First Aid教案_1

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人教版高中英语必修5《Unit 5 first aid》教案

人教版高中英语必修5《Unit 5 first aid》教案人教版高中英语必修5《Unit 5 first aid》教案【一】一、教学内容分析本单元以“急救”为中心话题。

本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。

同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。

二、教学目标1、语言目标：学习掌握教学内容中的重点字、词、句;2、能力目标：阅读速度和技巧的训练;3、情感目标：教育学生帮助他人于危急时的良好情操;通过讨论等小组活动培养协作精神;通过课堂教学活动激发学生英语学习兴趣。

三、学习者特征分析所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。

该班学生的主要特点是能讲敢讲(我在这方面一直鼓励学生)，课堂气氛活跃。

本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达欲望和学习兴趣。

四、教学策略选择与设计教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

五、教学重点及难点教学重点：帮助学生使用不同的阅读技巧完成阅读目标教学难点：1.学生阅读能力的培养，运用文中信息解决问题的能力;2.掌握急救知识和根据不同情况提出急救措施;3.能学会急救知识和相关急救措施的英语表达。

六、教学过程教师活动学生活动设计意图Step 1. Leading-in1. Greetings2. What words can you think of when talking about home accidents and first aid?3. First aid quiz (according to the pictures shown on Page 33)4. Definition of first aid: a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.GreetingsBrainstorming(cut, nosebleed, choking, burn...)Watch, read and think, then work in groups to make the choicesRead aloud and understand the definition通过问题自然引入本课内容日常急救知识小测试，使学生自然顺利进入新课学习让学生朗读理解定义Step 2. Pre-readingPresent the picture on Page 33 and ask the students to answer the questions of Pre-reading.Ask the students to look at the title and subtitle, and predict: What may be written in the text? Look at the picture carefully and discuss in groups. Choose one student to give the answers. (Answers can vary)Students look at the title and subtitle and give their prediction. 利用课文图片导入主题：FIRST AID FOR BURNS 培养学生通过标题和小标题预测阅读内容的能力，也激发学生进一步阅读以验证预测Step 3. While-readingReading for general idea1. Make the students to skim the passage in limited time and get a general idea, then ask the students to divide the passage into 5 parts.2. In which order are these topics covered in the text?(Page 35)Reading for details (Get the students to read the text part by part)1. Ask the question:What is skin? What can get the skin burned? What is the function of the skin?2. Types of burns and their characteristics. Do Ex.2 of Page 35.(Label the pictures)3. Answer the following questions. (Ex.3, Page 35)Students skim the passage to find the answer.Students work individually to give the right answers.Students read and find out the answers. Do related exercises.限时阅读培养学生快速阅读的能力和通过略读理解大意独立完成，培养学生独立学生的能力，同时也是为了充分了解学生的课文理解情况培养学生把握文章细节的能力; 培养学生通过阅读寻找所需信息的能力; 培养学生根据信息进行判断的能力Step 4. Post-reading1. Give a few minutes for the students to read after the tape.2. Ask the students to judge the treatments of Ex.4.3. Ask the students to practise to give first aid treatments to different burns and then act it out.Students read aloud after the tape.Students read and make their judgement.Students practise in groups and act. 语音语调锻炼，同时也使得学生进一步理解所学课文本环节为输出阶段，目的在于检查学生的学以致用创设活动任务，培养学生解决实际问题的能力Step 5. Homework1. Get more about first aid from the newspaper, magazine or the Internet.2. Find out the important and difficult words and expressions to you and finish exercises on page 36.Students get ready for homework. 所布置的作业把学生的学习任务从课堂延伸到课外，有利于巩固课堂所学和进一步让学生掌握更多的急救知识七、教学评价设计评价采用了自我评价、小组比赛、学生互评和教师评价相结合的方式。

first aid词汇教案

first aid词汇教案一、教学目标。

1. 学生能够正确发音、识别“first aid”相关词汇的词性。

2. 学生能够理解并运用这些词汇进行简单的交流表达。

二、教学重难点。

1. 重点。

- 掌握“first aid”相关词汇的发音和词性。

- 能够准确记忆词汇的拼写。

2. 难点。

- 对一些专业性较强的词汇（如“ambulance”）的理解与运用。

三、教学方法。

讲授法、练习法、多媒体辅助教学法。

四、教学过程。

1. 导入（3分钟）- 通过展示一些急救场景的图片或视频，引出“first aid”这个话题，提问学生是否了解急救相关的英文表达，激发学生的学习兴趣。

2. 词汇讲解（20分钟）- first aid [fɜːst eɪd]- 发音：[fɜːst]，先发“f”音，然后是长元音“ɜː”，最后是“st”的清辅音组合；[eɪd]，由双元音“eɪ”和“d”音组成。

