人教版 高二Unit 8 First Aid
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SEFC Book 2 Unit 8 First Aid
教材分析
本单元的中心话题是 First Aid, 具体涉及关于动物咬伤、烧伤、刀伤和中毒等的一般急救常识。此外还介绍了家庭安全须知，急救的重要性等。语言知识和语言技能都围绕这一中心话题设计。
1. Warming up由两个部分组成，第一部分设计了六张事故情景，他们分别是溺水、交通事故、烧伤、划伤、噎塞等常见场景。要求学生看图讨论：遇到这些紧急情况应怎么处理，平时怎样能避免这些事故的发生；第二部分让学生讨论遇到上述情况应该如何处理，如何避免这些情况，关于急救自己知道哪些知识，以及急救时可能会用到哪些词汇等。这些活动都来自于生活，容易引起学生对急救的思考，引起学生参与本单元话题讨论的兴趣，对本单元的学习起到了热身作用。
2. Listening部分可在热身的基础上，以听的形式进一步了解“急救”常识，共有两段对话。第一段是一个父亲和被狗咬伤的儿子在医院与护士之间的对话；第二段是一个两岁半的女孩误喝墨水，母亲带她上医院时与护士的对话。通过训练，提高学生听力水平。
3. Speaking部分是有关家庭安全须知，要求学生学习运用“应该做什么，不应该做什么”的表达方法；学生两人一组，互相告诉家庭安全须知，提出忠告，课文列举了一些常用的句型作为参考。
4. Pre-reading呈现了有关急救的三个写作提纲，要求学生不读课文思考“假设让你写一篇有关急救的文章，你会选择使用三个中的哪一个提纲？”第二个问题是让学生预测本单元的阅读文章会使用三个提纲中的哪一个，并给出理。这些活动的目的是让学生体会文章的构思过程，学会根据主题先列提纲，根据提纲阐述理由或细节，为学生阅读下文起引导作用。
5. Reading是一篇介绍急救的文章，标题是DR ABC，具体介绍急救的重要性，如何进行急救，急救时注意DR ABC：D代表Danger(危险)， R代表Response(反应)， A代表Airway(呼吸道)，B代表Breathing（呼吸），C代表Circulation（血液循环），以及如何进一步急救等一些急救基本常识和步骤，使学生了解急救对病人的重要性及基本急救知识，以便他们运用于生活实际。
6. Post-reading设计了两个练习，第一个练习给出三个急救画面，要求学生找出课文中与之对应的句子。第二个练习让学生两人一组列举急救现场应做的几件重要事情。通过这两个练习，可以帮助学生检查自己对课文掌握程度，并进一步理解、巩固课文。
7. Language study分词汇和语法两部分。词汇部分设计了两个练习，第一个练习要求学生根据所给的新的语境，从刚学习的课文中找出合适的词填入空白处；第二个练习设计了一段短文，要求根据语境选择正确的词汇填空。这两个练习的目的都是帮助学生复习词汇，学习在具体的情景中正确使用词汇。
语法部分是进一步介绍虚拟语气的用法，教材先向学生提出四个句子，让学生根据句子情景，理解这些句子虚拟语气的含义。然后设计了三个练习，帮助学生通过练习理解、熟悉、掌握虚拟语气的用法。
8. Integrating skills的阅读部分提供了一篇关于处理一般创伤的说明文，可以说是前面阅读文章的补充。要求学生在阅读和理解的基础上，回答一些有关急救知识的问题，并用所学的急救知识设计一份急救知识小常识问卷。写作部分要求学生写一篇介绍有关“如何进行急救”的文章。这些活动贴近学生生活，能够引起学生的兴趣，并能够综合地训练学生用诘言做事的能力。
9. Tips是有关如何制作急救包的建议说明，具体介绍急救用品都包括哪些物品。
10..Checkpoint首先简述了本单无的语法重点-----虚拟语气的用法，然后通过一个问题引导学生对本单元所学的内容作一回顾。
教学重点、难点
重点：
语言知识：重点单词和词组：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.
