人教新课标必修五Unit 5 First aid教案。

经验告诉我们，成功是留给有准备的人。作为教师就要早早地准备好适合的教案课件。教案可以让上课时的教学氛围非常活跃，帮助授课经验少的教师教学。你知道怎么写具体的教案内容吗？下面的内容是小编为大家整理的人教新课标必修五Unit 5 First aid教案，欢迎阅读，希望您能够喜欢并分享！

人教新课标必修五unit5重点短语、句子汇总
Unit5Firstaid
I.Phrases
1.give/offer/dofirstaidtosb
perform/carryoutfirstaidonsb.对某人实施急救
2.fallill生病
3.getinjured/infected/burned受伤/感染/烧伤
4.saveone’slife挽救某人的生命
5.senseoftouch触觉
6.electricshock触电；电休克
7.takeoff脱下；（飞机）起飞
8.squeezeout榨出；挤出
9.overandoveragain反复；多次
10.inplace在适当的位置；适当
11.putone’shandson找到
12.presentsb.withsth.
presentsth.tosb.赠予/给予某人某物
13.apieceofjewellery一件珠宝
14.cause/dodamageto….使……受到危害/损害
15.anumberof+n.(pl.)若干；许多
16.sticksth.to…贴在…….上
17.makeadifference区别
II.Sentences:
1.Burnsarecalledfirstdegree,seconddegreeorthirddegreeburnsdependingonwhichlayersoftheskinsareburnt.
根据皮肤烧伤的层次而有一度烧伤、二度烧伤和三度烧伤。
2.Johnwasstudyinginhisroomwhenheheardscreaming.
约翰正在房里学习，突然听到一声尖叫。
3.Shewaslyinginherfrontgardenbleedingveryheavily
她躺在前花园的地上，流血不止。
4.ThereisnodoubtthatJon’squickthinkingandthefirstaidskillshelearnedatschoolsavedMsSlade’slife.
毫无疑问，是敏捷的思维和在学校学到的急救技术，使得斯莱德女士的生命得救了。
5.Itshowsthataknowledgeoffirstaidcanmakearealdifference.
这说明了急救知识的确能发挥重要的作用。
6.Ifburnsareonarmsorlegs,keepthemhigherthantheheart,ifpossible.
如果烧伤的部位在臂部或腿部，可能的话，就要把他们抬高到高于心脏的位置。
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Unit 5 First aid学案

作为杰出的教学工作者，能够保证教课的顺利开展，作为高中教师准备好教案是必不可少的一步。教案可以让学生能够在教学期间跟着互动起来，使高中教师有一个简单易懂的教学思路。高中教案的内容要写些什么更好呢？下面是由小编为大家整理的“Unit 5 First aid学案”，希望对您的工作和生活有所帮助。

复习过去分词做定语，表语，宾补，状语。
★预习案PreviewingCase
过去分词（thePastParticiple）在句子中可以充当__定语___、__表语__、___宾补___、状语_等成份，表示动作的__完成___或__被动____。

1.The_____injured______（injure）workersarenowbeingtakengoodcareofinthehospital.
2.Myglassesarebroken.I’llhavetogetthem___repaired_____(repair).
3.Theyarecleaningthe____fallen____（fall）leavesintheyard.
4.___Seeing___(see)fromthehill,wecangetawonderfulviewofthewholecity.
5.Shecaughtthem____stealing______(steal)herapples.
6.Whoweretheguestsinvited（invite）toyourpartylastnight?
7.Thesmiling（smile）waitercameuptousandsaidyouarewelcome.
8.Everybodywasshocked(shock)tohearthedeathofthefamousfilmstar.
9.Iwasdisappointed(disappoint)withthefilmIsawlastnight.
10.Youshouldmakeyourvoice__heard___(hear).
11.Recentlyasurvey____comparing________（compare）pricesofthesamegoodsintwodifferentsupermarketshascausedheateddebateamongcitizens.
12HaveyouhadPeter_____clean______(clean)thewindows?
13.Followed（follow）bytheoldman,wewentupstairs.
14.__Seen____(see)fromthehill,thecitylooksmorebeautiful.
15.Walking(walk)aroundthecity，wewereimpressedbythedevelopmentofindustry.
16.Being(be)ill,hecan’tgotoschoollikeotherchildren
17.Hewassurprised（surprise）atthenews.
18.Hesattherereading(read)abook.
19.Thefoodbought(buy)yesterdayisforthedinnerparty.
20.Hewentabroadtolearn(learn)English.

