英语必修5
Unit 1 Great scientists
Teaching Aims
Skill Goals
▲ Talk about science and contributions of scientists
▲Practice expressing will, hope and suggestions
▲Practice expressing the stages in examining a new scientific idea
Key new words and expressions
The First Period Reading
StepⅠ Lead-in
Ask the students to think of some great inventions and inventors in history.
T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer
S1: Edison invented the lights and the gramophone.
S2: The first computer was invented by a group of American scientists.
StepⅡ Warming up
First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am.
T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible
T；what contributions did they make
T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.
1. I lived in ancient Greek.
2. I was a mathematician.
3. I discovered that objects in water were lifted up by a force that helped them float.
Answer: Archimedes
1. I lived in Britain.
2. I published The Origin Of Species.
3. I could explain how animals and plants develop as the environment changed.
Answer: Charles Darwin
1. I am Englishman
2. I’ve worked in astronomy.
3. I’ve put forward a theory about black holes.
Answer； Stephen Hawking
1. I was a Chinese.
2. My invention had eight dragon heads round the top with eight balls in their mouths. Around the bottom were eight frogs directly under a dragon’s mouth.
3. My invention was the earliest instrument that told people where earthquakes happened.
Answer: Zhang Heng
1. I was an American.
2. I invented electric light bulb
3. I invented the way of giving electricity to everybody in large cities.
Answer: Thomas Edison
1. I was a lady and born in Poland.
2. I received two Nobel prizes.
3. I discovered radium.
Answer : Marie Curie
Step Ⅲ Pre-reading
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.
Show the following on the screen:
1. What do you know about infectious diseases
2. What do you know about cholera
3. Do you know how to prove a new idea in scientific research
4. What order would you put the seven in Just guess.
T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.
Step Ⅳ Reading
T: Now lets read the title and the picture and guess what the passage may tell us.
T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)
Step Ⅴ Text analyzing
Ask the students to analyze the text in groups.
T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.
T: Now class. Can you tell me what style of the passage belongs to
T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.
Show the chart and three pieces of writing on the screen.
Step Ⅲ Reading
Encourage the students to get the general ideas of the passages.
T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.
Show the questions on the screen.
1. What’s Copernicus’ fear
2. How did Copernicus prove his theory
3. What is his theory
Step Ⅳ Further-reading
This time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.
T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.
As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this
Sample answers:
Q1: think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.
don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.
T: I quite agree with you. And I am glad you have known so much about the science.
StepⅤ Language Points
And then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.
Show the following on the screen.
1. Nicolas Copernicus was frightened and his mind was confused.
2. He placed a fixed sun at the center of the solar system ...
3. He joined these points together using curved lines ...
T: Please read the three sentences and tell me what parts of speech the past participles are acting as.
Step Ⅵ Homework
1. Search on the Internet for more information about Copernicus and Euler.
2. Prepare for the language study, reviewing the words and expressions in this unit.
The Third Period Language Study
StepⅠRevision and Lead-in
Task 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.
Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.
T: Very good! Can you put the verb “make” with a noun to form a “predicate + object” phrase For example: “making a mistake” instead of “to mistake”.
Sample answers:
S: “make an agreement”, “make an admission”, “make an apology”.
T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.
Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.
Step Ⅱ Practice
Task 1: Enable the students to do the following exercises.
T: Please look at the screen and put them into English using “make + n” and past participles.
Show the following on the screen:
Step Ⅲ Grammar
Explain the usage of the past participles as predicative and attribute.
Unit 2 The United Kingdom
Ⅰ. Teaching Aims
Skill Goals
▲ Talk about the United Kingdom
▲ Talk about language difficulties in communication
Ⅱ. Language Goals
The past participle as the object complement ... the three countries found themselves united peacefully ...
However, just as they were going to get Ireland connected to form ...
You find most of the population settled in the South, ... .
1. Now when people refer to England you find Wales included as well. P9
2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10
3. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P10
4. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P10
5. Her first delight was going to the Tower.
P14
6. There followed St Paul’s Cathedral built after the terrible fire of London in 1666. P14
7. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52
The First Period Reading
Teaching goals
1. Target language
a. Key words and expressions
unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave out
b. Key sentences
1. Now when people refer to England you find Wales included as well. P10
2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10
3. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P10
2. Ability goals
Enable the students to learn about the United Kingdom (the UK).
3. Learning ability goals
Enable the students to know the UK in geography and history.
Teaching important & difficult points
How to understand the geographic puzzle of the UK.
Teaching methods
Skimming and task-based activities.
Teaching aids
A recorder, a computer and a projector.
Teaching procedures & ways
Step ⅠLead-in
Task 1: Free talk about the topic: The United Kingdom.
