2019届一轮复习人教版必修五Unit5Firstaid单元教案设计（25页word版）

2019届一轮复习人教版必修五Unit5Firstaid单元教案设计（25页word版）

‎2019届一轮复习人教版必修五Unit5First aid 单元教案设计 Period1Warming Up, Pre-reading Introduction In this period, after the warming up, students will first be guided to read First aid for burns by means of reading aloud to the recording, reading and underlining, reading to identify the main idea of the text, reading and transferring information, reading and understanding difficult words, reading to decide on the type of writing and summary of the idea and making a diagram of the text FIRST AID FOR BURNS. To end the period students will be answering the questions. ‎ Three “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. ‎ Objectives ■ To help students learn to give instructions ■ To help students learn to read an exposition about first aid ‎ ■ To help students better understand “saving life”‎ ■ To help students learn use some important words and expressions ‎ ■ To help students identify examples of “Ellipsis ” in the text Focus Words aid, burn, poison, iron, swell, damage, squeeze, present ‎ Expressions ‎ fall ill, squeeze out, in place, a number of ‎ Patterns ‎ Third degree burns are black and white and charred.‎ Take clothing off the burns area unless it is stuck to the burn. ‎ Cool burns immediately with cool but not icy water.‎ Do not rub, as this may break any blisters and the wound may get infected. ‎ It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. ‎ A knowledge of first aid can make a real difference. ‎ Aids Multimedia facilities, tape-recorder, photos, diagrams ‎ ‎1. Warming up ‎ ‎⑴Warming up by describing Good morning, class. Today we are going to read about FIRST AID FOR BURNS. Then what’s first aid is and why is it important?‎ Keys for reference: ‎ First aid is the first kind 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.‎ Now turn to page 33, look at the pictures. What has happened in each picture? ‎ Keys for reference: ‎ ‎1 A snake has bitten him on his leg.‎ ‎2 She has cut her arm with some broken glass and is bleeding badly.‎ ‎3 He has badly sprained his ankle.‎ ‎4 She is choking on a piece of food.‎ ‎5 She has broken her arm.‎ ‎6 He has a bleeding nose/a nose bleed.‎ ‎⑵Warming up by discussing Hi, every one. Have you been in any of the emergency situations? Did you or someone else give help then? If so, what kind of help? When you are involved in the emergency situations, what kind of first aid should you need or give? Think it over, and then give us your answers.‎ Keys: If the bite or scratch wound is bleeding, apply pressure to the area with a clean bandage or towel until the bleeding stops. If available, use clean latex or rubber gloves to protect yourself from exposure to blood.‎ ‎⑶Warming up by talking about first aid situations Medical emergencies don't occur every day. But when they do, information can help you deal with these situations. Then in what situations do we need to offer or receive first aid?