NSEFC-II Unit08

發布時間：2016-4-28 編輯：互聯網手機版

I. Brief Statements Based on the Unit

In this unit, students will do some listening, speaking, reading and writing practice, Besides, they will study the grammar item: the Subjunctive Mood. In the first period, the teacher should help Ss improve their listening ability by listening to two dialogues and finishing the exercises in the listening part. Also, Ss will read a notice about safety at home. From the notice they will know what they should do and shouldn't do at home. Then with the help of the given useful expressions below the notice, Ss will make their own dialogues. In this period, Ss will also talk about first aid according to the pictures in warming up. This may make Ss be interested in the topic of this unit, so that in the second period, when Ss read more about first aid, they will understand the text better. Through the reading material in the second period, Ss will not only improve their reading ability, but they will also learn some knowledge of first aid, which will be helpful in case of accidents in future. In the third period, Ss will revise the useful words learnt in the first two periods and study the grammar item: the Subjunctive Mood. Lots of practice is provided in this part for Ss to master it better. In the fourth period, the teacher should help Ss to improve their integrating skills by reading a passage about dealing with common injuries and writing a paragraph to explain what should be done in case of an accident. After this period, Ss can learn much about first aid and also they learn to write a paragraph to tell others about first aid.

Ⅱ.Teaching Goals

1. Talk about first aid and medicine.

2. Practise talking about what you should and should not do.

3. Learn to use the Subjunctive Mood (2).

4. Write a process paragraph.

Ⅲ. Teaching Time. Five periods

IV. Background Information

1. First Aid (I)

First aid is emergency care for a victim of sudden illness or injury until more skillful medical treatment is available. First aid may save a life or improve certain vital signs including pulse, temperature, an unobstructed airway, and breathing. In minor emergencies, first aid may prevent a victim's condition from worsening and provide relief from pain. First aid must be administered as quickly as possible. In the case of the critically injured, a few minutes can make the difference between complete recovery and loss of life.

First aid measures depend upon a victim's needs and the provider's level of knowledge and skill. Knowing what not to do in an emergency is as important as knowing what to do. Improperly moving a person with a neck injury, for example, can lead to permanent spinal injury and paralysis.

Despite the variety of injuries possible, several principles of first aid apply to all emergencies. The first step is to call for professional medical help. The victim, if conscious, should be reassured that medical aid has been requested, and asked for permission to provide any first aid. Next, assess the scene, asking other people or the injured person's family or friends about details of the injury or illness, any care that may have already been given, and preexisting conditions such as diabetes or heart trouble. Unless the accident scene becomes unsafe or the victim may suffer further injury, do not move the victim. First aid requires rapid assessment of victims to determine whether life-threatening conditions exist. One method for evaluating a victim’s condition is known by the acronym ABC．which stands for：

A-Airway：is it open and unobstructed?

B-Breathing：is the person breathing?

Look．1isten．and feel for breathing．

C-Circulation：is there a pulse? Is the person bleeding externally? Check skin color and temperature for additional indications of circulation problems．

Once obvious injures have been evaluated, the injured person’s head should be kept in a neutral position in line with the body．If no evidence exists to suggest potential skull or spinal injury, place the injured person in a comfortable position．Positioned on one side a victim can vomit without choking or obstructing the airway．

2．First Aid(Ⅱ)

First aid means what it says：the aid，or held that can be given to an injured person first，which is before any other help．Nowadays，there is usually a telephone not faraway and the first thing we should do if a serious accident happens is to telephone for an ambu1anee．But sometimes quick actions by us may save someone’s 1ife．Even when it is not so，there is often much that we can do to help．

Shock：people often suffer from shock after receiving an injury；sometimes even the injury is a small one．The face turns grey, and the skin becomes damp and cold．They breathe quickly．They should be kept warm. Cover them with a blanket and give them a warm drink．

Broken Bones：Don't move the person．Send for an ambulance at once．Treat for shock if necessary．

Poison：A person who has swallowed poison should be taken to hospital at once．With some poisons, sleeping pills，for example, it is a good thing to make the person sick by pushing your ringers down his throat．But if he has swallowed some kind of acid, or anything that burns, it would be a bad thing to make the person sick．by pushing your fingers down his throat. But if he has swallowed some kind of acid, or anything that burns, it would be a bad thing to make him sick. The poison would burn his throat as it cane up. It is, therefore, best to take the person to find out what the person has taken so that they call to tell the doctor.

Suffocation：This means not being able to breathe．For example．a drowning person will have his lungs full of water. Lay him down with his head lower than the rest of his body so that the water will drain out. If a person has something stuck in his throat, try to remove it with your fingers, or by hitting him on the back.

