1、unit5-main1,i. objectives,ii. suggested teaching plan,iii. background information,iv. class presentation,unit5-main2,part ilistening,part ii reading,part iii speaking,part iv translation 2. understand the main ideas of text a and text b, as well as master the useful sentence structures, words and ex

2、pressions found in the two texts follow-up exercises; 3. know how to use the formal subject “it” to make sentences more structurally balanced; 4. be able to read a company profile; 5. be able to write an inquiry letter.,i. objectives,ii. suggested teaching plan for unit 1,ii. suggested teaching plan

3、 for unit 5,objectives3,theme- related listening,the teacher a. keeps the theme in mind while making a transition from the short talk to the two dialogues; b. handles useful language in a unique way, e.g., asking students to imagine a situation in which a particular word/phrase can be used; c. play

4、the first dialogue once, or twice if necessary, and ask students to do the t/f exercise as required to explore the main idea; d. plays the first dialogue once more for the details so that students will have no trouble answering the questions;,sections 3, 4 b. makes a meaningful transition to text a;

5、,e. plays the second dialogue once, or twice if necessary, and then asks students to do the listening comprehension exercises; f. checks the answers in a meaningful way, e.g., making a list of the good characters mentioned in the dialogue.,3 periods,objectives3,text a ,objectives3,text a the teacher

6、 a. discusses the whole text with the students; b. guides the students through the exercises, focusing on certain items or leaving some exercises as the students homework according to the students levels.,time,b. gives the students 10 minutes to read text a and then report to the class what can be r

7、egarded as a medical emergency and what should one do in a medical emergency.,objectives3,time,the teacher a. asks the students to go over the text and do the multiple choice questions about it; b. while discussing the text with the students, calls the students attention to the use of idiomatic expr

8、essions like “before i know it,” “all in a days work” and “kick into gear;” c. lets the students do the vocabulary and language use exercises either in class or after class.,1.5 periods,text b b. gives the students 5 to 10 minutes to do the exercise.,objectives3,plan,contents,time,1 period,speaking,

9、the teacher a. fully understands what the exercises are intended to do; b. in ex. 1 asks 10 students to speak out the orders, respectively, before class as if they were in a real medical emergency, and then do the exercises as required; c. asks class to read loud the dialogue in ex. 1 before doing t

10、he role-play either with the script or without it; d. in ex. 2 takes this opportunity to restate the importance of remaining calm in a medical emergency, and then asks one student to read loud the example monologue before encouraging some students to carry out the task.,objectives3,plan,contents,tim

11、e,translation and writing, time to relax b. helps the students learn how to write an inquiry letter by doing the first exercise in practical writing, and then requires them to do the next two exercises after class; c. plays the song “staying alive” in class and lets the students fill in the blanks i

12、n the lyrics (this can be done as students homework if there isnt much time left in class); d. if possible, plays the video in the workbook in class and lets the students do the exercise based on the video.,1 period,background information -main,american red cross,the heimlich maneuver,iii. backgroun

13、d information1,the american red cross was founded in 1881 by a visionary leader clara barton, headquartered in washington, d.c., with gail j. mcgovern as its current president and ceo, and bonnie mcelveen-hunter as chairman of the board of governors. it is not a goevernment agency. since its foundin

14、g, it has been americas premier emergency response organization. as part of a worldwide movement that offers neutral humanitarian care to the victims of war, the american red cross distinguishes itself by also aiding victims of devastating natural disasters. over the years,the organization has expan

15、ded its services, always with the aim of preventing and relieving suffering.,academic grading in the united states,the american red cross is where people mobilize to help their neighbors across the street, across the country, and across the world in emergencies. each year, in communities large and s

16、mall, victims of some 70,000 disasters turn to neighbors familiar and new the more than half a million volunteers and 35,000 employees of the,objectives10,today, in addition to domestic disaster relief, the american red cross offers compassionate services in five other areas: community services that

17、 help the needy; support and comfort for military members and their families; the collection, processing and distribution of lifesaving blood and blood products; educational programs that promote health and safety; and international relief and development programs.,objectives2,red cross. through nea