★探究案ExploringCase
探究点一：语法填空篇
Freudwasoneofthefirstscientists___tomake_________(make)seriousresearchofthemind.Themindisthecollectionofactivities___based________(base)inthebrainthatinvolvehowweact,think,feelandreason.Heusedlongtalkswithpatientsandthestudyofdreams_____to_search__(search)forthecausesofmentalandemotionalproblems.Healsotriedhypnosis(催眠)．Hewantedtoseeif___putting_________(put)patientsintoasleep?likeconditionwouldhelpease__troubled__________(trouble)minds.Inmostcaseshefoundtheeffectsonlytemporary.Freudworkedhard,althoughwhathedidmightsoundeasy.Hismethodinvolved____sitting_______(sit)withhispatientsand_____listening_______(listen)tothemtalk.Hehadthem___talk______(talk)aboutwhatevertheywerethinking.Allideas,thoughtsandanythingthatenteredtheirmindhadto___beexpressed____________(express).Therecouldbeno___holding_______(hold)backbecauseoffearorguilt.

探究点二：翻译

1.我希望这项工作在星期五前完成。
IwantthejobfinishedbyFriday.
2.他出身于贫困家庭，(因此)只上了两年学。
Born(＝Ashewasborn)intoapoorfamily，hehadonlytwoyearsofschooling.
3.我喜欢穿这种布料做的衣服。
Ilikewearingclothesmadeofthiskindofcloth．
4.听了他的发言，在场的所有人都很振奋。
Everyonepresentisveryinspiredathisspeech．

★练习Practice
Choosethebestanswers.
1.Thequestion_____atyesterday’smeeting
hasn’tbeenmade______yet.
A.discussing,knownB.discussed,known
C.beingdiscussed,know
D.tobediscussed,know
2.Isawher____atthewindows,_____.
A.seating,thoughtB.sitting,thought
C.sat,thinkingD.seated,thinking
3.Thedoorremained____.Ididn’tknow
wherehehadgone.
A.closedB.closingC.closeD.tobeclosed
4.---Ican’tseethewordsontheblackboard.
---Perhapsyouneed__________.
A.tohaveyoureyesexamined
B.toexamineyoureye
C.tohaveexaminedyoureyes
D.youreyestobeexamined
5.Theywokeup,findingeverything
around________.
A.changingB.change
C.changedD.tochange
6.Hefoundthem____atatable_____
A.sat;toplaychess
B.sitting;toplaychess
C.seated;playingchess
D.seat;playthechess
7.Johnrushedoutinahurry,_____
thedoor_____.
A.leaving;unlockedB.leaving;unlocking
C.left,unlockedD.toleave;unlocking
8.When_____ifshewouldrequesta
rise,theactresssaidthatmoneywas
notimportant.
A.askedB.asking
C.havingaskedD.beingasked
9.YesterdayIsawinthenewspapera
teachingpost_____ataschoolcloseto
myhomeandIwantedtoapplyforit.
A.advertisesB.advertising
C.advertisedD.toadvertise
10.TheOlympicGames,___in776B.C.,didn’tincludewomenuntil1912.A.firstplayingB.tobefirstplayedC.firstplayedD.tobeplaying

