Unit 5
First Aid
Period One warming up and reading
Teaching Goals: 1．Encourage the students to discuss accidents and first aid .b5E2RGbCAP 2．Enable the students to talk about different accidents and how to give first aid in different situations.p1EanqFDPw 3．Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 找教案 https://www.doczj.com/doc/dd8830363.html,DXDiTa9E3d 4．Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .RTCrpUDGiT Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage.5PCzVD7HxA 2.Help the students to use the expressions to describe the accidents and how to give first aid.jLBHrnAILg Teaching methods 1. Brainstorm & Skimming & scanning methods to make the Ss get a good understanding of the text.xHAQX74J0X 2． Discussion methods to make the Ss understand what they’ve learned in class.LDAYtRyKfE 3． Pair work of group to get every student to take part in the teaching-and-learning activities.Zzz6ZB2Ltk Teaching aids A recorder, a projector, and a computer Teaching procedures Step One Warming updvzfvkwMI1 1. Lead-in question: Watch a video, and fill in the blanks: what is first aid?rqyn14ZNXI First aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found. Often the illness or injury is not serious, but there are other times when giving first aid quickly will save one’s life.EmxvxOtOco 2. Warming-up: Brainstorming: What words can you think of when you talk about accidents and first aid?SixE2yXPq5 Quiz for first aid (on p74) 1. The best way to treat a hurt ankle is to: A. Put an ice pack on your ankle. B. Put a heating pad(垫子)around your ankle. C. Keep on walking and jumping. 2. If you get a nosebleed, gently let your head back to stop the bleeding.6ewMyirQFL A. True B. False 3. To treat a burn, you: A. Rub(擦)some butter on it. B. Hold the burnt part under cold running water. C. Put salt on the burnt part. 4. You should wait at least five minutes before touching somebody who has been struck by lightening, or you might
get a shock (打击).
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A. True B. False 5.Your friend has an asthma(哮喘) attack, but she doesn’t have her medicine. You’d better:y6v3ALoS89 A. Get a paper bag for her to breathe into. B. Get her a cup of coffee. C. Take her outside for fresh air. 6. To treat a choke, you should make him /her spit by patting him/her on the back.M2ub6vSTnP A. True B. False 7. If someone is having a heart attack, you should first:0YujCfmUCw A. Call 120 B. Perform CPR (心肺复苏)eUts8ZQVRd 8.Which person would you help first?___ A Li Yan who has cut her foot on glass B Xue Jin whose nose is bleedingsQsAEJkW5T C GaoYuan who is on the ground not breathing D Wang Feng who has broken her arm.GMsIasNXkA 9.When carrying out rescue breathing, how many times a minute should you blow air into the victim’s mouth? ______. TIrRGchYzg A4 B8 C 15 D 207EqZcWLZNX 10. How would you stop severe bleeding? ___ A cover the wound with plastic B wash the wound C do nothing as the bleeding will stop by itself D put a bandage over the wound and then press on itlzq7IGf02E 11. A friend is choking on a piece of food and is coughing badly. What should you do?zvpgeqJ1hk A nothing B carry out rescue breathing C have her lie down and rest D slap her four or five times on her back 4.Talk about different situations and the way they should give first aid.NrpoJac3v1 Qs: Turn to page 33, look at the pictures.What happened in each picture? What kind of first aid should you give?1nowfTG4KI A snake bite: A snake has bitten him on his leg.