高中歷史必修二教案

必修5Unit 5 First Aid第四課時(shí) 語(yǔ)言學(xué)習(xí)(二) ━━省略。

第四課時(shí)語(yǔ)言學(xué)習(xí)(二)━━省略

第一步作業(yè)檢查

1．Remindstudentsofwhattheylearntinthelastperiod.

2．Getstudentstoreadouttheirdialogueorshortpassageinfrontoftheclass.

第二步查找探究

1.Page37Exercise1.Askstudentstoworkingroupsoffourtofindout（1）thedifferencesbetweenSentencesAandB;（2）whichsentenceisbetter;（3）whyitisbetter.Haveeachgroupchooseastudenttopresenttheirviewstotheclass.

2．Askstudentstofindouttheellipsissentencesfromthereadingpart.

3.Getstudentstoworkinpairstodiscusswhichpartofspeechisommited.

第三步理解歸納

省略

莎士比亞曾經(jīng)說(shuō)過(guò)：Brevityisthesoulofwit.（言以簡(jiǎn)為貴）。為了使話說(shuō)得簡(jiǎn)明扼要，英語(yǔ)句子中某個(gè)單詞、短語(yǔ)，甚至從句或主句都可以省去。這種省去句子某些成分而保持句子意思不變的現(xiàn)象，稱為省略。

一、省略的目的

省略多見(jiàn)于非正式文體，尤其在對(duì)話中，省略是一種普遍的現(xiàn)象。英語(yǔ)中的省略一般說(shuō)來(lái)有三個(gè)目的：

1．避免重復(fù)，減少累贅

省略的主要目的是避免重復(fù)，去掉不必要的累贅和繁瑣。

Mikesaidthathewouldcometoschooltoseemethenextday,buthedidntcometoschooltoseemethenextday.

Mikesaidthathewouldcometoschooltoseemethenextday,buthedidnt.

邁克說(shuō)他第二天要來(lái)學(xué)?？次?，但是他并沒(méi)有來(lái)。

（省掉最后九個(gè)詞，句子簡(jiǎn)潔了許多）

2．連接緊密，結(jié)構(gòu)緊湊

省略也是使上下文緊密連接的一種修辭手段。

Johnwasthewinnerin1994andBobin1998.

約翰是1994年的獲勝者，鮑勃是1998年的獲勝者。

（Bob后省略了wasthewinner，句子結(jié)構(gòu)顯得比較緊湊）

3．強(qiáng)調(diào)重點(diǎn)，突出信息

省略的另一作用是突出新的信息

Truthspeakstoolow,hypocrisytooloud.真理講話聲太低，虛偽講話聲太高。

（后一分句省略謂語(yǔ)speaks，突出了tooloud）

二、句子成分的省略

為了避免重復(fù)，或者為了使某一內(nèi)容引人注目，可以省略某些句子成分而保持句子原意不變。

1．省略主語(yǔ)

Begyourpardon.請(qǐng)你原諒。

（=Ibegyourpardon.））

Servesyouright.你活該

（=Itservesyouright.）

2．省略謂語(yǔ)

Anythingthematter?要緊嗎？

（=Isanythingthematter?）

Theriverwasdeepandtheicethin.河很深，冰很薄。

（=Theriverwasdeepandtheicewasthin.）

3．省略表語(yǔ)

Areyouready?Yes,Iam.

你準(zhǔn)備好了嗎？我準(zhǔn)備好了。

（am后面省略了表語(yǔ)ready）

4．省略賓語(yǔ)

Wehavetoanalyzeandsolveproblems.

我們必須分析問(wèn)題并解決問(wèn)題。

(analyze后省略了賓語(yǔ)problems)

Letsdothedishes.Illwashandyoulldry.

我們洗碗吧，我來(lái)洗，你來(lái)揩干。

（wash和dry后面省略了賓語(yǔ)dishes）

5．省略定語(yǔ)

Hespentpartofthemoney,andtheresthesaved.

他花了一部分錢，其余的都存了起來(lái)。

（therest后面省略了定語(yǔ)ofthemoney）

6．省略狀語(yǔ)

（Even）Thewisestmancannotknoweverything.

即使最聰明的人也不可能無(wú)所不知。

省略在句子中的應(yīng)用

在一個(gè)句子中，省略可分為依賴上下文省略和不依賴上下文省略兩種。前者省略的部分可在句子中找到，但后者可能找不到。

1．簡(jiǎn)單句中的省略

依賴上下文的省略在對(duì)話中最為常用。

Likemorebeer?