- 词性：名词短语，意为“急救”。

例如：Everyone should learn some first aid knowledge.（每个人都应该学习一些急救知识。

）- aid [eɪd]- 发音：[eɪd]，双元音“eɪ”加上“d”音。

- 词性：可作名词和动词。

- 名词：意为“援助；帮助；助手”。

例如：With the aid of my friends, I finished the work on time.（在我朋友们的帮助下，我按时完成了工作。

）- 动词：意为“帮助；援助；有助于”。

例如：We should aid those in need.（我们应该帮助那些有需要的人。

）- injury ['ɪndʒəri]- 发音：['ɪndʒəri]，先发“ɪn”音，然后是“dʒ”音（类似汉语的“机”），再发“ə”音，最后是“ri”音。

- 词性：名词，意为“伤害；损害”。

例如：He got a serious injury in the accident.（他在事故中受了重伤。

英语教案-Firstaid.docx

英语教案一Firstaid英语教案一Firstaid教学目标Teachingaims通过本单元的教学，学生了解有关急救的常识，在生活中如何处理一些突发事件，然后实施紧急救护等总结，归纳情态动词的用法，如：should/shouldn ' t ;must/mustn" t; oughtto等表示义务和责任的用法。

Teachingimportantanddifficultpoints1. Wordsknee, st订1,bite( bit, bitten/ bit), lay(la id, laid), mo uth-to-mout h,bum, cut, e lectric,con tainerpool, breathe, wit hin, handker chief, wound ,safety, wir e, guard, sid eway, firm, f irmlywherev er, stomach, injure, inju red, injury, poison, quan tity, nearby2.Phrasesfirstaid,ou ghtto, medic alcare, bymi stake, payat tentionto, i nashortwhil e,dealwith, takeiteasy, runningwate r, outofone" sreach, thro wup, holdup3 ・ Usefulexpr essionsWe mustcarryhe rtothesideo ftheroad・Youmustn" tm ovesomeonei ftheyarebad lyhurt.Pa rentsshould knowsomef ir staid.You shouldn" tge tupifyouare badlyhurt.I oughttogoho me.Ihavet ocooksupper formygrandm other・4. Gra mmarRevis eModalVerbs :must, shoul dStudyMod alVerb:ough tto教学建议课文建议教师安排学生大声朗读课文，理解课文含义，通过阅读，教师对学生可小组讨论，提问，口语练习，复述急救方法等，教师给学生展示几组图片，帮助学生学会一般的急救措施和家庭安全常识。

高一英语first aid教案1

Unit 8 First aidI. Brief Statements Based on the UnitIn 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 Goals1. 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 periodsIV. Background Information1. 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 avictim’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 PeriodTeaching Aims1．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 fireTeaching Important Points：1. Improve the stu dents’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 Aids1．a tape recorder2．a projector3．the blackboardTeaching Procedures：Step I Greetings and Warming upGreet 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。

firstaid阅读教学设计

firstaid阅读教学设计教学设计：First Aid 阅读导语：First Aid（急救）是一项基本的生存技能，它可以在紧急情况下拯救生命。

阅读与理解First Aid的相关知识对每个人来说都是至关重要的。

本文将通过一系列的阅读活动和教学策略，帮助学生掌握First Aid 的基本概念和操作技能。

一、前期准备：1. 准备教材：教师可以选择一些与First Aid相关的文章、故事或案例，确保内容简洁明了，容易理解。

2. 确定教学目标：学生能够理解First Aid的重要性，掌握基本的First Aid知识和技能。

二、活动一：预测猜测（Predicting and Guessing）步骤：1. 教师将一段关于First Aid的文章分成几个段落，删去每个段落的最后一句话。

2. 学生阅读文章，并根据上下文猜测被删去的句子内容。

3. 学生将自己的猜测写在纸上，并与同桌分享。

4. 教师呈现完整的文章，学生核对自己的猜测并讨论正确答案。

5. 学生讨论文章中哪些地方可以进一步解释或扩展。

三、活动二：交际阅读（Interactive Reading）步骤：1. 教师备足First Aid相关短语和词汇的卡片，例如：“apply pressure”（压迫止血），“perform CPR”（进行心肺复苏）等。

2. 学生分成小组，教师分发一篇与First Aid相关的文章。

3. 学生阅读文章并标出不了解的单词和短语。

4. 学生根据自己的理解，使用卡片上的短语和词汇填写文章中的空白处。

5. 不同小组之间分享答案，教师纠正并解释正确答案。

四、活动三：信息交流（Information Exchange）步骤：1. 教师将一份First Aid相关的文章分成若干段落，并在每个段落末尾加上几个问题。

2. 学生分成小组，每个小组负责阅读并回答一个段落末尾的问题。

3. 学生互相交流各自的答案，并对不同答案进行讨论。

4. 教师引导学生就答案进行辩论，鼓励学生提供合理的解释和证据。

first aid 的阅读教学设计

first aid 的阅读教学设计First Aid的阅读教学设计一、引言在生活中，我们时常会遇到各种意外伤害的情况，因此学会急救技能是非常重要的。

而了解急救知识，则需要从阅读开始。

本文旨在设计一份涵盖First Aid（急救）主题的阅读教学方案，帮助学生提高阅读理解能力的同时，掌握基本急救知识。

二、教学目标1. 掌握与First Aid（急救）主题相关的常见单词和词组；2. 能够通过阅读文章，理解基本的急救知识；3. 提高学生的阅读理解能力和批判思维能力。