‎ Animal bites, Burns, Chemical burns, Chemical splash in the eye, Chest pain, Choking(窒息), Cuts and scrapes(擦伤), Dislocation(脱臼), Electrical burns, Electrical shock, Fainting(昏晕,), Foreign(异质的) object in the ear, in the eye, in the nose etc. Foreign object inhaled(吸入), Foreign object swallowed, Head pain, Heart attack, Heatstroke(中暑), Motion sickness, Nosebleeds, Poisoning(中毒), Severe bleeding, Snakebites ‎ Period2Reading and comprehending Introduction Language is learned to be used in and for communication. So in this period we shall have the students1, after warming up by reading aloud the text, read and discuss, read and underline, do exercises, listen, write first aid instructions for various situations and write a letter. The class ends by students filling a form. ‎ Objectives ■ To help students read the passage HEROIC TEENAGER RECEIVES AWARD on page 38‎ ■ To help students use the language by listening, speaking and writing as well Procedures ‎1. Warming up reading aloud the text Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text HEROIC TEENAGER RECEIVES AWARD.‎ ‎2. Reading and discussing This reading passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Before you read the newspaper article, let’s discuss the scenario in groups: You can hear a woman screaming. You find her sitting on the ground, bleeding heavily from deep knife wounds in her hands. Do you help her? If so, what do you do? ‎ Often readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason you might read just the headline and the first paragraph. It gives information that answers the questions Who? When? Where? What? And often also Why? and How?‎ Keys: ‎ Who: teenager John Janson ‎ What: honored at the Lifesaver Awards Where: cannot answer this When: last night Why: carrying out first aid on a neighbor after a knife attack 3. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook and write a short passage, making use of them after class as homework.‎ Collocations from A GOOD EXAMPLE FOR ME be honored at…, carry out…, a shocking knife attack, at a ceremony, cut off…, knowledge of first aid, there is no doubt that…, make a real difference, receive their awards, attend a special reception 4. Doing exercises Now you are going to do Exercises 1, 2, 3 and 4 on page 39 following the article. ‎ ‎5. Listening Through the listening text, a quiz given by a first aid teacher, you can ‎ learn a few first aid procedures. Listen to the tape twice and finish the exercises No. 1 and 2. ‎ ‎6. Writing first aid instructions for each situation You can choose any one of the four situations to write down the instruction.‎ ‎7. Writing a letter Turn to page 75 and follow the direction to write a letter to your principal. You may use the information, structures and expressions from the unit. ‎ ‎8 Closing down by filling a form Heroic teenager receives award ‎ place figure event ‎ ‎ Period3 Language points 重点、难点及考点解析 一、重点单词 ‎1. treatment ①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.‎ ‎ ②可数名词 “ 疗法”‎ They are trying a new treatment for cancer.‎ 知识拓展 be under treatment 在治疗中 be under one’s treatment 接受某人的治疗 for treatment 进行治疗 treatment for + 疾病的名词 治…病的方法 ‎2. sense sense of touch 触觉                sense of sight 视觉 sense of hearing 听觉              sense of taste 味觉 sense of smell 嗅觉                sense of humor 幽默感 sense of beauty 美感               sense of direction 方向感 ‎ sense of honor 荣誉感             sense of values 价值观 sense of justice 正义感            sense of hunger 饥饿感 sense of responsibility 责任感    ‎ the sixth sense 第六感 make sense 有道理;讲得通 ‎2.present n.礼物 ,目前 adj.在场，出席，当前的 ‎ ‎ v.颁发，授予，赠给 present sth. to sb. 