When a person has stopped breathing because of drowning，electric shock，breathing in a poisonous gas，etc，you can help him to begin breathing again．You can not learn t his from a book．Ask someone to show you how to do it．Many Boy Scouts Will be able to show you．

Remember：When an accident happens，send someone to telephone for an ambulance at once．Keep the injured person warm and quiet．Give him plenty of air．Do not let other people crowd around him．If you see an Injured person who is being looked after，keep away．

The First Period

Teaching Aims

1．Train the students’ listening ability．

2．Help the students to improve their speaking ability by talking about first aid and medicine．

3．Learn and master some useful words and phrases：drown，bleed，choke，prevent，electric，electrical，catch fire．be on fire

Teaching Important Points：

1. Improve the students’ listening ability．

2. Train the students’ speaking ability.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. how to help the students finish the speaking practice.

Teaching Methods：

1．Listening-and-answering activity to help the students go through the listening material．

2．Individual, pair or group work to make every student work in class．

Teaching Aids

1．a tape recorder

2．a projector

3．the blackboard

Teaching Procedures：

Step I Greetings and Warming up

Greet the whole class as usual.

T：(Go to one student．) How do you come to school every day，Li Hua?

S：I come to school by bike．

T：You must be very careful。because there’re so many cars。motorbicycles，bikes and also walkers on the road every day．If you are not careful enough。you may have an accident．Have you ever seen an accident?

S：Yes．Once when I was going home．I saw a boy was knocked down by a bike．

T：RealIy? Was the boy hurt?

S：Luckily he wasn’t hurt badly．Only his left leg was hurt a little but there was nothing serious．He picked himself up and went away．

T：The boy was so lucky．But we must be carefully future．Now，look at the picture on the screen，please．

(Show the picture on the screen．)

T：Do you see the woman? She’s not so lucky．I think she is hurl badly．Maybe her leg is broken．What can we do to help her?

S：I think we should call for a doctor or an ambulance．

T：Yes，I think you’re right．But before the doctor comes, what can we do to help her? Do you think we should pull her out of the car?

S：No，I don’t think that’s correct．Because we may make her even more hurt．I think we should find enough people to lift the car safely and take the woman to hospital at once．

T：I agree with you．So do remember to be careful when you’re riding your bike．OK．Now，please turn to Page 57 and look at the pictures in Warming up．Have a discussion in pairs to find out what you should do in these situations and what we could do to prevent these accidents．

(Give the students a moment to prepare and then ask some pairs to report their results．)

Suggested answers：

Picture l

I think if we see someone drowning，we should first check to see if he／she is breathing．If not, we must try to start his／her breathing．If this is not done within five minutes，the person may die．

To prevent such an accident，we should nor go swimming alone or go swimming in unsafe places．

Picture 3

When we see a house on fire and someone is burnt，we should call 119 first and tell them the exact address on the phone．And we should also call 120 to ask for an ambulance to help．If the person is badly burnt, or if a child has been burnt，we should do nothing but wait for the doctor．If the person is not badly burnt, we can cool the area of skin under the cold tap for several minutes and then put a piece of dry clean cloth over the area of burn. To prevent this, we should not play with fire, be careful with gas and make sure that all the electric wires are safe.

Picture 4

If someone is bleeding badly, we must try to stop the bleeding first. If a person loses one third of his/her blood, he/she may die. We can press a handkerchief onto the bleeding point and hold it there. If possible, hold up the part of body which is bleeding. We must be very careful what ever we do.

Picture 5

If a person is cut, we can wash the area of the cut, dry it and cover it with a piece of dry clean cloth. But if the person is badly cut, we should wait for the doctor. When we're working, we must pay more attention to safety.

Picture 6

If a person chokes, what we should do is to make him/her spit by patting him/her on the back. To avoid this, you shouldn't talk or laugh when eating.

T: Very good. You've known much about first aid. In this unit, we'll learn more about first aid. What new words do you think should be useful when you talk about accidents and first aid?

S: I think we may use "calm, conscious, chest, revive" and so on.

T: Good. Now, please turn to Page 111. I'll teach you the new words in this period. Please read after me.

(Students read the words after their teacher twice and then they have a few minutes to read by themselves. At last, the teacher may ask some students to read the words to see if they can read them correctly. )

T: I think you all can read them very well. Now, please look at the screen. I'll explain something to you.

(Show the following on the screen to the students.)

1. drown vt./vi, die in water/sound be louder or stronger than …

e. g. He drowned the kitten.

Cheers drowned his voice.

Do cats drown easily?

2. bleed vi. (bled; bled) lose blood

e. g. His nose bled last night.

The cut on his leg was bleeding badly.

3. choke vi./vt, cause (sb.) to stop breathing by squeezing or blocking the windpipe e. g. He choked when he ate his food too quickly.

The smoke almost choked me.

4. prevent yr. stop or hinder sb./sth.

e. g. Bad weather prevented me (from) starting.

Your prompt action prevented a serious accident.

5. catch fire., begin to burn be on fire. be burning

e. g. The house caught fire last night.

The house is on fire.

6. electric adj. using electrical power electrical adj. of /concerned with electricity

e. g. I want to buy an electric fan.

This machine has an electrical fault.