三、教学准备1. 预先准备一篇相关主题的急救文章，内容涵盖常见的急救场景和措施；2. 制作单词卡片，包括本文中出现的生词和相关词组；3. 准备填空练习和问题解答的活动。

四、教学过程1. 导入活动利用生动有趣的图片或故事开场，引发学生对急救知识的兴趣，激发他们的思考。

2. 单词与词组学习在投影屏幕上展示单词卡片，并逐一介绍单词和词组的含义、用法以及发音。

让学生跟随发音并复述。

确保学生掌握相关词汇。

3. 阅读文章在学生阅读之前，可以提供一份相关的预习问题，引导他们在阅读中寻找答案。

学生们可以独立阅读或合作阅读，了解文章的主要内容和结构。

4. 阅读理解练习a. 填空练习：提供一份和文章相关的填空练习，要求学生基于文章内容填写正确的单词或短语。

b. 问题解答：设计一系列开放性问题，引导学生深入思考，比如“你认为掌握急救知识对社会有什么影响？”等。

5. 小组讨论与分享将学生分成小组，要求他们在小组内分享对文章的理解和回答问题的思路，鼓励他们相互讨论、互相学习。

6. 总结与巩固通过师生互动讨论的形式，总结本堂课所学到的急救知识和阅读技巧，并鼓励学生回家继续拓展相关知识。

五、教学评估1. 在课堂结束前，进行一个简短的测试，检查学生对本文所学内容的掌握程度。

2. 提供一篇其他主题的文章，请学生以小组形式分享对文章的理解并回答相关问题，评估学生在阅读理解上的表现。

高中高三英语教案：First aid

高中高三英语教案：Firstd一、教学目标1.让学生掌握firstd相关的词汇和表达方式。

2.培养学生运用所学知识进行实际情景交流的能力。

3.增强学生对突发状况的应对意识。

二、教学重点与难点1.教学重点：firstd相关词汇和句型的学习，实际情景的模拟交流。

2.教学难点：firstd实际操作步骤的理解和掌握。

三、教学准备1.教学课件2.实物道具（如绷带、急救包等）3.视频资料四、教学过程Step1：导入1.利用图片或视频资料，展示firstd的场景，引导学生关注。

2.邀请学生分享自己遇到的紧急情况及处理方法。

Step2：词汇学习1.教师展示firstd相关词汇，如：bandage（绷带）、firstdkit （急救包）、callanambulance（叫救护车）等。

2.学生跟读并模仿，教师纠正发音。

3.学生分组进行词汇接龙游戏，巩固记忆。

Step3：句型学习1.教师展示firstd相关句型，如：Whatshouldwedoif?（如果我们遇到……，我们应该怎么做？）、Pleasecallanambulance.（请叫救护车。

）等。

2.学生跟读并模仿，教师纠正发音。

3.学生分组进行句型接龙游戏，巩固记忆。

Step4：情景模拟1.教师将学生分成若干小组，每组选一个组长。

2.教师提供不同的firstd情景，如：有人受伤、有人晕倒等。

3.各小组根据情景，用所学的词汇和句型进行交流，寻求解决问题的方法。

4.教师巡回指导，给予每组评价和建议。

Step5：实战演练1.教师邀请几名学生上台，进行firstd实际操作演练。

3.教师点评学生的操作，指出需要注意的地方。

2.学生分享自己的收获和感受。

3.教师布置课后作业：写一篇关于firstd的短文，介绍自己在紧急情况下的应对方法。

五、课后作业1.写一篇关于firstd的短文，介绍自己在紧急情况下的应对方法。

2.搜集更多firstd相关资料，与同学分享。

六、教学反思1.本节课通过情景模拟和实战演练，让学生在实际操作中掌握firstd的相关知识和技能。

[推荐精选]First Aid上课学习上课学习教案_1

First Aid教案Unit5FirstAidPart1TeachingDesign第一部分教学设计Period2AsamplelessonplanforLearningaboutLanguage IntroductionInthisperiodstudentswillbewarmingupbydiscoveringuse fulwordsandexpressions.Thentheyshallbereadingandthi nking,dealingwithEx.1,2and3onpage37andgoingoverther eadyusedmaterialsforEllipsis.Theclassistoendbystude ntsdoingexercises.objectives■TohelpstudentslearnaboutEllipsis■Tohelpstudentsdiscoverandlearntousesomeusefulwordsa ndexpressions■Tohelpstudentsdiscoverandlearntousesomeusefulstruct uresProcedures.warmingupbydiscoveringusefulwordsandexpression sTurntopage36anddoEx.1and2first.checkyouranswerswith yourclassmates’.2.ReadingandthinkingTurntopage34andreadthetextofFIRSTAIDFoRBURNS.Asyour eadon,payattentiontotheellipsisofsentence.Forreference:youcangetburnedbyhotliquidsandsteam.Burnsarecalledf irstdegree,seconddegreeorthirddegreeburns.Theseburn sarenotseriousandshouldfeelbetterwithinadayortwo.3.DealingwithEx.1,2and3onpage37Turntopage37.InEx.1,youhavetolookatthedifferencesbetweenSentencesAandB;whichsentenceisbetterandwhyitis better.ThesentencesinEx.2areallcorrectbuttheysounda wkwardbecausetheyhaveunnecessarywordsinthem.youshou ldtakeouttheunnecessaryparts.EachsentenceinEx.3hase llipsis.Thisexerciseseeswhetheryouknowwhichwordshav ebeenomitted.4.GoingoverthereadyusedmaterialsforEllipsis省略是为了避免重复、突出新信息并使上下文紧密连接的一种语法修辞手段。

