人教版高中英语必修五全套教案 91页

ModuleVUnit1GreatscientistsTeachingAims：SkillGoals▲Talkaboutscienceandcontributionsofscientists▲Practiceexpressingwill,hopeandsuggestions▲Practiceexpressingthestagesinexamininganewscientificidea▲Learntoorganizeascientificresearch▲Learntousethepastparticipleasthepredicative&attribute▲Practicedescribingpeople’scharacteristicsandqualities▲DeveloptheskillsofpersuasiveanddescriptivewritingKeynewwordsandexpressions1．Memorizeengine,characteristic,theory,scientific,examine,conclude,conclusion,analyse,repeat,defeat,attend,expose,cure,control,absorb,test,severe,valuable,pump,pub,blame,immediately,handle,addition,link,announce,instruct,virus,construction,contribute,positive,strict,movement,god,backward,complete,spin,enthusiastic,cautious,reject,view2．Readupinfect,infectious,cholera,deadly,outbreak,clue,Cambridge,germ,certainty,creative,cooperative,NicolasCopernicus,revolutionary,calculation,loop,privately,bright-ness,persuasive,logical3．Expressionsputforward,makeaconclusion,inaddition,link...to...,apartfrom,bestrictwith,leadto,makesense,pointofview,exposeto,absorbinto,betoblame,physicalcharacteristicProcedures1Period1：WarmingUp，Pre-reading,Reading和Comprehending2Period2：Readinganddifficulties3Period3：ReadingP74.Period4：LearningaboutLanguage,Workbook5.Period5：Grammar6.Period6：UsingLanguage,ListeningandSpeaking7.Period7：readingandwritingTheFirstPeriodReadingStepⅠLead-inAskthestudentstothinkofsomegreatinventionsandinventorsinhistory.T:Welcomebacktoschool,everyone.Iguessmostofyouhaveenjoyedyourholiday.MaybeIshouldsayeveryonehasenjoyedascientificlife.Why?Becauseyouhaveenjoyedtheresultsofthescienceandscientists.Nowcanyoutellmethescientistswhoinventedthelights,thegramophoneandthecomputer?S1:Edisoninventedthelightsandthegramophone.S2:ThefirstcomputerwasinventedbyagroupofAmericanscientists.StepⅡWarmingupFirst,asksomequestionsaboutgreatscientists.Second,tellallthestudentstoplaythegamecalledGuessWhoIAm.T:Youknowourlifeiscloselyrelatedtoscienceandscientists.Webenefitalotfromthem.Can91\nyounameoutasmanyscientistsaspossible?T；whatcontributionsdidtheymake?T:Ok,you’veknownalotaboutscientistsandnowlet’splayagamecalledGuessWhoIAm.Iwillshowyousomehintsofascientistonebyone,andyouguessthenameofthescientist.Let’sseewhichgroupwilldothebest.1.IlivedinancientGreek.2.Iwasamathematician.3.Idiscoveredthatobjectsinwaterwereliftedupbyaforcethathelpedthemfloat.Answer:Archimedes1.IlivedinBritain.2.IpublishedTheOriginOfSpecies.3.Icouldexplainhowanimalsandplantsdevelopastheenvironmentchanged.Answer:CharlesDarwin1.IamEnglishman2.I’veworkedinastronomy.3.I’veputforwardatheoryaboutblackholes.Answer；StephenHawking1.IwasaChinese.2.Myinventionhadeightdragonheadsroundthetopwitheightballsintheirmouths.Aroundthebottomwereeightfrogsdirectlyunderadragon’smouth.3.Myinventionwastheearliestinstrumentthattoldpeoplewhereearthquakeshappened.Answer:ZhangHeng1.IwasanAmerican.2.Iinventedelectriclightbulb3.Iinventedthewayofgivingelectricitytoeverybodyinlargecities.Answer:ThomasEdison1.IwasaladyandborninPoland.2.IreceivedtwoNobelprizes.3.Idiscoveredradium.Answer:MarieCurieStepⅢPre-readingGetthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.T:Now,class,pleaselookattheslide.Discussthesequestionswithyourpartners.ThenI’llasksomestudentstoreporttheirwork.Showthefollowingonthescreen:1.Whatdoyouknowaboutinfectiousdiseases?2.Whatdoyouknowaboutcholera?3.Doyouknowhowtoproveanewideainscientificresearch?4.Whatorderwouldyouputthesevenin?Justguess.DrawaconclusionthinkofamethodcollectresultsmakeaquestionfindaproblemanalysetheresultsfindsupportingevidenceT:Welldone!Whenwewanttosolvesomeproblems,firstweshouldfindouttheproblem,dosomeresearchonit,proveyourfindings,andthenmakeaconclusion.Thisisascientificand91\nobjectivewayofresearching.Nowlet’sseehowdoctorJohnSnowdidhisresearch.StepⅣReadingT:Nowletsreadthetitleandthepictureandguesswhatthepassagemaytellus.T:TheeffectofcholerainthenineteenthcenturyLondonwasdevastating.Manypeoplediedwithoutknowingthereason.ItwasdoctorJohnSnowwhosavedthepeople.Pleaselookatthescreen.Let’sreadthewholepassagequicklyandfindthenumberbelowandtherelevanthappeningsinthepassage.(Competitionamonggroups)TwotheoriesThefirstsuggestedthat…multipliedintheair;.Thesecondsuggested…absorbedthisdiseaseintotheirbodieswiththeirmeals.In1854AnotheroutbreakhitLondon.500,10Morethan500peoplehaddiedin10days.16,37,38and40ThesenumbersinBroadStreetnearthewaterpumphadmanyofthedeaths20,21;8,920and21BroadStreetand8and9CambridgeStreethadnodeaths….Theydidn’tdrinkthewaterfromtheBroadStreetpump.7Thesefamiliesworkedinthepubat7CambridgeStreet.Theydidn’tdrinkthewaterfromthepump.StepⅤTextanalyzingAskthestudentstoanalyzethetextingroups.T:Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsJohnSnow’sstagesinhisresearch.Pleasereadthetextandfindoutthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.Discussitingroups,andthenreportyouranswers.ParagraphStagesGeneralideas1FindaproblemThecausesofcholera2MakeupaquestionThecorrectorpossibletheory3ThinkofamethodCollectdataonwherepeoplewereillanddiedandwheretheygottheirwater4CollectresultsPlotinformationonamaptofindoutwherepeoplediedordidnotdie5AnalysetheresultsAnalysethewatertoseeifthatisthecauseoftheillness6RepeatifnecessaryFindotherevidencestoconfirmhisconclusion7MakeaconclusionThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholeraT:Nowclass.Canyoutellmewhatstyleofthepassagebelongsto?T:Herearethreepiecesofwriting.Theybelongtodifferentwritingstyles.Nowreadandfindoutwhatstyleeachpiecebelongsto.Showthechartandthreepiecesofwritingonthescreen.ReportDescriptionCreativewritingFormallanguagewithfewadjectivesVividuseofwordswithsimilesandmetaphorsVividuseoflanguageandmoreinformalstyleNospeechexceptquotationsNospeechexcepttohelpthedescriptionSpeechtoshowfeelings,reactionsetc.91\nNotemotionalEmotionaltodescribeatmosphereEmotionaltodescribefeelingsOnlyonemaincharacterNocharactersMayhaveseveralcharactersFactualNotfactualbutimaginativeImaginativebutcanbebasedonfactStructuralaccordingtoexperimentalmethodNotstructuredBeginning,middle,endPasttenseandpassivevoicePasttensePasttenseMakingWayOnceGoethe(歌德),thegreatGermanpoet，waswalkinginapark.Hewasthinkingaboutsomethingwhenhenoticedhecametoavery,verynarrowroad.Justatthattime,ayoungmancametowardshimfromtheotherendoftheroad.Itwastoonarrowforbothofthemtopassthroughatthesametime.Theystoppedandlookedateachotherforawhile.Thentheyoungmansaidrudely，“Inevermakewayforafool.”ButGoethesmiledandsaid,“Ialwaysdo.”Thenheturnedbackquicklyandwalkedtowardstheendoftheroad.WeatherReportHere’stheweatherreportforthenext24hours.Beijingwillbefinewiththetemperaturefrom4to13.Tokyowillbefinetooandcloudylaterintheday.Thelowesttemperatureislto8.Londonwillberainyandwindylaterintheday.Thehighesttemperatureis8andthelowestis4.NewYorkwillbesunnyandcloudylaterintheday.Thetemperatureis13to19.HeartbeatingPutyourhandtotheleftsideofyourchest.Trytofeelyourheartbeating.Thehearttakesalittlerestaftereachpumporbeat.Inboysorgirlsofyourage,heartbeatsabout90timesaminute.Agrown-up’sheartbeatsabout70or80timesaminute.Buttheheartbeatisdifferentinthesamepersonatdifferenttimes.Forexample,theheartbeatsfasterduringexercise.Itisalsofasterwhenapersonisangry,scared,orexcited.Duringsleep,theheartbeatslowsdown.Sampleanswers:S1:Ithinkthefirstpiece“MakingAWay”isinastyleofcreativewriting.Thesecondpiecebelongstoadescriptionstyle.Thethirdpiecebelongstoareportstyle.T:Verygood.Nowlet’sreturntoourtext.Whocantellmethemainideaofthispassage?S2:Ican.ClearlyittellsushowJohnSnowdefeatedthediseasecholerabydoingscientificresearch.StepⅥLanguagePointsStepⅧHomeworkTheSecondPeriodExtensiveReadingStepIRevisionAskthestudentstoretellthetext.StepⅡPre-readingShowthepictureoftheSolarSystemandremindthemofthecommonknowledgeof“Sun-CenteredTheory”.T:Todaywearegoingtolearnmoreaboutscienceandscientists.TherearetwopicturesofthegreatscientistandtheSolarSystem.Youcandiscusswithyourpartnersaboutthem.Thentellmesth.aboutthem.(Mercury水星Venus金星Earth地球Mars火星Jupiter木星Saturn土星91\nUranus天王星Neptune海王星Pluto冥王星)StepⅢReadingEncouragethestudentstogetthegeneralideasofthepassages.T:Inthelastperiod,wehavelearnedabouthowDoctorJohnSnowusedsevenstagestoprovehisconclusionandfulfilledhisresearch.Thisperiodwewillalsodealwithascientificreport.Pleasereadthepassagequicklyandtrytoanswerthequestionsonthescreen.Showthequestionsonthescreen.1.What’sCopernicus’fear?2.HowdidCopernicusprovehistheory?3.Whatishistheory?Sampleanswers:S1:Ihavetheanswer.CopernicusfoundhistheorywasagainsttheChristianchurch’ssaying.Ifhespokeouthisfinding,hewouldbepunishedseverely.S2:Letmeanswerthethirdquestion.Copernicushadthoughtlongandhardabouttheseproblemswhichastronomershadnoticedandtriedtofindananswer.Heusedallhismathematicalcalculationstoworkontheseproblems.Hehadcollectedobservationsofthestarsforovertenyears.Allhiscalculationsandobservationsprovedthathistheorywasright.S3:Copernicus’theorycanbeexpressedinthisway:Thesunisthecenteroftheuniverse.Allplanetswentaroundthesuninsolarsystem.StepⅣFurther-readingThistimethestudentsareencouragedtoreadthetwopassagescarefullyandthendotheexercisesandproblemsonpages7.T:Nowclass.Pleasereadthepassageagain.AndfinishEX1andthendiscussthequestionsonthescreeningroups.Asascientist,oneshouldbebrave.ButCopernicuswasafraidofbeingattackedbytheChristianChurch.Sohehadhiddenhistheoryforsomanyyears.Whatdoyouthinkofthis?Sampleanswers:Q1:1.IthinkCopernicuswasverycoward.Heshouldspeakouthisdiscoveryandlettheworldknowthetruthearlier.2.Idon’tagreewithyou.Hewasmorecautiousthancoward.Ifhehadpublishedhisideas,hewouldhavebeenkilledjustasBrunowhowasburnttodeathbecausehistheorywasagainsttheChristianChurch’s.T:Iquiteagreewithyou.AndIamgladyouhaveknownsomuchaboutthescience.StepⅤLanguagePointsAndthenwritethefollowingsentencesontheblackboard;askthestudentstopayattentiontothepastparticiple.Guidethemtofindouttheirfunctionsinthesentences.Showthefollowingonthescreen.1.NicolasCopernicuswasfrightenedandhismindwasconfused.2.Heplacedafixedsunatthecenterofthesolarsystem...3.Hejoinedthesepointstogetherusingcurvedlines...T:Pleasereadthethreesentencesandtellmewhatpartsofspeechthepastparticiplesareactingas.StepⅥHomework1.SearchontheInternetformoreinformationaboutCopernicusandEuler.2.Prepareforthelanguagestudy,reviewingthewordsandexpressionsinthisunit.91\nTheThirdPeriodLanguageStudyStepⅠRevisionandLead-inTask1:Askthestudentstoturntopages4and42anddoExercise1.Andthenchecktheanswers.Task2:AskthestudentstoreadandunderstandtheexplanationsinExercise2onpage4.T:Verygood!Canyouputtheverb“make”withanountoforma“predicate+object”phrase?Forexample:“makingamistake”insteadof“tomistake”.Sampleanswers:S:“makeanagreement”,“makeanadmission”,“makeanapology”.T:Welldone!Pleasefindandcollectasmanyexamplesasyoucanashomework.NextperiodI’llcheckyourwork.Task4:AskthestudentstodoExercises3onpage43andthenchecktheanswers.StepⅡPracticeTask1:Enablethestudentstodothefollowingexercises.T:PleaselookatthescreenandputthemintoEnglishusing“make+n”andpastparticiples.Showthefollowingonthescreen:约会，闲言碎语，道歉，竞争，选择，不速之客，感到沮丧的学生，受到鼓舞的竞赛者，拥挤的街道Sampleanswers:makeanappointment,makegossip,makeanapology,makeacontest,makeachoice,unexpectedvisitors,discouragedstudents,inspiredcontestant,crowdedstreetsStepⅢGrammarExplaintheusageofthepastparticiplesaspredicativeandattribute.1.过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go,come,assemble等，它们用在连系动词之后，表示完成意义，无被动意义。例如：Themanlookedquitedisappointed.Heisgreatlydiscouragedbyherrefusal.Hishairisnearlyallgone.已经形容词化了的过去分词大多可作表语，常见的有accomplished,amazed,amused,astonished,broken,closed,completed,complicated,confused,crowded,devoted,disappointed,discouraged,drunk,excited,frightened,hurt,interested,lost,satisfied,surprised,worried等。2.过去分词作定语a）用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：Welikeskatinginthefrozenlakeinthewinter.=Welikeskatinginthelakewhichhasbeenfrozeninthewinter.Howmanyfinishedproductshaveyougotuptonow?=Howmanyproductsthathavebeenfinishedhaveyougotuptonow?来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义。例如：aretiredworker=aworkerwhohasretiredanescapedprisoner=aprisonerwhohasescapedafaded/witheredflower=aflowerthathasfaded/witheredfallenleaves=leavesthathavefallentherisensun=thesunthathasjustrisenareturnedstudent=astudentwhohasreturned91\nvanishedtreasure=treasurethathasvanishedb)用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这时过去分词相当于一个定语从句。例如：Thingsseenarebetterthanthingsheard.=Thingswhichareseenarebetterthanthingswhichareheard.Thelobsterbroiledovercharcoalwasdelicious.=Thelobsterwhichwasbroiledovercharcoalwasdelicious.Practice:1.他看上去又累又沮丧.2.我们一得到补充资金,就继续我们的实验。3.我们可以看到被阳光照亮的月球的一部分.4.经过一个激动和无眠的夜晚之后，第二天我强迫自己在海滨走了很久.5.早在1649年,俄亥俄州就决定在每一个城镇建立免费的、由税收支持的学校。6.彼得对这一切似乎很惊奇。Sampleanswers:1.Helookedtiredanddepressed.2.Wewillgoonwithourexperimentassoonaswegettheaddedfund.3.Wecanseethepartofthemoonlightedbysunlight.4.Afteranightspentinexcitementandsleepless-ness,Iforcedmyselftotakealongwalkalongthebeachthenextday.5.Asearlyasin1649,Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablishedineverytown.6.Peterwasveryamazedatallthis.StepⅣHomeworkPrepareforthenextperiod.TheFourthPeriodListeningandSpeakingStepⅠLead-inAskthestudentstodescribethepictureonpage6andguesswhatdetailsmaybetalkedaboutinthelistening.T:Nowwe’lllistentoapieceaboutagreatChinesescientistnamedQianXuesen.HewascloselyrelatedtoChina’sspaceindustry.Anyvolunteerstodescribethepictureonpage6?StepⅡListeningandSpeaking(Page6)Askthestudentstolistentotherecordingandanswerthequestions.T:YuPingandherfriendSteveSmitharetalkingaboutQianXuesen,whohasmadegreatcontributionstothedevelopmentofChina’sspaceindustry.Let’slookatthescreenandreadthenewwordsinthematerialafterme:astronomer(天文学家)，astronaut(宇航员)，institute(研究所).Playtherecordingandthenchecktheanswers.T:NowIhaveanadditionalquestionforyou:WhoisthefirsttovisitthespaceinChina?Ss:YangLiwei!T:Great!Andwhat’sthenameofthesatellite?Ss:ShenzhouVmannedspaceshipofChina!T:WhatdoyouthinkQianXuesenwouldfeelifheknewit?Ss:Ofcourse,hewouldbeveryhappyandproud.StepⅢSpeaking(Page6)T:Now,class,wouldyoupleasetellmewhatpersonalityyouhave?91\nS1:Iamopenandactive,butlessdiligent.S2:Iamconfidentandenthusiastic,butlesscareful.S3:Iamthemosthonestpersonintheworld!Iamstrong-willedandambitious.ButIhatehard-working.T:Verygood.Allofyouknowyourselveswell.That’sveryimportant.Ifweknowourselveswell,wemaydevelopourselvesinacertainway.Wemayfitorsuitourselvestoacertainjoborenvironment.Nowpleasetellmewhatyouwouldliketodointhefutureaccordingtoyourpersonalityorcharacter?S6:Iwouldliketobeavolunteer.BecauseIamgenerous,sympathetic,fullofemotionandhelpful.Iwouldliketohelpthepoor,especiallythepoorchildreninpoorareasinChina.S7:Iwouldliketobearesearcher.BecauseIampersevering,quiet,carefulandhard-working.IfIstartaprogram,I’llkeeponwithittotheend.S8:Iwanttobeamanager.BecauseIampolite,easy-going,energeticandcreative.Allthesepersonalitiescanhelpmetocommunicatewithothers.Thengivethestudentssomeminutestodiscusswiththeirpartnersabouttheirfuturejobsandremindthemofusingthequestionsandexpressionsinthetextbook.StepⅤHomeworkTheFifthPeriodWritingStepⅠPresentationTask1:Summarizethewayofwritingareport.T:Nowclass,ifwewanttowriteareportaboutascientist,whatcontentsshouldweinclude?S1:Thelifeofthescientist,suchashisbirthanddeathdates,hisfamily,hiseducation,hispersonality,hisachievementsandcontributions,hiskeyfactorstohissuccess.T:Yes.Youareright.Andhowdowemakeanoutlineaboutit?S2:Weshouldputthecollectedinformationunderthreeheadlines:life,achievementsandkeytosuccess.Task2:Remindthestudentsofthewritingtechniquesandwritingfeaturesofareport.Showthefollowingtothestudents.ReportFormallanguagewithfewadjectivesNospeechexceptquotationsNotemotionalOnlyonemaincharacterFactualstructuredaccordingtoexperimentalmethodPasttenseandpassivevoiceTask3:Summarizethewayofpersuasivewriting.T:Youknowifwewanttopersuadesb,wealwayswanttoreasonwithhimorher.Wemustdevelopourownideasandprovidesomeevidencetosupportourideassotherearealwaysthreestepstopersuadesomebodyelsetochangehisorherpointofview.Canyoupointoutwhatthethreestepsare?S1:Ithinkthefirstistogiveyouropinionandidea.S2:Thesecondistogivethereasonsandevidencetosupportyouridea.S3:Thethirdistomakeaconclusion.Showthefollowingtothestudents.Apersuasivewriting91\nFormalorinformal,vividuseoflanguageSpeechtoshowfeelings,reactions,etcEmotionalornotemotionaltodescribefeelingsandfactsOnlytwomaincharactersFactualorimaginativebasedonfactReasonandpersuadestepbystepPresenttenseThenaskthestudentstowriteashortletterasrequiredinExercise3.Asampleversion:DearNicolausCopernicus,IamastudentstudyinghistoryandIwouldverymuchliketoreadyournewtheoryaboutthesolarsystem.Ihopeyouwillpublishitforseveralreasons.Iunderstandtheproblemswiththepresenttheory.Thewaytheplanetsmoveisnotwhatyouwouldexpectiftheearthwasthecentreoftheuniverse.Itisalsooddthatthebrightnessofsomestarsseemstochange.SoIagreewithyouthatweneednewtheory.Iknowyourobservationshavebeenverycarefullycarriedoutovermanyyears.Nowyoumusthavethecouragetopublishthem.Sciencecanneveradvanceunlesspeoplehavethecourageoftheirbeliefs.Iknowyouworryaboutwhatwillhappenifyoupublishyournewtheory.Nomatterhowpeopleopposeit,timewillshowifyourideasarerightorwrong.SoIhopeyoucanpublishyournewtheory.StepⅡWritingAskthestudentstowriteareportaboutascientist.StepⅢHomeworkUnit2TheUnitedKingdomⅠ.TeachingAimsSkillGoals▲TalkabouttheUnitedKingdom▲Talkaboutlanguagedifficultiesincommunication▲Talkaboutspace:position,directionanddistance▲Learntousethepastparticipleastheobjectcomplement▲Learntowriteanon-chronologicalreport:touristguideⅡ.LanguageGoalsThepastparticipleastheobjectcomplement...thethreecountriesfoundthemselvesunitedpeacefully...However,justastheyweregoingtogetIrelandconnectedtoform...YoufindmostofthepopulationsettledintheSouth,....1.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.P92.However,thesouthernpartofIrelandwasunwillingandbrokeawaytoformitsowngovernment.P103.ThegreatesthistoricaltreasureofallisLondonwithitsmuseums,artcollections,theatres,parksandbuildings.P104.YoumustkeepyoureyesopenifyouaregoingtomakeyourtriptotheUnitedKingdomenjoyableandworthwhile!P105.HerfirstdelightwasgoingtotheTower.P1491\n6.TherefollowedStPaul’sCathedralbuiltaftertheterriblefireofLondonin1666.P147.Thatiswhy,eventoday,whenpeoplecanfollowanyreligiontheylike,familiesstillhavefireworkpartiesandburnclothdollsofGuyFawkesonabonfire.P52Ⅲ.教材分析与教材重组1.教材分析本单元以TheUnitedKingdom为中心话题。通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。1.1WarmingUp通过一个小测试考查学生对英国的了解情况。1.2Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。1.3Reading本单元的阅读材料——PUZZLESINGEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。1.4Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。1.5LearningaboutLanguage分词汇和语法两部分。词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。形式有语法结构讲练、趣味性游戏等。1.6UsingLanguage通过增加阅读篇目“SIGHTSEEINGINLONDON”，让学生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversationbetweenZhangPingyuandatouristguide），设计了“说”的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。1.7SUMMINGUP让学生用选择的形式来小结本单元所学的主要内容。1.8LEARNINGTIP就“如何修改自己的作文”给学生提出了几点建议。2.教材重组2.1将WarmingUp,Pre-reading,Reading和Comprehending四部分整合为一节“阅读课”。2.2将UsingLanguage中的Listening与Workbook中的LISTENING和LISTENINGTASK整合为一节“听力课”。2.3将UsingLanguage中的Reading和Work-book中的READINGTASK整合为一节“泛读课”。2.4将LearningaboutLanguage中的Discover-ingusefulwordsandexpressions，Discoveringusefulstructures；Workbook中的USINGWORDSANDEXPRESSIONS和USINGSTRUCTURES整合为一节“语言学习课”。2.5将UsingLanguage中的Speaking和Workbook中的TALKING，SPEAKINGTASK以及LearningaboutLanguage中的Discoveringusefulstructures整合为一节“口语课”。2.6将UsingLanguage中的Writing和Workbook中的WRITINGTASK整合为一节“写作课”。3．课型设计与课时分配1stPeriodReading2ndPeriodListening3rdPeriodExtensiveReading4thPeriodLanguageStudy5thPeriodSpeaking6thPeriodWriting91\nTheFirstPeriodReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsunite,kingdom,consist,divide,puzzle,clarify,relation,legal,convenience,attraction,collection,construct,influence,consistof,divide...into,breakaway(from),leaveoutb.Keysentences1.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.P102.However,thesouthernpartofIrelandwasunwillingandbrokeawaytoformitsowngovernment.P103.YoumustkeepyoureyesopenifyouaregoingtomakeyourtriptotheUnitedKingdomworthwhile!P102.AbilitygoalsEnablethestudentstolearnabouttheUnitedKingdom(theUK).3.LearningabilitygoalsEnablethestudentstoknowtheUKingeographyandhistory.Teachingimportant&difficultpointsHowtounderstandthegeographicpuzzleoftheUK.TeachingmethodsSkimmingandtask-basedactivities.TeachingaidsArecorder,acomputerandaprojector.Teachingprocedures&waysStepⅠLead-inTask1:Freetalkaboutthetopic:TheUnitedKingdom.Referencetopic:1.HaveyoueverbeentotheUK?Ifyouhave,canyoutellussomethingaboutitorcanyoutellussomethingaboutyourvisit(s)there?OrwhatisyourimpressionoftheUK?Ifyouhaven’t,wherecanyougettheinformationaboutit?2.WhatisthecapitaloftheUK?Andwhatisthelanguage?3.DoesEngland,BritainortheGreatBritainmeanthesameastheUK?Ifnot,tellthedifferencebetweenthem.4.Whatisthemoneyusedthere?Andwhatisthelargestbanknote?Whataretheotherdenominations(币值单位)ofbanknotes?Whatisthecoinwiththelargestvalue?Andwhataretheotherdenominationsofcoins?5.WhatelsedoyouknowabouttheUK?Task2:Askthestudentstodothequizonpage9andthenchecktheanswers.T:Inthisunit,wearegoingtolearnsomethingabouttheUnitedKingdom.Nowlet’sworkinpairs,dothequizintheWarmingUpandfindouthowmuchyouknowabouttheUK.TherearefivequestionswiththreechoicesA,BandCforeachone.Nowpleaselookthemthroughquicklyandchoosetheanswers.Youmaydiscussthesequestionswithyourpartners.StepIIPre-readingT:Nextlet’stalkaboutthethreequestionsinthePre-reading.Firstofall,I’dliketoaskyouonemorequestionbeforewedealwiththePre-readingquestions.What’stheofficialorfullnameoftheUK?91\nS:TheUnitedKingdomoftheGreatBritainandNorthernIreland.T:Nowwho’dliketoanswerthefirstquestioninthePre-reading?S:Well.LondonisthecapitalcityoftheUKandalsothecapitalofEngland.CardiffisthecapitalofWales,EdinburghisthecapitalofScotlandandBelfast,thecapitalcityofNorthernIreland.I’dliketotellyousomethingaboutGlasgow,acityinScotland,wheremycousinhasbeenstudyingintheUniversityofGlasgowfor3years.HeoftenwritestotellmesomethingaboutthecityandtheUniversity.Glasgowisacitywithapopulationof620,000.Itlies68milesofwestcentralScotlandalongbothbanksoftheRiverClyde.ThecityoccupiesmuchofthelowerClydevalleycombiningsuburbs—withanoverallpopulationof1.4million—whichextendintosurroundingdistricts.GlasgowisthelargestcityinScotlandanditsindustrialcentre;ithasanexcellentharbourwithmodernportfacilities.T:Verygood.Nowthenextquestionisalittlebitmorechallenging.Who’dliketohaveatry?S:Englandcanbedividedintothefollowingthreemainareas:NorthEngland,MidlandsandSouthEngland.T:Great!Isthereanyoneelsewho’dliketohaveatry?S:Yes.I’dliketotellyousomethingaboutacityinthesouthofEngland.Canyouguesswhichcityitis?Yes,ItisDover,wheremanypeoplehavebeentryingagainandagaintoswimacrosstheEnglishChannel.ItisaportcityinthefarsoutheastofEngland.Ithasalonghistory.PeoplehavelivedinwhatisnowcalledDoversincetheStoneAge.ThefirstsettlementsinDoverweremadearound6,000yearsagobyStoneAgepeople.Soitisoneoftheoldestcitiesintheworld.TherearealotofculturalrelicsinDover.SofewothertownsorcitiescanboastsuchauniquecollectionofrelicsandmonumentsdatingbackfromtheBronzeAge,theRomanEmpire,theSaxonera,andinfacteveryotherimportanthistoricperiods.WhilemoderndevelopmentshaveseenmanyofDover’simportanthistoricalbuildingssweptaway,therearestillmanyimportantsitesthatmustbepreservedforfuturegenerations.ThestoryofDoverisasoldascivilizationitself.StepIIIWhile-readingTask1:AskthestudentstodescribebrieflytheUKaccordingtothefollowingmap.Asampledescription:WecanseefromthemapthattheUKissurroundedbywaterinallsides.OnthewestoftheGreatBritainliestheIrishSea,whichisontheeastofIreland.OnthesouthofEnglandliestheEnglishChannel,throughwhichtheAllieslandedthecontinentduringtheWorldWarII.Onthenortheast,liestheNorthSea.AndonthenorthistheNorthAtlanticOcean.Task2:AskthestudentstotalkaboutthedifferentflagsofthecountriesoftheUK.CrossofStGeorge(England)CrossofStPatrick(Ireland)UnionJackAsampledescription:TheflagofEnglandisacross,theflagofScotlandandIrelandarebothlikeafork.TheflagoftheUnionJackistheflagoftheUK,whichisthecombinationofthethreeflags.Thatistosay,theUKisacombinationofthethreecountries:Scotland,EnglandandIreland.Task3:Scanning1.Lookthroughthepassageasfastaspossible;2.TrytofindtheanswerstothequestionsgivenintheComprehending.Sampleanswers:S1:Wales,forwecan’tfindanypatternofflagofWalesanditisusuallyassumedtobepartofEngland.S2:ItrepresentsEngland,ScotlandandNorthernIreland.91\nS3:TheVikings.TheyonlyinfluencedthevocabularyandtheplacenamesoftheNorth.Task4:SkimmingT:Pleaseskimthepassagetogetthegeneralideaofthewholepassage.Whilereading,pleasetrytodividethewholepassageintoproperpartsandfindoutthemainideaofeachpart(helpingthestudentsfulfillthetaskifnecessary).Sampleanswers:Part1(Para.1-2):WhatEnglandincludes;aboutGreatBritain;theUK.Part2(Paras.3-4):ThegeographicdivisionofEnglandintozones,theirsimilaritiesanddifferences.Part3(Para.5-6):TheculturalimportanceofLondon.T:ThenhowdoyouunderstandthetitleofthetextPuzzlesinGeography?AretherereallyanypuzzlesingeographyoftheUK?Ifso,whatarethey?Ifnot,whydoesthewriteruse“PuzzlesinGeography”asthetitle?Getthestudentstodiscussaboutitinpairs.Thenaskthestudentstofillinthefollowingform.Countries/CapitalofUKInformationfromthetextEnglandWalesGreatBritainNorthernIrelandLondonIrelandSampleanswers:Countries/CapitalofUKInformationfromthetextEnglandThefirstcountrypeoplethinkofwhenspeakingoftheUKandthelargestofthefourcountries.Itisroughlydividedintothreezones:theSouthofEngland,MidlandsandtheNorth.WalesThefirstcountrythatwaslinkedtoEnglandinthe13thcenturyanditisincludedwhenpeoplerefertoEngland.GreatBritainThenamegivenandusedwhenEngland,WalesandScotlandwerejoinedtogether,whichtookplacein1603,whenScotlandKingJamesbecameKingofEnglandandWales.NorthernIrelandTheNorthernpartofIrelandthatwasjoinedtotheGreatBritaintobecometheUnitedKingdom,whichwasshowntotheworldintheflagcalledUnionJack.LondonThecapitaloftheUKandEnglandaswell.Itcontainsthegreatesthistoricaltreasuresofall,withitsmuseums,artcollections,theatres,parksandbuildings.Ithastheoldestport,buildingandcastleandithasbeeninfluencedbysomeinvadersofLondon.IrelandThesouthernpartofthatcountry—IrelandorSouthernIreland,whichbrokeawaytoformitsowngovernmentandacountryindependentofNorthernIreland,whichispartoftheUK.T:Nowlet’sdo“Comprehending”Exercise3.LookatthemapofEnglandandWales.Divideit91\nintothreeparts.DrawlinesacrossthezonesoftheSouth,MidlandsandtheNorthofEngland.Puteachtownorcityintoitscorrectzone.Sampleanswers:North:York,Leeds,Sheffield,ManchesterMidlands:Coventry,BirminghamSouth:Reading,London,Brighton,PlymouthStepⅣPost-readingTask1:Askthestudentstowritedownashortsummaryofthepassage.ThepassagemainlyclarifieshowtheUKdevelopedasanadministrativeunionandshowshowEnglandisdividedintodifferentzonesaccordingtoitsgeographicalposition.ItalsoexplainshowLondonwasinfluencedbysomeinvadersandturnedouttobetheculturalcapitalofEnglandaswellastheUK.Task2:Askthestudentstoparaphrasethefollowingsentences.1.