一、 教材分析
1． 課本內(nèi)容分析
本單元的中心話題為“急救”，具體涉及一些緊急情況下應(yīng)采取的急救措施，尤為詳細(xì)地陳述了“燒傷”的急救常識(shí)，并通過一個(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。語言學(xué)習(xí)的詞匯（詞性轉(zhuǎn)換與填詞）和語法（省略）以急救為載體展開，內(nèi)容與形式相輔相成，學(xué)生在了解急救常識(shí)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(xiàn)了急救的定義，并要求學(xué)生討論六幅畫里出現(xiàn)的緊急情況及應(yīng)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(yīng)采取的急救措施。“讀前”為“閱讀”部分進(jìn)行了預(yù)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、燒傷的特征及應(yīng)采取的急救措施。
“理解”（Comprehending）部分設(shè)置了四個(gè)與閱讀相關(guān)的練習(xí)。首先是對課文內(nèi)容的排序，其次是通過燒傷癥狀確定燒傷種類，再次是判斷所采取的急救措施的正誤，最后是與課文內(nèi)容理解相關(guān)的問題。
“語言學(xué)習(xí)”（Learning about language）部分的“Discovering useful words and expressions”包括詞性轉(zhuǎn)換與填詞練習(xí)，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(xiàn)語法內(nèi)容“省略”，操練的句子大多與“急救”相聯(lián)系，并通過簡化（劃掉累贅部分）和還原（寫出劃掉詞語）鞏固學(xué)生對“省略”用法的掌握。
“語言運(yùn)用”（Using language）部分包括讀、討論、聽、說與寫。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，并通過學(xué)生的自主討論達(dá)到真正的領(lǐng)悟；聽、說、寫部分以急救常識(shí)訓(xùn)練學(xué)生的聽、說、寫技能。
“小結(jié)”（Summing up）部分要求學(xué)生對急救常識(shí)（包括燒傷急救）、詞匯、省略及如何發(fā)出、書寫指令進(jìn)行自評，以明確已掌握的和未掌握好的。
“學(xué)習(xí)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(xí)冊內(nèi)容分析
練習(xí)冊內(nèi)容與單元話題內(nèi)容密切相連，涉及急救常識(shí)，如撥打急救電話注意事項(xiàng)、如何進(jìn)行呼吸搶救、家庭安全須知等等，以聽、說、讀、寫不同的形式展開。語言練習(xí)部分的詞匯和語法均圍繞課文詞匯和語法“省略”展開，中心突出，目標(biāo)明確，形式多樣。
“聽”（Listening）部分以一則家庭急救在訓(xùn)練學(xué)生聽力技能的同時(shí)使學(xué)生掌握在撥打急救電話時(shí)應(yīng)注意的各事項(xiàng)。
“說”（Talking）部分要求學(xué)生同伴以“聽”部分練習(xí)為基礎(chǔ)編寫并練習(xí)一則撥打急救電話的對話。
“單詞和習(xí)語的運(yùn)用”（Using words and expressions）部分以字謎、朗讀、造句、填空、翻譯等不同形式復(fù)習(xí)鞏固本單元詞匯。
“語法結(jié)構(gòu)的運(yùn)用”（Using structures）以簡化與還原的形式練習(xí)操練本單元語法“省略”的內(nèi)容。
“讀的任務(wù)”（Reading task）部分以“家庭安全知識(shí)”的篇章練習(xí)學(xué)生的猜詞、快速捕捉信息及綜合閱讀理解能力。
“聽的任務(wù)”（Listening task）部分以“如何進(jìn)行呼吸急救”訓(xùn)練學(xué)生“聽”的技能，也使學(xué)生掌握了新的急救知識(shí)。
“說的任務(wù)”（Speaking task）部分為急救常識(shí)小測，有利于學(xué)生充分了解和掌握一些基本的急救知識(shí)。
“寫的任務(wù)”（Writing task）部分以學(xué)生名義、書信的形式要求學(xué)校開出急救課程，是學(xué)生語言知識(shí)及急救常識(shí)的輸出練習(xí)。
“項(xiàng)目”（Project）部分要求學(xué)生同伴對家庭急救和必具用品進(jìn)行整理與說明。
“自我評價(jià)”（Checking yourself）與課文的Summing up相呼應(yīng)，是學(xué)生對本單元所學(xué)內(nèi)容的自我評價(jià)，并明確努力方向。
二、 教學(xué)目標(biāo)
1．語言知識(shí)
掌握詞匯（單詞41個(gè)，短語8個(gè)）、語法“省略”（Ellipsis）及功能（Giving instructions）并了解話題（First Aid & Safety in the Home）。
2．語言技能
以篇章的急救常識(shí)訓(xùn)練學(xué)生聽、說、讀、寫、譯的技能。
3． 情感態(tài)度
通過單元內(nèi)容學(xué)習(xí)，尤其是學(xué)生同伴活動(dòng)與小組討論，使學(xué)生意識(shí)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(shí)。
4． 學(xué)習(xí)策略
以學(xué)生同伴、小組活動(dòng)培養(yǎng)學(xué)生交際策略；以學(xué)生課后查閱資料培養(yǎng)學(xué)生資源策略。
5． 文化意識(shí)
通過對John Janson人物的認(rèn)識(shí)，培養(yǎng)學(xué)生對“急救常識(shí)”正確的認(rèn)識(shí)觀。
三、 教材重組與課時(shí)分配
按照課本內(nèi)容，將課時(shí)分配如下：
課時(shí)1（Period 1）：Warming Up, Pre-reading & Reading
【說明】Warming Up 提供了六種緊急情況，Pre-reading圍繞燙傷及應(yīng)采用的相應(yīng)的急救展開，“Reading”包括燒傷的種類及燙傷的急救措施等，因此將Warming Up、Pre-reading及Reading的部分內(nèi)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(rèn)識(shí)。
課時(shí)2（Period 2）：Reading & Comprehending
【說明】Reading”詳細(xì)說明“燒傷”的原因、種類、特征及急救措施，Comprehending是Reading部分的理解練習(xí)。兩部分話題一致，均圍繞“燒傷”展開，因而整合為一個(gè)課時(shí)。
課時(shí)3（Period 3）：Learning about language
【說明】本課內(nèi)容包括單元重要詞匯及語法（省略）內(nèi)容的學(xué)習(xí)。
課時(shí)4（Period 4）：Using language: Reading & Discussion
【說明】 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(zāi)中應(yīng)采取的應(yīng)急措施進(jìn)行討論。
課時(shí)5（Period 5）：Using language: Listening, Speaking & Writing; Assessment
【說明】Listening提供了四種緊急情況，“Speaking”要求學(xué)生對四種情況應(yīng)采用的急救進(jìn)行討論，“Writing”要求學(xué)生寫出討論的急救措施。整堂課在技能上訓(xùn)練學(xué)生聽、說、寫的能力。Assessment在學(xué)生對寫作進(jìn)行自評的基礎(chǔ)上對整個(gè)單元內(nèi)容的掌握程度進(jìn)行簡要的自評。
四、 教學(xué)設(shè)計(jì)（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