《FirstAid》教案1(人教版必修5).doc

Unit Five First aidThe Fourth Period Grammar深圳市福田中学李红Teaching goalsTeaching materials:教学材料Learning about language and using words and expressions・ on workbook p70-71L Target languagea. Key words and expressions:aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. Fall ill.b・ Useful sentences1)Burns are called first degree burns, second degree burns or third degree burns.2)These bums affect both the top layer of the skin and they affect the second layer ofthe skin.2.Ability goalsLearn about Ellipsis3・ Learning ability goalsLet Ss learn how to use Ellipsis4.Teaching important pointsThe use of Ellipsis5・ Teaching difticult pointsHow to teach Ss to master EllipsisTeaching aidsA projector, and a blackboardTeaching procedures and waysStep 1 Revision1 ・ Greet the whole class as usual2.The teacher checks the students' homework.Step 2 Word StudyT: Now please open your books and turn to Page 36. Let5s learn "Learning about Language^. First let's do Discovering useful words and expressions1 ・ Complete the table with the correct verbs, nouns or adjectives.T: Let s do some more exercises about new words. You are to explain the words on the screen in English and then fill in the blanks.(ask students to explain or guess the meanings of the words)plete the questions with words from the text.The students will try to complete the exercises・ Later the teacher will ask some of them to read each of the sentences and tell the class the answers・Suggested answers:Step 3: GrammarT: Let's look at the next, Grammar (page 91)Present some sentences and encourage the students to find out which words have been left out. T: Observe the following sentences and discuss with your partner to find out what have been left ou 匸Let me show you an example・ As we know, when people want the speaker to repeat what he said, they usually say “ Beg your pardon/9Then it is called Ellipsis. The subject “I" has been left out, without changing the meaning of the sentence ・OK, now it's your turn to find out what have been left out.1 • Haven，t seen you for ages・2.Some more tea?3.Sounds like a good idea・4.Doesn't matter.5.Sorry to hear that.6.Pity you couldn't come7.This way, please.& Terrible weather!9.Joining us for a drink?10・ Going to the supermarket?Suggested answers:1 • J_haverfl seen you for ages・2.Would you like some more tea?3.That/It sounds like a good idea・4.U doesn't matter.5.『in sorry to hear that.6.It's/ What pity you couldn^t come7.Step this way, please.8.What terrible weather it is!9.Are you joining us for a drink?10.Are you going to the supermarket?Step 4 PractisingDiscovering useful structures (page 37)1.In groups, look at these pairs of sentences. Discuss the difference between A and B in eachpair. Also discuss which is the better sentence, Aor B and Why.(page 37)2.Rewrite these sentences taking out the unnecessary parts.1)The burn that she got from the iron was red and (it was )very painful2) A boy was on the left side of the sick woman, and a girl was on the right (side of thesick woman.)3)She has a daughter (who is) in hospital.4)He went to the doctor because he had to go to( the doctor).5)Did she pass the first aid test that she did yesterday (or didn，t she pass)?6)She could not decide whether to send him to hospital or not (to send him to hospital).7)When your nose is bleeding, you should bend forward so that the blood runs out of yournose and( the blood) doesn't run down your throat.8)Only some of the students have done a first aid course but most of the students haven，t (done a first aid course)・3.These sentences are correct. However, one or more words have been left out. Rewrite eachsentence on the top of the next page to include the missing words.1)The cottage (that is) surrounded by a wall belongs to the local governmen匚2)The first book I read this term was more interesting than the second (book I read thisterm).3)To her teacher's surprise, she did better in her first aid exam than(it was) expected.4)I don5t think they have returned from the hospitak but they might have ( returned fromthe hospital)*5)He wanted to help the accident victim but his friend didn't (want to help the accidentvictim).6)You can borrow my first aid notes if you want to (borrow my first aid notes).4.Show the students the slides with some multiple choices exercises about the Ellipsis.1)——Tomorrow is a holiday. Why are you doing your homework?...... I am doing these exercises now so that I won't have ____ on Sunday・A. itB. themC. forD. to2)——Shall I invite Ann to my birthday party tomorrow evening?——Yes. It'll be fine if you ____ .A・ are B. can C. invite D. do3)・■- Arendt you the manager?---- No, and I _____A. dorfl want toB. don^t want to be C・ don^t want be D. don^t want4)——Fll be away on a business trip. Would you mind looking after my cat?---- Not at all _____ ・A. not toB. not to doC. not do it D・ do not to5) ...... W on^t you have another try?■A. Yes, I will haveB. Yes, I won，t have6) ---- 1 won，t do it any more・__ 9•C- Yes, I worf t D. Yes, I willA. Why notB. Why donY do any more7) ...... D o you think it will snow tomorrow?9C. Why not doD. Why don'tA J dorf t think B. No, I don't think C. I don't think so D. No, I don't so8) ..... Have you fed the cat?----- No, but _____ .A. I'mB. I amC. Pm just goingD. Pm just going toStep 5 Homework1 ・ Go over the usage of Ellipsis.2・ Finish listing structures on Page 71 Ex 1 and Ex 23・ Prepare Reading and discussing on Page 38。