Reference topic:
1. Have you ever been to the UK If you have, can you tell us something about it or can you tell us something about your visit(s) there Or what is your impression of the UK If you haven’t, where can you get the information about it
2. What is the capital of the UK And what is the language
Step II Pre-reading
Step III While-reading
Task 1: Ask the students to describe briefly the UK according to the following map.
A sample description:
1. Look through the passage as fast as possible;
2. Try to find the answers to the questions given in the Comprehending.
Sample answers:
S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.
S2: It represents England, Scotland and Northern Ireland.
S3: The Vikings. They only influenced the vocabulary and the place names of the North.
Task 4: Skimming
T: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).
Sample answers:
Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.
Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.
Part 3 (Para. 5-6) : The cultural importance of London.
T: Then how do you understand the title of the text Puzzles in Geography Are there really any puzzles in geography of the UK If so, what are they If not, why does the writer use “Puzzles in Geography” as the title Get the students to discuss about it in pairs.
Then ask the students to fill in the following form.
Sample answers:
T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.
Sample answers:
North: York, Leeds, Sheffield, Manchester
Midlands: Coventry, Birmingham
South: Reading, London, Brighton, Plymouth
Task 4: Ask the students to analyze the text.
1. Ask the students to fill in the following chart.
Sample answers:
2. Ask some of the students to retell the text.
A sample version:
When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.
The Second Period Listening
Teaching goals
1. Target language
Key words and Expressions
crown, Protestant, hurt the king
2. Ability goals
Enable the students to learn about one of the most famous historical sites in London: the Tower of London.
3. Learning ability goals
Help the students learn how to talk about the historical sites in the UK.
Teaching important & difficult points
Talk about the historical sites in the UK.
Teaching methods
Listening and cooperative learning.
Teaching aids
A recorder, a computer and a projector.
Teaching procedures & ways
Step Ⅰ Revision and Lead-in
Check the students’ homework.
Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.
T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.
1. Which king on the list was one of the princes in the Tower How do you know
2. Who had the two princes killed
And then check the answers.
Step Ⅱ Listening (P52-53)
T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.
Check the answers with the students.
Step Ⅲ Homework
T: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.
The Third Period Extensive Reading
Teaching goals
1. Target Language
a. Key words and expressions
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill
sentences
Worried about the time available, Zhang Pingyu had ... P14
But she was thrilled by ... P14
2. Ability goals
Enable the students to plan a tour around certain places.
3. Learning ability goals
Help the students know more about the historical sites in London.
Teaching important & difficult points
Help the students identify different kinds of tour and talk about the most interesting place for the tour.
Teaching methods
Task-based activities.
Teaching aids
A computer and a projector.
Teaching procedures & ways
Step I Revision and Lead-in
Talk about London with the students.
T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London
S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.
S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.
S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine — if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.
Ask the students to read the passage and do the exercises after the passage.
T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.
Step Ⅱ Reading
Task 1: Ask the students to read the text to get the main idea.
T: Now please read the text and find the answers to the following questions.
Show the questions on the screen.
1. How did Zhang Pingyu plan her tour
2. What were the buildings mentioned in the text What were they famous for Who built them What happened to them
Sample answers:
1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.
2. The buildings mentioned in the text were:
Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.
Task 2: Ask the students to study the structure of the text “Sightseeing in London”.
Show the following.
Task 3: Deal with reading task:
A particular British celebration
Ask the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.
T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises.
Sample answers to Exercise 1:
Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.
Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament.
Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.
Nov. 6: the king and all his advisers would be in the parliament for the meeting.
Sample answers to Exercise 2:
S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic.
S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.
S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment on November 5th.
S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be killed.
S5: If King James had kept his promise, nothing would have happened.
Step Ⅲ Homework
Ask the students to review the words learnt in this unit.
Unit 3 Life in the future
Ⅰ. Teaching Aims
Skill Goals
▲Talk about things in the past, at present and in the future
▲Talk about changes at present
▲Predict good and bad changes in the future
Ⅱ. Language Goals
1．Memorize
Expect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily
2．Read up
jet lag, flashback, expertise, hover, pessimistic, enormous, imitate,
3．Expressions
take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in
4．Key sentences
constant, remind, lack, sight, assist, require, settlement, previous, swift
The past participle as the attribute
…and following him to collect a hovering carriage driven by computer.
The past participle as the adverbial
Worried about the journey, I was unsettled for the first few days.
Hit by a lack of fresh air, my head ached.
Exhausted, I slid into bed and fell fast asleep.
