英语必修五unit5教案
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。
教案设计必修5unit5
A Teaching Design for Book 5Unit 5 First aid教学设计Analyzing the teaching materialThis is the second teaching period of this unit, which is a reading class about the passage First aid for burns. In this period, students will be guided to get the general and the detailed information about the passage.This reading passage titled First aid for burns includes five parts. They are: the functions of the skin, causes of burns, types of burns, characteristics of burns, and first aid treatment. The teacher would use several exercises to make the students get the detailed information about these five parts. And after learning, the students can get a general idea about the passage, and also can learn something about first aid for burns. Teaching objectivesKnowledge aimHave students read the passage and know more about first aidAbility aims1. Develop students’ reading ability.2.Speak out the detailed information and grasp the main idea of the passage.3. Enable students to know more about first aid for burns.Emotional aims1.Let students know more about first aid for burns2.Arouse students’ love for life and can care about the people in needTeaching focus1. Let students learn more about first aid for burns.2. Get students to learn different reading skills.Difficult pointsDevelop students reading skills.Teaching methods1. Task-based teaching method & cooperative learning method2. Group work & discussionTeaching aidsMultimedia facilitiesTeaching proceduresStep1 Greetings & revisionHave a revision of the key words in the reading textStep 2 lead inShow the picture in Pre-reading part to arouse the students’ interest and lead in the topic: first aid for burns.Questions:1)What happened to the girl?2)Before the girl was sent to the hospital, what kind of first aid can we do tohelp her?Step 3 self study (to learn the key words in the passage by themselves with the help of their reference books)1. Burns are called first degree, second degree or third degree burns depending on which layers of the skin are burnt.词汇学习：depend on翻译句子：1．你不能永远依赖你的父母。
人教版英语必修五Unit-5(Reading-First-Aid-For-Burns)教学设计
Unit 5 First Aid 教学设计教材分析本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。
文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,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若地进行急救。
结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。
学情分析经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。
本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。
学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。
教学目标1. Knowledge aims:1) Get students to learn the useful new words and expressions in this part.2) Have students read the passage and know about burns and first aids treatment for burns.2. Ability aim:Develop students’ reading ability a nd let them learn different reading skills.3. Emotional aims:Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency.教学重难点1.How to enable students to apply what they’ve learnt to perform first aidtreatment for burns correctly.2.How to improve the Student s’ reading and speaking ability.3.How to grasp the main idea and key information quickly.教学方法Cooperative learning, Competition, Task-based reading教学过程Part1 自主探究Step1 Warming up: What is first aid1. Read the concept of first aid on Page 33 and fill in the blanks:First aid is a __________ form of help given to someone who suddenly ______ or __________ before a doctor can be found. Often the ______ or ______ is not_______, but there are other times when giving ______________ can save _____.2. Answer three more questions based on the concept. 1) Who need first aid 2) When do people need first aid 3) Why do people need first aidWatch three video clips about first aid filmed by students from our class.1. If a friend has a nosebleed, what should she doA. pinch(捏) her nose and jump up and downB. lie down and pinch her noseC. sit down, bend her head forward and pinch her noseD. sit down, bend her head backward and pinch her noseKey: C (To stop the bleeding she should sit down, bend her head forward slightly and gently pinch the soft part of the nose below the bridge. If she bent her head backwards, the blood would run down her throat and possibly make her sick. )2. Your friend was drown ed in the lake. What should be the first step when you carry out recue breathingA. clear the airwayB. blow into the victim’s mouthC. check the pulseD. check for breathingKey: A (Before doing anything else, you need to make sure that the airway is open by clearing away anything in the mouth. If you check to see whether the person was breathing first, you may be wasting time when the