2016年人教版高中英语必修五_Unit_5_First_aid-Using_language[]精品ppt课件
1.What first aid did John perform on Anne? He used some tea towels and tape to
treat the most severe injuries to
Anne’s hands.
He slowed the bleeding by applying
paragraph.
Read the headline and the lead, then answer the
The story is about a young following questions. teenager John Janson man who sets us a good 1) Who? ____________________________________ example because honored at the Lifesaver Awards he could 2) What? _____________________________________ in Rivertown save one’s life using his knowledge of first aid. 3) Where? _____________________________________ last night for giving first aid on a neighbor after a 4) When? _____________________________________ shocking knife attack 5) Why? _______________________t the form of the
article. Where can you most probably
read this passage?
A. a novel
B. a research paper C. a student’s composition
D. a newspaper report and the first Read the headline
Read the article carefully and then put these events in the order. __ 4 The attacker ran away. 2 Anne was attacked and started to __ scream. 6 __ John performed first aid on Anne 1 __ John was studying in his house. 7 __ 3 The ambulance arrived. 5 John ran outside with his father. __ __ John found Anne in her garden with
brave
adj.
heroic courageous quick-thinking
helpful
Translate the sentences into Chinese. 1) Seventeen-year-old teenager, John Janson, was honoured at the Lifesaver Awards last night in Rivertown for giving lifesaving first aid on his neighbour after a shocking knife attack. 17岁的青年约翰?詹森昨晚在弗镇的救生 员颁奖大会上领奖，因为他在一次骇人 听闻的持刀袭击案件发生后，为邻居实 施了紧急救援。
人教课标版 高二 必修5
Unit 5
Heroic teenager receives
award
2. 颁发，授予 3. 切断，砍掉 4. 许多，大量，若干 5. 找到 6. 按住伤口 7. 为、、、感到自豪 8. 、、、的知识 9. 起作用，有影响 10. 参与 11. 参加
2. be presented with 3. cut off 4. a number of 5. put one’s hands on 6. apply pressure to the wounds 7. be proud of 8. a knowledge of 9. make a difference 10. get involved in 11. take part in
pressure to the wounds until the police and ambulance arrived.
2 What adjectives would you use to describe John’s actions? Give at least three. confident fearless unselfish
screaming. 1.约翰正在房里学习，突然听到一声尖叫 2. 2. She was lying in her front garden bleeding very 她躺在前花园的地上，流血不止。 heavily. 3. 3. It正是约翰快捷的动作和急救知识救了斯莱德女 was John’s quick action and knowledge of first 士的命。 aid that saved Ms Slade’s life. 他使劲地按住伤口，使血流得慢些，一直 4. 4. He slowed the bleeding by applying pressure to the 等到警察和救护车的到来。 wounds until the police and ambulance arrived. 5.我为自己所做的事感到自豪，不过，我所做 5. I’m proud of what I did but I was just doing what 的都是以前别人教会我做的事。 I’ d been taught. 6.萨瑟顿先生在向约翰表示祝贺时说：“毫 6. When congratulating John, Mr. Alan said, “ There 无疑问，是约翰敏捷的思维和在学校学到的 is no doubt that John’s quick thinking and the first 急救技术，挽救了斯莱德女士的生命。 7.去上急救课很值得。
人教版必修五Unit5《First aid》word教案3
英语：Unit5《First aid》教案（5）（新人教版必修5）一、教材分析1．课本内容分析本单元的中心话题为“急救”，具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。
语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。
“热身”（Warming up）部分呈现了急救的定义，并要求学生讨论六幅画里出现的紧急情况及应采取的急救措施。
“读前”（Pre-reading）以图片带出“烧伤”的主题，要求学生讨论“烧伤”情境下应采取的急救措施。
“读前”为“阅读”部分进行了预热和铺垫。
“阅读”（Reading）部分脉络清晰，介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应采取的急救措施。
“理解”（Comprehending）部分设置了四个与阅读相关的练习。
首先是对课文内容的排序，其次是通过烧伤症状确定烧伤种类，再次是判断所采取的急救措施的正误，最后是与课文内容理解相关的问题。
“语言学习”（Learning about language）部分的“Discovering useful words and expressions”包括词性转换与填词练习，涉及的词汇均与单元主题“急救”相关；“Discovering useful structures”部分以与“急救”相关的句子呈现语法内容“省略”，操练的句子大多与“急救”相联系，并通过简化（划掉累赘部分）和还原（写出划掉词语）巩固学生对“省略”用法的掌握。
“语言运用”（Using language）部分包括读、讨论、听、说与写。
阅读与讨论部分以一个真实的故事突出急救的重要性，并通过学生的自主讨论达到真正的领悟；听、说、写部分以急救常识训练学生的听、说、写技能。
“小结”（Summing up）部分要求学生对急救常识（包括烧伤急救）、词汇、省略及如何发出、书写指令进行自评，以明确已掌握的和未掌握好的。
高二英语人教版必修5第五单元Firstaid说课稿
课题：人教版必修5 第五单元说课稿First aid（阅读课）一、说教材1.教材分析本部分是该单元的主要阅读材料，既具备了大量的信息又集中了有用的词汇和语言结构，帮助学生了解关于急救的方法。
前面的Warming up 是该部分的铺垫，后面的几个部分都是Reading的延伸和扩展。
所以说Reading部分承载了第五单元的主要信息以及起到承上启下的作用。
2.教学目标（1）语言目标a、重点词汇和短语Burn,essential,organ,layer,poison,ray,treatment,liquip,radiation,mild,iron,heal,tissue,electric,swell,swollen,Blister, watery, char, nerve, damage, squeeze out, over and over again, bandage, in place.b、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)能力目标通过阅读训练，培养学生获取语篇信息的能力；培养学生分析、处理、利用信息的能力；培养学生掌握一些急救知识的能力；培养学生叙述的能力(3)德育目标让学生了解学习急救方法的重要性，激发学生关心他人和自己的安全，提醒他人和自己努力避免事故发生，并积极学习急救措施。