18、rly 700 locally supported chapters, more than 15 million people gain the skills they need to prepare for and respond to emergencies in their homes, communities and world.,some four million people give blood the gift of life through the red cross, making it the largest supplier of blood and blood pro

19、ducts in the united states. and the red cross helps thousands of u.s. service members separated from their families by military duty stay connected. as part of the international red cross and red crescent movement, a global network of 186 national societies, the red cross helps restore hope and dign

20、ity to the worlds most vulnerable people.,objectives12,the heimlich maneuver is an emergency technique for preventing suffocation(窒息)when a persons airway (windpipe)(氣道，氣管) becomes blocked by a piece of food or other object. it is named after dr. henry jay heimlich (born henry judah heimlich; februa

21、ry 3, 1920), an american physician who received credit as the inventor of the maneuver. the heimlich maneuver can be used safely on both adults and children, but most experts do not recommend it for infants less than 1 year old. you can also perform the maneuver on yourself.,the heimlich maneuver 海姆

22、利克氏操作法,you may need to repeat the procedure several times before the object is dislodged(逐出). if repeated attempts do not free the airway, an emergency cut in the windpipe may be necessary.,objectives12, for a conscious person who is sitting or standing, position yourself behind the person and reach

23、 your arms around his or her waist. place your fist, thumb side in, just above the persons navel(肚臍) and grab the fist tightly with your other hand. pull your fist abruptly(突然) upward and inward to increase airway pressure behind the obstructing(堵塞) object and force it from the windpipe. if the pers

24、on is conscious and lying on his or her back, straddle(跨坐) the person facing the head. push your grasped fist upward and inward in a maneuver similar to the one above.,part ilistening,part ilistening listentotheupcomingshorttalkandfillintheblanksinthesummarybelowwithtwoorthreewords.gettingtoknowthef

25、ollowingusefullanguagefirstmightbehelpful.,useful language emergency / n. 緊急情況 subway / n. 地鐵 exit /, / n. 出口，安全門 in case of 如果發(fā)生 disaster / n. 災(zāi)難 threaten / vt. 威脅 require / vt. 要求,1,useful language pose / vt. 構(gòu)成 immediate / a. 緊迫的 threat / n. 威脅 proper / a. 適當(dāng)?shù)?，恰?dāng)?shù)?paramedic / n. 急救人員 bottom line

26、總之，歸根結(jié)底 knowledgeable / a. 有知識的 on the spot 當(dāng)場,a medical emergency can happen to everybody. it is a situation that poses an immediate risk to 1) . in such a situation 2) . quick and proper action can 3) because it gains time before the paramedics arrive. 4) that we know about first-aid when such an

27、emergency occurs. only when we are knowledgeable can we 5) on the spot.,health or life,_,script,time can mean life,_,save a life,_,it is important,_,remain calm,_,script: hello class, in most public places, we see signs bearing the word “emergency.” they are easy to see in buses, subways, movie thea

28、ters, libraries and teaching buildings like this one. the sign indicates an emergency exit to use in case of fire or natural disaster, which can threaten many lives. the sign is required by law for personal safety. but what about a medical emergency? how much do you know about that? a medical emerge

29、ncy is a situation that poses an immediate threat to health or life. it requires attention and help right way. you may have experienced such a medical emergency when a medical doctor has been called for on a train or plane.,objectives22,a medical emergency can happen to anybody. in such a situation

30、time can mean life. of course, it is important to call 120, but that is not enough. quick and proper action can save a life because it gains time before the paramedics arrive. bottom line: its best to take a course or attend a first-aid class so as to always be prepared for an emergency. only when w

31、e are knowledgeable can we remain calm on the spot.,hello class, in most public places, we see signs bearing the word “emergency.” they are 1) in buses, subways, movie theaters, libraries and teaching buildings like this one. the sign indicates an emergency exit to use 2) fire or natural disaster, w

32、hich can threaten many lives. the sign is required 3) for personal safety. but what about a medical emergency? how much do you know about that? a medical emergency is a situation that poses an immediate threat to 4) . it requires attention and help 5) . you may have experienced such a medical emerge