person cannot breathe.)3. If one of your friends gets burned when holding a hot pan with his bare hands, what kind of first aid would you perform on him Make a list of your ideas.1) _____________________________________2) ___________________________________ 3) _____________________________________4) ___________________________________ 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, etc.1. Skimming: Skim through the text quickly and find out how the text is organized.Part1 The _________ of the skinPart2 _________ of burnsPart3 _________ of burnsPart4 _________ of burnsPart5 First aid _________ for burns2. Scanning: Part 1 The functions of skin1) How many layers of skin are there2) What can skin do for our bodyAn essential part of body and largest organ•It keeps you or•It your body losing water.•It is where you feel _____, _____or _____.•It gives you your .3. Scanning: Part2 The causes of burnsFind the causes of burns with the given pictures.4. Scanning: Part3&4 The types of burns and their characteristics Match the types of burns with their characteristics and pictures of description.Answer two more questions:1)Can you give some examples of first degree burns2)Which layers does third degree burns affect5. Scanning: Part 5 The treatments of skinCompetition: Put the following steps of treatment in the correct order on the blackboard.① Remove clothing using scissors if necessary.② Cool burns with cool but not icy water for 10 minutes.③ Place cool, clean, wet cloths on burns.④ Dry the burned area gently.⑤ Cover the burned area with a dry, clean bandage.⑥ Keep the burned area higher than the heart.⑦ Get the victim to the hospital if possible.设计思路：本文由5个部分组成，分别讨论了皮肤的功能，烧伤的原因、类型、特征以及治疗方法，各部分结构层次分明，细节信息较多。
人教版高二英语必修五Unit5学情分析教案
FIRST AID FOR BURNS (Reading)教学设计Staged 2 Reading Part 3 Types of burnsPart 4 Characteristics of burnsPart 5 First aid treatmentDetails readingTask one:Read part. 1- 4 then answer the following questions.1.What are functions of skin?It keeps you warm or cool.It prevents your body from losing water .It is where you feel cold, heat or pain.It gives you your sense of touch .2.What are causes of burns?A.hot liquidsB.the sunC.glassD. steamE.fireF.waterG.radiationH.treesI.chemicals J.electricity K.chair3.What are types and characteristics of burns?After reading part3 &4, ask students to recognize theburnt hands belong to which degree.Reading is not just for fun, but also for the examination.Task two:Read the passage again and choose the best answer.找到某些特定的信息。
训练学生快速阅读的能力。
训练学生定位关键词的能力。
根据问题寻找答案可以使学生关注课本，提高学生对文本的理解。
高中英语必修5第5单元教案
高中英语必修5第5单元教案英语是最多国家使用的官方语言，英语也是世界上最广泛的第二语言，也是欧盟的，最多国际组织和英联邦国家的官方语言，拥有世界第三位的母语使用者人数，仅少于汉语和西班牙语母语使用者人数。
下面是我为你带来的高中英语必修5第5单元教案，欢迎阅读。
Teaching Aims and Demands 教学目标1、Know the classification of burns.2、Learn something about the symptoms of burns.3、Let the Ss learn the reading skills of getting the main idea of each part of the passage .4、Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.Teaching important points and difficult points 教学重点和难点1、Improve the students ’reading ability, let them Skim for general ideas .2、Form the ability to give first aid burns.3、To master the important words and expressions through this period.Teaching Methods 教学方法1、Task-based method.2、Brainstorming 、 skimming、 scanning、 Competition 、discussion etc.Teaching aids 教学手段Multi-media.Teaching procedures 教学过程Step one Introduction：First aid is related to our lives. It can help us deal with emergencies. Ask the students to tell their own burned experiences, meanwhile, teach them some new words: bandage 、ambulance 、 painful、 blister、 mildly etc.Step two 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?Step three Fast readingThis task is to check the Ss’ skimming ability. Let the Ss get the main idea of the passage . Do Excise1 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 functions of skin____ the symptoms of burns____ how we get burnsStep four Detailed readingLet the Ss read and listen to the passage fast and then find out the answers to the questions. I will divide the Ss into 5 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner.Only through co-operation can the studens taste the joy of success.Read and listen to the 1st Part, Fill in the banks.1、Our body’s largest organ:_____2、We have ______ ______ of the skin3、Your skin ______ you _____ or _____.4、It ________ your body ______ ______ ______.5、It gives you your _____ _____ ____ .Read and listen to the 2nd Part. Answer the question:Can you tell us the causes of burns?Read and listen to the 3rd Part. Answer the question: Can you tell us the types of burns?Read and listen to the 4th Part. Answer the question: Can you tell us