First Aid教案(通用2篇)

First Aid教案（通用2篇）First Aid教案篇1first aid教案teaching planunit 8 first aidreading dr abcteaching objectivesknowledge objectives1. enable the students to realize the great importance of time in emergency.2. let the students know more about first aid.3. help the students to master some useful words and expressions.ability objectives1. improve the students’ reading ability.2. improve the students’ speaking ability, listening ability and writing ability.3. train the students’ ability of co-operation.moral objectivesmake the students learn to care for others and be helpful.teaching important points1. improve the students’ reading ability.2. how to give first aid.3. useful words and expressionteaching difficult points1. how to give first aid.2. key words and expressionsteaching methods1. task-based preview assignments2. students-centered activitiesteaching procedurestep1: warming upshow some pictures and ask the students to think of some words or phrases related to the scenes.what will you do when you happen to see those scenes above?step2：skimmingask the students to skim the passage and then answer this question:1. what is first aid in your opinion?2. what does dr abc stand for?3. what should you do if you find a person who has stopped breathing?a. run to find help.b. try to start his or her breathing, using mouth-to-mouth way.c. take him or her to hospital at once.4. what should you do if you find whose leg is bleeding?a. tie a piece of cloth round the leg above the bleeding point.b. do nothing. just send him to hospital at once.c. press firmly on the bleeding point using a clean handkerchief.5. what should you do if a person has drunk poison by mistake?a. make the person drink more water.b. take the person and the container to hospital.c. leave the person there and call the first aid centre6. what should you do if you find a person has been trapped undera car?a. try to pull him / her out.b. leave him / her there and drive the car away.c. find enough people to lift the car safely.step3: detailed readingactivity1:read the passage carefully and divide it into several parts and give the main idea of each part.part1 (para1): the importance of first aid.part2 (para2): keep calm when dealing with an emergency.part3 (para3-5): the principles of giving first aid: dr abc.part4 (para6): how to give a person first aid.activity2:read the passage again and explain what the people are doing in the pictures on page 60.activity3:interview:perform an interview with your partner, one as a reporter, the other a doctor and ask how to give first aid using the structure below.first, you shouldsecond,third,fourth,last,activity4:group work:suppose there is a certain accident. (show the picture) act out the scene and makeconversations possibly match the picture.step4: language points1. upside down: the kite hang upside down from a tree.2. witness (vt.) : he witnessed how the accident happened.3. seconds count:seconds count in an emergency: every second is importantwhat else do seconds count? --in a basketball game, in the war...etc..:4. keep in mind: bear in mind: keep in mind that this selection will affect both your download and upload speeds.5. recommend: this book is recommended by mr. john.6. make sure that-clause: will you make sure that he has come back?7. calm: he always keeps/ stays calm in an emergency.8. panic: in case of fire, don’t panic.9. on the way: he is on the way to successon the way to doing sth: he is on the way to becoming a doctor.10. save one's life: she saved an old man from the fire.step5: homework1. find all the clauses with “if” and analyze them.2. do the exercise 2 on page 61.3. use the letters dr abc to tell your parents how to give first aid.First Aid教案篇2unit 5 first aidpart 1 teaching design第一部分教学设计period 2 a sample lesson plan for learning about language(ellipsis)introductionin this period students will be warming up by discovering useful words and expressions. then they shall be reading and thinking, dealing with ex. 1, 2 and 3 on page 37and going over the ready used materials for ellipsis. the class is to end by students doing exercises.objectives■to help students learn about ellipsis■to help students discover and learn to use some useful words and expressions■to help students discover and learn to use some useful structuresprocedures1. warming up by discovering useful words and expressionsturn to page 36 and do ex. 1 and 2 first. check your answers with your classmates’.2. reading and thinkingturn to page 34 and read the text of first aid for burns. as you read on, pay attention to the ellipsis of sentence.for reference:you can get burned by hot liquids and steam. burns are calledfirst degree, second degree or third degree burns. these burns are not serious and should feel better within a day or two.3.dealing with ex. 1, 2 and 3 on page 37turn to page 37. in ex.1, you have to look at the differences between sentences a and b; which sentence is better and why it is better. the sentences in ex.2 are all correct but they sound awkward because they have unnecessary words in them. you should take out theunnecessary parts. each sentence in ex.3 has ellipsis. this exercise sees whether you know which words have been omitted.4. going over the ready used materials for ellipsis省略是为了避开重复、突出新信息并使上下文紧密连接的一种语法修辞手段。

