一、 教材分析

本單元的中心話題是 First Aid, 具體涉及關于動物咬傷、燒傷、刀傷和中毒等的一般急救常識。此外還介紹了家庭安全須知，急救的重要性等。語言知識和語言技能都圍繞這一中心話題設計。

1. Warming up由兩個部分組成，第一部分設計了六張事故情景，他們分別是溺水、交通事故、燒傷、劃傷、噎塞等常見場景。要求學生看圖討論：遇到這些緊急情況應怎么處理，平時怎樣能避免這些事故的發(fā)生；第二部分讓學生討論遇到上述情況應該如何處理，如何避免這些情況，關于急救自己知道哪些知識，以及急救時可能會用到哪些詞匯等。這些活動都來自于生活，容易引起學生對急救的思考，引起學生參與本單元話題討論的興趣，對本單元的學習起到了熱身作用。

2. Listening部分可在熱身的基礎上，以聽的形式進一步了解“急救”常識，共有兩段對話。第一段是一個父親和被狗咬傷的兒子在醫(yī)院與護士之間的對話；第二段是一個兩歲半的女孩誤喝墨水，母親帶她上醫(yī)院時與護士的對話。通過訓練，提高學生聽力水平。

3. Speaking部分是有關家庭安全須知，要求學生學習運用“應該做什么，不應該做什么”的表達方法；學生兩人一組，互相告訴家庭安全須知，提出忠告，課文列舉了一些常用的句型作為參考。

4. Pre-reading呈現(xiàn)了有關急救的三個寫作提綱，要求學生不讀課文思考“假設讓你寫一篇有關急救的文章，你會選擇使用三個中的哪一個提綱？”第二個問題是讓學生預測本單元的閱讀文章會使用三個提綱中的哪一個，并給出理。這些活動的目的是讓學生體會文章的構思過程，學會根據(jù)主題先列提綱，根據(jù)提綱闡述理由或細節(jié)，為學生閱讀下文起引導作用。

5. Reading是一篇介紹急救的文章，標題是DR ABC，具體介紹急救的重要性，如何進行急救，急救時注意DR ABC：D代表Danger(危險)， R代表Response(反應)， A代表Airway(呼吸道)，B代表Breathing（呼吸），C代表Circulation（血液循環(huán)），以及如何進一步急救等一些急救基本常識和步驟，使學生了解急救對病人的重要性及基本急救知識，以便他們運用于生活實際。

6. Post-reading設計了兩個練習，第一個練習給出三個急救畫面，要求學生找出課文中與之對應的句子。第二個練習讓學生兩人一組列舉急救現(xiàn)場應做的幾件重要事情。通過這兩個練習，可以幫助學生檢查自己對課文掌握程度，并進一步理解、鞏固課文。

7. Language study分詞匯和語法兩部分。詞匯部分設計了兩個練習，第一個練習要求學生根據(jù)所給的新的語境，從剛學習的課文中找出合適的詞填入空白處；第二個練習設計了一段短文，要求根據(jù)語境選擇正確的詞匯填空。這兩個練習的目的都是幫助學生復習詞匯，學習在具體的情景中正確使用詞匯。

語法部分是進一步介紹虛擬語氣的用法，教材先向學生提出四個句子，讓學生根據(jù)句子情景，理解這些句子虛擬語氣的含義。然后設計了三個練習，幫助學生通過練習理解、熟悉、掌握虛擬語氣的用法。

8. Integrating skills的閱讀部分提供了一篇關于處理一般創(chuàng)傷的說明文，可以說是前面閱讀文章的補充。要求學生在閱讀和理解的基礎上，回答一些有關急救知識的問題，并用所學的急救知識設計一份急救知識小常識問卷。寫作部分要求學生寫一篇介紹有關“如何進行急救”的文章。這些活動貼近學生生活，能夠引起學生的興趣，并能夠綜合地訓練學生用詰言做事的能力。

9. Tips是有關如何制作急救包的建議說明，具體介紹急救用品都包括哪些物品。

10..Checkpoint首先簡述了本單無的語法重點-----虛擬語氣的用法，然后通過一個問題引導學生對本單元所學的內容作一回顧。

二、 教學重點、難點

（一） 重點：

1、 語言知識：重點單詞和詞組：scream, calm, pulse, blanket, slightly, response, ambulance, bleed, recovery, witness, loose, panic : catch fire, upside down,, keep in mind， in honour of, in case of, a list of, roll over. etc.

