Module 5 策划:《学生双语报》 制作：广东英语教学E-classroom课件创作中心 人教版（NSEFC）项目组 人教版高中英语

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1 Module 5 策划:《学生双语报》 制作：广东英语教学E-classroom课件创作中心 人教版（NSEFC）项目组 人教版高中英语
1。第五册的模板用这个。 2。文章标题要写上 策划:《学生双语报》 制作：广东英语教学E-classroom课件创作中心 人教版（NSEFC）项目组 策划：《学生双语报》

2 前 言 2004年秋国家开始普通高中新课程实验。新课程、新理念、新教材给英语教育发展带来机遇和挑战；新型的自主、合作和探究的学习方式给英语课堂注入生机和活力。英语教学回归生活、回归时代、还语言教学本来面目，正在成为广大英语教师的共识和教学行为。为配合新课程的实施、服务课堂教学，我们组织制作了新课程《高中英语课堂教学课件》，它根据各版别高中英语教材的必修模块而制作，课件内容与教材相对应、与课堂教学整个流程同步。每个单元分别由三大板块构成： English Song 这一板块提供1－2首英文歌曲。歌曲的内容与教学主题密切相关，以MTV或自娱自乐的Karaoke的形式制作。充分利用此板块资源，以营造英语学习氛围、陶冶情操和激发学习英语的兴趣。 策划：《学生双语报》

3 　　　 English Class　这一板块是用于课堂教学的课件，是《高中英语课堂教学课件》的主体。课件的制作是以必修模块的单元为单位，每单元按5－6个课时（Period）安排设计。本课件提供的是编写人员的最优化设计，在实际教学中，可依据实际情况进行调整或整合。实际上，我们的教学课件是在经历了一年实践与探索的基础上制作而成的。在课堂教学策划上，我们依据新课程的理念，遵循共鸣、共为、共行和共享的“四共”原则，努力实践三个教学层面的探索：合作学习、课堂生活化以及引导学生经历问题的解决；突出“发现型”、“探究型”、“任务型”和“项目型”四种课型的设计与创新，力争为广大教师提供理念先进、教学实用、质量上乘的英语课件教学资源。 　　　Video Data　这一板块从语言文化的层面，剪辑精彩的影像片段，介绍与单元主题相关的背景信息，影像与字幕配合，中英文对照方便教学。用好用足这个板块的资源有助于学生更好地理解该单元的内容，了解不同国家的文化、风土人情，达成开阔视野、学会使用地道得体英语的目的。 策划：《学生双语报》

4 《高中英语课堂教学课件》由《学生双语报》全程策划。《学生双语报》是中国教育学会外语专业委员会会报，是目前英语课改旗帜性的报刊；它以《英语课程标准》为指导，充分体现课改的理念，强调跨文化、跨学科的教学内涵，全方位全流程配合课堂教学。策划本套教学课件资源包，目的是更好地为教师服务、为教学服务。 《高中英语课堂教学课件》的设计与制作由广东英语教学E-classroom课件创作中心组织实施。参加课件设计与制作的人员主要由一线中、青年英语教师和英语教研员组成，主编：黄自成 副主编:王会玲 、谭华琼和姚康林。高中英语教材各版别教学课件制作项目组的执行主编和编写人员如下： 策划：《学生双语报》

5 执行主编：谭华琼 easyjanet@tom.com 编写人员：谭华琼 王锦霞 严志兴等 北师大版（BNUP）项目组
人教版（NSEFC）项目组 　　执行主编：王会玲 　　编写人员：王会玲 李淑芬 聂文彦 傅彩华等 外研版（NSE）项目组 　　执行主编：谭华琼 　　 编写人员：谭华琼　王锦霞　严志兴等 北师大版（BNUP）项目组 　　执行主编：姚康林 　　编写人员：徐燕芳 李雪玲 曾爱芬 虞东霞 卢锦萍等 由于编制的时间仓促，恐有疏漏之处，敬请老师和同学们批评指正。反馈意见可发电子邮件给我们主编和各位执行主编。衷心祝愿我们广大师生在新课程实施中共同发展，共创美好明天。 《学生双语报》 广东英语教学E-classroom课件创作中心 2005年7月 策划：《学生双语报》