First;aid知识点复习教案

First Aid 知识点复习教案第一章：急救概述1.1 急救的概念解释急救的含义和重要性强调急救在意外和紧急情况中的作用1.2 急救原则介绍急救的三个原则：快速、准确、安全解释如何在紧急情况下保持冷静和有条不紊1.3 急救人员的要求讨论成为一名合格急救人员所需的技能和素质强调急救人员应具备的知识和培训要求第二章：评估和呼救2.1 评估伤者状况介绍如何对伤者进行快速评估强调评估伤者意识、呼吸和脉搏的重要性2.2 呼救教授如何拨打紧急电话号码（如911或当地的紧急服务号码）强调提供清晰、准确的信息给接线员2.3 保护现场和安全介绍如何在现场保护自己和伤者的安全强调避免移动受伤者除非必要第三章：心肺复苏（CPR）3.1 心肺复苏的基本概念解释心肺复苏的含义和重要性强调CPR在心跳呼吸停止时的救命作用3.2 正确进行心肺复苏的步骤教授正确的心肺复苏步骤，包括按压和人工呼吸强调按压的深度和频率以及人工呼吸的方法3.3 使用自动体外除颤器（AED）介绍自动体外除颤器的作用和使用方法强调AED的普及和其在心跳骤停时的救命作用第四章：止血和包扎4.1 止血方法教授如何正确进行指压止血和绷带止血强调选择合适的止血方法和根据情况调整4.2 包扎技巧介绍如何正确进行包扎，包括环形包扎和螺旋包扎强调包扎的松紧度和固定方法4.3 处理出血伤口教授如何清洁和处理出血伤口强调避免感染和保护伤口的措施第五章：骨折和关节损伤5.1 骨折和关节损伤的识别介绍如何识别骨折和关节损伤的症状和迹象强调及时处理和避免进一步损伤的重要性5.2 骨折和关节损伤的固定教授如何使用夹板和绷带固定骨折和关节损伤强调固定方法的准确性和安全性5.3 处理关节扭伤和脱臼介绍如何处理关节扭伤和脱臼的情况强调及时就医和避免进一步损伤的措施第六章：常见的外伤处理6.1 烧伤处理介绍烧伤的分类和程度教授烧伤的急救处理方法，如冷却、清洁和覆盖6.2 切割伤和刺伤处理介绍切割伤和刺伤的急救处理步骤强调止血、清洁和防止感染的重要性6.3 眼睛受伤的处理教授眼睛受伤的急救处理方法，如保护眼睛、避免揉擦和尽快就医第七章：中毒和过敏反应7.1 中毒的识别和处理介绍中毒的症状和迹象教授中毒的急救处理方法，如立即催吐、提供解毒剂和寻求医疗帮助7.2 过敏反应的识别和处理介绍过敏反应的症状和迹象教授过敏反应的急救处理方法，如使用肾上腺素自动注射器和寻求医疗帮助第八章：常见疾病发作的处理8.1 心脏病发作的处理介绍心脏病发作的症状和迹象教授心脏病发作的急救处理方法，如立即拨打急救电话和提供心肺复苏8.2 癫痫发作的处理介绍癫痫发作的症状和迹象教授癫痫发作的急救处理方法，如保持冷静、防止受伤和提供必要的支持第九章：儿童和婴儿急救9.1 儿童和婴儿心肺复苏介绍儿童和婴儿心肺复苏的差异和特殊要点教授正确进行儿童和婴儿心肺复苏的步骤和技巧9.2 儿童和婴儿的窒息处理介绍儿童和婴儿窒息的症状和迹象教授儿童和婴儿窒息的急救处理方法，如背部拍打和胸部推压9.3 儿童和婴儿的外伤处理介绍儿童和婴儿外伤的急救处理方法，如骨折固定和伤口包扎第十章：急救场景模拟和实战演练10.1 急救场景模拟的重要性强调急救场景模拟对提高急救技能的重要性讨论模拟场景的种类和目标10.2 急救实战演练的步骤教授如何进行急救实战演练，包括场景设置、角色分配和操作流程10.3 急救演练的评估和改进介绍如何对急救演练进行评估和改进，以提高急救人员的应对能力第十一章：灾难和大规模伤亡事件11.1 灾难应对准备讨论灾难应对的准备工作，包括应急物资和个人保护装备的准备强调灾难发生时的安全转移和避难所选择11.2 大规模伤亡事件的处理介绍大规模伤亡事件的特征和处理原则教授如何进行快速评估、优先级划分和资源分配11.3 搜救行动介绍搜救行动的基本原则和方法强调搜救过程中的安全意识和团队合作第十二章：特殊环境下的急救12.1 水上急救教授水上急救的基本知识和技能，如救生员职责和水中救生技巧强调水上安全规则和预防措施12.2 高空急救介绍高空急救的特殊问题和处理方法强调使用安全设备和正确的安全操作程序12.3 野外急救讨论野外环境中的急救知识和技能，如处理野生动物伤害和极端天气条件强调野外生存技巧和紧急避难所建设第十三章：急救通讯和记录13.1 急救通讯技巧教授急救人员在现场通讯的技巧，包括清晰、准确地传达信息强调通讯设备和工具的使用13.2 急救记录的重要性讨论急救记录的必要性和作用教授如何准确记录急救过程中的关键信息第十四章：急救法律和伦理问题14.1 急救法律问题讨论急救人员在工作中的法律责任和限制强调遵守法律规定和保护自己的知识14.2 急救伦理问题介绍急救人员在处理紧急情况时可能遇到的伦理问题讨论伦理决策的原则和道德责任14.3 患者权利和隐私保护强调患者权利和隐私保护的重要性教授急救人员如何尊重和保护患者权利第十五章：急救培训和持续教育15.1 急救培训方法介绍不同的急救培训方法和教学技巧强调实践操作和模拟演练的重要性15.2 急救培训课程设计讨论急救培训课程的设计和结构，包括理论学习和实践操作强调课程内容的实用性和针对性15.3 持续教育和技能保持强调急救人员需要持续学习和更新知识讨论持续教育的方法和途径，如研讨会、在线课程和实战演练重点和难点解析本文主要介绍了First Aid知识点复习教案，包括急救概述、评估和呼救、心肺复苏（CPR）、止血和包扎、骨折和关节损伤、常见的外伤处理、中毒和过敏反应、常见疾病发作的处理、儿童和婴儿急救、急救场景模拟和实战演练、灾难和大规模伤亡事件、特殊环境下的急救、急救通讯和记录、急救法律和伦理问题以及急救培训和持续教育等十五个章节。