(The person bitten must get to a doctor or hospital at once; /Speed is very important. /It will help the doctor greatly if you can tell him what kind of snake it was, or describe the situation .) 找教案 https://www.doczj.com/doc/dd8830363.html,fjnFLDa5Zo Bleeding: She has cut her arm with some broken glass and is bleeding badly.tfnNhnE6e5 (Try to stop the bleeding;/Press a handkerchief onto the bleeding point and hold it there;/Hold up the part of body which is bleeding if possible.)HbmVN777sL *(watch the video about how to deal with bleeding )V7l4jRB8Hs A sprained ankle: He has badly sprained his ankle. (Tied with medical bandage. /It is better to avoid walking with the injured ankle. /It is correct to use ice bag for removing pain and bleeding, and also not influence our own body healing.)83lcPA59W9 *( a video about a sprained ankle)
Choking : She is choking on a piece of food (Make him /her spit by patting him/her on the back./ Don’t eat too fast and don’t forget to chew your food./To avoid this, we shouldn’t talk or laugh when eating.)mZkklkzaaP *（a video about unconscious choking） A broken arm : She has broken her arm. (Do not move the patient. /Send for an ambulance at once. /Treat for shock if necessary.AVktR43bpw A bleeding nose: He has a nose/a nose bleed. (Stay calm. / Breathe through the mouth, not the nose. / Sit up and bend the head slightly forward. / Pinch 捏 both nostrils 鼻孔 shut using a thumb and forefinger./ Spit out any blood that collects in the mouth.ORjBnOwcEd Step Two Pre-reading: 1. Questions for the picture on P33: What has happened? What sort of injuries the child will have?2MiJTy0dTT What kind of first aid would you perform in the situation of burning?gIiSpiue7A Key: Cool the area of skin; Wash it under the cold running water.uEh0U1Yfmh Cover the wound with bandage/clean cloth. See a doctor if necessary.IAg9qLsgBX Step Three Fast reading Let the Ss read the passage fast and then find out the answers to the questionsWwghWvVhPE 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. asfpsfpi4k In which order are these topics covered in the text? Number them from 1 to 5.(P35Ex1)ooeyYZTjj1 (3) the three types of burns (5) what to do if someone gets burned (1 ) the functions of the skin (4) the symptoms of burns (2) how we get burns Step Four Detailed reading Fill in the blanks 1.What can skin do for our body ? .Protect you against diseases, poisons and the sun’s harmful rays.BkeGuInkxI .Keep you warm or cool. .Prevent you from losing water. .Give you sense of touch. 2.Causes of burns You can get burnt by : hot liquids; steam; fire radiation; the sun electricity and chemicals PgdO0sRlMo 3.Types of burn What are they? 1.First degree burns. 2. Second degree burns 3.Third degree burns 找教案 https://www.doczj.com/doc/dd8830363.html,3cdXwckm15 4. Label these pictures first, second and third degree burns.(P35 Ex2)h8c52WOngM 5．Fill in the blanks Types & characteristics of burns (based on page 34)v4bdyGious 1. Types 2. Characteristics
First degree Affect the top______ Dry, red and mildly _______ painful. burns of the skin. ______.
Turn white when ______.