再要點(diǎn)啤酒嗎？

（=Wouldyoulikemorebeer?）

—WorldyoumindifIusedyourtelephone?

用一下你的電話，你介意嗎？

—Notatall.一點(diǎn)也不。

（=Idonotmindatall.）

—Willhepassthisexamination?

他這次考試會(huì)通過(guò)嗎？

—Probably.大概會(huì)的。

（=Hewillprobablypasstheexamination.）

不依賴于上下文的省略。

Allaboard!請(qǐng)上船。

（=Allgoaboard.省略謂語(yǔ)）

Haventseenyouforages!

好久不見(jiàn)了！（省略主語(yǔ)I）

Whatabouthavingagameofchess?

下盤棋怎么樣？

Soundslikeagoodidea.

聽(tīng)上去是個(gè)好主意。

2．并列句中的省略

（=Itsoundslikeagoodidea.省略主語(yǔ)）

Everybodyappearswellprepared.

看起來(lái)大家都準(zhǔn)備好了。

（=Everybadyappearstobewellprepared.省略不定式tobe）

并列句中如果前后分句有相同的部分，常?？梢允÷缘簦员苊庵貜?fù)。通常被省略的可以是主語(yǔ)、謂語(yǔ)、賓語(yǔ)或其他萬(wàn)分，或句子萬(wàn)分的一部分。

省略出現(xiàn)在后一分句

Johnlikescollectingstampsbut(John)hateslisteningtomusic.

約翰喜歡集郵但不喜歡聽(tīng)音樂(lè)。（省略主語(yǔ)）

省略出現(xiàn)在前一分句

Wecan(wintomorrowsmatch),andcertainlywill,wintomorrowsmatch.

我們能夠，而且一定會(huì)在明天的比賽中獲勝。（前一分句省略謂語(yǔ)+賓語(yǔ)）

前后兩個(gè)分句都出現(xiàn)省略

Theycan(paythefullfee)and(they)shouldpaythefullfee.

復(fù)合句中的省略

在主從復(fù)合句中，活力的現(xiàn)象是很普遍的。

省略主句的句首部分。

（Im）SorryIcouldntgo.

很抱歉，我不能去。

省略整個(gè)主句或主句的一部分（回答問(wèn)題時(shí)常用）。

（Itisa）Pityhesfailed.

很遺憾，他失敗了。

Ifhesayshellcome,hewill(come).

3．在一些狀語(yǔ)從句中，如果謂語(yǔ)動(dòng)詞是be，主語(yǔ)又和主句的主語(yǔ)一致，或者主語(yǔ)是it，常?？梢园褟木渲械闹髡Z(yǔ)和be省略掉。

以when,while,once,until等連詞引導(dǎo)的時(shí)間狀語(yǔ)從句。

When(youare)inRomedoasRomedoes.

入國(guó)問(wèn)禁，入鄉(xiāng)隨俗。

4．在比較從句中通常把和主句重復(fù)的部分省掉。

省略謂語(yǔ)的全部

JamesenjoysthetheeartremorethanSusun.

詹姆斯比蘇姍更喜歡戲劇。

TomhasasmanybooksasJack.

湯姆有跟杰克一樣多的書(shū)。

省略主語(yǔ)和謂語(yǔ)的一部分

BrownspeaksFrenchasfluentlyasEnglish.

布朗說(shuō)法語(yǔ)和英語(yǔ)一樣流利。（as后省略了hespeaks）

省略表語(yǔ)部分

MrsWhiteisnotsoyoungasshelooks.

懷特夫人沒(méi)有看上去那樣年輕。（looks后省略了young）

省略主語(yǔ)和謂語(yǔ)的大部分，保留狀語(yǔ)

Heisworkingharderthanbefore.

他現(xiàn)在工作比過(guò)去努力多了。（than后省略了heworkedhard）

省略主語(yǔ)

Hedrankalittlemorethanwasgoodforhim.

他喝酒稍有一點(diǎn)過(guò)量。（than后省略了it）

省略賓語(yǔ)

YouspentmoremoneythanIhadexpected.

你花掉的錢比我預(yù)料的多。

（expected后省略了thatyoushouldspend）

省略從句的全部

Youaregettingslimmer.

你越來(lái)越苗條了。（simmer后省略了thanyouwerebefore）

主句和從句中可同時(shí)省略一些成分。

Thesooner(thisisdone),thebetter(itwillbe).

第四步鞏固應(yīng)用（四人小組活動(dòng)競(jìng)賽）

Page37.Usingstructures

Exercise2

1.Askstudentstoworkinpairsoffour.

