一、 教材分析
本單元的中心話題是 First Aid, 具體涉及關(guān)于動(dòng)物咬傷、燒傷、刀傷和中毒等的一般急救常識(shí)。此外還介紹了家庭安全須知，急救的重要性等。語(yǔ)言知識(shí)和語(yǔ)言技能都圍繞這一中心話題設(shè)計(jì)。
1. Warming up由兩個(gè)部分組成，第一部分設(shè)計(jì)了六張事故情景，他們分別是溺水、交通事故、燒傷、劃傷、噎塞等常見(jiàn)場(chǎng)景。要求學(xué)生看圖討論：遇到這些緊急情況應(yīng)怎么處理，平時(shí)怎樣能避免這些事故的發(fā)生；第二部分讓學(xué)生討論遇到上述情況應(yīng)該如何處理，如何避免這些情況，關(guān)于急救自己知道哪些知識(shí)，以及急救時(shí)可能會(huì)用到哪些詞匯等。這些活動(dòng)都來(lái)自于生活，容易引起學(xué)生對(duì)急救的思考，引起學(xué)生參與本單元話題討論的興趣，對(duì)本單元的學(xué)習(xí)起到了熱身作用。
2. Listening部分可在熱身的基礎(chǔ)上，以聽(tīng)的形式進(jìn)一步了解“急救”常識(shí)，共有兩段對(duì)話。第一段是一個(gè)父親和被狗咬傷的兒子在醫(yī)院與護(hù)士之間的對(duì)話；第二段是一個(gè)兩歲半的女孩誤喝墨水，母親帶她上醫(yī)院時(shí)與護(hù)士的對(duì)話。通過(guò)訓(xùn)練，提高學(xué)生聽(tīng)力水平。
3. Speaking部分是有關(guān)家庭安全須知，要求學(xué)生學(xué)習(xí)運(yùn)用“應(yīng)該做什么，不應(yīng)該做什么”的表達(dá)方法；學(xué)生兩人一組，互相告訴家庭安全須知，提出忠告，課文列舉了一些常用的句型作為參考。
4. Pre-reading呈現(xiàn)了有關(guān)急救的三個(gè)寫(xiě)作提綱，要求學(xué)生不讀課文思考“假設(shè)讓你寫(xiě)一篇有關(guān)急救的文章，你會(huì)選擇使用三個(gè)中的哪一個(gè)提綱？”第二個(gè)問(wèn)題是讓學(xué)生預(yù)測(cè)本單元的閱讀文章會(huì)使用三個(gè)提綱中的哪一個(gè)，并給出理。這些活動(dòng)的目的是讓學(xué)生體會(huì)文章的構(gòu)思過(guò)程，學(xué)會(huì)根據(jù)主題先列提綱，根據(jù)提綱闡述理由或細(xì)節(jié)，為學(xué)生閱讀下文起引導(dǎo)作用。
5. Reading是一篇介紹急救的文章，標(biāo)題是DR ABC，具體介紹急救的重要性，如何進(jìn)行急救，急救時(shí)注意DR ABC：D代表Danger(危險(xiǎn))， R代表Response(反應(yīng))， A代表Airway(呼吸道)，B代表Breathing（呼吸），C代表Circulation（血液循環(huán)），以及如何進(jìn)一步急救等一些急救基本常識(shí)和步驟，使學(xué)生了解急救對(duì)病人的重要性及基本急救知識(shí)，以便他們運(yùn)用于生活實(shí)際。
6. Post-reading設(shè)計(jì)了兩個(gè)練習(xí)，第一個(gè)練習(xí)給出三個(gè)急救畫(huà)面，要求學(xué)生找出課文中與之對(duì)應(yīng)的句子。第二個(gè)練習(xí)讓學(xué)生兩人一組列舉急救現(xiàn)場(chǎng)應(yīng)做的幾件重要事情。通過(guò)這兩個(gè)練習(xí)，可以幫助學(xué)生檢查自己對(duì)課文掌握程度，并進(jìn)一步理解、鞏固課文。
