the following two questions:1) Why do we say it is important to learn some knowledge of first aid?2) What will you do in an emergency?2. Choose one of each group to report their group discussion to the class.Step 6 Consolidation1. Allow students three minutes to be prepared to retell the passage.2. Invite some students to retell the passage in front of class.Step 7 Homework1. learn the useful new words and expressions in this unit.2. Read the reading passage again and know more about first aid for burns.The second period: Learning about language: Important language pointsThe emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and comprehending. Students should first understand their meaning in the context, then give some explanations about them, and later offer some practice to make students master their usage.Important points:1 Enable students to grasp the usage of such important new words and expressions as aid, injury, poison, variety, swell, squeeze, pour, in place.2 Get students to master the following patterns:It is where you feel cold, heat and pain.It is best to place burns under gently running water for about 10 minute.If burns are on arms or legs, keep them higher than the heart, if possible.Difficult points:Let students learn the usage of the word present and expression in place.Get students to learn and understand some difficult long sentences.Knowledge aims:Some new words and expressions: aid, temporary, injury, bleed, ankle, choke, cupboard, skin, organ, barrier, poison, ray,complex, variety, liquid, radiate on, mild, mildly, pan, stove, tissue, swell, swollen, scissors, unbearable, basin, squeeze, bandage, symptom, kettle, pour, wrist, damp, sleeve, blouse, tight, tightly, first aid, electric shock, squeeze out, over and over, in placeSome sentence patterns:…..It prevents your body from losing (too much) water…..…..it is where you feel cold, heat and pain……It is best to place burns under gently running water for about 10 minutes.For second degree burns, keep clothes cool by putting them back in a basin of cold water…..If burns are on arms or legs, keep them higher than the heart, if possible.Step 1 RevisionCheck the homework exercises.Ask some students to talk about first aid for burns.Step 2 Reading and findingRead the text through to find out the important phrases: first aid, fall ill, get injured, give first aid, save lives, perform first aid, act as, prevent ….from, sense of touch, get burnt, a variety of, be close to, depend on, for a moment, electric shock, at once, black and white, take off, be stuck to, running water, squeeze….out, over and over again, get infected, cover….with, stick …to, in place, if possible, sit up, get sb. knock over, full of, boiling water, keep doing, catch fire, pick off, bits of Step 3 Discovering useful words and expressions1) When do you need to use your knowledge about first aid? When somebody suddenly falls ill or has no accident?2) What is the skin? It is an organ which acts as a barrier against disease, poisons and the sun`s harmful rays.3) Why are the functions of skin described as complex? It keeps you warm or cool; it prevents your body from losing too much water and provides you with your sense of touch.4) What can hurt the layers of the skin? Hot liquids from pans on the stove, electric shocks, radiation, fire and the sun.5) What is it vital to do if you had third degree burns? Go to the hospital.6) What are the symptoms of first degree burns? They are dry, red and mildly swollen.Step 4 Studying important language points1 first aid: treatment given to an injured person before a doctor comesFirst aid to the injuredFirst for burnsGive / offer to sb`s aidCut off aidA hearing aid injury创伤或伤害，尤其指意外受伤medical aid harm精神或肉体上的损害，with the aid of…. hurt情感上的伤害，肉体的伤痛2 fall ill wound战争或打斗中受伤，尤指刀伤，枪伤He fell ill and had to be sent to hospital. damage指损失，损害，不表示伤痛，主要是指物fall asleepFall silent3 get injured: (get + 过去分词)My bike is getting repaired now.Peter and Merry got married last year.4 injury: a physical hurt or wound, especially when caused accidentlyThe driver of the car received serious injuries to the legs and arms.What you said was an injury to her fame.5 injure: to harmThere were two people injured in the car accident.To injure a man`s prideFill in the blanks with injury, harm, hurt, wound or damageHe got serious injuries to the leg at work.The soldier received two wounds in the battle.The storm did great damage to the crops.The harm / hurt to her feeling is more than that in the body.6 act as: perform the role or function ofI don`t understand their language; you will have to act as the interpreter.7 sense of touch / sight / hearing / taste / smell /Sense of direction / urgency / guilt / honor / justice / hunger / responsibility / valuesThe moral senseThe sixth sense8 depend on9 unless10 stick: 粘住to become fixed; joined or fastened with a sticky substanceThis glue doesn`t stick very well.Please stick a stamp on an envelope.The dough stuck to my fingers.That is my story and I am sticking to it.You will succeed if you stick to it(坚持).11 It is best to do…….最好的是…….12 squeeze: to press on from opposite sides or all sides 挤压，捏，榨汁Don`t squeeze the kitten(小猫); you will hurt it.The children squeezed together to make room for me to sit down.Squeeze the juice out of a lemon13 over and over again: many times; repeatedly14 in place: in the usual or proper position; suitable or appropriateA little gratitude would be in place. 应当略表谢意。