33、ncy when 6) has been called for on a train or plane.,objectives23,listen to the short talk again and fill in the blanks below with the missing words.,2,easy to see,_,in case,health or life,_,right way,_,by law,_,a medical,doctor,of,objectives23,a medical emergency can 7) anybody. in such a situation

34、 8) . of course, it is important to call 120, but that is 9) . quick and proper action can 10) because it gains time before the paramedics arrive. bottom line: its best to take a course or attend a 11) so as to always be prepared for an emergency. only when we are knowledgeable can we 12) on the spo

35、t.,happen to,_,time can mean life,_,first-aid class,_,not enough,_,save a life,_,remain calm,_,objectives24,sabrinaandthomasaretalkingabouttheimportanceofreceivingtrainingformedicalemergencies.listen to theirconversationand thendecidewhether theconversation-based statementsbeloware true (t)or false

36、(f).getting toknow thefollowingusefullanguagefirstmightbehelpful.,useful language accelerated / a. lifestyle / n. heighten / v. faint / n. stroke / n. heart attack,3,加速的 生活方式 提高，提升 昏厥 中風(fēng) 心臟病發(fā)作,1) life is full of risks and dangers. 2) both sabrina and thomas have come to realize the importance of rec

37、eiving training for medical emergencies. 3) they are expecting their school to offer a course or a program on medical emergencies.,t,_,t,_,script:,useful language what a shame! school president have a word with sb. authority / n. propose / v.,=what a pity! 學(xué)生會主席 與某人談一下 領(lǐng)導(dǎo) 建議，向提議,t,_,script:,objectiv

38、es25,script:,sabrina: thomas: sabrina: thomas: sabrina:,everything is so fast and pressured these days. seems more and more that we live lives full of risks and dangers. we do indeed. this accelerated lifestyle really heightens our need for safety. its certainly a huge help if you know what to do wh

39、en a medical emergency occurs. yeah, particularly when an emergency happens away from medical support, in the street, for instance, or alone at home. quick and proper action can save a life. right. it buys time before the paramedics arrive.,objectives25,thomas: sabrina: thomas: sabrina: thomas: sabr

40、ina: thomas: sabrina:,if only everyone realized just how important it is to receive training for medical emergencies. especially for a faint, stroke or heart attack. with such life and death situations, something must be done immediately. is there any such course or program like that on campus? i do

41、nt think so. what a shame! if i were the school president, id have a word with the authorities. why dont we propose such an idea to the university president? great idea! lets go for it.,listen to the conversation again and answer the following questions.,because life is full of risks and dangers.,_,

42、4,1) why do people have a heightened sense of the need for safety today?,it can save life.,_,2) what does quick and proper action mean when a medical emergency occurs away from medical care?,she wants to know if the university has a course or program on medical emergencies.,_,3) what does sabrina wa

43、nt to know?,4) what does thomas suggest?,he suggests proposing to the university president a course that trains students for medical emergencies.,_ _,5) what are sabrina and thomas going to do?,theyre going to have a word with the school president about their suggestion.,_,henry is trainingkara toma

44、nagechoking.listen to theirconversation,andthenanswerthequestionsbelowbychoosingthebestresponse.gettingtoknowthefollowingusefullanguagefirstmightbehelpful.,useful language choking / n. abdominal / a. thrust / n. heimlich maneuver waist / n.,5,噎，窒息 腹部的 用力的推或擠 海姆利克氏操作法 腰部,useful language position / vt

45、. clench / vt. navel / n. rib cage backward / ad. upward / ad.,script:,放置 緊握成拳 (肚)臍 胸腔 向后地 向上地,script:,henry: kara: henry: kara: henry: kara: henry: kara: henry: kara:,different kinds of choking can occur. like what? for example, if the person cannot speak, cough or breathe, give the abdominal thrus

46、ts known as the heimlich maneuver. whats that? what am i supposed to do? first, reach around the persons waist. with both arms? yes. then position one clenched fist just above the navel but below the rib cage. between the two? right. then grasp your fist with your other hand. just like this?,objecti