7. Language study分詞匯和語(yǔ)法兩部分。詞匯部分設(shè)計(jì)了兩個(gè)練習(xí)，第一個(gè)練習(xí)要求學(xué)生根據(jù)所給的新的語(yǔ)境，從剛學(xué)習(xí)的課文中找出合適的詞填入空白處；第二個(gè)練習(xí)設(shè)計(jì)了一段短文，要求根據(jù)語(yǔ)境選擇正確的詞匯填空。這兩個(gè)練習(xí)的目的都是幫助學(xué)生復(fù)習(xí)詞匯，學(xué)習(xí)在具體的情景中正確使用詞匯。
語(yǔ)法部分是進(jìn)一步介紹虛擬語(yǔ)氣的用法，教材先向?qū)W生提出四個(gè)句子，讓學(xué)生根據(jù)句子情景，理解這些句子虛擬語(yǔ)氣的含義。然后設(shè)計(jì)了三個(gè)練習(xí)，幫助學(xué)生通過(guò)練習(xí)理解、熟悉、掌握虛擬語(yǔ)氣的用法。
8. Integrating skills的閱讀部分提供了一篇關(guān)于處理一般創(chuàng)傷的說(shuō)明文，可以說(shuō)是前面閱讀文章的補(bǔ)充。要求學(xué)生在閱讀和理解的基礎(chǔ)上，回答一些有關(guān)急救知識(shí)的問(wèn)題，并用所學(xué)的急救知識(shí)設(shè)計(jì)一份急救知識(shí)小常識(shí)問(wèn)卷。寫(xiě)作部分要求學(xué)生寫(xiě)一篇介紹有關(guān)“如何進(jìn)行急救”的文章。這些活動(dòng)貼近學(xué)生生活，能夠引起學(xué)生的興趣，并能夠綜合地訓(xùn)練學(xué)生用詰言做事的能力。
9. Tips是有關(guān)如何制作急救包的建議說(shuō)明，具體介紹急救用品都包括哪些物品。
10..Checkpoint首先簡(jiǎn)述了本單無(wú)的語(yǔ)法重點(diǎn)-----虛擬語(yǔ)氣的用法，然后通過(guò)一個(gè)問(wèn)題引導(dǎo)學(xué)生對(duì)本單元所學(xué)的內(nèi)容作一回顧。
二、 教學(xué)重點(diǎn)、難點(diǎn)
（一） 重點(diǎn)：
1、 語(yǔ)言知識(shí)：重點(diǎn)單詞和詞組：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.
2、 功能句型: 學(xué)習(xí)運(yùn)用“應(yīng)該做什么、不應(yīng)該做什么”等一些常用安全須知和提忠告句型。
3、 語(yǔ)法知識(shí)：進(jìn)一步學(xué)習(xí)和掌握虛擬語(yǔ)氣的用法。
（二） 難點(diǎn)：
1、 培養(yǎng)學(xué)生熟練掌握和自如運(yùn)用虛擬語(yǔ)氣。
2、 培養(yǎng)學(xué)生通過(guò)閱讀歸納文章主題的能力。
3、 培養(yǎng)學(xué)生根據(jù)主題構(gòu)思段落提綱，根據(jù)提綱闡述具體細(xì)節(jié)的寫(xiě)作能力。
三、 教學(xué)目標(biāo)
1、 語(yǔ)言知識(shí)：
1） 詞匯：（見(jiàn)教學(xué)重點(diǎn)）
2） 功能句型: 學(xué)習(xí)運(yùn)用一些常用安全須知和提忠告句型。
3） 語(yǔ)法知識(shí)：進(jìn)一步學(xué)習(xí)和掌握虛擬語(yǔ)氣的用法。
2、 語(yǔ)言技能：
1） 聽(tīng)：通過(guò)聽(tīng)對(duì)話，培養(yǎng)學(xué)生捕捉關(guān)鍵信息，回答問(wèn)題、完成句子的能力，提高學(xué)生聽(tīng)力水平。
2） 說(shuō)：學(xué)習(xí)運(yùn)用常用的提忠告句型和“應(yīng)該做什么、不應(yīng)該做什么”的表達(dá)方法，表達(dá)家庭急救安全須知，提高學(xué)生口語(yǔ)表達(dá)能力。
3） 讀：通過(guò)skimming, scanning, summing up and generalizing 等一系列英語(yǔ)閱讀的技能訓(xùn)練，提高學(xué)生捕捉細(xì)節(jié)信息，語(yǔ)篇概括能力。
