Teaching aims:

1. New words: knee, ought to, still (adj), breathe, take it easy, first aid, injure.

2. Learn and master how to use modal verbs: should, shouldn’t, mustn’t, ought to,oughtn’t to.

3. Do practicing to improve listening comprehension and spoken English.

4. Let students know some practical knowledge in the real life.

Teaching important points and difficult points:

a. Learn the language in the dialogue, especially the modal verbs.

I think she must be injured.

Leave where she is.

You mustn’t move someone if they are badly hurt.

That it easy!

My knee hurts…

You shouldn’t get up…

I ought to go home.

b. How to use the modal verbs in a stimulated real-life situation or an invented story situation.

Teaching methods: Cognitivism and Communicative Approach

Listening to the tape to improve the students’ listening ability; play the game TOUCH YOUR EAR/ NOSE, etc. (body parts to help students review some expressions of body parts); do pair or group work to improve students’ speaking ability.

Teaching aids:

1.A videotape, a video and a TV.

2. A projector and some slides made by using PowerPoint.

Teaching procedures:

Step One: Greeting and revision (6’)

1. Greet the students as usual.

(T: Good morning, class! We have learned something about Canada, so can you answer any questions about it?)

2. A quiz about Canada to check whether the students have gone over the former unit.

Qs: (oral) How many time areas are there in Canada?

What’s the population of it?

Is the weather in Canada all the same in different parts?

What resources is Canada rich in?

Who live in the northern Canada?

Are the white the first settlers in Canada?

Where do the North American Indians live?

What do Inuit live on?

Do you think the way of Inuit can be kept alive forever?

(T: OK. Now let’s play a game TOUCH YOUR EAR/ NOSE. When I say a part of your body, please touch it as soon as possible. Let me see who can do it best.)

3. Play the game TOUCH YOUR EAR/ NOSE, etc. to review some expressions about body parts (e.g. eye, mouth, head, hair, foot, leg, arm, back, shoulder, hand, finger, tongue, stomach, etc.). Time should be controlled. So do it the more quickly, the better.

T: Now let’s begin.

Where is your nose?

Where is your foot?

……

T: But how to say 膝蓋 in English? Now, let’s learn some more new expressions of your body.

4. The teacher teaches some new words (knee, toe, waist, palm, ankle, lip) by showing a slide on which there is a human body with the English names of his/her different parts.

(This activity can not only arouse the students’ interest in language but also help them learn some new expressions of body.)

Step Two: Lead-in (6’)

1. The teacher says: Are you happy? You do the game very well. Yet in our daily life there are always some accidents that often cause some injuries or deaths, for example, somebody is hit by a car or a bicycle.

2. The teacher asks the students to give more examples.

(e.g. burned by boiling oil or water, bitten by an animal, cut by a knife, drowning in water, getting an electric shock, children eating some small things or poisons, eating some food which has gone bad, falling from a high place and losing consciousness, etc.)

3. The teacher then asks the students whether they have met any accidents, if one of the accidents happens, what they should do.

(Probable answers: If someone is hit by a car, leave him/her where he/she is and call 120. If someone gets burned by boiling water/oil, wash the burns under the cold running water and see a doctor. If a person is bitten by a dog/cat, wash the bites under the tap and go to hospital in 24 hours. If a person is bleeding badly, hold up the part higher than the heart and see a doctor. If someone has stopped breathing, use the mouth-to-mouth way. If there is anything you can’t deal with, go to hospital and see a doctor.)(Write down the new words in the speech on the blackboard: bite, bitten, bleed, hold up, breathe, mouth-to-mouth.)

T: You have told me a lot about how to deal with an accident, which can be called FIRST AID (written down on the blackboard). And who can tell me the number of first aid center?

S: The telephone number of the first aid center is 120.

(In this step, the teacher should encourage the students to express themselves in English. If there are some difficulties, they can ask the teacher for necessary help. And the students can learn some practical experience in their life.)

Step Three: Dialogue (20’)

1. The teacher tells the students: Today we are going to learn some first aid. It will be of great help in our daily life. Look at the screen and get through the questions first, then watch the videotape and I will ask some of you to answer the questions.

2. Show some questions about the dialogue on the screen, and play the videotape of the dialogue, let students look and listen.

Qs: What happened to the girl while she was riding a bicycle?

What was wrong with her?

What did Chen Wei want to do to her?

Why did Susan ask Chen Wei leave the girl where she was?

What did Chen Wei do then?

How did the girl feel after she came to herself?

What did she want to do?

Was she allowed to do so?