Second Affect both the ____ & ________, red and Extremely painful. ________ degree burns the ______ layer. swollen. surface
watery
Third degree Affect_____ ________ Swollen; burns layers of the skin. ______ can be seen.
______ or ____ Black and white pain if the nerves and _______. are damaged.
6..Answer the questions(Page35 Ex3) 1).Why should you put cold water on a burn? Because the cold water stops the burning process, stops the pain and reduces the swelling. J0bm4qMpJ9 2). Why doesn’t a third degree burn hurt? Because in the third degree burn the nerves have been damaged. If there are no nerves, there is no pain.XVauA9grYP 3). Why do you think clothes and jewellery near burns should be removed?bR9C6TJscw Because bacteria from the clothes and jewellery could infect the burns.pN9LBDdtrd 4). If someone has a third degree burn, why might you see tissue? DJ8T7nHuGT Because all the layers of the skin have been burnt showing the tissue underneath.QF81D7bvUA 7．Decide whether the first aid treatment is Right (R) or Wrong (W). (35 Ex4)4B7a9QFw9h
Period Two &Three
Language points 1. aid [U] ＆[C]
help; something that gives help 帮助，援助 ;助手，辅助设备 ;救护
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first aid 急救 come/ go to sb’s aid 援助某人 cut off aids 终止援助 with the aid of 在… 的帮助下/借助于 in aid of sth/sb 为了帮助 a hearing aid 助听器 teaching aids 教具 medical aid 医疗救护 vt. give help to 1.帮助，援助 2.急救 aid sb with sth 帮助某人做某事 aid sb in doing sth 帮助某人做某事 Eg. He came to my aid at once. He was able to find the museum with the aid of a map.wt6qbkCyDE We aided him in raising the money. He raised money in aid of the sick. 2. temporary 暂时的，临时的 temporary relief from pain 短暂的解痛 Kp5zH46zRk temporary work/ solution 临时工作/解决办法 找教案 https://www.doczj.com/doc/dd8830363.html, 3. fall ill 生病 属短暂性动词, 不与 for + 时间段连用
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be ill
指生病的状态,是持续性行为, 可与 for + 时间段连用
His wife suddenly fell ill last week. He has been ill for a week.ch4PJx4BlI fall 用作系动词,后常接形容词. fall asleep 睡着 fall silent 沉默不语 qd3YfhxCzo 4. injure v. injury n. injured adj. *get injured 受伤 get+及物动词的过去分词构成被动语态 Get lost/get paid/ get damaged/ get married/ get broken/ get repaired /get burned/get infectedE836L11DO5 *injury n. 受伤处; 损害; 伤害 injury to sth. …（部位）的伤 He suffered serious injuries to the arms and legs. 他的双臂和双腿严重受伤。 The injury to their key player could be a decisive factor in the game. S42ehLvE3M 他们主力队员受伤可能是这场比赛胜负的决定性因素。 **区别 wound, injure, harm 与 hurt: wound 指外伤，如枪伤，刀伤等， 尤指在战场上受伤；也可指在感情上荣誉方面的创伤。 injure 指意外或事故造成损伤，强调功能的损失。 harm 指损害有生命或无生命的东西；也可指肉体上或精神上的损害。 hurt （普通用语）指任何肉体或精神上的伤害。尤指打伤，刺伤；还可表示“疼痛”。 The bullet wounded him in his arm.子弹打伤了他的手臂。 He was injured in a traffic accident.他在一次交通事故中受了伤。 We won’t do anything that will harm the cause of peace.501nNvZFis 我们不会做任何危及和平事业的事。 He meant no harm. He fell off the ladder and hurt his leg. 他从梯子上摔下来，伤了腿。 The hurt to his feelings is more serious than the hurt in his body.jW1viftGw9 5. bleed (bled ,bled) bloody a. vi. lose blood 流血；失血 Your arm is bleeding, put a bandage on it. 你的手臂在流血，用绷带包扎一下。xS0DOYWHLP He was bleeding to death. 他流血不止而死去。 His nose is bleeding. /He is bleeding at the nose. vi. feel pity or sorrow 悲痛；伤心 My heart bleeds for the poor little child. 我的心为这小孩子悲哀。 LOZMkIqI0w vt. take blood from 放血；抽血 Doctors used to bleed people when they were ill 医生过去常常为生病的人放血 bleed white 流尽鲜血 ZKZUQsUJed 6 choke vi. & vt. 窒息; 阻塞 She choked with emotion. 她激动得说不出话来。 The smoke almost choked me. 烟呛得我几乎喘不出气来。 Reading 1.barrier n.[C] 障碍 (物) ,阻碍,隔阂, a language barrier 语言障碍 a barrier to progress 对进步的阻碍 cross the barrier of... 越过…的障碍,突破…的障碍 put a barrier between. 使… (两者) 之间产生隔阂,挑拨离间… The horse took the barrier easily. 那匹马轻松地越过了障碍。