Unit 5 First aid Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 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。

1.1 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假设地进行急救。

1.4 PREHENDING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; 第三个活动是回答以下问题,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。

Unite 5First AidTeaching 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 treatmeforburnst 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-learning activities.3. Competition and role- play method to arouse the Ss’ interestTeaching 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 firstaid Step2. 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 burns1). 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 burn 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 main idea 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 burnsPart4. Characteristics of burnsPart5 First aid treatment3). Finish off Comprehending Ex2&3Step5. Words competitionHave a competition to check the Ss ’ words spelling Step6.Making a first-aid kitAn activity to let the Ss know what are included in a first-aid-kitA well-stocked( 存得好的 ) 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 f o thers. 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. Period 2. Language points.帮助,救援,助first aid急救come/ go to sb ’said救援某人with the aid of在⋯ 的帮助下aid sb with sth帮助某人做某事aid sb in doing sth帮助某人做某事②He was able to find the museum with the aid of a map.③We aided him in raising the money.2. fall ill生病属短性,不与for +be ill指生病的状,是持性行, 可与His wife suddenly fell ill last week.He has been ill for a week.fall用作系 ,后常接形容.fall asleep睡着fall silent默然不3. save one ’ s life救某人的命save one ’ s honor保全名誉save one ’ s face保全面子save one ’ s skin防范受4 Did you or someone else give help in any of them? If so, If so, = If it is true,段用for + 段用⋯Do you want to be a superman? If so, come with me!If so, = If it is so5 bite (bit, bitten)bite off more than one can chew多嚼不Once bitten, twice shy.吃一，一智。

Unit 5 First AidPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(HEROIC TEENAGER RECEIVES AWARD) IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students1, after warming up by reading aloud the text, read and discuss, read and underline, do exercises, listen, write first aid instructions for various situations and write a letter. The class ends by students filling a form.Objectives■To help students read the passage HEROIC TEENAGER RECEIVES AW ARD on page 38■To help students use the language by listening, speaking and writing as wellProcedures1. Warming up reading aloud the textRead aloud to warm up: Let’s warm up by reading aloud to the recording of the text HEROIC TEENAGER RECEIVES AWARD.2. Reading and discussingThis reading passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Before you read the newspaper article, let’s discuss the scenario in groups: You can hear a woman screaming. You find her sitting on the ground, bleeding heavily from deep knife wounds in her hands. Do you help her? If so, what do you do?Often readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason you might read just the headline and the first paragraph. It gives information that answers the questions Who? When?Where?What? And often also Why?and How?3.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook and write a short passage, making use of them after class as homework.4.Doing exercisesNow you are going to do Exercises 1, 2, 3 and 4 on page 39 following the article.5. ListeningThrough the listening text, a quiz given by a first aid teacher, you can learn a few first aid procedures. Listen to the tape twice and finish the exercises No. 1 and 2.6. Writing first aid instructions for each situationYou can choose any one of the four situations to write down the instruction.7. Writing a letterTurn to page 75 and follow the direction to write a letter to your principal. You may use the information, structures and expressions from the unit.8 Closing down by filling a form。

高中英语 Unit 5 First aid Part III Grammar学案新人教版必修5aid Part III Grammar一、【学习目标】1、学习省略的基本用法。