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.2.ThegreatesthistoricaltreasureofallisLondonwithitsmuseums,artcollections,theatresandbuildings.Sampleanswers:1.NowwhenpeoplementionortalkofEngland,Walesisincludedinit,too.2.Londonincludesthegreatesthistoricaltreasureofall,withitsmuseums,artcollections,theatresandbuildings.IfyouwanttomakethemostofyourtriptotheUnitedKingdomandknowmoreaboutit,youshouldbeveryalert.Task3:Askthestudentstoanswerthefollowingquestions.Showthefollowingonthescreen.1.HowdidtheUKcomeabout?2.WhatistherelationshipbetweentheRepublicofIrelandandtheNorthernIreland?3.WhyisLondonthecapitalofEngland,GreatBritainandtheUKaswell?4.WhatelsedoyouknowaboutLondon?5.HowdothefourcountriesoftheUKworktogetherandhowdotheydiffer?6.WhatdoestheUnionJackshowtoyou?7.WhatisthetypicalgeographicalfeatureofEngland?8.WherecanyoufindmoreaboutBritishhistoryandculture?Sampleanswers:1.First,therewasEnglandandthenWalesjoinedtoEnglandinthe13thcenturyAD.Lateronin1603whenKingJamesofScotlandbecametheKingofEnglandandWalesaswell,GreatBritainwasformedpeacefullyincludingthethreecountries.ThentheytriedtogetIrelandconnectedtoformtheUnitedKingdombutthesouthernpartofIrelandbrokeawaytoformitsowngovernment.ThatwashowtheUKcameabout.2.AtfirsttheRepublicofIrelandandtheNorthernIrelandwereofthesamecountry.ButwhentheUKintendedtogetthecountryincludedintotheunion,thesouthernpartbrokeawayandformeditsowngovernment.SonowtheRepublicofIrelandisanindependentcountrywhiletheNorthernIrelandispartoftheUK.3.LondonwasfirstthecapitalofEnglandandthenthecapitalofGreatBritainandfinallyoftheUnitedKingdom,becauseitembodiedthegreatesthistoricaltreasureofall.4.Threeoutoffourinvadersorconquerorshaveinfluencedthecity,makingitthelargestcityofallaswellasthehistorical,cultural,politicalandeconomiccenter.IthastheoldestportbuiltbyRomansinthe1stcenturyAD,theoldestbuildingbegunbytheAnglo-Saxonsinthe1060sand91\ntheoldestcastleconstructedbylaterNormanrulersin1066.5.Thefourcountriesworktogetherinsomeareas,forexample,ininternationalrelations,withthesamemoneysystemandsoon,buttheyarestilldifferent.Forinstance,England,NorthIrelandandScotlandhavedevelopeddifferenteducationalandlegalsystemsaswellasdifferentfootballteamsforcompetitionsliketheWorldCup.6.TheUnionJackshowsthecombinationoftheflagsofthreedifferentcountries:CrossofStGeorgeofEngland,CrossofStAndrewofScotlandandCrossofStPatrickofIreland.7.England,thelargestofthefourcountries,isdividedroughlyintothreezones:thesouthofEngland,whichisthezonenearestFrance,theMidlands,whichisinthemiddle,andtheNorthofEngland,whichisthezonenearestScotland.MostofthepopulationsettlesinthesouthwhilemostofthelargeindustrialcitieslieintheMidlandsandtheNorthofEngland.8.WecanfindoutmoreaboutBritishhistoryandcultureinolderbutsmallertownsfirstbuiltbytheRomans.Task4:Askthestudentstoanalyzethetext.1.Askthestudentstofillinthefollowingchart.CountryWhenitjoinedwithorseparatedfromeachotherEnglandWalesScotlandNorthernIrelandRepublicofIrelandSampleanswers:CountryWhenitjoinedwithorseparatedfromeachotherEnglandFirstWalesLinkedtoEnglandinthe13thcenturyADScotlandConnectedwithEnglandandWalestoformGreatBritainin1603NorthernIrelandConnectedwithGreatBritaintoformtheUKlateronRepublicofIrelandSeparatedfromtheUKasaresultofuprisingforindependencein19162.Asksomeofthestudentstoretellthetext.Asampleversion:WhenpeoplespeakoftheUK,England,Wales,ScotlandandNorthernIrelandareoftenused.EnglandandWaleswerelinkedtogetherfirst,whichhappenedinthe13thcenturyAD.ThenJames,ScotlandKing,unitedthethreecountriestoformGreatBritainin1603peacefully.Lateron,thethreecountriesintendedtogetIrelandconnectedtofoundtheUK.However,thesouthernpartbrokeawayandformeditsowngovernment.SoonlyNorthernIrelandbecamepartoftheUK.Thefourcountries,ofwhichEnglandisthelargest,worktogetherasawholebuttheyhavedevelopeddifferenteducationalandlegalsystems.Englandcanberoughlydividedintothreezones,theSouthofEngland,whichisnearesttoFrance,theMidlandandtheNorth,whichisnearesttoScotland.MostofthepopulationsettlesinthesouthwhilemostofthelargeindustrialcitieslieintheMidlandsandtheNorthofEngland.91\nLondon,thecapitalcityoftheUK,includesthegreatesthistoricaltreasureofallwithlotsofmuseums,artcollections,theatres,parksandbuildings.Someearlyinvadershaveinfluenceditalotfromroads,towns,castles,language,andsoontogovernment.VisitorswillfindtheevidencehereandtherearoundLondoniftheykeeptheireyesopen.3.Askthestudentstoanalyzethewritingtechniquesofthetext:Whatisthewritingstyle?Whatisthemainideaofthetext?Sampleanswers:1.WritingstyleThetextiswritteninnarrativestyle,whichintroducestothelearnershowtheUKwasformedgeographicallyandhistorically,mainlydealingwithEnglandandtheotherthreecountries,whichnotonlyworktogetherasaunioninmanyaspectsbutalsodeveloptheirownadministrativesystems.ItalsointroducesthefourinvaderswhoinfluencedtheUKlanguage,place-names,vocabularyandsystemofgovernment.2.MainideaThetextmainlyexplainstothelearnershowthefourcountries,England,Wales,ScotlandandNorthernIrelandformedtheUK,andhowtheyworktogetherandhowtheyaredifferent.ItalsointroduceshowEnglandcanbedividedintothreedifferentzonesgeographicallyandhowLondonwasinfluencedbysomeofthefourinvadersculturallyandhistoricallyandhowtheevidenceoftheinvasionscanbefoundaroundthecountrysideofGreatBritain.StepⅤHomeworkAskthestudentsto:1.Getreadytoretellthetextinyourownwords.2.Goover“LearningaboutLanguage”1,2and3onpages12.3.Do“Discoveringusefulstructures”1and2onpages13.TheSecondPeriodListeningTeachinggoals1.TargetlanguageKeywordsandExpressionscrown,Protestant,hurttheking2.AbilitygoalsEnablethestudentstolearnaboutoneofthemostfamoushistoricalsitesinLondon:theTowerofLondon.3.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutthehistoricalsitesintheUK.Teachingimportant&difficultpointsTalkaboutthehistoricalsitesintheUK.TeachingmethodsListeningandcooperativelearning.TeachingaidsArecorder,acomputerandaprojector.Teachingprocedures&waysStepⅠRevisionandLead-inCheckthestudents’homework.Thenaskthestudentstoreadasfastaspossibletheinstructionsandthenlistentothetapetwicetogetthebestanswers.T:TheMonarchyistheoldestinstitutionofgovernmentintheUnitedKingdom.Until1603the91\nEnglishandScottishCrownswereseparate;afterthisdateonemonarchreignedintheUnitedKingdom.Nowpleaseopenyourbooksandturntopage15.Let’stakeup“Listening”.Beforeyoulistentothetape,pleasereadfasttheinstructionsandfindoutthekeypointsforlistening.Paymuchattentiontothefollowingimportantpointswhilelistening.1.WhichkingonthelistwasoneoftheprincesintheTower?Howdoyouknow?2.Whohadthetwoprinceskilled?Andthenchecktheanswers.StepⅡListening(P52-53)T:Nowweshalltakeupthe“Listeningtask”onpage52.anddoExercises1,2and3.Readtheinstructionsfirstandthendotheexercises.Checktheanswerswiththestudents.StepⅢHomeworkT:Boysandgirls,todaywehavelistenedtosomematerials.Idohopeyoucanlistentothematerialsagainafterclass.AndfromthisunitwehavelearnedalotabouttheUnitedKingdom,itspasthistory,somepopulartouristsites,theTowerofLondonaswellassomeofthecriteriaoftheBritishcitizens.AfterclasspleasefindsomeinformationaboutLondon.TheThirdPeriodExtensiveReadingTeachinggoals1.TargetLanguagea.Keywordsandexpressionssightseeing,available,delight,tower,royal,uniform,splendid,statue,communism,thrillb.KeysentencesWorriedaboutthetimeavailable,ZhangPingyuhad...P14Butshewasthrilledby...P142.AbilitygoalsEnablethestudentstoplanatouraroundcertainplaces.3.LearningabilitygoalsHelpthestudentsknowmoreaboutthehistoricalsitesinLondon.Teachingimportant&difficultpointsHelpthestudentsidentifydifferentkindsoftourandtalkaboutthemostinterestingplaceforthetour.TeachingmethodsTask-basedactivities.TeachingaidsAcomputerandaprojector.Teachingprocedures&waysStepIRevisionandLead-inTalkaboutLondonwiththestudents.T:Londonhasbeenacapitalcityfornearly1,000years,andmanyofitsancientbuildingsstillstand.HaveyoufoundanyinformationaboutLondon?S1:ThemostfamoussitesinLondonaretheTowerofLondon,WestminsterAbbeyandSt.Paul’sCathedral.ButmostvisitorsalsowanttoseetheHouseofParliament,BuckinghamPalace,whichistheQueen’sLondonhome.S2:Once,LondonwasasmallRomantownonthenorthbankoftheThames,butslowlyitgrewintooneoftheworld’smajorcitieswithmorethan7millionpeople.DifferentareasofLondon91\nseemtobelikedifferentcities.Anditalsohasmanybigparks,fulloftrees,flowersandgrass.SittingonthegrassinthemiddleofHydeParkorKensingtonGardens,youareinthecountry,milesaway.S3:ManypeoplethinkthatLondonisallgray,butinfactredisLondon’sfavoritecolor.Londonisatitsbestwhenpeoplearecelebrating.Thentheflags,thecheeringcrowdsandthecarriagesandhorsesallsparkleinthesunshine—ifit’snotraining,ofcourse!However,itisoftenfoggy.That’swhyit’scalled“fogcity”.Askthestudentstoreadthepassageanddotheexercisesafterthepassage.T:“SightseeinginLondon”isaboutaChinesegirl’sfirstvisittoLondon.IttellsushowitwouldfeeltovisitLondonforthefirsttime.Nowreadandfindtheanswerstothequestionsafterthetext.StepⅡReadingTask1:Askthestudentstoreadthetexttogetthemainidea.T:Nowpleasereadthetextandfindtheanswerstothefollowingquestions.Showthequestionsonthescreen.1.HowdidZhangPingyuplanhertour?2.Whatwerethebuildingsmentionedinthetext?Whatweretheyfamousfor?Whobuiltthem?Whathappenedtothem?Sampleanswers:1.First,shemadealistofthesitesshewantedtosee.Thensheplanedherfour-daytrip.2.Thebuildingsmentionedinthetextwere:Tower,builtbyNormaninvadersofAD1066,itisasolid,stone,squaretowerwhichremainedstandingforonethousandyears;StPaul’sCathedral,builtaftertheterriblefireofLondonin1666,lookedsplendid;WestminsterAbbey,containsstatuesinmemoryofdeadpoetsandwriters;Greenwich,thelongitudeline;BigBen;HighgateCemetery;WindsorCastle.Task2:Askthestudentstostudythestructureofthetext“SightseeinginLondon”.Showthefollowing.Thefirstday1.TheTowerofLondon2.StPaul’sCathedral3.WestminsterAbbey4.BigBen5.BuckinghamPalaceTheseconddayThethirdday1.HighgateCemetery2.TheLibraryoftheBritishMuseum3.WindsorCastleGreenwichTask3:Dealwithreadingtask:AparticularBritishcelebrationAskthestudentstoreadthepassagequicklyforthefirsttimetofindoutthemainideaofthetext.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetailsanddotheexercisesafterthetext.T:GuyFawkesNightiscelebratedinBritainannuallyonNovember5th.Theeventisaccompaniedbyfireworkdisplays,thelightingofbonfiresandtheceremonialeffigy-burningofoneGuyFawkes.Theoriginofthiscelebrationcomesfromtheeventwhichtookplacein160591\nandwasaconspiracyknownas“TheGunpowderPlot”,intendedtotakeplaceonNovember5thofthatyear(thedaysetfortheopeningofParliament).Nowreadthetextandthenfindtheanswerstotheexercises.SampleanswerstoExercise1:Oct.10:oneofFawkes’Catholicfriends,namedCatesby,askedhimifhewouldsupportaplantochangethegovernmentandreplaceitwithanother.Oct.27:FawkesandCatesbyarrangedtobuyahouseclosetotheHousesofParliament.Oct.28-31:CatesbyandFawkesboughtlargecontainersofgunpowderandstoredtheminthecellar.Nov.6:thekingandallhisadviserswouldbeintheparliamentforthemeeting.SampleanswerstoExercise2:S1:IwouldnotliketobeKingJames,becausehekeptchanginghismind.Hewouldsay,“Icouldnotbetolerantoftheirreligion.”AndhetookactionstostoppeoplebelievinginCatholic.S2:IwouldliketobeRobertCatesby.Hewouldsaylikethis:ThekingisneversotolerantoftheCatholics.SoIdecidedthataviolentactionistheonlyanswer.ThethingtodowastoblowuptheHousesofParliament.Indoingso,wewouldkilltheKing,maybeeventhePrinceofWales,andtheMembersofParliamentwhoweremakinglifedifficultfortheCatholics.Andtocarryouttheplan,Catesbyandhismengotholdof36barrelsofgunpowder—andstoredtheminacellar,justundertheHouseofLords.S3:Iwouldbeaneyewitness:Asthegroupworkedontheplot,itbecameclearthatinnocentpeoplewouldbehurtorkilledintheattack,includingsomepeoplewhoevenfoughtformorerightsforCatholics.Someoftheplottersstartedhavingsecondthoughts.Oneofthegroupmembersevensentananonymousletterwarninghisfriend,LordMonteagle,tostayawayfromtheParlia-mentonNovember5th.S4:IwouldnotliketobeGuyFawkes.Becausehewouldsay,“someofushavebetrayed,soweshouldstarttheplaninadvance.”Sohetriedtostartthefire.ButthesoldiersfoundhimbeforehecoulddoanythingandhewastakentotheTowerofLondontobekilled.S5:IfKingJameshadkepthispromise,nothingwouldhavehappened.StepⅢHomeworkAskthestudentstoreviewthewordslearntinthisunit.TheFourthPeriodLanguageStudyTeachinggoals1.TargetlanguageKeywordsandexpressionsunite,consist,divide,puzzle,clarify,relation,legal,convenience,attraction,collection,construct,influence,project,arrange,fold,available,delight,royal,splendid,statue,thrill,unfair,smart,suggestion,consistent,consistof,divide...into,breakaway(from),leaveout,taketheplaceof,breakdown2.AbilitygoalsEnablethestudentstousethepastparticipleastheobjectcomplement.3.LearningabilitygoalsLearnhowtousethepastparticipleastheobjectcomplement.Teachingimportant&difficultpointsLearntousethepastparticipleastheobjectcomplement.Teachingmethods91\nTask-basedactivities.TeachingaidsAprojectorandacomputer.Teachingprocedures&waysStepⅠRevisionandLead-inCheckthestudents’homework.T:Inthepreviousperiod,we’velearnedsomenewwordsandexpressions.Nowlet’sreviewthem.Lookatthescreen,please.Trytothinkoftheirmeaningsandtheirusages,andthencompletethesentencesonthescreentocheckifyoucanusethemcorrectly.Showthefollowingonthescreen.1.Waterc__________ofhydrogenandoxygen.2.Thequestionp__________me.Ittookmealongtimetoworkitout.3.Mymindsuddenlyc__________.Itworkedveryfastandefficiently.4.Abigcityoffersmanyandvarieda___________.Theyareworthvisiting.5.Thesewheelsarec___________smaller.6.Inadictionary,allthewordsarea____________inalphabeticalorder.7.Moviesgived____________tomillionsofpeople.Sopeopleenjoygoingtothecinema.8.Thetourguidet___________uswithhisstories.Theywerereallyfulloffun.Sampleanswers:1.consists2.puzzled3.clarified4.attractions5.constructed6.arranged7.delight8.thrilledStepⅡUsingaboutlanguageDoing“Learningaboutlanguage”onpage12.StepⅢHomeworkAskthestudentsto:1.DoExx.1and2of“USINGWORDSANDEX-PRESSIONS”onpages49and50.2.Do“USINGSTRUCTURES”onpages50and51.TheFifthPeriodSpeakingTeachinggoals1.TargetlanguageKeywordsandexpressionsattraction,collection,influence,project,arrange,available,delight,splendid,statue,thrill,unfair,smart,suggestion,consistent2.AbilitygoalsEnablethestudentstodescribethedirectionsandlocationsusingthefunctionalsentences.3.LearningabilitygoalsHelpthestudentslearnhowthedisagreementscanberesolved.Teachingimportant&difficultpointsLetthestudentslearnhowtoresolvethedisagreements.TeachingmethodsDiscussing,debatingandtask-basedlearning.TeachingaidsAprojectorandacomputer.Teachingprocedures&ways91\nStepⅠRevisionandLead-inAskthestudentstotalkabouttheUK.Asampletalk:TheUK,thedominantindustrialandmaritimepowerofthe19thcentury,playedaleadingroleindevelopingparliamentarydemocracyandinadvancingliteratureandscience.Atitszenith,theBritishEmpirestretchedoverone-fourthoftheearth’ssurface.Thefirsthalfofthe20thcenturysawtheUK’sstrengthseriouslydepletedinthetwoWorldWars.ThesecondhalfwitnessedthedismantlingoftheEmpireandtheUKrebuildingitselfintoamodernandprosperousEuropeannation.AsoneoffivepermanentmembersoftheUNSecurityCouncil,afoundingmemberofNATO,andoftheCommonwealth,theUKpursuesaglobalapproachtoforeignpolicy;itcurrentlyisweighingthedegreeofitsintegrationwithcontinentalEurope.AmemberoftheEU,itchosetoremainoutsidetheEconomicandMonetaryUnionforthetimebeing.ConstitutionalreformisalsoasignificantissueintheUK.TheScottishParliament,theNationalAssemblyforWales,andtheNorthernIrelandAssemblywereestablishedin1999,butthelatterissuspendedduetobickeringoverthepeaceprocess.StepⅡSpeakingTask1:Askthestudentstoworkinpairstomakedialoguesaboutlanguagedifficulties.T:Supposeoneofyouwillbethetouristandtheotherthetourguide.Youmayhaveafewproblemsinunderstandingeachother.Nowpleasemakeupdialogues.Thesephrasesmayhelpyou.Showthefollowingtothestudents.Excuseme...I’mafraidIcan’tfollowyou.Ibegyourpardon?/Pardon?Ididn’tunderstand...Please,canyouspeakmoreslowly?Whatdidyoumeanby...?I’msorrybutcouldyourepeatthat?Whereis...?Howdoesonegoon...?Inwhatdirectionis...?Itiswithin...kilometersof...Itliesonthewest/east.Theplaceisontheborder.Asampledialogue:(T=tourist;G=guide)T:Excuseme.Couldyoupleasetellmesomeplacesofinterestinyourprovince?G:Well.MountWutai;AncientCityinPingyao;YungangGrottoes;HukouWaterfall;MountLingkong,etc.T:Thanks.CouldyoupleasetellmehowIcangettoMt.Wutai?G:Well.YoucantakeNo.365,No.543orNo.263busthere.T:I’msorry,butIcan’tfollowyou.G:TakeNo.365,543or263busattheJiannanBusStop.T:Good.No.365,543or263bus,thanks.AndinwhatdirectioncanIfindthestation?G:Hmmm.Youcantakeataxianditwilltakeyourightthere.91\nT:Thanks.Howlongwillittakemetogettothestation?G:Aboutfortyminutesifthetrafficisnotbusyaswhatweseenow.T:Excuseme.Couldyouspeakmoreslowly?Youknow,Ionlycameherethreedaysago.G:Well.About...forty...minutes.T:Fiftyminutes.Thanks.G:Sorry,forty.T:Forty.Sorry.Thanks.Bye!Task2:Askthestudentstodescribethelandscapetheyarefamiliarwith.Showthefollowingtothestudents.Position:Typeofland:Geographicalfeatures:Placesofinterest:Season:Asampledescription:Mt.EmeiMt.EmeiliesinthesouthernareaofSichuanbasininChina.Mt.EmeiisoneofthefoursacredBuddhistMountainsinChina.ItissaidthatMt.Emeideriveditsnamefromtwopeakswhichfaceeachotherandlooklikeeyebrows.Thewholemountainrangeextendsover200kilometersinlengthandbreadth.EversincetheintroductionofBuddhismintoChinainthe1stcenturyAD,Buddhistbuildingshavebeenbuiltonthemountain.Nowtherearemorethanonehundredtemplesandmonasteries.ItisknownastheplaceofBuddhistRitesofPuxian.Mt.Emeiisrichinnaturalandculturalheritageandcarriesseveralmonikers:“KingdomofPlants”,“ParadiseofAnimals”,“GeologicalMuseum”,“BuddhistCelestialMountain”andisparticularlyfamousforthetitle,“EleganceofMt.EmeiUnderTheSun”.TheFourWondersofMt.EmeiaretheGoldenSummitSunrise,seaofclouds,Buddha’sHaloandtheHolyLamp.ThemainattractionsincludetheBaoguoTemple,FuhuTemple,LeiyinTempleandmanyotherspots.In1996,Mt.EmeiandtheGrandBuddhainLeshanwereincludedintheListoftheWorldFamousCulturalRelics.Onepassesthroughfourseasonsinadayinthe5kilometersfromthebasetothesummit.Thehiketakesmostpeopleafulldayupandafulldaybackdown;themonasteriesalongthewayandatthetopofferovernightaccommodationsfortravelersatreasonableprices.Asyoumakeyourwayup,youmaybeexpectedtoencounterplentyofpilgrimstrudgingtheirwaysteadilyupward.Thestaminaofsomeoftheolderpilgrimsissuretosurpriseyou.Themonkeysaren’treallydangerous,butit’sprobablybettertoappeasethem.Mt.Emeiisoneofthemostattractivetouristattractions.Itlies150kilometersawayfromChengdu,130kilometersfromtheShuangliuInternationalAirportandonly28kilometersfromLeshancity.StepⅢHomeworkAskthestudentstowriteaposterusingpersuasivewritingwiththetitle:Whynotvisit...TheSixPeriodWritingTeachinggoals1.TargetLanguageKeywordsandexpressionssightseeing,available,delight,tower,royal,uniform,splendid,statue,communism,thrill,pot,91\nunfair,smart,suggestion,tense,consistent,error2.AbilitygoalsEnablethestudentstowriteashortpassageaboutaplaceofinteresttheyhavevisited.3.LearningabilitygoalsHelpthestudentslearnhowtodescribeoneoftheplacesofinteresttheyhavevisited.Teachingimportant&difficultpointsHowtodescribeafamousbuildingoraplaceofinterest.TeachingmethodsTask-basedapproach.TeachingaidsAcomputerandaprojector.Teachingprocedures&waysStepⅠRevisionandLead-inAsksomestudentstoreadtheirworktotheclass.T:Asweknow,advertisingisveryimportantinthebusinessworld.Andnowadays,moreandmoreadsfortourismappearontelevisions,inthestreets,onthebuses,etc.Also,anappealingposterforascenicspotisveryimportanttodrawvisitors.Soitshouldbewritteninanexcitingway.Inthelastperiod,youwereaskedtowriteapostertoencouragepeopletovisit.Nowwho’dliketoshareyourwork?Asampleversion:Whynotvisit“theOrientalHawaii”?HainanIslandisthesecondlargestislandinChina,coveringanareaof33,920squarekilometerswithahistoryofover6,000years.ItliesinthesouthofChina.TheQiongzhouStraitseparatestheHainanIslandfromthemainland.ItsneighboringcountriesarePhilippinestowardstheeast,MalaysiaandBruneitowardsthesouth,Indonesiatowardsthesouthwest,andVietnamtowardsthewest.HainanIslandhasapopulationof7.11million,whichconsistsof10nationalities.Thepeopletheremakealivingbygrowingrice,fishing,andsoon.Theclimateismildallyearround.Hainaniscalled“theOrientalHawaii”.Everyyearthousandsoftravelersvisittheisland.AmongthefamousplacesofinterestareYalongBay(No.1intheworld),Tianya-Haijiao(CorneroftheEarth),DadongSea,Luhuitou(Turn-roundDeer),SanyaBay,XiaoTongtian,FolkVillage,etc.StepⅡWritingTask1:Askthestudentstowriteatourplan.T:Supposeagroupofforeignstudentsarevisitingourcountry.Theywillstayherefortwoweeks.AtpresenttheyareinShanghai.Theirplanistoseeatleastthreecitiesandthreemajorscenicspots.Nowpleasemakeatwo-weekplanfortheirtour.Youmustmakesurethattheycanmakefulluseoftheirtime.Tellthemwhatplacestheywillseeandwherethevariousplacesare.Asampletourplan:Day1:YouwillarriveinShanghai,thecityofChinaof21stcentury.ShanghaiisontheHuangpuRiverandalsoontheeastcoast,andhasapopulationofmorethan16million.ItisChina’smostmodernizedcity.YouwillhavethreedaysinShanghai,duringwhichtimeyouwillvisitmanyfamousscenicspots.Thebundisascenicwalkalongtheriver,andtherearesometemplesinandaroundthecity.Day4:Youwilltravelafewkilometersbybussouth-westtoHangzhou.Thereisabeautifullakeonthewestofthecity,andwithinafewkilometersofthecityisafamousBuddhistTemple.YouwillhavetwodaysandtwonightsinHangzhou.91\nDay6:YouwillleaveHangzhouearlyinthemorningforGuilin,justashortflightwestofHangzhou.YouwillseetheElephantRock,inthecenterofthecity,andthengoonaboatonthebeautifulLijiangRivertoseethefamoushillsandcliffs.Youwillspendtwodaysthere.Day8:FromLijiangweflytoXi’an,whichisafewhundredkilometersawayfromthecoast.Notfarfromthecityyouwillseetheworld-famousTerraCottaWarriors,andjustbeyondthesouthgatetothecityistheWildGoosePagoda.TherearesomeotherhistoricalattractionsinXi’anaswell.You’llhavethreedaysthere.Day11:Weleaveearlyforthecapital,Beijing,whichisnortheastofXi’an.InthenorthofthecityistheGreatWall.ThePalaceMuseumandTianAnMenSquareareinthecenterofthecity,andtheSummerPalaceisashortdrivetothenorthwest.We’llspendtwodaysinBeijing.Day14:WeleaveatnoonforourflightsouthtoShanghai,thenmakeourwayhome.Task2:Askthestudentstowriteacomplaintletter.T:Whenyouhavesomeproblemsorarenotsatisfiedwithsomething,youcanwriteacomplaintlettertothepeoplewhoareresponsibleforit.Nextpleasewriteacomplaintlettertocomplaintheproblemsoranythingunsatisfactoryatschoolorathome.Beforeyourwriting,pleasereadthefollowingtipscarefully.Showthefollowing.HowtoWriteAComplaintLetter·Includeyourname,address,homeandworkphonenumbers.