3. Get the students to work in pairs for a while and then ask some of them to answer the questions.

4. Play the videotape again, and get the students to read after the tape in a low voice.

5. Let the students practice reading aloud and act the dialogue in groups.

6. Ask one or two groups to act before the whole class. The teacher assesses their performances.

7. Deal with some language points which are all made on the slide. Explain the new expressions by letting the students make sentences.

{must (indicating possibility), injure, breathe, leave sb. +clause /adj/ V-ing. hurt (vt,vi), take it easy, ought (not) to do sth.}

a. I think she must be injured.

must: a modal verb to indicate possibility

e.g. The lights are on, so they must be at home.(to indicate the thing which is happening)

He must have passed the test, for he looks very happy.(to indicate the thing which has happened)

injure: vt. injury: n.

e.g. Her dad was injured in the car accident. It was a serious injury.

b. But she is breathing. (breathe: v. breath: n.)

e.g. He was breathing hard/He was out of breath when he finished the race.

We can breathe fresh air outside.

Hold your breath! Don’t move!

c. Leave where she is. (leave: cause sb./sth.to remain in a place/condition)

leave sb./sth.+clause/adj/V-ing

e.g. Don’t touch the my writing table; leave it as it is.

You’d better leave all the windows open.

They went off together and leave me sitting there.

d. You mustn’t move someone if they are badly hurt. (hurt vt.)

My knee hurts… (hurt vi.)

e.g. When the girl fell off her bicycle, she hurt one of her leg.

The driver’s head hurts badly after the accident.

Don’t hurt anyone who is kind to you.

e. Take it easy! (which means don’t worry or stay calm)

e.g. Patient: My head hurts. I feel terrible.

Doctor: Take it easy. You’ll be all right tomorrow.

f. I ought to go home. (ought to: a modal verb to indicate duty or obligation)

e.g. Such things ought not to be allowed, ought they?

A: Ought I to go? B: Yes, I think you ought (to).

Step Four: Discussion (7’)

(T: We have learned when the accident happened, what Chen Wei and Susan did to help the injured girl. Now, please look through the instruction quickly. Then discuss in pairs and give me some advice on how to deal with an injured person in an accident?)

Let the students discuss in pairs for a moment. Then the teacher asks them to give the results of their discussion and shows some dos and don’ts on the screen, which will help them to get their discussion through.

But if you come across such an accident, what will you do?

Dos Don’ts

Leave the person where he/she is carry the person

Telephone for help move the person

Stay with the person let the person get up

Tell the person not to worry

Tell the person to stay still

(T: To let you know how to begin, I’ll demonstrate a dialogue with one of you. Any volunteer?)

The dialogue:

T: What should I do if someone falls off a bicycle and hurts himself/herself badly?

S: You must stay with him/her and check whether he/she can breathe.

T: If not, what should I do then?

S: You ought to call the first aid center as soon as possible .Do remember the number 120.

After that, get the students to make their own dialogues for a while. At last the teacher asks one or two pairs to show their conversations.

Step Five: Consolidation (on the slide) (3’)

Fill in the blanks, by using the proper forms of the words or expressions:

aid, badly, should, breathe, ought, must, knee, leave, take it easy, still, knock.

One day, Chen Wei and Susan were walking down the street when they saw an accident. A child ran into the street and knocked a girl off her bicycle. They went up to help. The girl could not move but breathe. Chen Wei wanted to carry her to the side of the road. But Susan thought they’d better leave her where she was, because if someone was badly hurt, you mustn’t move them. They called the first aid center for help. A few moments later, the girl came to herself and told them her knee, her foot and her head hurt. Chen Wei asked her to take it easy. When the girl wanted to get up, they said she should stay still. But the girl said she ought to go back home and cook for her grandmother.

(This exercise is to review the new words and expressions and the contents of the dialogue.)

Step Six: Practice (If there is more time left, the teacher can do more) (2’)

1.The teacher shows some pictures of different accidents (made on the slides) and says: There are some accidents that always happen in our everyday life. Look at the pictures carefully and choose one of them to make a dialogue with your partners just like the dialogue on the book. Let the students get ready for their own dialogues quickly, the teacher walks round the classroom to be a listener and give necessary help.

2. Ask one or two groups/pairs to show their dialogues, the teacher evaluates their work.

(After learning and practicing the dialogue on the book, the students are needed to put what they have learned into practice in the stimulated real-life situation.)

Step Seven: Homework (1’)

1. Learn the dialogue and the new expressions and words by heart.

2. Finish all the exercises on the Workbook.

3. Practice speaking and listening with partners.

4. Preview the following lesson.

The end