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Poor health may be a barrier to success. 健康欠佳可能成为取得成功的障碍.rCYbSWRLIA 2. poison n. 毒物；毒药 It acts like slow poison. 它有慢性毒药的作用 a deadly poison 致命的毒药 FyXjoFlMWh get poisoned by eating sth 由于吃某物而中毒找教案 https://www.doczj.com/doc/dd8830363.html,TuWrUpPObX kill oneself by poison 服毒自杀 take poison 服毒 Hate is a poison to mankind. 仇恨对人类十分有害。 v. 毒害；使中毒；放毒 be poisoned to death 被毒死 If the tobacco plant is eaten, it can quickly poison a person 如果吃了烟草，人就会很快中毒。They poisoned the food that the rats ate. 他们在给老鼠吃的食物里放了毒药。7qWAq9jPqE Envy of his friend's success poisoned his mind.嫉妒朋友的成功使他产生了邪念.llVIWTNQFk poisonous adj 3. …and it gives you your sense of touch. sense of touch 触觉 sense of sight 视觉 yhUQsDgRT1 sense of hearing 听觉 sense of taste 味觉 MdUZYnKS8I Sense of humor 幽默感 sense of beauty 美感 sense of direction 方向感 sense of urgency 紧迫感 09T7t6eTno 短语: make sense 有道理,讲得通, make sense of 理解 in a sense 在某种意义上, Common sense
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常识
4 treatment 不可数名词 “ 对待, 待遇,处理; 治疗 The workers received good treatment from the government 工人们受到政府优厚的待遇.s1SovAcVQM 可数名词 . “ 疗法” treatment for + 疾病的名词治…病的方法 They are trying a new treatment for cancer. 他们正在实验一种治疗癌症的新疗法.GXRw1kFW5s be under treatment 在治疗中 be under one’s treatment 接受某人的治疗 UTREx49Xj9 5.variety vary v. various adj n.[U] change; being different 变化；多样性；各种各样 My job is boring; there's no variety. 我的工作使人厌烦——没有变化。8PQN3NDYyP I don't like to always eat the same food. I like variety. 我不喜欢老吃同样的东西 —— 我喜欢变变花样
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n.[U]choice; number of different things 供选择的种类；种种 There's a large variety of dishes on the menu 菜单上有许多种菜可数名词 AHP35hB02d n.[C] sort,kind 种类，品种 This variety of apple is very sweet.这种苹果很甜 NDOcB141gT There are new varieties of wheat. 麦子有许多新品种 6,mild aj. 轻微的、不严重的; 温和的、暖和的；味淡的 mildly adv Edward suffered a mild heart attack.爱德华犯了轻微的心脏病。 She’s the mildest person I have ever met in my life. 她是我平生见到过的最温柔的人了。1zOk7Ly2vA I like this brand of wine because it's very mild 我喜欢喝这个牌子的酒，因为它的味很淡 fuNsDv23Kh a mild climate 温暖的天气 mild cheese 淡味奶酪 *7.heal vt&vi vt. 医治 <伤、痛> , (尤指伤口)治愈；修理 <故障等> 恢复健康 heal a wound Time heals all sorrows 时间可治愈一切悲伤。 He was miraculously healed of cancer 他的癌症被奇迹似地治愈。 Vi 治愈,痊愈 The wound has not healed yet 伤口尚未愈合
healer (cn) 医治者；治疗物 Time is a great healer. 时间能够治好创伤。tqMB9ew4YX 辨析：treat, heal, cure treat “治疗”，着重强调过程，不涉及结果，不一定治愈。heal 多用于治疗外伤。cure “治愈”，强调结果。
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8.electric shock 触电 electric 电的,发电的,由电产生的,用于导电的. electrical 有关电的,与电有关的. electricity 电,电力. 电力学 E.g. electric generator 发电机, electric cooker 电炉,ViLRaIt6sk electric iron 电熨斗, electric engineer 电机工程师 9. swell （ swelled ； swollen, swelled ） v. 使膨胀，增大，隆起 9eK0GsX7H1 The doctor examined the swelling on my back. The sprain made my ankle swell up. 我的脚踝扭伤肿了起来。 Her leg has swollen badly. 她的腿肿得很厉害 The wind swelled the sails. 风鼓起了帆。 