2、熟练运用状语从句中的省略。

二、【自主预习】为了使话说得简明扼要，英语句子中某个单词、短语甚至从句或主句都可以省去。

这种省去句子某些成分而保持句子意思不变的现象，称为省略（ellipsis）种类例句说明主语的省略Beautiful day (= It is a beautiful day), isn’t it?Pi ty we live so far from the sea、 (It is a pity we live sofar from the sea、)有时也可省略整个句子的主语和谓语，只保留次要成分。

She was poor but (she was)honest、--Did you know anything about the accident?--Not until you told me、(= I didn’t know anything about it until you told me、)谓语的省略--what do you think made Mary so upset?--Losing her new bicycle (made Mary soupset)、状语从句的省略Seen from the plane (when it is seen from the plane), the house looks like tiny toys、If (it is)possible, I’ll go there with you、注意状语从句中的主语同主句主语的一致性。

不定式的省略The boy wanted to ride his bicycle in the street, but his mother told him not to、 (not to ride his bicycle in the street、)--Alice, why didn’t you come yesterday?--I was going to (come yesterday), but I had an unexpected visitor、若不定式后面是完成时，省略时应保留have；不定式后含有动词be的结构时，也要保留be动词。

Unit 5Period 3 GrammarTeaching goals教学目标1. Target language 语言目标a. 重点词汇和短语aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. fall ill.b. 重点句式Burns are called first degree burns, second degree burns or third degree burns. These burns affect both the top and second layer of the skin.2. Ability goals能力目标Enable the Ss to learn about Ellipsis.3. Learning ability goals学能目标Let the Ss learn how to use Ellipsis.Teaching important/difficult points教学重难点Enable the Ss learn how to use Ellipsis.Teaching aids 教具准备A projector and a blackboard.Teaching procedures and ways教学过程与方式Step Ⅰ RevisionGreet the whole class as usual. Checks the students’ homework.Step Ⅱ Word StudyT: Now please open your books and turn to page 36. Let’s learn “Learning about Language〞.First let’s do Discovering useful words and expressions. plete the table with the correct verbs, nouns or adjectives. You are to explain the words on the screen in English and then fill in the blanks.Ask students to explain or guess the meanings of the words.injury, poisonous, burn, swollen, damage, treatment, wounded, infect▲ injury n. physical damage done to a person or a part of their bodyadjectives frequently used with injury: minor, multiple, serious, severe, slight injured adj. hurt in an accident or attackbe seriously / badly / severely injuredinjure vt. often passive] to hurt someone and cause damage to their bodyNine people died and 54 were injured in the accident.▲ treat vt behave toward sb.; deal with sth.; cure illness; protect/preserve sth.; be nice to sb.Words frequently used with treat:Adverbs: badly, cruelly, equally, fairly, harshly, leniently, shabbily, unfairly, unjustlyNouns: disease, illness, patient, symptom, disorder, ailmente.g. She felt she had been unfairly treated, and plained to her boss.treat n. something special that you do or buy for yourself or someone else Frequently used with the following adjectives: great, rare, real, special, occasional.e.g. As a special treat, we were allowed to stay up until midnight.I wish you would stop treating me like a child!treatable adj. a treatable illness or medical condition can be cured by medical treatment treatment n. the process of providing medical caree.g. The patient is responding well to treatment....plete the questions with words from the text. The students will try to plete the exercises. Later the teacher will ask some of them to read each of the sentences and tell the class the answers.Step Ⅲ GrammarT: Let’s look at the next, GrammarPresent 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 havebeen 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 y our turn to find out what have been left out.1. Thank you.2. Some more tea?3. Sounds like a good idea.4. Doesn’t matter.5. Sorry to hear that.6. Pity you couldn’t e7. This way, please.8. Terrible weather!9. Joining us for a drink?10. Going to the supermarket?11. Dr. Robertson?12. Any news?Suggested answers:1. I thank you.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 e.7. 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?11. Are you Dr. Robertson?12. Is there any news?T: About the omission:1. In a familiar speech, the subject is sometimes left out when it is a pronoun;2. Sometimes even more than the subject may be dropped at the beginning of a sentence if the meaning is clear; Though the ‘preparatory there’ is not a subject, it behaves like one and is often omitted;3. To avoid repetition, a verb is frequently left out when the same verb has appeared in an earlier part of the sentence: Then winter came and with it (came) the snow.4. Omission of the auxiliary or the principal part of the verb pound is very frequent: Summer had e and (had) gone. Can you do that? —Yes, I can (do it).5. The verb do/does/did frequently stands for another verb which has appeared earlier. This is a very important use of this auxiliary, which es in very handy at times. As there is no counterpart of it in Chinese, it should be thoroughly mastered through constant practice. e.g. Do you go there every day?—Yes, I do (= go there every day).Did you see her?— Yes, I did ( = saw her).Shall I read it? — Please do (= read it).I like Beijing very much, as everybody does (= likes it) who has been there.Step Ⅳ PractisingDiscovering useful structures (page 37)1. In groups, look at these pairs of sentences. Discuss the difference between A andB 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.▲ Show the students the slides with some multiple c hoices exercises about the Ellipsis. 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. areB. canC. inviteD. do3．Rather than _____ on a crowed bus, he always prefers _____ a bicycle.A. ride, rideB. riding, rideC. ride, to rideD. to ride, riding4. —I’ll be away on a business trip. Would you mind looking after my cat?— Not at all. ______.A. I’ve no timeB. I’d rather notC. I’d like itD. I’d be happy to 5．—Won’t you have another try?— ________.A. Yes, I will haveB. Yes, I won’t haveC. Yes, I won’tD. Yes, I will6. The boy wanted to ride his bicycle in the street, but his mother told him _____.A. not toB. not to doC. not to do itD. do not to7. — Do you think it will snow tomorrow?— ______?A. I don’t thinkB. No, I don’t thinkC. I don’t think soD. No, I don’t so8. — Have you fed the cat?— No, but______.A. I’mB. I amC. I’m just goingD. I’m just going toStep Ⅴ Homework1. Go over the usage of Ellipsis.2. Finish listing structures on Page 71 Exes. 1 & 2.3. Prepare Reading and discussing on Page 38.。