11.____inthemountainsforaweek,the
twostudentswerefinallysavedbythe
localpolice.(05江苏)
A.HavinglostB.Lost
C.BeinglostD.Losing
12.When______help,oneoftensays
“Thankyou.”or“It’skindofyou.”
(05福建)
A.offeringB.tooffer
C.tobeofferedD.offered
13.Whenfirst______tothemarket,these
productsenjoyedgreatsuccess.(04全国)
A.introducingB.introduced
C.introduceD.beingintroduced
14.___withthesizeofthewholeearth,
thebiggestoceandoesnotseembigat
all.(04湖北)
A.CompareB.Whencompare
C.ComparingD.Whencompared
15.Mr.Smith,____ofthe______speech,
startedtoreadanovel.
A.tiring,boredB.tired,bored
C.tired,boringD.tiring,boring

必修5Unit 5 First Aid 教学设计与安排

本单元的中心话题是“急救”。通过本单元教学，让学生了解有关急救的常识，意识到了解一些基本的急救措施对生活的重要性，着重培养学生学以致用的能力。在理解的基础上，用较为流利的英语表达在生活中如何处理一些突发事件，然后实施紧急救护等。

“热身”（WarmingUp）部分首先以下定义的方式阐述了什么是急救（FirstAid），然后，让学生描述所给的六幅图片。这一部分的设计的目的是给学生提供一个机会来检查他们自己的急救知识。

“读前”（Pre-reading）部分主要让学生回顾日常生活中可能发生的急救场景。通过图片引发“烫伤”话题，继而讨论该怎么办，自然地把学生带进了阅读课文部分。

阅读（Reading）部分节选自FirstAidfortheFamily。文章脉络明晰，首先陈述皮肤对人体的重要性，然后介绍烧伤的各种起因，三种不同程度的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。学生可以通过这一部分的学习，了解一些阅读技巧，从而提高阅读效率和能力。

“理解”（Comprehending）部分有四个部分，各部分内容深度，难度，对能力的要求逐层推进。第一个活动是排序，有助于培养学生在阅读过程中通过抓关键词来捕捉主要内容的能力，并通过排序理解行文线索和各个主要内容之间的内在联系；第二个活动是“贴标签”，通过图片帮助学生更好地理解三种不同的烧伤程度；第三个活动是判断正误，帮助学生理解和记忆文中的细节性信息；第四个活动是回答问题，不仅检查学生对文章的理解情况，而且培养学生的口头表达能力。

“语言学习”（LearningaboutLanguage）的词汇部分设置了两个词汇练习：第一个练习是学习构词法，练习同一词根的动词、名词和形容词的拼写规律；第二个练习是填词，要求学生根据回答补全问题中所缺的单词。这两个练习既帮助学生巩固本单元的词汇，并通过构词法教给学生拓展词汇的方法，同时也帮助学生理解和巩固阅读课文。语法部分是省略句，通过相关练习，让学生了解什么是正确的句子，什么是好句子这一语言现象。

“语言运用”（UsingLanguage）部分综合训练听说读写的能力。阅读和讨论部分是一个真实的故事，17岁的约翰·詹森采取果断的急救措施，挽救了安·斯莱德的生命，歌颂了约翰·詹森的机智勇敢和富于爱心，同时表达了这样的主题：Asimpleknowledgeoffirstaidcanmakearealdifference.听、说、写部分有机地结合在一起，检查学生对急救常识和对急救措施的掌握。

“小结”（SummingUp）部分要求学生就急救知识、词语和结构三个方面进行自我评价，判定学习情况。

“学习建议”（LearningTip）部分就写作进行指导。建议学生研究真实语篇（authentictexts），研究它的组成部分，句子结构和所用词语等，供写作时模仿。

第一课时听说课（一）

将WarmingUp部分与Workbook(WB)中的Listening和Talking放在同一课时（以说为主）。可将WB中的SpeakingTask和Project相结合，设计成本单元的开放性作业。

第二课时阅读课

将Pre-reading,Reading.Comprehending部分放在同一课时教学，设计成一堂阅读课。

第三课时语言学习（一）──词汇学习

将LearningaboutLanguage中的Discoveringusefulwordsandexpressions及WB中的Usingwordsandexpressions整合成一节词法学习课、应用课。