1. This is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P17
2. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P18
3. He handed it to me and immediately hurried me through to a small room nearby for a rest. P18
4. He was swept up into the centre of them.
5. I found later that their leaves provided the house with much-needed oxygen. P18
8. Everyone will get twice as much personal space as in flats on land. P58
9. Only when the robot cleaner touches objects can they be moved. P59
Ⅲ. 教材分析与教材重组
Ⅳ. Procedures
The First Period Reading
Teaching goals
1. Target language
a. Key words and expressions
constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight of
b. Key sentences
This is similar to ..., but it means ... P17
Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18
He handed it to me and immediately hurried me through to a small room nearby for a rest. P18
2. Ability goals
Enable the Ss to talk about the life in the past, at present and in the future.
3. Learning ability goals
Help the Ss learn how to describe the life in the past, at present and in the future.
Teaching important ＆ difficult points
Compare life in the past, at present and in the future.
What is life in the future like What changes will take place
Teaching methods
Fast and careful reading; asking and answering activity; individual, pair or group work.
Teaching aids
A computer and a projector.
Teaching procedures ＆ ways
Step I Warming Up
Step Ⅱ Pre-reading
Get the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text. T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing
S: Pollution.
S: Population is becoming larger and larger.
S: The shortage of resources.
T: Yes! Then can you predict which problems can be solved in the future And which ones will still be there
S: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.
S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.
S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.
Step Ⅲ Reading
T: Now please open your books and turn to page 17. Let’s read the passage First Impressions. Read it quickly and then tell me what it is about.
Several minutes later.
T: Well, have you finished reading the passage
Ss: Yes.
T: OK. Who would like to tell me what the text is about
Step Ⅳ Follow-up Activity
Get the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.
T: Now let’s make a prediction about future and see what will be changed in the future. I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart.
Sample answers:
The Second Period Listening
Teaching goals
1. Target language
Key words and expressions
extraordinarily, atmosphere, gravity, assist in
2. Ability goals
Enable the Ss to tell the differences between two kinds of alien creatures.
Enable the Ss to understand the facilities in “Wonderworld”.
3. Learning ability goals
Help the Ss learn how to promote a new invention by analyzing different situations.
Teaching important ＆ difficult points
Listen to the material about the new invention and find out its special qualities.
Teaching methods Discussion; listening; cooperative learning.
Teaching aids
A computer, a projector and a recorder.
Teaching procedures ＆ ways
Step Ⅰ Lead-in
Step Ⅱ Listening
Unit 4 Making the news
Ⅰ. Teaching aims
Skill Goals
▲ Talk about the basic procedure of making a newspaper
▲ Talk about the basic qualities and skills a journalist should have
▲ Talk about jobs in a newspaper
▲ Learn how to make an appointment
▲ Learn how to use Inversion correctly
▲ Write a newspaper article
Ⅱ. Language Goals
Making appointments
Ⅳ. Procedures
The First Period Reading
Teaching goals
1. Target language
a. Key words and expressions
occupation, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, recorder, case, accuse, deliberately, guilty, concentrate on, accuse ... of, so as to (do sth), defend against，cover a story，have a “nose” for a story, get a scoop, get sth straight, a trick of the trade
b. Key senrences （P26）
Never will Zhou Yang forget ...
Only when you have seen ..., can you cover a story ...
Only if you ask ... will you acquire ...
2. Ability goals
Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview.
3. Learning ability goals
Step Ⅰ Lead-in
Step Ⅱ Warming Up
Step Ⅲ Pre-reading
T: Now if you want to be a good news reporter, what qualities do you think you need to have
Step Ⅴ Comprehending
The Second Period Vocabulary
Teaching goals
1. Target language
a. Key words and expressions
technical, process, polish, concentrate on, approve of, by accident, get absorbed in, defend against, break down
b. Key sentences (P29)
She does not get absorbed in ...
The reporter went out with ...
2. Ability goals
Enable the students to know how to use some expressions in an idiomatic way.
3. Learning ability goals
Help the students learn how to use the words and expressions more freely.
Teaching important points
Get the students to practice the words and expressions.
Teaching difficult points
Help the students use the words and expressions correctly.
Teaching methods
Task-based learning; explaining; discussing; practicing.
Teaching aids
A computer and a projector.
Teaching procedures ＆ ways
Step Ⅰ Revision
T: Good morning / afternoon, class. Last period we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a good reporter needs to have. Who’d like to try
S: Let me try. A good reporter needs to be thorough, curious, careful and concise, professional, well-organized and patient.
T: Excellent! Then how can a good reporter get an accurate story
S: He / She should be able to ask different questions, note reactions from the people he is interviewing, check facts and do research.
T: Great! How can a good reporter protect a story from accusation
S: Use a small recorder during the interview to make sure of getting all the facts straight.
T: Wonderful!
Step Ⅱ Discovering useful words and expressions
T: In the reading there are some adjectives that come from nouns. please form them by adding -al. Look at Exercise 3 on page 28. Complete the table. Three minutes later, check the answers.