The heavy rain swelled the river 大雨使河水上涨了。. swollen 可作形容词，表示“ 肿胀的” 找教案 https://www.doczj.com/doc/dd8830363.html,naK8ccr8VI Her eyes were red and swollen with weeping. 她的眼睛哭得又红又肿。B6JgIVV9ao 10．unbearable a. 不能容忍的 经受不住的 unbearable sorrow 难忍的悲哀 This heat is quite unbearable to me. 这种热度令我难以忍受。 11 squeeze v. 挤压，榨取，勒索 n.压榨；榨取，佣金 I squeezed myself onto the crowded train. He squeezed everything into a suitcase. I squeezed an orange and drank the juice. 我把桔子挤出汁喝了。P2IpeFpap5 squeeze out 榨出， 挤出 They have been squeezed out of the job market by young people.3YIxKpScDM 他们被年轻人挤出了就业市场。 squeeze money from sb / squeeze money out of sb 向某人勒索钱财 gUHFg9mdSs The young man often squeezes money from/out of the pupil. 那个年轻人经常向那个小学生勒索钱财。
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12 Over and over again; = again and again, repeatedly, once and again, over and over time and time again 一再,再 三,许多次 IMGWiDkflP Over again: = once more / once again 再一次 He didn’t understand, so I had to say it over and over again.WHF4OmOgAw I didn’t quite catch you. Would you please read it over again.aDFdk6hhPd 13 in place 在适当的位置， 适当 The librarian put the returned books in place. 图书馆员把还回的图书放到原处。ozElQQLi4T You’d better put things back in place.Otherwise, it will be difficult to find things.CvDtmAfjiA 你最好把你的东西放回原位, 不然很难找。 *out of place 不在适当的位置， 不适当 in place of 代替 take the place of 代替 QrDCRkJkxh take place 发生, take one’s place 就位. 14.vital a.极其重要的;生死攸关，有活力的,充满生机的 副词:vitally
The government saw the introduction of new technology as vital. 4nCKn3dlMX 政府认为引进新技术至关重要。 The heart is a vital organ. 心脏是维持生命必须的器官。 This matter is of vital importance to us. 这件事对我们来说至关重要。ijCSTNGm0E She's a very vital sort of person.她是个精力旺盛的人 It is vital that we move quickly. 我们必须快速离开。
Period Four Grammar
Teaching goals 找教案 https://www.doczj.com/doc/dd8830363.html,vfB1pxanfk
Learn about Ellipsis Teaching important points The use of Ellipsis Teaching aids The multi-media ; a blackboard Teaching procedures and ways Step 1 Revision Step 2 Word Study Turn to Page 36. Let’s learn “Learning about Language”.Do Ex1-3JbA9VhEou1 Step 3: Grammar (见 PPt) 1.Let’s look at Grammar (page 90) 2.Present some sentences and encourage the students to find out which words have been left out. X7Ahr18pJI Step 4 Practising Discovering useful structures (Page 37)b3zqXLCqXo 1.In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why. (Page 37Ex2)pZyytu5rc5 2.Rewrite these sentences taking out the unnecessary parts.(Page37Ex3)DVyGZezsrM 3.These sentences are correct. However, one or more words have been left out. Can you tell your partner which words are missing (Page37Ex4)RQxPvY3tFs 4.Show the students the slides with some multiple choices exercises about the Ellipsis.(PPT)5MxX1IxuU9 1)---- Tomorrow is a holiday. Why are you doing your homework? jIw5xs0v9P -----I am doing these exercises now so that I won’t have _____ on Sunday.xEve2buwnw A. it B. them C. for D. to 2)----Shall I invite Ann to my birthday party tomorrow evening?KAvmyVYxCd ----Yes. It’ll be fine if you______. A. are B. can C. invite D. do 3)---- Aren’t you the manager? -----No, and I______Ywuu4FszRT A.don’t want to B. don’t want to be C. don’t want be D. don’t want 4)---- I’ll be away on a business trip. Would you mind looking after my cat?cstDApWA6A -----Not at all______. A. not to B. not to do C. not do it D. do not toqotL69pBkh 5)----- Won’t you have another try? ------ ________.