(Explain the language points to students and help them to master the important words and phrases. Write them on the blackboard. )

Step Ⅱ Speaking

T: Just now we've discussed what we should do when some accidents happen. But you know certain things at home can be dangerous. So we must know what we should do and shouldn't do. Please look at the screen. Here are some dos and don'ts. Work in pairs to tell each other what you should do and shouldn't do. The useful expressions below may help you.

(Show the following on the screen. )

Dos

l. Make sure that electric wires are safe and that children can't reach them.

2. If a pan of oil catches fire, turn off the gas and cover the pan quickly.

3. Make sure that everyone in your family knows how to call 110.

4. Learn more about first aid.

Don'ts

1. Don't put poisons into other containers, for example empty bottles.

2. Never leave small things on the floor or table which a baby can put in its mouth.

3. Don't play with electrical equipment.

4. Never use ladders on a wet floor.

Useful expressions

You should always…

You should not…

You ought to/should…

You should never…

You must…

You must never…

You have to…

Please don't …

Make sure that…

(A moment later, ask some students to act out their dialogues. )

Sample dialogue:

A: To be safe at home, you should always make sure that electric wires are safe and that children can't touch them.

B: Right. And we shouldn't play with electrical equipment.

A: We should never leave small things on the floor or table which a baby can put in its mouth.

B: Yes. You should never use ladders on a wet floor. You must have someone hold it for you

A: Remember not to put poisons into other containers, for example empty bottles.

B: If a pan of oil catches fire, turn off the gas and cover the pan quickly.

A: You should also make everyone in your family know how to call 110.

B: I agree. We have to learn more about first aid, which is very helpful to us.

Step Ⅲ Preparation for Listening

T: OK. We've talked much about what we should do when an accident happens and what we should do and shouldn't do at home. I think you've known something about first aid. Look at the Listening part. Here are two pictures. Look at the first picture, please. What can you see?

S: I can see a boy, a nurse and a man.

T: What do you think has happened?

S: I think there's something wrong with the boy, and the man is worried about him and he is explaining something to the nurse.

T: Good. Now, look at the second picture, please. What do you see in the picture?

S: I can see a little girl and her mother, and there's also a nurse.

T: What do you guess has happened?

S: From the ink bottle I guess the little girl may have drunk some ink.

T: OK. From the two pictures, we can guess some information about the stories. Now, read the requirements quickly and find out what to do.

(Give Ss a few minutes to prepare. )

Step Ⅳ Listening

T: Now, you've known what to do. Let's listen to the tape to see what has happened in each story. Listen carefully. The first time, I play the tape, you should get the general idea. The second time, you should try to finish the exercises. And the third time I play the tape, you should check your answers. Are you clear?

Ss: Yes.

T: OK. Let's begin.

(Play the tape for Ss and pause the tape when necessary for Ss to write down their answers. Finally, check the answers with the whole class. Give explanations or play the tape once more if necessary. )

Step V Summary and Homework

T: Today, we've talked about what we should do in case of accidents. And also we have learnt what we shouldn't do at home. This is quite useful to us. After class, you should try to remember them. If you want to know more about first aid, you can preview the reading passage. That’s all for today. See you tomorrow!

Ss: See you tomorrow

Step VI The Design of the Writing on the Blackboard

Unit 8 First aid

The First Period

Words and expressions:

drown vt./vi, catch fire

bleed vi. be on fire

choke vt./vi, electric

prevent vt. electrical

Step Ⅶ Record after Teaching

The Second Period

Teaching Aims:

1. Improve the students' reading ability.

2. Help the students to master the new words and expressions.

3. Let the students know more about first aid.

Teaching Important Points:

1. Improve the students' reading ability.

2. Help the students know more about first aid.

Teaching Difficult Point:

How to improve the students' reading ability.

Teaching Methods:

1. Fast reading to get the general idea.

2. Careful reading to master the detailed information in the text.

3. Discussion to help the students understand the passage better.

Teaching Aids.

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Lead-in

(Greet the whole class as usual.)

T: In last period, we've learnt something about first aid. And you've known what we should do and shouldn't do when an accident happens. But that's far from enough. Do you want to know more about first aid?

Ss: Yes.

Step Ⅱ Pre-reading

T: OK. Today we'll read a passage about first aid. Before we read the passage, let's have a discussion first. Please look at the screen.

(Show the following on the screen. )

Outline 1 1. First aid is important

2. Reason 1

3. Reason 2

4. Reason 3

Outline 2 1. Learn how to give first aid

2. First,… (step 1)

3. Second,… (step 2 )

4. Third,…(step 3)

Outline 3 1. There are two types of first aid

2. The first type

3. The second type

4. Similarities and differences

T: If you're asked to write a text about first aid, which of these outlines will you use? And why? You may have a discussion in pairs and then I'll ask some of you to tell us your opinion.

(A few minutes later)

T: Wang Jing, what's your choice?

S: I’d like to use the first kind of outline.

T: Please tell us why.

S: Because I want to tell people why first aid is important in an emergency. And I want people to pay more attention to learning first aid to help others.

T: Good. Who has a different choice?