2、 功能句型: 學習運用“應該做什么、不應該做什么”等一些常用安全須知和提忠告句型。

3、 語法知識：進一步學習和掌握虛擬語氣的用法。

（二） 難點：

1、 培養(yǎng)學生熟練掌握和自如運用虛擬語氣。

2、 培養(yǎng)學生通過閱讀歸納文章主題的能力。

3、 培養(yǎng)學生根據(jù)主題構思段落提綱，根據(jù)提綱闡述具體細節(jié)的寫作能力。

三、 教學目標

1、 語言知識：

1） 詞匯：（見教學重點）

2） 功能句型: 學習運用一些常用安全須知和提忠告句型。

3） 語法知識：進一步學習和掌握虛擬語氣的用法。

2、 語言技能：

1） 聽：通過聽對話，培養(yǎng)學生捕捉關鍵信息，回答問題、完成句子的能力，提高學生聽力水平。

2） 說：學習運用常用的提忠告句型和“應該做什么、不應該做什么”的表達方法，表達家庭急救安全須知，提高學生口語表達能力。

3） 讀：通過skimming, scanning, summing up and generalizing 等一系列英語閱讀的技能訓練，提高學生捕捉細節(jié)信息，語篇概括能力。

4） 寫：培養(yǎng)學生根據(jù)主題構思段落提綱，根據(jù)提綱闡述具體細節(jié)的寫作能力。

3、 學習策略：

通過任務型教學設計和活動型教學訓練培養(yǎng)學生自主學習、合作交流、創(chuàng)新交際運用的能力。

4、 情感態(tài)度：

通過任務型學習活動，掌握急救知識、學會生存，培養(yǎng)愛心、關心他人、救死扶傷。從而充分感受運用英語進行交際交流的成功與喜悅。

四、 教學策略：

1、 任務型活動策略

任務型語言教學的倡導者認為--學習者可以通過完成各項任務來發(fā)展交際語言教學。

2、 引趣激趣策略

創(chuàng)造多種情景（情境）激發(fā)學習興趣--如：模擬情景、角色扮演、辯論等。

3、 循序漸進策略

如：任務的設計由易到難，語言操練從機械性操練到交際性操練等。

4、 資源共享策略

隨著科技的發(fā)展，互聯(lián)網(wǎng)的進課堂，教室的空間已超越四壁。教學過程不再只是師生、生生互動的過程，而是師生、生生、互聯(lián)網(wǎng)互動的過程。

五、 教學設計：

根據(jù)本單元的中心話題，結合“二語習得論”、“整體語言教學論”和新課程教學理念，為了達成上述教學目標，我們采用任務型教學“P---T---P”立體型自主學習模式（Pre-task---Task-cycle---Post-task）。進行了如下教學設計：

（一）Pre-task: 課前預習急救知識講座Lecture on first aid

1、 活動內容：

本屆學生在高一研究性學習中已有上網(wǎng)搜尋資料的經(jīng)驗，為此在學習本單元之前布置學生上網(wǎng)搜尋：first aid, emergency number, DR ABC, drowning, traffic accident, burns, bleeding, cuts, choking, animal bites, poisoning.等急救知識。