the characteristics of burns?Read and listen to the 5th Part( First aid treatment ). summary: We can call it (C、W 、D 、C 、S) method.According to the last part ,fill in the blanks.1. ________ clothing and jewellery near the burns.2. ______ the burns with cool water.3. ______ cool, clean wet cloths on the burns.4. ______ the burned area gently.5. ______ the burned area with a dry clean bandage.6. ______ the burned area ______ than the heart, if possible. Summary of first aid treatment (We can call it CWDCS method.) Cool the area of skinWash it under the cold tapDry the burned area Cover the area of the burn with bandage / dry clean cloth See a doctor if necessaryStep five Language points1. aid n.vt.帮助; 援助; 资助;first aid 急救aid sb. to do sth.帮助某人做某事;with the aid of…在…的帮助下;eg: With the aid of our teacher, I made great progress.2.sense of touch触觉其他表示各种感觉的词还有:sense of sight视觉; sense of hearing听觉;sense of taste味觉 sense of smell嗅觉;sense of humor 幽默感 sense of direction 方向感3. electric 与 electrical 区别electric 用于两种情况(1)可发电的东西(2)靠电力工作的，通电后能工作的。
人教高中英语必修五：Unit+5教案.doc
Unite 5 First 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 treatment for burns correctly. Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learning activities.petition 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 first aidStep2. Pre-readingShow the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened?What sort of injuries the child will have?What kind of first aid would you perform?Step3. Fast readingLet the Ss read the passage fast and then find out the answers to the questions1. What will the passage be about?2. What do they tell you about the passage?3. In which order are these topics covered in the text? Number them from 1 to 5.____ the three types of burns____ what to do if someone gets burned____ the purpose of skin____ the symptoms of burns____ how we get burnsStep4. Detailed reading1). Tell if the following statements are true or false:1.Our skin has three layers.2.We will never get burned by the sun.3.Burns are divided into three degrees according to the degree of pain.4.Third degree burns are the most serious and painful.5.Put cool water on any burns to cool them.6.Don’t rub the burns7.It’s better that you put so me 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 spellingStep6. Making a first-aid kitAn activity to let the Ss know what are included in a first-aid-kitA well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include:bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.Step7. Role playWork in pairs to act out how to place an emergency call for helpStep8. SummaryThis passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.Period 2. Language points.1.aid 帮助,援助,赞助first aid 急救come/ go to sb’s aid 援助某人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Eg. ①He came to my aid at once.②He was able to find the museum with the aid of a map.③We aided him in raising the money.2. fall ill 生病属短暂性动词, 不与for + 时间段连用be ill 指生病的状态,是持续性行为, 可与for + 时间段连用His wife suddenly fell ill last week.He has been ill for a week.fall 用作系动词,后常接形容词.fall asleep 睡着fall silent 沉默不语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 避免受伤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 so5 bite (bit, bitten)bite off more than one can chew贪多嚼不烂Once bitten, twice shy. 吃一堑，长一智。
高中英语unit5first aid 教案人教版必修五
I. 单元教学目标II.目标语言课程设计与课时分配Period 1: Warming upPeriod2: ReadingPeriod 3-4: Language pointsPeriod 5-6: Language study & Grammarperiod 7-8: Using languageperiod 9: Listening and speakingPeriod 10: Extensive reading and WritingPeriod I Warming-u pTeaching goals:a.Encourage the students to discuss accidents and first aid .b.Enable the students to talk about different accidents and how to give first aid in differentsituations.c. Enable the students to be brave and calm when meeting with accident and know how togive first aid in different situations through discussion.Teaching important and difficult points:Help the students to use the expressions to describe the accidents and how to give first aid.a. Key words and expressions:aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn;essential; organ; layer; poison; ray; treatment;b. Communicating expressions:We/you should/ ought to …Please do…Make sure…You must/have to/ought to…You must never…You ought never to…Teaching aids:A recorder, a projector, and a computerTeaching methods:Brainstorm and discussion (Group work).Teaching procedures and waysStep I Lead-in1.Lead-in question: Watch a video, and fill in the blanks: what is first aid?First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found.2. Warming-up: Brainstorming: What words can you think of when you talk about accidents and first aid?Step II DiscussionTalk about different situations and the way they should give first aid.Qs: What happened in each picture? What kind of first aid should you give?A snake bite: 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, ordescribe.Bleeding: 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: 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 ourown body healing.