S. .I'd prefer the second outline. Because I want to teach people how to give first aid. I think that people know first aid is important, but they don't know how to give it to others. So I'd like to tell people something about how to give first aid. I think this will be helpful.

T: Very good. Who would like to use the third one?

S: I'd like to use the last outline because I want to tell people the differences between the two types of first aid. Most people know little about them.

T: You've all done well. Now, please have a guess. Which do you think will be used in the text? And tell us why, please.

(Ask some students to say their opinions and they may have various answers. )

Step Ⅲ Reading

T: OK. That's all for our discussion. Now, let's read the passage quickly to find out which outline is used in the passage.

(A moment later, teacher says the following)

T: Which outline do you think is used in the passage?

S: I think the second outline is used.

T: Yes, I agree with you. Now, please read the passage carefully to find out the answers to the questions on the screen,

(Show the questions on the screen. Allow the as a moment to prepare and then check the answers. )

Answer the questions:

1. Why is first aid important in our daily life?

2. What's the most important thing to remember when dealing with an emergency?

3. What do the hospitals recommend?

4. What do the letters "DR ABC" stand for?

5. What we should do when we have checked the DR ABC?

6. Can we do first aid correctly after reading this passage?

Suggested answers:

1. Because seconds count in an emergency, and knowing what to do can mean the difference between life and death.

2. To stay calm and not to be panic.

3. They recommend that we use the letters DR ABC to remember what to do when we have to think fast.

4. "D" stands for "Danger"; "R" stands for "Response" ; "A" stands for "Airway" ; "B" stands for "Breathing" ; "C" stands for "Circulation"

5. We should give the first aid that is needed and call for an ambulance.

6. No. This passage doesn't contain enough information for us to do first aid correctly. We have to study with a teacher for a few hours.

Step IV Explanation

T: Good. To help you understand the passage better, I'll explain some important words and phrases in the passage to you. Look at the screen, please.

(Show the following on the screen.)

1. witness n. person who sees an event take place

vt. be present at sth. and see it

e. g. I was a witness to their quarrel.

He witnessed the accident.

2. keep in mind (remember sb./sth. )

e. g. I'll keep your suggestion in mind.

3. panic n. sudden irrational feeling of great fear

vt./vi. (panicked, panicked) cause a person or an animal to be affected with panic

e. g. I got into a panic when I found the door was locked.

Don't panic! There's no danger.

The gunfire panicked the horses.

4. roll over

e. g. The goat rolled over and died.

He rolled over in bed.

5. manage vt. be in charge of; run; succeed in doing sth.

e. g. Can you manage children well?

I can manage it myself.

manage to do sth. (succeed in doing sth. )

e. g. Li Hong managed to finish her work in time.

(Bb.. witness, keep in mind, panic, roll over, manage, manage to do sth. )

Step V Listening and Reading

T: Now, let's listen to the tape carefully. You may read after the tape. Pay attention to your intonation.

(Play the tape for Ss to listen and repeat and then ask some students to read the passage. )

Step Ⅵ Post-reading

T: Good. I think you've known the passage well enough. And you can read it very well, too. Now, let's have a discussion. After learning the passage, you must know something about giving first aid. Now, please use the letters "DR ABC" to tell your partner how to give first aid.

(Give the students a few minutes to prepare and then ask one or two students to say their answers.)

Suggested answers:

Picture 1

The man is gently tipping the person's head back to make sure that his airway is open and it is easy to breathe.

Picture 2

If a person is not breathing, we can use the mouth-to-mouth way to start his/her breathing. And this must he done within five minutes.

Picture 3

If a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.

Step Ⅵ Summary and Homework

T: Today we've learnt more about first aid. We've also learnt something about the "DR ABC'. Now, who can write down the most important things to do at the scene of an accident.'?

S: I’ll try.

(Write on the blackboard)

T: Good, you must try to remember them after class. And you should also learn by heart the useful words and phrases we learnt in this period. OK. That's all for today. See you!

Ss: See you

Step Ⅶ The Design of the Writing on the Blackboard

Unit 8 First aid

The Second Period

Words and Phrases:

witness n./.vt. roll over

keep in mind manage vt.

panic n./vi, manage to do sth.

Most important things to do at the scene of an accident

First, you should stay calm.

Second, you should check the DR ABC.

Third, give first aid that is needed.

Last, put the person in the recovery position.

Step VII Record after Teaching

The Third Period

Teaching Aims.

1. Review some useful words learnt in the text.

2. Further study the Subjunctive Mood.

3. Do some practice to master the Subjunctive Mood better.

Teaching Important Point:

Help the students to master the Subjunctive Mood.

Teaching Difficult Point:

How to make the students master the Subjunctive Mood through practice.

Teaching Methods:

1. Doing-drills to get the students to master the Subjunctive Mood better.

2. Pair work or individual work to make every student work in class.

Teaching Aids:

1. a projector

2. the blackboard

Teaching Procedures :

Step I Greetings

Greet the whole class as usual.

Step II Lead -in and Word Study

T: In the last two periods, we've learnt much about first aid and we've also learnt some useful words. Please look at the words on the blackboard. Who can tell us the meaning of each word?

