小學(xué)教學(xué)教案

FIRST AID (Unit5, Book5)教學(xué)設(shè)計(jì)。

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。作為教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助教師掌握上課時的教學(xué)節(jié)奏。那么怎么才能寫出優(yōu)秀的教案呢？下面是小編幫大家編輯的《FIRST AID (Unit5, Book5)教學(xué)設(shè)計(jì)》，供大家參考，希望能幫助到有需要的朋友。

案例名稱：FIRSTAID(Unit5,Book5)
科目：高中英語教學(xué)對象：高二課時：第一課時
一、教學(xué)內(nèi)容分析
本單元以“急救”為中心話題。本案例把教材的Warmingup和Reading部分結(jié)合起來，旨在通過教學(xué)，使學(xué)生了解相關(guān)的急救知識，并能用所學(xué)的有關(guān)firstaid的知識，根據(jù)不同情況提出急救措施。同時通過教學(xué)激發(fā)學(xué)生進(jìn)一步學(xué)習(xí)急救知識的興趣和樹立安全意識，意義重大。
二、教學(xué)目標(biāo)
1、語言目標(biāo)：學(xué)習(xí)掌握教學(xué)內(nèi)容中的重點(diǎn)字、詞、句；
2、能力目標(biāo)：閱讀速度和技巧的訓(xùn)練；
3、情感目標(biāo)：教育學(xué)生幫助他人于危急時的良好情操；通過討論等小組活動培養(yǎng)協(xié)作精神；通過課堂教學(xué)活動激發(fā)學(xué)生英語學(xué)習(xí)興趣。
三、學(xué)習(xí)者特征分析
所執(zhí)教的班級學(xué)生是我從高一開始教的，到了高二已經(jīng)有了一定的英語基礎(chǔ)。該班學(xué)生的主要特點(diǎn)是能講敢講（我在這方面一直鼓勵學(xué)生），課堂氣氛活躍。本單元的教學(xué)內(nèi)容與生活實(shí)際相結(jié)合，學(xué)生比較熟悉這個主題內(nèi)容，也能引起他們的表達(dá)欲望和學(xué)習(xí)興趣。
四、教學(xué)策略選擇與設(shè)計(jì)
教學(xué)策略主要以任務(wù)型教學(xué)(Task-basedTeaching)為主，通過多媒體課件以及安排多個課堂教學(xué)活動貫穿整個課時，側(cè)重培養(yǎng)學(xué)生的閱讀能力。
五、教學(xué)重點(diǎn)及難點(diǎn)
教學(xué)重點(diǎn)：幫助學(xué)生使用不同的閱讀技巧完成閱讀目標(biāo)
教學(xué)難點(diǎn)：1.學(xué)生閱讀能力的培養(yǎng)，運(yùn)用文中信息解決問題的能力；
2.掌握急救知識和根據(jù)不同情況提出急救措施；
3.能學(xué)會急救知識和相關(guān)急救措施的英語表達(dá)。
六、教學(xué)過程
教師活動學(xué)生活動設(shè)計(jì)意圖
Step1.Leading-in
1.Greetings
2.Whatwordscanyouthinkofwhentalkingabouthomeaccidentsandfirstaid？
3.Firstaidquiz(accordingtothepicturesshownonPage33)

4.Definitionoffirstaid:atemporaryformofhelpgiventosomeonewhosuddenlyfallsillorgetsinjuredbeforeadoctorcanbefound.
Greetings
Brainstorming
(cut,nosebleed,choking,burn...)

Watch,readandthink,thenworkingroupstomakethechoices

Readaloudandunderstandthedefinition

通過問題自然引入本課內(nèi)容

日常急救知識小測試，使學(xué)生自然順利進(jìn)入新課學(xué)習(xí)

讓學(xué)生朗讀理解定義
Step2.Pre-reading
PresentthepictureonPage33andaskthestudentstoanswerthequestionsofPre-reading.

Askthestudentstolookatthetitleandsubtitle,andpredict:Whatmaybewritteninthetext?Lookatthepicturecarefullyanddiscussingroups.Chooseonestudenttogivetheanswers.(Answerscanvary)

Studentslookatthetitleandsubtitleandgivetheirprediction.利用課文圖片導(dǎo)入主題：FIRSTAIDFORBURNS

培養(yǎng)學(xué)生通過標(biāo)題和小標(biāo)題預(yù)測閱讀內(nèi)容的能力，也激發(fā)學(xué)生進(jìn)一步閱讀以驗(yàn)證預(yù)測
Step3.While-reading
Readingforgeneralidea
1.Makethestudentstoskimthepassageinlimitedtimeandgetageneralidea,thenaskthestudentstodividethepassageinto5parts.

2.Inwhichorderarethesetopicscoveredinthetext?(Page35)
Readingfordetails(Getthestudentstoreadthetextpartbypart)
1.Askthequestion:Whatisskin?Whatcangettheskinburned?Whatisthefunctionoftheskin?
2.Typesofburnsandtheircharacteristics.DoEx.2ofPage35.(Labelthepictures)
3.Answerthefollowingquestions.(Ex.3,Page35)
Studentsskimthepassagetofindtheanswer.

Studentsworkindividuallytogivetherightanswers.

Studentsreadandfindouttheanswers.Dorelatedexercises.

限時閱讀培養(yǎng)學(xué)生快速閱讀的能力和通過略讀理解大意

獨(dú)立完成，培養(yǎng)學(xué)生獨(dú)立學(xué)生的能力，同時也是為了充分了解學(xué)生的課文理解情況

培養(yǎng)學(xué)生把握文章細(xì)節(jié)的能力；培養(yǎng)學(xué)生通過閱讀尋找所需信息的能力；培養(yǎng)學(xué)生根據(jù)信息進(jìn)行判斷的能力
Step4.Post-reading
1.Giveafewminutesforthestudentstoreadafterthetape.

2.AskthestudentstojudgethetreatmentsofEx.4.

3.Askthestudentstopractisetogivefirstaidtreatmentstodifferentburnsandthenactitout.
Studentsreadaloudafterthetape.

Studentsreadandmaketheirjudgement.