6 策划:《学生双语报》 制作：广东英语教学E-classroom课件创作中心 人教版（NSEFC）项目组
Unit 5 First aid 人教版高中英语模块五 策划:《学生双语报》 制作：广东英语教学E-classroom课件创作中心 人教版（NSEFC）项目组 策划：《学生双语报》

7 English Song English Class Language Data Bank 策划：《学生双语报》

8 课时分配 课时 板块结合范例 Period 1&2 Warming up and Reading I Period 3
Learning about language Period 4 Reading II Period 5 Listening Period 6 Speaking and Writing 策划：《学生双语报》

9 Period 1&2 Warming up and Reading I
Unit 5 First aid 策划：《学生双语报》 Period 1&2: 幻灯片9-32页

10 the initial care of a suddenly sick or injured person.
Brainstorming-I----definition (2m) Students discuss the question in pairs and they are encouraged to think out as much information as possible. the initial care of a suddenly sick or injured person. What is first aid? the care administered by a person as soon as possible after an accident or illness. the fist kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found. … 策划：《学生双语报》

11 Why is first aid important?
Brainstorming-I----definition (2m) Why is first aid important? … The prompt care sometimes draws the line between life and death. The prompt attention draws the line between a full or partial recovery. 策划：《学生双语报》

12 To protect the casualty from further harm …
Brainstorming-I----definition (2m) To preserve life To relieve pain main aims of first aid To protect the casualty from further harm … 策划：《学生双语报》

13 Brainstorming-II----speaking (5m)
Discuss in groups of four what has happened in each picture. Have you, or someone you know, been in any of these situations? Did you or someone else give help in any of them? If so, what kinds of help? What kinds of first aid you should give in the following situations. 策划：《学生双语报》

14 a snake bit bleeding a sprained ankle choking a broken arm
a bloody nose 策划：《学生双语报》

15 What kind of first aid would you perform in this situation?
Pre-reading (3m) What has happened? What kind of first aid would you perform in this situation? 策划：《学生双语报》

16 Reading-I----skimming (1m)
What’s the topic of the text and how is the information organized? It’s about first aid for burns and the information is organized according to cause, types, characteristic and first aid treatment for burns. 策划：《学生双语报》

17 The reading passage is a text from a book called First Aid for the Family. It is a quite-reference book which is organized under headings in such a way that readers can quickly find the information they want. In this type of text, it is common for information to be in note form. It is also common that ellipsis is used in giving instruction. The article the is often omitted in the instructions under “First aid treatment”, for example, cover burnt area instead of cover the burnt area; hold bandage in place instead of hold the bandage in place. 策划：《学生双语报》

18 Part 1: the purpose of skin Part 2: how we get burns
Reading-II----skimming (2m) How many parts can the text be divided into and what are they? Part 1: the purpose of skin Part 2: how we get burns Part 3: the three types of burns Part 4: the symptoms of burns Part 5: how we get burns 策划：《学生双语报》

19 Detail Reading 1. What can skin do for our body?
Reading-III----detailed reading (5m) Detail Reading 1. What can skin do for our body? 2. How can we get burnt? 3. How many types of burns and what are they? 策划：《学生双语报》

20 What can skin do for our body?
Skin protects you against diseases, poisons and the sun’s harmful rays. It also keeps you warm or cool; it prevents your body from losing water; it is where you feel cold, heat or pain; and it gives you your sense of touch. 策划：《学生双语报》

21 2. How can we get burnt? 3. How many types of burns and what are they? You can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals. There are three types of burns: first degree burns, second degree burns and third degree burns. 策划：《学生双语报》

22 Reading-IV----Practice (3m)
According to the text, label the following pictures with first degree burn, second degree burn and third degree burn. The second degree burn The first degree burn The third degree burn 策划：《学生双语报》