4） 寫(xiě)：培養(yǎng)學(xué)生根據(jù)主題構(gòu)思段落提綱，根據(jù)提綱闡述具體細(xì)節(jié)的寫(xiě)作能力。
3、 學(xué)習(xí)策略：
通過(guò)任務(wù)型教學(xué)設(shè)計(jì)和活動(dòng)型教學(xué)訓(xùn)練培養(yǎng)學(xué)生自主學(xué)習(xí)、合作交流、創(chuàng)新交際運(yùn)用的能力。
4、 情感態(tài)度：
通過(guò)任務(wù)型學(xué)習(xí)活動(dòng)，掌握急救知識(shí)、學(xué)會(huì)生存，培養(yǎng)愛(ài)心、關(guān)心他人、救死扶傷。從而充分感受運(yùn)用英語(yǔ)進(jìn)行交際交流的成功與喜悅。
四、 教學(xué)策略：
1、 任務(wù)型活動(dòng)策略
任務(wù)型語(yǔ)言教學(xué)的倡導(dǎo)者認(rèn)為--學(xué)習(xí)者可以通過(guò)完成各項(xiàng)任務(wù)來(lái)發(fā)展交際語(yǔ)言教學(xué)。
2、 引趣激趣策略
創(chuàng)造多種情景（情境）激發(fā)學(xué)習(xí)興趣--如：模擬情景、角色扮演、辯論等。
3、 循序漸進(jìn)策略
如：任務(wù)的設(shè)計(jì)由易到難，語(yǔ)言操練從機(jī)械性操練到交際性操練等。
4、 資源共享策略
隨著科技的發(fā)展，互聯(lián)網(wǎng)的進(jìn)課堂，教室的空間已超越四壁。教學(xué)過(guò)程不再只是師生、生生互動(dòng)的過(guò)程，而是師生、生生、互聯(lián)網(wǎng)互動(dòng)的過(guò)程。
五、 教學(xué)設(shè)計(jì)：
根據(jù)本單元的中心話題，結(jié)合“二語(yǔ)習(xí)得論”、“整體語(yǔ)言教學(xué)論”和新課程教學(xué)理念，為了達(dá)成上述教學(xué)目標(biāo)，我們采用任務(wù)型教學(xué)“P---T---P”立體型自主學(xué)習(xí)模式（Pre-task---Task-cycle---Post-task）。進(jìn)行了如下教學(xué)設(shè)計(jì)：
（一）Pre-task: 課前預(yù)習(xí)急救知識(shí)講座Lecture on first aid
1、 活動(dòng)內(nèi)容：
本屆學(xué)生在高一研究性學(xué)習(xí)中已有上網(wǎng)搜尋資料的經(jīng)驗(yàn)，為此在學(xué)習(xí)本單元之前布置學(xué)生上網(wǎng)搜尋：first aid, emergency number, DR ABC, drowning, traffic accident, burns, bleeding, cuts, choking, animal bites, poisoning.等急救知識(shí)。
2、 活動(dòng)時(shí)間：
貫穿整個(gè)單元學(xué)習(xí)時(shí)間，于每節(jié)課前3 分鐘進(jìn)行。
3、 活動(dòng)形式：
1） 個(gè)人活動(dòng)：就急救的某一方面話題（如 burns, emergency number etc.）搜尋資料，摘錄卡片。
2） 小組活動(dòng)：選擇同一話題的小組成員進(jìn)行討論，制作卡片或課件。
3） 班級(jí)活動(dòng)：每天輪流一個(gè)話題，小組成員以合作方式（Team work）進(jìn)行，介紹該方面的急救知識(shí)。
4） 活動(dòng)目的：
（1） 課前預(yù)習(xí)本單元的語(yǔ)言知識(shí)，聯(lián)系實(shí)際用中學(xué)英語(yǔ)。
（2） 了解急救的一般常識(shí)，學(xué)會(huì)如何急救。
