一、 教材分析
1． 课本内容分析
本单元的中心话题为“急救”，具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。
“热身”（Warming up）部分呈现了急救的定义，并要求学生讨论六幅画里出现的紧急情况及应采取的急救措施。
“读前”（Pre-reading）以图片带出“烧伤”的主题，要求学生讨论“烧伤”情境下应采取的急救措施。“读前”为“阅读”部分进行了预热和铺垫。
“阅读”（Reading）部分脉络清晰，介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应采取的急救措施。
“理解”（Comprehending）部分设置了四个与阅读相关的练习。首先是对课文内容的排序，其次是通过烧伤症状确定烧伤种类，再次是判断所采取的急救措施的正误，最后是与课文内容理解相关的问题。
“语言学习”（Learning about language）部分的“Discovering useful words and expressions”包括词性转换与填词练习，涉及的词汇均与单元主题“急救”相关；“Discovering useful structures”部分以与“急救”相关的句子呈现语法内容“省略”，操练的句子大多与“急救”相联系，并通过简化（划掉累赘部分）和还原（写出划掉词语）巩固学生对“省略”用法的掌握。
“语言运用”（Using language）部分包括读、讨论、听、说与写。阅读与讨论部分以一个真实的故事突出急救的重要性，并通过学生的自主讨论达到真正的领悟；听、说、写部分以急救常识训练学生的听、说、写技能。
“小结”（Summing up）部分要求学生对急救常识（包括烧伤急救）、词汇、省略及如何发出、书写指令进行自评，以明确已掌握的和未掌握好的。
“学习建议”（Learning tip）部分以本单元阅读文章的“First Aid Treatment”为例建议学生关注、研究真实文本。
2． 练习册内容分析
练习册内容与单元话题内容密切相连，涉及急救常识，如拨打急救电话注意事项、如何进行呼吸抢救、家庭安全须知等等，以听、说、读、写不同的形式展开。语言练习部分的词汇和语法均围绕课文词汇和语法“省略”展开，中心突出，目标明确，形式多样。
“听”（Listening）部分以一则家庭急救在训练学生听力技能的同时使学生掌握在拨打急救电话时应注意的各事项。
“说”（Talking）部分要求学生同伴以“听”部分练习为基础编写并练习一则拨打急救电话的对话。
“单词和习语的运用”（Using words and expressions）部分以字谜、朗读、造句、填空、翻译等不同形式复习巩固本单元词汇。
“语法结构的运用”（Using structures）以简化与还原的形式练习操练本单元语法“省略”的内容。
“读的任务”（Reading task）部分以“家庭安全知识”的篇章练习学生的猜词、快速捕捉信息及综合阅读理解能力。
“听的任务”（Listening task）部分以“如何进行呼吸急救”训练学生“听”的技能，也使学生掌握了新的急救知识。
“说的任务”（Speaking task）部分为急救常识小测，有利于学生充分了解和掌握一些基本的急救知识。
“写的任务”（Writing task）部分以学生名义、书信的形式要求学校开出急救课程，是学生语言知识及急救常识的输出练习。
“项目”（Project）部分要求学生同伴对家庭急救和必具用品进行整理与说明。
“自我评价”（Checking yourself）与课文的Summing up相呼应，是学生对本单元所学内容的自我评价，并明确努力方向。
二、 教学目标
1．语言知识
掌握词汇（单词41个，短语8个）、语法“省略”（Ellipsis）及功能（Giving instructions）并了解话题（First Aid & Safety in the Home）。
2．语言技能
以篇章的急救常识训练学生听、说、读、写、译的技能。
3． 情感态度
通过单元内容学习，尤其是学生同伴活动与小组讨论，使学生意识到急救与安全在生活中的重要性，并愿意了解和掌握更多的急救常识。
4． 学习策略
以学生同伴、小组活动培养学生交际策略；以学生课后查阅资料培养学生资源策略。
5． 文化意识
通过对John Janson人物的认识，培养学生对“急救常识”正确的认识观。
三、 教材重组与课时分配
按照课本内容，将课时分配如下：
课时1（Period 1）：Warming Up, Pre-reading & Reading
【说明】Warming Up 提供了六种紧急情况，Pre-reading围绕烫伤及应采用的相应的急救展开，“Reading”包括烧伤的种类及烫伤的急救措施等，因此将Warming Up、Pre-reading及Reading的部分内容整合为一课，使学生在第一课时对急救、烫伤及如何在一些紧急情况下进行急救有一个较为全面的深刻的认识。
课时2（Period 2）：Reading & Comprehending
【说明】Reading”详细说明“烧伤”的原因、种类、特征及急救措施，Comprehending是Reading部分的理解练习。两部分话题一致，均围绕“烧伤”展开，因而整合为一个课时。
课时3（Period 3）：Learning about language
【说明】本课内容包括单元重要词汇及语法（省略）内容的学习。
课时4（Period 4）：Using language: Reading & Discussion
【说明】 Reading为一个真实的第一时间对受刺伤者进行急救的故事，Discussion要求学生对2004年在吉林中百商厦发生的特大火灾中应采取的应急措施进行讨论。
课时5（Period 5）：Using language: Listening, Speaking & Writing; Assessment
【说明】Listening提供了四种紧急情况，“Speaking”要求学生对四种情况应采用的急救进行讨论，“Writing”要求学生写出讨论的急救措施。整堂课在技能上训练学生听、说、写的能力。Assessment在学生对写作进行自评的基础上对整个单元内容的掌握程度进行简要的自评。
四、 教学设计（参考PPT.）
Period 1 Warming up, Pre-reading & Reading
Teaching aims:
1. To get the students to know more about first aid.
2. To activate and review the students’ knowledge of first aid procedure
3. To improve the students’ speaking and reading ability.
4. To enable the students to deal with emergency through discussion.
Teaching Procedures:
Step 1. Lead-in
1. Look at the pictures and tell what has happened in each picture.
2. Pair discussion
If you come across such kind of situation, what will you do to help them before the doctors arrive?
