小學英語復習課教案
發(fā)表時間：2020-11-14英語：Unit 5 First aid知識點復習（新人教版必修5）。
英語：Unit5Firstaid知識點復習（新人教版必修5）1.firstaid的意思是“急救”，例如：firstaidtotheinjured給予傷員的急救。
短語聯(lián)想
give/offeraid援助cometosbsaid幫助某人
teachingaids教具medicalaid醫(yī)療救護
withtheaidof借助于
getinjured受傷，在現代英語中大量地出現了由“get+及物動詞不達意的過去分詞”構成的被動語態(tài)，這叫get-型被動語態(tài)。又如：
Thecomputergot(was)damagedwhenweweremoving.我們搬家的時候，電腦碰壞了。
Mybikeisgetting(isbeing)repairedrow.我的自行車正在修理。
2.Protect動詞，“保護、維護”，用于句式“protect+名詞+against/from+名詞”。例如：
e.g.Heiswearingsunglassestoprotecthiseyesfromthestrongsunlight.他帶著太陽鏡以擋強烈的陽光。
?Keep...from...不讓/避免
?stop...(from)...阻止
?prevent...(from)...妨礙/防止
?disable...from...使……失去（能力/資格）
?save...from...挽救、拯救
3.dependon取決于。例如：
e.g.Theamountyoupaydependsonwhereyoulive.你付多少取決于你住哪里。
詞義拓展
dependon依靠，依賴：Hisfamilydependsonhim.他的一家人全靠他養(yǎng)活。
依賴，信任：WearedependingonyoutofinishthejobbyFriday.我們相信你在星期五前能完成這項工作。
4.squeeze動詞，意思是“榨取”、“擠出”，例如：squeezeanorange榨橘子
常用句式
squeeze+名詞+out(of/from)+名詞，例如：
e.g.Thoseblackmailersintendedtosqueezemoremoneyoutofhim.
那些勒索者打算向他榨取更多的錢。
overandoveragain再三地。例如：
I’vetoldyouoverandoveragainnottodothat.
我再三告誡你不要那樣做。
5.hurt既可作及物動詞，作“傷害”、“使受傷”解，也可作不及物動詞，作“疼痛”、“感到疼痛”解。既可表達身體的受傷，也可以表達情感的傷害。例如：
e.g.Thelittleboyhasfallenoffaladderandhurthimself.小男孩從梯子上摔了下來受了傷。
Thedriverhurthimselfintheaccident.司機在事故中受了傷。
6.unless除非……；如果不……。如：
7.icyadj.冰涼的
-y是個形容詞后綴。如：
windy有風的hilly多小山的sleepy困倦的
greeny略呈綠色spicy辛辣的woody樹木茂密的
thirsty饑渴的dirty臟的snowy下雪的
8.inplace放在適當的地方。如：
e.g.Thelibrarianputthereturnedbooksinplace.圖書管理員把還回的圖書放到原處。
Yondbetterputthingsbackinplace.Otherwise,itwillbedifficulttofindthings.你最好把你的東西各就各位，不然很難找。
9.sensen.感覺
?senseoftouch觸覺senseofsight視覺
?senseofhearing聽覺senseofsmell嗅覺
?senseofhumour幽默感senseofbeauty美感
?senseofhunger饑餓感thesixthsense第六感
10.varietyn.多樣,種類,
★avarietyof…各種各樣……
variousa.不同的,各種的,多方面的,許多的
e.g.Everyonearrivedlateatthepartyforvariousreasons.
由于種種原因,每個人赴會都遲到了。
相關知識
Unit 5 First aid學案
作為杰出的教學工作者，能夠保證教課的順利開展，作為高中教師準備好教案是必不可少的一步。教案可以讓學生能夠在教學期間跟著互動起來，使高中教師有一個簡單易懂的教學思路。高中教案的內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學案”，希望對您的工作和生活有所幫助。
復習過去分詞做定語，表語，賓補，狀語。
★預習案PreviewingCase
過去分詞（thePastParticiple）在句子中可以充當__定語___、__表語__、___賓補___、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.