3.教学重难点让学生掌握烧伤的急救知识让学生用正确的语言结构给遇急的人提供建议二、说教法本节课设计为阅读课，根据本单元的主题及本课的内容，为突出重难点，达到预定的教学目标，我将采用任务型教学法。
人教版英语高中必修五Unit_5_First_Aid_part2教案
Unit 5 First Aid教课方案2(HEROIC TEENAGER RECEIVES AWARD<PART 2>) IntroductionYou are advised to lead in by talking about a teenager. Then help students with their reading of HEROIC TEENAGER RECEIVES AW ARD. Translation of the text into Chinese is proposed. Objectives■To help students make use of what they learned in this unit in communication■To help students use the language by reading, listening, speaking and writing Procedures1. Warming up by talking about John Janson.Do you know John Janson? Do you know the Lifesaver Award?2. ReadingStep 1 Skimming the newspaper article1.Read the headline： What is the story about?2. Read the first paragraph and fill in the chart.Who John JansonWhen Last nightWhere RivertownWhy carrying out first aid on a neighborwhat honored at the Lifesaver Awards3.Put these events in the order that they happened._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.4. Answer the questions1)What was John honored for?2)What did John do when he heard the screaming?3)What happened to Anne?4)What saved Ms. slade ’ s life?5)What first aid did John perform on Anne?6)What adjectives would you use to describe John’ s actions?Step 2 Discussion1.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 reasons3.Do you think it is worthwhile to take a course in first aid? Give reasons.Step Three Language study1.John was presented with hisT: Please open your books to Page 39.The first aid teacher is testi ng her students’ knowledge of first aid. What topics does the teacher ask questions about? Circle the correct ones from the box.T: Now let’ s cometothe second part of this exerci se. You can see four pictures there. Look atthese pictures, and match each picture with a topic listed in question 1 above.T:Next I ’ d like you to work in pairs, and use the pictures aboveot help you to give your partner firstaid instructions for each situation. Then I ’ ll ask you to perform your preparations to the class. Givethe students two to three minutes for them to prepare, and then ask several groups to the front to act out their diT:In the box of Exercise 1, there is an item called bruising, do you know what is?T: From the Internet we can find some articles about bruising.If the Internet is not available, the teacher can show the following passage to the students.Step 5 WritingT: Next I would like you discuss whether you think it is worthwhile to take a course in first aid.S:...T:Just now many of you think it is worthwhile to take a course in first aid. But there is no such course in our school. Do you want to persuade our headmaster to add this course to our curriculum?S:Yes.T:I ’ m very pleased to hear thatNow. I hope you to write a letter to give your suggestions to our headmaster about this.Example:Dear Headmaster:I am a student from Class 1, Grade 2.This week in our English class, we are learning a unit about first aid. In the course of learning this unit, we get to know that every year there are many people who get hurt or even killed because of some unexpected accidents. After discussion and searching the Internet, we think if we can learn some general knowledge at school, we can get some basicskills to save people’ s life as well as that of ourselves in theSofuturewethink. that it is important and necessary to have this kind course in our schoIt ’ s a pity that we have no such course in our schoolBut. we think that course on first aid not only can bring us knowledge but also can encourage our willingness to help others, and this is theGiven these reasons we think that the course of first aid is good to our students as well as to the whole society.Students of Class 1, Grade 2 Step 6 Homework1. Search the Internet for some information about the safety in gymnastic training and then write。
人教版必修5：Unit 5《First aid》Using Language 课件
她的双手几乎被砍断了。
I was cut off on my line to London. 我打伦敦长途时，电话线被切断了。
【拓展】
cut up cut down cut out (1)切碎；齐根割掉 (1)削减 (1)删除 (2)缩短 (2)使……难过 (3)砍倒 (3)停止
(2)割掉; 戒掉
4. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. 正是约翰快捷的动作和急救知识救了斯莱德女士的命。 本句使用了强调句型，强调的主语“ John’s quick action and knowledge of first aid”。
Skimming
Read the first paragraph and fill in the chart.