·Typeyourletterifpossible.Ifitishandwritten,makesureitisneatandeasytoread.·Makeyourletterbriefandtothepoint.Includeallimportantfactsandanyinformationyoucangive.·Stateexactlywhatyouwantdoneabouttheproblemandhowlongyouarewillingtowaittogetitresolved.Bereasonable.·Includealldocumentsregardingyourproblem.BesuretosendCOPIES,notoriginals.·Avoidwritinganangry,sarcastic,orthreateningletter.Thepersonreadingyourletterprobablywasnotresponsibleforyourproblembutmaybeveryhelpfulinresolvingit.·Keepacopyoftheletterforyourrecords.Thenaskthestudentstomakealistofthingsthattheyfeelareimportant.T:Thinkofanythingatschoolorathomethatyoufeelverystrongabout.Makealistandchoosetheoneyouthinkisthemostseriousandwritealettertodrawattention.Asamplelistofthings:1.Ihavetowaittoolongatimebeingservedinthecanteen.2.Severalofourteachersspeakinatoolowvoiceandthestudentswhositbehindcan’thearclearly.3.Myparentsoftenreadmydiarywithoutmypermission.4.Theschooldemandsustoweartheuglyschooluniform.Themostseriousoneisthefirstoneinthelist.Asampleletter:DearMr.Sam,Ihaveenjoyedeatingatyourrestaurantthelastseveralyears.Inmyopinion,yourhamburgersarethebestinourtown.Itellmyfriends.However,lastFridayevening,Iwaitedinalinetenpeopledeepwhilewewatchedalonewaitressgoingbackandforthwithlightrunningstepstryingtoservetoomanytables.After15minutesandnotgettingseated,Idecidedtoleaveandwenttoanotherrestaurant.Whynothireasecondwaiterorwaitress?Andwhynotenlargeyourrestaurant?Youhaveavailablespacetotheeast.Iwishyouthebestwithyourrestaurant,andIhopeyouresolvetheproblemswemet.Sincerely,91\nHarlanStepⅢHomeworkAskthestudentstodothetaskinPROJECTonpage54.Blackground1.ThehistoryofthenationalflagoftheUKEnglishflagwascreatedbyKingJamesⅥofScotland.In1603,hebecametheKingofEngland.HewasthefirstkingtouniteEnglandandScotland.HecombinedEngland’sRedCrossofSt.GeorgewithScotland’sWhiteCrossofSt.Andrew.TheWhiteCrossofSt.Andrewstoodforpatronsaint（保护神）ofScotland,whiletheRedCrossofSt.GeorgestoodforpatronsaintofEngland.ThiswastheflagthatflewabovealltheearlyEnglishsettlementsinthenewworld.ItwasthemostcommonlyusedflagintheEnglishcolonies.In1801KingGeorgeⅢaddedtotheflagtheCrossofSt.Patrick,patronsaintofIreland.Englishflagwasgenerallyreferredtoasthe“UnionJack”.Theflaghasremainedthesame.2.ThecustomandtraditionoftheUK“LadiesFirst”isaBritishcustom,thoughitislessobservedtodaythanitusedtobe.Thereasonseemstobethefactthatwomenaretheequalsofmeninhavingthevotes,takingpaidjobsandreceivinghighereducation,butthereisstillthefeelingthattheyneedprotecting.Itisstillconsiderednecessarytoobservethistradition.InBritain,amanshouldletawomangofirst,andprotectherfromtraffic.Onabus,menshouldbeinitiativetogivetheirseatstowomen,helpwomengetonandoffthebus.Inalift,amanshouldtakeoffhiscapwhenthereisawoman.Whengoingintooroutofaroom,menshouldbeinitiativetohelpwomentakeofforputontheirouterwear.Whendiningwithalady,amanshouldofferherabetterseatsothatshecaneasilyoverlooktheouterdoorsceneorviewofthewholerestaurant.Attheveryfirstmeeting,menshouldbeintroducedtoladiesfirst.3.ThecharacteroftheBritishThebest-knownqualityoftheBritishpeopleand,inparticular,oftheEnglishpeopleistheirexclusiveness.Thismeans,“IamEnglish.Youstayawayfromme.Iamexclusive.Iamquitehappytobemyself.Idonotneedyou.Leavemealone.”Itisverydifficulttoknowsuchamanwhodoesnottalkmuch,neversaysanythingabouthimself,doesnotshowmuchemotionandhardlyevergetsexcited.TheEnglishpeoplearegenerallyregardedasconservative.TheAmericanssaythattheEnglishpeoplealwaysneed20or40yearstodothingsthattheydotodaybecausetheEnglishpeoplearesoconservativethattheyhavetowaitforalongtimebeforetheyarepreparedtotrysomethingnew.Englishmenthinktheirwayofdoingthingsisalwaysthebest,andalwaysthemostnormal.TherighttoprivacyandpersonalfreedomisunquestionedbytheBritish.Perhapsitisthelackofspacethathasfosteredandmaintainedtheirfierceindividualism.ThereisacommonsayingamongtheBritishpeople,“Myhomeismycastle.Thewindcancomein,buttheKingsandQueensandhumanbeingscannevercomeinwithoutmypermission.”4.TheclimateintheUKItiswell-knownthattheEnglishalwaysgooutwithanumbrellaoraraincoat.Why?ItisbecausetheweatherinBritainoftenchangesquickly.Itisnotverycommonforthesamekindofweathertostaylong.Springcanberainyorwindy,buttheweatherisgettingwarmerandyoucanexpectmoresunnydays.Infacttherecanbeasmuchsunshineinspringasinsummer.MayisveryoftenalovelywarmmonthinmanypartsofBritain.Parks,gardensandthecountrysidearegreenandfull91\nofflowers,sopeoplecanhavealotofthingstodoandenjoythemselvesoutdoorsatthistimeofayear.Summeristhemostpopulartimeforvisitorstogototheseasideandotherscenicspots.Theweathercanbesunnyandpleasant.Peopleusuallyhaveoutdooractivitiessuchasswimmingandouting.Autumnisabeautifulseason,withtreeleavesinthewoodsandparkschangingtobrownandred.Itisabumpercropseasonofagriculturalplants.Itispleasanttobeoutsidethoughtheweatherisconstantlychanging.It’scoldinwinter.Itmightsnow,especiallyonhighlandinthenorth.Sometimestherearealsostormsandstrongwindsintheseason.JanuaryandFebruaryarethecoldestmonthsoftheyear,whilethewarmestareoftenJulyandAugust.Thedifferenceintemperaturebetweenwinterandsummerisnotsogreat.Theaveragetemperatureforwinterisabout4.5℃andforsummerabout15.5℃.Howinterestingitis!5.BuckinghamPalaceThroughoutthecenturies,Britain’skingsandqueenshavebuiltorboughtpalacestoserveasfamilyhomes,workplacesandcentresofgovernment.BuckinghamPalacehasservedastheofficialLondonresidenceofBritain’ssovereigns(君主统治)since1837.ItevolvedfromatownhousethatwasownedfromthebeginningoftheeighteenthcenturybytheDukesofBuckingham.TodayitisTheQueen’sofficialresidence.AlthoughinuseforthemanyofficialeventsandreceptionsheldbyTheQueen,areasofBuckinghamPalaceareopenedtovisitorsonaregularbasis.TheStateRoomsofthePalaceareopentovisitorsduringtheAnnualSummerOpeninginAugustandSeptember.Theresidencesassociatedwithtoday’sRoyalFamilyaredividedintotheOccupiedRoyalResidences,whichareheldintrustforfuturegenerations,andthePrivateEstateswhichhavebeenhandeddowntoTheQueenbyearliergenerationsoftheRoyalFamily.6.ScotlandScotlandliestothenorthEngland.Thecountryhaslotsofmountainsinthenorth,buttheeastcoastisratherflat.Thereislittleagricultureinthenorthandwest.Althoughthefarmerscankeepsheeponthehillsinsummer,theyalsoshootwilddeerforfood.Thereareagoodmanylakesandrivers.VisitorsgotoScotlandfortheirholidaystocatchfish;therearealsoalotoffishfarms.Scotlandisfamousforitsengineers.Inthepast,peoplefromScotlandtraveledabroadtobuildbridges,railwaysandroads.Shipswerebuiltonthecoast,too.Now,however,theworkhaschanged.ManyforeigncompanieshavebuiltfactoriesinsouthScotlandwheretheymakecomputers.MostScotsspeak“ScottishEnglish”.Theyusemanydifferentwords.Edinburghhasbeencalled“theAthensoftheNorth”.LikeRome,itwasbuiltonsevenhills.ItisoneoftheculturalcentersofEurope.ItmaynothavethesummersunshineofaMediterraneancity,butScotland’scapitalstilldrawslotsofvisitorsfromallovertheworld.ThebestplaceforatouristtobegintouringthecityisprobablyEdinburghCastle,whichlooksoutoverthecityfromthehighCastleRock.TheRockprovideswonderfulviewsofthecityandthelandaroundit.ItisnotdifficulttoseewhythisistheplacewhereEdinburgh’shistorybegan.TheRoyalMileinEdinburghisarowofhistoricstreetsthathavesomeofthemostbeautifuloldbuildingsinEurope.ItrunsfromtheCastletooneofEdinburgh’sothermainbuildings.Throughtheyears,thecitygovernmenthashelpedthisareakeepitstraditionalcharacter.Today,EdinburghisfamousforbiggestartsfestivalonEarth.TheEdinburghFestival,which91\nbeginsinAugusteveryyear,bringsmusicians,singersanddancersandtheatergroupsfromallovertheworld.Besidestheformalperformances,thereistheFestivalFringe.Forthreeweeks,Edinburgh’sstreetsarealivewithfire-eatersandallkindsofstrangeandwonderfulacts.7.AshorthistoryofIrelandTheislandofIrelandislocatedoffmainlandEuropetothewestandispartofagroupofislands,whichusedtobeknownastheBritishIsles.ButsincetheIrishRepublicgaineditsindependencein1922,thetermBritishandIrelandhascomeintouseandismoreasCoclesintheRepublic.TheEnglishinvadedIrelandin1171andruledthecountryforcenturies.IrelandbecamepartoftheUnitedKingdomin1801,butitsoongrewdiscontented,andforfortyyearsthe“IrishQuestion”wasthegreatheadacheoftheBritishParliament.In1845,adiseaseinfectedmostofIreland’spotatoesandcausedafamine(饥荒)thatlastedfouryears.MorethanonemillionIrishpeoplediedfromstarvationanddisease.AnothermillionorsoleftIrelandforcountriesliketheUSandAustralia.Theislandisdividedintotwoseparatepoliticalentities,originallycreatedinthe1920s.Coveringthree-quartersoftheisland,andcontainingtwenty-sixcounties,thesouthernstateofficiallybecameRepublicofIrelandin1949sometimeafteritbecameindependentfromtheUKin1922(firstcalledEire).Theremainingsix-countystatecoveringthenortheastcorneroftheislandiscalledNorthernIrelandandispartoftheUK.Unit3LifeinthefutureⅠ.TeachingAimsSkillGoals▲Talkaboutthingsinthepast,atpresentandinthefuture▲Talkaboutchangesatpresent▲PredictgoodandbadchangesinthefutureⅡ.LanguageGoals1．MemorizeExpect,aspect,constant,constantly,remind,jet,previous,tablet,capsule,opening,surrounding,lack,ache,mask,bend,press,swift,swiftly,master,sight,flash,switch,optimistic,length,extraordinary,extraordinarily2．Readupjetlag,flashback,expertise,hover,pessimistic,enormous,imitate,3．Expressionstakeup,remind...of...,losesightof...,catchsightof...,sweepup,speedup,assistin4．Keysentencesconstant,remind,lack,sight,assist,require,settlement,previous,swiftThepastparticipleastheattribute…andfollowinghimtocollectahoveringcarriagedrivenbycomputer.ThepastparticipleastheadverbialWorriedaboutthejourney,Iwasunsettledforthefirstfewdays.Hitbyalackoffreshair,myheadached.Exhausted,Islidintobedandfellfastasleep.1.Thisissimilartothe“jetlag”yougetwhenflying,butinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.P172.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedme91\nsafelyintothefutureinatimecapsule.P183.Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P184.Hewassweptupintothecentreofthem.5.Ifoundlaterthattheirleavesprovidedthehousewithmuch-neededoxygen.P188.Everyonewillgettwiceasmuchpersonalspaceasinflatsonland.P589.Onlywhentherobotcleanertouchesobjectscantheybemoved.P59Ⅲ.教材分析与教材重组1.教材分析本单元以“Lifeinthefuture”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。同时让学生学会过去分词作定语和作状语的不同用法。最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。1.1WarmingUp部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。1.2Pre-reading部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。为下面的阅读做了铺垫。1.3Reading部分通过一封发自未来的电子邮件，讲述了作者LiQiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。阅读时要把重点放在“未来世界”生活与当今生活的不同点上。1.4Comprehending部分设计了三个教学活动来加深学生对Reading部分的理解。第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。第二个活动要求学生通过阅读来判断LiQiang对“未来世界”的态度是乐观的还是悲观的。学生要在文中找出支持自己观点的论据，尽可能说服别人。第三个活动让学生想象一下LiQiang将会去参加哪些活动。这样既鼓励学生展开丰富的想象，又为UsingLanguage部分的语篇学习做了铺垫。1.5LearningaboutLanguage部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构——过去分词作定语和状语，然后加以应用。1.6UsingLanguage部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读Ihaveseenamazingthings.一文，对LiQiang旅行的第三站有个总体的印象，并能找出部分细节知识。1.7Summingup部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。1.8Learningtip部分告诉学生在讨论时记笔记的好处和方法。2.教材重组2.1可将WarmingUp,Pre-reading,Reading和Comprehending整合在一起上一节精读课。2.2UsingLanguage中的reading和listening是LiQiang’straveltothefuture的延续，可将这两部分及Workbook中的Listening整合起来上一节听力课。2.3可将LearningaboutLanguage和Workbook中的Usingwordsandexpressions及Usingstructures整合起来上一节语法课。2.4将Workbook中的Readingtask和Listeningtask结合起来上一节泛读课，进一步拓展学生的思维和想象力。91\n2.5将UsingLanguage中的speaking和Workbook中的talking整合在一起上一节口语课，鼓励学生对现在进行反思，对未来进行大胆猜测(makepredictions)。2.6将Workbook中的Speakingtask和Writingtask整合起来上一节写作课，同时对整个单元进行一个小结。3.课型设计与课时分配1stPeriodReading2ndPeriodListening3rdPeriodGrammar4thPeriodExtensiveReading5thPeriodSpeaking6thPeriodWritingⅣ.ProceduresTheFirstPeriodReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsconstantly,remind,vehicle,carriage,bathroom,temple,private,settlement,impression,constant,jet,previous,tablet,capsule,opening,surrounding,lack,ache,mask,bend,press,swift,swiftly,master,sight,flash,switch,optimistic,length,takeup,lackof,losesightof,sweepup,catchsightofb.KeysentencesThisissimilarto...,butitmeans...P17Well-knownfor...,hisparents’company，called“FutureTour”,transportedmesafelyintothefutureinatimecapsule..P18Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P182.AbilitygoalsEnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture.3.LearningabilitygoalsHelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture.Teachingimportant＆difficultpointsComparelifeinthepast,atpresentandinthefuture.Whatislifeinthefuturelike?Whatchangeswilltakeplace?TeachingmethodsFastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.TeachingaidsAcomputerandaprojector.Teachingprocedures＆waysStepIWarmingUpShowsomepicturesoflifeinthepast,atpresentandinthefuturetotheSs,periodbyperiod.FirstshowthepicturesoflifeinChinainAD1005.T:Dothesepicturesdescribeourdailylife?Ss:No,perhapstheydescribelifeofmanymanyyearsago.T:Good.Thencanyoutellmewhatlifewaslikeonethousandyearsago?Forexample,lifeinAD3008.S:Letmetry.Peoplelivingatthattimedidn’thavecarsorplanes.Theyrodehorsesortook91\ncarriages.S:Theydidn’thaveelectricity.S:Theydidn’tliveintallbuildings.Showthepicturesoflifeatpresent.T:Good!Whataboutourlifeatpresent?Whatisitlike?S:Ourlifeatpresentisconvenient.Weliveinvariouskindsofbuildings,andwehavelotsofentertainments.Wetravelbymanymoderntransportations,suchascars,buses,planesandetc.Showthepicturesoflifeinthefuture.T:Everydaywecancomeacrosspassagesaboutlifeinthefutureinmagazines,newspapersandsoon.Pleaselookatthesepicturesandtryyourbesttodescribewhatlifeinthefuturewillbelike.S:Letmehaveatry.Ithinkinthefuturewecantravelthewholespaceinaspaceshipfreely.Andperhapswecancommunicatewithaliens.S:Atthattime,Ithinktheearthwillhavebeenpollutedsoheavilythatnoonecanliveonit.Weperhapswillhavetomovetootherplanetstolive....ThensetascenefortheSs—Aspecialtourguide.T:Nowimagineyouareworkinginatourcompanywhichhasjustpromotedanewkindoftravel—timetravel.YourcompanycantransportpeopleinAD2008tothepast,alsoitcantransportpeopleinthepasttoyourcities.Youarechosentobeaguidefor5peoplewhowanttogobacktotheChinainAD1005,andalso4peopleinthatyearwanttovisittheChinainAD2008.Howwillyouorganizeyourtrip?Whatkindofthingswillyouintroducetothosepeople?GivetheSs2minutestodiscuss.T:OK.Time’sup.Volunteer?S:IfIamthetourguidewhowilltakepeoplebacktothepast,Iwillintroducethemthehouses,thewaypeoplelivedandtheirclothing.Becausethesearequitedifferentfromourstoday,Ithinkpeoplewillbeveryinterestedinthem.S:Ifthecompanygivesmethechancetotakepeoplelivinginthepasttoourcityatpresent,Iwilltrymybesttoprovidethemanimpressivetrip.Iwillintroducesomethingwhichisdifferentfromthingsinthepasttothem.Forexample,transportation,TV,computerandbusiness.Becausethesehavechangedgreatlyastimegoesby.T:OK.Youhavedoneagoodjob.Nowopenyourbooksandturntopage17.Pleaseworkinpairstodiscusstheitemsinthechart.Whenyoufinished,completethechart.GivetheSstenminutes,andafterthat,checktheanswers.StepⅡPre-readingGettheSstodiscusstheproblemsthathumanbeingsarefacingtoday(suchaspollution,allkindsofshortages).Makeapredictionaboutthefuture:whichproblemsmaybesolved,andwhichwillstillbethere.ThispartwillpreparetheSsforthetext. T:Weallknowthatasoursocietydevelops,wehavegotmuchbenefit.Butatthesametime,wehavetofacelotsofproblems.Canyoufindoutwhatkindofproblemshumanbeingsarefacing?S:Pollution.S:Populationisbecominglargerandlarger.S:Theshortageofresources.T:Yes!Thencanyoupredictwhichproblemscanbesolvedinthefuture?Andwhichoneswillstillbethere?S:Ithinktheproblemofpopulationwillbesolvedinthefuture,becausenowmoreandmorecountrieshavebeguntocontrolthebirthrate.S:Ithinktheproblemsofpollutionandshortageofresourceswillstillbethere,andwillevenget91\nworse.S:Idon’tthinkso.Nowscientistsallovertheworldaretryingtheirbesttodevelopnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.Inmyopinion,theproblemscanbesolvedonebyone.StepⅢReadingT:Nowpleaseopenyourbooksandturntopage17.Let’sreadthepassageFirstImpressions.Readitquicklyandthentellmewhatitisabout.Severalminuteslater.T:Well,haveyoufinishedreadingthepassage?Ss:Yes.T:OK.Whowouldliketotellmewhatthetextisabout?S:It’sane-mailwrittenbyamanwhohastakenupatriptothefuture.T:Good.Thenlookatthefollowingsentences.Theyareinwrongorder.Anyonecantellmethecorrectorderofthesesentences?A.Weweretransportedintothefuturebyacomfortabletimecapsule.B.IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.C.IwonatraveltotheyearAD3008.D.Ihavemyfirsttrytomasterahoveringcarriage.S:C-A-D-B.T:Verygood!Let’sgothroughthefirsttwoparagraphstogetherandgetthegeneralideaofLiQiang’striptothefuture.Thenanswerthequestionsonthescreen.Showthesecheckingquestionsonthescreen.1.WhydidIhavethechancetotraveltotheyearAD3008?2.Whatisa“timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.Whoguidesmytrip?5.Whydidmyguidegivemesometablets?6.Whotransportedustothefuture?Afewminuteslater,checktheanswers.Sampleanswers:1.Hetookuptheprizehewontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod.3.Theseatsinthecapsuleareverycomfortable.4.MyfriendWangPingismyguidetothefuture.5.Thetabletscouldhelpmefeellessnervousanduncertain.6.WangPing’sparents’companytransportedustothefuture.T:Wonderful.Doyouwanttoknowmoreabouthistrip?Nowpleasegothroughthethirdparagraphtogetsomedetailsontheenvironmentinthefuture.Whenyoufinish,pleaseanswerthefollowingquestions.Showthesethreequestionsonthescreen.1.HowdidIfeelassoonasIwastransportedtothefuture?2.HowdidWangPingsolvethisproblem?3.Whatdoyouthinkhascausedthiskindofproblem?GivetheSs1or2minutestothinkandtheycandiscusswiththeirpartners.Thenchecktheanswers.Sampleanswers:91\n1.Afterthewriterwastransportedtothefuture,hewashitbythelackoffreshair.2.WangPinggaveamasktothewriterandhurriedhimthroughtoasmallroomnearbytohavearest.3.Nowwearecausingmoreandmorepollutiontothenature,thiswillcauseseriousproblemstolifeinthefuture.Thismaybethecauseofthelackoffreshairinthefuture.T:Whatwilltransportationinthefuturebelike?Arethereanydifferencesbetweentransportationinthefutureandthatatpresent?Nowpleasereadthefourthandfifthparagraphsandfindoutsomethingaboutbothtransportationanddailylifeinthefuture.AftertheSsreadtheparagraphs,askthemthefollowingquestions.1.WhatdidWangPing’shouselooklike?2.Whatwasthegreenwallmadeof?What’sthepurposeofbuildingthiskindofgreenwall?3.HowcanyouproduceaTVsetinWangPing’shouse?Sampleanswers:1.Hishouseisalargebright,cleanroom.Ithadagreenwall,abrownfloorandsoftlighting.2.Thegreenwallwasmadeoftrees.Theleavesofthetreeswillprovidemuch-neededoxygentothehouse.3.YoucanjustflashaswitchonthecomputerscreenandaTVsetwillrisefromthefloor.T:Sowecanseelifeinthefutureismuchmoreconvenientandmucheasierthanourpresentlife.StepⅣFollow-upActivityGettheSstocomparelifeatpresentandinthefuture.Findoutthechangesonseveralitems.Trytodistinguishwhichchangesaregoodandwhicharenotgoodandgivereasons.T:Nowlet’smakeapredictionaboutfutureandseewhatwillbechangedinthefuture.Iwillgiveyou3minutestodiscussinpairs,andafteryourdiscussionpleasefinishthefollowingchart.Sampleanswers:ItemsLifeatpresentLifeinthefuture(Changes)goodorbad?Reasons?EnvironmentAirpollutionandwaterpollution;resourceshortageThesituationwillgetworseandworseThedevelopmentofoursocietywillcausehumanbeingtodevelopmoreandmoreresources;andthedevelopmentofindustrywillcauseworsepollutiontoourenvironmentTransportAirplane,car,train,boatandhelicopterSpacecraft,timetravel,personalflyingcarorbikeMoreconvenientEducationPeoplereceiveeducationinschoolPeoplereceiveeducationontheInternet;canchoosethesubjectsandtheteacherstheylikeHavemorechancestoreceivedifferentknowledgeHousesFlatsinhighrisebuildings;withkitchensandCozy,modernflats,furnitureinwallsandfloor91\nbathroomsThenlettheSsdoExx.2＆3onpage19.Afewminuteslater,checktheanswers.SampleanswertoEx.3:Ithinkthewriterhasanoptimisticviewofthefuture.HewasveryexcitedwhenhetraveledtotheyearAD3008andcouldn’tbelieveitwastrue.Fromthis,wecanseeheiseagertogotothefuture.Thoughhewashitbythelackoffreshair,theproblemwasimmediatelysolvedbyputtingonamask.Andhetellsusthetransportinthefutureisconvenient.WhenhearrivedWangPing’shome,hefoundthereweremanytreesafterthewallmoved,andthesetreesprovidedthehousewithmuch-neededoxygen.FinallyhedescribedtheautomaticequipmentinWangPing’shouse.Alltheabovehasshownhisviewofthefuture.StepⅤHomeworkReviewthekeysentencesinthetext.TheSecondPeriodListeningTeachinggoals1.TargetlanguageKeywordsandexpressionsextraordinarily,atmosphere,gravity,assistin2.AbilitygoalsEnabletheSstotellthedifferencesbetweentwokindsofaliencreatures.EnabletheSstounderstandthefacilitiesin“Wonderworld”.3.LearningabilitygoalsHelptheSslearnhowtopromoteanewinventionbyanalyzingdifferentsituations.Teachingimportant＆difficultpointsListentothematerialaboutthenewinventionandfindoutitsspecialqualities.TeachingmethodsDiscussion;listening;cooperativelearning.TeachingaidsAcomputer,aprojectorandarecorder.Teachingprocedures＆waysStepⅠLead-inLettheSsdiscussthefollowingtwoquestions:1.Doyouthinktimetravelispossible?2.Ifyouhavethechancetohaveatimetravel,whichplaceswouldyouliketovisit?Andwhy?T:Gladtoseeyou,everyone.LasttimewelearntsomethingaboutLiQiang’straveltothefuture.It’sfantastic,right?Inourdailylife,wealsoreadlotsofnovelsandwatchmanyfilmsabouttimetravel.Canyounamesomegreatmoviesabouttimetravel?S:Matrix!T:Yes.Good.Doyouthinktimetravelispossible?S:Ithinkitispossible.Inthepast,peoplecannottraveltothemoon,butnowtheycan.Sowiththedevelopmentofscience,maybeoneday,wecantraveltothepastortothefuture.Thisisquitepossible!T:Ifyouhavethechancetohaveatimetravel,wherewouldyouliketovisit?Why?S:Iwanttovisitthespacestation.Inthefuture,maybewewillfindoutsomeothercreatureslivinginotherplanets.Iwouldliketocommunicatewiththemandknowsomethingaboutthem.StepⅡListening91\nTask1LettheSslistentothematerialonpage23twice.Afterlisteningforthefirsttime,letthemanswersomesimplequestionstochecktheirgeneralunderstanding.T:OK.WeknowthatLiQianghadachancetotraveltothefuture,todaywearegoingtolearnwherehewouldvisit.Don’topenyourtextbooks.Justlisten.Iwillplaytherecordingforyoutwice.Forthefirsttime,listentothegeneralideaListenagainandchecktheanswers.1.Howcan“Wonderworld”makesurethereisenoughoxygen?2.Howcan“Wonderworld”makesurethereisenoughwater?3.Whatistheadvantageoflivingin“Wonderworld”?4.Doyouthinkpeoplewillbehealthylivingin“Wonderworld”?Why?Task3DealwiththeLISTENINGonpage55.T:Therewillbelotsofnewinventionsinthefuture.Herewe’vegotanewkindofquilt.Whyisitspecial?Let’slistentothetapeandtrytofinditout.Meanwhileweshouldfindoutwherethesequiltsaresuitabletopromote.PlaythetapefortheSstwice.LetthemdoExx.1－3onpage55andthenchecktheanswers.StepⅢHomeworkAfterclass,lettheSslistentothethreematerialsrepeatedly.TheThirdPeriodGrammarTeachinggoals1.TargetlanguageKeywordsandexpressionsswiftly,unsettle,speedup2.AbilitygoalsEnabletheSstousethepastparticipleastheadverbialandthepastparticiplesastheattribute.3.LearningabilitygoalsHelptheSslearnhowtousethepastparticipleastheadverbialandthepastparticiplestheattribute.Teachingimportant＆difficultpointsDistinguishtheusageofthepastparticipleastheadverbialandthepastparticipleastheattribute.TeachingmethodsPractice.TeachingaidsAcomputer,aprojectorandablackboard.Teachingprocedures＆waysStepIWordStudyThispartisaconsolidationofthewordslearntinthisunit.AsktheSstodotheExx.1＆2onpages20＆21andexercisesinUsingwordsandexpressionsinWorkbookindependently.Thenchecktheanswers.StepIIGrammarTheSswilllearntheusageofthepastparticipleindifferentsituations.Task1MakecleartotheSstheusageofthepastparticipleastheadverbial.T:Nowpleaselookatthesentence:Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.=AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.过去分词作状语：91\n用作状语的过去分词通常来自及物动词。过去分词用作状语时，修饰主句的谓语动词，意义上相当于状语从句，表示时间、条件、原因、伴随状况等。过去分词作状语，前边往往可以加when,while,asif,asthough。一般说来，这种结构的逻辑主语必须与主句的主语一致。例如：Wheneverpraised,sheblushes.（作时间状语）=Wheneversheispraised,sheblushes.United,westand;divided,wefall.