三、学习者特征分析鉴于高二的学生已具有一定的认知能力，有自我的观点和看法，所以通过概念自定义环节，小组讨论环节以及阅读限时训练环节，使学生们在自主与合作的学习方式中获取知识，形成正确的学习方法，实现阅读能力与表达能力的提高。

四、教学过程（一）Brainstorming:What words can you think of when you talk about accidents?(设计意图：通过问题导入本课内容，使学生尽可能的使用本单元新学的词汇，这就要求学生提前做好预习。

)（二）Pre-readingLook at the picture on the left. What has happened?Can you guess what will happen to the girl?How will her mother deal with the burn?在上述图片所展示的情况下，我们需要给予相应的“first aid”急救。

(设计意图：通过思考问题加强对本单元大标题的理解，锻炼学生的英语构思能力。

) （三）While-reading1.fast reading（设计意图：在这个环节中通过排序的方式可以快速掌握文章大意。

）2.careful reading（设计意图：分段层层阅读文章，锻炼学生整合细节信息的能力。

）（四）Post-reading（设计意图：通过小组讨论，把所学到的书本知识转化成技能知识，并且通过此环节锻炼学生英语口语能力。

（五）Homework（设计意图：通过练习题巩固本节课新学知识，为下一个学时的内容做好准备。

）五、教学策略选择与信息技术融合的设计教师活动预设学生活动设计意图用PPT展示图片集体回答问题热身调动学生提出问题学生小组讨论积极性总结文章内容展示板书抢答把所学内容应用要求学生情景展示小组讨论实践六、教学评价设计(以下为学生的一个自我评价表)七、教学板书板书部分我写出了文章的段落划分以及每部分的中心思想，使学生们对文章的整体脉络一目了然。