(Bb: aid, slightly, response, wound, ambulance, recovery, rolling, bleeding)

S: Let me try.… (Say the meanings.)

T: Very good. Now, let's do a practice to see if you can use them correctly. Please turn to Page 61 and look at Ex1. This is a story and you are asked to fill in the blanks with the given words. First do it by yourselves and then check your answers in pairs. At last I'll ask someone to read out your answers. Are you clear?

Ss: Yes.

T: OK. You can begin.

Suggested answers:

aid; slightly; response ; wound; ambulance; bleeding ; recovery; rolling

T: Very good! You've done very well. But that's not all. I have another practice for you to practice the words in the text. Finish Ex 2 quickly by yourself.

(Allow the students a couple of minutes and then ask some students to do it one by one and tell the meaning of each word filled in the blank.)

Suggested answers:

1. chest 胸膛2. scream 尖叫 3. wirst （關節）4. pulse 脈搏5. blanket 毛毯

Step Ⅲ Grammar

T: In the reading passage, there are some important sentences. For example, "If I had known more about giving first aid, I could have helped them."

(Write the sentence on the blackboard, and mark No.1)

Who can tell us the meaning of this sentence?

S: Let me have a try. It means “如果我要是再多懂點急救知識的話，我就能幫助他們了�！�

T: From the sentence we know that the fact is…

T and Ss: The fact is that I didn't know more about giving first aid and I couldn't help them. T: We know when we want to express a wish which can't come true, we can use the Subjunctive Mood. Now, please find out the sentences in the Subjunctive Mood in the reading passage.

(A few minutes later)Who volunteers to write them down on the blackboard?

S: I'll try. (Write the sentences on the blackboard.)

(Bb: 2. If we were to panic, we would not be able to help.

3. If we were to get hurt trying to save someone, we would-not be able to help. )

T: Good. Look at these two sentences. The same sentence pattern is used. Who can tell us their Chinese meanings?

S: Let me have a try. They mean“如果我們驚慌失措的話，我們就幫不上忙了”and “如果我們救別人時自己受了傷，那就幫不上忙了”

T: Quite right. Now, please compare them with the first sentence that I wrote just now. What's the difference between them? Who knows?

S: Their sentence patterns are different.

T: Yes, please sit down.

(Teacher allows students enough time to discuss why the sentence patterns are different. Then ask one or two students to tell the reason. Ss may speak Chinese when necessary. Teacher gives some explanations and writes the sentence patterns on the blackboard. )

(Bb: "If Sub. + had done…, Sub. + would have done…" If + Sub.+ were to …, Sub.+ would (not) do…)

Step IV Practice

T: To master the Subjunctive Mood better, let's do some practice. Look at the screen and finish the exercises by yourselves first and then have a discussion in pairs to check your answers.

(Show the following on the screen.)

Join the pairs of sentences using the

Subjunctive Mood.

EXAMPLE:

The house caught fire.

I did not turn off the electric heater.

→If 1 had turned off the electric heater, the house would not have caught fire.

1. The old man died of sudden heart at tack.

He was not sent to the hospital in time.

2. The boy died of electric shock.

He touched the broken electric wires.

3. The building was burned down.

They didn't fix the worn-out electric wires.

4. The woman was gas-poisoned.

She didn't open the window when cooking.

5. The worker fell down the ladder and broke his leg.

He put the ladder on a wet floor.

6. The little girl drowned.

She got too close to the lake.

7. The baby put small pieces of the toy in her mouth.

Her mother left them on the floor.

Suggested answers:

1. A is→it/is→it

2. A didn't choose→hadn't chosen

3. B would have left→would have been left

4. B was found→had been found

5. C turned off→ (should) turn off

T: Good. You must learn the sentence patterns by heart after class.

Step V Consolidation

T: OK. Let's do one more practice to consolidate what we've learnt today. Look at the screen, please.

(Show the following on the screen. )

Fill in the blanks with suitable words

would have could have should have need have

1. A: I didn't realise learning English was so difficult. I want to give it up.

B: You succeeded if you had worked hard.

2. A: When did you arrive?

B: Friday evening.

A: You called sooner.

B: I thought you were busy.

A: I taken a few days off. You see, I've booked a hotel room for you.

B: You done that. I can easily find a place to stay in.

A: If you had told me earlier on the phone, I taken the trouble.

B: Well, thanks anyway.

(Ss prepare for about three minutes and then the teacher checks the answers.)

Suggested answers:

1. could have

2. should have; would have; needn't have; wouldn't have

Step Ⅵ Summary and Homework

T: Today, we've reviewed the important words we learnt in the reading passage and we've also learnt the Subjunctive Mood. We've done much practice, too. After class, try to use the words more often to remember them and learn the Subjunctive Mood sentence patterns by heart Tomorrow we'll read more about first aid. Please get ready for it That's all ~or today. See you tomorrow

Ss: See you tomorrow

Step Ⅶ The Design of the Writing on the Blackboard

Unit 8 First aid

The Third Period

Words:

aid slightly response wound ambulance recovery rolling bleeding

Grammar: the Subjunctive Mood

l. If I had known more about giving first aid, I could have helped him.