Studentspractiseingroupsandact.語音語調(diào)鍛煉，同時也使得學(xué)生進(jìn)一步理解所學(xué)課文

本環(huán)節(jié)為輸出階段，目的在于檢查學(xué)生的學(xué)以致用

創(chuàng)設(shè)活動任務(wù)，培養(yǎng)學(xué)生解決實(shí)際問題的能力
Step5.Homework
1.Getmoreaboutfirstaidfromthenewspaper,magazineortheInternet.
2.Findouttheimportantanddifficultwordsandexpressionstoyouandfinishexercisesonpage36.

Studentsgetreadyforhomework.所布置的作業(yè)把學(xué)生的學(xué)習(xí)任務(wù)從課堂延伸到課外，有利于鞏固課堂所學(xué)和進(jìn)一步讓學(xué)生掌握更多的急救知識
七、教學(xué)評價設(shè)計(jì)
評價采用了自我評價、小組比賽、學(xué)生互評和教師評價相結(jié)合的方式。自我評價幫助學(xué)生樹立自信心和學(xué)會反思。學(xué)生互評提高學(xué)生的比較鑒別和判斷的能力。
八、板書設(shè)計(jì)
1.Commonillnessorinjuryathome(choking,bleeding,asprainedankle,burns...)
2.WhatisFIRSTAID?
3.Typesofburns:
Firstdegree,Seconddegree,Thirddegree
(Characteristicsofeachburn)
4.Firstaidtreatmentfordifferentburns.
九．教學(xué)反思
本課圍繞FIRSTAID展開教學(xué)，通過閱讀課文FirstAidforBurns的教學(xué)，使學(xué)生充分理解急救的重要意義，突出了安全意識和救護(hù)知識的重要性和實(shí)用性。
閱讀課文的內(nèi)容、結(jié)構(gòu)相對簡單，我對學(xué)生閱讀能力的培養(yǎng)主要在閱讀速度、掌握大意、細(xì)節(jié)理解和根據(jù)所學(xué)信息進(jìn)行判斷這些方面上。上課過程中，學(xué)生學(xué)習(xí)興趣較濃，小組活動和討論氣氛活躍（這與課文內(nèi)容與生活實(shí)際聯(lián)系密切有關(guān)）。急救知識小測試一方面活躍課堂，另外也使得學(xué)生進(jìn)一步掌握了一些正確的救護(hù)知識。同時這節(jié)課很好地落實(shí)了情感教育目標(biāo)，即培養(yǎng)學(xué)生臨危不亂和助人為樂的精神。課后作業(yè)的布置延伸了課內(nèi)所學(xué)，也為這一單元接下來的教學(xué)做好了鋪墊?？傮w來講，教學(xué)的各個環(huán)節(jié)都得到了很好落實(shí)。
案例名稱：FIRSTAID(Unit5,Book5)
科目：高中英語教學(xué)對象：高二課時：第一課時
提供者：張昌培單位：寧波濱海學(xué)校高中部
一、教學(xué)內(nèi)容分析
本單元以“急救”為中心話題。本案例把教材的Warmingup和Reading部分結(jié)合起來，旨在通過教學(xué)，使學(xué)生了解相關(guān)的急救知識，并能用所學(xué)的有關(guān)firstaid的知識，根據(jù)不同情況提出急救措施。同時通過教學(xué)激發(fā)學(xué)生進(jìn)一步學(xué)習(xí)急救知識的興趣和樹立安全意識，意義重大。
二、教學(xué)目標(biāo)
1、語言目標(biāo)：學(xué)習(xí)掌握教學(xué)內(nèi)容中的重點(diǎn)字、詞、句；
2、能力目標(biāo)：閱讀速度和技巧的訓(xùn)練；
3、情感目標(biāo)：教育學(xué)生幫助他人于危急時的良好情操；通過討論等小組活動培養(yǎng)協(xié)作精神；通過課堂教學(xué)活動激發(fā)學(xué)生英語學(xué)習(xí)興趣。
三、學(xué)習(xí)者特征分析
所執(zhí)教的班級學(xué)生是我從高一開始教的，到了高二已經(jīng)有了一定的英語基礎(chǔ)。該班學(xué)生的主要特點(diǎn)是能講敢講（我在這方面一直鼓勵學(xué)生），課堂氣氛活躍。本單元的教學(xué)內(nèi)容與生活實(shí)際相結(jié)合，學(xué)生比較熟悉這個主題內(nèi)容，也能引起他們的表達(dá)欲望和學(xué)習(xí)興趣。
四、教學(xué)策略選擇與設(shè)計(jì)
教學(xué)策略主要以任務(wù)型教學(xué)(Task-basedTeaching)為主，通過多媒體課件以及安排多個課堂教學(xué)活動貫穿整個課時，側(cè)重培養(yǎng)學(xué)生的閱讀能力。
五、教學(xué)重點(diǎn)及難點(diǎn)
教學(xué)重點(diǎn)：幫助學(xué)生使用不同的閱讀技巧完成閱讀目標(biāo)
教學(xué)難點(diǎn)：1.學(xué)生閱讀能力的培養(yǎng)，運(yùn)用文中信息解決問題的能力；
2.掌握急救知識和根據(jù)不同情況提出急救措施；
3.能學(xué)會急救知識和相關(guān)急救措施的英語表達(dá)。
六、教學(xué)過程
教師活動學(xué)生活動設(shè)計(jì)意圖
Step1.Leading-in
1.Greetings
2.Whatwordscanyouthinkofwhentalkingabouthomeaccidentsandfirstaid？
3.Firstaidquiz(accordingtothepicturesshownonPage33)

4.Definitionoffirstaid:atemporaryformofhelpgiventosomeonewhosuddenlyfallsillorgetsinjuredbeforeadoctorcanbefound.
Greetings
Brainstorming
(cut,nosebleed,choking,burn...)

Watch,readandthink,thenworkingroupstomakethechoices

Readaloudandunderstandthedefinition

通過問題自然引入本課內(nèi)容

日常急救知識小測試，使學(xué)生自然順利進(jìn)入新課學(xué)習(xí)

讓學(xué)生朗讀理解定義
Step2.Pre-reading
PresentthepictureonPage33andaskthestudentstoanswerthequestionsofPre-reading.