授予/赠给某人某物 present sb. with sth 授予/赠给某人某物 at present 目前;现在 for the present 暂时;暂且 be present at 出席;到场 ‎3.dress v.敷裹，包扎 E.g. Immediately after his wound was dressed, he went to work. ‎ 知识拓展 dress sb. /oneself 给…穿衣服 ‎ be dressed in 穿着….. (颜色)‎ dress up (as) 盛装打扮 ( 成….. )‎ ‎1. Tom had to return to the camp to_____ his injuries.‎ ‎2. _______white/a white coat, Mary went to the party.‎ ‎3. We _________to take part in the party.‎ Key: 1 dress 2. Dressed in 3. dressed up ‎4. swell v. 膨胀，隆起 Her leg has swollen badly.‎ 她的腿肿得很厉害。‎ The wind swelled the sails.‎ 风鼓起了帆。‎ 二、重点短语 ‎1、first aid “急救”‎ 知识拓展 give/offer aid 援助                come to sb.'s aid 帮助某人 cut off aid （突然）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 ‎ ‎2、get injured 受伤 ‎ get done结构相当于be done强调状态。‎ The computer got (was) damaged when we were moving. 我们搬家的时候，电脑碰坏了。‎ My bike is getting (is being) repaired now. 我的自行车正在修理。‎ My glasses got broken while I was playing basket-ball. 我的眼镜在打篮球时给弄坏了。‎ ‎—Where have you been these days？‎ ‎—My leg____in an accident, and I just return home from hospital.‎ A gets injured B is injured ‎ C got injured D injured Key: C ‎3、protect sb./sth. against/from sth. 保护…..免受…..‎ He is wearing sunglasses to protect his eyes from the strong sunlight. 他带着太阳镜以挡强烈的阳光。‎ 知识拓展 keep... from doing 阻止….做某事 prevent/stop... (from) doing 妨碍/阻止…做某事   ‎ 在be prevented/stopped from doing 结构中,介词from 能省略吗?‎ 不能 如:We are prevented/stopped from going there.‎ ‎4、depend on/upon依靠,依赖,相信，取决于 depend on/upon +wh-从句 视….而定,取决于 depend on/ upon+ n 依靠,依赖,相信 depend on/upon+sb.+to do 指望某人做……‎ depend on/upon +it +that…. 指望…..‎ That (all) depends. / It all depends. (口语)视情况而定，单独使用或置于句首。‎ Translate the following sentences into English.‎ ‎①、你不能永远依赖你的父母 ‎②、你不能指望他能按时来。‎ ‎③、你可相信他会来。‎ ‎④、我能帮你，但那要看情况而定。‎ ‎⑤、这要取决于你是否到这儿。‎ Key: ① You can’t depend on your parents forever.‎ ‎②You can’t depend on him to come on time.‎ ‎③ You may depend on it that he will come.‎ ‎④ I may help you. But that/ it depends.‎ ‎⑤ It depends on /upon whether you come here or not.‎ ‎5.squeeze out 榨出,挤出 They have been squeezed out of the job market by young people.‎ 他们被年轻人挤出了就业市场。‎ 知识拓展 squeeze money from sb 向某人勒索钱财 squeeze money out of sb ;, 向某人勒索钱财 ‎ 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。‎ ‎6. over and over again over and over again = again and again, 一再,再三,许多次 I’ve told you over and over again not to do that.‎ 我再三告诫你不要那样做。‎ ‎7.in place 放在适当的地方 You’d better put things back in place. Otherwise, it will be difficult to find things. 你最好把你的东西各就各位，不然很难找。‎ 知识拓展 in place 在适当的位置,适当 out of place 不在适当的位置，不适当 in place of 代替 take the place of 代替 ‎8. put one’s hand(s) on 常用于否定句、疑问句或条件从句中，意为“找到，得到”。‎ eg, I’m afraid I can’t put my hand(s) on the book you want.‎ 恐怕我一时找不到你想要的那本书。‎ ‎9. make a (some/no/any/not much/a great deal of) difference 有(一些/没有/任何/不太大的/很大的) 差别 tell the difference between 辨别两者的差别 It makes no difference/doesn‘t make any difference to me whether you come here or not. ‎ 对我来说,你来不来都无所谓。‎ 三、重点句型 ‎1. Take clothing off the burned area unless it is stuck to the burn.‎ unless 作从属连词，引导条件状语从句，作“除非…..否则”讲，相当于if…not 。‎ 注意①在unless引导的从句里，谓语用一般现在时，不用一般将来时。‎ ‎②在引导的从句里，当主语与从句主语是同一人或物，且有系动词时，从句主语与系动词可省略。‎ E.g. I will not attend the meeting unless (I am) invited.‎ I won’t call you, ________ something unexpected happens. ‎ A. unless B. whether C. because D. while Key: A ‎2. John was studying in his room when he heard screaming.