（作条件状语）=Ifweareunited,westand;ifwearedivided,wefall.Writteningreathaste,thisbookisfulloferrors.（作原因状语）=Becausethisbookiswritteningreathaste,itisfulloferrors.Marywasreadingalovestory,completelylosttotheromanticlife.（作伴随状语）=Marywasreadingalovestory,andshewascompletelylosttotheromanticlife.AlthoughborninGermany,JohnlivesandworksinU.S.A.（作让步状语）=AlthoughJohnwasborninGermany,helivesandworksinU.S.A.Task2MakecleartotheSstheusageofthepastparticipleastheattribute.T:Nowpleaselookatthesetwosentences:1.Ifollowedhimtocollectahoveringcarriagedrivenbycomputer.=Ifollowedhimtocollectahoveringcarriagethat/whichwasdrivenbycomputer.2.Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.=Tomorrowyouwillbereadyforsomevisitsthat/whichwasorganizedbythecompany.过去分词作定语：a.用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例：Welikeskatinginthefrozenlakeinthewinter.=Welikeskatinginthelakewhichhasbeenfrozeninthewinter.Howmanyfinishedproductshaveyougotuptonow?=Howmanyproductsthathavebeenfinishedhaveyougotuptonow?来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义：aretiredworker=aworkerwhohasretiredanescapedprisoner=aprisonerwhohasescapedafaded/witheredflower=aflowerthathasfaded/witheredfallenleaves=leavesthathavefallentherisensun=thesunthathasjustrisenareturnedstudent=astudentwhohasreturnedvanishedtreasure=treasurethathasvanishedb.用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这明相当于一个定语从句。例如：Thingsseenarebetterthanthingsheard.=Thingsthat/whichareseenarebetterthanthingsthat/whichareheard.Thelobsterbroiledovercharcoalwasdelicious.=Thelobsterthat/whichwasbroiledovercharcoalwasdelicious.ThenlettheSsdoExx.1－4onpages20＆21andexercisesinUSINGSTRUCTURESinWorkbooktoconsolidatewhattheyhavelearnt.Andchecktheanswers.Iftimepermits,lettheSslearnthefollowingusageofthepastparticipleintheclass.过去分词作表语：91\n过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go,come,assemble等，它们用在联系动词之后，表示完成意义，无被动意义。例如：Themanlookedquitedisappointed.Heisgreatlydiscouragedbyherrefusal.Hishairisnearlyallgone.已经形容化了的过去分词大多可作表语，常见的有:accomplished,amazed,amused,astonished,broken,closed,completed,complicated,confused,crowded,devoted,disappointed,discouraged,drunk,excited,frightened,hurt,interested,lost,satisfied,surprised,worried等。过去分词作宾语补足语：a.see,hear,feel,find,think等表示感觉和心理状态的动词可以带过去分词作宾语补足语。例如：Tomfoundhimselfinvolvedinanawkwardsituation.IsawTomdressedlikeabeggarinthestreet.Everybodythoughtthematchlostuntilthelastminute.b.make,get,have,keep等表示“致使”意义的动词可以带过去分词作宾语补足语。Ihavemyclotheswashedeveryday.Don’tgetyourschedulechanged;staywithusintheclass.He’stryingtomakehimselfunderstood.Pleasekeepusinformedofthelatestprice.c.like,want,wish,order等表示希望、要求、命令等意义的动词可以带过去分词作宾语补足语。例如：Wedon’tlikesuchtopics(tobe)discussedinclass.Iwishthisproblem(tobe)solvedthisweek.StepⅣHomeworkT:Afterclass,pleasereviewwhatwe’velearntthisclassanddomoreexercises.ThenpreviewtheREADINGTASKinWorkbook.TheFourthPeriodExtensiveReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsimitate,spin,shuttle-submarine,destination,sensor,beessentialfor,contactb.KeysentencesTheseabottomisdeepandthismakesitdifficultto..P58Onlytherobotcleanerwillbeabletomoveobjects.P582.AbilitygoalsEnabletheSstodiscussthepossibilitiesandthedifficultiesoflivingunderthesea.3.LearningabilitygoalsHelptheSslearnhowtotalkaboutthepossibilitiesandthedifficultiesoflivingunderthesea.Teachingimportant＆difficultpointsTalkaboutthepossibilitiesoflivingunderthesea.TeachingmethodsFastandcarefulreading;askingandansweringactivity;discussion.TeachingaidsAcomputerandaprojector.Teachingprocedures＆ways91\nStepIWarmingupLeadinthetopicbydiscussingthepossibilitiesoflivingunderthesea.EncouragetheSstousetheirimaginations.T:Haveyoueverwatchedthemovie“TheLittleMermaid”?Doyoulikethesea?Imyselfliketheseaverymuch.IalwaysthinkthathowgreatitwillbeifIhavethechancetoliveunderthesea!Doyouthinklivingundertheseaispossible?Why?Nowpleaseworkinpairstodiscussthethreequestionsonthescreen.Showthefollowingquestionsonthescreenandholdadiscussion.1.Doyouthinklivingundertheseaispossible?2.Whereareyougoingtoliveunderthesea?3.Intheunderseacities,whatequipmentsdoyouthinkarenecessary?Tenminuteslater,asksomeSstoanswerthequestions.T:Haveyoufinished?Whowouldliketotellusyouropinion?Volunteer?S:Ithinkit’spossible.Maybeinthefuturescientistswillinventsomekindofequipmentthatmakesitpossibleforhumanbeingtoliveunderthesea.T:Ifitispossible,whereareyougoingtoliveunderthesea?Thereisallwaterandfishesaroundyou.S:Maybeinaspecialequipmentwhichwillprovideusmuch-neededoxygenandcanfloatinthewater.Inthatcasewecantravelintheseatoenjoythewonderfulviewofthesea.T:Good.Ifyouaregoingtoliveunderthesea,whatkindofequipmentdoyouthinkisnecessaryforyourliving?S:Oxygenprovisionandcleaningmachinemaybenecessary.StepⅡReadingDealwiththepassageonpage58.T:OK.Fromwhatyousaid,Iknowallofyouarelookingforwardtolivingunderthesea.Nowacompanyjustprovidestheveryservice!Pleaseturntopage58andreadthepassageRISINGTOACHALLENGE.Let’sseewhatthelifewillbelikeinthisunderseacity.Whenyoufinishreading,completethesentencesonthescreen.GivetheSs3minutestogothroughthewholepassage.1.Theunderseacityissocomfortablethatitisdescribedas___________.2.Theunderseacityhasthefollowingadvantages:a._____________b._____________c._____________d._____________T:Canyoufindoutsomesuitablesentencesorwordstofillintheblanks?What’retheadvantagesoflivingunderthesea?S:Theunderseacityissocomfortablethatitisdescribedas“asilkadventure”.S:Theunderseacityhasthefollowingadvantages:a.easycontactwiththelandsurface;b.morepersonalspace;c.completepersonalsecurity;d.nohouseworkworries.T:That’sgreat.Youallhavegotthegeneralideaofthepassage.Nowlet’slookintosomedetailedaspectsoftheunderseacity.Firstlet’slookatitscontactwiththelandsurface.Whowouldliketotellmeattheverybeginning,whatkindofproblemweretheyfacing?Andhowwastheproblemsolved?S:Theseabottomissodeepthatit’shardtocontactwiththelandsurface.Butlatertheyinventedtheone-personorfamilyshuttle-submarineswhichwillalwaysbereadytotakepeopletothe91\nsurface.T:Sointhatcasepeoplewholiveundertheseacaneasilycontactwiththelandsurface.Thencom-paringwithlivingonland,whatadvantagedoyouthinkcanattractpeopletoliveunderthesea?S:Wecangettwiceasmuchpersonalspaceasinflatsonland.T:Good!Thenwhatkindofspecialequipmentwillbeprovidedsoastorealizealltheadvantages?Pleasereadthetextagainandfinishthefollowingchart.Youcanworkwithyourpartners.ShowthechartonthescreenandgivetheSs3minutestogothroughthewholetextagaintoscanfortheanswer.Afewminuteslater,checktheanswers.AdvantagesSpecialequipmentsHowdoesitbecomerealized?EasycontactwithlandOnepersonorfamilyshuttle-submarinesAlwaysreadytotakepeopletothesurface,aspecialsmall,computerizedmachinetomonitoreachpersonduringthetrip.MorepersonalspaceGettwiceasmuchpersonalspaceasinflatsonland,yourhousecanfloatinthewater.CompletepersonalsecurityComputersensorCanfeelthespaceleft;onlywhentherobotcleanertouchesobjectscantheybemoved.Nohouse-workworriesFamilyusedrobotsFeedyourdetailsintothecomputerhard-drive;answeryourcommands.T:Thisunderseacityisamazing.ButIthinkdesigningsuchkindofunderseacityisquitedifficult!Doyouwanttomeetitsdesigner?NowthedesignerofthecityWilliamLeeisbeinginterview.Let’slistentohisinterviewandfindoutwhichtwoproblemshecameacrossandhowhesolvedthem.Thenpleasefinishtheexercisesonpage59.StepⅢFollow-upActivitySetascenefortheSs:Thecompanyisgoingtoheldapressconferenceandexhibition.EncouragetheSstodesignaposterwhichwilldrawvisitors’attentionandprovidesomeusefulinformation.T:Weknowthatallnewproductshavetobepromotedsothatitcanbewell-knownamongpeople.Nowapressconferenceandexhibitionisgoingtobeheldtomaketheunderseacityknowntopeople.Ifyouworkinthecompany,canyoudesignaspecialpostertodrawvisitors’attentionsothattheywillcometothepressconference?Useyourimaginationandyoucandiscusswithyourgroupmembers.ASampleposter:CometothismeetingSeethevalueofOURunderseahouses.SaturationCityhas:●easycontactwiththelandsurface●morepersonalspace●completepersonalsecurity●nohouseworkworries91\nCost:20dollarsDate:May18thTime:8:00amPlace:TheScienceExhibitionBuildingStepⅣHomeworkT:Afterclass,pleaselistentothetaperepeatedlyuntilyoucanretellityourselvesandpayattentiontopronunciation.TheFifthPeriodSpeakingTeachinggoals1.TargetlanguageMakepredictions:Supposethat...Iwonderif...Isitlikely/unlikelythat...?Doyouimaginethat...?Isitpossiblethat...?Doyousupposethat...?2.AbilitygoalsEnabletheSstotalkaboutthingsatpresentandpredictthingsinthefuture.EnabletheSstodescribesomeimaginaryproducts.3.LearningabilitygoalsHelptheSslearnhowtotalkaboutthingsinthefutureanddescribesomeimaginaryproducts.Teachingimportant＆difficultpointsTeachtheSstomakepredictionsandexpresstheirideasaboutfuture.HelptheSsmakeuptheirpersonalfutureplans.TeachingmethodsPairworkandgroupwork;discussionandcooperation.TeachingaidsAcomputerandaprojector.Teachingprocedures＆waysStepITalkingSetascenefortheSs:AmanwhoislivinginAD2046comestovisityourcityandwantstoknowsomethingaboutjobsinyourcity.AsktheSstoworkinpairstomakeoutanintroductionplan.Makeacomparisonbetweenjobsatpresentandjobsinthefuture,andfindoutthechangesandwhythesechangestakeplace.T:Inthefirstperiodofourunit,wediscussedthechangesbetweenlifeinthepastandlifeatpresent,alsowemakeapredictionaboutourfuture,right?Todaylet’sstilltalkaboutthefuture.SupposeamanofAD2046comestoourcity,hewantstoknowsomethingaboutjobsinourcity.Howwillyouintroducethefollowingtwokindsofjobstohim?Teachersandfarmers.GivetheSs1-2minutestodiscussandthenasksomeofthemtorepresenttheiropinions.T:OK.Whowouldliketotalkaboutthejobasafarmer?S:Nowadaysfarmersarestillworkingveryhard.Fewofthemusehi-techmachines,especiallyindevelopingcountries.Theyhavetoworkmostbyhandeveryday.Sometimestheywillusesomemachinessuchastrucks,seeding-machines,etc.Indevelopedcountries,agriculturehasbeencomputerized.Farmersinthosecountriesaremucheasier.91\nT:Good.Whataboutteachers?S:Nowadayslotsofstudentsstayintheclassroomstolistentotheirteachers.Andtheteachershavetousechalk,andsometimestheyusecomputers.Setanotherscene.T:Soitseemsthatboththesetwokindsofjobsareverychallenging.Willtheychangeinthefuture?Nowthemaninvitesyoutohiscityintheyear2046,whatchangeswillyouexpecttofindonthesetwojobs?S:Ithink40yearslater,workingasafarmerwillbemucheasierthannow.Farmerswon’thavetoworkbyhand,theycansetaprograminthecomputerandthenthecomputerwillfinishallthetasks.It’sfantastic!Andtheharvestwillbemuchbetterbecauseofthescience.S:Ithinkinthefuturewedon’thavetocometoschooltostudy.TeacherswillworkontheInternet.WewillhaveclassesthroughtheInternet.Andunliketoday’steacher,inthefuture,ateachercanteachmanysubjects.Andwewillhaverobotsdoteachingjobs.T:SomaybeIshouldbeborn40yearslater,inthatcase,thejobformewillbemuchinteresting.StepIIFollow-upActivityEncouragetheSstopredicttheirfuturelifeandmakeashort-termplan.Letthemtalkabouttheirdreamsandthenwritepassagesintroducingthesedreams.T:Everyone,haveyoueverdreamtofyourownfuture?Haveyouaskedyourselfwhatyouwillbe?Nowlet’smakeaprediction,orwecansay,let’smakeaplanforourselves:WhatwillIbeinthefuture?Youcandiscusswithyourpartnerstofillinthefollowingchartandthenwriteapassageintroducingyourdreams.ShowtheSsthechartonthescreen.TimeWhatwillyoudo?Wherewillyoube?Howwillyouprepareforit?1yearlater5yearsfromnow10yearsfromnowGivetheSsenoughtimetodiscuss.Thiswillhelpthemmakeclearoftheirownfuture.AndthenselectsomeSstogiveareporttothewholeclass.StepⅣHomeworkT:Imagineyouareatyourageof30.Writeapassagetodescribeyourdailylifeoryourexperience.Asampleversion:Itistheyear2020andIhavejustturned30yearsold.Morethan10yearsago,Ilefthighschoolandwenttostudyatagooduniversity.IwasahistorymajorandIalsostudiedtwoforeignlanguages.Aftergraduation,Iwasofferedajobteachinghistoryinamiddleschool.Atfirst,Ididn’tthinkI’dliketoteachhistory.Ithoughtthestudentswouldthinkhistorywastooboring.Myfirstyearwasverydifficult.Ididn’tknowmuchaboutteachingandthestudentsdidnotlikemylessons.ButIwaslucky.Oneoftheolderteachersbecamemyfriendandtaughtmealot.TheSixthPeriodWritingTeachinggoals1.TargetlanguageKeysentencesLiving...hasbadeffectson...Oneisalargeclassroomwithall...91\n2.AbilitygoalsEnabletheSstowriteareporttothecompanythatbuiltSaturationCity.3.LearningabilitygoalsHelptheSslearnhowtowriteareporttothecompanythatbuiltSaturationCity.Teachingimportant＆difficultpointsHelptheSsfindoutthestyleofwritingareport.TeachingmethodsDiscussionandcooperation.TeachingaidsAcomputerandaprojector.Teachingprocedures＆waysWritingstyleHelptheSsfindoutthewritingstyleofreportbyanalyzingthetext“RisingtoaChallenge”.Summarizethebasicpointsonthescreen.Howtowriteareport?StructureThefirstparagraph(whyyouwriteareport)Body(yourownideasontheitem)Conclusion(howyouthinkitwillhelp)Asampleversion:ReportAboutEntertainmentonNo.4FloatingIsland,SaturationCityThewonderfulfacilitiesintheentertainmentcenterofNo.4FloatingIsland,SaturationCity,meanthatthecompanycanofferafullandperfectprogrammeofentertainments.Thereareallkindsofentertainmentsofallaspectssothateveryonewillbeabletofullyenjoythemselves.Allentertainmentsareoffered.Ifyougototheentertainmentcenter,youcanhavethechancetopractisedancing,singing,andplayingmusicalinstruments.Ofcourse,youhavethechancetoenjoywonderfulconcertsbydifferentsingers,suchaspopconcerts,classicalconcertsandoperas.AndalsoyoucanenjoythelatestfilmsandTVoperas.Thecompanywillorganizesomeperfectperformances.Wewillofferpermanentbandtoplayfordancingeverynight.Alsowewillinvitedifferentstagecompaniestocometoourentertainmentcentertogivewonderfulplays.Wehopethattheseprogrammesandfacilitieswillhelpyourelaxyourselves.Wehopethatyouwillcomeandtryourentertainmentcenterforyourselves.文化背景知识TIMETRAVELShapingthefutureTheideaoftravelingforwardintothefutureorbackintothepasthasalwaysfascinatedsciencefictionwriters.The“grandfatherparadox”istheargumentthatmanypeopleusetosuggestthattimetravelisimpossible.Whatifyouwentbackintimeandpreventedyourgrandfatherfrommeetingyourgrandmothersothatyourmotherwasneverborn?Thenyouwouldneverhavebeenborn...andsoon.Untilveryrecentlysuchargumentsledmostscientiststobelievethattimetravelcouldneverexistoutsidesciencefiction.Butamazingly,someinterpretationsoftheweirdnessofthequantum91\nworldnowsuggestthattimetravelispossible—atleastintheory.GravityandblackholesEinstein’stheoryofrelativitybroughtspaceandtimetogetherinasingle,four-dimensionalarrange-mentthathecalledspace-time.Weknowthatwecantravelforwards,backwardsandsidewaysinspace,sowhynotforwardsandbackwardsintime?Fourdimensionsaredifficulttoimagine,sophysicistsusuallysuggestyouthinkofspace-timeasarubbersheetstretchedoutflat.Iftherearenolargemassesaround,thesheetstaysflat,andsoanyobjectplacedonitwillmovearoundinstraightlines.Butalargemass,suchasthesun,makesadipinthesheetbecauseitactuallywarpsspace-time.Nowanyotherobjectwithsmallermass,likeourearth,movingaboutinspace-timerollsintothedipasitcomespastthesun.Itappears“attracted”tothelargemass.Thiseffectofwarpingspace-timeiswhatgivesrisetogravity.TheUniverseisfullofheavyobjectsexertinggravitationaleffectsandthenetresultisthatspace-timeisnotflatatallbutcurved.Everything,includinglight,hastofollowcurvedpathsinspace-time.WeknowEinsteinwasrightaboutthisbecauseastronomerscansometimesseedistantstarsthatoughttobemaskedbynearerobjectssuchasthesun.Insteadoftravelinginstraightlinesandhencebeingblocked,thelightfromthestarsbendsroundtheobstruction.Whenastarreachestheendofitslifeitmatcollapseinwardsundertheinfluenceofitsowngravitytosuchanextentthatallitsmatterbecomesconcentratedintoanextremelydenseobject,afractionofitsoriginalsize.Thisisablackhole.Blackholeshavesuchahugegravitationalpullthatnothingcanescapefromthem,notevenlight.Wecannotseethembutwehavegoodevidencethattheyarebeingpulledaboutbyanearbyinvisibleobjectwithenormousmass.Whatdoesablackholedotospace-time?Relativitypredictsthatatthecenterofablackholeisaninfinitelydensepoint,calledasingularity,withinwhichallthenormallawsofphysicsnolongerapply.Time,space,matterandenergynolongerhaveanywell-definedmeaning.Einstein’sequationsshowthatsuchasingularitydoesn’tjustmakeadipintheimaginaryrubbersheetofspace-time,itmakesatunnelthatgoesrightthroughandmomentarilyopensoutontheotherside.Whereis“theotherside”?Itcouldbesomewhereelseinspace-time,eitherinthefutureorinthepast,oritcouldevenbeinanotherUniverse!SupposedlyitwasDerwood’sTimelordswhofirstharnessedthepowerofablackholetobegintheirexperimentsintimetravel.Ifyoucouldtakeaspacetripthroughsuchatunnel,orwormhole,youwouldhavediscoveredthesecretoftimetravel.Thisisofcourseimpossiblewithtoday’stechnology.Butinthefuture,whoknows?Manyworlds,manyfutures?ToreturntothequestionthathaspuzzledthinkerssinceNewton’sday,isthefuturepreordained?Orarethereaquantumworldsuggeststhatnotonlyarethereaninfinitenumberoffutures?Onewayoflookingatthequantumworldsuggeststhatnotonlyarerealizedinaninfinitenumberofuniverses.Photonsandelectronssometimesbehaveaswavesandsometimesasparticles,butneverbothatthesametime.Sofar,theargumentforinterferencebetweenoneuniverseandanotherappliesonlytoeventsoccurringatthequantumlevel.Buttheideaofparalleluniversesprovidesapossibleresolutiontothe“grandfatherparadox”thatmightotherwisecauseproblemsfortimetravelers.Ifwetravelbackintimeandchangehistory,welaunchourselvesintoanewfutureinaparalleluniverse—butwehavenoeffectonthepresentonefromwhichwestartedout.Scientistsofthefuturemaywellpursueanewformoffuturistictechnologybasedon91\nquantumeffects.Suchapplicationscouldincludequantumteleportation,bywhichaquantumparticlecanbeteleportedfromonepointinspacetoanother;andquantumcomputation,wherecalculationscanbecarriedoutwhichwouldtakemanyyearsonaconventionalcomputer.Althoughwenowknowhowtomeasuretimeveryaccurately,havewecomeanynearertoansweringthebasicquestion“Whatistime?”.PleiadesThePleiadesisknownastheSevenSistersandMessier45.Itisroughly500lightyearsfromEarth.Thereareactuallyabouttwohundredandfiftytofivehundredthousandstarswiththisclusterthathavebeencountedincludingthe7majoronesthathavebeenknownthroughoutantiquity.Theclustercontainsthousandsofstars,ofwhichonlyahandfulcanbeseenbynakedeyes.ThestarsinthePleiadesarethoughttohaveformedtogetheraround100millionyearsago,makingthem1/50ththeageofoursun,andtheyliesome130parsecs(425lightyears)away.Unit4MakingthenewsⅠ.TeachingaimsSkillGoals▲Talkaboutthebasicprocedureofmakinganewspaper▲Talkaboutthebasicqualitiesandskillsajournalistshouldhave▲Talkaboutjobsinanewspaper▲Learnhowtomakeanappointment▲LearnhowtouseInversioncorrectly▲WriteanewspaperarticleⅡ.LanguageGoalsMakingappointmentsShallwemakeanappointment?Whenareyoufree?Maybewecanmeetat...Isitpossibleto...?Whereisthebestplace?Whendoyouthinkisconvenientforyou?Howabout...?Whichdaywouldsuityoubest?Wherewouldyouliketomeet?Please,canyoutellme...?Ishallbebusyat...and...,butIcanbefreeat...Perhapswecould...Iwouldliketoarrange...Isuggestthatwemeet...Imaybeabletoseeyouat...Thatwill/won’tbeconvenientbecause...Ican／can’tdothatbecause...Whattimewouldbemostconvenient?Ilookforwardtoseeingyou.1．Memorizeoccupation,reporter,editor,photograph,photographer,colleague,eager,concentrate,course,91\nacquire,meanwhile,trade,recorder,case,accuse,deliberately,guilty,section,technical,technically,thorough,gifted,defend,crime,normal,seldom,edition,department,task,accurate,employ,polish,note,chief,approve,process,intention,appointment,senior,assignment2．Readupassignment,professional,accusation,bribe,deny,scoop,imaginative,concise,idiomatic,negative,hint3．Expressionsconcentrateon,accuse...of,soasto(dosth),defendagainst4.GrammarInversionNeverwillZhouYangforgethisassignmentattheofficeofChinaDaily.Onlywhenyouhaveseenwhatheorshedoes,canyoucoverastorybyyourself.NotonlyamIinterestedinphotography,but...Onlyifyouaskmanydifferentquestionswillyouacquirealltheinformationyouneedtoknow.1.CanIgooutonastoryimmediately?P262.…soyoumaybepossibleforyoutoconcentrateonthatlateron.P263.Meanwhileyouhavetopreparethenextquestiondependingonwhatthepersonsays.P264.Thisisatrickofthetrade.P265.Iftheintervieweeagrees,youcanusearecordertogetthefactsstraight.P266.Haveyoueverhadacasewheresomeoneaccusedyourjournalistsofgettingthewrongendofthestick?P267.Thisishowthestorygoes.P268.Afootballerwasaccusedoftakingmoneyfordeliberatelynotscoringgoalssoastolettheotherteamwin.P26Ⅲ.教材分析与教材重组1.教材分析本单元的中心话题是“新闻”，内容涉及新闻工作者应该具备的素质和新闻采访的基本程序等。语言技能和语言知识主要围绕“新闻”这一中心话题进行设计。1.1WarmingUp通过讨论引出报社工作人员的类别和职责。1.2Pre-reading首先通过一个调查问卷引导学生了解一个优秀的记者应该具备的素质；然后引导学生谈论他们的“第一次”经历和感受；最后通过一个“假设”为下一部分的学习做好准备。1.3Reading通过ZhouYang，一名的新员工和他的上司HuXin，一位资深记者之间的谈话引导学生了解新闻工作者应该具备的素质，新闻采访的基本程序以及采访时应该注意的要点等。1.4Comprehending设计了四个教学活动来加深学生对Reading部分的理解。Ex.1要求学生根据要求，阅读文章，获取所需信息；Ex.2要求学生把阅读部分分成三个小节，并说明每小节的要点；Ex.3通过形容词归类进一步引导学生思考一个优秀的文字记者和摄影记者应该具备的素质。1.5LearningaboutLanguage部分归纳和运用了本单元的一些重点词汇和语法。1.6UsingLanguage部分涵盖了听、说、读、写四项语言基本技能。首先通过阅读GETTINGTHE“SCOOP”一文，介绍“新闻”写作的步骤和见报前的有关程序，并讨论文中这位“影星”可能说了什么谎话，在阅读和讨论的基础上写出一条有关某“影星”的独家新闻；然后要求学生听一段对篮球明星姚明的采访录音，做听力练习；最后要求学生通过两人对话复习巩固有关交际功能“约会”的用语。1.7SUMMINGUP部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。91\n1.8LEARNINGTIP部分建议学生尽可能多地阅读一些适合中学生的英文报纸。2.教材重组2.1将WarmingUp,Pre-reading,Reading与Comprehending整合成一节“精读课”。2.2将LearningaboutLanguage中的Discoveringusefulwordsandexpressions与Workbook中的USINGWORDSANDEXPRESSIONS整合成一节“词汇课”。2.3将LearningaboutLanguage中的Discoveringstructures与Workbook中的USINGSTRUC-TURES整合在一起，上一节“语法课”。2.4将UsingLanguage中的Reading和Workbook中的READINGTASK整合成一节“泛读课”。2.5将UsingLanguage中的Listeningandspeaking与Workbook中的LISTENING,TALKING以及LISTENINGTASK整合成一节“听说课”。2.6将Workbook中的SPEAKINGTASK及WRITINGTASK整合成一节“写作课”。3.课型设计与课时分配(经分析教材,本单元可以用六课时完成。)