Askthestudentstolookatthetitleandsubtitle,andpredict:Whatmaybewritteninthetext?Lookatthepicturecarefullyanddiscussingroups.Chooseonestudenttogivetheanswers.(Answerscanvary)

Studentslookatthetitleandsubtitleandgivetheirprediction.利用課文圖片導(dǎo)入主題：FIRSTAIDFORBURNS

培養(yǎng)學(xué)生通過標(biāo)題和小標(biāo)題預(yù)測閱讀內(nèi)容的能力，也激發(fā)學(xué)生進(jìn)一步閱讀以驗(yàn)證預(yù)測
Step3.While-reading
Readingforgeneralidea
3.Makethestudentstoskimthepassageinlimitedtimeandgetageneralidea,thenaskthestudentstodividethepassageinto5parts.

4.Inwhichorderarethesetopicscoveredinthetext?(Page35)
Readingfordetails(Getthestudentstoreadthetextpartbypart)
4.Askthequestion:Whatisskin?Whatcangettheskinburned?Whatisthefunctionoftheskin?
5.Typesofburnsandtheircharacteristics.DoEx.2ofPage35.(Labelthepictures)
6.Answerthefollowingquestions.(Ex.3,Page35)

Studentsskimthepassagetofindtheanswer.

Studentsworkindividuallytogivetherightanswers.

Studentsreadandfindouttheanswers.Dorelatedexercises.

限時閱讀培養(yǎng)學(xué)生快速閱讀的能力和通過略讀理解大意

獨(dú)立完成，培養(yǎng)學(xué)生獨(dú)立學(xué)生的能力，同時也是為了充分了解學(xué)生的課文理解情況

培養(yǎng)學(xué)生把握文章細(xì)節(jié)的能力；培養(yǎng)學(xué)生通過閱讀尋找所需信息的能力；培養(yǎng)學(xué)生根據(jù)信息進(jìn)行判斷的能力
Step4.Post-reading
4.Giveafewminutesforthestudentstoreadafterthetape.

5.AskthestudentstojudgethetreatmentsofEx.4.

6.Askthestudentstopractisetogivefirstaidtreatmentstodifferentburnsandthenactitout.
Studentsreadaloudafterthetape.

Studentsreadandmaketheirjudgement.

Studentspractiseingroupsandact.語音語調(diào)鍛煉，同時也使得學(xué)生進(jìn)一步理解所學(xué)課文

本環(huán)節(jié)為輸出階段，目的在于檢查學(xué)生的學(xué)以致用

創(chuàng)設(shè)活動任務(wù)，培養(yǎng)學(xué)生解決實(shí)際問題的能力
Step5.Homework
1.Getmoreaboutfirstaidfromthenewspaper,magazineortheInternet.
2.Findouttheimportantanddifficultwordsandexpressionstoyouandfinishexercisesonpage36.

Studentsgetreadyforhomework.所布置的作業(yè)把學(xué)生的學(xué)習(xí)任務(wù)從課堂延伸到課外，有利于鞏固課堂所學(xué)和進(jìn)一步讓學(xué)生掌握更多的急救知識
七、教學(xué)評價設(shè)計(jì)
評價采用了自我評價、小組比賽、學(xué)生互評和教師評價相結(jié)合的方式。自我評價幫助學(xué)生樹立自信心和學(xué)會反思。學(xué)生互評提高學(xué)生的比較鑒別和判斷的能力。
八、板書設(shè)計(jì)
1.Commonillnessorinjuryathome(choking,bleeding,asprainedankle,burns...)
2.WhatisFIRSTAID?
3.Typesofburns:
Firstdegree,Seconddegree,Thirddegree
(Characteristicsofeachburn)
4.Firstaidtreatmentfordifferentburns.

九．教學(xué)反思
本課圍繞FIRSTAID展開教學(xué)，通過閱讀課文FirstAidforBurns的教學(xué)，使學(xué)生充分理解急救的重要意義，突出了安全意識和救護(hù)知識的重要性和實(shí)用性。
閱讀課文的內(nèi)容、結(jié)構(gòu)相對簡單，我對學(xué)生閱讀能力的培養(yǎng)主要在閱讀速度、掌握大意、細(xì)節(jié)理解和根據(jù)所學(xué)信息進(jìn)行判斷這些方面上。上課過程中，學(xué)生學(xué)習(xí)興趣較濃，小組活動和討論氣氛活躍（這與課文內(nèi)容與生活實(shí)際聯(lián)系密切有關(guān)）。急救知識小測試一方面活躍課堂，另外也使得學(xué)生進(jìn)一步掌握了一些正確的救護(hù)知識。同時這節(jié)課很好地落實(shí)了情感教育目標(biāo)，即培養(yǎng)學(xué)生臨危不亂和助人為樂的精神。課后作業(yè)的布置延伸了課內(nèi)所學(xué)，也為這一單元接下來的教學(xué)做好了鋪墊?？傮w來講，教學(xué)的各個環(huán)節(jié)都得到了很好落實(shí)。

延伸閱讀

Unit 5 First aid學(xué)案

作為杰出的教學(xué)工作者，能夠保證教課的順利開展，作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，使高中教師有一個簡單易懂的教學(xué)思路。高中教案的內(nèi)容要寫些什么更好呢？下面是由小編為大家整理的“Unit 5 First aid學(xué)案”，希望對您的工作和生活有所幫助。

復(fù)習(xí)過去分詞做定語，表語，賓補(bǔ)，狀語。
★預(yù)習(xí)案PreviewingCase
過去分詞（thePastParticiple）在句子中可以充當(dāng)__定語___、__表語__、___賓補(bǔ)___、狀語_等成份，表示動作的__完成___或__被動____。

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
探究點(diǎn)一：語法填空篇
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.

