UINT 5 FIRST AID
全单元课件
English Song
English Class
Language Data Bank
课时分配
Period 1&2 Warming
up and Reading I
Unit 5 First aid
Period 1&2: 幻灯片9-32页
Students discuss the question in pairs and they are encouraged to think out as much information as possible.
Brainstorming-I----definition (2m)
What is first aid?
the fist kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found.
the initial care of a suddenly sick or injured person.
the care administered by a person as soon as possible after an accident or illness.
…
Why is first aid important?
Brainstorming-I----definition (2m)
The prompt care sometimes draws the line between life and death.
The prompt attention draws the line between a full or partial recovery.
…
Brainstorming-I----definition (2m)
main aims of first aid
To preserve life
To protect the casualty from further harm
To relieve pain
…
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.
Brainstorming-II----speaking (5m)
a snake bit
bleeding
a sprained ankle
choking
a broken arm
a bloody nose
What has happened?
What kind of first aid would you perform in this situation?
Pre-reading (3m)
What’s the topic of the text and how is the information organized?
Reading-I----skimming (1m)
It’s about first aid for burns and the information is organized according to cause, types, characteristic and first aid treatment for burns.
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.
How many parts can the text be divided into and what are they?
Reading-II----skimming (2m)
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
1. What can skin do for our body?
2. How can we get burnt?
3. How many types of burns and what are they?
Reading-III----detailed reading (5m)
Detail Reading
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.
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.
According to the text, label the following pictures with first degree burn, second degree burn and third degree burn.
Reading-IV----Practice (3m)
The second degree burn
The first degree burn
The third degree burn
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. ( )
Discussion-I (5m)
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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. ( )
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R
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?
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?
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.
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.
Language points-1---- Phrases (3m)
first aid
fall ill
electric shock
squeeze out
Underline those you think are useful or difficult, then talk about them with your group members.
sense of touch
over and over again
in place
make … difference
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.
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.
Language points for reading I
Take a break!
Period 3 Learning
about language
Unit 5 First aid
Period 3: 幻灯片33-51页
Discovering useful words and expressions:
Answer keys for Exercise 1:
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?
Discovery-I----discover the rules (2m)
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.
first aid
organ
causes
characteristics / symptoms
serious
process
Answer keys for Exercises 2:
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.
Discovery-II (3m)
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.
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.
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.
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.
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.
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.
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.
Discussion (5m)
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.
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 R