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111 Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. 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 Points How to improve the Ss’ reading ability. Difficult points 1. 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 methods 1). 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’ interest Teaching procedures Step1. Lead-in Lead-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 aid Step2. Pre-reading Show 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 reading Let the Ss read the passage fast and then find out the answers to the questions 1. 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 burns Step4. Detailed reading 1). 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 burns 7. It’s better that you put some butter or oil on burns. 2). Answer the questions 1.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 skin Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals Part3. Types of burns: First degree burns, Second degree burns, Third degree burns Part4. Characteristics of burns Part5 First aid treatment 3). Finish off Comprehending Ex2&3 Step5. Words competition Have a competition to check the Ss’ words spelling Step6. Making a first-aid kit An activity to let the Ss know what are included in a first-aid-kit A well-stocked(存?zhèn)涞煤玫? 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 play Work in pairs to act out how to place an emergency call for help Step8. Summary This 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. Period 2. Language points 1.aid 幫助,援助,贊助 first aid 急救 come/ go to sb’s aid 援助某人 with the aid of 在… 的幫助下 aid sb with sth 幫助某人做某事 aid sb in doing sth 幫助某人做某事 Eg. ① He came to my aid at once. ② He was able to find the museum with the aid of a map. ③ We aided him in raising the money. 2. fall ill 生病 屬短暫性動(dòng)詞, 不與for + 時(shí)間段連用 be ill 指生病的狀態(tài),是持續(xù)性行為, 可與for + 時(shí)間段連用 His wife suddenly fell ill last week. He has been ill for a week. fall 用作系動(dòng)詞,后常接形容詞. fall asleep 睡著 fall silent 沉默不語(yǔ) 3. save one’s life 救某人的命 save one’s honor 保全名譽(yù) save one’s face 保全面子 save one’s skin 避免受傷 4 Did you or someone else give help in any of them? If so, … If so, = If it is true, Do you want to be a superman? If so, come with me! If so, = If it is so 5 bite (bit, bitten) bite off more than one can chew貪多嚼不爛 Once bitten, twice shy. 吃一塹，長(zhǎng)一智。 bite the hand that feeds one 恩將仇報(bào) bite a person’s head off 嚴(yán)厲斥責(zé)，口氣兇猛 Reading 1 protect … against \ from doing sth 保護(hù)、維護(hù) prevent … from doing sth 防止、妨礙 He put on his coat to protect himself from catching cold. Nothing will prevent us from reaching our aim. 2 …and it gives you your sense of touch. sense of touch 觸覺 sense of sight 視覺 sense of hearing 聽覺 sense of taste 味覺 Sense of humor 幽默感 sense of beauty 美感 3. treatment 不可數(shù)名詞 “ 對(duì)待, 待遇,處理; 治療 工人們受到政府優(yōu)厚的待遇. The workers received good treatment from the government 可數(shù)名詞 . “ 療法” 他們正在實(shí)驗(yàn)一種治療癌癥的新療法. They are trying a new treatment for cancer. be under treatment 在治療中 be under one’s treatment 接受某人的治療 for treatment 進(jìn)行治療 treatment for + 疾病的名詞 治…病的方法 4 depend on ①取決于; The price depends on the quality. ②依賴、依靠; His family depends on him. 他的一家人全靠他養(yǎng)活。 ③信賴、信任；I depend on you to finish your homework by Friday. 我相信你們可以在星期五前完成你們的作業(yè)。 5 heal vt&vi (1) (尤指?jìng)?治愈； 恢復(fù)健康 heal a wound (2) 使和解 healer (cn) 醫(yī)治者；治療物 Time is a great healer. 時(shí)間能夠治好創(chuàng)傷。 辨析：treat, heal, cure treat “治療”，著重強(qiáng)調(diào)過程，不涉及結(jié)果，不一定治愈。 heal 多用于治療外傷。 cure “治愈”，強(qiáng)調(diào)結(jié)果。 6. swell v. 膨脹，隆起 ①她的腿腫得很厲害 Her leg has swollen badly. ②風(fēng)鼓起了帆。 The wind swelled the sails. ③大雨使河水上漲了。 The heavy rain swelled the river. swollen 可作形容詞，表示“ 腫脹的” Her eyes were red and swollen with weeping. 她的眼睛哭得又紅又腫。 7 damage v. 損害， 損壞 n. 損害， 毀壞， 破壞 （ 不可數(shù)） ①這場(chǎng)戰(zhàn)爭(zhēng)損害了兩國(guó)之間的關(guān)系。 The war damaged the relations between the countries. ②地震造成了重大破壞。 The earthquake caused great damage. 8 jewellery 和jewel 的辨析：兩者均有“ 珍寶首飾” 之意，jewellery 為集體 名詞， 不可數(shù)；jewel 為可數(shù)名詞 9. squeeze out 榨出， 擠出 They have been squeezed out of the job market by young people. 他們被年輕人擠出了就業(yè)市場(chǎng)。 squeeze money from sb / squeeze money out of sb 向某人勒索錢財(cái) The young man often squeezes money from/out of the pupil. 那個(gè)年輕人經(jīng)常向那個(gè)小學(xué)生勒索錢財(cái)。 11. wound n.傷，創(chuàng)傷 v. 