23 Discussion-I (5m) Discuss in groups of four to see whether the following is right or wrong. If it’s wrong, explain why and give the correct statement. 1. Sam knocked over a kettle full of boiling water onto this legs. His legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin. ( ) 2. While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean, damp cloths on it until it was less painful. Then she went to see the doctor. ( ) W R 策划：《学生双语报》

24 3. Mrs Casey’s sleeve caught fire while she was cooking
3. Mrs Casey’s sleeve caught fire while she was cooking. Her arm looked terrible but it didn’t hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( ) 4. After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and put them under cool running water. ( ) W R 策划：《学生双语报》

25 Why should you put cold water on a burn?
Discussion-II (5m) Students discuss the following questions in groups of four. After the discussion, the representatives from each group present their views. Why should you put cold water on a burn? Why doesn’t a third degree burn hurt? Why do you think clothes and jewellery near burns should be removed? If someone has a third degree burn, why might you see tissue? 策划：《学生双语报》

26 Why should you put cold water on a burn?
Why doesn’t a third degree burn hurt? Because the cold water stops the burning process, stops the pain and reduces the swelling. Because in a third degree burn the nerves have been damaged. If there are no nerves, there is no pain. 策划：《学生双语报》

27 Why do you think clothes and jewellery near burns should be removed?
4. If someone has a third degree burn, why might you see tissue? Because bacteria from the clothes and jewellery could infect the burns. Because all the layers of the skin have been burnt showing the tissue underneath. 策划：《学生双语报》

28 Language points-1---- Phrases (3m)
Underline those you think are useful or difficult, then talk about them with your group members. first aid fall ill electric shock squeeze out sense of touch over and over again in place make … difference 策划：《学生双语报》

29 Take clothing off the burned area unless it is stuck to the burn.
Language points-2----Sentences (3m) Take clothing off the burned area unless it is stuck to the burn. First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found. You have three layers of skin that protect you against diseases, poisons and the sun’s harmful rays. Burns are called first degree, second degree or third degree burns depending on which layers of the skin are burnt. For second degree burns, keep cloths cool by putting them back in the cold water, squeeze them out and placing them on the burned area over and over again fro about an hour until pain is not so bad. 策划：《学生双语报》

30 Homework Surf the Internet to find the first aid how to deal with the animal bites and scratches. Your information will be shared with your peers tomorrow. 策划：《学生双语报》

31 Language points for reading I
策划：《学生双语报》

32 Take a break! 策划：《学生双语报》

33 Period 3 Learning about language
Unit 5 First aid 策划：《学生双语报》 Period 3: 幻灯片33-51页

34 Discovering useful words and expressions: Answer keys for Exercise 1:
Verb Noun Adjective injure injury injured poison poisonous burn burnt swell swelling swollen damage damaged treat treatment treatable wound wounded infect infection infected 策划：《学生双语报》

35 What do you notice about some of the verb/noun pairs?
Discovery-I----discover the rules (2m) Reading the words in the chart, students discuss with their partner and give there answers. What do you notice about some of the verb/noun pairs? What do you notice about many of the adjectives? In some of them the verb is the same as the noun. Many end in –ed. The past participle of a verb is often used as an adjective. For example, he showed the doctor his injured leg. 策划：《学生双语报》

36 Answer keys for Exercises 2:
first aid organ causes characteristics / symptoms serious process 策划：《学生双语报》

37 Discovery-II (3m) Look at Ex.1 and discuss in groups of four. What the difference between sentences A and B. Which sentence is better and why it’s better. After the discussion, each group choose a student to present their views to the class. There are lots of repeated words and phrases in Sentence A. Sentence B is better than Sentence A because it doesn’t have unnecessary repetition in it, and it is easier to understand and it sounds much less awkward than Sentence A. 策划：《学生双语报》