2、 活動時間：

貫穿整個單元學習時間，于每節(jié)課前3 分鐘進行。

3、 活動形式：

1） 個人活動：就急救的某一方面話題（如 burns, emergency number etc.）搜尋資料，摘錄卡片。

2） 小組活動：選擇同一話題的小組成員進行討論，制作卡片或課件。

3） 班級活動：每天輪流一個話題，小組成員以合作方式（Team work）進行，介紹該方面的急救知識。

4） 活動目的：

（1） 課前預習本單元的語言知識，聯(lián)系實際用中學英語。

（2） 了解急救的一般常識，學會如何急救。

（3） 學會急救，培養(yǎng)愛心。

（二）Task-cycle:

（見個課時教學設計）

（三）Post-task:

Task 1.急救現(xiàn)場表演 Performance of the first aid

1、 活動內容：

學生經(jīng)過課前預習網(wǎng)上搜索及開展急救知識講座Lecture on first aid和學完本單元“熱身” “口語” 和兩個“閱讀”之后開展急救現(xiàn)場講座。

語言知識要求：本單元有關“急救”的語言知識。

語言技能要求：聽、說、演。

2、 活動形式：

1） 小組活動：

討論選擇急救的某一項內容，如刀傷、溺水、摔傷、車禍等，然后針對所選的項目進行急救表演，并編對話。

2） 班級活動：小組成員在班上進行急救現(xiàn)場表演并配音。

3、 活動目的：

1） 真正理解課文所學急救知識，并將所學知識運用于實踐。

2） 鞏固掌握課文有關急救的語言知識，用中學英語。

3） 學會生存，學會關心他人、救死扶傷。

Task 2.紅十字海報展A poster on the first aid

1、活動內容：

急救是一項十分重要的工作，為了普及急救知識，學校決定舉辦一次海報展，請同學們幫助設計海報，介紹如何進行急救。

語言知識要求：本單元有關“急救”的語言知識。

語言技能要求：聽、說、讀、寫、畫。

4、 活動形式：

1） 小組活動：

確定海報內容，設計編輯方案，確定資料收集內容，明確任務分工。

2）個人活動：收集資料并摘錄。

3）班級活動：展示介紹各組海報。

5、 活動目的：

1） 宣傳普及急救知識。

2） 提高學生寫作能力，從而加強學生語言實踐能力。

3） 提高學生綜合素質。

六、 教學資源：

針對本單元話題向學生提供以下網(wǎng)上搜索辦法和網(wǎng)址供學生參考：

www.google.com 輸入

First Aid - DR ABC,

BBC - Health - First Aid Action First Aid & Safety ,

HealthWorld Online - Emergency & First Aid -

或

www.healthy.net

www.mayoclinic.com

www.parasolemt.com

www.teachpe.com

The First Period Warming up & Listening

1.Warming up

The six situations shown in the warming up represent common accident scenes, including drowning, traffic accident, burns, bleeding, cuts and choking. The students are asked to think what they would do in the situations and what we could do to prevent similar accidents. If we know how to give first aid , we can help others when accidents happen.這.些活動來源于生活，因此教學可以從學生的生活經(jīng)歷談起,引入本單元的話題。

Brainstorming:

How do you come to school every day?

Have you ever seen a traffic accident or have you ever been in a traffic accident on your way to school?

What did you do when it happened? (show some pictures about traffic accidents)

Do you know anybody bitten by a poisonous snake? If that happened, what should we do?

Do you help your mother do the housework, especially girls?

Have you ever had your finger cut? Then what did you do?

這些都是學生生活當中可能會遇到的，在討論的過程中，能啟發(fā)急救的重要性并導出有關急救的知識的新單詞: bleeding, cuts, emergency, bites, ambulance等。

接著再引導學生討論書中的六幅圖。What do the six pictures in the book tell us?