who
John Janson Last night Rivertown
when
where
why
carrying out first aid on a neighbor honored at the Lifesaver Awards
of another. 在颁奖大会上, 约翰被授予奖赏。大会共表彰了十位在抢 救他人生命时表现勇敢的人。
【拓展】 present sth. to sb./ present sb. with sth. 把某物赠送给某人 at present／at the present time 现在 be present at… 出席……
C. a great number
B. a great many
D. a large amount of
高中英语必修五：Unit5+First+Aid+教学设计方案.doc
精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
高中英语新人教必修五_Unit_5_First_Aid全单元课件
She has _b_e_e_n_ _i_ll_ for a week. 她已经病了一个星期。
clean bandage. 6. _K_e_e_p__ the burned area h__ig_h_e_r_ than
the heart, if possible.
7. __G_e_t__ the victim __t_o_the doctor or hospital, if possible.
Part2:What gets the skin burned?
○ hot liquids ○ mild weather ○ electricity ○ fire ○ spring (温泉)
○ chemicals ○ steam ○ the XXX ○ radiation
Part3-4:types and characteristics of burns
To treat a bleeding, you should put a bandage on the wound and apply png.
A. True
B. False
The best way to treat a sprained ankle is to: A. Put some ice pack on the ankle to reduce
Comprehending
1. In which order are these topics covered in the text? Number them from 1 to 5.
高中英语 人教版必修五 Unit5 First aid：Using language 课件
a _t_a_b_l_e_ in the kitchen and was reaching up to the _t_o_p_ cupboard and she fell. Now she’s on the floor.
Her leg looks strange — maybe it’s b_r_o_k_e_n_. And she hit her head — she’s unconscious. I’ve _sh__o_u_te_d_ at her but she won’t wake up. Oh, please hurry. O: Yes, we will … G: Oh thank you, thank you. Goodbye … O: (interrupts) No, no, don’t hang _u_p__ — we need your address.
_re_s_c_u_e_ breathing? L: We must _c_h_e_c_k_ if the person is
unconscious. T: How do we do that? L: We shake them. If there’s no
_m_o_v_e_m__e_n_t we know he or she is unconscious.
人教新课标高中英语必修五Unit5FirstaidUnit5Firstaid教案5
Unit 5First AidPeriod One ：warming up，pre-reading and reading Teaching 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 firstaid treatment for burns correctly.4．Let the Ss learn the reading skill of getting the main idea of each paragraph.Key Teaching PointsHow to improve the Ss’ reading ability.Difficult points1. How to grasp the main idea of each paragraph .2.Help 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 the text.2．Discussion methods to make the Ss understand what they’ve learned inclass.3 ． Pair work of group to get every student to take part in the teaching-and-learning activities.Teaching aidsA recorder, a projector, and a computerTeaching proceduresStep One Warming upPresentation1.Lead-in question: Watch a warnig,and tell the ss first aid is important.Then ask:What is first aid?First aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found. Often the illness or injury is not serious, but there are other times when giving first aid quickly will save one ’ s life.2.Group discussion.Look at the pictures. What has happened in each picture and what kind of first aid should you give in the following situation.Talk about different situations and the way they should give first aid.A snake bite: A snake has bitten him on his leg.(The person bitten must get to a doctor or hospital .○1 lay the person down and keep him still.○2Do not wash the venom off the skin.○3 Apply pressure to the bitten part with your hands. Bleeding: She has cut her arm with some broken glass and is bleedingbadly. (Try to stop the bleeding;/Press a bandage onto the bleeding point and hold it there;/Hold up the part of body which is bleeding if possible.)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.)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, ew shouldn ’ t talk or laugh when eating.)