（3） 學(xué)會(huì)急救，培養(yǎng)愛(ài)心。
（二）Task-cycle:
（見(jiàn)個(gè)課時(shí)教學(xué)設(shè)計(jì)）
（三）Post-task:
Task 1.急救現(xiàn)場(chǎng)表演 Performance of the first aid
1、 活動(dòng)內(nèi)容：
學(xué)生經(jīng)過(guò)課前預(yù)習(xí)網(wǎng)上搜索及開(kāi)展急救知識(shí)講座Lecture on first aid和學(xué)完本單元“熱身” “口語(yǔ)” 和兩個(gè)“閱讀”之后開(kāi)展急救現(xiàn)場(chǎng)講座。
語(yǔ)言知識(shí)要求：本單元有關(guān)“急救”的語(yǔ)言知識(shí)。
語(yǔ)言技能要求：聽(tīng)、說(shuō)、演。
2、 活動(dòng)形式：
1） 小組活動(dòng)：
討論選擇急救的某一項(xiàng)內(nèi)容，如刀傷、溺水、摔傷、車(chē)禍等，然后針對(duì)所選的項(xiàng)目進(jìn)行急救表演，并編對(duì)話。
2） 班級(jí)活動(dòng)：小組成員在班上進(jìn)行急救現(xiàn)場(chǎng)表演并配音。
3、 活動(dòng)目的：
1） 真正理解課文所學(xué)急救知識(shí)，并將所學(xué)知識(shí)運(yùn)用于實(shí)踐。
2） 鞏固掌握課文有關(guān)急救的語(yǔ)言知識(shí)，用中學(xué)英語(yǔ)。
3） 學(xué)會(huì)生存，學(xué)會(huì)關(guān)心他人、救死扶傷。
Task 2.紅十字海報(bào)展A poster on the first aid
1、活動(dòng)內(nèi)容：
急救是一項(xiàng)十分重要的工作，為了普及急救知識(shí)，學(xué)校決定舉辦一次海報(bào)展，請(qǐng)同學(xué)們幫助設(shè)計(jì)海報(bào)，介紹如何進(jìn)行急救。
語(yǔ)言知識(shí)要求：本單元有關(guān)“急救”的語(yǔ)言知識(shí)。
語(yǔ)言技能要求：聽(tīng)、說(shuō)、讀、寫(xiě)、畫(huà)。
4、 活動(dòng)形式：
1） 小組活動(dòng)：
確定海報(bào)內(nèi)容，設(shè)計(jì)編輯方案，確定資料收集內(nèi)容，明確任務(wù)分工。
2）個(gè)人活動(dòng)：收集資料并摘錄。
3）班級(jí)活動(dòng)：展示介紹各組海報(bào)。
5、 活動(dòng)目的：
1） 宣傳普及急救知識(shí)。
2） 提高學(xué)生寫(xiě)作能力，從而加強(qiáng)學(xué)生語(yǔ)言實(shí)踐能力。
3） 提高學(xué)生綜合素質(zhì)。
六、 教學(xué)資源：
針對(duì)本單元話題向?qū)W生提供以下網(wǎng)上搜索辦法和網(wǎng)址供學(xué)生參考：
www.google.com 輸入
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.這.些活動(dòng)來(lái)源于生活，因此教學(xué)可以從學(xué)生的生活經(jīng)歷談起,引入本單元的話題。
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?
這些都是學(xué)生生活當(dāng)中可能會(huì)遇到的，在討論的過(guò)程中，能啟發(fā)急救的重要性并導(dǎo)出有關(guān)急救的知識(shí)的新單詞: bleeding, cuts, emergency, bites, ambulance等。
接著再引導(dǎo)學(xué)生討論書(shū)中的六幅圖。What do the six pictures in the book tell us?