第四课时语言学习(二)──省略

将LearningaboutLanguage中的Discoveringusefulstructures及WB中的UsingStructures放在一起教学，上一节语法课。并将WB中的WritingTask在本节课中同步处理或布置为课外作业。

第五课时听说课(二)

将UsingLanguage中的Listening,Speaking和WB中的ListeningTask放在同一节课中，处理为一堂听说课（以听为主）。

第六课时泛读课

将UsingLanguage中的ReadingandWriting和WB中的ReadingTask上成一堂泛读课。也可视时间需要把WB中的ReadingTask部分的阅读文章布置为课外阅读作业。

第七课时写作复习课

自行设计一份写作练习，重点复习本单元所学的重点词汇、短语、表达及语法等，上一节巩固复习课。(WB中的Checkingyourself可视具体情况安排在本堂或留做作业。)

Unit 5 First aid Reference for Teaching教案

ReferenceforTeaching
Ⅰ.异域风情
TheRedCross
TheRedCrossisaninternationalorganizationwhichcaresforthepeoplewhoareinneedofhelp.AmaninaPairshospitalwhoneedsblood,awomaninMexicowhohasbeeninjuredinanaccident,andafamilyinIndiathathavelosttheirhomeinastormmayallbeaidedbytheRedCross.
TheRedCrossexistsinalmosteverycountryaroundtheglobe.TheworldRedCrossorganizationsaresometimescalledtheRedCrescent,theRedMogenDavid,theSun,theRedLion.Alloftheseshareacommongoaloftryingtohelppeopleinneed.
TheideaofforminganorganizationtohelpthesickandthewoundedduringawarstartedwithJeanHenriDunant.In1859,heobservedhowpeopleweresufferingonabattlefieldinItaly.Hewantedtohelpallthewoundedsoldiers,payingnoattentiontowhichsidetheywerefightingfor.ThemostimportantresultofhisworkwasaninternationaltreatycalledtheGenevaConvention.Itprotectsprisonersofwar,thesickandthewounded,andothercitizensduringawar.
TheAmericanRedCrosswassetupbyClaraBartonin1881.TodaytheRedCrossintheUnitedStatesprovidesanumberofservicesforthepublic,suchashelpingpeopleinneed,teachingfirstaid,explainingwatersafetyandartificialrespirationandprovidingblood.
Ⅱ.知识归纳
1.stay用法归纳
e.g.ShallIgoorstay?
（1）留下，暂住
Stayindoorsforafewdaysuntilyourcoldisbetter.
e.g.Theshopstays(keeps,remains)
在家呆几天，呆到感冒好了再出去。
（2）保持某种状态
e.g.Theshopstays(keeps,remains)opentillsevenoclock．
这家商店一直开门到七点钟。
Pleasestayseated．
请坐着不要动。
由stay构成的常见词组有：
stay(at)home呆在家里
stayawayfrom不去某处，不上学／班．避开
staybehind留下不走
stayfor(to)留下(吃饭、喝茶)
stayin留在家里(不出去)．留在学校不回家(作为一种惩罚)
stayon继续呆下去
stayout在外面不回来
stayup不睡觉，没有倒塌(下沉)
2．虚拟语气在条件状语从句中的用法英语有两种条件句，真实条件句和非真实条件句。非真实条件句表示所提出的假设实现可能性极小或与事实相反，在这种非真实条件句中。谓语动词用虚拟语气。具体形式和用法归纳如下：(1)对现在情况的假设(与现在事实相反)：if从句中的谓语动词用一般过去时(如果是be．一律用were)，主句中的谓语动词用should/would/could/might+v
e．g．IfIwereyou，Iwouldgototheparty．
如果我是你，我就会去参加聚会。
IfIknewthesecret，Iwouldtellyou．
如果我知道这个秘密。我会告诉你的。
(2)对过去情况的假设(与过去事实相反)：if从句中的谓语动词用had+done，主句中的谓语动词用should／would／could／might+have+done．
e．g．IfIhadnotstudiedhard，Iwouldhavefailedintheexam．
假如我学习不那么刻苦．就不会通过考试了。
(3)对将来情况的假设(表示将来实现可能性不大)：if从句中的谓语动词可以用三种形式．即should+v．wereto+v．和动词的过去式连用．主句中的谓语动词用should／would/could/might+v．
e．g．Iflweretogotothemoonsomeday．Icouldseethesurface0fthemoonwithmyowneyes．=lflshouldgotothemoonsomeday…=lflwenttothemoonsomeday…
要是有一天我登上了月球，我能亲眼看看月球的表面是什么样子。
3．manage是常考动词之一。主要用法如下：
(1)经营、管理(作及物动词)
e．g．Hemanagedthecompanywhilehisfatherwasill．
他父亲生病期间，他管理公司。
Shemanagedthemoneyverywell．
她管财有方。
(2)设法对付．处理(可作及物动词，也可作不及物动词，常与can，could,beableto连用)
e．g．一Doyouneedanyhelpwiththoseheavybags?
一No,thanks．Icanmanage．
一你需要帮忙搬那些重袋子吗?
一不用了。谢谢。我能行。