38 The burn she got from the iron was red and very painful.
In Ex.2, sentences are all correct but they sound awkward because they have unnecessary words in them. Complete the exercise individually and then check with your partner. The burn she got from the iron was red and very painful. A boy was in the left side of the sick woman, and a girl on the right. She has a daughter in hospital. He went to the doctor because he had to. 策划：《学生双语报》

39 5. Did she pass the first aid test she did yesterday or not?
6. She could not decide whether to send him to hospital or not. 7. When your nose is bleeding, bend forward so the blood runs out of your nose and not down your throat. 8. Only some of the students have done a first aid course but most haven’t. 策划：《学生双语报》

40 Sentences in Ex. 3 are all correct, but some words have been left out
Sentences in Ex. 3 are all correct, but some words have been left out. Rewrite the sentences to include the missing words and check them with your partner. The cottage which is surrounded by a wall belongs to the local government. The first book that I read this term was more interesting than the second book that I read this term. To her teacher’s surprise, she did better in her first aid exam than she was expected to do. 策划：《学生双语报》

41 4. I don’t think they have returned from the hospital, but they might have returned from the hospital. 5. He wanted to help the accident victim but his friend didn’t want to help the accident victim. 6. You can borrow my first aid notes if you want to borrow my first aid notes. The sentences in the question sound natural whereas the sentences which include all the missing words do not sound natural; they sound awkward. 策划：《学生双语报》

42 Jack loves nature more than his wife.
Discussion (5m) Sometimes sentences can be ambiguous because of ellipsis. Discuss the following sentences in groups of four and find out the two meanings in each sentence. Jack loves nature more than his wife. John understood himself better than Peter. Max phoned his mother and Oscar did too. I relied on you more than Roger. 策划：《学生双语报》

43 Jack loves nature more than he loves his wife.
Jack loves nature more than his wife. John understood himself better than Peter. Jack loves nature more than he loves his wife. Jack loves nature more than his wife loves nature. John understood himself better than Peter understood John. John understood himself better than Peter understood himself. 策划：《学生双语报》

44 Max phoned his mother and Oscar phoned Max’s mother too.
3. Max phoned his mother and Oscar did too. 4. I relied on you more than Roger. Max phoned his mother and Oscar phoned Max’s mother too. Max phoned Max’s mother and Oscar phoned Oscar’s mother. I relied on you more than Roger relied on you. I relied on you more than I relied on Roger. 策划：《学生双语报》

45 高考链接 The house rent is expensive, I’ve got about half the space I had at home and I’m paying _____ here. A. as three times much B. as much three times C. much as three times D. three times as much D 解析：答案D。修饰比较级的three times只能置于比较结构之前，不能置于其后或其中；本题中比较状语从句部分被省略。 策划：《学生双语报》

46 高考链接 2. What would have happened _______ , as far as the river bank?
A. Bob had walked farther B. if Bob should walk farther C. had Bob walked farther D. if Bob walked farther C 解析：答案C。what would have happened暗示后面，使用虚拟语气，且与过去事实相反；当if省略时，可将were/had/should提前，构成部分倒装；用if从句表达则是if Bob had walked farther 题意：如果鲍勃走得更远些，走到河岸边会发生什么事呢？ 策划：《学生双语报》

47 高考链接 3. Is this the reason ________ at the meeting for his carelessness in his work? A. he explained B. what he explained C. how he explained D. why he explained A 解析：答案A。explain作“解释”讲为及物动词，须接宾语；此处关系代词that或which被省略；why引导定语从句时，在句中作状语，相当于for which。 策划：《学生双语报》

48 高考链接 4. The disc, digitally _______ in the studio, sounded fantastic at the party that night. A. recorded B. recording C. to be recorded D. having recorded A 解析：答案A。因the disc与record之间存在逻辑的被动关系，且动作发生在过去，须用过去分词作定语，相当于which was digitally recorded in the studio。 策划：《学生双语报》