探究點二：翻譯
1.我希望這項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。
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教案
Unit5Firstaid教案
核心單詞
1.aid
n.援助;救助
Theyaidedfloodvictims.他們援助遭受水災的災民。
Theyaidedinsolvingtheproblem.他們幫忙解決這個問題。
常用結構:
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是不可數名詞；表示具體意義的“助手”、“輔助用品”時，aid是可數名詞。如：Adictionaryisanimportantaidinlearninganewlanguage.(字典是學習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表示經濟或其他方面給予的幫助或援助，多指強者(或足夠者)援助弱者，多用于團體。
help指給人精神或物質上的幫助，強調受助者的需要，有利于達到一定的目的或目標。
assistance多指個人給予道義、知識、物質等方面的幫助，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→with
③finish→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。
常用結構:
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：①wounded②hurt③hurt④injured
⑤hurt⑥wounded
3.situation
n.形勢;處境;事態(tài);局面;位置
易混辨析
situation/state/condition
situation指一定時期內總的情況、形勢、事態(tài)，亦可指國際、國內形勢，是可數名詞。
state用單數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的單數形式表示人或物本身的狀況，在這個意思上與state相近；而復數形式則指事物之外的環(huán)境與情況，與circumstances意思相近。
WhenhelatergrewtodislikeEliza,hefacedadifficultsituation.
當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
用適當的關系代詞或關系副詞填空（原創(chuàng)）
①He，sgothimselfintoadangeroussituationheislikelytolosecontrolovertheplane.
②Ican,tthinkofthesituationImeetmyfather.
③Theyhavetothinkofagoodideatocopewiththesituationtheyface.
答案：①where②where③that/which
4.damage
vt.出席;當前的
v.頒發(fā);授予;贈給
常用結構：
bepresentat出席
thepresentday=today今天
atpresent／atthepresenttime＝now現在
forthepresent=forthetimebeing暫時
thepresent現在(相當于名詞)
presentsb.withsth=presentsth.tosb.把某物送給某人
present?dayattitudes/fashion現在的態(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，顯示；闡述，表達；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“現存的；現在的；在場的；出席的”等。
②作不可數名詞時，表示區(qū)別于過去或將來的“現在”；作可數名詞時，意為“禮物”。
Thesameproblempresenteditselftoheragain.
同樣的問題又在她身上出現。
Hepresentedtheschoolwithacheckforonemilliondollars.他贈予學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.
我們學習過去，體驗現在，希望成就未來。
Igotmanypresentsformybirthday.我收到很多生日禮物。
高手過招
單項填空
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。根據句意,應選B。
②選A。(be)presentat意為“出席、在場”，符合句意。
重點短語
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形勢嚴峻，不進則退。
Giventhepressingsituation,wemustmoveforward,orwewill.
③這家報紙的發(fā)行量開始銳減。
Thecirculationofthenewspaperbegantosharply.
答案：①fellill②fallbehind③falloff
7.inplace
在適當的位置；適當
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不在適當的位置；
不合適
高手過招
(1)單項填空
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。
Yourproposalisquite.
解析:(1)選D?？疾榻樵~短語。根據下文“nooneshowedanyintentiontotakeacentoutoftheirpockets”可知,為集資做出的努力都白費了，故選invain(白費力)。inplace在適當位置;insight在視線內;ineffect實際上。
(2)①inplaceof②takingtheplaceof
③inplace
8.makeadifference
有很大差別；有很大不同；有很大的關系/影響
Whetherhecouldgetthesupportfromhisparentsmadeagreatdifferencetotheplan.
他是否能得到父母的支持對這個計劃的影響很大。
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……有些關系
makenodifferenceto對……沒有關系
makeallthedifference關系重大；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關系重大。
答案：①Thetravelmadeadifferencetohislaterlife.
②Itmakesallthedifferencetoinformthepolicemenofsomeevidence.
重點句型
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”。在真實條件句中，unless引導的肯定條件狀語從句，可以和if...not...引導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if...not引導非真實條件狀語從句時，一般不可改用unless。
高手過招
單項填空
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)
UnlessB.BecauseC.AlthoughD.When
④Wedon’tkeepwinninggameswekeepplayingwell.(2006?浙江)
BecauseB.unlessC.whenD.While
解析:①選D?？疾闋钫Z從句的引導詞。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”,強調條件，符合句意。
10.Johnwasstudyinginhisroomwhenheheardscreaming.