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.In which order are these topics covered in the text? Number them from1 to 5.(3)the three types of burns(5)what to do if someone getsburned (1 ) the functions of the skin(4)the symptoms of burns(2) how we get burnsStep Four Careful reading1.The purpose of skinProtect 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.2.Causes of burnsYou can get burnt by : hot liquids; steam; fire radiation; the sun electricity and chemicals3.Types of burnWhat are they?1.First degree burns.2.Second degree burns3.Third degree burnsbel these pictures first, second and third degree burns.(P35 Ex2)5.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 degreen hurt?bBecause 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)Step 4 HomeworkRead the reading carefully after class and preview the language points in the reading.。
人教版高中英语必修五Unit-5-单词详解
Unit51、aid n.&vt.帮助；援助；资助with the aid of在…的帮助下，在…援助下give aid to给…予帮助first aid急救；急救护理aid in vt.帮助；帮助（在...给予帮助）2、first aid（对伤患者的）急救3、tem·po·rar·y['tempˌr ri]adj.tempor=time时暂时的；临时的temporary storage暂时存储器；暂时库容；中间存储器temporary work临时工作；临时工程temporary shelter临时避难所；临时收容中心；临时安置所；临时庇护站temporary construction临时建筑工程；临时结构，临时构筑物temporary job临时性工作temporary employment短工temporary file暂时文件；暂存文件temporary housing临时住房，应急住宅；临时住宿temporary road临时道路temporary worker临时工4、fall ill生病5、in·ju·ry['ind ri]n.(plural in·ju·ries)损伤；伤害brain injury[医]脑损伤personal injury人身伤害serious injury重伤；严重损害head injury头部伤害bodily injury身体伤害industrial injury工伤；工业损伤back injury背部损伤injury time（足球比赛中）伤停补时cold injury冻伤skin injury皮肤损伤human injury人身事故6、bleed vi.&vt.（bled;bled）流血1.Then left him there bleed to death.他们就让他慢慢流血而死。
高中英语人教版必修五Unit 5 First Aid-FirstAid for Burns教案
教学设计《普通高中课程标准实验教科书英语》必修5 Unit5 First Aid-First Aid for Burns所教年级高二年级单元Unit5 First Aid-First Aid for Burns本节课以First Aid for Burns为话题，结合学生日常生活中经常发生的小意外以及处理方法，设计了warming up部分；Reading部分主要围绕First Aid for Burns主要设计主题了解如何处理不同程度的烧伤。
1.整体设计思路本单元出自是人民教育出版社出版的高二英语新教材必修5的第五单元First Aid-First Aid fo rBurns，其中心话题围绕“First Aid”展开，reading部分是本课的重点，重在训练学生精确找到阅读信息的能力，并且从阅读中获取解决实际问题的技能，如怎样判断烧伤的不同等级以及如何处理烧伤。
本课所学到的知识有利于学生解决生活中的实际问题。
Warming-up 以学生实际生活中可能遇到的小意外的照片引入话题，激发学生兴趣；阅读部分以阅读任务推动，引导学生发展阅读能力；读后部分以小组为单位学习不同小意外的处理方法，然后进行班级分享，鼓励学生以动作、语言输出所学知识，并结合实际情况学以致用。
总结部分采用新闻视频，让学生观看一名护士利用急救知识偶然在高速公路上久了一名发生车祸的陌生人的新闻报道，引导学生形成用所学拯救他人的价值观，弘扬社会主义核心价值观。
2.教学背景分析本课的授课对象是高二的学生，已经积累了一定的英语阅读技巧，但学生不习惯用英语表达。
学生情况分析：本单元所涉及的话题对于学生来说并不陌生，但是学生平时很少关注具体情况下的急救办法，希望教材分析：通过本课的学习，教会学生如何应对可能出现的生活小意外，并提高急救意识。
3.教学目标分析1.Get familiar with some useful words , phrases and sentence patterns in this passage. Teaching aims:2. Improve the reading skills3.Know some simple skills of first aid and use what we have learned to help othersaching important and difficult points:Get students to acquire some first aid skills through readingHow to output what they learnt into practice to solve some daily problems.5.教学过程设计Teaching procedures:tep2.Lead-in(Teacher should take some photos about daily accidents of students before lass.) Look at the pictures. What happened to the students? What should we do to helphem? (Draw students' attention to the topic "First Aid")2. Task1:What is first aid?A form of help given to someone who suddenly fall ill.There are other times when giving first aid quickly can save people's lives.Step3. Reading1.Fast reading:Task2:Scan for the structure of the passagePart 1:The Introduction of the skinpart 2: the characteristics of burnsPart 3: the treatment of burns2.Detailed reading:1.:What may cause burns?2: What is the feature of second degree burns?3: Why is it necessary to remove the burns?Step 4: Summarize and homework。