Sheknowshowtomanagehimwhenhesangry．
她知道在他生气时怎样对付他。
(3)managetodosth．／trytodosth．
两短语都表示设法做某事。managetodosth．表示(经过努力)终于做到了；trytodosth．表示设法、尽力做某事，但不一定成功。
e．g．Trytogethomeearly．
尽量早点回家。
Hetriedtogiveupsmoking．buthefailed．
他努力戒烟．可是没戒掉。
Wemanagedtocatchthelastbus．
我们终于赶上了末班车。
Hemanagedtopassthecollegeentranceexamination．
他通过了高考
Ⅲ．词语辨析
1．way，method．means
三个词均可表示“方法、方式”．但其用法又有所不同。
(1)way是可数名词，其后可接of短语或不定式短语作后置定语。
e．g．Iknowabetterway0fdoingit．
我知道一个更好的办法来做这件事。
Thisisneithertheonlynorthebestwayofdoingit．
这既不是唯一的，也不是最好的做这件事的办法。
Shehasntgotajob，butshehassomewaysofgettingmoney．
她没工作．但她有办法搞到钱。
Thefarmersthoughtofwaystoprotect(=ofprotecting)theirtrees．
农民们想出了办法来保护他们的树。
(2)method是可数名词，指系统的逻辑的“方法、办法”，其后可接of+doing，通常不
接of+n．不接不定式。
e．g．WeusemodernmethodsofteachingEnglish．
我们使用现代英语教学法。
Idliketoseemorescientificmethodsused．
我愿意看到更多的科学办法被人们使用。
(3)means单复数相同，其前有a，one，this．that，every等时，表单数意义，有such，these，those，all等时表复数意义。多用于指抽象或概括性的意思，其后可接不定式，也可
接of+doing。
e．g．Thequickestmeansoftravelsisbyair．
最快的出行方式是坐飞机。
Whatarethebestmeanstorealizeourpurpose?
意识到我们的意图的最好办法是什么?
2．dowith，dealwith，getridofgetridof表示“处理”，侧重“消灭”“摆脱或清除”；dealwith和dowith侧重“处理”的手段、方法或方式。do后可接宾语，deal后不接宾语；dowith常与what连用；dealwith常与how连用。
e．g．Iftheyarenotcoming，wecangetridofthetickets．
如果他们不来丁．我们可以把票处理掉。
Howdoyoudealwithmattersofthissort?
你是怎么处理这类事情的?
Whatdidyoudowiththebrokencar?
你怎么处理那辆坏了的车的?
3accident，incident，event
(1)accident指意外或偶然发生的事故．特别是不幸的。有损害性的事故。
e．g．Hewaskilledinatrafficaccident．
他在一次交通事故中丧生。
注：accident为可数名词．前面可加不定冠词an，表示“一个”“一次”．习惯用语byaccident为“偶然”．相当于bychance。
e．g．Imetherinthestreetbyaccident，yetshehadabadaccidentthreedaysago．
我在大街上偶尔碰见过她，然而三天前她却遭遇了一场严重事故。
(2)incident泛指不重要的事件，还可指政治上有影响的重大事件。
e．g．IrememberanincidentthattookplaceinMr．Lisclass．
我记得发生在李先生课上的一件事。
TheLugouqiaoIncidentbrokeoutonJu1y7th，1937．
1937年7月7日爆发了卢沟桥事变。
(3)event指重要事件，特别是有历史意义的重大事件。
e．g．HowtodevelopthewesternpartofChinawellisanimportantevent．
如何开发好中国的西部是一项重要的活动。
Ⅳ．能力训练
1．用所给动词的正确形式填空
(1)Ifpeople(drive)moreslowly,therewouldntbesomanyaccidents．
(2)Ifyouhadworkedcarefully，you(notmake)somanymistakes．
(3)IwishI(study)hardwhileIwasyoung．
(4)Hetalkedasifhe(do)alltheworkhimself,butinfactTomandI(do)mostofit。
(5)Mr．Joneswouldrather(stay)home．
(6)Henrywouldratherthathisbrother(work)inthesamecompanyashedoes．
(7)Ifshewerein,she(answer)thephone
(8)Ifyou(speak)moreslowly，hemighthaveunderstoodyou．
(9)IwouldnthavebelieveditifI(notsee)itwithmyowneyes．
(10)IfI(know)thatitwassuchalongway．I(take)ataxi．
答案：(1)drove(2)wouldnthavemade(3)hadstudied(4)haddone；did(5)stay(6)worked
(7)wouldanswer(8)hadspoken(9)hadntseen(10)hadknown,wouldhavetaken
2．翻译填空
(1)我要是有你这样一个哥哥该多好
Iabrotherlikeyou!
答案：Ifonly；had
(2)你难道不希望你的英语和他说得一样好吗?
DontyouwishthatyouEnglishaswellashe?
答案：couldspeak
(3)现在是认真研究这个问题的时候了。
Itistimeweseriously.
答案：studiedthisproblem
(4)如果你没有开着窗户睡觉的话，你就不会感冒了。
lfyouwiththewindowopen．youwouldnot}lavecaughta
cold．
答案：hadnotslept
(5)你其实可以让我帮你的。
Youmightmetolendyouahand．
答案：haveasked
(6)有人建议我们举行一场演讲比赛。
Itissuggestedthatweaspeechcontest．
答案：(should)hold