‎ 此句型中when作并列连词相当于and then意为”正当……时突然”,常用于以下句型：‎ 知识拓展 be doing …when… 正在做……突然 be about to do …when… 即将做……突然 be on the point to do…when…正要去做…..突然 has/have/had done…when… 刚刚……这时 (突然)‎ ‎3. There is no doubt that John's quick thinking and the first aid skills that he learned at school saved Ms Slade's life.‎ doubt 名词，意思是“怀疑”、“疑惑”、“疑问”。如：‎ I have no doubt at all who did it.‎ 知识拓展:‎ There is no doubt that…/about sth. 毫无疑问……‎ ‎(肯定句）主语+doubt whether/ is…‎ ‎（否定句）主语+not doubt that 从句 I don’t doubt that his words are true.‎ There is some doubt whether John will come.‎ ‎4. It was John’s quick action and knowledge of the first aid that saved her life.‎ 本句为强调句型结构,符合It is/was…that... 结构。‎ 强调句型It is/was…that/who 的用法归纳如下：‎ 强调句型可以强调除谓语动词以外的任何句子成份。一般来说，如果被强调部分是人时，用连词that或who；如果被强调部分是物，只能用连词that。 强调句型应避免使用when, where, which 等连词。 ‎ 含一般疑问句和特殊疑问句的强调句句型:‎ ‎① 含一般疑问句的强调句型，其结构为：Is ‎ it+被强调部分+that/who+句子的其余部分？‎ ‎② 特殊疑问句的强调句型结构形式为：特殊疑问词+is/was it that/who+句子的其余部分？‎ 四、 疑难辨析 ‎ ‎1、wound, injure, harm 与 hurt:‎ wound 一般指外伤，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 常指因意外或事故而造成的损伤，还可表示在感情上，荣誉上的伤害，可用于人或物。‎ harm 指损害有生命的或无生命的东西；也可指肉体上或精神上的损害。‎ hurt 指任何肉体或精神上的伤害。尤其指打伤，刺伤；还可表示“疼痛”。‎ ‎2、damage, destroy 和ruin damage “损坏”, 意味着损坏后的价值或效率降低,一般是部分性的。‎ destroy 指十分彻底地“ 破坏”， 含有不能或很难修复的意思。‎ ruin 指某物被损害到不能再修复，不能再使用的程度。‎ Period4 Grammar Introduction In this period students will be warming up by discovering useful words and expressions. Then they shall be reading and thinking, dealing with Ex. 1, 2 and 3 on page 37and going over the ready used materials for Ellipsis. The class is to end by students doing exercises. ‎ Objectives ■ To help students learn about Ellipsis ■ To help students discover and learn to use some useful words and expressions ■ To help students discover and learn to use some useful structures Procedures ‎1. Warming up by discovering useful words and expressions Turn to page 36 and do Ex. 1 and 2 first. Check your answers with your classmates’. ‎ ‎2. Reading and thinking Turn to page 34 and read the text of FIRST AID FOR BURNS. As you read on, pay attention to the ellipsis of sentence.‎ For reference: ‎ You can get burned by hot liquids and steam. Burns are called first degree, second degree or third degree burns. These burns are not serious and should feel better within a day or two.‎ 3. Dealing with Ex. 1, 2 and 3 on page 37‎ Turn to page 37. In Ex.1, you have to look at the differences between Sentences A and B; which sentence is better and why it is better. The sentences in Ex.2 are all correct but they sound awkward because they have unnecessary words in them. You should take out the unnecessary parts. Each sentence in Ex.3 has ellipsis. This exercise sees whether you know which words have been omitted.‎ ‎4. Going over the ready used materials for Ellipsis 省略是为了避免重复、突出新信息并使上下文紧密连接的一种语法修辞手段。省略在语言中，尤其在对话中，是一种十分普遍的现象。‎ ‎1. 小品词的省略 ‎ （1）省略介词 ‎ He spent four hours (in) going over his lessons. 他花了四个小时复习功课。‎ ‎ I’ve studied Eng1ish (for) five years.我已学五年英语了。‎ ‎ （2）省略连词that ‎ I believe (that) you will succeed． 我相信你们会成功的。‎ ‎ It’s a pity (that) he’s leaving. 他要走，真遗憾。‎ ‎ I’m sure (that) she will help you. 我肯定她会帮你的。‎ ‎ （3）省略关系代词 ‎ I’ll give you all (that) I have. 我要把我所有的一切都给你。‎ He read the book (which) I got yesterday. 他看过我昨天买的书了。