探究點(diǎn)二：翻譯

1.我希望這項(xiàng)工作在星期五前完成。
IwantthejobfinishedbyFriday.
2.他出身于貧困家庭，(因此)只上了兩年學(xué)。
Born(＝Ashewasborn)intoapoorfamily，hehadonlytwoyearsofschooling.
3.我喜歡穿這種布料做的衣服。
Ilikewearingclothesmadeofthiskindofcloth．
4.聽了他的發(fā)言，在場的所有人都很振奮。
Everyonepresentisveryinspiredathisspeech．

★練習(xí)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江蘇)
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全國)
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

Unit 5 First aid教學(xué)案

俗話說，磨刀不誤砍柴工。作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們能夠在上課時充分理解所教內(nèi)容，幫助教師掌握上課時的教學(xué)節(jié)奏。教案的內(nèi)容要寫些什么更好呢？下面是小編幫大家編輯的《Unit 5 First aid教學(xué)案》，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unit5Firstaid
I.BriefStatementsBasedontheUnit
Inthisunit,studentswilldosomelistening,speaking,readingandwritingpractice,Besides,theywillstudythegrammaritem:theSubjunctiveMood.Inthefirstperiod,theteachershouldhelpSsimprovetheirlisteningabilitybylisteningtotwodialoguesandfinishingtheexercisesinthelisteningpart.Also,Sswillreadanoticeaboutsafetyathome.Fromthenoticetheywillknowwhattheyshoulddoandshouldntdoathome.Thenwiththehelpofthegivenusefulexpressionsbelowthenotice,Sswillmaketheirowndialogues.Inthisperiod,Sswillalsotalkaboutfirstaidaccordingtothepicturesinwarmingup.ThismaymakeSsbeinterestedinthetopicofthisunit,sothatinthesecondperiod,whenSsreadmoreaboutfirstaid,theywillunderstandthetextbetter.Throughthereadingmaterialinthesecondperiod,Sswillnotonlyimprovetheirreadingability,buttheywillalsolearnsomeknowledgeoffirstaid,whichwillbehelpfulincaseofaccidentsinfuture.Inthethirdperiod,Sswillrevisetheusefulwordslearntinthefirsttwoperiodsandstudythegrammaritem:theSubjunctiveMood.LotsofpracticeisprovidedinthispartforSstomasteritbetter.Inthefourthperiod,theteachershouldhelpSstoimprovetheirintegratingskillsbyreadingapassageaboutdealingwithcommoninjuriesandwritingaparagraphtoexplainwhatshouldbedoneincaseofanaccident.Afterthisperiod,Sscanlearnmuchaboutfirstaidandalsotheylearntowriteaparagraphtotellothersaboutfirstaid.
Ⅱ.TeachingGoals
1.Talkaboutfirstaidandmedicine.
2.Practisetalkingaboutwhatyoushouldandshouldnotdo.
3.LearntousetheSubjunctiveMood(2).
4.Writeaprocessparagraph.
Ⅲ.TeachingTime.Fiveperiods
IV.BackgroundInformation
1.FirstAid(I)
Firstaidisemergencycareforavictimofsuddenillnessorinjuryuntilmoreskillfulmedicaltreatmentisavailable.Firstaidmaysavealifeorimprovecertainvitalsignsincludingpulse,temperature,anunobstructedairway,andbreathing.Inminoremergencies,firstaidmaypreventavictimsconditionfromworseningandproviderelieffrompain.Firstaidmustbeadministeredasquicklyaspossible.Inthecaseofthecriticallyinjured,afewminutescanmakethedifferencebetweencompleterecoveryandlossoflife.
Firstaidmeasuresdependuponavictimsneedsandtheproviderslevelofknowledgeandskill.Knowingwhatnottodoinanemergencyisasimportantasknowingwhattodo.Improperlymovingapersonwithaneckinjury,forexample,canleadtopermanentspinalinjuryandparalysis.
Despitethevarietyofinjuriespossible,severalprinciplesoffirstaidapplytoallemergencies.Thefirststepistocallforprofessionalmedicalhelp.Thevictim,ifconscious,shouldbereassuredthatmedicalaidhasbeenrequested,andaskedforpermissiontoprovideanyfirstaid.Next,assessthescene,askingotherpeopleortheinjuredpersonsfamilyorfriendsaboutdetailsoftheinjuryorillness,anycarethatmayhavealreadybeengiven,andpreexistingconditionssuchasdiabetesorhearttrouble.Unlesstheaccidentscenebecomesunsafeorthevictimmaysufferfurtherinjury,donotmovethevictim.Firstaidrequiresrapidassessmentofvictimstodeterminewhetherlife-threateningconditionsexist.Onemethodforevaluatingavictim’sconditionisknownbytheacronymABC．whichstandsfor：
A—Airway：isitopenandunobstructed?
B—Breathing：isthepersonbreathing?
Look．1isten．a(chǎn)ndfeelforbreathing．
C—Circulation：isthereapulse?Isthepersonbleedingexternally?Checkskincolorandtemperatureforadditionalindicationsofcirculationproblems．
Onceobviousinjureshavebeenevaluated,theinjuredperson’sheadshouldbekeptinaneutralpositioninlinewiththebody．Ifnoevidenceexiststosuggestpotentialskullorspinalinjury,placetheinjuredpersoninacomfortableposition．Positionedononesideavictimcanvomitwithoutchokingorobstructingtheairway．
2．FirstAid(Ⅱ)
Firstaidmeanswhatitsays：theaid，orheldthatcanbegiventoaninjuredpersonfirst，whichisbeforeanyotherhelp．Nowadays，thereisusuallyatelephonenotfarawayandthefirstthingweshoulddoifaseriousaccidenthappensistotelephoneforanambu1anee．Butsometimesquickactionsbyusmaysavesomeone’s1ife．Evenwhenitisnotso，thereisoftenmuchthatwecandotohelp．
Shock：peopleoftensufferfromshockafterreceivinganinjury；sometimeseventheinjuryisasmallone．Thefaceturnsgrey,andtheskinbecomesdampandcold．Theybreathequickly．Theyshouldbekeptwarm.Coverthemwithablanketandgivethemawarmdrink．
BrokenBones：Dontmovetheperson．Sendforanambulanceatonce．Treatforshockifnecessary．
Poison：Apersonwhohasswallowedpoisonshouldbetakentohospitalatonce．Withsomepoisons,sleepingpills，forexample,itisagoodthingtomakethepersonsickbypushingyourringersdownhisthroat．Butifhehasswallowedsomekindofacid,oranythingthatburns,itwouldbeabadthingtomakethepersonsick．bypushingyourfingersdownhisthroat.Butifhehasswallowedsomekindofacid,oranythingthatburns,itwouldbeabadthingtomakehimsick.Thepoisonwouldburnhisthroatasitcaneup.Itis,therefore,besttotakethepersontofindoutwhatthepersonhastakensothattheycalltotellthedoctor.
Suffocation：Thismeansnotbeingabletobreathe．Forexample．a(chǎn)drowningpersonwillhavehislungsfullofwater.Layhimdownwithhisheadlowerthantherestofhisbodysothatthewaterwilldrainout.Ifapersonhassomethingstuckinhisthroat,trytoremoveitwithyourfingers,orbyhittinghimontheback.
Whenapersonhasstoppedbreathingbecauseofdrowning，electricshock，breathinginapoisonousgas，etc，youcanhelphimtobeginbreathingagain．Youcannotlearnthisfromabook．Asksomeonetoshowyouhowtodoit．ManyBoyScoutsWillbeabletoshowyou．
Remember：Whenanaccidenthappens，sendsomeonetotelephoneforanambulanceatonce．Keeptheinjuredpersonwarmandquiet．Givehimplentyofair．Donotletotherpeoplecrowdaroundhim．IfyouseeanInjuredpersonwhoisbeinglookedafter，keepaway．