49 高考链接 5. ________ be sent to work there? A A. Who do you suggest
B. Who do you suggest that should C. Do you suggest who should D. Do you suggest whom should A 解析：答案A。本题结构为“疑问句+插入语+陈述句”do you suggest为插入语,suggest后宾语从句常用虚拟语气，谓语动词的形式“（should）+动词原形” should可省略。 策划：《学生双语报》

50 Homework Make some sentences with ellipsis. 策划：《学生双语报》

51 Take a break! 策划：《学生双语报》

52 Period 4 Reading II Unit 5 First aid 策划：《学生双语报》 Period 4: 幻灯片52-65页

53 Discuss the following situation in groups of four
Pre-reading-I----discussion (3m) Discuss the following situation in groups of four Suppose you hear someone screaming and you find him sitting on the ground, bleeding heavily from deep knife wounds in his hands, what would you do? Will you help him? Will you call the police and ambulance, or whether you perform first aid? 策划：《学生双语报》

54 Pre-reading-II----prediction (3m)
What do you think the article is about by reading this headline? The story is about a young man who sets us a good example because he could save one’s life using his knowledge of first aid. 策划：《学生双语报》

55 Reading-I----skimming (3m)
When we read newspaper articles, we may only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason, we might just read the headline and the first paragraph. This is because the headline gives readers a clue about the content and the first paragraph gives the most important information. 策划：《学生双语报》

56 was honoured at the Lifesaver Awards last night in Rivertown
Reading-I----skimming (3m) Skim the first paragraph and find out the answers to the five “W” Questions. Who? What? When? Where? Why? John Janson was honoured at the Lifesaver Awards last night in Rivertown for carrying out lifesaving first aid on his neighbour after a shocking knife attack 策划：《学生双语报》

57 ___ Anne was attacked and started to scream.
Reading-II----scanning (4m) Read the newspaper article and then put these events in the order that they happened. Then in pairs, retell the story in your won words. ___ The attack ran away. ___ Anne was attacked and started to scream. ___ John performed first aid on Anne. ___ John was studying in his house. ___ The ambulance arrived. ___ John ran outside with his father. ___ John found Anne in her garden with terrible knife wounds. 4 2 6 1 7 3 5 策划：《学生双语报》

58 What did John do when he heard the screaming? What happened to Anne?
Reading-III----detailed reading (4m) Read the article carefully and find out the answers to the following questions. What did John do when he heard the screaming? What happened to Anne? What saved Ms Slade’s life? What first aid did John perform on Anne? What adjectives would you use to describe John’s actions? Give at least three. 策划：《学生双语报》

59 He was studying in his room.
What did John do when he heard the screaming? What happened to Anne? What saved Ms Slade’s life? He was studying in his room. She had been stabbed repeatedly with a knife. She was lying in her front garden bleeding very heavily. It was John’s quick action and knowledge of the first aid that saved her life. 策划：《学生双语报》

60 What first aid did John perform on Anne?
4. What adjectives would you use to describe John’s actions? Give at least three. John dressed Ms Slade’s in juries with tea towels and applied pressure to the wounds to slow the bleeding. Brave, heroic, courageous, quick-thinking, quick-minded, helpful, fearless, unselfish, confident 策划：《学生双语报》

61 Discussion (5m) Discuss the following questions in groups of four. After the discussion, each group select a spokesperson to present their views. 策划：《学生双语报》

62 What if the attacker had still been at the scene of the stabbing?
Do you think John was sill or brave to get involved in the situation? Give reasons. Would you think it is worthwhile to take a course in first aid? Give reasons. What if the attacker had still been at the scene of the stabbing? What if the attacker had gone but had been returned to the woman? What if the woman had AIDS? What if John had performed first aid on the woman but she died anyway? How would he feel about having tried to help her? 策划：《学生双语报》

63 Homework Surf the Internet to find more information about first aid in following situation: bleeding, choking, drowning. 策划：《学生双语报》