2.Givethemfiveminutestofinishthework.

Exercise2

1.Givethemfiveminutestofinishthework.

2.Twoinpairsexchangeandtalkabouttheiranswers.

3.Teachergivesthekeys.

第五步隨堂小測(cè)

一、單項(xiàng)選擇：

1.Oneofthesidesoftheboardshouldbepaintedyellow,and______.

A.theotheriswhiteB.anotherwhite

C.theotherwhiteD.anotheriswhite

2.—Writetomewhenyougethome,

—______.

A.ImustB.IshouldC.IwillD.Ican

3.—Youshouldhavethankedherbeforeyouleft.

—Imeant______,butwhenIwasleavingIcouldn’tfindheranywhere.

A.todoB.toC.doingD.doingso

4.When______,themuseunwillbeopentothepublicnextyear.

A.completedB.completingC.beingcompletedD.tobecompleted

5.Themanwefollowedsuddenlystoppedandlookedasifwhetherhewasgoingintherightdirection.

A.seeingB.havingseenC.tohaveseenD.tosee

6.—Yourcoffeesmellsgreat!

—ItsfromMexico.Wouldyoulike______?

A.itB.someC.thisD.little

7.______Theboysarenotdoingagoodjobatall,arethey?

A.IguessnotsoB.IdontguessC.IdontguesssoD.Iguessnot

8.Thepolicefoundthatthehouse______andalotofthings______.

A.hasbrokeninto,hasbeenstolenB.hadbrokeninto,hadbeenstolen

C.hasbeenbrokeninto,stolenD.hadbeenbrokeninto,stolen

9.Thepianosintheothershopwillbe______,but______.

A.cheaper,notasbetterB.morecheap,notasbetter

C.cheaper,notasgoodD.morecheap,notasgood

10.Johngivesmemorehelpthan.

A.TomisB.TomhasC.TomdoesD.Tomgives

11.—Iusuallygotherebytrain.

—Whynot______byboatforachange?

A.totrygoingB.tryingtogo

C.totryandgoD.trygoing

12.—Illbeawayonabusinesstrip.Wouldyoumindlookingaftermycat?

—Notatall______.

A.IvenotimeB.IdrathernotC.IdlikeitD.Idbehappyto

13.Theboywantedtoridehisbicycleinthestreet,buthismothertoldhim______.

A.nottoB.nottodoC.notdoitD.donotto

14.Dr.BlackcomesfromeitherOxfordorCambridge,butIcantremember______.

A.whereB.thereC.whichD.that

15.—Nancyisnotcomingtonight.

—Butshe______?

A.promisesB.promisedC.willpromiseD.hadpromised

16.______thetemperature,______waterturnsintosteam.

A.Thehigh,thefastB.Higher,faster

C.Themorehigher,thefasterD.Thehigher,thefaster

17.I______andwillneverasksuchasillyquestion.

A.haveneverB.neverC.haveneveraskedD.neverasked

18.—Doyouthinkit’sgoingtorainovertheweekend?

—______.

A.IdontbelieveB.Idontbelieveit

C.IbelievenotsoD.Ibelievenot

19.Dontspeakallatonce!______,please.

A.EachatonetimeB.OnebyonetimeC.OneforeachtimeD.Oneatatime

20.—Dontforgettocometomybirthdaypartytomorrow.

—______.

A.IdontB.IwontC.IcantD.Ihavent

KEYS：

CCBADBDDCCDDACBDCDDB

第六步布置作業(yè)

復(fù)習(xí)語(yǔ)法省略句。

延伸閱讀

必修5Unit 5 First Aid 第二課時(shí) 整體閱讀

第二課時(shí)整體閱讀

第一步作業(yè)檢查

Askstudentstotellwhattheyhavefoundthroughthenet.

Askstudentestomakealistofmaterialsoffirstaidkit.

第二步導(dǎo)入新課

Askstudentstolookatthepictureandanswerthequestionsinpre–reading.

1.Whathashappenedinthispicture?

（Thelittlegirlhaspulledboilingwaterontoherself.）

2.Whatsortofinjureswillsheget?

（Shewillhavebadburns.）

3.Whatshouldthemotherdo?Canyougivehersomeadvice?

第三步預(yù)測(cè)文章內(nèi)容

2.Askthestudentstoreadthetitle“FirstAidforBurns”andlookatthepictures,thenguesswhatthepassagemaybeabout.

Askoneortwostudentstogivetheirpointofview.

第四步閱讀文章

Fastreading

1.Givestudentsoneminutetoscanthepassage,thenanswer:Howmanypartsarementioned?Whatarethey?