高中高三英语教案：First aid

高中高三英语教案：First aid教案标题: First aid (急救)教学目标:1. 通过本课的学习，学生将能够掌握一些常见的急救知识和技能。

2. 培养学生的团队合作和沟通能力，以便在紧急情况下提供有效的急救。

教学重点:1. 掌握急救的基本原则和步骤。

2. 学会处理常见的急救情况，如创伤、呼吸困难和心脏骤停。

教学难点:1. 学生如何根据不同的急救情况采取合适的急救措施。

2. 如何在紧急情况下保持冷静并正确执行急救程序。

教学准备:1. PowerPoint演示文稿2. 视频和图片资源，以便展示不同类型的急救情况和急救技巧。

3. 一些常见急救器材，如绷带、胶布、救生口罩等。

教学过程:Step 1: 引入 (5分钟)利用图片或视频展示一些常见的急救情况，如跌倒、骨折、中暑等。

引导学生讨论这些情况下应该如何急救，并问学生他们对急救有何了解。

Step 2: 急救的基本原则 (10分钟)通过PowerPoint演示文稿向学生介绍急救的基本原则，包括：检查安全、叫救护车、保持冷静、检查伤势等。

强调在急救过程中要确保自己和受伤者的安全。

Step 3: 掌握急救步骤 (20分钟)分组讨论不同的急救情况，并要求每组学生根据所分配的情况制定相应的急救步骤。

每组学生将分享他们所制定的步骤，并进行讨论和修正。

教师对每个步骤进行解释和说明。

Step 4: 模拟急救训练 (15分钟)将学生分为小组，在每个小组中，学生将模拟不同的急救情况，并根据所学的急救步骤进行训练。

教师将提供必要的指导和反馈。

Step 5: 急救器材演示 (10分钟)展示一些常用的急救器材，如绷带、胶布、救生口罩等，并向学生解释如何使用这些器材进行急救。

Step 6: 急救技能考核 (15分钟)提供几个常见的急救情况，要求学生根据所学的知识和技能进行实际操作。

教师将记录学生的表现，并提供反馈和评估。

Step 7: 总结和反思 (5分钟)请学生回顾整个急救课程，并讨论他们在学习过程中遇到的困难和收获。

【范文】First Aid教案_1

First;aid知识点复习教案

First Aid 知识点复习教案一、教学目标：1. 知识与技能：（1）掌握基本的急救知识；（2）学会处理突发状况，如心脏骤停、出血、骨折等；（3）熟悉急救器材的使用方法。

2. 过程与方法：（1）通过案例分析，提高学生分析和解决问题的能力；（2）通过实践操作，提高学生的动手能力和应变能力。

3. 情感态度与价值观：（1）培养学生的责任心和关爱他人的意识；（2）增强学生的安全意识和自我保护意识。

二、教学内容：1. 急救知识概述（1）急救的概念和意义；（2）急救的原则和注意事项。

2. 突发状况的处理（1）心脏骤停的处理；（2）出血的处理；（3）骨折的处理；（4）其他突发状况的处理。

3. 急救器材的使用（1）急救包的使用；（2）自动体外除颤器（AED）的使用；（3）呼吸器的使用。

三、教学过程：1. 导入：通过提问方式引导学生回顾急救知识，激发学生的学习兴趣。

2. 课堂讲解：（1）复习急救知识概述；（2）讲解突发状况的处理方法；（3）介绍急救器材的使用方法。

3. 案例分析：提供几个实际案例，让学生分析并讨论如何进行急救处理。

4. 实践操作：（1）模拟心脏骤停的情景，学生分组进行急救操作；（2）模拟出血和骨折的情景，学生分组进行急救操作；（3）让学生演示急救器材的使用方法。

5. 总结与评价：对学生的学习情况进行总结，给予表扬和鼓励，并提出改进建议。

四、教学资源：1. 教材：First Aid 知识点复习教材；2. 教具：投影仪、PPT、急救器材（如急救包、AED、呼吸器等）；3. 辅助材料：案例分析资料。

1. 学生课堂参与度：观察学生在课堂上的发言和提问情况，了解学生的学习兴趣和积极性。

2. 学生实践操作能力：通过观察学生在实践操作中的表现，评估学生的动手能力和应变能力。

3. 学生知识掌握情况：通过课堂提问、案例分析和课后作业等方式，评估学生对急救知识的掌握程度。

六、教学策略：1. 采用问题驱动教学法，引导学生主动探究急救知识；2. 运用案例教学法，提高学生的实际操作能力；3. 采用分组讨论法，培养学生的团队协作能力；4. 利用模拟情景，增强学生的真实体验感。