64 Language points for reading II
策划：《学生双语报》

65 Take a break! 策划：《学生双语报》

66 Period 5 Listening Unit 5 First aid 策划：《学生双语报》 Period 5: 幻灯片66-83页

67 Discuss in groups of four and give your own information.
Pre-listening----discussion (5m) Discuss in groups of four and give your own information. Have you ever had to phone an emergency number? Do you know what telephone number you would call in a medical emergency? What telephone number you would call in a fire emergency? What telephone number you would call in a police emergency? 策划：《学生双语报》

68 Listen to the tape and complete the table.
Listening-I (5m) Listen to the tape and complete the table. Name of caller Sarah Grant Telephone number Address What has happened Number of people involved 12 Loft Street, East Horton Mrs. Grant’s daughter fell from a table and maybe has broken her leg. She hit her head and is unconscious. One (Mrs. Grant’s daughter) 策划：《学生双语报》

69 Listening-II (5m) Listen to the tape again and answer the following questions. You may discuss with your group members. Do you think that Mrs. Grant should have rung the emergency number or should she have just taken her daughter to the doctor? Give reasons for your answer. How do you think Mrs. Grant was feeling when she made the phone call? Why do you think the operator was speaking so slowly and calmly? What would have happened if Mrs. Grant had hung up the first time she said goodbye? What would have been a safer way for Mrs. Grant’s daughter to reach the cupboard? 策划：《学生双语报》

70 Do you think that Mrs. Grant should have rung the emergency number or should she have just taken her daughter to the doctor? Give reasons for your answer. In this situation, the best thing to do was to ring the emergency number. The daughter’s leg would have been very painful and become worse if the mother had tried to move her. Also, the daughter was unconscious and you shouldn’t move an unconscious person. 策划：《学生双语报》

71 3. Why do you think the operator was speaking so slowly and calmly?
2. How do you think Mrs. Grant was feeling when she made the phone call? 3. Why do you think the operator was speaking so slowly and calmly? She must be very worried, concerned, nervous, anxious, in a panic, terrified, upset. To try and calm Mrs. Grant down, if she also spoke quickly Mrs. Grant could become even more upset, to make herself clearly understood (a panicked person may not be thinking or understanding clearly). 策划：《学生双语报》

72 What would have happened if Mrs
What would have happened if Mrs. Grant had hung up the first time she said goodbye? 5. What would have been a safer way for Mrs. Grant’s daughter to reach the cupboard? The ambulance would not have known where to go as she hadn’t given her address. It would have been safer to use a ladder, especially if the mother had held onto it. 策划：《学生双语报》

73 Pre-listening----prediction (3m)
Read through Ex. 1 and make sure that you understand the meanings of the words in the list. What first aid treatment you would give in the situations in the list. Write your suggestions on the board using the imperative. 策划：《学生双语报》

74 burning clothes broken bones bleeding choking snake bites nose bleeds
Listening-I (3m) Listen to the tape for the first time. You don’t have to understand every detail in the listening text. Only circle the topics that the teacher asks questions about. burning clothes broken bones bleeding choking snake bites nose bleeds bruising sprained ankle 策划：《学生双语报》

75 1. _____________ 2. ______________
Listening-II (3m) Listen to the tape and match each picture with a topic listed in question 1 above. 1. _____________ 2. ______________ sprained ankle burning clothes 策划：《学生双语报》

76 3. _______________ 4. _______________
3. _______________ 4. _______________ a nose bleed chocking 策划：《学生双语报》

77 Listening (5m) Listen to the first aid teacher giving instructions for rescue breathing. Number the boxes to show the correct order of the pictures. Write an instruction under each picture. 4 7 5 2 1 3 8 6 策划：《学生双语报》

78 2 put into recovery position
1 check if conscious 1 2 put into recovery position 2 策划：《学生双语报》

79 3 clear airway 3 4 check if breathing 4 策划：《学生双语报》

80 5 blow into mouth and watch for breating
6 check pulse 6 策划：《学生双语报》

81 8 put into recovery position
7 continue rescure 7 8 put into recovery position 8 策划：《学生双语报》

82 Homework Work in groups of four and make a dialogue. Suppose there is an accident, What could you offer the fist aid help? Make dialogue with your group members and act it out. 策划：《学生双语报》