1. Pair work : 1).What would you do in the above situations?

2)What could we do to prevent these accidents

( Divide the class into four groups, and each group choose one picture to discuss.讓學生兩人討論之后，上臺表演急救措施并用英語來講解，讓學生在做中學 )

2. Group work: When you are having PE class, some unexpected situations may happen, what are they? (e.g. faint, shock…)And what would you do to give first aid? (work in groups of four)

3. Individual work: what do you already know about first aid?

4. Class work: what new words do you think will be useful when you talk about accidents and first aid.

2.Listening

This part will give the further information about first aid. There is a dialogue between a nurse and a man and another one between the nurse and a woman. The man’s son and the woman’s daughter have been injured. The man and the woman have just taken their children to hospital. Encourage the students to guess what happened to them, what’re the possible suggestions from the doctor. Before listening, ask the students to have a guess activity..

1. Pre-listening

Look at the two pictures and guess where are they? What happened to the children?

本活動為開放型，目的是為了激活聽前捕捉信息的能力，集中學生的注意力，同時增加懸念。

1． While-listening

1) Listen to the tape and fill in the form

Part1&Part2 What happened the child When did it happen? Was any first aid given What was done

Child1 (part1)

Child2 (part2)

(通過表格的設置，學生能夠一目了然地去捕捉重要信息。What was done? 這個問題在part1當中要求學生聽一遍寫出來有點難度，因此在判斷出Was any first given? 既給出

A. He dried the wound B. He washed it

C. He tied a clean piece of cloth around it

這樣的三項急救措施要求學生排序，一方面可以降低難度，同時可以讓學生了解急救的步驟。

2). Listen to part1 again and write down the nurse’s questions

Can ______ _______ _______?

What’s_______ _________ ________ _________?

What did you do_________ _________ ________ __________?

Does____________ __________?

3.Post-listening

Discussion: If you have little babies or grandparents at home, what do you suggest can be done to keep them off danger?

Homework: writing

Write a composition about how to give first aid and how to prevent the emergency in your daily life. Use the words about first aid in this period.

The Second Period Speaking

Teaching Aims:

1. Learn some knowledge of the family safety.

2. Practise the speaking ability with ‘Dos’ and ‘Don’ts’.

3. Master some useful words and sentences.

Teaching Important Points;

Training the Ss’ speaking ability.

Teaching Difficult Points:

How to help the Ss’ finish the speaking practice.

Teaching Methods;

Individual, pair or group work to make every student work in class.

Teaching Procedures:

Step1.Lead-in

Last time we’ve discussed what we should do when some accidents happen. But do you know certain things at home can be dangerous? Can you tell me what they are?{such as: electric wires, a pan of oil, poisons}

Step2.Pre-speaking

If there are the dangerous things in you house, what should you do and shouldn’t do? Ask Ss to discuss each other and list some, then show the following on the screen, including the useful expressions

Dos

1. Make sure that electrics wires are safe and that children can’t reach them.

2. If a pan of oil catches fire, turn off the gas and cover the pan quickly.

3. Make sure that everyone in your family knows how to call 110.

4. Learn more about first aid

Don’ts

1. Don’t put poisons into other containers, for example empty bottles.

2. Never leave small things on the floor or table which a baby can put in its mouth.

3. Don’t play with electrical equipment.

4. Never use ladders on a wet floor.

Useful expressions

You should always…

You should not…

You ought to/should

You should never

You must

You must never

You have to

Please don’t

Make sure

Step3.Speaking

Ask Ss to use the above lists to work in pairs, group to tell each other about safety at home. Encourage the Ss to add more safety tips to each list. A moment later, ask some Ss to act out their dialogues.

Step 4.Conslidation

Ask the Ss to make lists of ‘dos and don’ts’ for one of the following situations and then discuss them in pairs.

1. Traffic safety

2. Classroom rules

3. Internet safety

Homework:

Workbook p131 Talking. Ask Ss to work in pairs to make dialogues.

The Third Period Reading DR ABC

Pre-reading:

Task 1 Predicting

1. Everybody writes every day. How would you write? Will you give an outline before writing?

2. If you are going to write a passage about first aid, what aspects will you refer to? Try to give an outline.

1. Group activity: ---Discussing

The students discuss the outlines (on page 59) and work out an outline.