TheNewCoursefocusesontheSsabilitiestogatherinformation；dealwithinformation；solveproblemsandtheabilitiestothinkandexpressinEnglish.Itfirstintroducestheimportanceoftheskintoourbody,thenintroducestypesofburns,characteristicsofburnsandcertainstepsoffirstaidtreatments.Itishopedthatthroughthepassage,theSswillknowhowtoperformfirstaidproceduresforburnsanddofirstaidcalmlyduringanemergency.

2.Howistheinformationorganizedwithintheheadingsoftypesofburnsandcharacteristicsofburns.

Theinformationisorganizedaccordingtothetypesofburns:firstdegree,seconddegree,thirddegreeburns.

3.DoEx1onPage35:

Intensivereading

1.DoEx2onPage35.Askstudentstotellfromwhichparttheanswerscanbefound.

（Characteristicsofburns.）

2.Answersomequestions:

Whyisskinveryimportanttoourbody?

(Skinprotectsusagainstdieases,poisonsandthesunharmfulrays；keepsuswarmorcool；preventsourbodyfromlosingwater；itgivesyousenceoftouch.)

Whyshouldyouputcoldwateronaburn?

(Thecoolwaterstopstheburningprocess,stopsthepainandpreventsorreducesswelling.)

Whydosentathirddegreeburnthurtmuch?

(Becausethenervesmaybedamaged.)

3.ReadthepartwiththeheadingofFirstaidtreatmentandmakealistofdosanddonts.

Dos

Coolburnswithrunningwater.

Takeofftheclothingandjewellerynearburns.

Placecool,clean,wetclothonthefirst,seconddegreeburns.

Drytheburnedareagently.

Covertheburnedareawithdry,cleanbandgeandholditinplacewithtape.

Donts

Takeoffcolthingstucktotheburn.

Putcoldwateronthethirddegreeburns.

Rubtheburns,breaktheblisters.

Putbutter,oil,ointmentsonburns.

Detailedreading.

1.Readthetextagainandtelltrueorfalse.Theskinisthelargestorganofourbody.

1)Theskinisthelargestorganofourbody.

2)Ifapersongetsathirddegreeburn,hewillfeelgreatpain.

3)Sunburnjustbelongstothefirstdegreeburn.

4)Takeoffclothingandjewellerynearburns.

5)Ifapersongetsathirddegreeburn,hemustcoolburnsimmediatelywithcoolbutnoticywaterandthengotoseeadoctor.

Keys:1.T;2.F;3.F;4.T;5.F.

2.AskthestudentstodoExercise3onPage36andexchangetheirinformationinpairs.

第五步作業(yè)布置

1.Learnthetextbyheartandtrytofindoutsomeimportantordifficultwordsandexpressions.

2.Writeashortsummaryofthepassage.

3.Preview“LearningaboutLanguage—Discoveringusefulwordsandexpressions”.

必修5Unit 5 First Aid第五課時(shí) 聽(tīng)說(shuō)課(二)

第五課時(shí)聽(tīng)說(shuō)課(二)

第一步檢查作業(yè)

檢查省略句的掌握情況。

第二步聽(tīng)力訓(xùn)練（一）

Page39

1.ReadthroughthewordslistedinEx1andmakesurethatstudentsunderstandthemeaningofthem.

2.AskstudentstolookatthefourpicturesinEx2andgivetheirownadvice,sothattheycangetfamiliarwiththelisteningpassage.

3.Askstudentstolistentothetape,trytogettheinstructionsandcheckthemwithwhattheyhavelisted.

第三步聽(tīng)力訓(xùn)練（二）

Listening(Page73)

1.ThemaincontentofthislisteningpassageisRescuebreathing.Showstudentsthepictureandask:

(1)Whatshouldyoudoifyoufindapersonwhohasstoppedbreathing?

(starthisbreathatonce)

(2)Whatdoyouthinkisthebestthingtodotomakeapersonbreatheagainwhenhecannotbreathe?

(mouth-to-mouthway)

(3)Whatshouldbepaidattentiontowhencarryingoutbreathingrescue?LookatthepicturesonPage73,canyouseewhatishappeningineachpicture?Haveadiscussionwithyourpartners,usingthefollowingwordstohelpyou.

unconscious,tobend,totilt,toroll,chest,tongue,airway,pulse,airway,neck

2.Listentothetapeandnumberthepictures.

3.Listentothetapeagainandtakenotesusingellipsis.

Sampleanswer:

1)Checkwhetherunconscious.