83 Take a break! 策划：《学生双语报》

84 Period 6 Speaking and writing
Unit 5 First aid 策划：《学生双语报》 Period 6: 幻灯片84-96页

85 Read the title of the text and the headings within it.
Pre-reading----speaking (1m) Read the title of the text and the headings within it. What’s the topic of the text and how is the information organized? It’s about safety in the home and the information is organized according to particular rooms and also to one cause of accidents----fires. 策划：《学生双语报》

86 Look at the pictures and answer the questions.
Pre-reading----discussion (3m) Look at the pictures and answer the questions. What do you think these pictures are telling us? What do you think the purpose of the picture is? What’s the purpose of the pamphlet? To turn saucepan handles towards the back of a stove; Not to use a hairdryer near water; To keep a fire extinguisher in the kitchen. They emphasize some points in the pamphlet. To tell us how to keep a safe home; how to prevent accidents in the home. 策划：《学生双语报》

87 Read the text and finish the table.
Reading (5m) Read the text and finish the table. Things we do Things we shouldn’t do In the kitchen In the bedroom In the bathroom 策划：《学生双语报》

88 Read the text and finish the table.
Things we do Things we shouldn’t do In the kitchen We always let the floor dry after it is washed before we use the kitchen again. We keep a window open when we use gas fires. I shouldn’t stand on chairs to reach things. We shouldn’t leave matches anywhere. 策划：《学生双语报》

89 Read the text and finish the table.
Things we do Things we shouldn’t do In the bedroom My mother keeps bottles of medicine on a high shelf out of the reach of children. I shouldn’t light candles in my room. My father should never smoke in bed. 策划：《学生双语报》

90 Read the text and finish the table.
Things we do Things we shouldn’t do In the bathroom I always unplug the hairdryer after I’ve used it. We shouldn’t take an electric heater into the bathroom. 策划：《学生双语报》

91 What things at home cat be dangerous?
Speaking-I (5m) Discuss the following questions in groups of four. After the discussion, one student from each group represent their ideas. What things at home cat be dangerous? How to prevent us from being injured at home? Students are encouraged to write down as many pieces of advice as possible. 策划：《学生双语报》

92 Speaking-II (5m) Do the first aid quiz in groups. Give reasons for your answers. Check your answers with other classmates. 策划：《学生双语报》

93 Writing (10m) Imagine that you want to provide first aid courses. In pairs, write a letter to your principle politely asking whether he or she could organize them. Use the outline and instructions to help you. 策划：《学生双语报》

94 Dear ________, Our class had been studying a unit on first aid___________________ _________________. Even though the unit has been very interesting and useful, __________ ______________________. We would like to request that ____ ______________________. We think that a first aid course at the school __________________. Your sincerely, ____________ Write your principal’s name. Say why the first aid unit has been useful. Say why you would like a first aid course. Say what you want the principal to do. Say again why a first aid course would be a good thing to do. 策划：《学生双语报》 Sing your names.

95 Homework Finish the letter and ask your partners to check it.
策划：《学生双语报》

96 Take a break! 策划：《学生双语报》

97 Language Data Bank Language points for Reading I
Language points for Reading II Video data 98-105 策划：《学生双语报》

98 Language points for Reading I
1. You skin also keeps you warm or cool; it prevents your body from losing water; it is where you feel cold, heat or pain; and it gives you your sense of touch. keep you warm or cool 为keep复合结构，即keep+宾语+宾补。使处于某种状态……。宾补除由形容词充当之外，还可用名词，现在分词，过去分词，介词短语，副词来充当。 This coat will keep you warm. This story will keep the children amused. The illness kept her in hospital. I’m sorry to keep you waiting. 策划：《学生双语报》

