一、 教材分析

1． 課本內容分析

本單元的中心話(huà)題為“急救”，具體涉及一些緊急情況下應采取的急救措施，尤為詳細地陳述了“燒傷”的急救常識，并通過(guò)一個(gè)真實(shí)的第一時(shí)間對被刺傷者進(jìn)行急救的故事闡明急救的重要性。語(yǔ)言學(xué)習的詞匯（詞性轉換與填詞）和語(yǔ)法（省略）以急救為載體展開(kāi)，內容與形式相輔相成，學(xué)生在了解急救常識的同時(shí)掌握了與急救相關(guān)的詞匯和句子。

“熱身”（Warming up）部分呈現了急救的定義，并要求學(xué)生討論六幅畫(huà)里出現的緊急情況及應采取的急救措施。

“讀前”（Pre-reading）以圖片帶出“燒傷”的主題，要求學(xué)生討論“燒傷”情境下應采取的急救措施。“讀前”為“閱讀”部分進(jìn)行了預熱和鋪墊。

“閱讀”（Reading）部分脈絡(luò )清晰，介紹了皮膚的作用、燒傷的起因、燒傷的種類(lèi)、燒傷的特征及應采取的急救措施。

“理解”（Comprehending）部分設置了四個(gè)與閱讀相關(guān)的練習。首先是對課文內容的排序，其次是通過(guò)燒傷癥狀確定燒傷種類(lèi)，再次是判斷所采取的急救措施的正誤，最后是與課文內容理解相關(guān)的問(wèn)題。

“語(yǔ)言學(xué)習”（Learning about language）部分的“Discovering useful words and expressions”包括詞性轉換與填詞練習，涉及的詞匯均與單元主題“急救”相關(guān)；“Discovering useful structures”部分以與“急救”相關(guān)的句子呈現語(yǔ)法內容“省略”，操練的句子大多與“急救”相聯(lián)系，并通過(guò)簡(jiǎn)化（劃掉累贅部分）和還原（寫(xiě)出劃掉詞語(yǔ)）鞏固學(xué)生對“省略”用法的掌握。

“語(yǔ)言運用”（Using language）部分包括讀、討論、聽(tīng)、說(shuō)與寫(xiě)。閱讀與討論部分以一個(gè)真實(shí)的故事突出急救的重要性，并通過(guò)學(xué)生的自主討論達到真正的領(lǐng)悟；聽(tīng)、說(shuō)、寫(xiě)部分以急救常識訓練學(xué)生的聽(tīng)、說(shuō)、寫(xiě)技能。

“小結”（Summing up）部分要求學(xué)生對急救常識（包括燒傷急救）、詞匯、省略及如何發(fā)出、書(shū)寫(xiě)指令進(jìn)行自評，以明確已掌握的和未掌握好的。

“學(xué)習建議”（Learning tip）部分以本單元閱讀文章的“First Aid Treatment”為例建議學(xué)生關(guān)注、研究真實(shí)文本。

2． 練習冊?xún)热莘治?/p>

練習冊?xún)热菖c單元話(huà)題內容密切相連，涉及急救常識，如撥打急救電話(huà)注意事項、如何進(jìn)行呼吸搶救、家庭安全須知等等，以聽(tīng)、說(shuō)、讀、寫(xiě)不同的形式展開(kāi)。語(yǔ)言練習部分的詞匯和語(yǔ)法均圍繞課文詞匯和語(yǔ)法“省略”展開(kāi)，中心突出，目標明確，形式多樣。

“聽(tīng)”（Listening）部分以一則家庭急救在訓練學(xué)生聽(tīng)力技能的同時(shí)使學(xué)生掌握在撥打急救電話(huà)時(shí)應注意的各事項。

“說(shuō)”（Talking）部分要求學(xué)生同伴以“聽(tīng)”部分練習為基礎編寫(xiě)并練習一則撥打急救電話(huà)的對話(huà)。

“單詞和習語(yǔ)的運用”（Using words and expressions）部分以字謎、朗讀、造句、填空、翻譯等不同形式復習鞏固本單元詞匯。

“語(yǔ)法結構的運用”（Using structures）以簡(jiǎn)化與還原的形式練習操練本單元語(yǔ)法“省略”的內容。

“讀的任務(wù)”（Reading task）部分以“家庭安全知識”的篇章練習學(xué)生的猜詞、快速捕捉信息及綜合閱讀理解能力。

“聽(tīng)的任務(wù)”（Listening task）部分以“如何進(jìn)行呼吸急救”訓練學(xué)生“聽(tīng)”的技能，也使學(xué)生掌握了新的急救知識。