TheFirstPeriod
TeachingAims
1．Trainthestudents’listeningability．
2．Helpthestudentstoimprovetheirspeakingabilitybytalkingaboutfirstaidandmedicine．
3．Learnandmastersomeusefulwordsandphrases：drown，bleed，choke，prevent，electric，electrical，catchfire．beonfire
TeachingImportantPoints：
1.Improvethestudents’listeningability．
2.Trainthestudents’speakingability.
TeachingDifficultPoints:
1.Howtoimprovethestudents’listeningability.
2.howtohelpthestudentsfinishthespeakingpractice.
TeachingMethods：
1．Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial．
2．Individual,pairorgroupworktomakeeverystudentworkinclass．
TeachingAids
1．a(chǎn)taperecorder
2．a(chǎn)projector
3．theblackboard
TeachingProcedures：
StepIGreetingsandWarmingup
Greetthewholeclassasusual.
T：(Gotoonestudent．)Howdoyoucometoschooleveryday，LiHua?
S：Icometoschoolbybike．
T：Youmustbeverycareful。becausethere’resomanycars。motorbicycles，bikesandalsowalkersontheroadeveryday．Ifyouarenotcarefulenough。youmayhaveanaccident．Haveyoueverseenanaccident?
S：Yes．OncewhenIwasgoinghome．Isawaboywasknockeddownbyabike．
T：RealIy?Wastheboyhurt?
S：Luckilyhewasn’thurtbadly．Onlyhisleftlegwashurtalittlebuttherewasnothingserious．Hepickedhimselfupandwentaway．
T：Theboywassolucky．Butwemustbecarefullyfuture．Now，lookatthepictureonthescreen，please．
(Showthepictureonthescreen．)
T：Doyouseethewoman?She’snotsolucky．Ithinksheishurlbadly．Maybeherlegisbroken．Whatcanwedotohelpher?
S：Ithinkweshouldcallforadoctororanambulance．
T：Yes，Ithinkyou’reright．Butbeforethedoctorcomes,whatcanwedotohelpher?Doyouthinkweshouldpullheroutofthecar?
S：No，Idon’tthinkthat’scorrect．Becausewemaymakeherevenmorehurt．Ithinkweshouldfindenoughpeopletoliftthecarsafelyandtakethewomantohospitalatonce．
T：Iagreewithyou．Sodoremembertobecarefulwhenyou’reridingyourbike．OK．Now，pleaseturntoPage57andlookatthepicturesinWarmingup．Haveadiscussioninpairstofindoutwhatyoushoulddointhesesituationsandwhatwecoulddotopreventtheseaccidents．
(Givethestudentsamomenttoprepareandthenasksomepairstoreporttheirresults．)
Suggestedanswers：
Picturel
Ithinkifweseesomeonedrowning，weshouldfirstchecktoseeifhe／sheisbreathing．Ifnot,wemusttrytostarthis／herbreathing．Ifthisisnotdonewithinfiveminutes，thepersonmaydie．
Topreventsuchanaccident，weshouldnorgoswimmingaloneorgoswimminginunsafeplaces．
Picture3
Whenweseeahouseonfireandsomeoneisburnt，weshouldcall119firstandtellthemtheexactaddressonthephone．Andweshouldalsocall120toaskforanambulancetohelp．Ifthepersonisbadlyburnt,orifachildhasbeenburnt，weshoulddonothingbutwaitforthedoctor．Ifthepersonisnotbadlyburnt,wecancooltheareaofskinunderthecoldtapforseveralminutesandthenputapieceofdrycleanclothovertheareaofburn.Topreventthis,weshouldnotplaywithfire,becarefulwithgasandmakesurethatalltheelectricwiresaresafe.
Picture4
Ifsomeoneisbleedingbadly,wemusttrytostopthebleedingfirst.Ifapersonlosesonethirdofhis/herblood,he/shemaydie.Wecanpressahandkerchiefontothebleedingpointandholditthere.Ifpossible,holdupthepartofbodywhichisbleeding.Wemustbeverycarefulwhateverwedo.
Picture5
Ifapersoniscut,wecanwashtheareaofthecut,dryitandcoveritwithapieceofdrycleancloth.Butifthepersonisbadlycut,weshouldwaitforthedoctor.Whenwereworking,wemustpaymoreattentiontosafety.
Picture6
Ifapersonchokes,whatweshoulddoistomakehim/herspitbypattinghim/herontheback.Toavoidthis,youshouldnttalkorlaughwheneating.
T:Verygood.Youveknownmuchaboutfirstaid.Inthisunit,welllearnmoreaboutfirstaid.Whatnewwordsdoyouthinkshouldbeusefulwhenyoutalkaboutaccidentsandfirstaid?
S:Ithinkwemayuse"calm,conscious,chest,revive"andsoon.
T:Good.Now,pleaseturntoPage111.Illteachyouthenewwordsinthisperiod.Pleasereadafterme.
(Studentsreadthewordsaftertheirteachertwiceandthentheyhaveafewminutestoreadbythemselves.Atlast,theteachermayasksomestudentstoreadthewordstoseeiftheycanreadthemcorrectly.)
T:Ithinkyouallcanreadthemverywell.Now,pleaselookatthescreen.Illexplainsomethingtoyou.
(Showthefollowingonthescreentothestudents.)