Step III Summary and Homework
T: In this period we’ve learned some useful words and expressions. You need to do more practice after class. Now homework for today:
1. Review the words and expressions for this unit.
2. Preview Discovering useful structures.
Unit 5 First aid
Ⅰ. Teaching Aims
Skill Goals
▲Talk about first aid and medicine
▲Practice expressing giving instructions
▲Learn about Ellipsis
▲Practice instructional writing: first aid instructions for particular injuries
Ⅱ. Language Goals
Expressing instructions
Give others your positive suggestions or orders
We / You should / ought to ...
Please do ...
Make sure ...
You must / have to / ought to ...
You must never ...
You ought never to ...
Give others your negative suggestions or orders
You should not ...
You ought not to ...
Please don’t ...
You should never
You must / should never to ..
1．Memorize
aid, injury, bleed, ankle, choke, blood, bloody, burn, organ, poison, ray, treatment, liquid, radiation, mild, iron, tissue, electric, swell, damage, jewellery, squeeze, wound, bandage, symptom, kettle, wrist, damp, sleeve, throat, present, ceremony, bravery, towel, pressure, ambulance, authentic
2． Read up
sprain, essential, layer, heal, blister, watery, char, nerve, ointment, infection, label, Jason, Slade, stab, scheme, bruise
3． Expressions
first aid, fall ill, electric shock, squeeze out, over and over again, in place, a number of, put one’s hands on, catch fire, ought to, have to, stay calm, keep in mind, manage to, flow out, die of
4．Key words and expressions
injury, bleed, swell, damage, wound, damp, throat, present, bravery, should, ought to, make sure, have to
Learn about Ellipsis
1. Burns are called first degree burns, second degree burns or third degree burns. P34
2. These burns affect both the top layer of the skin . P34
3. John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another. P38
4. They discovered that Anne Slade, mother of three, had been stabbed repeatedly with a knife. P38
5. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. P38
Ⅲ. 教材分析和教材重组
1. 教材分析
2. 教材重组
从话题内容上分析，Warming up与Speaking相一致；而从训练目的上分析与Talking比较一致。从教材份量来说，可将Warming up，speaking和Workbook中的Talking整合在一起，设计成一节任务型“口语课”。
将Listening 和Workbook中的Listening和Listening task 整合在一起，设计成一节 “听力课”。
可将Pre-reading, Reading和Post-reading三个活动整合在一起上一节“阅读课”。
可将Learning about language与Workbook中的Using words and expressions和Using structure语法练习题整合在一起上一节“语言学习课”。
可将Using language中Reading and discussing 和Workbook中Reading task 的Reading整合起来上一节“泛读课”。
将Writing 和Workbook中的Writing整合成一节“写作课”。
3. 课程设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）
1st Period Speaking
2nd Period Listening
3rd Period Reading
4th Period Language Study
5th Period Extensive Reading
6th Period Writing
The First Period Speaking
Teaching goals
1. Target language
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. Language structures
We / you should / ought to ...
Please do ...
Make sure ...
You must / have to / ought to ...
You must never ...
You ought never to ...
2. Ability goals
Enable the students to talk about different accidents and how to give first aid in different situations.
3. Learning ability goals
Step Ⅰ Lead-in
Step Ⅱ Further discussion
Give advice to the persons in trouble.
T: I think you must know something about troubles and first aid. Now please give your advice to the persons in different kinds of troubles.
Ss: OK.
Show the slide.
Step Ⅳ Talk about safety around the house, using Dos and Don’ts
Step Ⅴ Talking (in workbook)
Step Ⅵ Homework
1. Do the SPEAKING TASK in workbook p74.
2. Find more information about first aid — how to rescue breathing.
The Second Period Listening
Teaching goals
1. Target language
a. Key words and expressions
unconscious, emergency number, reach cupboard, involve, stress and intonation
b. Key sentences
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
Enable the students to listen for details and catch the specific information of first aid as much as possible.
3. Learning ability goals
Help the Ss learn how to do rescue breathing by listening task.
Teaching important and difficult points
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
Listening and cooperative learning.
Teaching aids
A recorder, a projector and a computer.
Teaching procedures and ways
Step Ⅰ Revision
Step Ⅱ Listening
Pre-listening
Listening
Step Ⅲ Listening ( P73)
Pre- listening
T: 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 listening
T: 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: 7-5-2-4-8-6-1-3
1 check if conscious
2 put into recovery position
3 clear airway
4 check if breathing
5 blow into mouth and watch for breathing
6 check pulse
7 continue rescue breathing
8 put into recovery position
Post-listening
T: 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 topics. 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 Homework
1. Search more information about first aid on the Internet.
2. Prepare for reading: FIRST AID FOR BURNS.