1. 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.讓學(xué)生兩人討論之后，上臺(tái)表演急救措施并用英語(yǔ)來(lái)講解，讓學(xué)生在做中學(xué) )
2. 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..
1. Pre-listening
Look at the two pictures and guess where are they? What happened to the children?
本活動(dòng)為開(kāi)放型，目的是為了激活聽(tīng)前捕捉信息的能力，集中學(xué)生的注意力，同時(shí)增加懸念。
1． 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)
(通過(guò)表格的設(shè)置，學(xué)生能夠一目了然地去捕捉重要信息。What was done? 這個(gè)問(wèn)題在part1當(dāng)中要求學(xué)生聽(tīng)一遍寫(xiě)出來(lái)有點(diǎn)難度，因此在判斷出Was any first given? 既給出
A. He dried the wound B. He washed it
C. He tied a clean piece of cloth around it
這樣的三項(xiàng)急救措施要求學(xué)生排序，一方面可以降低難度，同時(shí)可以讓學(xué)生了解急救的步驟。
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:
1. Learn some knowledge of the family safety.
2. Practise the speaking ability with ‘Dos’ and ‘Don’ts’.
3. 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
1. Make sure that electrics wires are safe and that children can’t reach them.
2. If a pan of oil catches fire, turn off the gas and cover the pan quickly.
3. Make sure that everyone in your family knows how to call 110.
4. Learn more about first aid
Don’ts
1. Don’t put poisons into other containers, for example empty bottles.
2. Never leave small things on the floor or table which a baby can put in its mouth.
3. Don’t play with electrical equipment.
4. 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.
1. Traffic safety
2. Classroom rules
3. 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
1. Everybody writes every day. How would you write? Will you give an outline before writing?
2. If you are going to write a passage about first aid, what aspects will you refer to? Try to give an outline.
1. Group activity: ---Discussing
The students discuss the outlines (on page 59) and work out an outline.
2. Individual activity:---Reporting
Ask some students to show their outlines and the reasons for their choices.
While-reading:
Task 2 Reading
Activity 1. Skimming
1. Read the passage DR ABC quickly to find out which outline is used in it.
2. 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 ).
1. Why is first aid important in our daily life?
2. What’s the most important thing to remember when dealing with an emergency?
3. What do the hospitals recommend?
4. What do the letters “DR ABC” stand for?
5. What we should do when we have checked the DR ABC?
6. 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.
3. Prepare for Language study and finish off the exercises on page 61-62 and page 133.
The Fourth Period Language Study
Teaching Aims:
1. 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:
1. Doing-drills to get the students to master the Subjunctive Mood better.
2. Pair worker individual work to make every students work in class.
Teaching Procedures
Step1.Word study
I. Pre-learning.
1. 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
2. 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.
1. If I had known more about giving first aid, I could have helped them.
2. If we were to panic, we would not be able to help.
3. 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.
1. 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.
2. 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.
3. 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 .
4. 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
1. Finish Ex.s1-4 in workbook.
2. Review and remember the use of the Subjunctive Mood.
3. 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
1. Read and find what common injuries are mentioned?
2. Read again and find out how to deal with the injuries
How to deal with
Animal bites
Burns
cuts
poisoning
3. Group work (discussion)
Use what you have learnt about first aid to answer the questions below.
1) What should you do if you find a person who has stopped breathing?
2) What should you do if you find a person with a knife in his or her leg?
3) You find a girl unconscious on a sofa. You think that she may be poisoned. What do you do first?
4) What should you do if someone has been bitten by a dog?
5) Your friend burnt herself while she was cooking. What could you do to help?
6) 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:
1. What would you do first?
2. Who should you help first?
3. What kind of first aid would you give to each person?
4. 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.
1. Questions and answers Ask individual Ss to answer the questions according to the above scene.
2. Sentence writing Ask the Ss to write down the answers to the questions with the conjunctions like first, before, then , after, finally
3. Refining Ask Ss to read what they have done and correct their mistakes
4. 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