2. If we were to panic, we would not be able to help.

3. If we were to get hurt trying to save someone, we would not be able to help.

Sentence structures:

If + Sub. +had done…

Sub. +would have done…

If + Sub. +were to…

Sub. +would (not) do…

Step Ⅷ Record after Teaching

The Fourth Period

Teaching Aims.

1. Learn more about giving first aid.

2. Do some writing practice to improve the students' writing ability.

3. Learn some useful words and expressions.

4. Learn to make a first aid kit.

Teaching Important Points:

1. Improve the students' integrating skills.

2. Help the students know better how to give first aid correctly.

3. Review the Subjunctive Mood

Teaching Difficult Points:

1. How to write a passage about giving first aid correctly.

2. How to help students master the Subjunctive Mood better.

Teaching Methods :

1. Reading to train the students' reading ability and understand the passage better.

2. Writing practice to improve the students' writing ability.

3. Individual or pair work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a projector

3. a first aid kit

4. the blackboard

Teaching Procedures :

Step I Greetings and Lead-in

(Greet the whole class as usual.)

T: We have learnt much about giving firs aid in this unit. Now, I want to ask you some questions to see how much you have mastered. Are you ready?

Ss: Yes.

(Teacher shows the picture on the screen.)

T: What do you see in the picture? Wang Hun, you try, please.

S: I can see a boy is crying. A man is washing the boy's leg.

T: What else do you see?

S: Oh, yes. I see a dog running away.

T: So, what do you think has happened?

S: I guess the boy has been bitten by the dog.

T: I agree with you. What do you think the man should do?

S: Wash the boy's wound under running water and then take him to hospital.

T: Very good. Please sit down. Now, I'll tell you what happened to me yesterday. When I was cooking, suddenly the pan of oil caught fire and my hand was burnt. What do you suggest I do?

S: I'm sorry to hear that. I suggest you wash your hand under cold water for a moment until you feel better. Then you should cover it with a piece of dry clean cloth or your handkerchief. If necessary you should go to see a doctor and get some medicine.

T: Thank you very much. I feel much better today. It's not serious. But next time I'll be much more careful. Well done! The last question is what you should do if someone has been poisoned. Who knows?

S: I'm not quite sure. We haven't learnt about this by now. l think we should make the person spit out what he/she has had. Or maybe we just call for a doctor.

Step Ⅱ Reading and Understanding

T: OK. Today we'll read a passage about dealing with common injuries. From this passage you'll know whether your suggestions are right or wrong. Before you start, let's look at the screen. I'll explain something to you to help you understand better.

(Show the following on the screen.)

1. eventually: in the end; at last

e. g. He felt ill and eventually died.

Eventually he was tired of trying so hard.

2. spit vt./vi. (spat/ spit; spiting)

e. g. The injured man is spitting blood.

People who spit can spread disease.

3. call for

e. g. Let's go to the meeting together, and I'll call for you. If you find a person injured in an accident, please call for an ambulance.

4. make sure + that clause

e. g. Before you leave the lab, make sure that the lights are turned off. Please make sure that electric wires are safe.

5. find sb./sth. + prep. phr./doing/adj.

e. g. She found her uncle on the point of leaving the market.

He found a lot of people doing morning exercises there.

Do you find the book interesting?

(Bb: eventually ; spit; call for; make sure + that clause; find sb./sth. + prep. phr. /doing/adj. )

T: Now, read the passage carefully and quietly to find the answers to the questions in Ex 1.

(After a few minutes, ask some students to say their answers. )

Suggested answers:

2. A 3. B 4. A 5. B

T; Well done. From this test I know that you've learnt much about giving first aid. After class, you can write your own first aid test in groups of four, according to the second practice on Page

Step V Writing

T: We've learnt a lot about first aid, and we can deal with some common injuries. But most people don't know about giving first aid. We should help more people to know first aid, so that more people can be saved in accidents. Now, let's write a passage about how to give first aid. You can choose one of the accident scenes from the reading passage or from the pictures in the warming up activity and explain what should be done. Before you write, you should think carefully about what you are going to explain. What are the basic steps? How would you explain them? In which order should you explain them? What does the reader need to know or think about in order to perform the steps? Look at the screen. The information may help you.

(Show the following on the screen.)

First, make sure that the accident scene is safe. Before you start giving first aid, you need to make sure that the accident scene is safe.

Then, you must decide what to do.

After giving first aid, you may place the person in the recovery position.

Finally, you should keep the person warm.

(Allow the students a few minutes to finish the task.)

T: Have you finished?

Ss: Yes.

T: Good. Now, exchange your paragraph with your partner. After your partner reads your passage, ask them if you have explained all the steps, if it is easy to follow the steps, if the order is clear and if he/she needs more explanations.