“說(shuō)的任務(wù)”（Speaking task）部分為急救常識小測，有利于學(xué)生充分了解和掌握一些基本的急救知識。

“寫(xiě)的任務(wù)”（Writing task）部分以學(xué)生名義、書(shū)信的形式要求學(xué)校開(kāi)出急救課程，是學(xué)生語(yǔ)言知識及急救常識的輸出練習。

“項目”（Project）部分要求學(xué)生同伴對家庭急救和必具用品進(jìn)行整理與說(shuō)明。

“自我評價(jià)”（Checking yourself）與課文的Summing up相呼應，是學(xué)生對本單元所學(xué)內容的自我評價(jià)，并明確努力方向。

二、 教學(xué)目標

1．語(yǔ)言知識

掌握詞匯（單詞41個(gè)，短語(yǔ)8個(gè)）、語(yǔ)法“省略”（Ellipsis）及功能（Giving instructions）并了解話(huà)題（First Aid & Safety in the Home）。

2．語(yǔ)言技能

以篇章的急救常識訓練學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)、譯的技能。

3． 情感態(tài)度

通過(guò)單元內容學(xué)習，尤其是學(xué)生同伴活動(dòng)與小組討論，使學(xué)生意識到急救與安全在生活中的重要性，并愿意了解和掌握更多的急救常識。

4． 學(xué)習策略

以學(xué)生同伴、小組活動(dòng)培養學(xué)生交際策略；以學(xué)生課后查閱資料培養學(xué)生資源策略。

5． 文化意識

通過(guò)對John Janson人物的認識，培養學(xué)生對“急救常識”正確的認識觀(guān)。

三、 教材重組與課時(shí)分配

按照課本內容，將課時(shí)分配如下：

課時(shí)1（Period 1）：Warming Up, Pre-reading & Reading

【說(shuō)明】Warming Up 提供了六種緊急情況，Pre-reading圍繞燙傷及應采用的相應的急救展開(kāi)，“Reading”包括燒傷的種類(lèi)及燙傷的急救措施等，因此將Warming Up、Pre-reading及Reading的部分內容整合為一課，使學(xué)生在第一課時(shí)對急救、燙傷及如何在一些緊急情況下進(jìn)行急救有一個(gè)較為全面的深刻的認識。

課時(shí)2（Period 2）：Reading & Comprehending

【說(shuō)明】Reading”詳細說(shuō)明“燒傷”的原因、種類(lèi)、特征及急救措施，Comprehending是Reading部分的理解練習。兩部分話(huà)題一致，均圍繞“燒傷”展開(kāi)，因而整合為一個(gè)課時(shí)。

課時(shí)3（Period 3）：Learning about language

【說(shuō)明】本課內容包括單元重要詞匯及語(yǔ)法（省略）內容的學(xué)習。

課時(shí)4（Period 4）：Using language: Reading & Discussion

【說(shuō)明】 Reading為一個(gè)真實(shí)的第一時(shí)間對受刺傷者進(jìn)行急救的故事，Discussion要求學(xué)生對2004年在吉林中百商廈發(fā)生的特大火災中應采取的應急措施進(jìn)行討論。

課時(shí)5（Period 5）：Using language: Listening, Speaking & Writing; Assessment

【說(shuō)明】Listening提供了四種緊急情況，“Speaking”要求學(xué)生對四種情況應采用的急救進(jìn)行討論，“Writing”要求學(xué)生寫(xiě)出討論的急救措施。整堂課在技能上訓練學(xué)生聽(tīng)、說(shuō)、寫(xiě)的能力。Assessment在學(xué)生對寫(xiě)作進(jìn)行自評的基礎上對整個(gè)單元內容的掌握程度進(jìn)行簡(jiǎn)要的自評。

四、 教學(xué)設計（參考PPT.）

Period 1 Warming up, Pre-reading & Reading

Teaching aims:

1. To get the students to know more about first aid.

2. To activate and review the students’ knowledge of first aid procedure

3. To improve the students’ speaking and reading ability.

4. To enable the students to deal with emergency through discussion.

Teaching Procedures:

Step 1. Lead-in

1. Look at the pictures and tell what has happened in each picture.

2. Pair discussion

If you come across such kind of situation, what will you do to help them before the doctors arrive?

3. Speaking

1) What is first aid?

2) Ask the students to fill in the blanks.

3) Is first aid important? Why?

Step 2. Speaking （Pair work）

Discuss what happened in each picture and what kind of first aid should be given in these situations with some new words provided.

Step 3. Pre-reading

1. Talk about Picture 8

2. Raise two questions: What type of burn does the girl receive and what first aid should be given?

Step 4. Reading

1. Task 1: Find subtitles about types of burns and first aid treatment.

2. Task 2: Read “Types of burns” and find out how many types and which layer of the skin each type affects.

3. Task 3: Read “First aid treatment” and find out what treatment should be given to the little girl.

Step 5. Homework & Dismiss

Period 2 Reading & Comprehending

Teaching aims:

1. To get the students to know words like “symptom”、“essential”、“organ”and grasp the usage of “protect…against/from”、“be stuck to”、“squeeze out”、“over and over again” and “in place”.