( a video about a sprained ankle)Choking : Make him /her spit by patting him/her on the back.To avoid this, we shouldn’t talk or laugh when eating.〔a video about unconscious choking〕A broken arm: Do not move the patient.Send for an ambulance at once.Treat for shock if necessary.A bloody nose: 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 III Further discussion (Individual)Ask the students to give the situations.(some more situations are given and encourage the students to talk more)Drowning :Check to see if he /she is breathingTry to start his /her breathingNever swim in deep water.( a video about CPR)Traffic accident: Call for a doctor or an ambulance.Never pull her out of the carFind enough people to lift the car safely and take her to hospital at once.Look at both sides when crossing the street.Step 4 Quiz for first aid (on p74)1.Which 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.2. When carrying out rescue breathing, how many times a minute should you blow air into the victim’s mouth? ______.A 4B 8C 15D 203. What should the first step be when you carry out rescue breathing?____A Clear the airwayB check the pulseC blow into the victim’s mouthD check for breathing4 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 backStep 5 HomeworkPrepare for the reading partAfterthoughts:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________Period 2 ReadingTeaching goals:a.Enable the students to master some English expressions and phrases and to know someknowledge of first aid.b.Enable the students to learn how to give their correct suggestions about first aid when othersare in danger,Teaching important points:Let Ss learn to use the structures of giving suggestionsa. Key words and expressions:burn, essential, organ, layer, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, char, nerve, damage, jewellery, squeez out, over and over again, bandage, in place.b. Useful sentences:Burns are called first degree, second degree or third degree burns,These burns are not serious and should feel better within a day or twoFirst degree burns turn white when pressed.Teaching methods:Skimming method., Task-based method, Role-play methodTeaching aids:A projector, a tape-recorder and a blackboardTeaching procedures and ways:Step 1 Pre-readingFirst let the students talk about the picture (page 33)What kind of first aid would you perform in the situation of burning?Step 2 While-reading1)Skim for general idea.How many parts are the text and what are they?(After a few minutes)Five parts1.The purpose of skin2.Causes of burns3.Types of burns4.Symptoms of burns5.First aid treatment2) ScanningDetailed reading: Filling in the blanksWhat can 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•Gives you sense of touchCauses of burnsYou can get burnt by :•hot liquids,•steam,•fire,•radiation,•th e sun,•electricity and chemicalsWhat are the three types of burns?•F i r s t d e g r e e:Not serious; affect only the top layer of the skin; feel better a day or twoS e c o n d d e g r e eAffect both the top and the second layer of the skin; serious; take a few weeks to healT h i r d d e g r e eAffect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.Label the pictures with three degree burnsT h e s e c o n d d e g r e e b u r n T h e f i r s t d e g r e e b u r n T h e t h i r d d e g r e e b u r n 3) Read the last part and answer the questions:1. Why should you put cold water on a burn?T h e c o l d w a t e r s t o p s t h e b u r n i n g p r o c e s s,s t o p s t h e p a i n a n d p r e v e n t s o r r e d u c e s s w e l l i n g.2. Why doesn’t a third degree burn hurt?B e c a u s e n e r v e s i s d a m a g e d.3. Why do you think clothes and jewellery near burns should be removed?B e c a u s e t h i s m a y b r e a k a n y b l i s t e r s a n d t h e w o u n d m a y g e t i n f e c t e d.4. If someone has a third degree burn, why might you see tissue?T h e s e a f f e c t a l l t h r e e l a y e r s o f t h e s k i n a n d a n y t i s s u e a n d o r g a n s u n d e r f i r e sStep 3 HomeworkRead the text over and again and underline the difficult pointsAfterthoughts:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________Period 3-4 Language PointsTeaching goals:Enable the students to master some English expressions and phrases and to know some knowledge of first aid.Teaching important points:Learn useful expressions and sentence structuresTeaching methods:Guiding and explainingTeaching procedures:Step I Language points1. fall + adj.睡着了fall asleep清醒了fall awake安静下来fall silentHis wife suddenly fell ill last week. 他妻子突然生病了。