功能句型: 学习运用“应该做什么、不应该做什么”等一些常用安全须知和提忠告句型。
语法知识：进一步学习和掌握虚拟语气的用法。
难点：
培养学生熟练掌握和自如运用虚拟语气。
培养学生通过阅读归纳文章主题的能力。
培养学生根据主题构思段落提纲，根据提纲阐述具体细节的写作能力。
教学目标
语言知识：
词汇：（见教学重点）
功能句型: 学习运用一些常用安全须知和提忠告句型。
语法知识：进一步学习和掌握虚拟语气的用法。
语言技能：
听：通过听对话，培养学生捕捉关键信息，回答问题、完成句子的能力，提高学生听力水平。
说：学习运用常用的提忠告句型和“应该做什么、不应该做什么”的表达方法，表达家庭急救安全须知，提高学生口语表达能力。
读：通过skimming, scanning, summing up and generalizing 等一系列英语阅读的技能训练，提高学生捕捉细节信息，语篇概括能力。
写：培养学生根据主题构思段落提纲，根据提纲阐述具体细节的写作能力。
学习策略：
通过任务型教学设计和活动型教学训练培养学生自主学习、合作交流、创新交际运用的能力。
情感态度：
通过任务型学习活动，掌握急救知识、学会生存，培养爱心、关心他人、救死扶伤。从而充分感受运用英语进行交际交流的成功与喜悦。
教学策略：
任务型活动策略
任务型语言教学的倡导者认为——学习者可以通过完成各项任务来发展交际语言教学。
引趣激趣策略
创造多种情景（情境）激发学习兴趣——如：模拟情景、角色扮演、辩论等。
循序渐进策略
如：任务的设计由易到难，语言操练从机械性操练到交际性操练等。
资源共享策略
随着科技的发展，互联网的进课堂，教室的空间已超越四壁。教学过程不再只是师生、生生互动的过程，而是师生、生生、互联网互动的过程。
教学设计：
根据本单元的中心话题，结合“二语习得论”、“整体语言教学论”和新课程教学理念，为了达成上述教学目标，我们采用任务型教学“P---T---P”立体型自主学习模式（Pre-task---Task-cycle---Post-task）。进行了如下教学设计：
（一）Pre-task: 课前预习—急救知识讲座Lecture on first aid
活动内容：
本届学生在高一研究性学习中已有上网搜寻资料的经验，为此在学习本单元之前布置学生上网搜寻：first aid, emergency number, DR ABC, drowning, traffic accident, burns, bleeding, cuts, choking, animal bites, poisoning.等急救知识。
活动时间：
贯穿整个单元学习时间，于每节课前3 分钟进行。
活动形式：
个人活动：就急救的某一方面话题（如 burns, emergency number etc.）搜寻资料，摘录卡片。
小组活动：选择同一话题的小组成员进行讨论，制作卡片或课件。
班级活动：每天轮流一个话题，小组成员以合作方式（Team work）进行，介绍该方面的急救知识。
活动目的：
课前预习本单元的语言知识，联系实际用中学英语。
了解急救的一般常识，学会如何急救。
学会急救，培养爱心。
（二）Task-cycle:
（见个课时教学设计）
（三）Post-task:
Task 1.急救现场表演 Performance of the first aid
活动内容：
学生经过课前预习网上搜索及开展急救知识讲座Lecture on first aid和学完本单元“热身” “口语” 和两个“阅读”之后开展急救现场讲座。
语言知识要求：本单元有关“急救”的语言知识。
语言技能要求：听、说、演。
活动形式：
小组活动：
讨论选择急救的某一项内容，如刀伤、溺水、摔伤、车祸等，然后针对所选的项目进行急救表演，并编对话。
班级活动：小组成员在班上进行急救现场表演并配音。
活动目的：
真正理解课文所学急救知识，并将所学知识运用于实践。
巩固掌握课文有关急救的语言知识，用中学英语。
学会生存，学会关心他人、救死扶伤。
Task 2.红十字海报展A poster on the first aid
1、活动内容：
急救是一项十分重要的工作，为了普及急救知识，学校决定举办一次海报展，请同学们帮助设计海报，介绍如何进行急救。
语言知识要求：本单元有关“急救”的语言知识。
语言技能要求：听、说、读、写、画。
活动形式：
小组活动：
确定海报内容，设计编辑方案，确定资料收集内容，明确任务分工。
2）个人活动：收集资料并摘录。
3）班级活动：展示介绍各组海报。
活动目的：
宣传普及急救知识。
提高学生写作能力，从而加强学生语言实践能力。
提高学生综合素质。
教学资源：
针对本单元话题向学生提供以下网上搜索办法和网址供学生参考：
www.google.com 输入
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.这.些活动来源于生活，因此教学可以从学生的生活经历谈起,引入本单元的话题。
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?