約翰正在房里學習，突然聽到一聲尖叫。
此句型中when作并列連詞,相當于andthen,意為“正當……時，突然”。
常用結構：
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，突然暴風雨來了。③選C。主句要用過去進行時,表示當時正在路上走著；when引導的從句多用一般過去時。
必修5Unit 5 First Aid 教學設計與安排
本單元的中心話題是“急救”。通過本單元教學，讓學生了解有關急救的常識，意識到了解一些基本的急救措施對生活的重要性，著重培養(yǎng)學生學以致用的能力。在理解的基礎上，用較為流利的英語表達在生活中如何處理一些突發(fā)事件，然后實施緊急救護等。
“熱身”（WarmingUp）部分首先以下定義的方式闡述了什么是急救（FirstAid），然后，讓學生描述所給的六幅圖片。這一部分的設計的目的是給學生提供一個機會來檢查他們自己的急救知識。
“讀前”（Pre-reading）部分主要讓學生回顧日常生活中可能發(fā)生的急救場景。通過圖片引發(fā)“燙傷”話題，繼而討論該怎么辦，自然地把學生帶進了閱讀課文部分。
閱讀（Reading）部分節(jié)選自FirstAidfortheFamily。文章脈絡明晰，首先陳述皮膚對人體的重要性，然后介紹燒傷的各種起因，三種不同程度的燒傷程度以及它們所表現出的主要癥狀和所應采取的急救措施。學生可以通過這一部分的學習，了解一些閱讀技巧，從而提高閱讀效率和能力。
“理解”（Comprehending）部分有四個部分，各部分內容深度，難度，對能力的要求逐層推進。第一個活動是排序，有助于培養(yǎng)學生在閱讀過程中通過抓關鍵詞來捕捉主要內容的能力，并通過排序理解行文線索和各個主要內容之間的內在聯(lián)系；第二個活動是“貼標簽”，通過圖片幫助學生更好地理解三種不同的燒傷程度；第三個活動是判斷正誤，幫助學生理解和記憶文中的細節(jié)性信息；第四個活動是回答問題，不僅檢查學生對文章的理解情況，而且培養(yǎng)學生的口頭表達能力。
“語言學習”（LearningaboutLanguage）的詞匯部分設置了兩個詞匯練習：第一個練習是學習構詞法，練習同一詞根的動詞、名詞和形容詞的拼寫規(guī)律；第二個練習是填詞，要求學生根據回答補全問題中所缺的單詞。這兩個練習既幫助學生鞏固本單元的詞匯，并通過構詞法教給學生拓展詞匯的方法，同時也幫助學生理解和鞏固閱讀課文。語法部分是省略句，通過相關練習，讓學生了解什么是正確的句子，什么是好句子這一語言現象。
“語言運用”（UsingLanguage）部分綜合訓練聽說讀寫的能力。閱讀和討論部分是一個真實的故事，17歲的約翰·詹森采取果斷的急救措施，挽救了安·斯萊德的生命，歌頌了約翰·詹森的機智勇敢和富于愛心，同時表達了這樣的主題：Asimpleknowledgeoffirstaidcanmakearealdifference.聽、說、寫部分有機地結合在一起，檢查學生對急救常識和對急救措施的掌握。
“小結”（SummingUp）部分要求學生就急救知識、詞語和結構三個方面進行自我評價，判定學習情況。
“學習建議”（LearningTip）部分就寫作進行指導。建議學生研究真實語篇（authentictexts），研究它的組成部分，句子結構和所用詞語等，供寫作時模仿。
第一課時聽說課（一）
將WarmingUp部分與Workbook(WB)中的Listening和Talking放在同一課時（以說為主）?？蓪B中的SpeakingTask和Project相結合，設計成本單元的開放性作業(yè)。
第二課時閱讀課
將Pre-reading,Reading.Comprehending部分放在同一課時教學，設計成一堂閱讀課。
第三課時語言學習（一）──詞匯學習
將LearningaboutLanguage中的Discoveringusefulwordsandexpressions及WB中的Usingwordsandexpressions整合成一節(jié)詞法學習課、應用課。
第四課時語言學習(二)──省略
將LearningaboutLanguage中的Discoveringusefulstructures及WB中的UsingStructures放在一起教學，上一節(jié)語法課。并將WB中的WritingTask在本節(jié)課中同步處理或布置為課外作業(yè)。
第五課時聽說課(二)
將UsingLanguage中的Listening,Speaking和WB中的ListeningTask放在同一節(jié)課中，處理為一堂聽說課（以聽為主）。
第六課時泛讀課
將UsingLanguage中的ReadingandWriting和WB中的ReadingTask上成一堂泛讀課。也可視時間需要把WB中的ReadingTask部分的閱讀文章布置為課外閱讀作業(yè)。
第七課時寫作復習課
自行設計一份寫作練習，重點復習本單元所學的重點詞匯、短語、表達及語法等，上一節(jié)鞏固復習課。(WB中的Checkingyourself可視具體情況安排在本堂或留做作業(yè)。)
Unit 5 First aid教學案
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。教案可以讓學生們能夠在上課時充分理解所教內容，幫助教師掌握上課時的教學節(jié)奏。教案的內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．andfeelforbreathing．
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．adrowningpersonwillhavehislungsfullofwater.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．ataperecorder
2．aprojector
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