A. Yes, I will have B. Yes, I won’t have C. Yes, I won’t D. Yes, I will 6)-----I won’t do it any more. -----_______? A. Why not B. Why don’t do any more C. Why not do D. Why don’t 7)-----Do you think it will snow tomorrow? -----______? A.I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so 8)-----Have you fed the cat? ------No, but______. A. I’m B. I am C. I’m just going D. I’m just going toEksTCSTCzX
Period 5. Using Language: Heroic teenager receives awardSgs28CnDOE
Step One Skimming the newspaper article 1.Read the headline：What is the story about? 找教案 https://www.doczj.com/doc/dd8830363.html,6craEmRE2k 2.Read the first paragraph and fill in the chart. Who When Where Why what John Janson Last night Rivertown carrying out first aid on a neighbor honored at the Lifesaver Awards
3.put these events in the order that they happened. k8qia6lFh1 _1_ Anne was attacked and started to scream. _6_ John performed first aid on Anne _2_ John was studying in his house. _7_ The ambulance arrived. _3_ John ran outside with his father. _5_ John found Anne in her garden with terrible knife wounds.y3qrGQOGwI 4 Answer the questions 1) What was John honoured for? 2) What did John do when he heard the screaming? 3) What happened to Anne? 4) What saved Ms slade’s life? 5) What first aid did John perform on Anne? 6) What adjectives would you use to describe John’s actions? MZpzcAiHKo *Step Two Discussion 1.Do you think John was silly or brave to get involved in the situation? Give reasons.0VoHIjMIZ5 2.Would you have done the same as John ? Give reasonsdRoQe3gJeM
3.Do you think it is worthwhile to take a course in first aid? Give reasons.rNnYJNKKts Step Three Language study 1.John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another.FJn6fxdLH9 be presented with sth: be given with present+ sth. +to +sb. 把某物送给某人 present + sb. +with sth. 赠送某人某物 He presented a silver cup to the winner. = He presented the winner with a silver cup.TFmfLhHMWP 2．put one’s hands on 找到 I know their address is here somewhere, but I can’t put my hands on it (找到它) right now.7Blnh0bNbw Whatever he puts his hands on (他无论着手做什么), he does it extraordinarily well. lxlvNKFOpd 3.John used these to treat the most severe injuries to Ms Slade’s hand.ztkEju9PET treat v. 视为, 对待,处理,治疗;款待 n. 殊遇；乐事；请客款待 He treated my plan as a joke NpjMPeCQTA The doctors treated his fever with pills. 医生用药片给他退烧。1ljUlY6R8h He was treated for severe sunburn.. He treated his friends to some beer 他请朋友们喝了些啤酒 This meal is my treat, so put your money away. 这顿饭我请客，你把钱收起来吧。fhi3RIASmX Smoked salmon. what a treat! 吃熏大马哈鱼－－那可太棒了！ It was a treat to hear his good lecture. 听他精彩的演讲是一乐事。scibnr4TBE 3 apply vt.涂，敷 应用，运用（…to） vi.1.申请（for) 2.应用，适用（to） apply a plaster to a wound 给伤口贴上膏药 apply to the consul for a visa 向领事申请签证 apply a theory to practice 把理论应用于实践 apply paint to a house 油漆房屋 apply one's mind to 专心于... I will apply for the job today. He applied himself to his study. 他集中精力学习。 4 make(a/some,/no,) difference ?It makes no difference to me where you come from. It doesn’t make any difference to me where you come from.G8hjTbyUQk