‎ ‎2. 句子成分的省略 ‎ （1）省略主语 ‎ Beg your pardon. （我）请你原谅。（Beg前省略了主语I）‎ ‎ Take care! 当心！（Take前省略了主语you）‎ Looks as if it will rain. 看起来象要下雨。（Looks前省略了主语it）‎ ‎（2）省略谓语 ‎ Who next? 该谁了？（Who后面省略了谓语comes）‎ ‎ The river was deep and the ice thin. （ice后面省略了was）‎ ‎ We’ll do the best we can. 我们将尽力而为。（can后面省略了动词do）‎ ‎ （3）省略表语 ‎ Are you ready? Yes, I am. 你准备好了吗？ 我准备好了。（am后面省略了ready）‎ ‎ He was a lover of sports as he had been in his youth. ‎ ‎ 他还是象年轻时那样，是一位运动爱好者。（had been后面省略了a lover of sports）‎ ‎（4）省略宾语 ‎ Let’s do the dishes. I’ll wash and you’ll dry. ‎ ‎ 让我们洗碗吧，我来洗，你来揩干。（wash和dry后面省略了宾语dishes）‎ ‎ （5）省略定语 ‎ He spent part of the money, and the rest he saved. ‎ ‎ 那钱他花了部分，其余的他都存了起来。（the rest后面省略了定语of the money）‎ ‎ （6）省略状语 ‎ He was not hurt. Strange!‎ ‎ 他没有受伤，真奇怪！（Strange前面省略了状语how）‎ ‎3. 省略句可同时省掉句子几个成份 ‎ What exciting news! (= What exciting news it is!) 多么令人激动的消息啊！‎ ‎ Pity he’s failed. (= It is a pity that he’s failed.) 很遗憾，他失败了。‎ ‎ I like him more than her. (= I like him more than I like her.) 我喜欢他更甚于喜欢她。‎ ‎4. 英语中有一些固定的省略结构：‎ ‎ a) 在以if, when, though, as if（好象）等连词引导的从句中，如从句中的主要动词是be，常将主语和动词be 省略。‎ If necessary, we shall send a telegram home. 如有必要，我们就往家里打电报。‎ Whenever possible, he will come to my help. 他一有可能就来帮助我。‎ While cycling, don’t forget the traffic lights. 骑车时，不要忘记看红绿灯。‎ b) 由固定词组引导的疑问句：‎ ‎ What about having a game of chess? 下盘棋怎么样？‎ ‎ How come they left you alone here? 他们怎么会把你一人留在这里呢？‎ ‎ What if it’s raining? 如果天下雨怎么办？‎ ‎ Why not try again? 为什么不再试试呢？‎ ‎ c) 在口语中，为了避免重复，不定式可以省去和句子前部重复的动词原形而只留下不定式符号to。‎ ‎ He may leave if he wishes to. 他可以走，如果他愿意的话。‎ Don’t go till I tell you to. 等我叫你走你再走。‎ ‎5 被省略的部分一般可以在句子中补上，但有时省略结构已经定型，如果把省略部分补上，反而不合乎习惯。‎ He is taller than I am. 他比我高。（am之后省略tall，补上不合习惯）‎ No parking. 禁止停车。（告示用语 = No parking is allowed here.）‎ 有一些习惯表达很难补上所省略的部分：‎ Not at all. 不用谢。‎ No matter. 不要紧。‎ Thanks. 谢谢。 ‎ ‎5. Looking back 高考题中的省略句 ‎1. When first ______ to the market, these products enjoyed great success. (2004全国II)‎ A. introducing B. introduced C. introduce D. being introduced ‎2. It shames me to say it, but I told a lie when ______ at the meeting by my boss. (2004全国IV)‎ A. questioning B. having questioned C. questioned D. to be questioned ‎3. What surprised me was not what he said but ______ he said it.(2004湖北)‎ A. the way B. in the way that　 C. in the way　 D. the way which ‎4. — Susan, will you please go and empty that drawer? --______?（2004 全国I）‎ A. What for B. What is it　 C. How is it D. How come ‎5. The boy wanted to ride his bicycle in the street, but his mother told him_________. (1995 NMET) ‎ ‎ A. not to B. not to do C. not do it D. do not to ‎ ‎6. It's a fine day. Let's go fishing, ________? (1990MET)‎ ‎ A. won't we B. will we C. don't we D. shall we ‎7. Be sure to write to us, _______? (1993NMET) ‎ ‎ A. will you B. aren't you C. can you D. mustn't you ‎ ‎8.-Alice, why didn't you come yesterday? ‎ ‎ -I ______, but I had an unexpected visitor. (1997 NMET) ‎ ‎ A. had B. would C. was going to D. did ‎ ‎9. -Could I borrow your dictionary? ‎ ‎ -Yes, of course you ________. (1992MET) ‎ ‎ A. might B. will C. can D. should ‎ ‎10. -Don't forget to come to my birthday party tomorrow. ‎ ‎ -__________. (1994 NMET) ‎ ‎ A. I don't B. I won't C. I can't D. I haven't ‎ Keys: 1-5 BCAAA 6-10 DACCB ‎6. Closing down by doing exercises To end the period you are going to take some exercises on ellipsis. ‎ ‎1. —I won’t do it any more. —________?