Unit 5 First aid The Second Period教案

TheSecondPeriod
TeachingAims:
1.Improvethestudentsreadingability.
2.Helpthestudentstomasterthenewwordsandexpressions.
3.Letthestudentsknowmoreaboutfirstaid.
TeachingImportantPoints:
1.Improvethestudentsreadingability.
2.Helpthestudentsknowmoreaboutfirstaid.
TeachingDifficultPoint:
Howtoimprovethestudentsreadingability.
TeachingMethods:
1.Fastreadingtogetthegeneralidea.
2.Carefulreadingtomasterthedetailedinformationinthetext.
3.Discussiontohelpthestudentsunderstandthepassagebetter.
TeachingAids.
1.ataperecorder
2.aprojector
3.theblackboard
TeachingProcedures:
StepIGreetingsandLead-in
(Greetthewholeclassasusual.)
T:Inlastperiod,wevelearntsomethingaboutfirstaid.Andyouveknownwhatweshoulddoandshouldntdowhenanaccidenthappens.Butthatsfarfromenough.Doyouwanttoknowmoreaboutfirstaid?
Ss:Yes.
StepⅡPre-reading
T:OK.Todaywellreadapassageaboutfirstaid.Beforewereadthepassage,letshaveadiscussionfirst.Pleaselookatthescreen.
(Showthefollowingonthescreen.)