1.drownvt./vi,dieinwater/soundbelouderorstrongerthan…
e.g.Hedrownedthekitten.
Cheersdrownedhisvoice.
Docatsdrowneasily?
2.bleedvi.(bled;bled)loseblood
e.g.Hisnosebledlastnight.
Thecutonhislegwasbleedingbadly.
3.chokevi./vt,cause(sb.)tostopbreathingbysqueezingorblockingthewindpipee.g.Hechokedwhenheatehisfoodtooquickly.
Thesmokealmostchokedme.
4.preventyr.stoporhindersb./sth.
e.g.Badweatherpreventedme(from)starting.
Yourpromptactionpreventedaseriousaccident.
5.catchfire.,begintoburnbeonfire.beburning
e.g.Thehousecaughtfirelastnight.
Thehouseisonfire.
6.electricadj.usingelectricalpowerelectricaladj.of/concernedwithelectricity
e.g.Iwanttobuyanelectricfan.
Thismachinehasanelectricalfault.
(Explainthelanguagepointstostudentsandhelpthemtomastertheimportantwordsandphrases.Writethemontheblackboard.)
StepⅡSpeaking
T:Justnowwevediscussedwhatweshoulddowhensomeaccidentshappen.Butyouknowcertainthingsathomecanbedangerous.Sowemustknowwhatweshoulddoandshouldntdo.Pleaselookatthescreen.Herearesomedosanddonts.Workinpairstotelleachotherwhatyoushoulddoandshouldntdo.Theusefulexpressionsbelowmayhelpyou.
(Showthefollowingonthescreen.)
Dos
l.Makesurethatelectricwiresaresafeandthatchildrencantreachthem.
2.Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.
3.Makesurethateveryoneinyourfamilyknowshowtocall110.
4.Learnmoreaboutfirstaid.
Donts
1.Dontputpoisonsintoothercontainers,forexampleemptybottles.
2.Neverleavesmallthingsonthefloorortablewhichababycanputinitsmouth.
3.Dontplaywithelectricalequipment.
4.Neveruseladdersonawetfloor.
Usefulexpressions
Youshouldalways…
Youshouldnot…
Yououghtto/should…
Youshouldnever…
Youmust…
Youmustnever…
Youhaveto…
Pleasedont…
Makesurethat…
(Amomentlater,asksomestudentstoactouttheirdialogues.)
Sampledialogue:
A:Tobesafeathome,youshouldalwaysmakesurethatelectricwiresaresafeandthatchildrencanttouchthem.
B:Right.Andweshouldntplaywithelectricalequipment.
A:Weshouldneverleavesmallthingsonthefloorortablewhichababycanputinitsmouth.
B:Yes.Youshouldneveruseladdersonawetfloor.Youmusthavesomeoneholditforyou
A:Remembernottoputpoisonsintoothercontainers,forexampleemptybottles.
B:Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.
A:Youshouldalsomakeeveryoneinyourfamilyknowhowtocall110.
B:Iagree.Wehavetolearnmoreaboutfirstaid,whichisveryhelpfultous.
StepⅢPreparationforListening
T:OK.Wevetalkedmuchaboutwhatweshoulddowhenanaccidenthappensandwhatweshoulddoandshouldntdoathome.Ithinkyouveknownsomethingaboutfirstaid.LookattheListeningpart.Herearetwopictures.Lookatthefirstpicture,please.Whatcanyousee?
S:Icanseeaboy,anurseandaman.
T:Whatdoyouthinkhashappened?
S:Ithinktheressomethingwrongwiththeboy,andthemanisworriedabouthimandheisexplainingsomethingtothenurse.
T:Good.Now,lookatthesecondpicture,please.Whatdoyouseeinthepicture?
S:Icanseealittlegirlandhermother,andtheresalsoanurse.
T:Whatdoyouguesshashappened?
S:FromtheinkbottleIguessthelittlegirlmayhavedrunksomeink.
T:OK.Fromthetwopictures,wecanguesssomeinformationaboutthestories.Now,readtherequirementsquicklyandfindoutwhattodo.
(GiveSsafewminutestoprepare.)
StepⅣListening
T:Now,youveknownwhattodo.Letslistentothetapetoseewhathashappenedineachstory.Listencarefully.Thefirsttime,Iplaythetape,youshouldgetthegeneralidea.Thesecondtime,youshouldtrytofinishtheexercises.AndthethirdtimeIplaythetape,youshouldcheckyouranswers.Areyouclear?
Ss:Yes.
T:OK.Letsbegin.
(PlaythetapeforSsandpausethetapewhennecessaryforSstowritedowntheiranswers.Finally,checktheanswerswiththewholeclass.Giveexplanationsorplaythetapeoncemoreifnecessary.)
StepVSummaryandHomework
T:Today,wevetalkedaboutwhatweshoulddoincaseofaccidents.Andalsowehavelearntwhatweshouldntdoathome.Thisisquiteusefultous.Afterclass,youshouldtrytorememberthem.Ifyouwanttoknowmoreaboutfirstaid,youcanpreviewthereadingpassage.That’sallfortoday.Seeyoutomorrow!
Ss:Seeyoutomorrow
StepVITheDesignoftheWritingontheBlackboard