(A few minutes later)

T: In this unit, we've learnt a lot about giving first aid. We know how to deal with common injuries. We know that many common injuries happen every day at home. So a first aid kit is needed. (Bb.-a first aid kit)Do you know what it is?

Ss: No.

T: OK. I'll show you one. (Show the students a first aid kit which the teacher has prepared.) Now, do you know what it is?

Ss: Yes, it is a“急救箱”

T: Right. We need a first aid kit to do first aid. So it is very useful. Do you know what we need to make one?

Ss: We are not sure.

T: Look carefully. (Show the students things like: bandages, a pair of scissors, a thermometer, a flashlight and a list of emergency phone numbers. Tell the students what they are and write them down on the blackboard.)

Step VI Summary and Checkpoint

T: Today we've read more about giving first aid. We've also written a paragraph to explain how to give first aid. After class, show your paragraph to more people to help them know about first aid. We've also learnt how to make a first aid kit. When you go home you can make one. It will be very useful. Besides, we've learnt the Subjunctive Mood. Now, let's do some exercises to review it. Look at the screen, please. Finish them quickly by yourselves.

(Show the following on the screen.)

Rewrite the following sentences:

1. I didn't know more about giving first aid, so I couldn't help them.

→If I had , I could have .

2. We won't he able to help if we panic.

→If we were to , we would .

3. We won't be able to help if we get hurt trying to save someone.

→If we were to , we would.

(A few minutes later, check the answers with the whole class.)

Suggested answers:

1. If 1 had known more about giving first aid, I could have helped them.

2. It we were to panic, we would not be able to help.

3. If we were to get hurt trying to save someone, we wouldn't be able to help.

T: Good. Well done. After class you need more practice to master it better. And remember to review the important words and expressions we learnt today. That's all for today. See you tomorrow

Ss: See you tomorrow

Step Ⅶ The Design of the Writing on the Blackboard

Unit 8 First aid

The Fourth Period

Words and expressions:

eventually, spit, call for

make sure + that-clause

find sb. / sth. + prep. phr./doing/adj.

A first aid kit:

bandages, a pair of scissors, a thermometer, a flashlight, a list of emergency:

phone. numbers

Step Ⅷ Record after Teaching

The Fifth Period The Subjunctive Mood

Teaching Aims.

1. Review the learnt sentence structure in the Subjunctive Mood.

2. Sum up the cases in which we should use the Subjunctive Mood.

Teaching Important Point:

Understand and learn to use the Subjunctive Mood.

Teaching Difficult Point:

Use the correct verb-form to show the Subjunctive Mood in different cases.

Teaching Methods:

1. Inductive method to learn the Subjunctive Mood in different cases.

2. Practise to learn to use the Subjunctive Mood.

Teaching Aids:

1. a projector

2. the blackboard

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In Unit 7 and Unit 8, we've learnt some sentence structures to talk about events or situations which are not certain to happen. This is called the Subjunctive Mood. We use a special group of verb-forms to express it. Now let's do an exercise. Look at the screen. Fill in the blanks using the right form of the verb in each bracket.

(Teacher shows the following on the screen.)

1. I didn't see your sister at the meeting. If she (come), she would have met my brother.

2. I wish (be) as strong as you.

3. If I (know) German, I would read the book in the original.

4. I've loved you as if you (be) my son.

5. If I (do) it, I would do it in a different way

(Teacher gives the students some time to prepare, and then check the answers with the whole class.)

Suggested answers:

1. had come 2. were 3. knew 4. were 5. were to do

T: Well done. Today we're going to learn more about the Subjunctive Mood. Look at the screen.

Step Ⅲ Summary of the Subjunctive Mood Teacher shows the following on the screen.

1. If I were you, I wouldn't lose heart. If I knew her name this time, I would tell you.

2. If I had left a little earlier, I would have caught the train.

3. If they were to/should act like that again, we should criticize them severely. If I got rich, I'd travel round the world.

T: Please look at the first pair of sentences. They both talk about "unreal" or improbable present situations. The past tense is used in the if-clause; "would + an infinitive" in the main clauset "were" is usually used instead of “was” .Can you understand?

Ss: Yes.

T: Then what about the second sentence?

Han Mei, you try, please.

S1: The second sentence talks about things that did not happen in the past. The past perfect is used in the if clause; "would + the present perfect" in the main clause.

T: Quite right. Zhang Hai, you try the third pair of sentences.

S2: This pair of sentences talks about improbable future. "were to or should + an infinitive" or the past tense is used in the if-clause "would+ an infinitive" in the main clause.

T: Very good. In addition, "should, might, could" are also possible in the main clause of each ease.

(Teacher writes the verb-form in each case on the Bb.)

T: And the structure "were I/you/he/ etc." should I/you/he/etc" and "hadI/you/he etc" can be used instead o "if I/you/he/etc. were" "if I/you/he/etc. should" and "if I/you/he/etc. had". Can you understand?

(Teacher writes them on the Bb.)

Ss: Yes.

T: Now, please rewrite these sentences on the screen if possible. Volunteers?

S3: Were I you, I would not lose heart.

S4: Had I left a little earlier, I would have caught the train.