99 sense of sight 视觉 sense of hearing 听觉
prevent sb. from doing sth. 阻止某人做某事 What can we do to prevent this disease spreading? She was prevented from taking the exam by illness. sense of touch 触觉 sense of sight 视觉 sense of hearing 听觉 sense of taste 味觉 sense of smell 嗅觉 sense of humour 幽默感 sense of beauty 美感 sense of direction 方向感 sense of urgency 紧迫感 策划：《学生双语报》

100 depending on which layers of the skin are burned 为现在分词短语作伴随状语。
2. Burns are called first degree, second degree or third degree, depending on which layers of the skin are burned. depending on which layers of the skin are burned 为现在分词短语作伴随状语。 Charles Darnay left France, preferring to give up his fortune. 策划：《学生双语报》

101 You can’t depend on John-he nearly always arrive late.
The country depends heavily on its tourist trade. The amount you pay depends on where you live. 策划：《学生双语报》

102 an electric clock 电钟 an electric fire 电炉 (2) 电的，发电的，带电的
3. Examples include burns by electric shocks, burning clothes or severe petrol fires. 例如由电击引起的烧伤，因衣服起火引起的烧伤，或由汽油起火引起的烧伤。 electric (1) 用电的，电动的 an electric clock 电钟 an electric fire 电炉 (2) 电的，发电的，带电的 electric power 电力 an electric storm 电闪雷鸣般的暴风雨 (3) 令人兴奋的 His speech had an electric effect on the crowd. 策划：《学生双语报》

103 Take a few days off, Michael. (3) 开始有成就，开始成名
4. Take clothing off the burned are unless it is stuck to the burn. 除非衣服粘贴在烧伤面上，否则都要把它脱掉。 take off (1) 脱下，脱掉 Take your coat off. (2) 休假，歇……(天)假 Take a few days off, Michael. (3) 开始有成就，开始成名 It was at this point that her acting career really took off. (4) 升空，起飞 The plane took off so smoothly that the passengers could hardly feel it. 策划：《学生双语报》

104 He squeezed her arm sympathetically.
5. For second degree burns, keep cloths cool by putting them back in the cold water, squeezing them out and placing them on the burned area over and over again for about an hour until pain is not so bad. 对于二度烧伤，要保持湿布清凉，需把湿布放回冷水中，拧出水后放在烧伤面上，这样要反反复复地做一个小时左右，直到不太痛时为止。 squeeze (1) vt. 压，挤，榨 He squeezed her arm sympathetically. 策划：《学生双语报》

105 (2) vt. 压出，挤出，榨出，用于squeeze+n.+adv.&prep
She squeezed the water out of the sponge. (3) vi. 挤入，塞，用于 squeeze+adv./prep. squeeze+adj.+adv./prep. Is the car full or can I squeeze in? He was so fat that he could not just squeeze through the door. 策划：《学生双语报》

106 Language points for Reading II
Seventeen-year-old teenager, John Janson, was honoured at the Lifesaver Awards last night in Rivertown for carrying out lifesaving fist aid on his neighbour after a shocking knife attack. honour (1) vt. 尊敬；使感到荣幸 We are deeply honoured that you should agree to join us. 策划：《学生双语报》

107 The Queen was welcomed at the airport by a guard of honour.
It’s a point of honour with me to reply all my debts promptly. (4) n. 增光的人（事），引以为荣的人（事），只用单数。 He’s an honour to the school. 策划：《学生双语报》

108 present sth. to sb. 颁发……给某人 present sb. with sth. 授予某人……
2. John was presented with this reward at a ceremony which recognized the bravery of ten people who had saved the life of another. present (1) vt. 颁发，授予 present sth. to sb. 颁发……给某人 present sb. with sth. 授予某人…… When Mr Brown left the firm, the director presented a gold watch to him/ him with a gold watch. (2) vt. 提出，呈递 When are the committees presenting their report? 策划：《学生双语报》

109 3. It shows that a knowledge of first aid can make a real difference.
He has a good knowledge of English. make a/some/no difference 有一些/没有什么区别 It doesn’t make any difference to me whether you go or stay. 策划：《学生双语报》

110 The End 策划：《学生双语报》