Outline11.Firstaidisimportant
2.Reason1
3.Reason2
4.Reason3
Outline21.Learnhowtogivefirstaid
2.First,…(step1)
3.Second,…(step2)
4.Third,…(step3)
Outline31.Therearetwotypesoffirstaid
2.Thefirsttype
3.Thesecondtype
4.Similaritiesanddifferences
T:Ifyoureaskedtowriteatextaboutfirstaid,whichoftheseoutlineswillyouuse?Andwhy?YoumayhaveadiscussioninpairsandthenIllasksomeofyoutotellusyouropinion.
(Afewminuteslater)
T:WangJing,whatsyourchoice?
S:I’dliketousethefirstkindofoutline.
T:Pleasetelluswhy.
S:BecauseIwanttotellpeoplewhyfirstaidisimportantinanemergency.AndIwantpeopletopaymoreattentiontolearningfirstaidtohelpothers.
T:Good.Whohasadifferentchoice?
S..Idpreferthesecondoutline.BecauseIwanttoteachpeoplehowtogivefirstaid.Ithinkthatpeopleknowfirstaidisimportant,buttheydontknowhowtogiveittoothers.SoIdliketotellpeoplesomethingabouthowtogivefirstaid.Ithinkthiswillbehelpful.
T:Verygood.Whowouldliketousethethirdone?
S:IdliketousethelastoutlinebecauseIwanttotellpeoplethedifferencesbetweenthetwotypesoffirstaid.Mostpeopleknowlittleaboutthem.
T:Youvealldonewell.Now,pleasehaveaguess.Whichdoyouthinkwillbeusedinthetext?Andtelluswhy,please.
(Asksomestudentstosaytheiropinionsandtheymayhavevariousanswers.)
StepⅢReading
T:OK.Thatsallforourdiscussion.Now,letsreadthepassagequicklytofindoutwhichoutlineisusedinthepassage.
(Amomentlater,teachersaysthefollowing)
T:Whichoutlinedoyouthinkisusedinthepassage?
S:Ithinkthesecondoutlineisused.
T:Yes,Iagreewithyou.Now,pleasereadthepassagecarefullytofindouttheanswerstothequestionsonthescreen,
(Showthequestionsonthescreen.Allowtheasamomenttoprepareandthenchecktheanswers.)