‎ ‎ A. Why don’t B. Why don’t do it any more C. Why not D. Why not to ‎2. Although ________ to stop, he kept on working.‎ ‎ A. tell B. telling C. having told D. told ‎3. —Will you waste your time and money on that? ‎ ‎ —Certainly ________.‎ ‎ A. I not B. don’t C. not D. no ‎4. —Mary didn’t attend the lecture, did she? ‎ ‎—Yes, she ________.‎ ‎ A. attended B. didn’t attend C. didn’t D. did ‎5. —What’s Joan doing? —_________ newspapers in the room.‎ ‎ A. She reading B. She reads C. To read D. Reading ‎6. _________ always succeed.‎ ‎ A. Honest and clever students B. Students who honest and clever ‎ C. Honest students and clever D. Students are honest and clever ‎7. —Can you climb that tree, my boy? —__________ ?‎ ‎ A. I B. Myself C. Mine D. Me ‎8. Some people are against the plan but _______ support it.‎ ‎ A. any more B. many more C. much more D. no more ‎9. —I’ll be away on a business trip. Would you mind looking after my cat?‎ ‎ —Not at all. _________.‎ ‎ A. I’ve no time B. I’d rather not C. I’d like to D. I’d be happy to ‎10. —Why not go and have dinner in a restaurant? —_________. It’s too expensive.‎ ‎ A. Why not B. I agree C. I’ m afraid not D. I’m sure Keys:‎ ‎1-5 CDCDD 6-10 ADBDC ‎ ‎ Period5 Using language Writing Teaching goals教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets b. 重点句式 Make sure the floor is not slippery.‎ Follow instructions for all electrical appliances carefully.‎ Unplug all appliances, especially irons, after use.‎ When cooking, do not let oil touch flames or other sources of heat.‎ ‎2. Ability goals能力目标 Enable the students to write a letter asking their principal to organize a first aid course at the school.‎ ‎3. Learning ability goals学能目标 Help the Ss learn how to write the letter.‎ Teaching important and difficult point教学重难点 Let the Ss explain the importance of doing a first aid course in the letter.‎ Teaching methods教学方法 Discussion (Group work) and writing (individual).‎ Teaching aids 教具准备 A recorder, a projector and a computer. ‎ Teaching procedures and ways教学过程和方式 Step Ⅰ Homework checking Ask the students to show their compositions of first aid. If there are some mistakes, point them out.‎ Step Ⅱ Reading Ask the Ss to read the title of the text and the headings within it.‎ T: What’s the topic of the text and how is the information organized?‎ S: It is about safety in the home and the information is organized according to particular rooms and also to one cause of accidents — fires.‎ Tell the Ss to look at the pictures.‎ T: What do you think these three pictures are telling us?‎ S: To turn saucepan handles towards the back of a stove; Not to use a hairdryer near water; To keep a fire extinguisher in the kitchen.‎ T: What do you think the purpose of the pictures is?‎ S: They emphasize some points in the pamphlet.‎ T: What’s the purpose of the pamphlet?‎ S: To tell us how to keep a safe home; how to prevent accidents in the home.‎ Step Ⅲ Discussion T: What things at home can be dangerous? ‎ S: electrical equipment poisons electric fires ladders ‎ knives hot water windows T: How to prevent us from being injured at home? For example in the kitchen.