2)Putintorecoveryposition.

3)Checkandclearairway.

4)Checkforbreathing.

5)Blowintomouth.

6)Checkpulse.

7)Continuerescuebreathingat15breathsaminute.

8)Whenbreathingagain,putinrecoveryposition.

9)Askstudentstoactoutinpairs.

第四步口語(yǔ)訓(xùn)練

1．完成WBP74SpeakingTask，全班組討論，組長(zhǎng)負(fù)責(zé)記錄，并向全班匯報(bào)，引導(dǎo)學(xué)生注意語(yǔ)言表達(dá)的準(zhǔn)確性。

2.Assessment

1)Individualworkforself-assessment

Canyoutellwhatfirstaidis?

CanyouexplainwhatDRABCis?

Canyoudealwithsomecommoninjuriessuchasanimalbitesandpoisoning?

Canyoupassthetestdesignedbyyourclassmates？

Canyouusewhatyoulearnedinthisunittohelpinjuredpeople?

Haveyoulearnedthenewwordsandexpressionsinthisunit?

Whathaveyoulearnedinthisunit?

Whatareyourstrongpointsandweakpoints?

2)Groupwork:

GroupAssessment

姓名小組發(fā)言次數(shù)全班發(fā)言次數(shù)提出問(wèn)題次數(shù)解答問(wèn)題次數(shù)查找資料次數(shù)與人合作次數(shù)總評(píng)價(jià)

第五步布置作業(yè)

Writeashortcompositioninwhichyoutellthereaderhowtogivefirstaid.

必修5Unit 5 First Aid 第七課時(shí) 寫作復(fù)習(xí)課

第七課時(shí)寫作復(fù)習(xí)課

第一步聽(tīng)寫

fallill，injury，getburned，organ，treatment，tissue，swollen，inplace，bandge，squeezeout，jewellery，bravery，putoneshandson，ambulance，ceremony，throat，dependon，present

第二步小測(cè)試

單詞拼寫

1.Shegotbadly______(受傷)intheaccident.

2.Bequick!Hisnoise______（流血）.

3.Wecanlivewithoutclothes,butfoodanddrinkare______（基本的）.

4.Goodplanningisoneofthe______（特征）ofasuccessfulbusiness.

5.His______（勇敢）inspiredalltheteenagersinthecountry.

6.Atac______thebravegirlwasawarded.

7.Thereareseverala______waitingforthepatients.

8.Firstaidisaveryimportantstepinthet______ofburns.

9.Myfatherboughtane______bikeyesterday.

10.Remembertocovertheburnedareawithadryandcleanb______.

詞組活用

cutoffcutincutdowncutupcutthrough

1.Thelittlegirlkept______onourconversation.

2.Ourwatersupplyhas______foramonth.

3.Iusedto______theplaygroundonmywayhome.

4.Weneedto______thecostofourdailylifeinthecity.

5.He______themeatontheplatebeforecookingit.

句型翻譯

1.Whethertogothereornot______________(取決于天氣).

2.Dontrubtheburnedarea,asthismaybreakanyblistersand_______________(傷口會(huì)感染).

3.__________________（是約翰的快速反應(yīng)和急救知識(shí)）savedMsSladeslife.

4.Itshowsthataknowledgeoffirstaid___________________(的確能發(fā)揮作用).

5.________________（毫無(wú)疑問(wèn)）thatwemadegreatdevelopmentinthepastyears.

課文重組

Firstaidisthefirstkindofhelpgiventosomeonewhensuddenlyfalls1orgetinjuredbeforeadoctorcanbefound.Inthisunit,letsstudythefirstaidfor2.Theskinisan3partofourbody.Itkeepsyourbodycool.It4yourbodyfromlosingwater.Youcangetburnedbyhot5.steam,fireradiationandsoon.Therearethere6ofburnscalledfirst,secondandthirddegree.Whensomeonegetsburned.Wewillcarry7firstaidtreatmentbydifferentdegrees.Removeclothingfromtheburnedarea8itisstucktotheburn.Covertheburnedwithadryclean9thatwillnotsticktotheskin.Thenimmediatelytookhimtothe10.