Unit8Firstaid
TheFirstPeriod
Wordsandexpressions:
drownvt./vi,catchfire
bleedvi.beonfire
chokevt./vi,electric
preventvt.electrical
StepⅦRecordafterTeaching

Unit 5 First aid教案設(shè)計(jì)

Unit5Firstaid
核心單詞
1.aid
n.援助;救助
Theyaidedfloodvictims.他們援助遭受水災(zāi)的災(zāi)民。
Theyaidedinsolvingtheproblem.他們幫忙解決這個問題。
常用結(jié)構(gòu):
firstaid急救
aidsb.幫助某人
aidsb.withsth.幫助某人(做)某事
inaidof支持;為……籌措
aidsb.in(doing)sth.在……方面幫助某人
聯(lián)想拓展
表示一般意義的“幫助”或“援助”時，aid是不可數(shù)名詞；表示具體意義的“助手”、“輔助用品”時，aid是可數(shù)名詞。如：Adictionaryisanimportantaidinlearninganewlanguage.(字典是學(xué)習(xí)一種新語言的重要工具)。用作動詞時，搭配為aidsb.todosth.幫助某人（做）某事(其中的to不可省略)，也可用于aidsb.indoingsth.幫助某人(做)某事。
易混辨析
aid/help/assistance
aid表示經(jīng)濟(jì)或其他方面給予的幫助或援助，多指強(qiáng)者(或足夠者)援助弱者，多用于團(tuán)體。
help指給人精神或物質(zhì)上的幫助，強(qiáng)調(diào)受助者的需要，有利于達(dá)到一定的目的或目標(biāo)。
assistance多指個人給予道義、知識、物質(zhì)等方面的幫助，所提供的幫助往往只起輔助作用。
高手過招
單句改錯(原創(chuàng))
①Thefamilylivedongovernmentaidsfortwoyears.
②Wemaytravelon/undertheaidofagoodmap.
③We，veaidedhimfinishtheworkaheadoftime.
答案：①aids→aid②on/under→with③finish→tofinish或infinishing
2.injury
n.損傷；傷害
Manycommoninjurieshappeneverydayinthehome.
家庭中每天都有許多常見的意外傷害。
常用結(jié)構(gòu):
dosb.aninjury傷害某人
beaninjurytosb./sth.傷害；危害某人/某事
escapeinjury免受傷害
repairinjury賠償損害
serious／severeinjuries重傷
aslightinjury輕傷
Inthecrashhesufferedsevereinjuriestotheheadandarms.
在事故中他頭部和雙臂受了重傷。
易混辨析
injure/wound/hurt
injure指人在意外事故中受到的傷害,用于無生命物體的損壞，更多用于表示對人的某個部位的損傷。
wound指利器或子彈對肉體造成的傷害。是出血的、嚴(yán)重的傷，特指戰(zhàn)場上的受傷。也指感情受傷。
hurt指的傷害與injure同樣嚴(yán)重，也可指較輕的疼痛，常指因不小心而引起的痛苦或意外地受到傷害。hurt也可指對人的感情的傷害。
Yourremarkmayinjureherpride.
你的話也許會傷她的自尊。
Bloodgushedfromhiswound.血從他的傷口涌出。
Hurtotherpeople,hurtyourself.害人害己。
高手過招
選詞填空(injure/hurt/wound)（原創(chuàng)）
①Tensoldierswerekilledandthirtyserious.
②Hewasdeeplybyherdishonesty.
③Imybackliftingthatbox.
④Inthetrafficaccidenttenwerekilledandeightwere.
⑤Shefeltatyourwords.
⑥Thebullethimintheshoulder.
答案：①wounded②hurt③hurt④injured⑤hurt⑥wounded
3.situation
n.形勢;處境;事態(tài);局面;位置
易混辨析
situation/state/condition
situation指一定時期內(nèi)總的情況、形勢、事態(tài)，亦可指國際、國內(nèi)形勢，是可數(shù)名詞。
state用單數(shù)形式表示人或事物的情況及狀況，如外貌、心理、外觀等方面，可與不定冠詞連用，常用于inastateof或ina...state。
condition的單數(shù)形式表示人或物本身的狀況，在這個意思上與state相近；而復(fù)數(shù)形式則指事物之外的環(huán)境與情況，與circumstances意思相近。
WhenhelatergrewtodislikeEliza,hefacedadifficultsituation.
當(dāng)他接下來對伊麗莎的討厭與日俱增的時候，他陷入了一種困難的境地。
AfterthatIgivethestudentsvarioussituationsandtheymakeupsentencesaboutthem.
從那以后，我提供給學(xué)生各種各樣的情境，他們依照這些情境造句。
Hisbusinessisinagoodstate.他的生意很好。
Theconditionofthehousewassobadthatnothingcouldmakeitsafetolivein.
房屋的條件太差了以至于不能安全地住在里面。