人教新课标高中英语必修五Unit 5 First aidUnit 5 First aid教案(1)

2. There are _____________students in the classroom.
3. All the tables and chairs are __________.
4. The thief can’t ____________ anything valuable.
翻译填空根据汉语意思，完成英文句子。
13. _________ v.肿起,使增长14. _________ n. & vt.损害;损失,毁坏
15. _________ n.珠宝;首饰16. _________ v.榨,压,榨出,挤出
17. _________ n.症状,征候,征兆18. _________ n.仪式,典礼,礼仪
19. _________ n.勇敢,勇气,壮观20. _________ n.压;按;榨,压迫
2. presentvt.赠予，造成，提交
1. During his(ill), John stayed indoors.
2.Most people protect themselves from____________
(injure) to their self-esteem(自尊心).
3. Jack came home with a(blood) nose.
4. ___________找到，得到5. ___________许多，大量（只修饰可数名词）
6. ___________受伤7. ___________被烧伤
8. ___________保护……免于9. ___________触电
10. __________轻微的红肿11.be proud of
12.carry out 13.close to

firstaid教学设计人教版

4.心肺复苏操作：学生需要掌握心肺复苏的基本操作步骤，包括定位、按压和人工呼吸等。
5.出血和止血：学生需要了解不同类型的出血和相应的止血方法，包括指压止血和应用止血带等。
6.骨折和脱臼的处理：学生需要学会如何处理骨折和脱臼，包括固定和搬运伤者等。
7.常见意外伤害的处理：学生需要了解如何处理常见的意外伤害，如烧伤、烫伤、中毒等。
鼓励学生提出自己的观点和疑问，引导学生深入思考，拓展思维。
技能训练：
设计实践活动或实验，让学生在实践中体验急救知识的应用，提高实践能力。
在急救知识新课呈现结束后，对急救知识点进行梳理和总结。
强调急救知识重点和难点，帮助学生形成完整的知识体系。
（四）巩固练习（预计用时：5分钟）
随堂练习：
随堂练习题，让学生在课堂上完成，检查学生对急救知识的掌握情况。
学习者分析
1.学生已经掌握的相关知识：学生在之前的学习中已经掌握了基本的英语语法和词汇知识，能够进行简单的听、说、读、写操作。此外，他们可能已经学习过一些与健康和安全相关的知识，如疾病的预防、个人卫生等。
2.学生的学习兴趣、能力和学习风格：学生对实用性强、贴近生活的知识通常更感兴趣。在学习风格上，他们可能更倾向于通过实践、操作和互动来学习。因此，在教学过程中，教师可以利用实物、多媒体等资源，激发学生的学习兴趣，并给予他们充分的实践机会。
3.学生可能遇到的困难和挑战：在学习急救知识的过程中，学生可能会对一些专业术语和操作技巧感到困惑。此外，他们在实际操作中可能会遇到紧张、害怕等情绪，影响他们的表现。另外，学生的英语水平参差不齐，部分学生可能在听力和口语方面存在一定困难。
针对以上分析，教师应在教学中注重引导学生正确理解急救知识，提供丰富的学习资源，鼓励学生积极参与实践操作，增强他们的自信心。同时，教师应关注学生的个体差异，给予不同水平的学生适当的指导和帮助，确保他们能够在本节课中获得较好的学习效果。

First aid 教学设计

Unit 1 Friendship一、教材分析本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。

本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和使用等语法要点。

学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。

这样的话题正好能引起学生的兴趣。

而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提升学生的听说读写水平有较好的促动作用。

二.教学目标设计1.知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

2.技能目标：1、学会阅读的技能——scanning and skimming 。

2、通过谈论朋友和友谊，既锻炼学生的语言使用水平，又培养了学生发现问题、思考问题、解决问题的水平。

3、理解阅读文段，复述故事。

3.情感态度：让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自不过然的习得语言。

三. 教学重点与难点1、训练scanning and skimming等阅读技能。

2、理解朋友的真正含义以及与人相处的问题。

3. 阅读技能的训练。

四．教学程序新课程改革的核心理念是“一切为了学生的发展”。

学生的英语学习不但仅是掌握几个单词和句型，更重要的是学会使用语言来交流思想，办实事。

所以我精心设计了以下教学环节：1. 用问问题的形式导入(屏幕显示)。

同时板书Unit 1 Friendship。

Do you have any friends? Are you good to your friends?Which kind of friend do you think is the best friend?布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”实行思考，使学生明确不但人与人之间能够做朋友，日记也能够成为人们的朋友。