‎ S: In the kitchen:‎ ‎·Make sure the floor is not slippery;‎ ‎·Always use a ladder to reach high cupboards;‎ ‎·Don’t stand on chairs to reach; ‎ ‎·Keep a window open when we use gas fires; ‎ ‎·Keep matches out of the reach of children;‎ ‎·Don’t leave matches anywhere;‎ ‎·Always cut away from your body when you use a knife;‎ ‎·Unplug all appliances, especially irons, after use;‎ ‎·Make sure that electric wires are safe and that children can’t touch them;‎ ‎·Don’t leave small things on the floor or table which a baby can put in its mouth;‎ ‎...‎ T: What should you do if you are badly burnt? Look at the two pictures.‎ S: Cool the area of skin at once. Wash the area of skin under the cold tap for several minutes. Put a piece of dry clean cloth over the area of the burn.‎ T: How do you deal with a simple cut?‎ S: Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.‎ Let the students write more advice Gas fires: If you are using one of these, check that a window is open.‎ Water: Make sure that young children can not get close to pools, lakes and rivers by themselves.‎ Ladders: Don’t use on a wet floor. Get someone to hold the ladder for you.‎ Don’t reach sideways while standing on a ladder. Get down first and move the ladder.‎ Step Ⅳ Practice writing T: We have learnt a bit about some first aid treatments in this unit. Now we are going to write a letter to the principal and request that he / she organize a first aid course for us. This is a guided exercise where you have to complete parts of the letter. Next to the letter, you are told what should go in each paragraph. This shows us the structure of a letter that is making a request. Do you know what such a letter would include?‎ S: The letter should:‎ ‎▲ say we have done a unit on first aid ‎▲ say why the unit was useful ‎▲ explain the importance of doing a first aid course ‎▲ say what we would like the principal to do Ask the Ss to write the letter individually. Circulate and help the Ss with grammatical structures and written expression.‎ Sample answers:‎ Dear Mr Chen,‎ ‎ Our class has been studying a unit on first aid. We have realized first aid is very helpful and very necessary, because it can be used whenever or wherever we are in emergency. ‎ ‎ Even though the unit has been very interesting and useful, the ways it provides us are just too limited to certain situation. We can not protect us in any other dangerous situations. So we want to learn m ore about first aid. ‎ ‎ We would like to request that you could offer us a first aid course a week. We think that a first aid course at the school can also teach us more about different kinds of first aid. In future we can stay calm and prepare for an emergency. If we know how to respond, we can save lives.‎ ‎ Yours sincerely,‎ ‎ Shirley ‎ Dear Mr Wang,‎ ‎ Our class has been studying a unit on first aid. It tells us some basic knowledge of first aid. Therefore, when something emergent happens, we will not be at a loss.‎ ‎ Even though the unit has been very interesting and useful, it only contains some safety measures at home. The information is limited. We are eager to know more about first aid from other aspects.‎ ‎ We would like to request that our school can provide us a first aid course. We think a first aid course at the school is quite important and necessary. In this way, we can learn how to protect ourselves and help others in the future.‎ ‎ Yours sincerely,‎ ‎ Ashley