.
Answerthequestions:
1.Whyisfirstaidimportantinourdailylife?
2.Whatsthemostimportantthingtorememberwhendealingwithanemergency?
3.Whatdothehospitalsrecommend?
4.Whatdotheletters"DRABC"standfor?
5.WhatweshoulddowhenwehavecheckedtheDRABC?
6.Canwedofirstaidcorrectlyafterreadingthispassage?
Suggestedanswers:
1.Becausesecondscountinanemergency,andknowingwhattodocanmeanthedifferencebetweenlifeanddeath.
2.Tostaycalmandnottobepanic.
3.TheyrecommendthatweusethelettersDRABCtorememberwhattodowhenwehavetothinkfast.
4."D"standsfor"Danger";"R"standsfor"Response";"A"standsfor"Airway";"B"standsfor"Breathing";"C"standsfor"Circulation"
5.Weshouldgivethefirstaidthatisneededandcallforanambulance.
6.No.Thispassagedoesntcontainenoughinformationforustodofirstaidcorrectly.Wehavetostudywithateacherforafewhours.
StepIVExplanation
T:Good.Tohelpyouunderstandthepassagebetter,Illexplainsomeimportantwordsandphrasesinthepassagetoyou.Lookatthescreen,please.
(Showthefollowingonthescreen.)
1.witnessn.personwhoseesaneventtakeplace
vt.bepresentatsth.andseeit
e.g.Iwasawitnesstotheirquarrel.
Hewitnessedtheaccident.
2.keepinmind(remembersb./sth.)
e.g.Illkeepyoursuggestioninmind.
3.panicn.suddenirrationalfeelingofgreatfear
vt./vi.(panicked,panicked)causeapersonorananimaltobeaffectedwithpanic
e.g.IgotintoapanicwhenIfoundthedoorwaslocked.
Dontpanic!Theresnodanger.
Thegunfirepanickedthehorses.
4.rollover
e.g.Thegoatrolledoveranddied.
Herolledoverinbed.
5.managevt.beinchargeof;run;succeedindoingsth.
e.g.Canyoumanagechildrenwell?
Icanmanageitmyself.
managetodosth.(succeedindoingsth.)
e.g.LiHongmanagedtofinishherworkintime.
(Bb..witness,keepinmind,panic,rollover,manage,managetodosth.)
StepVListeningandReading
T:Now,letslistentothetapecarefully.Youmayreadafterthetape.Payattentiontoyourintonation.
(PlaythetapeforSstolistenandrepeatandthenasksomestudentstoreadthepassage.)
StepⅥPost-reading
T:Good.Ithinkyouveknownthepassagewellenough.Andyoucanreaditverywell,too.Now,letshaveadiscussion.Afterlearningthepassage,youmustknowsomethingaboutgivingfirstaid.Now,pleaseusetheletters"DRABC"totellyourpartnerhowtogivefirstaid.
(Givethestudentsafewminutestoprepareandthenaskoneortwostudentstosaytheiranswers.)
Suggestedanswer:
Togivefirstaidcorrectly,youcanusetheletters"DRABC"tohelpyourememberthethingsyouneedtodo.Firstweshouldmakesurethattheaccidentsceneisnolongerdangerous.Thenwecanaskthepersonsimplequestionstoseeifhe/sheisconsciousandcanbreathe.Wemustmakesurethepersonsairwayisopenanditseasytobreathebygentlytippingthepersonsheadbackslightly.Ifthepersonisnotbreathing,wemusttrytostarthis/herbreathingatoncewithinfiveminutes,orhe/shemaydie.Atlast,wecanlookforcolour,coughingandeyemovementtoseeifthepersonsbloodiscirculating.Wecanalsoputafingeronthepersonswristornecktocheckhis/herpulse.Ifthepersonisbleeding,weshouldcoverthewoundwithacleanpieceofclothandpressonthewoundtostopthebleeding.
T:Good.Now,pleaselookatthepicturesonPage60.Usewhatyouhavelearntfromthetexttoexplainwhatthepeoplearedoinginthepictures.Youmayworkinpairsifyoulike.
(Afewminuteslater,askseveralstudentstosaytheiranswers.)
Suggestedanswers:
Picture1
Themanisgentlytippingthepersonsheadbacktomakesurethathisairwayisopenanditiseasytobreathe.
Picture2
Ifapersonisnotbreathing,wecanusethemouth-to-mouthwaytostarthis/herbreathing.Andthismusthedonewithinfiveminutes.
Picture3
Ifapersonisbleeding,weshouldcoverthewoundwithacleanpieceofclothandpressonthewoundtostopthebleeding.
StepⅥSummaryandHomework
T:Todaywevelearntmoreaboutfirstaid.Wevealsolearntsomethingaboutthe"DRABC.Now,whocanwritedownthemostimportantthingstodoatthesceneofanaccident.?
S:I’lltry.
(Writeontheblackboard)
T:Good,youmusttrytorememberthemafterclass.Andyoushouldalsolearnbyhearttheusefulwordsandphraseswelearntinthisperiod.OK.Thatsallfortoday.Seeyou!
Ss:Seeyou
StepⅦTheDesignoftheWritingontheBlackboard

Unit8Firstaid
TheSecondPeriod
WordsandPhrases:
witnessn./.vt.rollover
keepinmindmanagevt.
panicn./vi,managetodosth.
Mostimportantthingstodoatthesceneofanaccident
First,youshouldstaycalm.
Second,youshouldchecktheDRABC.
Third,givefirstaidthatisneeded.
Last,putthepersonintherecoveryposition.
StepVIIRecordafterTeaching