2. To let the students understand some information about causes, types, characteristics and first aid treatment of burns through reading.

3. To practice the students’ predicting, skimming and scanning abilities.

4. To improve their practical ability of first aid treatment of burns through group wok.

Teaching procedures:

Step 1. Lead-in

Review “Types of burns”

There are _______ types of burns depending on which _______ are burned.

_______________ affect only the _____ layer and should feel better within _______________.

________________ affect both the _____ and the _______ layer. These burns are _______ and take ______________ to heal.

________________ affect all ______ layers and any ______ and ______ under the skin. They are very _______ injuries and the victim must get to a ________at once.

Step 2. Reading

1. Prediction （What may be written in the passage?）

2. Skimming for checking whether the information mentioned is written

3. Judging the correct order

4. Para. 1 : What is the skin? What can the skin do?

5. “Causes of burns”: Which of the following cannot get the skin burned?

6. “Characteristics of burns”: Comprehending 2

7. “First Aid Treatment”: Answer the following questions

1) What is to be done if clothing is stuck to the burn?

2) Why is it best to place burns under gently running water for about 10 minutes?

3) How should second degree burns be dealt with?

4) How should the bandage be fixed?

5) What is to be done if burns are on arms or legs or the face?

8. Group work : Comprehending 3

9. Reading for full understanding

Step 3: Homework & Dismiss

Period 3 Learning about language

Teaching aims:

1. To learn and consolidate the usage of the key words and expressions.

2. To learn about word conversion.

3. To know kinds of ellipsis through the students’ discovery.

4. To practice ellipsis using the content of the reading passage.

5. To practice ellipsis through different contexts.

Teaching procedures:

Step1. Lead in

What is the most important in our life?

What is “first aid”?

Step 2. Discovering useful words and expressions

1. Discuss the two pictures and present words with different part of speech like “blood, bloody, bleed” and “burn, burnt”.

2. Fill in the blanks in the correct form.

While checking the answers, explain the usage of some words.

3. Choose the correct words and phrases to fill in the blanks, using their correct form.

Step 3. Discovering useful structures

1. Enjoy a flash about ellipsis and pay attention to the structure of the dialogue.

2. List the lines in the flash, and ask students whether there are some similarities between these sentences.

3. Discover different kinds of ellipsis through picture examples.

4. Practice ellipsis using the content of the reading passage.

5. “Discovering useful structures” 2

6. Practice taking out unnecessary words within a context.

7. “Discovering useful structures” 3

8. Practice including the missing words within a context

Step 4. Homework & Dismiss

Period 4 Using language: Reading & Discussion

Teaching aims:

1. To learn some words and phrases like “present”、“put one’s hands on”and “make a difference”.

2. To read about John Janson and his heroic deed.

3. To improve the students’ reading and speaking abilities.

4. To raise the students’ awareness of staying calm and giving first aid in time of danger.

Teaching procedures:

Step 1. Revision

Check the homework.

Step 2. Reading

1. Understanding the title

2. Fast reading for the following questions:

1) Who is the heroic teenager?

2) What is the award?

3) Why does he receive the award?

3. Careful reading for the following two questions:

1) Who was Anne? What happened to her?

2) What first aid did John perform on Anne?

When checking the answers, the teacher will explain some key words and phrases and sentence patterns.

3. Talk about John Janson’s action.

4. Reading for the correct order.

Step 3. Discussion

On your way home, you suddenly hear a boy shouting “Help” in the river. Will you jump into the water to save him? If he is pulled out of water, will you give him some first aid and what first aid will you perform on him?

Step 4 Homework

Period 5 Using language: Listening, Speaking & Writing; Assessment

Teaching aims:

1. To help the students get more information about four situations calling for first aid.

2. To make the students familiar with some new vocabulary related to first aid.

3. To practice the students’ listening, speaking and writing abilities.

4. To provide some brief evaluating items for the students to gradually form the habit of self-evaluating.

Teaching procedures:

Step 1. Lead-in

First aid quiz.

Step 2. Listening

1. First listening: Find out what topics the teacher asks.

2. Second listening: Match pictures.

3. Third listening: Fill in the blanks

Step3. Pair speaking

Talk about what has happened and give first aid instructions for each situation.

Step 4. Group writing

1. Ask the students to write down the first aid instructions for each situation in groups.

2. The students’ group presentation

3. Check the possible version

Step 5. Assessment

Step 6. Homework & Dismiss