溫馨提示
situation與condition,occasion,point,case一樣，后常用where,inwhich引導(dǎo)定語從句。
Canyouimagineasituationwhere/inwhichyoucanusetheword?你能想像出可以使用這個單詞的語境嗎？
高手過招
用適當(dāng)?shù)年P(guān)系代詞或關(guān)系副詞填空（原創(chuàng)）
①He，sgothimselfintoadangeroussituationheislikelytolosecontrolovertheplane.
②Ican,tthinkofthesituationImeetmyfather.
③Theyhavetothinkofagoodideatocopewiththesituationtheyface.
答案：①where②where③that/which
4.damage
vt.出席;當(dāng)前的
v.頒發(fā);授予;贈給
常用結(jié)構(gòu)：
bepresentat出席
thepresentday=today今天
atpresent／atthepresenttime＝now現(xiàn)在
forthepresent=forthetimebeing暫時
thepresent現(xiàn)在(相當(dāng)于名詞)
presentsb.withsth=presentsth.tosb.把某物送給某人
present?dayattitudes/fashion現(xiàn)在的態(tài)度/流行款式
聯(lián)想拓展
present作動詞，表示“給予，贈送”之意，常用于presentsth.tosb.或presentsb.withsth.搭配中，此外，present作動詞還有“呈現(xiàn)，顯示；闡述，表達(dá)；引見”等意思。
①作形容詞既可作前置修飾語，也可作表語，常意為“現(xiàn)存的；現(xiàn)在的；在場的；出席的”等。
②作不可數(shù)名詞時，表示區(qū)別于過去或?qū)淼摹艾F(xiàn)在”；作可數(shù)名詞時，意為“禮物”。
Thesameproblempresenteditselftoheragain.
同樣的問題又在她身上出現(xiàn)。
Hepresentedtheschoolwithacheckforonemilliondollars.他贈予學(xué)校一張一百萬美元的支票。
MayIpresentyoutomyhusband?
我可以把您介紹給我丈夫嗎?
Welearnfromthepast,experiencethepresentandhopeforsuccessinthefuture.
我們學(xué)習(xí)過去，體驗(yàn)現(xiàn)在，希望成就未來。
Igotmanypresentsformybirthday.我收到很多生日禮物。
高手過招
單項(xiàng)填空
①Thereareplentyofjobsinthewesternpartofthecountry.（2010?01?陜西西安二中檢測）
A.PresentB.available
C.PreciousD.convenient
②Allthepeopleatthepartywereallhissupporters.（2010?01?江蘇南京檢測）
A.PresentB.thankful
C.InterestedD.Important
解析:①選B。present在場的；available可用的;可得到的;precious珍貴的;convenient方便的。根據(jù)句意,應(yīng)選B。
②選A。(be)presentat意為“出席、在場”，符合句意。
重點(diǎn)短語
6.fallill
生病
Hearingthebadnews,hefellill.聽到壞消息后，他病了。
聯(lián)想拓展
fallbehind落后
fallsick生病
fallasleep入睡
falldown掉下；倒塌
fallinlovewith...愛上……
falloff脫落；減少；從……上掉下
fallintothehabitof...養(yǎng)成……的習(xí)慣
fallover跌倒；翻倒；落到……上
fallsilent沉默
高手過招
完成句子（原創(chuàng)）
①不久后他就病倒了，而且一病不起。
Hesoonafteranddidnotrecover.
②形勢嚴(yán)峻，不進(jìn)則退。
Giventhepressingsituation,wemustmoveforward,orwewill.
③這家報紙的發(fā)行量開始銳減。
Thecirculationofthenewspaperbegantosharply.
答案：①fellill②fallbehind③falloff
7.inplace
在適當(dāng)?shù)奈恢?；適當(dāng)
Ilikeeverythingtobeinplace.
我喜歡所有的東西都放在原來的地方。
Witheverythinginplace,shestartedtheslideshow.
一切就緒，她開始放幻燈片。
聯(lián)想拓展
bein/outoforder有條理/無條理；壞了
bein/outofcontrol正常/失控
bein/outofdanger有危險/脫離危險
inplaceof...＝taketheplaceof...代替；取代
giveplaceto被……取代；讓位于……
outofplace不在適當(dāng)?shù)奈恢茫?br> 不合適
高手過招
(1)單項(xiàng)填空
Hiseffortstoraisemoneyforhisprogramwerebecausenooneshowedanyintentiontotakeacentoutoftheirpockets.（2009?湖北）
A.inplaceB.insight
C.ineffectD.invain
(2)完成句子（原創(chuàng)）
①你可以用木柴來取代煤。
Youcanusewoodcoal.
②棉花要取代絲綢。
Cottonissilk.
③你的提議很恰當(dāng)。
Yourproposalisquite.
解析:(1)選D?？疾榻樵~短語。根據(jù)下文“nooneshowedanyintentiontotakeacentoutoftheirpockets”可知,為集資做出的努力都白費(fèi)了，故選invain(白費(fèi)力)。inplace在適當(dāng)位置;insight在視線內(nèi);ineffect實(shí)際上。
(2)①inplaceof②takingtheplaceof
③inplace
8.makeadifference
有很大差別；有很大不同；有很大的關(guān)系/影響
Whetherhecouldgetthesupportfromhisparentsmadeagreatdifferencetotheplan.
他是否能得到父母的支持對這個計(jì)劃的影響很大。
Doesitanydifferencewhetherhe?llattendthemeeting?
他出不出席會議有什么區(qū)別嗎？
聯(lián)想拓展
makeadifferencebetween...and...區(qū)別對待……
makesomedifferenceto對……有些關(guān)系
makenodifferenceto對……沒有關(guān)系
makeallthedifference關(guān)系重大；大不相同
高手過招
翻譯句子（原創(chuàng)）
①這次旅行對他以后的人生很有影響。
②讓警察知道一些證據(jù)關(guān)系重大。
答案：①Thetravelmadeadifferencetohislaterlife.
②Itmakesallthedifferencetoinformthepolicemenofsomeevidence.
重點(diǎn)句型
9.Removeclothingusingscissorsifnecessaryunlessitisstucktotheburn.
除非衣服粘貼在燒傷面上，否則都要把衣服脫掉。如果需要的話，可以使用剪刀。
unless是連詞，意為“如果不，除非”。在真實(shí)條件句中，unless引導(dǎo)的肯定條件狀語從句，可以和if...not...引導(dǎo)的否定狀語從句互換。
Unlessyouchangeyourmind，Iwon，tbeabletohelpyou.
=Ifyoudon?tchangeyourmind，Iwon’tbeabletohelpyou.
除非你改變想法，否則我不能幫助你。
IwantyoutokeepworkingunlessItellyoutostop.
=IwantyoutokeepworkingifIdon’ttellyoutostop.
如果我沒說讓你停，你就得繼續(xù)干。
注意：unless不可用于假想的事情，因此當(dāng)if...not引導(dǎo)非真實(shí)條件狀語從句時，一般不可改用unless。
高手過招
單項(xiàng)填空
①Allthedishesinthismenu,otherwisestated,willservetwotothreepeople.（2009?全國Ⅱ）
A.AsB.ifC.thoughD.unless
②Don’tpromiseanythingyouareonehundredpercentsure.（2008?浙江）
A.WhetherB.afterC.howD.unless
③youhavetriedit,youcan’timaginehowpleasantitis.(2006?北京)
A.UnlessB.BecauseC.AlthoughD.When
④Wedon’tkeepwinninggameswekeepplayingwell.(2006?浙江)
A.BecauseB.unlessC.whenD.While

解析:①選D。考查狀語從句的引導(dǎo)詞。句意為：在這份菜單上的所有菜，除非另外說明，會給兩到三個人食用。
②選D。句意為：除非你有完全的把握，否則不要做出承諾。unless除非。
③選A。句中unless意為“如果不”,可以與if...not互換。
④選B。unless意為“除非”,強(qiáng)調(diào)條件，符合句意。
10.Johnwasstudyinginhisroomwhenheheardscreaming.
約翰正在房里學(xué)習(xí)，突然聽到一聲尖叫。
此句型中when作并列連詞,相當(dāng)于andthen,意為“正當(dāng)……時，突然”。
常用結(jié)構(gòu)：
bedoing...when...正在做……突然……
haddone...when...剛做了……突然……
beabouttodo...when...剛要做……突然……
beonthepointofdoingsth.when...剛要做……突然……
高手過招
單項(xiàng)填空
①Shehadjustfinishedherhomeworkhermotheraskedhertopracticeplayingthepianoyesterday.
（2009?福建）
A.WhenB.whileC.afterD.since
②Wewereswimminginthelakesuddenlythestormstarted.
A.WhenB.whileC.untilD.before
③Ialongthestreetlookingforaplacetoparkwhentheaccident.
A.went;wasoccurringB.went;occurred
C.wasgoing;occurredD.wasgoing;hadoccurred
解析:①選A。由句意可知此處when用作并列連詞，意為“這時”。②選A。when作連詞，表示“正在這時”。句意為：我們正在湖中游泳，突然暴風(fēng)雨來了。③選C。主句要用過去進(jìn)行時,表示當(dāng)時正在路上走著；when引導(dǎo)的從句多用一般過去時。

Unit 5 First aid教案