高中英语Unit5FirstAid人教版必修五

Unit5FirstAidPeriodOneTeachingaims:DothelisteningandmakesurethattheSsunderstandit.ImprovetheSs,listeningandspeakingabilities.LettheSsunderstandthecommonsenseaboutthefirstaid.Teachingprocedures:Step1.Lead-inHello,everyone!Inourlastunit,welearnedsomethingaboutAIDS/HIVEthatisdoinggreatharmtohumanbeing.Todaywearegoingtolearnsomethingaboutaccidentsthatwillalsodogreatharmtohumanbeings.Herearesomeofthem.LookatthepicturesonPage57andpractiseasthefollowing.Step2.WarmingupPicture1A:Thedrowningmanhasjustbeenbroughtoutofthewater.Heisdying.B:Whatwouldyoudointhesituation?A:Weshouldlayhimonhisbackandtrytostarthisbreathingatonce.Weshouldlearnhowtoswim,neverswimaloneanddon’swimtindangerousrivers.Picture2Thewomanknockedoffherbikebythepassingcarandwasbadlyhurt.Whatcouldyoudo?Don’tmover,heandcalltheambulance.Whatcouldwedotopreventtrafficaccident?Everyoneshouldfollowthetrafficrulesandbeattentiveandcarefulandneverrunintraffic.Picture3Theman’shousecatchesfireandisburningdown.Heisrunningofoutthehouse.Whatwouldyoudointhesituation?Weshouldfindthenearesttelephoneandcall119.Whatcouldwedotopreventtheaccident?A:Don’leavetlampsandcandlesburninginyourhouse,andbecarefulwhenyoucook.Picture4Thegirlishurtandisbleedingbadly.Whatwouldyouinthesituation?Weshouldhelphertopressfirmlyonthebleedingpointusingacleanhandchief.Whatcouldwedotopreventtheaccident?Don’tplaywithknivesorthesharpobjects.Picture5Whatshouldyoudoifyoufindtheoldmanwithaknifeinhisarm?Leavetheknifeinandgethimtohospitalasquicklyaspossible.Ifyoupulltheknifeout.Youmaycausemoredamage.Picture6Themanischokingwhileheiseating.Whatshouldyoudointhesituation?Ifyouarewelltrainedinfirstaid,youcantrytogetoutthethinginthemouthandcleartheairway.B:Whatcouldwedotopreventtheaccident?A:Don’teattoofastanddon’tchewyourfood.Don’vingttalkfoodwhileinthehamouth.Wordsandexpressionstobeused:drowning,bleeding,choking,situation,preventpoison,container,catchfire,electricalequipment,firstaidStep3.Listening1Attentionplease!Nowwearegoingtolistentodialoguesinwhichanurseisaskingtwopeoplequestionswhohavejustarrivedatthehospital,eachwithachild.Listentothetape,whathappenedtoeachchild?2Listentothetapeagainandanswerthequestions.3Listentothenurse’squestionsinthefirstanddialoguewritthemdown.Step4.SpeakingWorkinpairs.Usethelistofdosanddon’tsbelowtotelleachotherwhatyoushouldandshouldnotdo.Suggestedanswers:Youmustmakesurethatelectricwiresaresafeandthechildrencan’treachthIfachildplayswithanelectricwire,itcangetanelectricshockandbeseriouslyinjured.Ifelectricwiresaredamaged,theymaycauseafire.Youshouldalsocoveroutletsandswitchesthatachildcanreach.Makesurethatyourkitchenissafe.Donildren’tcookletchaloneandteachthemwhattodoifanaccidenthappens.Forexample,ifapanofoilcatchesfire,youshouldturnoffthegasandcoverthepanquickly.Youshouldneverusewatertotrytoputoutburningoil.Instead,coverthepanwithalid.Yououghttomakesurethateveryoneinyourfamilyknowshowtocallforemergency(110).Ifyourfamilyknowswhattodowhenthereisanaccident,theywillbemuchsafer.Youshouldhaveaplanforemergenciesandyoushouldlearnmoreaboutfirstaid.Youshouldnotputpoisonintoothercontainers,likeemptybottles.Achildorotherfamilymembersmaythinkthatitissafetodrink.Infactyoumightforgetthatyouputthepoisonthere,too.Ifyoumusthavepoisoninyourhouse,youshouldkeepitinasafeplaceandinclearlylabeledcontainer.Youshouldneverleavesmallthingsonthefloorortablewhichababycanputintoitsmouth.Thebabymaychokeonthem.Youmustneverplaywithelectricalequipment.Youshouldneveruseladdersonawetfloor.Theladdermayslipandyouwillfallandhurtyourself.Ifyouareusingatallladder,asksomeonetoholdtheladderforyou.PeriodTwoTeachingaims:ImprovetheSs’abilityofthereadingcomprehension.Letthestudentsgetenoughfirstaidknowledgeandlearnwhattheyshoulddoandwhattheyshoulddoandwhattheyshouldnotdoduringtheprocessoffirstaid.LettheSslearnnewwordsandusefulexpressionstotalkaboutaccidentsandfirstaid.Teachingprocedures:Step1.Lead-inHello.Everyone!Lasttimewediscussedsomethingaboutaccidentsandfirstaid.Nowpleasetellwhatwouldyoudointhefollowingsituations.Whatwouldyoudoifyoufindapersonwhoselegisbleeding?Whatwouldyoudoifyouwitnessatrafficaccident?Whatwouldyoudoifyouryoungerbrotherischoking?Todaywearegoingtolearnmoreaboutfirstaid.Firstlet-reading’.slookatpreStep2.Pre-reading1.IntroductionInthePre-readingactivity,theSsareaskedtochooseoneofthreeoutlines.Eachoutlinecouldbeusedforatextaboutfirstaid,sothestudentsarefreetochoosetheonetheylikebestaslongastheyprovidereasonsfortheirdecision.Whichoftheoutlinebelowwouldyouuseifyouweretowriteatextaboutfirstaid?Why?Thefirstoutlinewouldsuitapersuasiveorargumentativepassageinwhichtheauthoristryingtogetthereadertoagreethatfirstaidisimportant.Thesecondoutlineisforaprocessessayinwhichthewriterexplainshowtogivefirstaid.Thethirdoutlinewouldsuitacomparisonandcontrastessayinwhichthewriterfirstexplainstwotypesoffirstaidandthenlistssimilaritiesanddifferences.Whichonedoyouthinkwillbeusedinthetextbelow?Why?SkimthetextandanswerthequestionWhatdothelettersDRABCstandfor?Dstandsfordanger;Rstandsforresponse;AstandsforairwayBstandsforbreathing;Cstandsforcirculation.Readthetexttogetthetopicofeachpart.Para.2Themostimportantistostaycalm.Para.3-4Whenwehavetothinkfast,wemustrememberDRABCtogivefirstaid.Para.5-6WhenwehavecheckedtheDRABCweshouldgivethefirstaidthatisneededandcallanambulance.3.Listentothetapeandscanthetexttoanswerthefollowingquestions:Whatdowesaythatsecondscountinanemergencywhenwemeetsomeoneintrouble?Becauseknowingwhattosoandactingoutinanemergencycanmeanthedifferencebetweenlifeanddeath.Whatisthemostimportantthingwhendealingwithanemergency?Themostimportantthingtokeepinmindistostaycalm.Beforeanambulancecomes,howcanwesavepeople’slife?Ifweknowhowtorespond,wecansavepeople’slife.Wherecanwelearnfirstaid?Manyhospitalsandschoolsoffertrainingclassesforpeoplewhoareinterestedinlearningfirstaid.Howcanweputthepersonintherecoveryposition.First,rollthepersonontoonesideandkeepthelegsstraight.Second,placethehandoftheperson’supperarmunderhisorherchin.Third,bendtheperson’slegsothatheorshewillnotrolloverandweshouldstaywiththepersonandwaitforanambulance.Ofcourse,wecancoverthepersonwithablanketorajackettohelphimorherstaywarm.WhatdoestheeachletterofDRABCmean?DdangerTheaccidentsceneisnolongerdangerous.RrespondToknowthatheorsheisconsciousandcanbreathe.AairwayTomakesureaperson’sairwayisopenitisandeasytobreath.BbreathingTostartthepersonwhoisnotbreathingatonce,usingthemouth-to-mouthmethod.CcirculationTomakesuretheperson’sbloodiscirculatingbylookingforcolor,coughing,eyemovement,andcheckingpulse,stoppingbleeding.Readthetextagainandfillinthetablebelow.Part1Theimportanceofgivingfirstaid.PointReasonTheimportanceofgivingfirstSecondscountinanemergency,andknowingwhataidtodocanmeanthedifferencebetweenlifeanddeath.Part2Howtogivefirstaid.ProcessWhattodohy(how)todoStaycalmPanicnotbeabletohelp;FirstofallThinkabouttodo;Makebetterdecision.D—Danger(Scene)nolongerReparationsR—Responsedangerous;A—Airway(GethurttryingtosaveB—Breathingsomeone)notbeabletoC—Circulationhelp;beconsciousandbreath;calmtheperson;airwayopenandeasytobreathe;(notbreathing)trytostartbreathingatonce;(notdonewithin5mins)die;bloodcirculation;stopbleedingGivefirstaidandcallGivefirstaidthatisGivingfirstaidanambulance.neede;Callanambulance;(notknowinghowtodoit.)nevertorevivePutthepersoninRollthepersonontooneHavinggivenfirstaidrecoveryposition.side;keepthelegsstraight;Placethehandoftheperson’sarmunderhisorherchin;Bendtheperson’slegs;Staywithhim/her;Waitfortheambulance;Helphim/herstaywarmPart3AttentionPointReasonNotenoughinformationtodofirstaid(toknowenoughtosaveotherpeople’scorrectly.lives)studywithateacher.Usewhatyouhavelearntfromthetexttoexplainwhatthepeoplearedoinginthepicturesbelow.Matcheachpicturewithasentenceinthetext.Picture1showsamancheckingtheperson’pulseasdescribedinparagraph4,sentence13:Wecanalsocheckaperson’spulsebyputtingafingeronthepersonneckorwrist.Picture1also,refertoparagraph4sentence3:Thiscanbedonebygentlytippingtheperson’shead’sbackslightly.Picture2showsamanusingthemouth-to-mouthmethodasdescribedinparagraph4,sentence7:ifthepersonisnotbreathing,wemusttrytostarthisorherbreathingatonce,usingmouth-to-mouthmethod.Picture3showsamanpressingapieceofclothontoableedingwoundasdescribedinparagraph4,sentence14:Ifapersonisbleeding,weshouldcoverthewoundwithacleanpieceofclothandpressonthewoundtostopthebleeding.Workinpairs.UsethelettersDRABCtotellyourpartnerhowtogivefirstaid.First,youshouldmakesurethattheaccidentsceneisnolongerdangerous.Third,youshouldmakesurethattheperson’sairwayisclear.Fourth,youshouldcheckifthepersonisbreathing.Last,youshouldmakesurethattheperson’sbloodiscirculation.PeriodThreeStep1.RevisionAsktheSstoretellthepassage.Step2.Languagepoints1.upsidedown:withthetoppartunderneath.e.g.Alotofcarswereturnedupsidedownduringthehurricane.Theboywasholdingthebookupsidedown.2.witness:tobepresentortoseewithone’sowneyese.g.Hewitnessedtheaccident.Wewitnessedtremendouschangesinthecity.awitnesstotheaccidentawitnesstothewillwishwishsb.sth.wishsb.todosth.wishthate.g.Iwishyousuccess.Iwishyouahappyjourney.IwishIwereabird.IwishIcouldseehimnow.Hewishedhehadn’tdoneit.Iwishyouwouldgetagoodjob.meanmeandoingsth.tohaveasapurposeoranintentionmeanto(sb.)dosth.toactasasymbolof;represent)e.g.Missingthebusmeanswaitinganotherhour.5.count:tohaveaspecifiedimportanceorvaluee.g.Youreallycountswithme.stove.7.dealwith:manage;attendtotohaverelationwithtobehavetowards;treattobeabout;tobeconcernede.g.Howshallwedealwiththematter?Themaniseasytodealwith.8.staycalme.g.Hestayedsingleallhislife.Heremainedsilent.preparefor:tomakereadybeforehandforaspecificpurposee.g.Theyarepreparingfortheeveningparty.Sheispreparingherlesson.Iwillgoandpreparedinner.Sheispreparingforthefinalexamination.Sheispreparinghelessonsforthefinallyexamination.firstofall:rankingaboveallotherse.g.Firstofalltellusyourname.Firstofall,hewroteoutalonglistofallthefoodwhichisforbidden.nolonger:notnowasinthepaste.g.Hecouldeatnomore.Hecouldeatnolonger.check:toinspectsoastodetermineaccuracy,quality,orotherconditione.g.Beforegoingout,heusuallycheckedthebrakesandlightsfordefects.checkincheckoutrevive:tobringbacktolifeorconsciousness;resuscitatee.g.Thefreshairsoonrevivehim.Hemanagedtorevivethepersonwhohadfainted.PeriodFourTeachingaims:LettheSsunderstandthecommonsenseaboutfirstaidandemergency.EnabletheSstograspwordsaboutfirstaidandemergency.GettheSstomasterthegrammaritem—thesubjunctivemood(2).Teachingprocedures:Step1.Lead-inHello,everyone!Asweknow,somenewwordsaboutfirstaidandpartsofourbodyareveryusefulwhenwetalkaboutemergencyandaccident.Canyoutellmesomeofthenewwordswehavelearnedaboutfirstaidandpartsofourbodyinthelasttwoclasses?Whowouldliketooffersome?T:Wouldyouliketomentionsomeofthenewwordsaboutfirstaidandpartsofourbodywhenweweretalkingaboutemergencyandaccident?Yes,theyare“ambulance,woundteacher”(theaddsomeusefulwordstothem.)Step2.WordstudyFillintheblankswithwordsinthetext.TheSubjunctiveMood语气是表示说话者对动词所表示的动作或状态的态度，是一种动词形式。英语中的语气有三种：陈说语气（theIndicativeMood）用来陈说一个事实，或提出一个想法，有肯定、否认、疑问或叹息等形式。日本东邻中国。JapanliesontheeastofChina.鱼儿离不开水。Thefishisnotalivewithoutwater.祈使语气（theImperativeMood）用来表示恳求、邀请、命令、警示或劝说等。不要焦急。Don’tbeworry.虚语语气（theSubjunctiveMood）表示说话人的一种梦想、建议、命令、要求、有时是一种非真切的假定、猜想，或是不行能实现的与事实相反的梦想。假如他在这儿，他就会赞同我的建议。Ifhehadbeenhere,hewouldhaveagreedwithme我希望我能飞。IwishIcouldfly.虚构语气的用法一、虚构语气在条件句中的用法。条件句有真切条件句和非真切条件句两种。真切条件句所表的假定是可能发生或实现的。句中的条件从句与结果主句皆用陈说语气。你假如把油倒在水里，油就浮起来。Oilfloatsifyoupouritonwater.倘若明年我有钱，我就去日本。IfIhaveenoughmoneynextyear,IwillgotoJapan.非真切条件句所表的假定则是不行能或不大可能发生或实现的，句中的条件从句与结果主句皆用虚构语气。条件从句的谓语形式主句的谓语形式与此刻事If主语＋动词过去式主语＋should/would/could/might+实相反动词原形与过去事If实相反

主语＋had+动词过去分词