2. Individual activity:---Reporting

Ask some students to show their outlines and the reasons for their choices.

While-reading:

Task 2 Reading

Activity 1. Skimming

1. Read the passage DR ABC quickly to find out which outline is used in it.

2. Read again to sum up the main ideas of each paragraph.

Para. 1.Knowing first aid can mean the difference between life and death.

Para. 2.To stay calm is the most important thing when dealing with an emergency.

Para 3-4.Remember DR ABC to give first aid when we have to think fast.

Para.5-6.When we have checked the DR ABC, we should give the first aid that is needed and call an ambulance.

Activity 2. Scanning

Read the passage again to find out the answers to the questions ( on screen ).

1. Why is first aid important in our daily life?

2. What’s the most important thing to remember when dealing with an emergency?

3. What do the hospitals recommend?

4. What do the letters “DR ABC” stand for?

5. What we should do when we have checked the DR ABC?

6. Can we do first aid correctly after reading this passage?

Post-reading

Task 3 Practicing

Activity 1

Present pictures ( page 60) on screen, ask students to use what they have learnt from the text to describe what the people are doing in the pictures.

Activity 2

Work I pairs. Use the letters DR ABC to tell your partner how to give first aid.

First, you should __________________________________________________.

Second,__________________________________________________________.

Third, ___________________________________________________________.

Fourth, _____________________________________________________________.

Last, _______________________________________________________________.

Task 4 Acting

Performance of the first aid

Homework:

1. Revise the text and find out the useful expressions and sentences.

3. Prepare for Language study and finish off the exercises on page 61-62 and page 133.

The Fourth Period Language Study

Teaching Aims:

1. Review some useful words learnt in the text.

2. Further study the Subjunctive Mood.

3. Do some practice to master the Subjunctive Mood better

Teaching Important Point:

Help the students to master the Subjunctive Mood.

Teaching Difficult Point:

How to make the students master the Subjunctive Mood through practice .

Teaching Methods:

1. Doing-drills to get the students to master the Subjunctive Mood better.

2. Pair worker individual work to make every students work in class.

Teaching Procedures

Step1.Word study

I. Pre-learning.

1. Play a word game. The teacher say a word of some part of the body, the students should touch the part of his or hers. Such as hand ,eye ,nose, mouth, ear, chest, arm ,leg ,foot, knee, face, wrist

2. Review some first aid words in the text , such as aid, slightly, response, wound ,ambulance, recovery, rolling, bleeding. Let the students tell me the meaning of each word.

II. While-learning

Task1 Fill in the blanks with words in the text on page 61.

Task2 Read the following story and fill in the blanks with the words from the box on page61.

Personal work to finish the tasks, and class work to check the answers.

Step2.Grammar

I. Lead-in

In Unit7 the students have learnt some sentence structures in the Subjunctive Mood to talk about events or situations which are not certain to happen. So ask the students to find out the sentences in the Subjunctive Mood in the reading passage in unit8. Write them down on the blackboard.

1. If I had known more about giving first aid, I could have helped them.

2. If we were to panic, we would not be able to help.

3. If we were to get hurt trying to save someone, we would not be able to help.

Let the students compare the first sentence .with the second and third ones. What’s the difference between them? Teacher allows students enough time to discuss why the sentence patterns are different. Then teacher gives some explanations and writes the sentence patterns on the black board.

“If +Sub.+ had done…，Sub. +would have done…”

“If + Sub.+ were to …, Sub.+ would (not) do …,”

The first sentence talks about things that did not happen in the past perfect is used in the if clause; “would+ the present” in the main clause.

The second and third sentences talk about “unreal” or improbable present situations. The past tense is used in the if clause “would +an in infinitive ”in the main clause;

II. Practice

Task1. Finish Ex2 on page62. Join the pairs of sentences using the Subjunctive Mood.

Personal work to finish the task and class work to check the answers .

Attention: There are some other cases the Subjunctive Mood is used.