S5: Should they act like that again, we should criticise them severely.

T: Well done. But there's another case you should pay attention to. Sometimes, the if-clause and the main clause don't talk about events or situations happening at the same time. In this ease, the verb-form depends on its own meaning. Look at the examples on the screen

1. If the weather had had been more favourable, the crops could be growing still better..

2. If we hadn't been working hard in the past few years, things wouldn't be going so smoothly.

3. Amy would be alive today if the doctor had come sooner last night.

(Teacher and the students go through the sentences on the screen and study them together.)

T: Next, let's learn the verb-forms after "wish". Look at the sentences on the screen.

1. I wish I were handsome. ( I am not handsome)

I wish you didn't work so hard. (You work too much.)

2. She wishes she hadn't said it. (She said sth. unpleasant.)

3. I wish you would shut up. (You will talk all the time.)

T: In the first pair of sentences, the past tense is used after wish to express a present meaning; in the second sentence, a past perfect tense is used to express a past meaning; in the third sentence, " would + an infinitive" is used to express a future meaning. Is that so?

Ss: Yes.

T: And the verb-forms after "as if" or "as though" is the same as the verb-forms after wish. Look at the examples on the screen.

1. I've loved you as if you were my daughter.

2. They talked as if they had been friends for years.

3. It seems as if it would rain.

(Teacher and the students go through the examples together to make sure the students understand them. Then teacher goes on with some other cases.)

T: Well, let's look at some other cases in which the Subjunctive Mood is used. Look at the screen again.

1. after the verbs order, command, insist, demand, desire, request, recommend, propose, suggest and other verbs with similar meaning followed by that-clause

e. g. We insist (that) a meeting (should) be held as soon as possible

I suggest (that) we (should) set off straight way.

They demanded that the aggressor troops (should) be withdrawn immediately.

2. in the Predicative Clause or the Appositive Clause after the nouns suggestion, order, proposal, advice, demand, request, requirement, etc.

e. g. My suggestion is that we (should) send a few people to help the other groups.

He made a suggestion that they (should) carry on their conversation in French.

3. in the construction “it is/was important/necessary/essential/suggested/requested/ordered etc. +that –clause.”

e. g. He said it was important that every member (should) send his subscription by the end of the month.

It is necessary that he (should)

be sent there at once.

It is requested that Miss Cai (should) give a performance at the party, 4. in the construction "it is (high) time that… and after would rather/prefer…etc.

e. g. It's time that we went to bed.

I would rather he came next Saturday.

I would prefer you had seen the film.

5. in some expressions or sentences for blessing

e. g. Long live world peace!

Heaven help us!

May the friendship between our: two peoples last forever.

Oh, if he only knew how we miss him!

He is, as it were, a walking dictionary.

6. in some special cases

e. g. But for your help, we could not

have finished the work in time.

Without music, the world would

be a dull place.

He took his raincoat with him!

lest it should rain.

He put his coat over the child for:

fear that (lest) he should catch cold.

Here's some money in case you!

should need it.

She stayed at home for a few days so that she might (could)

take care of her mother.

He would have given you more

help, but he has been so busy.

Suppose/Supposing it rained, we would still go.

(Teacher write some key words or sentence structures on the Bb while explaining. )

Step IV Practice

T: Well, now let's do some exercises. Look at the screen.

I. Choose the best answers:

1. If there were no subjunctive mood

English much easier.

A. will be

B. would have been

C. could have been

D. would be

2. Without electricity, human life quite different today.

A. is B. will be

C. would have been D. would be

3. If he , he that food. Luckily, he was sent to the hospital immediately.

A. was warned; would not take

B. had been warned; would not have taken

C. would be warned; had not taken

D. would have been warned; had not taken

4. When a pencil is partly in a glass of water, it looks as if it .

A. breaks

B. has broken

C. were broken

D. had been broken

5. The judge ordered that the thief punished.

A. would be B. should be

C. was to be D. must be

6. I wish I you yesterday.

A. seen B. did see

C. had seen D. were to see

7. Jane's pale face suggested that she ill, and her parents suggested that she a medical examination.

A. be; should have B. was; have

C. should be; had D. was; has

8. It is necessary that you present at the discussion.

A. will be B. are

C. should be D. were

9. Jill would rather we now, but we must go to work.

A. not leave B. had not left

C. didn't leave D. not to be left

10. If only I how to operate a computer as you do

A. had know B. would know

C. should know D. knew

Suggested answers:

1. D 2. D 3. B 4. C 5. B 6. C 7. B 8. C 9. C 10. D

II. Correct the mistake in each sentence.

1. The rice would not have burnt if you had been more careful.

2. It was suggested that the medicines were sent here by plane.

3. What would happen if the earth would stop turning?

4. Everyone has arrived. It's time we shall start.

5. I would rather that they didn't travel during the bad weather, but they insist that they must return home today.

6. If I would have longer holidays I would be perfectly happy.

7. I liked you better if you were quieter.

8. If you worked harder last year, you would probably have passed your exam.