必修5 Unit 5 Unit5 教案
Unit 5 First aid Teaching aims and demands:1.Topics:1)Talking about medicine and medication.2)Talking about first aid and the safety in the home.3)Learning how to give instructions.2.Words and expressions:3.Functional items: Giving instructionsWhat should he do?Why should he…?What about this…?What if…?And then what?You’ve got to…?First you have to… Then… Next…If you/ he/ …, you might be…Tell him to…If there is a pulse, check her breathing. Continue… until…Now, if there is no …, you must…Do not put…Never put…4.Grammar use: EllipsisYou can get burnt by hot liquids and ( you can get burnt by) steam.First degree burns turn white when ( they are) pressed.Teaching procedures:Step One1.Ask students if they know what first aid is and why it is important.Then read the first paragraph of the section with students.2.Look at the pictures together and ask students what has happened ineach one.3.Put the class into groups of three or four and ask them to answer therest of the questions about the pictures.4.Bring the class together and ask students what kind of first aid youshould give in each situation. This should stimulate some interesting discussion as there might be some disagreement about first aid treatments.Step Two1.Ask students what has happened in the picture. (Answer: The child haspulled boiling water onto herself.) Ask students what sort of injuries the child will have. (Answer: She will have bad burns.) Ask the class what first aid treatment they would give in this situation. Don’t tellstudents whether they are right or wrong at this stage as they will find out from the reading text. Write all their suggestions on the board.2.Ask students to answer the questions about their own experiences ingroups. Bring the class together and ask various students about their or someone else’s experiences.Step Three1.First reading1)Ask students to read the title of the text and the headings within it.Then ask them what the topic of the text is and how theinformation is organized. (Answer: It is about first aid for burnsand the information is organized according to causes, types,characteristics and first aid treatment for burns.)2)Ask students how the information is organized within theheadings of types of burns and characteristics of burns. (Answer:The information is organized according to the types of burns: firstdegree, second degree and third degree burns.)3)Ask students to quickly glance at the information under theheading of First aid treatment and tell you why the information isnumbered. (Answer: The numbers indicate the steps you shouldtake to treat a burn, in the order that they should happen.)4)Explain to students that most good readers survey texts in thisway before they start to read the text in detail. If you survey a text,it makes it easier to understand it because you already knowsomething about the content and the organization.5)Set Exercise 1 in Comprehending. This shouldn’t take studentslong as they have already looked at the organization of the topics.2.Second reading1)Ask students to read the text with a partner and to underline anywords they are not sure about. Tell them to guess the meaning ofthese words.2)As a class, ask students to tell you what words they are stillunsure about. Write them on the board. Ask the rest of students toguess the meaning. If no one can give the correct meaning, askthem to look up the dictionary or tell them the meaning.3)Read Exercise 2 with the students. Tell them that they do not haveto read the whole text to find the information. Ask them to tellyou which part of the text they need to look at( Answer: thesection under the heading Characteristics of burns).4)At this stage, you could get students to compare the lists youwrote on the board in Pre-listening with the information in thetext.3.Third readingPut students into pairs for Exercises 3& 4.1)Read Exercise 3 with the class. Make sure they understand thefour situations Ask them which sections of the text will give themthe information they need( Answer: the sections underCharacteristics of burns and First aid treatment.) Tell them to trydoing the exercise before reading the text again.2)After each pair has completed the exercise, ask them to join withanother pair to check their answers.3)Read Exercise 4 with students. Ask them to try to answer thequestions before looking at the text again. Check the answerswith the whole class.Step Four1.Get students to finish the 4 exercises in Comprehending according tothe passage.2.Ask them to fill in the chart below:Step Five1.Get students to present the treatment for different degree of burns.2.Retell the passage, using their own words.。