主语+should/would/could/might+have+过去分词与未来事If主语＋动词过去式主语＋should/would/could/might＋实相反If主语＋should＋动词原形动词原形If主语＋wereto＋动词原形表示跟此刻事实相反从句的谓语用动词的过去式（be的过去式用were），组成IfI（we,you,he,they）＋动词过去式的形式；主句的谓语用would（第二、三人称）/should（第一人称）/might/could＋动词原形。若是我是你，我就会对他说真话IfIwereyou,Ishould(would,could,might)tellhimthetruth.假如他有时间，他就会（可能）和你去。Ifhehadtime,hewould(could,might)gowithyou.若是我哥哥在这儿，全部都没有问题了。Ifmybrotherwerehere,everythingwouldbeallright.与过去的事实相反从句的谓语用had＋过去分词，组成IfI(we,you,he,they)＋had＋过去分词的形式；主句的谓语用should（第一人称）/would（第二、三人称）/could/mighthave＋动词过去分词。假如你认真一点，这个错误是能够防止的Ifyouhadbeenmorecareful,themistakemighthavebeenavoided.昨晚假如有时间，我就会来看你的。IfIhadtimelastnight,Ishouldhavecometoseeyou.若是受过优秀的教育，他就不会表现成那样。Hewouldneverhavebehavedlikethatifhehadhadagoodeducation.若是我的表不断，我就会准时的。Ifmywatchhadnotstopped,Ishouldhavebeenontime.与未来事实相反从句的谓语用IfI(we,you,he,they)＋动词过去式或weretodo或shoulddo形式，主句谓语用should（第一人称）/would（第二、三人称）/could/might＋动词原形。若是他来了，我们对他说什么呢？Ifheweretocome,whatshouldwesaytohim.若是他看见我，就会认识我。Ifheshouldseeme,hewouldknowme.若是我们爬上山顶，我们能有一个好的视线吗？Ifweclimbedtothetopofthemountain,shouldwegetagoodview?If从句中若含有should,had或许were，那么就能够把它们放在句首，与主语颠倒形成倒装，但动词过去式不能够与主语倒装。假如他在，他会来帮助我们。Werehehere,hewouldcometohelpus.若是你方才在这里，你就会遇到她。Hadyoubeenherejustnow,youwouldhavemether.若是我明日看见他，我就会告诉他对于这全部。ShouldIseehimtomorrow,Iwouldtellhimaboutit.若是你依据我说的去做，你就会成功。HadyoudoneasItoldyou,youwouldhavesucceeded.当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要依据它所表示的时间作出相应的调整。假如他早点出发，他此刻已到家了。Ifhehadsetoutearlier,hewouldbehomenow.若是我不忙，我将会来的。IfIwerenotbusy,Iwouldhavecome.若是你接受了我的建议，你此刻就会好的多。Youwouldbemuchbetternowifyouhadtakenmyadvice.6.用介词短语取代条件状语从句。常用的介词由with,without,butfor等。Whatwouldyoudowithamilliondollars?=Ifyouhadamilliondollars,Wecouldn’thavefinishedtheworkaheadoftimewithoutyourhelp.(＝ifwehadn’tgotyourhelp)Butforrain(=Ifithadn

’tbeenfortherain),wewouldhavefinishedthework.7.委婉条件句有时为了表达的需要，在虚构语气中其实不老是出现if指引的条件句，而经过其余手段取代条件句。(1)Iwasillthatday.Otherwise,Iwouldhavetakenpartinthesportsmeet（.副词）Hetelephonedtoinformmeofyourbirthday,orIwouldhaveknownnothingaboutit.（连词）Amanwhostoppeddrinkingwaterwouldbedeadinaboutsevendays（.定语从句Everythingtakenintoconsideration,theywouldhaveraisedtheiroutputquickly.（独立主格构造）Readthetextagainandtrytofindoutasmanysentencescontainingthesubjunctivemoodaspossible?Fillintheblankswiththewordsinbrackets.Youmaychangetheformifnecessary.JointhepairsofsentencesusingtheSubjunctiveMood.Findoneerrorineachsentenceandthencorrectit.PeriodFiveTeachingaims:ToimproveSs’readingability.TohelpSsunderstandfirstaid.Toknowthelanguageinthestory.Teachingprocedures:Step1.Lead-inLookatthepictureanddescribeit(Thecarisupsidedownandthedriverisbleedingandscreaming.Oneofthepassengersisontheground.)Whatwouldyouoffertodoifyouweretoseethescene?WewouldusethelettersDRABCtorememberwhattodowhenwehavetothinkfast.Well,nowscanthetextandanswerthefollowingquestions.Readthetextandanswerthefollowingquestions:Whatshouldyoudoifyoufindapersonwhohasstoppedbreathing?Usethefirstaidtostarthisorherbreathing.Whatshouldyoudoifyoufindapersonwithaknifeinhisorherleg?Leavetheknifeinthel