1stPeriodReading2ndPeriodVocabulary3rdPeriodGrammar4thPeriodExtensiveReading5thPeriodListeningandSpeaking6thPeriodWritingⅣ.ProceduresTheFirstPeriodReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsoccupation,photograph,photographer,colleague,eager,concentrate,course,acquire,meanwhile,recorder,case,accuse,deliberately,guilty,concentrateon,accuse...of,soasto(dosth),defendagainst，coverastory，havea“nose”forastory,getascoop,getsthstraight,atrickofthetradeb.Keysenrences（P26）NeverwillZhouYangforget...Onlywhenyouhaveseen...,canyoucoverastory...Onlyifyouask...willyouacquire...2.AbilitygoalsEnablethestudentstotalkaboutthequalitiesneededtobeagoodreporterandhowtoconductagoodinterview.3.LearningabilitygoalsHelpthestudentstotalkaboutthequalitiesneededtobeagoodreporterandhowtoconductagoodinterview.Teachingimportant&difficultpointsHelpthestudentslearnaboutthequalitiesneededtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryfromaccusation.TeachingmethodsFast-readingmethod;task-basedmethod.TeachingaidsAcomputer,aprojectorandataperecorder.Teachingprocedures＆ways91\nStepⅠLead-inGreetthewholeclassasusual.Andthenaskthestudentssomequestionsabouttheirfuturejobs.T:Goodmorning/afternoon,everyone!Ss:Goodmorning/afternoon,Ms/Mr...!T:Inthisperiod,I’dliketoknowsomethingaboutyourfutureplans.Whatdoyouwanttobeinthefuture?Andwhy?S:IwanttobeascientistbecauseIwanttoinventlotsofnewthingsthatareusefulforhumanbeings.S:IwanttobeadoctorbecauseIwanttohelppatientsrecoverfromtheirillnesses.S:IwanttobeansportsmanlikeLiuXiang.S:Iwanttobeateacherlikeyoubecauseteachersaretheengineersofhumansouls.S:IwanttobeareporterbecauseIamcuriousandIlikewritingandphotography.T:Wonderfulideas!Ihopeallyourdreamswillcometrue!Butwhateveryouwanttobe,youneedtoknowalotabouttheoccupationsandprepareyourselvesforthemfromnowon.StepⅡWarmingUpT:SupposeyouwanttoworkforanewspaperandyouareofferedachanceforajobatChinaDaily.Doyouknowwhatkindofjobstheyhaveattheirofficeandwhateachjobinvolves?HereisalistofdifferenttypesofjobsatChinaDaily.Showthetableonthescreen.TypesofjobsatEnglishnewspaperjournalist,editor,reporter,critic,foreigncorrespondent,photographer,designerAskthestudentsthefollowingquestionsonebyone.T:Whichtwowordsmeanthesame?S:Journalistandreporter.T:Verygood.Whatdoesajournalistorareporterdothen?S:Ajournalistorareporterinterviewspeopleorfindsouteventsfromonlookersandwritesnewsstories.T:Great!Nextquestion,whogivesopinionsonplaysandbooks?S:Acritic.T:Quickresponse!Thankyou.Whatdoesaneditordothen?S:Aneditorchecksthewritingandfactsandmakeschangesifnecessary.T:Whatdoesaphotographerdothen?S:Aphotographertakesphotographsofimportantpeopleorevents.T:Terrific!Wholaysoutarticlesandphotographs?S:Adesigner.T:Welldone!Whoreportsfromabroad?S:Aforeigncorrespondent.Presentthefollowingcharttothestudentsonthescreen.TypesofjobsWhatitinvolvesreporter/journalistinterviewspeopleorfindsouteventsfromonlookersandwritesnewsstorieseditorchecksthewritingandfactsandmakeschangesifnecessaryphotographertakesphotographsofimportantpeopleorevents91\ncriticgivesopinionsonplaysandbooksdesignerlaysoutarticlesandphotographsforeigncorrespondentreportsfromabroadStepⅢPre-readingT:Nowifyouwanttobeagoodnewsreporter,whatqualitiesdoyouthinkyouneedtohave?S:Ahigherlevelofeducation,enthusiasmandgoodworkingskills.T:Creativeideas!Anymore?S:Theabilitytoworkinateam.T:Greatidea!HereIhavealistofqualitiesforyou.Pleaseopenyourbookstopage25andlookatExercise1inPre-reading.Nowdiscussingroupsoffour.Ticktheboxesyouchoose.Thenaddtwomorequalitiesyouthinkareimportantandgiveyourreasons.Twominuteslater.T:NowI’dliketohearyourvoice.Whichgroupwouldbethefirst?S:Letmetry.Ourgroupagreesthatahigherlevelofeducation,goodcommunicationskillsandhard-workingareveryimportantqualities.Theotherthreeareimportantqualities.Wealsothinktheabilitytoworkinagroupandbeingreadytoworkirregularhoursareimportant.T:Excellent!Anydifferentideas?S:Wethinkahigherlevelofeducation,curiousandactivepersonalityandenthusiasmforthejobareveryimportantqualitiesforagoodnewsreporter.Therestareimportant.Besides,weagreegoodwritingskillsandbeingagoodlistenerarealsoimportant.T:Creativethinking!Everyonehasunforgettablemomentsinhis/herlife.Thinkaboutyourfirstdayatschool,beingfarawayfromhome,yourfirstdayabroad....Nowdiscussingroupswhatthefirstdaywouldbelike,andhowyouwouldfeelifyouweretoworkforChinaDaily.Allowthestudentsafewminutestodiscuss.T:Anyonewouldliketoshareyourideaswithus?S:MyfirstdaywouldbeanexcitingdaybecausethejobwaswhatIhadbeenlookingforwardtogetting.SoIwouldfeelveryexcitedandeagertostartmyworkasareporterandgoouttointerviewdifferentpeople.S:Myfeelingswouldbemixedbecause,ononehand,Iwouldbeexcited;butontheotherhand,Iwouldfeelalittlenervous.Anyway,IwasagreenhandandIwasn’tsureaboutmycapabilityofdoingthework.T:Don’tworry!Anyonehashisorherfirstdayatwork.Justrelax!Ithinkaslongasyouarewellprepared,you’lldofine.S:Thankyou.StepⅣReadingGetthestudentstodofastreading.T:Allright.InthisperiodwearegoingtolearnaboutanewreporterZhouYangwhoisonhisfirstdayofworkingattheofficeofapopularEnglishnewspaper.Pleasegothroughthewholepassageasfastasyoucanandtrytofindanswerstothefollowingthreequestions.1.CouldZhouYanggooutonastoryaloneimmediately?Why(not)?2.Whatmistakesmustheavoid?3.HowdidZhouYangfeelonhisfirstdayatwork?Acoupleofminuteslaterchecktheanswerswiththewholeclass.T:OK.Let’schecktheanswers.Question1.Anyvolunteers?S:I’lltry.TheanswerisNo,notuntilhewasmoreexperiencedbecausetherewasalotforhimtolearnandhemustworkinateam.91\nT:Correct.Thenextone,please.S:Hemustavoidbeingrudeandtalkingtoomuchhimself.T:Yougotit.Question3?S:Hefeltexcitedandeagertogooutonastory.S:Heiscurious,too.T:Smartconclusion.StepⅤComprehendingGetthestudentstocarryoutthetasksinthispart.Task1ReadingfordetailsanddiscussionT:Nowtherearesomemoretasksforyou.PleasereadtheinstructionsofExercise1onpage27andthendiscussZhouYang’snotes.Afterthat,pleasecompletethechart.Iwillgiveyouthreeminutes.Threeminuteslater,checktheanswers.Task2ReadingformainideaT:Allright.NowLiLihongwouldlikeyoutohelpherreadersunderstandthedutiesofareporter.Readthepassageagainanddivideitintothreesections,eachofwhichlooksatonedutyofareporter.Thenwritedownthemainideaofeachsection.Iwillgiveyoutwominutes.Twominuteslater,checktheanswers.T:Welldone!Nowwhatdoesthewholepassagetellus?What’sthemainideaofthepassage?S:Thepassagetellsusaboutthequalitiesneededtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryfromaccusation.T:Verygood.You’vegotit.Task3DiscussionLetthestudentsworkinpairstodiscusswhichadjectivesintheboxonpage27canbeusedtobestdescribewhatisrequiredforareporterandaphotographerrespectively.T:Nowpleaseturntopage27andlookattheadjectivesinthebox.Pleaseworkinpairstodiscusswhichofthembestdescribewhatisrequiredforareporterandaphotographer.Thencompletethechart.Fiveminuteslater,checktheanswers.T:Nowweknowthequalitiesforagoodreporterandagoodphotographer.Canyoumakeagoodreporteroragoodphotographer?Why?Anyvolunteers?S:Ithinkagoodreporterneedstobethorough,curious,carefulandconcisebutaphotographerneedstobecreative,imaginative,technicallygoodandgifted.Theybothneedtobeprofessional,well-organizedandpatient.IthinkIwouldmakeagoodreporterbecauseIamcarefulandcurious.T:Wonderful!You’vedoneagoodjob.StepⅥSummaryandHomeworkT:Inthisperiodwehavetalkedaboutthequalitiesneededtobeagoodreporterandagoodphotographer,howtogetanaccuratestoryandhowtoprotectastoryfromaccusation.Nowhere’shomeworkfortoday:1.Readaloudthedialoguewithyourpartners.Payattentiontothestressandintonation.2.Read21stCenturyTeensforthisweek.TheSecondPeriodVocabularyTeachinggoals1.Targetlanguagea.Keywordsandexpressions91\ntechnical,process,polish,concentrateon,approveof,byaccident,getabsorbedin,defendagainst,breakdownb.Keysentences(P29)Shedoesnotgetabsorbedin...Thereporterwentoutwith...2.AbilitygoalsEnablethestudentstoknowhowtousesomeexpressionsinanidiomaticway.3.LearningabilitygoalsHelpthestudentslearnhowtousethewordsandexpressionsmorefreely.TeachingimportantpointsGetthestudentstopracticethewordsandexpressions.TeachingdifficultpointsHelpthestudentsusethewordsandexpressionscorrectly.TeachingmethodsTask-basedlearning;explaining;discussing;practicing.TeachingaidsAcomputerandaprojector.Teachingprocedures＆waysStepⅠRevisionT:Goodmorning/afternoon,class.Lastperiodwetalkedaboutthequalitiesneededtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryfromaccusation.NowI’dlikeyoutotellmewhatqualitiesagoodreporterneedstohave.Who’dliketotry?S:Letmetry.Agoodreporterneedstobethorough,curious,carefulandconcise,professional,well-organizedandpatient.T:Excellent!Thenhowcanagoodreportergetanaccuratestory?S:He/Sheshouldbeabletoaskdifferentquestions,notereactionsfromthepeopleheisinterviewing,checkfactsanddoresearch.T:Great!Howcanagoodreporterprotectastoryfromaccusation?S:Useasmallrecorderduringtheinterviewtomakesureofgettingallthefactsstraight.T:Wonderful!StepⅡDiscoveringusefulwordsandexpressionsT:Inthereadingpassageseveralexpressionsareusedinanidiomaticway.TheidiomaticmeaningforeachoftheexpressionshasbeengiveninExercise1onpage28.Pleasefindtheseexpressionsandfillinthechart.Allowthestudentsafewminutestofinishthetask.Thenchecktheanswers.T:Therearesomeotherusefulwordsandexpressionsinthereadingpassage.LookatExercise2onpages28.CompleteSentenceBusingawordoraphrasewhichhastheoppositemeaningtothewordunderlinedinSentenceA.Youaregivenafewminutestodoitthenwe’llchecktheanswers.Allowthestudentsafewminutestofinishthetask.Thenchecktheanswers.T:Inthereadingtherearesomeadjectivesthatcomefromnouns.pleaseformthembyadding-al.LookatExercise3onpage28.Completethetable.Threeminuteslater,checktheanswers.StepIIISummaryandHomeworkT:Inthisperiodwe’velearnedsomeusefulwordsandexpressions.Youneedtodomorepracticeafterclass.Nowhomeworkfortoday:1.Reviewthewordsandexpressionsforthisunit.91\n2.PreviewDiscoveringusefulstructures.TheThirdPeriodGrammarTeachinggoals1.TargetlanguageKeySentences(P29)Onlyafter...didsb...Onlybydoing...couldsb...Notonlydid...SeldomhaveI...2.AbilitygoalsEnablethestudentstouseinvertedsentencescorrectly.3.LearningabilitygoalsHelpthestudentslearnhowtouseInversioncorrectly.TeachingimportantpointsHelpthestudentsuseInversioncorrectly.TeachingdifficultpointsGuidethestudentstosummarizetheusageofInversion.TeachingmethodsTask-basedlearning;cooperativelearning;practice.TeachingaidsAcomputerandaprojector.Teachingprocedures＆waysStepⅠPresentationAskthestudentstofindthesentencesofInversionintheReading.T:TodaywearegoingtolearnGrammar.Innormalwordorderinasentencethesubjectcomesbeforetheverb.Butsometimestheorderofthesubjectandtheverbisreversed,whichwecallInversion.PleasefindthesentencesofInversioninthereadingpassageonpage26.Inawhile,getthestudentstosaythesentences.Thenshowtheanswersonthescreen.NeverwillZhouYangforgethisfirstassignmentattheofficeofapopularEnglishnewspaper.Onlywhenyouhaveseenwhatheorshedoes,canyoucoverastorybyyourself.NotonlyamIinterestedinphotography,butItookacourseatuniversity,soit’sactuallyofspecialinteresttome.Onlyifyouaskmanydifferentquestionswillyouacquirealltheinformationyouneedtoknow.StepⅡExplanationandSummaryT:Well,class,nowI’dliketoexplainsomethingabouttheinvertedsentencessothatyoucanhaveabetterunderstandingofInversion.Sometimestheorderofthesubjectandtheverbisreversedafterthefollowingadverbialelements:1)Adverbialexpressionsofnegationornearnegationwithno,not,never,neither,seldom,scarcely,rarely,barelyandhardly,etc.Thesamereversalofwordordertakesplaceafternegativeconjunctionslikeneither,nor,notonly...butalso,nosooner...than.e.g.Innocasecananexceptionbemade.NeverhaveIseensuchastupidperson.Notuntilhelosesallhismoneywillhestopgambling.Scarcelyhadheenteredtheroomwhenhewasknockeddownbyastranger.91\nNotonlyisshebeautiful,butsheisalsoveryintelligent.Icannotattendthemeetingtonight,andneithercanmywife.2)Adverbialexpressionswithonlye.g.Onlyafteranoperationwillhebeabletowalkagain.Onlyoncehashedonesuchathing.3)Adverbialexpressionswithsoe.g.Sogreatlydidheadmirethebeautifulactressheaskedhertomarryhim.Thewordorderisalsoreversedaftertheconjunctionso.e.g.Icaughtacold,andsodidmywife.4)Adverbialexpressionsofplacee.g.Therestoodthetallestmanhehadeverseen.Insidetheroomwereafewpiecesoffurniture.Butwhenthesubjectisapronouninsteadofanoun,theordershouldnotbeinverted.e.g.Herehecomes.Offheran.5)Otheradverbialsininitialpositione.g.Loudandclearrangthebells.Oftendidwesittogetherwithoutsayingaword.StepⅢPracticeT:TounderstandtheGrammarbetter,we’lldosomepractice.Nowturntopage29.PleasedoExercises2－4onyourown.Afterthestudentsfinish,checktheanswers.ThendealwithExx.1＆2onpage64andchecktheanswers.StepⅣConsolidationPresentthefollowingexercisesonthescreen.T:Nowlet’sdomoreexercisestoseehowwellyouhavegraspedInversion.1.—DoyouknowJimquarreledwithhisbrother?—Idon’tknow,______.A.nordon’tIcareB.nordoIcareC.Idon’tcareneitherD.Idon’tcarealso2.Notuntilallthefishdiedintheriver______howseriousthepollutionwas.A.didthevillagersrealizeB.thevillagersrealizedC.thevillagersdidrealizeD.didn’tthevillagersrealize3.Onlyinthisway______doitwell.A.mustweB.wecouldC.canweD.wecan4.Hardly______whenitbegantorain.A.hadhearrivedB.arrivedheC.hehadarrivedD.didhearrive5.Onlywhenclassbegan______thathehadlefthisbookathome.A.willherealizeB.hedidrealizeC.didherealizeD.shouldherealize6.Notasinglemistake______inthedictationyester-day.A.didhemakeB.madebyhim91\nC.hemadeD.hehadmade7.Nosooner_____histalkthanhe_____theworkers.A.hefinished;surroundedallB.didhefinish;didsurroundC.hadhefinished;wassurroundedbyD.afterhefinished;wassurroundednear8.Little______knowaboutverbs,Franz______hishead.A.didhe;darednotliftB.he;darenotliftC.didhe;darenottoliftD.doesn’t;doesn’tdarelift9.Notonly______apromise,buthealsokeptit.A.hadhemadeB.hehadmadeC.didhemakeD.hemakesKey:1－5BACAC6-9ACAAStepⅤHomeworkPreviewthereadingpassageinUsingLanguage.TheFourthPeriodExtensiveReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsedition,department,accurate,concise,chief,polish,note,chief,approve,negative,processb.KeysentencesAlthoughherealized...,ZhouYangknewhemustnotaccusehimdirectly.(P30)Monthsoftraininghadtaughthimtowritewithnowastedwordsorphrases.(P30)2.Abilitygoalsa.Enablethestudentstoknowwritingandprintingprocessforanarticle.b.Enablethestudentsknowwhatisaprimarysourceandwhatisasecondarysource.3.Learningabilitygoalsa.Helpthestudentsunderstandwritingandprintingprocessforanarticle.b.Helpthestudentsknowwhatisaprimarysourceandwhatisasecondarysource.Teachingimportant&difficultpointsHowtounderstandwritingandprintingprocessforanarticleandtheprimaryandsecondarysource.TeachingmethodsFast-readingmethod;task-basedmethod.TeachingaidsAcomputer,aprojectorandataperecorder.Teachingprocedures&waysStepⅠLead-inT:Nowadayswiththedevelopmentofmedia,lotsofinformationcanbereceivedbypeopleallovertheworldsooneveryday.AndpeoplecanlearnaboutnewsathomeandabroadbywatchingTV,listeningtoradio,surfingtheInternet,readingmagazinesandnewspapersetc.Amongthesemedia,newspaperisoneoftheoldest.InChinatherearemanykindsofnewspapers.Ibelieveallofyoureadsomeofthemeveryday.AmIright?91\nSs:Yes.Newspaperscanbringalotofinformationforus.Everydaywereadsomenewspaperstogetthelatestnewsaroundtheworld.Thiscanenrichourknowledge.T:Buthaveyoueverthoughtabouthowcomplexitistomakenews?Itinvolvesmanykindsoflabor,suchaswriting,interviewing,takingphotos,etc.NowIhaveaquestion:Ifyouhaveachancetoworkinanewspaper,areyouwillingtotakeit?S:Iwouldliketo.Iwanttobeareporter.Ithinkthejobisgreatandchallenging.T:Good.Youhavedoneagoodjob.StepⅡReadingT:DidyoupreviewthereadingpassageGETTINGTHE“SCOOP”?Ss:Yes.T:Thenwhowouldliketotellmethemainideaofit?S:Letmehaveatry.Itintroducestheprocessofwritingandprintingforanewspaperarticle.T:Good.Pleaseopenyourbookstopage31anddoExercise1whichdescribesthedetailedprocess.Afterthestudentscompletethechart,checktheanswers.T:Nowpleasereadthepassageagainandanswerthetwoquestionsonthescreen.Showthequestionsonthescreen.1.WhatwasZhouYang’sfirsttask?2.Howmanypeoplereadhisarticlebeforeitwasreadytobeprocessedintofilmnegative?Whowerethey?Allowthestudentssometimetoworkonthem,thenchecktheanswers.Sampleanswers:1.Hisfirsttaskwastowritehisstory.2.Beforeitwasreadytobeprocessedintofilmnegative,aneditorfromhisdepartment,thecopy-editor,thenativespeaker,thechiefeditorandthenewsdeskeditorreadhisarticle.ThenletthestudentsmakefulluseoftheirimaginationstocompleteEx.2.StepⅢExtensiveReading(P65)T:Pleaseturntopage65andnowwe’regoingtolearnthispassage.Readitasquicklyasyoucantogetthemainidea.Acoupleofminuteslater.T:Haveyoufinished?Ss:Yes.Thepassagetellsuswhataprimarysourceandasecondarysourceareandthedifferencebetweenthem.T:Good.Nowpleasereaditcarefullyandthenjudgethestatementsonthescreenaretrueorfalse.Showthestatementsonthescreen.1.WhenwereadaboutJiaSixieinourtextbookwearereadingaprimarysource.2.AswewatchthenewsonTV,thepersonpresentingtheprogrammeinthestudioisthesecondarysource.3.Photographerssometimesarebothprimaryandsecondarysources.4.Knowingthedifferenceofprimaryandsecondarysourcescanhelpusdecidewhatisafactandwhatisanopinion.5.Oftenfactsandopinionsaremixedinanyreport.Afewminuteslaterasksomestudentstoanswerthemandchecktheanswers.Key:FTFTTThenletthestudentsdoExx.2＆3onpage66.Later,checktheanswers.StepⅣSummaryandHomework91\nT:Todaywe’velearnedwritingandprintingprocessforanarticleandwhatisaprimarysourceandwhatisasecondarysource.Theseareveryimportanttoyouforyourfutureworkifyouwanttobeareporter.Today’shomework:Readthetwomaterialsagainafterclassuntilyoucanretellthem.TheFifthPeriodListeningandSpeakingTeachinggoals1.TargetlanguageKeywordsandexpressionsShallwemakeanappointment?Maybewecanmeetat...Whendoyouthinkisconvenientforyou?Whichdaywouldsuityoubest?Wherewouldyouliketomeet?Ishallbebusyat...and...,butIcanbefreeat...Isuggestthatwemeet...Imaybeabletoseeyouat...Thatwill/won’tbeconvenientbecause...Ilookforwardtoseeingyou.2.AbilitygoalsEnablethestudentstomakeappointments.3.LearningabilitygoalsHelpthestudentslearnhowtomakeappointments.Teachingimportant&&difficultpointsGuidethestudentstolearnhowtomakeappointments.TeachingmethodsListening;speaking;cooperativelearning.TeachingaidsAcomputer,aprojectorandataperecorder.Teachingprocedures＆waysStepⅠLead-inT:Ifyouwereareporter,whowouldyouwanttointerviewmost?Why?S:IwouldwanttointerviewJackieChenbecauseIwanttoknowmoreabouthislifeandthekeytosuccess.S:IwouldwanttointerviewYaoMingbecauseheistheidolofmanyyoungpeopleandIwanttoknowabouthislifeinAmerica.T:Greatideas!StepⅡListeningTask1Dealwiththelisteningpartonpage31.T:Openyourbooksandturntopage31.FirstgothroughthequestionsofExercises1&2inListeningandSpeakingandmakesurewhattodowhilelistening.Iwillplaythetapethreetimes.Forthefirsttime,justlistenforthemainideaanddoExercise1.Forthesecondtime,finishExercise2.Andthelasttime,checkyouranswersyourselves.Playthetapethreetimes,andthenchecktheanswers.Task2DealwithLISTENINGonpage62andLISTENINGTASKonpage66.T:Nowwe’regoingtodomorelisteningpractice.91\nPlaythetapetwiceandthenchecktheanswers.StepIIISummaryandHomeworkT:Inthisperiodwe’vedonesomelisteningpractice.Afterclass,pleaselistentotherecordingrepeatedlyandpayattentiontothepronunciation.TheSixthPeriodWritingTeachinggoals1.TargetlanguageKeywordsandexpressionseyewitness,opinion,information,stickto,ratherthan,accountfor2.Abilitygoalsa.Enablethestudentstoexpressopinionsoftheirownandjustifythesituationsaccordingtodifferentopinions.b.Enablethestudentstodonews-writing.3.LearningabilitygoalsHelpthestudentslearnhowtoexpresstheirownopinionsandfindouttruththroughtheirownanalysis.Teachingimportant&difficultpointsa.Helpthestudentslearnhowtoexpresstheirownopinionsandfindouttruththroughtheirownanalysis.b.Guidethestudentstowritethenewsclearlyandpithily.TeachingmethodsCooperativelearning;task-basedmethod.TeachingaidsAcomputerandaprojector.Teachingprocedures＆waysStepⅠLead-inT:Fromthelisteningpartwedidyesterdayweknowthereissomethingthatisveryimportantinfindingoutthetruth.Whatisthat?S:Eyewitness.T:Verygood.Nowimagineyouaretheorganizerofalocalfishingcompetition.Apersontellsyouhe/shehadcaughtafishwhichisthesizeofasmallcar.Itwillwinhim/herfirstprizeatthecompetition.Butaneyewitnesssayshe/shecheated.Hesawthefishermanbuyingitatafishshop.Doyoubelievetheeyewitnessorthefisherman?Giveyourreason(s).Iwillgiveyoueightminutestothinkitover.Eightminuteslater.T:OK.Time’sup.Whowouldliketorepresentyouropinions?S:Letmetry.IfIamtheorganizer,Iwouldfindoutthetruthnomatterwhattheysay.Iwillgotothefishshopwherethefishermanhadboughtthefishaccordingtotheeyewitness.ThisisthebestwaytofindoutthetruthIthink.StepⅡSpeakingTaskLetthestudentsworkingroupsoffourtodiscussthesituationinEx.2onpage67andthenfillinthechartbelow.Afterthat,letthemrole-playthesituation.Asampledialogue:TV—CCTVNewsman/NewswomanF—Fisherman91\nR—ReporterofLocalEveningNewsE—EyewitnessTV:Goodevening.Itislovelytobewithyouandto-nightwehaveaveryspecialstory.It’saboutaverylargeandrarefishthatwascaughtduringafishingcompetition.Andwhoissittingheretonightisthefishermanwhocaughtit.Goodevening.F:Goodevening.TV:Canyoutellyourstorytotheaudience?F:OK.Itwasquitebyaccident.Iwenttotheriverearlythatmorning.Therewasnooneelse.IthrewmyfishinglineintothewaterandwasamazedtofindthatimmediatelyIhadabiteontheline.Itwasthiswonderfulfish.So,ofcourse,Ipulleditoutofthewaterquickly.TV:Andwasitthelargestfishcaughtsofar?F:Yes,indeed.TV:Butaneyewitnesshassaidthathesawyoubuyingthisfishinafishshop.F:Well,Ithinkthatmusthavebeenamistake.Thisismyfish.Icaughtitanditbelongstome.Ican’tunderstandwhysomeonewouldmakeupsuchastory.TV:Well,we’llsee.Let’sgotoourreporter.He’stalkingtotheeyewitnesswhosawthewholething.R:Hellothere.I’mrightbythefishshopandwithmeisZhangXiawhosawthefishermanbuythefish.Nowpleasetelluswhathappened?E:Isawthefishermangointotheshopandcomeoutwiththislarge,rarefish.Whenhewentintotheshophehadnothingatall.Really!R:Didyoufollowhim?E:Yes,becauseIthoughtitwasalittlestrange.WhenIgotclosetotheriverIsawhimshowinghisfishtotheotherfishermen.Thenhewenttothejudgesandtheyweighedhisfishandtoldhimitwasthelargestsofar.R:Goodness.Soyouthinkhecheated?E:Yes,Ithinkso.R:Wow!Imustreturnyoutothestudio.TV:Well,whatdoyouhavetosayaboutthat?F:...It’salie!Hehasafriendwho’salsotakingpartinthiscompetition.Ithinkhejustwantshimtowin.TV:Wecansettlethisrightaway.Allwehavetodoistogotothefishshopandasktheshopkeeperifherecognizesyouornot.StepⅢWritingTaskT:Nowwritethestoryasanewspaperarticle.Listthefactsandtheopinionsthatgowiththem.Writeabouteachfactandthenwriteabouttheopinion.Trytofollowthemodelonpage68andmakethenewsclearandpithy.Atthesametimepleasepayattentiontothefollowing:StatethesituationofthestoryinParagraph1;SetoutwhathappenedclearlyinParagraphs2and3;StatehowthestoryendedandyouropiniononwhathappenedinParagraph4.Allowthestudentsenoughtimetoworkontheirwriting.Asampleversion:FishStoryTodayisthecity’sannualFathers’DayFishingCompetition.Mr.Thompsontookpartinthefishingcompetition.Hepresentedaverylargeandrarefishasbigasasmallcar.Mr.Thompsonsaid,“Itwasquitebyaccident.”“Ihadabiteontheline.Itwasthis91\nwonderfulfish.So,ofcourse,Ipulleditoutofthewaterveryquickly.”Headded.However,aneyewitnesssaidhehadseenMr.Thompsonearlierinthedaybuyingfishatthefishmarket.Hesaid,“Isawthefishermangointotheshopandcomeoutwiththislarge,rarefish.”“Thenhewenttothejudgesandtheyweighedhisfishandtoldhimitwasthelargestsofar”,saidthewitness.Mr.Thompsonfinallyadmittedhehadboughtthefishandhadnotcaughtit.Heapologizedinpublicandsaidthatheonlydiditsohissonwouldbeproudofhimasafisherman.SoitseemsthatitwasMr.Thompsonwhowasthebigfish!StepⅣHomeworkReviewthewholeunitandprepareforatest.BackgroundNewspaperinterviewingtipsThebestthingtodowheninterviewingasourceistoactnaturally.Aninterviewdoesnothavetohappeninaformal,suitedatmosphere.Aninterviewisjustatalkwithsomeoneaboutaspecifictopic.Butinsteadofmerelyhearing,thereporterislisteningandwritingdownthepertinentdetails.Reportersmustkeeptheiropinionstothemselves.PreparingfortheinterviewDon’tgotoaninterviewunprepared.Checknewspaperfilesandthelibraryforinformationonyoursubjectorthetopic.Havesomeinformationinyourheadbeforeyoustart.Forexample,ifyouareinterviewingapersonwhosellsfursandisannoyedbyanimalrightspickets,itmightbeinterestingtoknowifthispersonhasadogoracat.Haveyourquestionsready.Don’texpectyournewssourcetotellyouvoluntarilywhatyouwanttoknow.Yourquestions,althoughyoumaystrayfromthem,helpyouorganizeyourthoughts.Theyalsowillremindyoutogetalltheanswersyouwant.Makeanappointment.Youcan’tgointoabusyofficial’sofficeandget30minutesofhisorhertimeunlessyoufirstsetupanappointment.Thenmakesureyouarriveontime.Dressproperly.Bepreparedandshowrespectforthesource.Takethreethingswithyouoneveryassignment:apencil,apieceofpaperandagrainofsalt.Beabitskeptical,don’tbelieveeverythingyou’retold.ConductingtheinterviewIntroduceyourselfandthepublicationforwhichyouarewriting.Lookyoursubjectintheeye.Don’tbesobusytakingnotesthatallthesourceseesareyourflyingfingersandthetopofyourhead.Itmakessomepeoplenervoustoseeeverywordbeingwrittendown.Often,thefirstquestiontoaskishowtospelltheindividual’sname.Don’trelyonthespellingyou’veseensomewhereelsebecauseitcouldbewrong.Amisspellednameisdefinitelythefirstwaytolosecredibility.Pronouncethenameoftherespondentcorrectlyanduseitfromtimetotimeduringtheinterview.Double-checkthedatesandthespellingofnames.EvenanamelikeSmithcanbespelleddifferently.Don’teverbeafraidtoaskwhatyoumightfearisasillyquestion.Startwitheasy,sociablequestionstorelaxthepersonyou’reinterviewing.Savethetoughquestionsforlater.Avoidquestionsthatappeartohavepredeterminedanswers.Don’tletyouropinionsdeterminethefocusofyourquestioning.Askopen-endedquestionsthatinvitealengthyanswerandcanbringoutanecdotesandopinions:“Howdidyoureact?”or“Whydoyouthinkthathappened?”Trytotakedownasmany91\ndirectquotesaspossible.Don’taskquestionsthatletyoursourcegiveone-wordanswers.Don’tasknegativequestions.Thatis,don’tsay,“Nonews,yet?”Don’tmakeiteasyforyoursubjecttosay“no”.Lettheintervieweeknowyouknowsomethingabouthimorher.Thisiscalledprimingtheinterviewee.Itgoeslikethis:Mr.Jones,Iunderstandyouappearedinamovieaboutthetakeoverbypeopleunder30.Doyoubelievethiscouldactuallyhappen?Acceptallfactsandotherdataprofessionally.Donotargueorshowundueshockorsurprise.Haveanote-takingsystem.Forexample,write“rr”forrailroad.Donotpromisetolettheintervieweereadthestorybeforeitispublished.Leavethedooropenforanothertalk.Askthesubjectifheorshewouldmindifyoumadecontactlaterpersonallyorbyphoneforafollow-up.Getaphonenumberwherethesourcecanbereachedlater.Endtheinterviewbymakingsureyouhaveaphonenumbertocontactthesourcelaterforfurtherfactsorclarification.Ifyouuseataperecorder,don’tdependonit.Batteriesrundownandtaperecorderscanmalfunction.Takenotes,evenifyou’reusingataperecorder.TakingnotesSomekindofshorthandisamust.Mostreportersusesomeformofshortenedwriting,suchas“w/o”forwithoutor“inc”forincomplete.Initialscanstandfortitlesandsymbolscanbeusedtorefertoorganizations.Setapartdirectquoteswithcircles,quotationmarks,starsorunderlining.Takingnotesononesideofthepaperorpadmakestheirrearrangementtofitstorystructureeasier.Listencarefully.Don’tnoteunimportantdetails.Askforthespellingsonallnamesandtitles.Itisbettertoasknowthantohavetocallbacktogetthem.Orworse,togetthemwronginthestory.Getdirectquotations,especiallyonthemainpoints.Observedetailsaboutyoursourceandsurround-ings,andwritedownyourimpressions.Concentrateonwhatyouareseeingandhearing.Immediatelyafteraninterview,reviewandsupplementyournotes.Arrangeyournotesinorderofimportance.Itisunnecessarytowritecompletesentencesunlessyouwishtogetadirectquoteinitsentirety.Writedownspecificinformationyoucannottrusttomemory:ages,names,addresses,statistics,sumsofmoney