傷害，使受傷區(qū)別wound, injure, harm 與 hurt: wound 指外傷，如槍傷，刀傷等， 尤指在戰(zhàn)場(chǎng)上受傷；也可指在感情上榮譽(yù)方面的創(chuàng)傷。 injure 指意外或事故造成損傷，強(qiáng)調(diào)功能的損失。 harm 指損害有生命或無(wú)生命的東西；也可指肉體上或精神上的損害。 hurt （普通用語(yǔ)）指任何肉體或精神上的傷害。尤指打傷，刺傷；還可表示“疼痛”。 The bullet wounded him in his arm.子彈打傷了他的手臂。 He was injured in a traffic accident.他在一次交通事故中受了傷。 We won’t do anything that will harm the cause of peace. 我們不會(huì)做任何危及和平事業(yè)的事。 He meant no harm. He fell off the ladder and hurt his leg. 他從梯子上摔下來，傷了腿。 The hurt to his feelings is more serious than the hurt in his body. 12 In place 在適當(dāng)?shù)奈恢茫?適當(dāng) out of place 不在適當(dāng)?shù)奈恢茫?不適當(dāng) in place of 代替 take the place of 代替 Period 3. Grammar Step 1 Revision 1. Greet the whole class as usual 2. The teacher checks the students’ homework. Step 2 Word Study T: 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 1. Complete 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 screen in English and then fill in the blanks.(ask students to explain or guess the meanings of the words) 2. Complete 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: Grammar T: 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. 111 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 come 7. 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 come 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? 111 Step 4 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.(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 painful 2) A boy was on the left side of the sick woman, and a girl was on the right (side of the sick woman.) 3) She has a daughter (who is) in hospital. 4) He went to the doctor because he had to go to( the doctor). 5) Did she pass the first aid test that she did yesterday (or didn’t she pass)? 6) She could not decide whether to send him to hospital or not (to send him to hospital). 7) When your nose is bleeding, you should bend forward so that the blood runs out of your nose and( the blood) doesn’t run down your throat. 8) Only some of the students have done a first aid course but most of the students haven’t (done a first aid course). 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. 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. it B. them C. for D. to 2)----Shall I invite Ann to my birthday party tomorrow evening? ----Yes. It’ll be fine if you______. A. are B. can C. invite D. do 3)---- 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 want 4)---- 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 to 5)----- 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 will 6)-----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 to Step5 Homework: 1. Go over the usage of Ellipsis. 2. Finish listing structures on Page 71 Ex 1 and Ex 2 3. Prepare Reading and discussing on Page 38 Period 4. Reading task : Heroic teenager receives award Step One Revision: Show the students a slide with some new words What is the Chinese meaning of them? Present Put their hands on ceremony bravery towels pressure A number of Ambulance Step Two Reading and listening 1. Skimming the newspaper article and then put these events in the order that they happened. n_4_ The attacker ran away. _1_ Anne was attacked and started to scream. _6_ John performed first aid on Anne _2_ John was studying in his house. _7_ The ambulance arrived. _3_ John ran outside with his father. _5_ John found Anne in her garden with terrible knife wounds. 2. Listen to the tape 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)4) What saved Ms slade’s life? 5) What first aid did John perform on Anne? 6) What adjs would you use to describe John’s actions? Give at least thre Step Three Discussion 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. Step Four Language study Difficult sentences 1.John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another. be presented with sth: be given with Which 引導(dǎo)一個(gè)定語(yǔ)從句 Who引導(dǎo)一個(gè)定語(yǔ)從句 2. They discovered that Anne Slade, mother of three, had been stabled repeatedly with a knife. 2.Repeatedly 是由動(dòng)詞repeat的過去分詞加-ly構(gòu)成。類似的詞匯有： Excitedly 興奮地 Contentely 滿足 Worriedly 焦急地 unexpectedly 出乎意料 3.John used these to dress the most severe injuries to Ms Slade’s hand. 3. Dress: 敷裹，包扎 Tom had to return to the camp to dress his injuries. Immediately after his wound was dressed, he went to work. 4. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. 5. It is … that… 強(qiáng)調(diào)句 It was his words that hurt her. 111