这些都是学生生活当中可能会遇到的，在讨论的过程中，能启发急救的重要性并导出有关急救的知识的新单词: bleeding, cuts, emergency, bites, ambulance等。
接着再引导学生讨论书中的六幅图。What do the six pictures in the book tell us?
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.让学生两人讨论之后，上台表演急救措施并用英语来讲解，让学生在做中学 )
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..
Pre-listening
Look at the two pictures and guess where are they? What happened to the children?
本活动为开放型，目的是为了激活听前捕捉信息的能力，集中学生的注意力，同时增加悬念。
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)
(通过表格的设置，学生能够一目了然地去捕捉重要信息。What was done? 这个问题在part1当中要求学生听一遍写出来有点难度，因此在判断出Was any first given? 既给出
A. He dried the wound B. He washed it
C. He tied a clean piece of cloth around it
这样的三项急救措施要求学生排序，一方面可以降低难度，同时可以让学生了解急救的步骤。
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:
Learn some knowledge of the family safety.
Practise the speaking ability with ‘Dos’ and ‘Don’ts’.
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
Make sure that electrics wires are safe and that children can’t reach them.
If a pan of oil catches fire, turn off the gas and cover the pan quickly.
Make sure that everyone in your family knows how to call 110.
Learn more about first aid
Don’ts
Don’t put poisons into other containers, for example empty bottles.
Never leave small things on the floor or table which a baby can put in its mouth.
Don’t play with electrical equipment.
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.
Traffic safety
Classroom rules
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
Everybody writes every day. How would you write? Will you give an outline before writing?
If you are going to write a passage about first aid, what aspects will you refer to? Try to give an outline.
Group activity: ---Discussing
The students discuss the outlines (on page 59) and work out an outline.
Individual activity:---Reporting
Ask some students to show their outlines and the reasons for their choices.
While-reading:
Task 2 Reading
Activity 1. Skimming
Read the passage DR ABC quickly to find out which outline is used in it.
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 ).
Why is first aid important in our daily life?
What’s the most important thing to remember when dealing with an emergency?
What do the hospitals recommend?
What do the letters “DR ABC” stand for?
What we should do when we have checked the DR ABC?
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.
Prepare for Language study and finish off the exercises on page 61-62 and page 133.
The Fourth Period Language Study

Teaching Aims:
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:
Doing-drills to get the students to master the Subjunctive Mood better.
Pair worker individual work to make every students work in class.
Teaching Procedures
Step1.Word study
I. Pre-learning.
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
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.
If I had known more about giving first aid, I could have helped them.
If we were to panic, we would not be able to help.
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.
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.
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.
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 .
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
Finish Ex.s1-4 in workbook.
Review and remember the use of the Subjunctive Mood.
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
Read and find what common injuries are mentioned?
Read again and find out how to deal with the injuries
How to deal with
Animal bites
Burns
cuts
poisoning
Group work (discussion)
Use what you have learnt about first aid to answer the questions below.
What should you do if you find a person who has stopped breathing?
What should you do if you find a person with a knife in his or her leg?
You find a girl unconscious on a sofa. You think that she may be poisoned. What do you do first?
What should you do if someone has been bitten by a dog?
Your friend burnt herself while she was cooking. What could you do to help?
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:
What would you do first?
Who should you help first?
What kind of first aid would you give to each person?
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.
Questions and answers Ask individual Ss to answer the questions according to the above scene.
Sentence writing Ask the Ss to write down the answers to the questions with the conjunctions like first, before, then , after, finally
Refining Ask Ss to read what they have done and correct their mistakes
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

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