Keys:

單詞拼寫

1.injured/hurt2.bleeding3.essential4.characteristics5.bravery

6.ceremony7.ambulances8.treatment9.electric10.bandage

詞組活用

1.Cuttingin2.beencutoff3.cutthrough4.cutdown5.cutup

句型翻譯

1.dependsontheweather

2.thewoundmaygetinfected

3.ItwasJohnsquickactionandknowledgeoffirstaidthat

4.canmakearealdifference

5.Thereisnodoubt

課文重組

1.ill2.burns3.essential4.prevents5.liquids

6.types7.out8.unless9.bandage10.hospital

第三步同步閱讀

FirstAid

Firstaidisemergencycareforavictimofsuddenillnessorinjuryuntilmoreskillfulmedicaltreatmentisavailable.Itmaysavealifeorimprovecertainvitalsignsincludingpulse,temperature,aclearairway(氣道),andbreathing.Inminoremergencies,firstaidmaypreventavictimsconditionfromturningworseandproviderelieffrompain.Firstaidmustbeadministeredasquicklyaspossible.Inthecaseofthecriticallyinjured,afewminutescanmakethedifferencebetweencompleterecoveryandlossoflife.First-aidmeasuresdependuponavictim’sneedsandtheproviderslevelofknowledgeandskill.Knowingwhatnottodoinanemergencyisasimportantasknowingwhattodo.Improperlymovingapersonwithaneckinjury,forexample,canleadtopermanentspinal(脊柱的)injuryandparalysis(癱瘓).Despitethevarietyofinjuriespossible,severalprinciplesoffirstaidapplytoallemergencies.Thefirststepistocallforprofessionalmedicalhelp.Thevictim,ifconscious,shouldbereassuredthatmedicalaidhasbeenrequested,andaskedforpermissiontoprovideanyfirstaid.Next,assessthescene,askingotherpeopleortheinjuredpersonsfamilyorfriendsaboutdetailsoftheinjuryorillness,anycarethatmayhavealreadybeengiven,andpreexistingconditionssuchasdiabetes(糖尿病)orhearttrouble.Thevictimshouldbecheckedforamedicalbracelet(手鐲)orcardthatdescribesspecialmedicalconditions.Unlesstheaccidentscenebecomesunsafeorcardthatdescribesspecialmedicalconditions.Unlesstheaccidentscenebecomesunsafeorthevictimmaysufferfurtherinjury,donotmovethevictim.Firstaidrequiresrapidassessmentofvictimstodeterminewhetherlife-threateningconditionsexist.Onemethodforevaluatingavictim’sconditionisknownbytheacronym(首字母縮寫詞)ABC,whichstandsfor:A-Airway:isitopenandclear?

B-Breathing:isthepersonbreathing?Look,listen,andfeelforbreathing.

C-Circulation:isthereapulse?Isthepersonbleedingexternally?Checkskincolorandtemperatureforadditionalindicationsofcirculationproblems.

1.FirstaidmaybringaboutallthefollowingresultsEXPECT

A.savingavictimslife.

B.preventingavictimsconditionfromgettingworse.

C.relievingavictimfrompain.

D.helpingapersonavoidsuddenillnessorinjury.

2.Beforeweadministerfirstaidtoavictim,itisveryimportantforus

A.tomakesurewhattodoandwhatnottodo.

B.torefertoallkindsofhandbooksonfirstaid.

C.toremovetheringorbracelethemaybewearing.

D.totakehimtoahospitalatonce.

3.Inadministeringfirstaidtoavictim,youshouldfirstofall

A.removehimfromtheaccidentscene.

B.turnhimover.

C.callforprofessionalmedicalhelp.

D.examinehimcarefully.

4.YoumayassessavictimsconditionbyallthefollowingEXPECT

A.checkingwhetherthereisapulse.

B.looking,listeningandfeelingforbreathing.

C.replacinghismedicalbraceletorcard.

D.examiningwhethertheairwayisopenandclear.

5.Thepurposeofthepassageistotellthereader

A.theimportanceofprotectingtheaccidentscene.

B.somebasicD.whocanadministerfirstaid.

KEYS:DACCB.

第四步書(shū)面表達(dá)練習(xí)

中文提示：一天放學(xué)后，張磊和凌峰看到一位騎車的老人摔了下來(lái)，傷了腿，流著血，不少人圍了過(guò)去。有人建議將老人抬到樹(shù)下，張磊不同意，說(shuō)不能動(dòng)，要檢查一下。這時(shí)老人沒(méi)有呼吸了，張磊讓凌峰給急救中心打電話，他為老人做人工呼吸，另一工人幫助止血。沒(méi)過(guò)十分鐘，老人開(kāi)始能動(dòng)彈了。急救中心的醫(yī)生們趕到，說(shuō)張磊做得對(duì)。

英文提示（用投影片打出）：falloff；firstaid；breathe；oughtto；mouth－to－mouthway；FirstAidCentre；handkerchief；bleeding；within

將首句給出：Oneday，afterschoolwasover，ZhangLelandLingFengwerewalkinginthestreetwhentheysuddenlysawanoldmanfalloffhisbicycle.