英语：Unit5《First aid》教案（3）（新人教版必修5）Period One warming up and readingTeaching Goals:1．Encourage the students to discuss accidents and first aid .2．Enable the students to talk about different accidents and how to give first aid in different situations.3．Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.4．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 abili ty.Difficult points1. How to grasp the main idea of each paragraph / part & each passage.the students to use the expressions to describe the accidents and how to give first aid. Teaching methods1. Brainstorm & Skimming & scanning methods to make the Ss get a good understanding of thetext.2．Discussion methods to make the Ss understand what they’ve learned in class.3．Pair work of group to get every student to take part in the teaching-and-learning activities. Teaching proceduresTeaching aidsA recorder, a projector, and a computerStep One Warming upT: Let’s check our homework each otherStep Two PresentationT: Let’s check our homework each otherStep Two Presentation1.Lead-in question: Watch a video, and fill in the blanks: what is first aid?First aid is a temporary form of help given to someone who suddenly falls ill or gets injuredbefore a doctor can be found. Often the illness or injury is not serious, but there are other times when giving first aid quickly will save one’s life.2. Warming-up: Brainstorming: What words can you think of when you talk about accidents and first aid?Quiz for first aid (on p74)1. The best way to treat a hurt ankle is to:A.Put an ice pack on your ankle.B.Put a heating pad(垫子)around your ankle.C.Keep on walking and jumping.2. If you get a nosebleed, gently let your head back to stop the bleeding.A. TrueB. False3. To treat a burn, you:A. Rub(擦)some butter on it.B. Hold the burnt part under cold running water.C. Put salt on the burnt part.4. You should wait at least five minutes before touching somebody who has been struck by lightening, or you might get a shock (打击). A. True B. Falsefriend has an asthma(哮喘) attack, but she doesn’t have her medicine. You’d better:A. Get a paper bag for her to breathe into.B. Get her a cup of coffee.C. Take her outside for fresh air.6. To treat a choke, you should make him /her spit by patting him/her on the back.A. TrueB. False7. If someone is having a heart attack, you should first:A. Call 120B. Perform CPR (心肺复苏)person would you help first?___A Li Yan who has cut her foot on glassB Xue Jin whose nose is bleedingC GaoY uan who is on the ground not breathingD Wang Feng who has broken her arm. carrying out rescue breathing, how many times a minute should you blow air into the victim’s mouth? ______. A 4 B 8 C 15 D 2010. How would you stop severe bleeding? ___A cover the wound with plasticB wash the woundC do nothing as the bleeding will stop by itselfD put a bandage over the wound and then press on it5 A friend is choking on a piece of food and is coughing badly. What should you do?___A nothingB carry out rescue breathingC have her lie down and restD slap her four or five times on her back4. A snake bite; a nose bleeding; a sprained ankle; choke; drown; burn; a broken Step Three Group discussioa. What happen in each picture and what kind of first aid should you give in the following situatioTalk about different situations and the way they should give first aid.Qs: Turn to page 33, look at the happened in each picture? What kind of first aid should you give?A snake bite: A snake has bitten him on his leg.(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 .)Bleeding: She has cut her arm with some broken glass and is bleeding badly.(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.)*(watch the video about how to deal with bleeding )A sprained ankle: He has badly sprained his ankle.(Tied with medical bandage. /It is better to avoid walking with the injured ankle. /It is correct to use ice bag for removing pain and bleeding, and also not influence our own body healing.)*( a video about a sprained ankle)Choking : She is choking on a piece of food (Make him /her spit by patting him/her on the back./ Don’t eat too fast and don’t forget to chew your food./To avoid this, we shouldn’t talk or laugh when eating.)*（a video about unconscious choking）A broken arm : She has broken her arm. (Do not move the patient. /Send for an ambulance at once. /Treat for shock if necessary.A bleeding nose: He has a nose/a nose bleed.(Stay calm. / Breathe through the mouth, not the nose. / Sit up and bend the head slightly forward. / Pinch捏both nostrils鼻孔shut using a thumb and forefinger./ Spit out any blood that collects in the mouth.Step Two Pre-reading:1. Questions for the picture on P33:What has happened? What sort of injuries the child will have?What kind of first aid would you perform in the situation of burning?Key: Cool the area of skin; Wash it under the cold running water.Cover the wound with bandage/clean cloth. See a doctor if necessary.Step Three 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.In which order are these topics covered in the text? Number them from 1 to 5.(P35Ex1) (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 burnsStep Four Detailed reading Fill in the blankscan skin do for our body ?.Protect you against diseases, poisons and the sun’s harmful rays..Keep you warm or cool..Prevent you from losing water..Give you sense of touch.of burnsYou can get burnt by : hot liquids; steam; fire radiation; the sun electricity and chemicals of burnWhat are they?degree burns.2. Second degree burnsdegree burns4. Label these pictures first, second and third degree burns.(P35 Ex2)5．Fill in the blanks Types & characteristics of burns (based on page 34)6..Answer the questions(Page35 Ex3)1).Why should you put cold water on a burn?Because the cold water stops the burning process, stops the pain and reduces the swelling.2). Why doesn’t a third degree burn hurt?Because in the third degree burn 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 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.7．Decide whether the first aid treatment is Right (R) or Wrong (W). (35 Ex4)。