.Trytogetbiographicalinformationwhereneededandlookfornewspaperclipsandothermaterialwhichmaybeusedforbackgroundinformation. Donotbeafraidtodouble-checkunclearinformationevenifyoumustmakeafollow-upcalltodoso.Excitingwritingisbuiltonexcitinganecdotes,sotheinterviewerisalwayslisteningforthem.Areallysharpintervieweralsolistensforcluestoexperiencesthatcouldmakelivelyanecdotes.Thentheinterviewerdirectsthesubjectto“givemeanexample”or“tellmeaboutatimewhenthatactuallyhappened.”FindinganecdotesAnanecdoteisasmallstory.So,anecdotescanbecomestorieswithinyourlargerstory.Often,ananecdotewillillustratesomethingabouttheintervieweesuchashisorherloyalty,bravery,persistenceoraqualitywhicha“titlestory”canillustrate.Thesemustbecarefully"mined".Watchyoursubject.Observenon-verbal—bodygestures,facialexpressions,paralanguage(thewaysomethingissaid),artifacts(whatthepersoniswearing),movement—oftheinterviewee.About70percentoftotalcommunicationisnon-verbal.Thus,ifyouaretotellthecompletestory,youmustprovide91\nthereaderwiththecompletestory.StudytheenvironmentBulletinboards,desktops,picturesonthewall,filecabinets,etc.Howdoesthesunlightstreamintotheroom?Andhowdoesallthisrelatetotheinterviewee?Avoidusingdescriptionjustforthesakeofdescription.Post-interviewSomeintervieweesaremastersat“pullingthewool”overreporters’eyes.So,bereadytocheckstatementsorfigureswithothersources.Youshouldnottakeeverythingatfacevalue.Youshouldbeabitskeptical.Remember:“Ifyourmothersaysshelovesyou,checkitout!”NewspaperwritingtipsWritingthestoryAstoryismuchlikeaconversation.Itbeginswiththemostinterestingpieceofinformationorasummaryofthehighlightsandworksitswaydowntotheleastinterestingfacts.Therearewordsorphrasesthattakeyoufromonetopicofconversationtoanother.Beforeyouknowit,you’vefinished.InvertedpyramidYoushouldbeveryfamiliarwiththeinvertedpyramidstyleofwriting.You’lllikelyuseiteveryday.Forexample,whenyoucallafriendtotellhimorheraboutabigdate,youbeginbytellingthemostinterestingandimportantthingsfirst.Theleastimportantinformationissavedfortheendoftheconversation,anddependingonhowmuchtimeyouhavetotalk,thatinformationmaynotgetintotheconversation.Thatconceptalsoappliestonewsstories.Theleadisthefirstparagraphofanewsstory.Usually,theleadisonesentencelongandsummarizesthefactsofthenewsstoryinorderofmostnewsworthytoleastnews-worthy.Thereadershouldknowatfirstglancewhatthestoryisaboutandwhatitsemphasisis.Hereisanexample:BargainersfromGeneralMotorsandUAWLocal160willresumetalksinWarrenthismorningseekingtoendaday-oldstrikeoverthetransferofjobsfromunionizedemployeestolesscostlycontractworkers.ThefiveWsandanHDependingontheelementsofnewsvalue,thesummarynewsleademphasizesandincludessomeorallofthefiveWsandanH.Whonamesthesubject(s)ofthestory.Thewho,anoun,canrefertoaperson,agroup,abuilding,aninstitution,aconcept—anythingaboutwhichastorycanbewritten.ThewhointheleadabovearethebargainersfromGeneralMotorsandtheUAW.Thewhatistheactiontakingplace.Itisaverbthattellswhatthewhoisdoing.Reportersshouldalwaysuseactivevoiceandactionverbsforthewhatbecausetheymakethewordingdirectandlively.Whatarethebargainersdoing?Theleadsaystheywillresumetalks.Whentellsthetimetheactionishappening.Itisanadverboranadverbphrase.Whenwillthebargainersresumetalks?Thismorning.Whereistheplacetheactionishappening.Again,itisanadverboradverbphrase.Inourstory,thewhereisWarren.Why,anotheradverb,explainstheactioninthelead.Thebargainersaremeetingtodiscussthetransferofjobs.Howusuallydescribesthemannerinwhichactionoccurs.91\nTheleadTheleadsetsthestructurefortherestofthestory.Iftheleadisgood,therestofthestorycomestogethereasily.Manyreportersspendhalftheirwritingtimeontheleadalone.Oneguidingprinciplebehindstoryorganizationis:Thestructureofthestorycanhelpthereaderunderstandwhatyouarewritingabout.Thestructureshouldleadthereaderfromideatoideasimplyandclearly.Theobjectistogivereadersinformation,andwowthemwithconvolutedstyle.NewsleadInoneoftheirbloodiestraidsintoLebanoninyears,IsraeliwarplaneskilleddozensofMuslimguerrillaswithrocketsandmachine-gunfireThursdayastheypoundedatrainingcampofthepro-AranianpartyofGod.QuoteleadIhavetheworstjobintheArmy.Thisisanexampleofagoodquoteleadbecausethereaderasks,“Whatcouldthatpossiblybe?”DescriptionleadPenciledsketchesofanairstrike,completewithrenderingsofF14sandPatriotmissiles.Andontheground,tinypeoplerunforcover.That’show8-year-oldJimmyZayaspictureswarintheMiddleEast...Likeabeautypageantentrant,DonaldHofeditzstrutshisvitalstatistics.Hecurlshisthumbinhiswaistbandtoshowhe’sasize36,downfrom40.Hepatshisstomachwhere50poundsusedtorest.Andherubshischestabouthisnowhealthycholesterollevelof177.Hofeditzevenrelishesshowinghis“before”pictures.Thepot-bellied70-year-oldintheearly1980swasunabletocuthisbackyardgrassbecauseofthecumbersomeweight.BadleadAremindertothosewhoenjoygoodnewrecords.Thelibraryhas22newrecordswhichitiswillingtoloanout!Thestudentsareinvitedtocomeandlookthemover!Inthefirstplace,theopeningsentenceisn’tevenasentence.Therearetimeswhensentencefragmentsareacceptableifyouusethemeffectively,butthatfirstsentenceisn’toneofthem.Isitnewsthatthelibraryiswillingto“loanout”materials?That’swhatlibrariesarefor.Theword“out”isunnecessary.And“loan”isanadjectiveoranoun,notaverb.Makeit“lend”.Abetterwaytoexpressthethoughtsinthisleadwouldbe:Twenty-twonewrecordshavebeenplacedintheschool’slendinglibrary,theheadlibrarianannounced.TransitionsWithone-sentenceparagraphsconsistingofonlyoneidea—blockparagraphs—itwouldbeeasyforastorytoappearasaseriesofstatementswithoutanysmoothflowfromoneideatothenext.Blockparagraphingmakestheuseofeffectivetransitionsimportant.Transitionsarewordsorphrasesthatlinktwoideas,makingthemovementfromonetotheotherclearandeasy.Obvioustransitionalphrasesare:thus,therefore,ontheotherhand,next,then,andsoon.Transitionsinnewsstoriesaregenerallydonebyrepeatingawordorphraseorusingasynonymforakeywordintheprecedingparagraph.Thinkofblockgraphsasislandstiedtogetherwithtransitionbridgesofrepeatedwordsorphrases.DirectquotesYoushouldusedirectquotes:Ifasource’slanguageisparticularlycolorfulorpicturesque.Whenitisimportantforwritteninformation—especiallyofficialinformation—tocomefromanobviouslyauthoritativevoicetoanswerthequestions“why,how,whoorwhat?”91\nUseadirectquoteafterasummarystatementthatneedsamplification,verificationorexample.Remember,adirectquoterepeatsexactlywhattheintervieweesaid.Ifyoudon’thaveaperson’sexactwords,youcanparaphrase,butyoucannotchangethemeaningofaperson’swords.Andwhenyouparaphrase,youmustneverusequotationmarks.Unit5FirstaidⅠ.TeachingAimsSkillGoals▲Talkaboutfirstaidandmedicine▲Practiceexpressinggivinginstructions▲LearnaboutEllipsis▲Practiceinstructionalwriting:firstaidinstructionsforparticularinjuriesⅡ.LanguageGoalsExpressinginstructionsGiveothersyourpositivesuggestionsorordersWe/Youshould/oughtto...Pleasedo...Makesure...Youmust/haveto/oughtto...Youmustnever...Yououghtneverto...GiveothersyournegativesuggestionsorordersYoushouldnot...Yououghtnotto...Pleasedon’t...YoushouldneverYoumust/shouldneverto..1．Memorizeaid,injury,bleed,ankle,choke,blood,bloody,burn,organ,poison,ray,treatment,liquid,radiation,mild,iron,tissue,electric,swell,damage,jewellery,squeeze,wound,bandage,symptom,kettle,wrist,damp,sleeve,throat,present,ceremony,bravery,towel,pressure,ambulance,authentic2．Readupsprain,essential,layer,heal,blister,watery,char,nerve,ointment,infection,label,Jason,Slade,stab,scheme,bruise3．Expressionsfirstaid,fallill,electricshock,squeezeout,overandoveragain,inplace,anumberof,putone’shandson,catchfire,oughtto,haveto,staycalm,keepinmind,manageto,flowout,dieof4．Keywordsandexpressionsinjury,bleed,swell,damage,wound,damp,throat,present,bravery,should,oughtto,makesure,havetoLearnaboutEllipsis1.Burnsarecalledfirstdegreeburns,seconddegreeburnsorthirddegreeburns.P342.Theseburnsaffectboththetoplayeroftheskin.P343.Johnwaspresentedwithhisawardataceremonywhichrecognisedthebraveryoftenpeoplewhohadsavedthelifeofanother.P3891\n4.TheydiscoveredthatAnneSlade,motherofthree,hadbeenstabbedrepeatedlywithaknife.P385.ItwasJohn’squickactionandknowledgeoffirstaidthatsavedMsSlade’slife.P38Ⅲ.教材分析和教材重组1.教材分析本单元以“急救”为中心话题，旨在通过单元教学，使学生了解相关的急救知识，并能用所学的有关firstaid的知识，根据不同情况提出急救措施，能牢固地掌握构词法和省略句，能写急救措施。1.1Warmingup提供了六幅有关firstaid的图片，展示各种事故:被蛇咬,出血,扭伤脚踝,食物噎塞喉咙,摔伤手臂,鼻子流血,让学生用已有的知识和经验讨论对这六种情况应该采取的急救措施，同时让学生意识到,生活中我们可能会碰到各种各样的意外,面对意外,我们必须学会一些急救知识。激发学生学习急救的知识兴趣,树立安全意识。1.2Pre-reading是Reading的热身活动。它通过图片引起“烧伤”话题,如何给烧伤做急救,通过问学生是否见过烧伤,伤口怎样,如何进行急救等问题,使学生自然地进入课文的学习。1.3Reading是关于烧伤的急救方法。先是介绍皮肤对人体的重要性,既而介绍烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文,对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。1.4Comprehengding设置了4个活动:第一个活动是排序,这个活动有助于培养学生在阅读过程中通过抓关键词来捕捉主要信息的能力,并通过排序理解行文线索和各个主要内容之间的内在联系;第二个活动是通过图片帮助学生了解三种不同的烧伤程度;第三个活动是正误判断,帮助学生理解和记忆细节信息;第三个活动是回答问题,检查学生对文章的理解情况,培养学生的口头表达能力。1.5Learningaboutlanguage分词汇和语法两部分,词汇设置了2个练习,一个是学习构词法,练习同一词根的动词,名词和形容词的拼写规律;另一个练习是填词,根据回答补全单词。这两个练习帮助学生巩固词汇,还通过构词法教给学生拓展词汇的方法,同时帮助学生巩固和理解阅读课文。语法部分采用的是先发现后应用的学习方法。认识什么是省略句,设置两组练习,一是根据省略的规律简化句子,另一个是补写被省略的问题:什么是正确句子?什么是好的句子?1.6Usinglanguage这部分综合训练听说读写的能力。阅读和讨论部分是一个真实的故事,约翰·詹森和其它9人采取果断的急救措施，挽救了安斯莱德的生命。文章设置4个练习：练习一、二针对阅读材料本身即故事的先后顺序和有关急救的内容;练习三、四对文中人物及事件进行讨论。读者不仅可以通过本文学到如何对被刺伤的人实施急救,故事还歌颂了约翰·詹森的机智、勇敢和富于爱心。同时表达了这样的主题:Asimpleknowledgeoffirstaidcanmakearealdifference.1.7Learningtip就写作进行指导。建议学生研究真实语篇。研究它的组成部分、句子结构和所用的词语等。如本单元，写作要考虑：标题、祈使句、省略、急救措施的先后顺序。2.教材重组2.1从话题内容上分析，Warmingup与Speaking相一致；而从训练目的上分析与Talking比较一致。从教材份量来说，可将Warmingup，speaking和Workbook中的Talking整合在一起，设计成一节任务型“口语课”。2.2将Listening和Workbook中的Listening和Listeningtask整合在一起，设计成一节“听力课”。2.3可将Pre-reading,Reading和Post-reading三个活动整合在一起上一节“阅读课”。2.4可将Learningaboutlanguage与Workbook中的Usingwordsandexpressions和Usingstructure语法练习题整合在一起上一节“语言学习课”。91\n2.5可将Usinglanguage中Readinganddiscussing和Workbook中Readingtask的Reading整合起来上一节“泛读课”。2.6将Writing和Workbook中的Writing整合成一节“写作课”。3.课程设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）1stPeriodSpeaking2ndPeriodListening3rdPeriodReading4thPeriodLanguageStudy5thPeriodExtensiveReading6thPeriodWritingTheFirstPeriodSpeakingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsaid,firstaid，fallill，illness，injury，bleed，sprain，ankle，choke，blood，bloody，burn，essential，organ,layer,poison,ray,treatmentb.LanguagestructuresWe/youshould/oughtto...Pleasedo...Makesure...Youmust/haveto/oughtto...Youmustnever...Yououghtneverto...2.AbilitygoalsEnablethestudentstotalkaboutdifferentaccidentsandhowtogivefirstaidindifferentsituations.3.LearningabilitygoalsHelpthestudentslearnhowtogivefirstaidindifferentsituationsthroughdiscussion.TeachingimportantanddifficultpointsHelpthestudentsusetheexpressionstodescribetheaccidentsandhowtogivefirstaid.TeachingmethodsBrainstormanddiscussion(Groupwork).TeachingaidsArecorder,aprojectorandacomputer.TeachingproceduresandwaysStepⅠLead-inThewarmingupexercisemakesthestudentsunderstandtherearesomekindsofdangersinourdailylifesuchassnakebite,bleeding,asprainedankle,chokingandsoon.What’smore,thestudentsshouldbeaskedtoknowhowtopreventthesetroublesfromhappeningandhowtogivefirstaidwhentheyhappen.Talkaboutthepictureswiththeteacher’shelp.T:Lookatthepicturesonpage33.Eachofthemisapictureofanaccident.Althoughsomeaccidentsaresmallandsomeaccidentsareserious.Youshouldknowhowtopreventtheseaccidentsfromhappeningandknowwhattodowhentheyhappen.Nowpleasediscussthefollowingquestionswithyourpartner.91\n1.Whatwouldyoudointheabovesituations?2.Whatcouldwedotopreventtheseaccidents?3.Whatdoyoualreadyknowaboutfirstaid?4.Whatnewwordsdoyouthinkwouldbeusefulwhenyoutalkaboutaccidentsandfirstaid?Discussion:Sa:Totellyouthetruth,Iwouldbeveryafraidanddonothingintheabovesituations.Sb:Itmeansyoudon’tknowmuchaboutfirstaid,amIright?Sa:Yes.Iknownothingaboutfirstaid.Sb:Ithinkweshouldstaycalmatfirst.Wecan’tbetoofrightenedtodoanything.Thenweshouldlearnsomethingaboutfirstaid.Sa:Inmyopinion,itisthemostimportantthingtopreventtheseaccidentsfromhappening.Sb:Ican’tagreewithyoumore.Weshouldtryourbesttoavoidtheseaccidents.Wemustbeverycarefulwhenweareswimming,walking,cookingandeveneating.Bytheway,whatnewwordsdoyouthinkwouldbeusefulwhenyoutalkaboutaccidentsandfirstaid?Sa:Theaccidentsaredangerous,troublesomeandfrightening.Firstaidisveryusefulandnecessary.LookatthepicturestogetherandasktheSswhathashappenedineachone.T:Well,canIhelpyou?Thesepicturesareallabouttheaccidents.Whathashappenedineachone?Whatkindoffirstaidweshouldgiveinthesituations?WhataboutPicture1？S:Wecanseeamanwhomasnakehasbittenonhisleg.Whenapersonisbittenbyasnake,thepersonbittenmustgettoadoctororhospitalatonce.Speedisveryimportant.Itwillhelpthedoctorgreatlyifyoucantellhimwhatkindofsnakeitwas,ordescribethesituation.T:Good.WhataboutPicture2?S:InPicture2wecanseeawomanwhohascutherarmwithsomebrokenglassandisbleedingbadly.T:Yes,thenhowtodofirstaidinthissituation?S:Whensomeoneisbleeding:Trytostopthebleeding;Pressahandkerchiefontothebleedingpointandholditthere;Holdupthepartofbodywhichisbleedingifpossible.T:Good,whataboutthethirdpicture?S:Picture3isaboutaboywhohasbadlysprainedhisankleontheplaygroundandhisfriendsarerunningtowardshimtohelp.Heshouldtiehisanklewithmedicalbandage.Itisbettertoavoidwalkingwiththeinjuredankle.Itiscorrecttouseicebagforrelievingpainandbleeding.T:Good.Thenthefourthpicture?S:Picture4,thegirlsittingaroundthetableischokingwhensheiseatingsomething.Weshouldmakeherspitbypattingherback.Toavoidthis,weshouldn’ttalkorlaughwheneating.T:Right.Let’stalkaboutthefifthpicture.S:Picture5,theoldgrandmalyingonthegroundhasbrokenherarm.Weshouldnotmovethepatient.Sendforanambulanceatonce.Keepthearmstillusingaslingorgetthevictimtosupportthebrokenarmwiththeotherarm.T:Whataboutthelastpicture?S:Inthelastpicture,theboyhasanosebleed.Heshouldstaycalm.Breathethroughthemouth,notthenose.Situpandbendtheheadslightlyforward.Pinchbothnostrilsshutusingathumbandforefinger.Spitoutanybloodthatcollectsinthemouth.T:Verygood.Allofyouhaveagoodknowledgeoffirstaid.Theseaccidentsareallterrible.Weshouldtryourbesttopreventtheseterribleaccidentsfromhappening.Forexample,whenweareswimming,wecan’tswimalone.Wemustswimwithsomebodyelse.Besides,wecan’tswimin91\ntherivertoodeep.Whenanaccidentdoeshappenweshouldkeepcalmandknowhowtodealwithitcorrectly.Solearningsomefirstaidknowledgeisofgreatimportancetoeveryone.StepⅡFurtherdiscussionGiveadvicetothepersonsintrouble.T:Ithinkyoumustknowsomethingabouttroublesandfirstaid.Nowpleasegiveyouradvicetothepersonsindifferentkindsoftroubles.Ss:OK.Showtheslide.DrowningTrafficaccidentBurnsBleedingCutsChokingYoursuggestionstothemT:Pleasegiveyoursuggestionstothevictimsinordertopreventdifferentkindsofaccidents.Forinstance,tothepersonwhoisdrowningyoucansay:Neverswimalone./Learnhowtoswim./Don’tswimindangerousrivers.Now,pleaseworkinpairs. Threeminuteslater.T:OK.Iwillcheckyouranswers.Tothepersoninatrafficaccident,whatsuggestionwillyougivehim?Ss:Youshouldn’trideyourbicyclewithoutlookingatthetraffic.Followthetrafficrulesandbeattentiveandcareful.Neveruseacellphonewhileyouaredriving,ridingabikeorwalkingonabusystreet.Usecrosswalksanddon’twalkonthestreet.Neverrunintraffic.T:Whatsuggestionwillyougivethevictimgettingburns?Ss:Yououghttobecarefulwhencooking.Don’tleavelampsandcandlesburninginyourhouse.Don’tletchildrentouchflamesorhotliquid.T:Whatsuggestionwillyougivethevictimwhoisbleedingorwhosehandiscut?Ss:Youmustgotothenearesthospitalassoonaspossible.Don’tplaywithknivesorothersharpobjects.T:Whatsuggestionwillyougivethepersonwhoischoking?Ss:Youmustn’teattoofast.Don’tforgettochewyourfood.Don’ttalkwhilehavingfoodinthemouth.Somemoresituationsaregivenandencouragethestudentstotalkmore.T:Now,herearesomemoresituations,pleasegivethefirstaidinstructionstothesituations.Whatshouldyoudoifsomeoneisdrowning?S:Whensomeoneisdrowning,firstweshouldcheckifhe/sheisbreathing,thentrytostarthis/herbreathing.Neverswimindeepwater.T:Good.WecallthisCPR(=cardiopulmonaryresuscitation).Nowifsomeonehasbeenhurtinatrafficaccident,whatshouldwedo?S:Inthetrafficaccident,firstcallforadoctororanambulance.Weshouldmakesurethattheaccidentsceneissafe,andthenfindouthowthepeopleinvolvedareinjured.Ifthereismorethanoneinjuredperson,weshouldhelpthemostseriouslyinjuredpersonfirst.Itisespeciallyimportanttohelpsomeonewhoisn’tmovingandseemstobeunconscious.Aninjuredpersonwho91\nisscreamingwithpainmayseemtoneedourhelp,too,butifapersonisabletoscreamoraskforhelp,theyareatleastconsciousandbreathing.Neverpullheroutofthecar.Findenoughpeopletoliftthecarsafelyandtakehertohospitalatonce.Lookatbothsideswhencrossingthestreet.T:Verygood.Nowweknowhowtodofirstaidsaccordingtodifferentsituations.StepⅢTalking(P39)T:Nowlet’slookatthepicturesofExercise2onp39,usethepicturesabovetohelpyougiveyourpartnerfirstaidinstructionsforeachsituation.Trytousetheusefulexpressions:Youshouldalways...Youmust...Makesurethat...Yououghtto/should...Youhaveto...Youshouldnot...Youshouldnever...Youmustnever...Never...Pleasedon’t...T:WhatshouldyoudowhenyoumeetthesituationinPicture1?S:Ifwemeetthissprainedanklesituation,weshouldhavethevictimsitdownandelevatethefoot.Weshouldmakesurehowseriousthesituationis.Perhapswemustputanicepackontheankletoreducetheswellingandthenputafirmbandagearoundthefootandankle.Itisbettertoavoidwalkingwiththeinjuredankle.HelptheSstotalkaboutothersituations.Burningclothes:Useablankettoputoutfireonthebody.Removeclothingfromburnedarea.Userunningwatertocooldown.Sentforadoctor.NosebleedsStaycalm.Breathethroughthemouth,notthenose.Situpandbendtheheadslightlyforward.Pinchbothnostrilsshutusingathumbandforefinger.Spitoutanybloodthatcollectsinthemouth.ChokingMakehim/herspitbypattinghim/herontheback.Toavoidthis,weshouldn’ttalkorlaughwheneating.StepⅣTalkaboutsafetyaroundthehouse,usingDosandDon’tsT:Nowwearegoingtotalkaboutthesafetyaroundthehouse,usingsomeDOSandDON’TS.Workinpairs.Telleachotherwhatyoushouldandshouldnotdo.T:Now,anyonecantellussomethingaboutthesafetyforDOS.Sa:Wehavetomakesurethatelectricwiresaresafeandthatchildrencan’treachthem.Sb:Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.Sc:Makesurethateveryoneinyourfamilyknowshowtocall110and120.Sd:Learnmoreaboutfirstaid.T:Good,thencanyoutalkaboutitusingDON’TS.Sa:Don’tputpoisonsintoothercontainers,forexampleemptybottles.Sb:Neverleavesmallthingsababycanputinitsmouthonthefloorortable.Sc:Don’tplaywithelectricalequipment.Sd:Neveruseladdersonawetfloor.T:Welldone!Don’tforgettophone110or120whennecessary.91\nStepⅤTalking(inworkbook)T:Justnowweknowhowtodosomefirstaid,butthat’snotenough.Weshouldmakesomeemergencycalltogivethepersonaquicktreatment.Thenhowtomakethiskindofcall?Nowchooseanemergencysituationandmakeadialogue.Makesuretheoperatorasksforalltheinformationincludingnameofthecaller,telephonenumber,address,whathashappened,numberofpeopleinvolved.NowpracticeinpairsandIlikesomepairstoshowtheirdialogues.T:Now,let’sasksomepairtodothedialogue.Possibledialogue:Sa:Emergency.CanIhelpyou?Sb:Yes,yougottohelpme—mysonhashadanaccident.Idon’tknowwhattodo.Sa:Nowcalmdown.Tellmeyournameandphonenumber—slowly.Sb:Ummm...MarryGrand.Oh,you’vegottosendanambulancenow.Sa:Yes.Iwill.Nowtakeadeepbreathandtellmeyourphonenumber.Sb:Yes,yes...342562178.Sa:Good.Nowtellmewhat’shappened.Sb:Well,mysonwasplayinginthegrasswhenhewasbittenbyasnake.Nowheislyingontheground,bleeding.Oh,whatshouldIdo?Sa:Well,wewillcomesoon.Justapplypressuretothebittenareawithyourhandsandthen,assoonaspossible,withabandagefirmlyoverthebite.Sb:OK,thankyou.Bye.Sa:Wait,weneedyouraddress.Sb:Ohyes.I’mjustsoworried.It’s23LoftStress.Sa:OK,we’llarrivesoon.StepⅥHomework1.DotheSPEAKINGTASKinworkbookp74.2.Findmoreinformationaboutfirstaid—howtorescuebreathing.TheSecondPeriodListeningTeachinggoals1.Targetlanguagea.Keywordsandexpressionsunconscious,emergencynumber,reachcupboard,involve,stressandintonationb.KeysentencesSofarwe’velookedatfirstaidtreatmentsforburns,bleeding,choking...Stophimfromrunningaroundasthatmakesclothesburnfaster.2.AbilitygoalsEnablethestudentstolistenfordetailsandcatchthespecificinformationoffirstaidasmuchaspossible.3.LearningabilitygoalsHelptheSslearnhowtodorescuebreathingbylisteningtask.TeachingimportantanddifficultpointsListentothethreematerialsaboutafirstaidquizandanemergencyphonecallandtheinstructionsforrescuebreathing,thenchoosethecorrectanswers.TeachingmethodsListeningandcooperativelearning.Teachingaids91\nArecorder,aprojectorandacomputer.TeachingproceduresandwaysStepⅠRevisionHelptheSstochecktheirhomeworkonpage74.Thestudents’textbooksshouldbeclosed.T:Lastclasswelearnedsomeknowledgeoffirstaid.HereI’dliketodoaquizaboutfirstaid.Dothisfirstaidquizingroups.Givereasonsforyouranswers.Mary,whichpersonwouldyouhelpfirst?ReadthemultiplechoicesfromAtoD.S:C.GaoYuanwhoisonthegroundwithoutbreathing.Heisingreaterdangerofdyingthantheothersbecauseheisnotbreathing.Heneedsrescuebreathingtostarthisbreathingagain.T:Whenyouarecarryingoutrescuebreathing,wheredoyoucheckforapulse?Herearefouranswers.S:A.Theeasiestplacetocheckforapulseisoneitherofthecarotidarteries,whichrundownbothsidesoftheneck.HelptheSstodothequiz.StepⅡListeningPre-listeningT:Beforelistening,let’slearnsomedifficultwordsandphrases.ReadthemandtellmetheChinesemeanings.unconscious;emergencynumber;reachcupboard;involve;stressandintonationShowthefollowingquestionsonthescreen.Haveyoueverhadtophoneanemergencynumber?Doyouknowwhattelephonenumberyouwouldcallinamedicalemergency?Whattelephonenumberyouwouldcallinafireemergency?Andwhattelephonenumberyouwouldcallinapoliceemergency?LettheSsdiscussthesequestions.Givesomenecessaryhelp.Ss:120istheemergencyphonenumberfortheambulance;110forpolicestation;119forfirestation.T:OK.Whenwemakeanemergencycall,whatshouldwepayattentionto?Yes,weshouldre-membertotellwhereweare,whathappened,thetelephonenumberetc.Now,wearegoingtolistentoanemergencyphonecall.Listenattentivelyandgetthegeneralidea.ListeningPlaythetapetwice.AndthenasktheSssomequestions.T:Whatcanyouhearinthelistening?S:Thelisteningpresentsanemergencyphonecallinwhichawomanisaskingforanambulanceforherdaughterwhohashadanaccident.T:Iplayitthesecondtime;youneedtofillintheblanks.Whileyouarelistening,you’dbettermakenotesofthelisteningpoints.Listentotheconversationandcompletethetableonpage69,payattentiontothekeywords.Checktheanswers.MaketheSsunderstandallthefourquestions.Playthetapeandaskthemtoanswerthequestionsinpairs.Andthenchecktheanswerswiththewholeclass.T:CanyourememberthephrasestheoperatorusedtotryandmakeMrsGrantfeelmorerelaxed?S:Nowcalmdown;Nowtakeadeepbreath.T:Arethereanyotherphrasesyoudidn’tunderstand?91\nPlaythetapeagainandhelptheSstodealwiththedifficulties.StepⅢListening(P73)Pre-listeningT:Nowlet’sgoontodoanotherlisteningpractice.Pleaseturntopage73.Herearesomepicturesofhowtodorescuebreathing.WecallthewayCPR.Whatdoyouthinkrescuebreathingis?S:Rescuebreathingiswhenyouhelpsomeonewhohasstoppedbreathingtostartbreathingagain.WhilelisteningT:Listentotheinstructionsforrescuebreathing,numbertheboxesforthecorrectorder.Writeaninstructionundereachpicture.Nowdiscusstheorderingroups.Numbertheboxestoshowthecorrectorderofthepictures.Writeaninstructionundereachpicture.Ss:7-5-2-4-8-6-1-31checkifconscious2putintorecoveryposition3clearairway4checkifbreathing5blowintomouthandwatchforbreathing6checkpulse7continuerescuebreathing8putintorecoverypositionPost-listeningT:Nowlet’slookatthepictures,canyouusethemasguidetotelleachotherhowtodorescuebreathing.Ss:1.Weshouldcallforhelp,thencheckwhetherunconscious.2.Weshouldputthepersonintotherecoveryposition.3.Wemayclearanythingintheairway.4.Thenweshouldcheckforbreathing.5.Blowintomouthusingthemouth-to-mouthmethod.6.Checkpulse.7.Weshouldcontinuebreathingat15breathaminute.8.Atlastwhenthepersonbreathsagain,puthim/herintherecoveryposition.T:Yes,youareright.Rescuebreathingisveryimportantinourdailylife.Ihopeonedaywhenyouneedit,youcanuseitwell.StepⅣListening(P39)T:Besidestherescuebreathing,thereareotherwaystodofirstaids.Now,let’slearnmoreaboutfirstaid.Turntopage39.Hereisaquiz.Whileyoulistentoit,youdon’tneedtocatcheverydetail.Onlyfocusonthetopics.Let’slistentoitandanswerthequestions.Whattopicsdoestheteacheraskquestionsabout?Circlethecorrectones.Checktheanswerwiththeclassmates.Asksomestudentstoanswer.StepⅤHomework1.SearchmoreinformationaboutfirstaidontheInternet.2.Prepareforreading:FIRSTAIDFORBURNS.TheThirdPeriodReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressions91\nburn,essential,organ,layer,poison,ray,treatment,liquid,radiation,mild,iron,heal,tissue,electric,swell,swollen,blister,watery,char,nerve,damage,jewellery,squeezeout,overandoveragain,bandage,inplaceb.KeysentencesBurnsarecalledfirstdegree,seconddegreeorthirddegreeburns.Theseburnsarenotseriousandshouldfeelbetterwithinadayortwo.Firstdegreeburnsturnwhitewhenpressed.2.AbilitygoalsEnablethestudentstomastersomeknowledgeoffirstaid.3.LearningabilitygoalsEnablethestudentstolearnhowtogivetheircorrectsuggestionsaboutfirstaidwhenothersareindanger.TeachingimportantpointsLettheSslearntousethestructuresofgivingsuggestions.TeachingmethodsSkimmingmethodandrole-playmethod.TeachingaidsAprojector,atape-recorderandablackboard.TeachingproceduresandwaysStepⅠLead-inT:IthinkyoumustsurftheInternetafterclass.Youmustknowmoreaboutfistaid.Nowwhocantelluswhatfirstaidis?Ss:Firstaidistheinitialcareofasuddenlysickorinjuredperson.Itisthecareadministeredbyapersonassoonaspossibleafteranaccidentorillness.Itisthispromptcareandattentionpriortothearrivaloftheambulancethatsometimesdrawsthelinebetweenlifeanddeath,orbetweenafullorpartialrecovery.T:Whatarethemainaimsoffirstaid?Ss:Topreservelife;Toprotectthecasualtyfromfurtherharm;Torelievepain.T:Throughoutlife,youwillfaceinjuriesofdifferentkinds;whetheritisasimplepapercutoraseverechemicalburn,everyaccidentmustbedealtwithintherightway.Herearetwosituations:Ah,ahotsummermorning.Perfectforthebeachexercise.Afteranicebriskswimintherefreshingtide,youcurluponyourbeachchairwithyourheadphonesandabook.Asyousitcontentedly,youreyesslowlyfallshutinamid-daynap.Whenyouawake,thesunisalittlelowerinthesky,thepeoplenexttoyouhaveleft,andyourexposedskinisstartingtolookasuspiciousshadeofbrightred.Doyouknowwhattodo?Youarebabysittingtheneighbor’skids,andasyouarepreparingdinneryouturnaroundforamomenttorinseoffthespoon.Suddenlyyouhearaclatterofpansandahighpitchedcrythatsendsyouradrenalineintooverdrive.Youspinaroundandseethelittlegirlclutchingherhand,hertearsstreamingfromhereyes,thetelltalepotofhotwaterspilledontheground.Doyouknowwhattodo?StepⅡPre-readingT:Todaywearegoingtolearnfirstaidforburns.Firstlookatthepictureonpage33,andanswer:Whathashappenedinthepicture?Sa:Thechildhaspulledboilingwaterontoherself.T:Whatsortofinjuresthechildwillhave?Sb:Shewillhavebadburns.91\nT:Inoureverydaylife,wewillfacedifferenttypesofburns.Aburncanbecausedbyheat(flames,hotgrease,orboilingwater),thesun(solarradiation),chemicals,anexplosion,orelectricity.Whenaburnbreakstheskin,infectionandlossoffluidcanoccur;burnscanalsoresultindifficultybreathing.Sometimesaburnvictimhastroublebreathing.Burnscausedbyflamesorhotgreaseusuallyrequiremedicalattentionaswell,especiallyifthevictimisachildoranelderlyperson.Whatkindoffirstaidwouldyouperforminthissituation?Whatshouldyoudo?S:Thiskindofburnswascausedbyboilingwater.Iwouldperformfirstaidforburns.Cooltheareaofskinatonce.Washtheareaofskinunderthecoldtapforseveralminutes.Coverthewoundwithaloosebandageorapieceofdrycleancloth.Seeadoctorifachildhasbeenburntbadlyorifmorethantenpercentofthebodyhasbeenburnt.T:Haveyouorsomeoneyouknoweverbeenburned?Whatdidtheburnlooklike?Didanyoneperformfirstaid?Whatdidhedo?Youcanusethesewordsthatmightcomeupinrelationtothecharacteristicsofburnsare:red,white,black,watery,blisters,painful,swollen.Askthestudentstohaveadiscussioningroups,andthenanswerthequestionsabouttheirownvariousexperiences.Afterafewminutes.T:Nowstoptalking.Wearegoingtogettheanswersfromthetext.Let’sreadthetextandtrytofindtheanswers.StepⅢWhile-readingT:ThepassageisatextfromabookcalledFirstAidfortheFamily.Itisaquick-referencebookwhichisorganizedunderheadingsinsuchawaythatreaderscanquicklyfindtheinformationtheywant.Inthistypeoftext,itiscommonforinformationtobeinnoteform.Itisalsocommonthatellipsisisusedingivinginstructions.Thearticletheisoftenomittedintheinstructionsunder‘Firstaidtreatment’,forexample,coverburntareainsteadofcovertheburntarea;holdbandageinplaceinsteadofholdthebandageinplace.Whilereadingyoushouldpaymoreattentiontothiskindofellipsis.SkimmingAsktheSstoreadthetitleofthetextandtheheadingswithinit.Skimforgeneralidea.T:Whatisthetopicofthetextandhowistheinformationorganized?S:Itisaboutfirstaidforburnsandtheinformationisorganizedaccordingtocauses,types,characteristicsandfirstaidtreatmentforburns.T:Howistheinformationorganizedwithintheheadingsoftypesofburnsandcharacteristicsofburns?S:Theinformationisorganizedaccordingtothetypesofburns:firstdegree,seconddegreeandthirddegreeburns.T:NowpleasequicklyglanceattheinformationundertheheadingofFirstaidtreatmentandtellmewhytheinformationisnumbered?S:Thenumbersindicatethestepsyoushouldtaketotreataburn,intheorderthattheyshouldhappen.Especiallypayattentiontothateachstepgivesaninstructionusingtheimperative.T:Howmanypartsarethetextdividedintoandwhatarethey?Afterafewminutes.SetEx1inComprehending.S:Itcanbedividedinto5parts.1.thefunction/purposeofskin2.howwecangetburns3.thethreetypesofburns4.thesymptomsofburns5.whattodoifsomeonegetsburned91\nStepⅣDetailreadingT:Good.Payattentiontothetitleandsubtitles.Itclearlyshowsthemainideaofeachparagraph.We’veknownthemainideaofthearticlefromtheheadings.Nowlet’sgettodetails.Let’sreadthefirstparagraphandanswerthequestion:Whatcanskindoforourbody?Discusstheanswerwithyourpartner,thentellustheanswer.S:Protectyouagainstdiseases,poisonsandthesun’sharmfulrays;Keepyouwarmorcool;Preventyoufromlosingwater;Givesyousenseoftouch.T:Verygood.Sofirstaidisaveryimportantstepintreatmentofburns.Howcanwegetburnt?Nowlet’sreadthesecondparagraphandanswerthequestion.S:Wecangetburntby:hotliquids,steam,fire,radiation,thesun,electricityandchemicals.T:Good.Thenlet’scometothethirdparagraph,seehowmanytypesofburns.Whatarethey?S:Threearethree.Firstdegree:Theyarenotserious.Theyaffectonlythetoplayeroftheskin.Victimsfeelbetterinadayortwo.Seconddegree:Theseconddegreeburnsaffectboththetopandthesecondlayeroftheskin.Theseburnsareserious.Victimshouldtakeafewweekstoheal.Thirddegree:Thesearetheseriousdegreeburns.Theseburnsareverysevereinjuries.Theyaffectallthreelayersoftheskinandanytissueandorgansundertheskin.Victimsmustgettoahospitalatonce.T:Verygood.Mostgoodreaderssurveytextsinthiswaybeforetheystarttoreadthetextindetail.Ifyousurveyatext,itmakesiteasiertounderstanditbecauseyoualreadyknowsomethingaboutthecontentandtheorganization.NowreadEx.2.Youdon’thavetoreadthewholetexttofindtheinformationyouneedtoanswerthisquestion.Whichpartofthetextdoyouneedtolookat?S:ThesectionundertheheadingCharacteristicsofburns.Labelthepictureswiththreedegreeburns.TheseconddegreeburnThefirstdegreeburntThethirddegreeburnChecktheanswerswiththem.AndthendoEx.4.T:Afterreading,let’sanswersomequestions.Youmaydiscussingroupsfor5minutes,thenwewillchecktheanswers.1.Whyshouldyouputcoldwateronaburn?Thecoldwaterstopstheburningprocess,stopsthepainandpreventsorreducesswelling.2.Whydoesn’tathirddegreeburnhurt?Becausethenerveshavebeendamaged.Iftherearenonerves,thereisnopain.3.Whydoyouthinkclothesandjewellerynearburnsshouldberemoved?Becausethismaybreakanyblistersandthewoundmaygetinfected./Bacteriafromtheclothesandjewellerycouldinfecttheburns.4.Ifsomeonehasathirddegreeburn,whymightyouseetissue?Becauseallthelayersoftheskinhavebeenburntshowingthetissueunderneath./Theseaffectallthreelayersoftheskinandanytissueandorgansundertheskin.StepⅤLanguagepointsT:Doyouhaveanyquestions?S:Yes,Idon’tknowwhatisusageofsenseandunlessandthephraseintheplace.T:Wellletmeshowyou.Let’swatchthePower-Point.▲phraseswithsensesenseoftouchsenseofsight91\nsenseofhearingsenseoftastesenseofsmellsenseofhumorsenseofbeautysenseofurgency▲unless:除非……；如果不……Don’tmakeitpublicunlessIagree.Unlessthedestructionoftheozonelayerstops,thepolaricecapscouldmeltwithterribleconsequences.▲Make(some,no,ect)differenceItshowsthataknowledgeoffirstaidcanmakearealdifference.Itmakesnodifferencetomewhereyoucomefrom.StepⅥSummaryandhomeworkT:Thisarticleistryingtotellusfirstaidisimportant.Peoplewhohavewitnessedanaccidentoftenwishthattheyhaddonethingsdifferently.Secondscountinanemergency,andknowingwhattodocanmeanthedifferencebetweenlifeanddeath.Themostimportantthingtokeepinmindwhendealingwithanemergencyistostaycalm.Ifweweretopanic,wecouldnotbeabletohelp.Bystayingcalmwewillbeabletothinkwhattodoandmakebetterdecisions.Wecanalsoprepareforanemergencybylearningmoreaboutfirstaid.Callinganambulanceorthepoliceisimportant,butthereismorewecanandshoulddo.Ifweknowhowtorespond,wecansavelives.Thispassagedoesnotcontainenoughinformationforyoutodofirstaidcorrectly!Youhavetostudywithateacher.However,afterafewhoursofstudyyouwillmanagetoknowenoughtosaveotherpeople’slives.Somuchfortoday.HereIliketorecommendthistoyou.Ifyouwantmoretipsaboutfirstaidandwaystodealwithcommoninjuries,refertothefollowingwebsites.http://www.healthy.net/clinic/firstaid/http://kidshealth.org/parent/firstaid_safe/http://mi.essortment.com/firstaid_rfrg.htmhttp://www.emedicinehealth.com/articles/25936-71.FinishtheExxonpage36.2.Previewthematerialthenextextensivereading.TheFourthPeriodLanguageStudyTeachinggoals1.Targetlanguagea.Keywordsandexpressionsaid,firstaid,illness,injury,poisonous,burn,swollen,damage,treatment,wounded,infect,organ,cause,characteristics,electric.fallill.b.KeysentencesBurnsarecalledfirstdegreeburns,seconddegreeburnsorthirddegreeburns.Theseburnsaffectboththetopandsecondlayeroftheskin.2.AbilitygoalsEnabletheSstolearnaboutEllipsis.3.LearningabilitygoalsLettheSslearnhowtouseEllipsis.Teachingimportant/difficultpoints91\nEnabletheSslearnhowtouseEllipsis.TeachingaidsAprojectorandablackboard.TeachingproceduresandwaysStepⅠRevisionGreetthewholeclassasusual.Checksthestudents’homework.StepⅡWordStudyT:Nowpleaseopenyourbooksandturntopage36.Let’slearn“LearningaboutLanguage”.Firstlet’sdoDiscoveringusefulwordsandexpressions.Completethetablewiththecorrectverbs,nounsoradjectives.YouaretoexplainthewordsonthescreeninEnglishandthenfillintheblanks.Askstudentstoexplainorguessthemeaningsofthewords.injury,poisonous,burn,swollen,damage,treatment,wounded,infect▲injuryn.physicaldamagedonetoapersonorapartoftheirbodyadjectivesfrequentlyusedwithinjury:minor,multiple,serious,severe,slightinjuredadj.hurtinanaccidentorattackbeseriously/badly/severelyinjuredinjurevt.[oftenpassive]tohurtsomeoneandcausedamagetotheirbodyNinepeoplediedand54wereinjuredintheaccident.▲treatvtbehavetowardsb;dealwithsth;cureillness;protect/preservesth;benicetosbWordsfrequentlyusedwithtreat:Adverbs:badly,cruelly,equally,fairly,harshly,leniently,shabbily,unfairly,unjustlyNouns:disease,illness,patient,symptom,disorder,ailmenteg.Shefeltshehadbeenunfairlytreated,andcomplainedtoherboss.treatn.somethingspecialthatyoudoorbuyforyourselforsomeoneelseFrequentlyusedwiththefollowingadjectives:great,rare,real,special,occasional.eg.Asaspecialtreat,wewereallowedtostayupuntilmidnight.Iwishyouwouldstoptreatingmelikeachild!treatableadj.atreatableillnessormedicalconditioncanbecuredbymedicaltreatmenttreatmentn.theprocessofprovidingmedicalcareeg.Thepatientisrespondingwelltotreatment.Completethequestionswithwordsfromthetext.Thestudentswilltrytocompletetheexercises.Latertheteacherwillasksomeofthemtoreadeachofthesentencesandtelltheclasstheanswers.StepⅢGrammarT:Let’slookatthenext,GrammarPresentsomesentencesandencouragethestudentstofindoutwhichwordshavebeenleftout.T:Observethefollowingsentencesanddiscusswithyourpartnertofindoutwhathavebeenleftout.Letmeshowyouanexample.Asweknow,whenpeoplewantthespeakertorepeatwhathesaid,theyusuallysay“Begyourpardon.”ThenitiscalledEllipsis.Thesubject“I”hasbeenleftout,withoutchangingthemeaningofthesentence.OK,nowit’syourturntofindoutwhathavebeenleftout.1.Thankyou.2.Somemoretea?3.Soundslikeagoodidea.4.Doesn’tmatter.91\n5.Sorrytohearthat.6.Pityyoucouldn’tcome7.Thisway,please.8.Terribleweather!9.Joiningusforadrink?10.Goingtothesupermarket?11.Dr.Robertson?12.Anynews?Suggestedanswers:1.Ithankyou.2.Wouldyoulikesomemoretea?3.That/Itsoundslikeagoodidea.4.Itdoesn’tmatter.5.I’msorrytohearthat.6.It’s/Whatpityyoucouldn’tcome.7.Stepthisway,please.8.Whatterribleweatheritis!9.Areyoujoiningusforadrink?10.Areyougoingtothesupermarket?11.AreyouDr.Robertson?12.Isthereanynews?T:Abouttheomission:1.Inafamiliarspeech,thesubjectissometimesleftoutwhenitisapronoun;2.Sometimesevenmorethanthesubjectmaybedroppedatthebeginningofasentenceifthemeaningisclear;Thoughthe‘preparatorythere’isnotasubject,itbehaveslikeoneandisoftenomitted;3.Toavoidrepetition,averbisfrequentlyleftoutwhenthesameverbhasappearedinanearlierpartofthesentence:Thenwintercameandwithit(came)thesnow.4.Omissionoftheauxiliaryortheprincipalpartoftheverbcompoundisveryfrequent:Summerhadcomeand(had)gone.Canyoudothat?—Yes,Ican(doit).5.Theverbdo/does/didfrequentlystandsforanotherverbwhichhasappearedearlier.Thisisaveryimportantuseofthisauxiliary,whichcomesinveryhandyattimes.AsthereisnocounterpartofitinChinese,itshouldbethoroughlymasteredthroughconstantpractice.Eg.Doyougothereeveryday?—Yes,Ido(=gothereeveryday).Didyouseeher?—Yes,Idid(=sawher).ShallIreadit?—Pleasedo(=readit).IlikeBeijingverymuch,aseverybodydoes(=likesit)whohasbeenthere.StepⅣPractisingDiscoveringusefulstructures(page37)1.Ingroups,lookatthesepairsofsentences.DiscussthedifferencebetweenAandBineachpair.Alsodiscusswhichisthebettersentence,AorBandWhy.2.Rewritethesesentencestakingouttheunnecessaryparts.3.Thesesentencesarecorrect.However,oneormorewordshavebeenleftout.Rewriteeachsentenceonthetopofthenextpagetoincludethemissingwords.91\n▲ShowthestudentstheslideswithsomemultiplechoicesexercisesabouttheEllipsis.1．—Tomorrowisaholiday.Whyareyoudoingyourhomework?—IamdoingtheseexercisesnowsothatIwon’thave_____onSunday.A.itB.themC.forD.to2．—ShallIinviteAnntomybirthdaypartytomorrowevening?—Yes.It’llbefineifyou______.A.areB.canC.inviteD.do3．Ratherthan_____onacrowedbus,healwaysprefers_____abicycle.A.ride,rideB.riding,rideC.ride,torideD.toride,riding4.—I’llbeawayonabusinesstrip.Wouldyoumindlookingaftermycat?—Notatall.______.A.I’venotimeB.I’drathernotC.I’dlikeitD.I’dbehappyto5．—Won’tyouhaveanothertry?—________.A.Yes,IwillhaveB.Yes,Iwon’thaveC.Yes,Iwon’tD.Yes,Iwill6.Theboywantedtoridehisbicycleinthestreet,buthismothertoldhim_____.A.nottoB.nottodoC.nottodoitD.donotto7.—Doyouthinkitwillsnowtomorrow?—______?A.Idon’tthinkB.No,Idon’tthinkC.Idon’tthinksoD.No,Idon’tso8.—Haveyoufedthecat?—No,but______.A.I’mB.IamC.I’mjustgoingD.I’mjustgoingtoStepⅤHomework1.GoovertheusageofEllipsis.2.FinishlistingstructuresonPage71Exx.1&2.3.PrepareReadinganddiscussingonPage38.TheFifthPeriodExtensiveReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionspresent,puttheirhandson,ceremony,bravery,towels,pressure,kit,slippery,ladder,stove,appliances,unplug,hairdryer,extinguishers,curtains,wires,outletsb.KeysentencesJohnwaspresentedwithhisawardataceremonywhichrecognizedthebraveryoftenpeoplewhohadsavedthelifeofanother.ItwasJohn’squickactionandknowledgeoffirstaidthatsavedMsSlade’slife.2.AbilitygoalsEnablethestudentstodescribethestory:HeroicTeenagerReceivesAward.91\n3.LearningabilitygoalsHelptheSslearnhowtodescribethestoryintheirownwords.TeachingimportantpointsFinishtheexercisesonpage39.TeachingmethodsListening,fastreadinganddiscussion.TeachingaidsArecorder,aprojectorandacomputer.TeachingproceduresandwaysStepⅠRevisionShowthestudentsaslidewithsomenewwordsT:WhatistheChinesemeaningofthem?presentputtheirhandsonceremonybraverytowelspressureanumberofAmbulanceStepⅡPre-readingThepassageisintheformofanewspaperarticleandisanexampleofhowknowledgeoffirstaidcansavelives.LettheSsdiscussthefollowingscenario(=situation)ingroups.T:Nowboysandgirls,imagineyoucanhearsomeonescreaming.Youfindhimsittingontheground,bleedingheavilyfromdeepknifewoundsinhishands.Whatwouldyoudo?Willyouhelphim?Willyoucallthepoliceandambulance,orwhetheryouperformfirstaid?Afterafewminutes,thediscussionisover.T:TodaywearegoingtolearnastoryHeroicTeen-agerReceivesAward.SkimthenewspaperarticleandputtheeventsinthecorrectorderinEx.1.Fiveminuteslater,checktheanswers.T:Good.Fromtheanswer,weknowthemainideaofthenews.Oftenwereadersonlywanttogetaquickideaofanewspaperarticleanddonotwanttoknowallthedetails.Forthisreasontheymightreadjusttheheadlineandthefirstparagraph.Thisisbecausetheheadlinegivesreadersaclueaboutthecontentandthefirstparagraphgivesthemostimportantinformation.Soweshouldpayattentiontothefirstparagraph.Itmaygiveusalotofinformationthatanswersthefive“W”Questions:Who?What?When?Where?Why?AndalsoHow?LettheSsreadtheheadlineofthenewspaperarticleonp38.T:Whatdoyouthinkthestoryisaboutbyreadingthisheadline?S:Fromtheheadline,wecanguessthatthestoryisaboutayoungmanwhosetsusagoodexamplebecausehecouldsaveone’slifeusinghisknowledgeoffirstaid.AskstudentstoreadthefirstparagraphandwritethefollowingquestionwordsontheBb.T:Now,readtheheadlineandthefirstparagraphtoseeifyoucanfindtheanswertothe5WQuestions.Who?What?When?Where?Why?Ss:Yes,Icanfind:Who?—JohnJanson;What?—washonouredattheLifesaverAwards;When?—lastnight;Where?—inRivertown;Why?—forcarryingoutlifesavingfirstaidonhisneighbourafterashockingknifeattack.T:Right.Soweshouldpaymoreattentiontothehead-lineandthefirstparagraph.StepⅢWhilereadingAsktheSstoreadthenewsfrombeginningtoend.Andthenlistentothetapeandanswerthequestions.91\n1.WhatdidJohndowhenheheardthescreaming?Hewasstudyinginhisroom.2.WhathappenedtoAnne?Shehadbeenstabbedrepeatedlywithaknife.Shewaslyinginherfrontgardenbleedingveryheavily.Herhandshadalmostbeencutoff.3.WhatsavedMsSlade’slife?ItwasJohn’squickactionandknowledgeofthefirstaidthatsavedherlife.4.WhatfirstaiddidJohnperformonAnne?JohndressedMsSlade’sinjurieswithteatowelsandappliedpressuretothewoundstoslowthebleeding.5.WhatadjectiveswouldyouusetodescribeJohn’sactions?Giveatleastthree.Brave,heroic,courageous,quick-thinking,quick-minded,helpful,fearless,unselfish,confidentStepⅣDiscussionDividetheclassintogroupstodiscusstheissuesinEx.4.MakethediscussionsmorelivelybyencouragingtheSstothinkofdifferentscenariossuchas:1.DoyouthinkJohnwassillyorbravetogetinvolvedinthesituation?Givereasons.2.WouldyouhavedonethesameasJohn?Givereasons.3.Doyouthinkitisworthwhiletotakeacourseinfirstaid?Givereasons.4.Whatiftheattackerhadstillbeenatthesceneofthestabbing?5.Whatiftheattackerhadgonebuthadthenreturnedtothewoman?6.WhatifthewomanhadAIDS?7.WhatifJohnhadperformedfirstaidonthewomanbutshediedanyway?Howwouldhefeelabouthavingtriedtohelpher?Showtheaboveonthescreen.T:Nowlet’sdiscusstheabovequestions.Thestudentsdiscussfor5minutesingroupsandthensharetheirideas.Encouragethestudentstoexpresstheirideas.Haveeachgroupappointaspokespersontopresenttheirviewstotheclass.Differentanswersarewelcome.Forexample:Sa:Johnwassilly:hecouldhavebeenattackedalso,itwasnoneofhisbusiness,thewomanmighthavehadAIDS.Sb:Hewasbrave:hecouldhavebeenattackedtoo,buthedidn’tthinkabouthisownsafty.Allhethoughtaboutwashowtohelpthevictim.Sc:TheChinesesayingSaveingonelifeisbetterthanbuildingupa7-floortower.Ithinkanyonewhoisinthatsituationshouldhelpher.T:Fromthediscussion,wecandrawaconclusionthatlearningfirstaidknowledgeisveryimportant.Youcanuseittohelpothers,evensaveone’slife.Sotrytodofirstaidbeforethedoctorcomes.StepⅤTaskShowthefollowingpassagesonthescreen.LettheSsreadthemandthentalkabouthowtodofirstaidfordrowning.Mostchildrenenjoyplayinginwaterinhotsummer.It’smessyandnoisyandfun.Watercanalsobedangerous.It’shardtorememberthatsomethingsoenjoyablecanalsobedeadly.Takethetimetoprotectyourchildrenfromthedangersofwater—aplayfulfriendthatcanstealtheirlivesinmereminutes.Morethan1,000Americanyoungstersdrowneachyear.Neighborhoodswimmingpools91\nAbout300childrenundertheageof5drowneachyearinU.S.swimmingpools.Atthetimeoftheincidents,mostvictimswerebeingsupervisedbyoneorbothparents.Nearly70percentofthechildrenwerenotexpectedtobenearthepoolwhentheywerefoundinthewater.Ittakesonlyafewminutesforachildtodrown.Morethanthree-quartersofchildrenwhodrownatneighborhoodpoolsaremissingfromsightforlessthanfiveminutes.Drowningisalsoasilentdeath.Thereisnosplashingtoalertanyonethatthechildisintrouble.Thekeytopreventingthesetragediesistohavemultiplelevelsofprotection.Thefollowingprecautionscanhelpkeepchildrensaferaroundswimmingpools:Fenceitin.Poolsshouldbecompletelysurroundedbyfencingmaterialatleast4feettall.Chainlinkworkswell.Aslattedfenceshouldhavenogapswiderthan4inches,sokidscan’tsqueezethrough.Gatesshouldbeself-closingandself-latching.Thelatchshouldbeoutofachild’sreach.Installalarms.Ifyourhouseisoneofthewallsofyourpoolenclosure,doorsleadingtothepoolareashouldbeprotectedwithalarms.Inaddition,addanunderwaterpoolalarmthatsoundswhensomethinghitsthewater.Makesureyoucanhearthealarminsidethehouse.Coveritup.Amotor-poweredsafetycovercanprovideabarrieroverthewaterwhenthepoolisnotinuse.Thecovershouldwithstandtheweightoftwoadultsandachildincasearescueisneeded.Chooseanabove-groundpool.Above-groundpoolsaremuchsaferthanin-groundpools,becausetheheightofthepoolservesasabarrier.However,youshouldremovethestepsorlockthembehindafencewhenthepoolisnotbeingused.Teachchildrentoswim.Butrememberthatswimminglessonswon’tdrown-proofyourchild.Theagetoteachchildrentoswimisthesameastorideabike,age5.Childrenundertheageof4usuallyaren’tdevelopmentallyreadyforformalinstructionsinswimming.Removetoys.Don’tleavepooltoysbobbinginthewaterwhennooneisusingthepool.Childrenmaytrytoretrieveatoyandfallin.Keepyoureyespeeled.Neverleaveachildun-supervisednearapool.Duringsocialgatheringsnearpools,adultscantaketurnsbeingthe“designatedwatcher.”NaturalbodiesofwaterSwimmingconditionsareunpredictableinlakes,riversandoceans.Thedepthcanchangerapidly,ascanwatertemperature,currentsandtheweather.Murkywatermayconcealhazards.Followthesetipstobesafer:Don’tswimalone.Teachchildrennevertoswimaloneorwithoutadultsupervision.Wearalifejacket.Childrenshouldberequiredtowearapersonalflotationdevicewheneverridinginaboatorfishing,evenalongariverbank.Air-filledswimmingaids,suchaswaterwings,arenosubstituteforalifejacket.Jumpbeforeyoudive.Thefirstrapiddescentintoanybodyofwatershouldbeajump—feetfirst.Divingintounknownwatercanresultinasmashedskullorabrokenneck.Avoidalcohol.Accidentsincreasewiththeamountofalcoholconsumed.Teenageboysareathighestrisk.Bewareofthinice.Drowningscanoccurinthewinter,too.Avoidwalking,skatingorridingonweakorthawingiceonanybodyofwater.Lookatthetwopicturesonthescreen.Imaginethatyouareatthescene.Whatshouldyoudo?Whatfirstaidwillyouperformonthedrowning?Apossibleanswer:Yourfirstpriorityistogetadrowningchildoutofthewaterassoonaspossible.Ifsheisn’91\ntbreathing,placeheronherbackonafirmsurface.Immediatelybeginrescuebreathing,below,andhavesomeonecallforhelp.Don’tassumeit’stoolatetosaveachild’slife—evenifshe’sunresponsive,continueperformingCPRanddonotstopuntilmedicalprofessionalstakeover.1.Toopenyourchild’sairwaygentlytiltherheadbackwithonehand,andliftherchinwiththeother.Putyoureartothechild’smouthandnose,andlook,listen,andfeelforsignsthatsheisbreathing.2.Ifyourchilddoesn’tseemtobebreathingInfantsunderage1:Placeyourmouthoverinfant’snoseandlipsandgivetwobreaths,eachlastingabout1/2seconds.Lookforthechesttoriseandfall.Children1andolder:Pinchchild’snoseandsealyourlipsoverhermouth.Givetwoslow,fullbreaths(1/2to2secondseach).Waitforthechesttoriseandfallbeforegivingthesecondbreath.3.Ifthechestrises,checkforapulse(seenumber4).Ifthechestdoesn’trise,tryagain.Retiltthehead,liftthechild’schin,andrepeatthebreaths.4.CheckforapulsePuttwofingersonyourchild’snecktothesideoftheAdam’sapple(forinfants,feelinsidethearmbetweentheelbowandshoulder).Waitfiveseconds.Ifthereisapulse,giveonebreatheverythreeseconds.Checkforapulseeveryminute,andcontinuerescuebreathinguntilthechildisbreathingonherownorhelparrives.5.Ifyoucan’tfindapulseInfantsunderage1:Imaginealinebetweenthechild’snipples,andplacetwofingersjustbelowitscenterpoint.Applyfivehalf-inchchestcompressionsinaboutthreeseconds.Afterfivecompressions,sealyourlipsoveryourchild’smouthandnoseandgiveonebreath.Children1andolder:Usetheheelofyourhand(bothhandsforateenageroradult)toapplyfivequickone-inchchestcompressionstothemiddleofthebreastbone(justabovewheretheribscometogether)inaboutthreeseconds.Afterfivecompressions,pinchyourchild’snose,sealyourlipsoverhismouth,andgiveonefullbreath.Allages:Continuethecycleoffivechestcompressionsfollowedbyabreathforoneminute,thencheckforapulse.Repeatcycleuntilyoufindapulseorhelparrivesandtakesover.StepⅥHomeworkWriteashortdescriptionofanaccidentandhowtodealwiththeinjuriesintheaccident.TheSixthPeriodWritingTeachinggoals1.Targetlanguagea.Keywordsandexpressionskit,slippery,ladder,stove,appliances,unplug,hairdryer,extinguishers,curtains,wires,outletsb.KeysentencesMakesurethefloorisnotslippery.Followinstructionsforallelectricalappliancescarefully.Unplugallappliances,especiallyirons,afteruse.Whencooking,donotletoiltouchflamesorothersourcesofheat.2.AbilitygoalsEnablethestudentstowritealetteraskingtheirprincipaltoorganizeafirstaidcourseattheschool.3.LearningabilitygoalsHelptheSslearnhowtowritetheletter.91\nTeachingimportantanddifficultpointLettheSsexplaintheimportanceofdoingafirstaidcourseintheletter.TeachingmethodsDiscussion(Groupwork)andwriting(individual).TeachingaidsArecorder,aprojectorandacomputer.TeachingproceduresandwaysStepⅠHomeworkcheckingAskthestudentstoshowtheircompositionsoffirstaid.Iftherearesomemistakes,pointthemout.StepⅡReadingAsktheSstoreadthetitleofthetextandtheheadingswithinit.T:What’sthetopicofthetextandhowistheinformationorganized?S:Itisaboutsafetyinthehomeandtheinformationisorganizedaccordingtoparticularroomsandalsotoonecauseofaccidents—fires.TelltheSstolookatthepictures.T:Whatdoyouthinkthesethreepicturesaretellingus?S:Toturnsaucepanhandlestowardsthebackofastove;Nottouseahairdryernearwater;Tokeepafireextinguisherinthekitchen.T:Whatdoyouthinkthepurposeofthepicturesis?S:Theyemphasizesomepointsinthepamphlet.T:What’sthepurposeofthepamphlet?S:Totellushowtokeepasafehome;howtopreventaccidentsinthehome.StepⅢDiscussionT:Whatthingsathomecanbedangerous?S:electricalequipmentpoisonselectricfiresladderskniveshotwaterwindowsT:Howtopreventusfrombeinginjuredathome?Forexampleinthekitchen.S:Inthekitchen:·Makesurethefloorisnotslippery;·Alwaysusealaddertoreachhighcupboards;·Don’tstandonchairstoreach;·Keepawindowopenwhenweusegasfires;·Keepmatchesoutofthereachofchildren;·Don’tleavematchesanywhere;·Alwayscutawayfromyourbodywhenyouuseaknife;·Unplugallappliances,especiallyirons,afteruse;·Makesurethatelectricwiresaresafeandthatchildrencan’ttouchthem;·Don’tleavesmallthingsonthefloorortablewhichababycanputinitsmouth;T:Whatshouldyoudoifyouarebadlyburnt?Lookatthetwopictures.S:Cooltheareaofskinatonce.Washtheareaofskinunderthecoldtapforseveralminutes.Putapieceofdrycleanclothovertheareaoftheburn.T:Howdoyoudealwithasimplecut?S:Washtheareaofthecut,dryitandcoveritwithapieceofdrycleancloth.91\nLetthestudentswritemoreadviceGasfires:Ifyouareusingoneofthese,checkthatawindowisopen.Water:Makesurethatyoungchildrencannotgetclosetopools,lakesandriversbythemselves.Ladders:Don’tuseonawetfloor.Getsomeonetoholdtheladderforyou.Don’treachsidewayswhilestandingonaladder.Getdownfirstandmovetheladder.StepⅣPracticewritingT:Wehavelearntabitaboutsomefirstaidtreat-mentsinthisunit.Nowwearegoingtowritealettertotheprincipalandrequestthathe/sheorganizeafirstaidcourseforus.Thisisaguidedexercisewhereyouhavetocompletepartsoftheletter.Nexttotheletter,youaretoldwhatshouldgoineachparagraph.Thisshowsusthestructureofaletterthatismakingarequest.Doyouknowwhatsuchaletterwouldinclude?S:Thelettershould:▲saywehavedoneaunitonfirstaid▲saywhytheunitwasuseful▲explaintheimportanceofdoingafirstaidcourse▲saywhatwewouldliketheprincipaltodoAsktheSstowritetheletterindividually.CirculateandhelptheSswithgrammaticalstructuresandwrittenexpression.Sampleanswers:DearMrChen,Ourclasshasbeenstudyingaunitonfirstaid.Wehaverealizedfirstaidisveryhelpfulandverynecessary,becauseitcanbeusedwheneverorwhereverweareinemergency.Eventhoughtheunithasbeenveryinterestinganduseful,thewaysitprovidesusarejusttoolimitedtocertainsituation.Wecannotprotectusinanyotherdangeroussituations.Sowewanttolearnmoreaboutfirstaid.Wewouldliketorequestthatyoucouldofferusafirstaidcourseaweek.Wethinkthatafirstaidcourseattheschoolcanalsoteachusmoreaboutdifferentkindsoffirstaid.Infuturewecanstaycalmandprepareforanemergency.Ifweknowhowtorespond,wecansavelives.Yourssincerely,ShirleyDearMrWang,Ourclasshasbeenstudyingaunitonfirstaid.Ittellsussomebasicknowledgeoffirstaid.Therefore,whensomethingemergenthappens,wewillnotbeataloss.Eventhoughtheunithasbeenveryinterestinganduseful,itonlycontainssomesafetymeasuresathome.Theinformationislimited.Weareeagertoknowmoreaboutfirstaidfromotheraspects.Wewouldliketorequestthatourschoolcanprovideusafirstaidcourse.Wethinkafirstaidcourseattheschoolisquiteimportantandnecessary.Inthisway,wecanlearnhowtoprotectourselvesandhelpothersinthefuture.Yourssincerely,AshleyBlackground1.AnimalbitesDomesticpetscausemostanimalbites.Dogsaremorelikelytobitethancats.Catbites,however,aremorelikelytocauseinfection.Ifananimalbitesyouoryourchild,followthese91\nguidelines:Forminorwounds.Ifthebitebarelybreakstheskin,treatitasaminorwound.Washthewoundthoroughlywithsoapandwater.Applyanantibioticcreamtopreventinfectionandcoverthebitewithacleanbandage.Fordeepwounds.Ifthebitecreatesadeeppunctureoftheskinortheskinisbadlytornandbleeding,applypressuretostopthebleedingandseeyourdoctor.Forinfection.Ifyounoticesignsofinfectionsuchasswelling,redness,increasedpainoroozing,seeyourdoctorimmediately.Forsuspectedrabies.Ifyoususpectthebitewascausedbyananimalthatmightcarryrabies—anybitefromawildordomesticanimalofunknownimmunizationstatus—seeyourdoctorimmediately.2.SnakebitesMostsnakesaren’tpoisonous.Afewexceptionsincludetherattlesnake,coralsnake,watermoccasinandcopperhead.Mostpoisonoussnakeshaveslit-likeeyes.Theirheadsaretriangular,withadepressionorpitmidwaybetweentheeyesandnostrils.Othercharacteristicsuniquetocertainpoisonoussnakes:Rattlesnakesmakearattlingsoundbyshakingtheringsattheendoftheirtails.Watermoccasinshaveawhite,cottonyliningintheirmouths.Coralsnakeshavered,yellowandblackringsalongthelengthoftheirbodies.Toreduceyourriskofsnakebites,avoidpickinguporplayingwithanysnakeunlessyou’reproperlytrained.Mostsnakesusuallyavoidpeopleifpossibleandbiteonlywhenthreatenedorsurprised.Ifyou’rebittenbyasnake:●Remaincalm.●Don’ttrytocapturethesnake.●Immobilizethebittenarmorlegandtrytostayasquietaspossible.●Removejewelry,asswellingtendstoprogressrapidly.●Don’tcutthewoundorattempttoremovethevenom.●Don’tuseatourniquetorapplyice.●Seekmedicalattentionassoonaspossible,especiallyifthebittenareachangescolor,beginstoswellorispainful.3.ChokingInadults,chokingisoftentheresultofinadequatelychewedfoodbecominglodgedinthethroatorwindpipe.Solidfoodssuchasmeatarefrequentlythecause.Thesefactorsincreasetheriskofchoking:●Talkingwhilesimultaneouslychewingapieceofmeat.●Drinkingalcoholwhileeating.●Wearingdentures.Becausedenturesexertlesschewingpressurethannaturalteethandtheyinterferewiththewayfoodfeelsinthemouth,theymakeitmoredifficulttothoroughlychewfood.Youngchildrentendtoputintotheirmouthsalmostanythingthatfits,sochokingcanoccurunassociatedwithameal.Panicaccompanieschoking.Thechokingvictim’sfaceoftenassumesanexpressionoffearorterror.Atfirstthevictimmayturnpurple,theeyesmaybulge,andheorshemaywheezeorgasp.Ifthepersoncancoughfreely,hasnormalskincolorandcanspeak,heorsheisnotchoking.Ifthecoughismorelikeagaspandthepersonisturningblue,heorsheisprobablychoking.Ifin91\ndoubt,askthechokingpersonifheorshecantalk.Ifthepersoncanspeak,thenthewindpipeisnotcompletelyblockedandoxygenisreachingthelungs.Ifchokingisoccurring,begintoperformtheHeimlichmaneuver.ToperformtheHeimlichmaneuveronsomeoneelse:Standbehindthechokingpersonandwrapyourarmsaroundhisorherwaist.Bendthepersonslightlyforward.Makeafistwithonehandandplaceitslightlyabovetheperson’snavel.Graspyourfistwiththeotherhandandpresshardintotheabdomenwithaquick,upwardthrust.Repeatthisprocedureuntiltheobjectisexpelledfromtheairway.ToperformtheHeimlichmaneuveronyourself:Positionyourownfistslightlyaboveyournavel.Graspyourfistwithyourotherhandandbendoverahardsurface—acountertoporchairwilldo.Shoveyourfistinwardandupward.Clearingtheairwayofapregnantwomanorobeseperson:PositionyourhandsalittlebithigherthanwithanormalHeimlichmaneuver,atthebaseofthebreastbone,justabovethejoiningofthelowestribs.ProceedaswiththeHeimlichmaneuver,pressinghardintothechest,withaquickthrust.Repeatuntilthefoodorotherblockageisdislodgedorthepersonbecomesunconscious.Clearingtheairwayofanunconsciousperson:Positionthepersononhisorherback,lookinsidethemouthandsweeptheareawithyourfingertoseeifyoucanremovetheblockage.Ifnot,kneeloverthepersonandapplyupwardthruststotheupperabdomen.Repeattheprocessasnecessary.Lookinsidethemouthagainandsweeptheareawithyourfingertotrytoremovetheblockage.Thenkneeloverthepersonandapplyupwardthruststotheupperabdomen.Clearingtheairwayofachokinginfant:Assumeaseatedpositionandholdtheinfantfacedownonyourforearm,whichisrestingonyourthigh.Thumptheinfantgentlybutfirmlyfivetimesonthemiddleofthebackusingtheheelofyourhand.Thecombinationofgravityandthebackblowsshouldreleasetheblockingobject.Ifthisdoesn’twork,holdtheinfantfaceuponyourforearmwiththeheadlowerthanthetrunk.Usingtwofingersplacedatthecenteroftheinfant’sbreastbone,givefivequickchestcompressions.Ifbreathingdoesn’tresume,repeatthebackblowsandchestthrusts.Callforemergencymedicalhelp.Ifoneofthesetechniquesopenstheairwaybuttheinfantdoesn’tresumebreathing,beginmouth-to-mouthresuscitation.Theuniversalsignforchokingisahandclutchedtothethroat,withthumbandfingersextended.Ifapersondisplaysthissign,dial911orcallforemergencymedicalassistance.Don’tleavethepersonunattended.4.CutsandscrapesMinorcutsandscrapesusuallydon’trequireatriptotheemergencyroom.Yetpropercareisessentialtoavoidinfectionorothercomplications.Theseguidelinescanhelpyoucareforsimplewounds:Stopthebleeding.Minorcutsandscrapesusuallystopbleedingontheirown.Iftheydon’t,91\napplygentlepressurewithacleanclothorbandage.Holdthepressurecontinuouslyfor20to30minutes.Don’tkeepcheckingtoseeifthebleedinghasstoppedbecausethismaydamagethefreshclotthat’sformingandcausebleedingtoresume.Ifthebloodspurtsorcontinuestoflowaftercontinuouspressure,seekmedicalassistance.Cleanthewound.Rinseoutthewoundwithclearwater.Soapcanirritatethewound,sotrytokeepitoutoftheactualwound.Ifdirtordebrisremainsinthewoundafterwashing,usetweezerscleanedwithalcoholtoremovetheparticles.Ifdebrisremainsembeddedinthewoundaftercleaning,seeyourdoctor.Thoroughwoundcleaningreducestheriskoftetanus.Tocleantheareaaroundthewound,usesoapandawashcloth.There’snoneedtousehydrogenperoxide,iodineoraniodine-containingcleanser.Thesesubstancesirritatelivingcells.Ifyouchoosetousethem,don’tapplythemdirectlyonthewound.Applyanantibiotic.Afteryoucleanthewound,applyathinlayerofanantibioticcreamorointmentsuchasNeosporinorPolysporintohelpkeepthesurfacemoist.Theproductsdon’tmakethewoundhealfaster,buttheycandiscourageinfectionandallowyourbody’shealingprocesstoclosethewoundmoreefficiently.Certainingredientsinsomeointmentscancauseamildrashinsomepeople.Ifarashappears,stopusingtheointment.Coverthewound.Exposuretoairspeedshealing,butbandagescanhelpkeepthewoundcleanandkeepharmfulbacteriaout.Changethedressing.Changethedressingatleastdailyorwheneveritbecomeswetordirty.Ifyou’reallergictotheadhesiveusedinmostbandages,switchtoadhesive-freedressingsorsterilegauzeheldinplacewithpapertape,gauzerolloralooselyappliedelasticbandage.Thesesuppliesgenerallyareavailableatpharmacies.Getstitchesfordeepwounds.Awoundthatcutsdeeplythroughtheskinorisgapingorjagged-edgedandhasfatormuscleprotrudingmayrequirestitches.Astriportwoofsurgicaltapemayholdaminorcuttogether,butifyoucan’teasilyclosethemouthofthewound,seeyourdoctor.Properclosureminimizesscarringandinfection.Watchforsignsofinfection.Seeyourdoctorifthewoundisn’thealingoryounoticeanyredness,drainage,warmthorswelling.Getatetanusshot.Doctorsrecommendyougetatetanusshotevery10years.Ifyourwoundisdeepordirtyandyourlastshotwasmorethanfiveyearsago,yourdoctormayrecommendatetanusshotbooster.Gettheboosterwithin48hoursoftheinjury.5.Fever:FirstaidFahrenheit-CelsiusconversiontableF℃10540.510440.010339.410238.910138.310037.79937.29836.69736.19635.5Feverisoneofyourbody’sreactionstoinfection.Usuallythenormalbodytemperature91\ndoesn’texceed99F(37.2C).Thevalueof98.6F(37C)listedasnormalbodytemperatureisonlyageneralguide.Isolatedtemperatureelevationsusuallyaren’tdangerousinanadultuntilthetemperaturereaches103F(39.4C).Takingaspirinoracetaminophen(Tylenol,others)usuallyreducesafeverinadults.Don’tgiveaspirintochildrenyoungerthan17yearsofage.TheuseofaspirinhasbeenlinkedwithReye’ssyndrome—ararebutseriousillnessthatcanaffecttheblood,liverandbrainofchildrenandteenagersafteraviralinfection.HowtotakeatemperatureYoucanchoosefromseveraltypesofthermometers.Today,mosthavedigitalreadouts.Sometakethetemperaturequicklyfromtheearcanalandcanbeespeciallyusefulforyoungchildrenandolderadults.Otherscanbeusedrectally,orallyorunderthearm.Ifyouuseadigitalthermometer,besuretoreadtheinstructions,soyouknowwhatthebeepsmeanandwhentoreadthethermometer.Undernormalcircumstances,temperaturestendtobehighestaround4p.m.andlowestaround4a.m.Duetothepotentialformercuryexposureoringestion,glassmercurythermometersarebeingphasedout.Rectally(forinfants)Totakeyourchild’stemperaturerectally:●Placeadabofpetroleumjellyorotherlubricantonthebulb.●Layyourchildonhisorherstomach.●Carefullyinsertthebulbone-halfinchtooneinchintotherectum.●Holdthebulbandchildstillforthreeminutes.Toavoidinjury,don’tletgoofthethermometerwhileit’sinsideyourbaby.●Removeandreadthetemperatureasrecommendedbythemanufacturer.●Arectaltemperaturereadingisgenerally1degreeFhigherthananoralreading.OrallyTotakeyourtemperatureorally:●Placethebulbunderyourtongue.●Closeyourmouthfortherecommendedamountoftime,usuallythreeminutes.●Ifyou’reusinganondigitalthermometer,rotateitslowlyafterremovingitfromyourmouthuntilyoucanreadthetemperature.Underthearm(axillary)Youcanalsouseanoralthermometerforanarmpitreading:●Placethethermometerunderyourarmwithyourarmsdown.●Holdyourarmsacrossyourchest.●Waitfiveminutesorasrecommendedbyyourthermometer’smanufacturerthenremoveandreadthetemperature.●Anaxillaryreadingisgenerally1degreeFlessthananoralreadingGetmedicalhelpforafeverinthesecases:●Ababyyoungerthan3monthshasarectaltemperatureof100.5F(38C)orhigheroraneartemperatureof99.5F(37.5)orhigher●Ifachildolderthan3monthsmaintainsatemperatureof103F(39.4C)afterafewhoursofhometreatment●Ifanadulthasatemperatureofgreaterthan104F(40.0C)oratemperatureof101F(38.3C)thatpersistsforlongerthan3daysCallyourdoctorimmediatelyifthefeverisaccompaniedbysevereheadache,stiffneck,swellingofthethroatormentalconfusion,orifyouseeunusualrashesorbitemarks.91\n6.Heartattack:FirstaidAheartattackoccurswhenoneormorearteriessupplyingyourheartwithbloodandoxygenbecomeblocked.Thislossofbloodflowinjuresyourheartmuscle.Aheartattackgenerallycauseschestpainforlongerthan15minutes,butitcanalsobesilentandhavenosymptomsatall.Abouthalfthepeoplewhosufferaheartattackhavewarningsymptomshours,daysorweeksinadvance.Theearliestpredictorofanattackmayberecurrentchestpainthat’striggeredbyexertionandrelievedbyrest.TheAmericanHeartAssociationliststhesewarningsignsandsymptomsofaheartattack.Beawarethatyoumaynothaveallofthemandthatsymptomsmaycomeandgo.●Uncomfortablepressure,fullnessorsqueezingpaininthecenterofyourchest,lastingmorethanafewminutes●Painspreadingtoyourshoulders,neckorarms●Lightheadedness,fainting,sweating,nauseaorshortnessofbreathIfyoususpectaheartattack,evenifitfeelslikeindigestion,actimmediately:1.Call911oremergencymedicalassistance.Theoperatorcontactstheemergencymedicalservices(EMS)system.Inareaswithout911service,calltheemergencymedicalresponsesystem.It’susuallybettertocalltheseemergencynumbersfirst.Callingyourdoctormayaddunnecessarytime.Whenyoucall,describesymptomssuchassevereshortnessofbreathorchestpain.ThisensuresaprioritydispatchofEMSresponders(paramedics)trainedinbasicandadvancedcardiaclifesupport.MostEMSunitscarryaportabledefibrillator,adevicethatrestoresnormalheartrhythmbydeliveringelectricalshocks.Defibrillatorscanbecriticaltoearlysuccessfultreatmentandsurvival.Manypoliceandfirerescueunitsalsocarrydefibrillatorsandmayrespondbeforeanambulancedoes.2.Begincardiopulmonaryresuscitation(CPR).Ifthepersonyou’recallingaboutisunconscious,anemergencydispatchermayadviseyoutobeginemergencytreatment.Ifyou’renottrainedinemergencyprocedures,doctorsrecommendskippingmouth-to-mouthrescuebreathingandproceedingdirectlytochestcompression.Thereasonisthatifyou’redistractedbytryingtoperformunfamiliarbreathingtechniques,valuablelifesavingminutesmightbelostforthepersonwhoneedshelp.Themostimportantthingyoucandoistoproceeddirectlytochestcompressiontomovebloodtovitalorgans,particularlythebrainandheart.Ifyou’retrainedinemergencyprocedures,it’simportanttodobothmouth-to-mouthrescuebreathingandchestcompression.3.Decideonthefastestmethodoftransportation.Adispatcherautomaticallynotifiestheclosestwell-equippedEMSunit.Ideally,EMSrespondersshouldreachyouwithin4to5minutes.Ifyouliveinaruralorlargemetropolitanarea,however,youmaygettothehospitalfasterbyhavingsomeonedriveyou.Don’tdriveyourself!4.Gotothenearestemergencycardiaccarefacility.Identifyinadvancethenearestcenterstaffed24hoursadaywithdoctorstrainedtoprovideemergencycardiaccare.5.Chewaspirin.Aspirininhibitsbloodclotting,whichhelpsmaintainbloodflowthroughanarrowedartery.Ifyouthinkyou’rehavingaheartattack,takeoneregular-strengthaspirinandchewittospeedabsorption.Avoidaspirinifyouareallergictoitorifyouhavebleedingproblems.Don’tdelaycallingforemergencyhelpjustbecauseyou’vetakenaspirin.Aspirinalonewon’ttreatyourheartattack.7.SeverebleedingTostopseverebleeding:1.Havetheinjuredpersonliedown.Ifpossible,positiontheperson’sheadslightlylower91\nthanthetrunkorelevatethelegs.Thispositionreducestheriskoffaintingbyincreasingbloodflowtothebrain.Ifalsopossible,elevatethesiteofbleeding.2.Removeanyobviousdirtordebrisfromthewound.Don’tremoveanylargeormoredeeplyembeddedobjects.Don’tprobethewoundorattempttocleanitatthispoint.Yourprincipalconcernistostopthebleeding.3.Applypressuredirectlyonthewound.Useasterilebandage,cleanclothorevenapieceofclothing.Ifnothingelseisavailable,useyourhand.4.Maintainpressureuntilthebleedingstops.Whenitdoes,bindthewoundtightlywithabandage(orevenapieceofcleanclothing)andadhesivetape.5.Don’trepositiondisplacedorgans.Ifthewoundisabdominalandorganshavebeendisplaced,don’ttrytorepositionthem.Coverthewoundwithadressing.6.Don’tremovethegauzeorbandage.Ifthebleedingcontinuesandseepsthroughthegauzeorothermaterialyouareholdingonthewound,don’tremoveit.Instead,addmoreabsorbentmaterialontopofit.7.Squeezeamainarteryifnecessary.Ifthebleedingdoesn’tstopwithdirectpressure,applypressuretothearterydeliveringbloodtotheareaofthewound.Pressurepointsofthearmareontheinsideofthearmjustabovetheelbowandjustbelowthearmpit.Pressurepointsofthelegarejustbehindthekneeandinthegroin.Squeezethemainarteryintheseareasagainstthebone.Keepyourfingersflat.Withyourotherhand,continuetoexertpressureonthewounditself.8.Immobilizetheinjuredbodypartoncethebleedinghasstopped.Leavethebandagesinplaceandgettheinjuredpersontotheemergencyroomassoonaspossible.8.ToothacheToothdecayistheprimarycauseoftoothachesformostchildrenandadults.Bacteriathatliveinyourmouththriveonthesugarsandstarchesinthefoodyoueat.Thesebacteriaformastickyplaquethatclingstothesurfaceofyourteeth.Acidsproducedbythebacteriainplaquecaneatthroughthehard,whitecoatingontheoutsideofyourteeth(enamel),creatingacavity.Thefirstsignofdecaymaybeasensationofpainwhenyoueatsomethingsweet,verycoldorveryhot.Atoothacheoftenindicatesthatyourdentistwillneedtoworkonyourteeth.Untilyoucanseeyourdentist,trytheseself-caretips:●Usedentalflosstoremoveanyfoodparticleswedgedbetweenyourteeth.●Trysuckingonanicecubeplacedintheareaofirritation.Sometimesicemaynothelp,though,andmayevenmakepainworse.●Takeanover-the-counter(OTC)painrelievertodulltheache.●ApplyanOTCantisepticcontainingbenzocainedirectlytotheirritatedtoothandgumtotemporarilyrelievepain.Directapplicationofoilofcloves(eugenol)alsomayhelp.Don’tplaceaspirinorotherpainkillerdirectlyagainstyourgumsasitmayburnyourgumtissue.Swelling,painwhenyoubite,afoul-tastingdischargeandrednessindicateinfection.Seeyourdentistassoonaspossible.Callyourdentistif:●Thepainpersistsformorethanadayortwo●Youhavefeverwiththetoothache●Youhavetroublebreathingorswallowing9.NosebleedsNosebleedsarecommon.Mostoftentheyareanuisanceandnotatruemedicalproblem.Buttheycanbeboth.Whydotheystart,andhowcantheybestopped?91\nAmongchildrenandyoungadults,nosebleedsusuallybeginontheseptum,justinsidethenose.Theseptumseparatesyournasalchambers.Inmiddleagedandolderadults,nosebleedscanbeginontheseptum,buttheymayalsobegindeeperinthenose’sinterior.Thislatterformofnosebleedismuchlesscommon.Itmaybecausedbyhardenedarteriesorhighbloodpressure.Thesenosebleedsbeginspontaneouslyandareoftendifficulttostop.Theyrequireaspecialist’shelp.Totakecareofanosebleed:●Situpright.Byremainingupright,youreducebloodpressureintheveinsofyournose.Thisdiscouragesfurtherbleeding.●Pinchyournose.Useyourthumbandindexfingerandbreathethroughyourmouth.Continuethepinchfor5or10minutes.Thismaneuversendspressuretothebleedingpointonthenasalseptumandoftenstopstheflowofblood.●Topreventre-bleedingafterbleedinghasstopped,don’tpickorblowyournoseanddon’tbenddownuntilseveralhoursafterthebleedingepisode.Keepyourheadhigherthanthelevelofyourheart.●Ifre-bleedingoccurs,sniffinforcefullytoclearyournoseofbloodclots,spraybothsidesofyournosewithadecongestantnasalspraycontainingoxymetazoline(Afrin,Dristan,others).Pinchyournoseagaininthetechniquedescribedaboveandcallyourdoctor.Seekmedicalcareimmediatelyif:●Thebleedinglastsformorethan15to30minutes●Youfeelweakorfaint,whichcanresultfromthebloodloss●Thebleedingisrapidoriftheamountofbloodlossisgreat●BleedingbeginsbytricklingdownthebackofyourthroatIfyouexperiencefrequentnosebleeds,makeanappointmentwithyourdoctor.Youmayneedtohavethebloodvesselthat’scausingyourproblemcauterized.Cauteryisatechniqueinwhichthebloodvesselisburnedwithelectriccurrent,silvernitrateoralaser.Sometimes,yourdoctormaypackyournosewithspecialgauzeoraninflatablelatexballoontoputpressureonthebloodvesselandstopthebleeding.10.SpecialProblemsWhenpartofthebodyhasbeentornoff...●Trytofindthepart●Wrapitinacleandressingandplaceinaplascticbag.●Putthebagonice,butdon’tfreeze.●Taketheparttothehospital.Whenanobjectisimpaledinawound...●Donotremoveit.Youcouldrevealanopenarterywhichwouldthenbeawfullyhardtodealwith,a.k.a.nearlyimpossible.●Bandagemanydressingsaroundtheobjecttoimmobilizeitandsupportitinitspositioninthewound.Splinters...●Asmallsplinterintheskinshouldberemovedwithtweezers.●Forasplinterintheeye,seekemergencyhelpimmediately,donottouchit.Nosebleeds...●Havethevictimsitwithhisorherheadtiltedalittlebitfowardwhilepinchinghisorhernostrilstogether.●Onecouldalsoplaceanicepackonthebridgeofthenose.91\nInjurytothemouth...●Iftheinjurydoesnotinvolvethehead,neck,orspine,havethevictimsitwiththeheadslightlytiltedfoward.Ifthevictimisunabletoreachthisposition,placethevictimonhisorherside.Thisensuresthatblooddrainsfromthemouth.●Iftheinjuryhasbrokenthelip,placeacleanrolleddressingbetweenthelipandgum.Applyingcoldcanalsohelp.Ifatoothisknockedout...●Placeasmallrollofsterilegauzeinthegapleftbythetooththatwasknockedout.●Pickupthetoothnotbytheroot,butbythecrown,thepartyouseewhenyousmileinthemirror.Ifyoucan,placethetoothbackhowitbelongsinthesocket.●Ifyoucan’tputthetoothbackin,putthetoothinacontainerwithcool,freshmilk.Ifthiscannotbedone,usewater.CaringforaMinorOpenWound●Stopthebleedingbyapplyingpressurewithaclean,absorbantcloth,orifclothisunavailalble,yourfingers.●Ifthebloodsoaksthrough,applyasecondbandageontop.Donottakeoffthefirstbandagebecauseitwilldisturbtheclottingthathasalreadytakenplace.●Ifbleedingstilldoesn’tstop,raisethewoundaboveheartlevel.●Oncebleedingstops,cleanthewoundgentlywithsoapandwater,orjustwater.Itisveryimportanttogetalldebrisordirtout.●Applyanantibioticointmentsuchasbacitrationoratripleantibioticointment.Remember,somepeopleareallergictotheseointments,socontactyourdoctorifyouhaveanydoubts.Wrapthewoundfirmlyinaclothorabandage.Donotcutoffcirculation!●Coveringthewoundwithacleandressing,pressagainstitfirmlywithyourhand.●Elevatethewoundabovetheleveloftheheart.●Thecleandressingshouldthenbecoveredoverwitharollbandage(likeanAce)toholdthedressingsinplace.●Ifbleedingstilldoesnotstop,addadditionaldressingsovertherollbandage.●Squeezeapressurepoint,thearteryagainstthebone.Thisisinthebottomupperarm,orwherethelegbendsatthehip.●Oncethebandagesandpressurepointarebeingmaintained,havesomeonecallEMSiftheyhavenotalready.TypesofWoundsNameDescriptionavulsionInanavulsion,aportionofskinistorn.Thiscanbepartial,withaportionofskinremainingasa“flap.”Inatotalavulsion,abodypartiscompletelytornoff.bruiseBleedingthatoccursundertheskincausesdiscoloration,swelling.Theareabeginsasredbutmayturnintoa“blackandbluemark.”cutAcutisasplitintheskincausedbyasharpobject,suchasaknife,orevenadullobject.Acutcanhaveeitherajaggedorsmoothedge.punctureApuncturewoundiscausedwhentheskinispiercedbyasharpobject.Includedinthis91\ncategoryaregunshotwounds,impaledobjects,andanobjectthatpassestotallythroughapartofthebody.scrapeAscrapeisverycommon,andoccurswhenskinisrubbedorscrapedaway.91