第五步限時(shí)寫作，雙人合作，互改互評(píng)

Askstudentstofinishwritingthepassagein15minutes.

Suggestedarticle:

Oneday，afterschoolwasover，ZhangLeiandLingFengwerewalkinginthestreetwhentheysuddenlysawanoldmanfalloffhisbicycle．Oneoftheoldmanslegswasinjuredanditwasbleeding．Manypeoplecrowdedaroundhim．Someonesuggestedtheoldmanbetakensomewhereintheshadeoftrees．ButZhangLeistronglydisagreed．Hehadlearnedsomeknowledgeaboutfirstaidbefore．Hesaidthattheyoughttoleavetheoldmanwherehewasandcheckhim．Nowtheoldmanwasnotbreathing．ZhangLeiaskedLingFengtotelephonetheFirstAidCentreandthenhequicklyopenedtheoldmansmouthandtriedtostarthisbreathingusingthemouth-to-mouthway．Anotheryoungmanhelpedpressahandkerchiefontothebleedingpoint．Withintenminutes，theoldmanbegantomovealittleandthedoctorsandthenursesfromtheFirstAidCentrearrived．TheyallsaidthatwhatZhangLeididwasright．

第六步作業(yè)布置

FinishCheckingYourselfonPage75.

1.教師通過(guò)圍繞學(xué)生熟悉、感興趣的話題（急救），緊繞學(xué)生的生活實(shí)際，創(chuàng)設(shè)真實(shí)的活動(dòng)場(chǎng)景，鼓勵(lì)學(xué)生在表演中敢于開(kāi)口，不怕出錯(cuò)。幫助學(xué)生在學(xué)習(xí)過(guò)程中注意、體驗(yàn)和探究中培養(yǎng)學(xué)生的語(yǔ)言實(shí)踐能力。教學(xué)中的討論和表演形式使學(xué)生感到英語(yǔ)確確實(shí)實(shí)是交際工具，是與現(xiàn)實(shí)生活密切相關(guān)的，從而提高學(xué)生對(duì)英語(yǔ)的認(rèn)識(shí)，使英語(yǔ)學(xué)習(xí)具有實(shí)際意義。

2.師生變換學(xué)習(xí)角色，學(xué)生轉(zhuǎn)變學(xué)習(xí)方式。老師不再是“教”，而是“導(dǎo)”；學(xué)生不再是一味地“聽(tīng)”，而是自主地學(xué)、大膽地說(shuō)、積極主動(dòng)地探究，學(xué)生成了課堂的主人，群體性主動(dòng)參與率高，創(chuàng)新性思維活躍，學(xué)生真正獲得了自主學(xué)習(xí)的成功樂(lè)趣。教師把學(xué)習(xí)的主動(dòng)權(quán)交給學(xué)生，讓學(xué)生面對(duì)生活中的各種急救措施進(jìn)行自主的探討、自我教育與自我體驗(yàn)，這樣有助于學(xué)生的成長(zhǎng)和進(jìn)步。

3.通過(guò)教與學(xué)，師生共同建立平等、民主、教學(xué)相長(zhǎng)的關(guān)系，培養(yǎng)學(xué)生發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力。讓學(xué)生在討論中學(xué)會(huì)與人交往，與人合作，在師生互動(dòng)中自己教育自己。教學(xué)是師生進(jìn)行情感交流的過(guò)程。英語(yǔ)教學(xué)需要學(xué)生有良好的學(xué)習(xí)心向，它是學(xué)生興趣和參與度的關(guān)鍵因素。課堂上創(chuàng)設(shè)民主和諧的教學(xué)氣氛，寬松和諧的情感體驗(yàn)?zāi)苁箤W(xué)生樂(lè)于表達(dá)、樂(lè)于交流，使其充分地參與其中，并進(jìn)行自我表達(dá)與個(gè)性展示，使學(xué)習(xí)成為一種自覺(jué)的情境化的交談。培養(yǎng)了學(xué)生思維的獨(dú)立性，對(duì)生活事事關(guān)心，切勿“兩耳不聞窗外事，一心只讀圣賢書(shū)”。

4.整個(gè)教學(xué)過(guò)程中多媒體貫穿始終，充分體現(xiàn)直觀性、形象性、趣味性等特點(diǎn)，有利于學(xué)生進(jìn)行形象思維，使枯燥的問(wèn)題變得生動(dòng)、活潑又啟人深思。