1、下列各项中加点字注音有误的一项是（）（2分） A宽恕（shù）胚(pēi)芽阔绰(chuò) 风雪载(zài)途 B收敛（liǎn）愧怍(zuò) 慰藉(jí) 妇孺(rú)皆知 C彷(páng)徨沉湎(miǎn) 繁衍(yǎn) 颔(hàn)首低眉 D哺(bǔ)育告罄(qìng) 馈(kuì)赠粗制滥(làn)造 2、下列加点字注音全部正确的一项是（）（2分） A、峥嵘（zhēng）黝黑（y?u）地窖（jiào）头晕目眩（xuán） B、慰藉（jí）攫取（jué）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qiè）蹿升（cuān）蓦然（mù）随声附和（hè） D、嗔视（chēn）干瘪（bi?）怄气（òu）气息奄奄（y?n） 3、下列词语中加点字的注音有错误的一项是（） A.觅食mì惧惮dàn 萧索xiāo 臆测yì B.山麓lù栈桥jiàn 惘然mǎnɡ煞白shà C.汲取jí诅咒zǔ孕育yùn 窒息zhì D.亵渎xiè搓捻cuō芳馨xīn 繁衍yǎn 4、下列各组词语中，加点字的注音不全正确的一项是（）（2分） A. 扒（pá）窃枯涸（hé）背（béi）包小心翼翼（yì） B. 稽（jì）首嫉（jì）妒屏（píng）蔽迥（jiǒng）异不同 C. 哽（gěng）咽亢（kàng）奋豆豉（ch?）苦心孤诣（yì） D. 蜷（quán）伏星宿（xiù）空乘（chéng）毛骨悚（sǒng）然 5、下列词语中加点的字，读音全部正确的一组是（3分） A．落难(nàn) 确凿(záo) 触(cù)目伤怀长吁(xū)短叹 B．称(chèn)职勾(gòu)当百鸟啾(jiū)啾大彻(chè)大悟 C．嗤(chī)笑倒坍(tā) 一抔(póu)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chuò)绰味同嚼(jiáo)蜡 6、下列各项中书写有误的一项是（）（2分） A瞻望深遂陨落翻来覆去 B疮痍伎俩迁徙沧海桑田 C嶙峋荒谬涟漪忍俊不禁 D点缀骸骨蓦然天伦之乐 7、下列词语书写全部正确的一项是（） A.禀告滑稽险象叠生随机应变 B.归咎潺弱骇人听闻恪敬职守 C.鄙夷阴霾囊萤印雪肃然起敬 D.匀称酬和望眼欲穿鳞次栉比 8、下列词语中有两个错别字的一项是（）（2分） A．高谈阔论坛花一现迫不及待窃窃私语 B．神采奕奕彬彬有礼破镜重圆月白风清 C．世外桃园晓风残月顺藤摸瓜事半功倍 D．四面楚歌挺而走险厚此薄彼貌和神离 9、下列词语中没有错别字的一项是 A．和谐其实是美丽的一种更高境界，它能够平和心境，净化心灵。 B．中华大地喜迎盛事，北京将张灯节彩迎接各地嘉宾。 C．正因为我们心中有盏红绿灯，我们的生活才能井然有绪，多姿多彩。
外研版英语精品资料 Module 4 Carnival Period One Teaching aims: 1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is about Carnival. Important and difficult points: 1 Get the students to understand the history of carnival. 2 Get the students to describe the festivals in groups. Teaching procedures: Step 1. Revision. Read the new words of this passage. Step 2. Introduction 1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals. Make a list of them on the blackboard.. 2. Turn to Page 31—Match the festivals with the description. Step 3. Lead-in Today we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it. Step 4. Fast-reading Match the main idea with every paragraph. Paragraph 1 A meaning of carnival and how it was celebrated Paragraph 2 B the law about wearing masks Paragraph 3 C general impression of carnival Paragraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it caused Paragraph 6 F the revival of the tradition of celebrating it. (Answers: 1—6 CAEBFD) Step 5. Further-reading Read the passage and answer the questions. 1. Where does Carnival come from? What does it mean?
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
人教版高中英语必修5教案 Unit 3 Life in the Future Period 1 Warming up and reading Learning aims: 1. Learn some new words and expressions. 2. Help the students to talk about life in the past, at present and in the future. 3. Enable the students to describe the life in the past, at present and in the future. Important Points:To help students learn to read a narration about John Snow Difficult Points:To help students learn to describe people Teaching Procedures: Step 1 warming up Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures. lead-in: Talk about how many changes there have been in the past and in the present. Step 2: pre-reading 1. Can you tell what problems people are facing today? 2. What problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005? Key: 1. The problem of population will be solved, have begun to Control the birth rate. 2. The problems will be still there, and will even worse. 3. I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion…Step 3： fast reading 1. Read the text for the first time and tell what the text is about? It’s an e-mail written by a man Who has taken up a trip to the future. 2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence A. We were transported into the future by a comfortable time capsule. B. I arrived a t Wang Ping’s home and everything in his house made me surprised. C.I won a travel to the year AD3005 D. I have my first try to master a hovering carriage. Step 4 careful reading Task1. Questions & answers: 1. Why did I have the chance to travel to the year AD3005? 2. What is a “time lag”? 3. How did I feel when I was in the capsule? 4. Who guides my trip?
Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.doczj.com/doc/dd8830363.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
Module 1 British and American English I. 模块教学目标 技能目标Skill Goals ▲Talk about varieties of English ▲Practise giving reasons ▲Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect ▲Identify a variety of English ▲Write about the Chinese language II. 目标语言 功能句式Practise giving reasons I like Leeds because there’s more going on here than back home in the States. Since English is spoken all over the world, there are lots of varieties. As I was the only British person in the school, they made a fuss of me. I’m getting on just fine, now that I understand the local accent. Everyday English How are you getting on? I don’t get it. ... get used to ... That’s a good point. ... make a fuss of ...
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
Unit 3 Life In the Future 学情分析：________________ _______________________________________ _______________________________________________________________________ _______________________________________________________________________ 教材分析 本单元的中心话题是“谈未来”，内容主要涉及人类对今后生活环境的想象、猜测和思考。通过本单元的学习，要让学生大胆发挥想象，对人类今后的生活环境， 集宁一中2011年高二上学期第 1 页共9 页编制人：于素丽
建议：高中阶段的英语教学，主要是阅读理解技能和读写技能，因此每个单元的教述，请参见《高中英语阅读技能》给出的表格和高考考试大纲中的阅读技能。 教案一W arming Up, Pre-reading and comprehending Teaching Goals: 1.To illustrate Ss’ imagination of future life. 2.To arouse Ss to pay more attention to the problems that probably appeared in the future life. 3. Enable the students to describe the life in the past, at present and in the future. Step 1 Lead-in （多媒体展示）Show some pictures about life in the past and life at present.(or let students enjoy a short movie about life in the future.)Let students discuss the question : What do you think future life will be like? 建议：呈现的图片或者视频，最好有个范围，比如：交通、通讯、学校生活等等，这些范围的内容最好和后面的阅读内容有较强的关联，以便更好的导入课文预测和阅读理解。 Step 2. W arming Up Group work What changes do you expect to see in your life in 50 years’ time? In groups, choose tw o of them to have a discussion, then make notes in the table.(可选其中几项进行讨论) 集宁一中2011年高二上学期第 2 页共9 页编制人：于素丽
英语必修五unit5教案
英语必修五unit5教案 【篇一：高中英语必修五教案unit 5】 新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions
的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。
Module V Unit 1 Great scie ntists Teach ing Aims Skill Goals ▲Talk about scie nee and con tributio ns of scie ntists ▲Practice express ing will, hope and suggesti ons ▲Practice express ing the stages in exam ining a new scie ntific i dea ▲Lear n to orga nize a scie ntific research ▲Lear n to use the past participle as the predicative & attribute ▲Practice describing people ' s characteristics and qualities ▲Develop the skills of persuasive and descriptive writi ng Key new words and expressi ons 1. Memorize engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, han dle, additi on, link, announce, in struct, virus, con struct ion, con tribute, positive, strict, moveme nt, god, backward, complete, spin, en thusiastic, cautious, reject, view 2. Read up infect, in fectious, cholera, deadly, outbreak, clue, Cambridge, germ, certa in ty, creative, cooperative, Nicolas Coper ni cus, revoluti on ary, calculati on, loop, privately, bright-n ess, persuasive, logical 3. Expressions put forward, makea conclusion, in additi on, link .. to ..., apart from, be strict with, lead to, make sen se, point of view, expose to, absorb in to, be to blame, physical characteristic Procedures IPeriod 1 : Warming Up , Pre-reading, Reading 禾口Comprehending 2 Period 2 : Reading and difficulties 3 Period 3 : Read ing P7 4. Period4 : Lear ning about Lan guage,Workbook 5. Period 5 : Grammar 6. Period6 : Using Language,Listening and Speaking 7. Period 7 : read ing and writ ing The First Period Readi ng Step I Lead -in Ask the stude nts to think of some great inven ti ons and inven tors in history. T: Welcome back to school, every one. I guess most of you have enjoyed your holiday. Maybe I should say every one has enjoyed a scie ntific life. Why? Because you have enjoyed the results of the scienee and scientists. Nowcan you tell me the scientists who inven ted the lights, the gramoph one and the computer? S1: Edis on inven ted the lights and the gramoph one. S2: The first computer was inven ted by a group of America n scie ntists. Step n Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to scie nee and scie ntists. We ben efit a lot from them. Can you n ame out as many scie ntists as possible?