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英语必修五unit5教案【篇一：高中英语必修五教案 unit 5】新课标人教版英语必修5教案unit 5 firsr aid程洪维1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人cut off aid 终止援助a hearing aid 助听器teaching aids教具 medical aid医疗救护with the aid of借助于in aid of为了帮助he fell ill and had to enter the hospital.他生病了必须住院治疗。
fall asleep睡着了fallsilent静下来the computer got damaged when we were moving.我的电脑在搬家时弄坏了。
my bike is getting repaired now.我的自行车正在修理。
my glass got broken while i was playing basketball。
我的眼镜在打篮球的时候给弄坏了。
peter and mary got married last year.皮特和玛丽去年接了婚。
2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful r ays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。
barrier 名词，屏障，障碍物，隔阂you need to show the tickets at the barrier.你要在检票处出示你的票。
the language barrier语言的隔阂3. burns are called first, second or third degree burns, depending on which layers on which layers of the skin are burned.根据皮肤的组织被烧伤的层面，烧伤被划分为一度，二度或三度烧伤depend on:依靠，依赖hisfamily depends on him.信赖，信任we are depending on you to finesh the job by friday.我们相信你星期五前能完成这项工作。
4. the cool water stops the burning process, prevents the pain becoming unbearable and reduces swelling.冰水可以阻止烧伤的进程，可以防止疼痛达到难以忍受的地步，还可以防止或消除肿胀。
unbearable ：形容词，难以忍受的the smell in the market is almost unbearble市场的气味几乎让人难以忍受。
un-:否定前缀unforgetale un willing unlike unusual…5. for second degree burns, keep cloths cool by putting them back in basin of cold water, squeezing them out and placing them on the burned area over and over again for about an hour until the pain is not so bad.对于二级烧伤，要保持绷带布清凉。
措施有：把他们放到一盆冷水中、拧干后盖在烧伤的地方，如此反复一小时左右，直到疼痛消失。
squeeze an orange榨橘子。
those blackmailers intended to squeeze more money out of him.那些勒索者打算向他榨取更多的钱。
i’ve told you over and over again not to do that.我再三告诫你不要那样做。
6. john was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.在颁奖大会上约翰得到了奖赏，大会表彰了挽救他人生命的十人的英勇行为。
present :动词，“赠给”。
the mayor presented the prizes in person.市长亲自颁奖。
present 常用句式when she left the company. the director presented her with a set of golf clubs.她离开公司时，董事赠给她一套高尔夫球杆。
he presented a silver cup to the winner.他把银杯颁发给了获胜者。
7. there is no doubt that john’s quick thinking and the first aid skills he learned at school saved ms slade’s life.毫无疑问，约翰敏捷的思维和在学校所学的急救技能救了斯奈德女士的命。
doubt:n 怀疑 i have no ubt at all who did it.doubt后接whether; no doubt 后接that.there’s no doubt whether john will come.约翰是否会来很难说。
there is no doubt that the plan will succeed.毫无疑问，这计划一定会实现。
三、语法讲解：省略句的用法（ellipsis）1. 简单句中的省略：在对话中，交谈双方都知道谈论的对象，则可以省略句子的主语，省略主语和谓语的现象在交际用语中出现的很多。
（1）looks like rain. （2）hope to hear from you soon.（3）sounds like a good idea.（4）beg your pardon.（5）feeling better today ?（6）this way, please.（7）—what does he want to eat ?—some rice and vegetables.（8）anything i can do for you ? （9）sorry to hear that.（10）doesn’t matter.（11）terrible weather!（12）pity you couldn’t come.2. 并列句中的省略：在并列句中，相同的成分如主语，谓语，宾语等都可以省略：（1）they learn french and we english.（2）my father planned and built all these houses.（3）john won the first race and jimmy the second.（4）coral is not a plant but a variety of animal life.3. 复合句中的省略：定语从句：（1）that’s the reason he is late for the conference.（2）i don’t like the way he talks.状语从句：（1）if heated, water will boil.（2）tom was attacked by cramp while swimming across the river.（3）we’ll go to help you if necessary.（4）had i time, i would come.（5）i’ll go, should it be necessary.（6）the captain can find a boat quicker than we can.宾语从句：如果宾语从句中的谓语部分与主句的谓语部分或上文的谓语部分相同，可将从句部分的谓语省略。
（1）we will do what we can（do）to help you.（2）—is mr. king in his office?—sorry, i don’t know（whether he is in his office or not）.4. 动词不定式的省略：在动词不定式结构中，为了避免重复，常常省略不定式结构中的动词原形，只保留to。
（1）—would you like to go with us ?—i’m glad to, but i have to finish my homework.（2）don’t tell me the name of the sailor if you don’t want to.（3）—have you ever been to the seaside?—no, we can’t afford to.在used to, ought to, have to, would like/love to, wish to, be going to等结构中，常常省略to后面的动词原形。
（1）they do not visit their parents as much as they ought to.（2）he doesn’t get up early as he used to.（3）i’ll hand it in if i have to.（4）—would you like to come tonight ?—i’d love to.tell , warn , order , advise , ask等动词的宾语后面接动词不定式做宾语补足语时，可以省略to后面的动词原形。
（1）he wanted to swim across the river but i warned him not to.（2）the boy wanted to play football in the street, but his mother told him not to.省略在语言中特别是日常交际中一种普遍现象，了解常见的省略现象有助于我们准确理解句子的语境，在应试复习中要注意不定式结构的省略方式以及一些几乎形成了惯用法的省略句。