5.布置作業(yè)讓學(xué)生課后上網(wǎng)查找資料，大大激發(fā)了學(xué)生主動(dòng)探究知識(shí)的欲望和調(diào)動(dòng)學(xué)生解決問(wèn)題的積極性及充分發(fā)揮學(xué)生的主體作用。

必修5Unit 5 First Aid 第六課時(shí) 泛讀課

第六課時(shí)泛讀課

第一步作業(yè)檢查

檢查學(xué)生的完成情況，幫助學(xué)生分析出現(xiàn)的問(wèn)題。

第二步閱讀訓(xùn)練（一）“HeroicTeenagerReceivesAward”

1.Beforereading,askstudentswhattheywilldowhentheyfindsomeoneisbadlyhurtbyarobberinthestreet.Andlisttheiranswersontheblackboard.

2.Tellstudentsthatthereadingpassageisintheformofanewspaperarticle,peoplecangetaquickideajustfromreadingthetheheadlineandthefirstparagraph.TheheadlinegivesreadersaclueaboutthecontentandthefirstparagraphgivesinformationthatanswersthequestionsWho?When?Where?What?Why?andHow?

Askstudentstoreadtheheadlineandthefirstparagraphtofindthemaininformation:

Who?（teenagerJohnJanson）

What?（honoredattheLifesaverAwards）

When?（lastnight）

Why?（carryingoutfirstaidonaneighbourafteraknifeattack）

3.AskstudentstoreadthewholepassageanddoEx1onPage39.

4.WhatdoyouthinkofJohnsactions?

brave,heroic,courageous,helpful,unselfish,fearless,confident,quick-thinking）

5.Whatshouldwedoafterreadingthestory?IsitnecessaryforustoattendaFirstAidcourse?

6.Languagepoints:

1)Johnwaspresentedwithhisawardataceremonywhichrecognisedthebraveryoftenpeoplewhohadsavedthelifeofanother.在典禮上，約翰被授予獎(jiǎng)品。該典禮是為了表彰挽救他人生命的十個(gè)人的英勇行為的。

present動(dòng)詞，贈(zèng)給。例如：

Themayorpresentedtheprizesinperson.市長(zhǎng)親自頒獎(jiǎng)。

動(dòng)詞present常用句式

（1）present+名詞+with+名詞，例如：

Whensheleftthecompany,thedirectorpresentedherwithasetofgolfclubs.她離開(kāi)這家公司時(shí)，董事贈(zèng)給予她一套高爾夫球桿。

（2）present+名詞+to+名詞，例如：

Hepresentasilvercuptothewinner.他把銀杯頒給了獲勝者。

2)ThereisnodoubtthatJohnsquickthinkingandthefirstaidskillsthathelearnedatschoolsavedMsSladeslife.毫無(wú)疑問(wèn)，約翰敏捷的思維和在學(xué)校所學(xué)的急救技能救了斯賴德女士的命。

doubt名詞，意思是“懷疑”、“疑惑”、“疑問(wèn)”，例如：

Ihavenodoubtatallwhodidit.這事是誰(shuí)干的，我心理有數(shù)。

用法點(diǎn)撥

doubt后接whether；nodoubt后接that。例如：

ThereissomedoubtwhetherJohnwillcome.約翰是否會(huì)來(lái)很難說(shuō)。

Thereisnodoubtthattheplanwillsucceed.毫無(wú)疑問(wèn)，這計(jì)劃一定會(huì)實(shí)現(xiàn)。

第三步閱讀訓(xùn)練（二）WBPage72

Thereadingpassageisintheformofapamphletwithinformationpresentedunderheadingsandinpointform.Studentscanpracticethereadingskillstheyhaveusedinlearningthetext.

1.Readthetitleandtheheadingsandanswerthefollowingthreequestions.

1)Howistheinformationorganized?

Theinformationisorganizedaccordingtoparticularroomsandalsotoonecauseofaccidents-fire.

2)Whatisthepurposeofthepamphlet?

Totellpeoplehowtokeepasafehomeandhowtopreventaccidentsinthehome.

3)Whatisthefunctionofthepictures?

Toillustrateandemphasisesomepointsinthepamphlet.

2.Askstudentstoreadthewholetext,underlinethesentenceswiththewordslistedabovethetextandthendiscussthemeaningofthem.

3.Askstudentstomakealistofdosanddontsaccordingtothetext.

第四步作業(yè)布置

復(fù)習(xí)本單元學(xué)習(xí)的內(nèi)容。