3. Speaking
1) What is first aid?
2) Ask the students to fill in the blanks.
3) Is first aid important? Why?
Step 2. Speaking （Pair work）
Discuss what happened in each picture and what kind of first aid should be given in these situations with some new words provided.
Step 3. Pre-reading
1. Talk about Picture 8
2. Raise two questions: What type of burn does the girl receive and what first aid should be given?
Step 4. Reading
1. Task 1: Find subtitles about types of burns and first aid treatment.
2. Task 2: Read “Types of burns” and find out how many types and which layer of the skin each type affects.
3. Task 3: Read “First aid treatment” and find out what treatment should be given to the little girl.
Step 5. Homework & Dismiss
Period 2 Reading & Comprehending
Teaching aims:
1. To get the students to know words like “symptom”、“essential”、“organ”and grasp the usage of “protect…against/from”、“be stuck to”、“squeeze out”、“over and over again” and “in place”.
2. To let the students understand some information about causes, types, characteristics and first aid treatment of burns through reading.
3. To practice the students’ predicting, skimming and scanning abilities.
4. To improve their practical ability of first aid treatment of burns through group wok.
Teaching procedures:
Step 1. Lead-in
Review “Types of burns”
There are _______ types of burns depending on which _______ are burned.
_______________ affect only the _____ layer and should feel better within _______________.
________________ affect both the _____ and the _______ layer. These burns are _______ and take ______________ to heal.
________________ affect all ______ layers and any ______ and ______ under the skin. They are very _______ injuries and the victim must get to a ________at once.
Step 2. Reading
1. Prediction （What may be written in the passage?）
2. Skimming for checking whether the information mentioned is written
3. Judging the correct order
4. Para. 1 : What is the skin? What can the skin do?
5. “Causes of burns”: Which of the following cannot get the skin burned?
6. “Characteristics of burns”: Comprehending 2
7. “First Aid Treatment”: Answer the following questions
1) What is to be done if clothing is stuck to the burn?
2) Why is it best to place burns under gently running water for about 10 minutes?
3) How should second degree burns be dealt with?
4) How should the bandage be fixed?
5) What is to be done if burns are on arms or legs or the face?
8. Group work : Comprehending 3
9. Reading for full understanding
Step 3: Homework & Dismiss
Period 3 Learning about language
Teaching aims:
1. To learn and consolidate the usage of the key words and expressions.
2. To learn about word conversion.
3. To know kinds of ellipsis through the students’ discovery.
4. To practice ellipsis using the content of the reading passage.
5. To practice ellipsis through different contexts.
Teaching procedures:
Step1. Lead in
What is the most important in our life?
What is “first aid”?
Step 2. Discovering useful words and expressions
1. Discuss the two pictures and present words with different part of speech like “blood, bloody, bleed” and “burn, burnt”.
2. Fill in the blanks in the correct form.
While checking the answers, explain the usage of some words.
3. Choose the correct words and phrases to fill in the blanks, using their correct form.
Step 3. Discovering useful structures
1. Enjoy a flash about ellipsis and pay attention to the structure of the dialogue.
2. List the lines in the flash, and ask students whether there are some similarities between these sentences.
3. Discover different kinds of ellipsis through picture examples.
4. Practice ellipsis using the content of the reading passage.
5. “Discovering useful structures” 2
6. Practice taking out unnecessary words within a context.
7. “Discovering useful structures” 3
8. Practice including the missing words within a context
Step 4. Homework & Dismiss
Period 4 Using language: Reading & Discussion
Teaching aims:
1. To learn some words and phrases like “present”、“put one’s hands on”and “make a difference”.
2. To read about John Janson and his heroic deed.
3. To improve the students’ reading and speaking abilities.
4. To raise the students’ awareness of staying calm and giving first aid in time of danger.
Teaching procedures:
Step 1. Revision
Check the homework.
Step 2. Reading
1. Understanding the title
2. Fast reading for the following questions:
1) Who is the heroic teenager?
2) What is the award?
3) Why does he receive the award?
3. Careful reading for the following two questions:
1) Who was Anne? What happened to her?
2) What first aid did John perform on Anne?
When checking the answers, the teacher will explain some key words and phrases and sentence patterns.
3. Talk about John Janson’s action.
4. Reading for the correct order.
Step 3. Discussion
On your way home, you suddenly hear a boy shouting “Help” in the river. Will you jump into the water to save him? If he is pulled out of water, will you give him some first aid and what first aid will you perform on him?
Step 4 Homework
Period 5 Using language: Listening, Speaking & Writing; Assessment
Teaching aims:
1. To help the students get more information about four situations calling for first aid.
2. To make the students familiar with some new vocabulary related to first aid.
3. To practice the students’ listening, speaking and writing abilities.
4. To provide some brief evaluating items for the students to gradually form the habit of self-evaluating.
Teaching procedures:
Step 1. Lead-in
First aid quiz.
Step 2. Listening
1. First listening: Find out what topics the teacher asks.
2. Second listening: Match pictures.
3. Third listening: Fill in the blanks
Step3. Pair speaking
Talk about what has happened and give first aid instructions for each situation.
Step 4. Group writing
1. Ask the students to write down the first aid instructions for each situation in groups.
2. The students’ group presentation
3. Check the possible version
Step 5. Assessment
Step 6. Homework & Dismiss