高中英语人教新课标必修五Unit 5 First aidGrammarTeaching goalsTeaching materials: 教学材料Learning about language and using words and expressions. on workbook p70-711.Target languagea. Key words and expressions:aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. Fall ill.eful sentences1)Burns are called first degree burns, second degree burns or third degree burns.2)These burns affect both the top layer of the skin and they affect the second layer ofthe skin.2.Ability goalsLearn about Ellipsis3.Learning ability goalsLet Ss learn how to use Ellipsis4. Teaching important pointsThe use of Ellipsis5. Teaching difficult pointsHow to teach Ss to master EllipsisTeaching aidsA projector, and a blackboardTeaching procedures and waysStep 1 Revision1.Greet the whole class as usual2.The teacher checks the students’ homework.Step 2 Word StudyT: Now please open your books and turn to Page 36. Let’s learn “Learning about Language”.First let’s do Discovering useful words and expressionsplete the table with the correct verbs, nouns or adjectives.T: Let’s do some more exercises about new words. You are to explain the words on the screenin English and then fill in the blanks.(ask students to explain or guess the meanings of the words)plete the questions with words from the text.The students will try to complete the exercises. Later the teacher will ask some of them to read each of the sentences and tell the class the answers.Suggested answers:Step 3: GrammarT: Let’s look at the next, 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?Suggested answers: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 4 PractisingDiscovering useful structures (page 37)1.In groups, look at these pairs of sentences. Discuss the differencebetween A and B in each pair. Also discuss which is the better sentence,A orB 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 onthe 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 sendhim to hospital).7)When your nose is bleeding, you should bend forward so that the bloodruns 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 ofthe students haven’t (done a first aid course).3.These sentences are correct. However, one or more words have been leftout. 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 localgovernment.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 examthan(it was) expected.4)I don’t think they have returned from the hospital, but they mighthave ( returned from the hospital).5)He wanted to help the accident victim but his friend didn’t (wantto help the accident victim).6)You can borrow my first aid notes if you want to (borrow my firstaid notes).4.Show the students the slides with some multiple choices exercises aboutthe Ellipsis.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. areB. canC. inviteD. do3)---- Aren’t you the manager?-----No, and I______A.don’t want toB. don’t want to beC. don’t want beD. don’t want4)---- I’ll be away on a business trip. Would you mind looking after my cat?-----Not at all______.A. not toB. not to doC. not do itD. do not to5)----- Won’t you have another try?------ ________.A.Yes, I will haveB. Yes, I won’t haveC. Yes, I won’tD. Yes,I will6)-----I won’t do it any more.-----_______?A. Why notB. Why don’t do any moreC. Why not doD. Why don’t7)-----Do you think it will snow tomorrow?------______?A.I don’t thinkB. No, I don’t thinkC. I don’t think soD. No, I don’t so8)-----Have you fed the cat?------No, but______.A. I’mB. I amC. I’m just goingD. I’m just going toStep 5 Homework1. Go over the usage of Ellipsis.2. Finish listing structures on Page 71 Ex 1 and Ex 23. Prepare Reading and discussing on Page 38。