1. after the verbs: order ,command ,insist, demand, desire, request, recommend, propose, suggest, and other verbs with similar meaning followed by that clause.

e.g. we insist that a meeting (should) be held as soon as possible.

I suggest that we (should) set off straightway.

They demanded that the aggress or troops be withdrawn immediately.

2. in the Predicative Clause or the appositive Clause after the nouns suggestion order proposal advice demand request requirement, etc.

e.g. My suggestion is that we (should)send a few people to help the other groups.

He made a suggestion that they(should) carry on their conversation in French.

3. in the construction “it is /was important/ necessary/ essential / suggested / requested / ordered etc. +that clause”

e.g. He said it was important that every member (should)send his subscription by the end of the month.

It is necessary that he (should) be sent there at once .

It is requested that Miss Cai (should) give a performance at the party .

4. in the construction “it is time that …”and after would rather / prefer…etc

.e.g. It is time that we went to bed.

I would prefer you had seen the film

Task2.Do Ex1 on page61. Fill in the blanks with the words in brackets. You may change the form if necessary.

Task3. Do Ex3 on page62. Find one error in each sentence and then correct it.

Personal work to finish the tasks and class work to check the answers.

Homework

1. Finish Ex.s1-4 in workbook.

2. Review and remember the use of the Subjunctive Mood.

3. Prepare the last period-integrating skills.

The fifth Period Integrating Skills

Task 1: warming up

Even if we do our best to prevent accidents, they can’t be avoided. People who have witnessed accidents often wish that they could do sth to help. If we prepare for an emergency and know what to do. We will be able to stay calm when an accident happens and give first aid. A boy named John does not know anything about first aid, who can help him?

The “DR ABC” method does not contain enough information for you.

Task 2: Read the passage

Personal work

1. Read and find what common injuries are mentioned?

2. Read again and find out how to deal with the injuries

How to deal with

Animal bites

Burns

cuts

poisoning

3. Group work (discussion)

Use what you have learnt about first aid to answer the questions below.

1) What should you do if you find a person who has stopped breathing?

2) What should you do if you find a person with a knife in his or her leg?

3) You find a girl unconscious on a sofa. You think that she may be poisoned. What do you do first?

4) What should you do if someone has been bitten by a dog?

5) Your friend burnt herself while she was cooking. What could you do to help?

6) What should you do if you find a person who has suffered the electric shock?

Task3:Writing

Activity 1:Pre-writing

Description of the accident scene

You have just seen a car accident. Two cars crashed and three people on bicycles were also involved. The driver of one of the cars is slumped over the steering wheel. He is not moving .His passenger is standing outside the car, holding his arm. His is screaming and is obviously in great pain. The other driver is bleeding from a cut on his head and is also screaming. One of the bicycle riders is on the ground and is not moving. The other two bicycle riders are sitting on the street. One seems to have hurt her leg and the other is holding his stomach.

Questions:

1. What would you do first?

2. Who should you help first?

3. What kind of first aid would you give to each person?

4. What should you do after you have given first aid?

Activity2: writing

Write a paragraph in which you tell the reader how to give first aid to the persons mentioned in the scene above.

1. Questions and answers Ask individual Ss to answer the questions according to the above scene.

2. Sentence writing Ask the Ss to write down the answers to the questions with the conjunctions like first, before, then , after, finally

3. Refining Ask Ss to read what they have done and correct their mistakes

4. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it , ask some students t read out their short passages.

Activity3: post-writing: Evaluate on students’ writing

Self-assessment

Did I write the outline according to the theme?

Did I give detailed information in each paragraph?

Did I tell the steps of first aid clearly?

Did I try to give the explanations in a scientific way?

Did I use the conjunctions correctly?

Did I try to use the words and expressions learnt in this unit?

Task 4 Homework

Choose one of the following situations and write a description. In the new description, the rescuer should give first aid in the right way.

Situations :1) skating accident 2) hotel fire 3) poisoning