47、ves29,henry: kara: henry: kara: henry:,exactly. now what? pull the clenched fist sharply and directly backward and upward under the rib cage six to ten times quickly does it work? yes.,objectives30,d) when a person cannot speak, cough or breathe.,1) what kind of choking kara is learning to handle?,a

48、) when a person is too weak to speak. b) when a person is too heavy to move. c) when a person cannot raise the head or move.,b) four.,2) how many steps are there in heimlich maneuver?,three. c) five. d) six.,objectives31,c) grasp your fist with your other hand.,3) what is the step following the one

49、where a clenched fist is positioned above the navel and below the rib cage?,a) pull the clenched fist in quickly. b) reach around the persons waist. d) give abdominal thrusts with the clenched fist.,d) all of the above.,4) how do you pull the clenched fist?,a) sharply and directly. b) backward and u

50、pward. c) under the rib cage.,objectives32,5) how many times are you supposed to do the heimlich maneuver?,two to six times quickly. c) ten to sixteen times quickly. d) ten to sixty times quickly,b) six to ten times quickly.,part ii reading -main3,text awhat is a medical emergency?,part ii reading,t

51、ext b the story of a teen emt,exercises,exercises,practical reading,part iireading text a,text a1,what is a medical emergency? melissa abramovitz 1 recognizing a medical emergency and taking action can save a life. how do you know when to call for help?,text a1,2 when rocky romboughs grandfather cho

52、ked on a piece of salmon skin, rocky knew just what to do. the teen had taken the american red cross first-aid course at his karate school. he had learned the heimlich maneuver, which he performed. the heimlich maneuver forces a person who is choking to expel the object being choked on. when emergen

53、cy workers arrived a few moments later, they said rocky had saved his grandfathers life.,question1,1) what did rocky romboughs grandfather choke on one day?,he choked on a piece of salmon skin.,2) how did the teenager rocky know just what to do with his grandfathers problem?,he had learned the heiml

54、ich maneuver from the american red cross first-aid course taken at his karate school.,para. 1-2 of text a questions about these paragraphs,3) what function does the heimlich maneuver have?,the heimlich maneuver forces a person who is choking to expel the object being choked on.,chinese version,開識別急癥

55、并采取行動可以救人一命。你怎么知道什么時候要呼救呢？,chinese version,什么是急癥 梅麗莎阿布拉莫維茨,當(dāng)羅基羅姆鮑的祖父被一塊鮭魚皮卡住時，羅基完全知道該怎么辦。這位十幾歲的少年曾在空手道訓(xùn)練班上學(xué)過美國紅十字會的急救課程。他學(xué)過海姆利克氏操作法，于是便這樣做了。海姆利克氏操作法可以迫使窒息的人將卡住的異物排出來。當(dāng)幾分鐘后急救人員趕到時，他們說羅基救了祖父的命。,chinese version,chinese version,salmon / n. 鮭，大麻哈魚,salmon,language points,emergency / n. suddenly dangerous

56、or very serious situation needing immediate action 突發(fā)事件；緊急情況,quiz,language points,e.g.,train for a fire emergency you can use this door only in an emergency.,只有在緊急情況下才能使用此門。,救火訓(xùn)練,take action: begin to act 采取行動,create,language points,e.g.,the government was already taking action to stop the strike. a

57、ctions must be taken to improve the food quality.,必須采取行動來改善食品質(zhì)量。,政府為制止罷工已經(jīng)采取行動了。,call for: ask for 要求,create,language points,e.g.,the position calls for an experienced engineer. his disease calls for immediate treatment.,他的病情需要馬上治療。,這一職位需要一位有經(jīng)驗的工程師來承擔(dān)。,choke / vi. 窒息；噎??；嗆,quiz,language points,e.g.,i nearly choked on a chicken bone. philip choked on his drink. she was choked with anger.,菲利普被飲料給嗆了一口。,我差一點讓一塊雞骨卡死。,她氣得說不出話來。,first-aid / a. 急救(用)的,qu