Unit 5 First Aid Using Language 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第二册

Unit5Period 4 Using Language（二） Share your story about providing first aid 教学设计 教学分析 教学目标 By the end of this period,students will be able to: 1.know the story about providing first aid by performing the Heimlich manoeuvre; 2.analyse the structure and language features of the text; 3.share different ideas of their stories about providing first aid; 4.write a narrative essay that shares a story about providing first aid. 教学重点 1. Help students to analyse the structure and language features of the text. 2.Cultivate students to write a narrative essay about providing first aid. 教学难点 1.Enable students to figure out the structure and language features of the text. 2. Guide students to write a narrative essay that shares a story about providing first aid. 教学资源 教材、多媒体课件、投影仪、学案、黑板和粉笔。 教学过程设计 Step I Pre-reading Ask students to do a quiz about first aid knowledge to review what they have learnt in this unit. 1.To treat a burn,you'd better A.rub some butter on it B.cool the burnt area with cool running water 2.The best way to treat a sprained ankle is to A.put an ice pack on your ankle B.keep on walking and jumping （设计意图：通过急救知识测试，复习已学内容，引出本节课“海姆利希急救法”的话题。） Suggested answers: 1,B 2.A Step II While-reading Activity 1 Read for the connection. (1) Asks students to read the article and then put A-E in the correct places in the text. A. Choking victims usually have only about four minutes before they collapse and sometimes die B. If you see someone choking,first call the emergency services C. Chen wasted no time D.With choking victims,every minute counts E. Doing the Heimlich manoeuvre on a small child is not recommended Suggested answer: CABED (2)Guide students to analyse the connection of each sentence, ①Chen wasted no time. He got up and ran to Zhang's table at once.( ) ②Choking victims usually have only about four minutes before they collapse and sometimes die, leaving no time for an ambulance to arrive.() ③If you see someone choking,first call the emergency services. Then,make sure that the victim is really choking.( ) ④Doing the Heimlich manoeuvre on a small child is not recommended, as you may hurt him.() ⑤ With choking victims, every minute counts.You cannot just stand by and do nothing.( ) Tips:When you write,pay attention to the connection to make meanings clear and ideas logic. （设计意图：引导学生在填写缺失信息时注意对全文的把握以及前后句的逻辑关系，让学生在写作时能清晰明了并有逻辑性。） Suggested answers: ①Pronoun ②Cause and effect ③Sequence words ④Cause and effect ⑤Cause and effect Activity 2 Read for the set-up and conflict. Ask students to glance through the text and fill in the chart. Who Where What （设计意图：让学生了解故事的设置背景，包括人物、地点和事件等。） Suggested answers: Who:Chen Wei and Zhang Tao Where:They were in a restaurant in Beijing. What:Zhang Tao was choking on some steak while eating. Activity 3 Read for soutions to the conflict. Task 1:Ask students what Chen Wei did to help. (1) (2) (3) Suggested answers: (1)He got up and ran to Zhang's table at once. (2) With the help of Zhang's friends,he was able to help Zhang to his feet. (3) Standing behind Zhang, Chen did Heimlich manoeuivre. Task 2:Practice. （1）我俯冲下水，快速游向那个男孩。（翻译句子） (2) He hugged me. (Replace the sentence with the phrase with body parts.) (3)I attempted to calm myself down. I carried on.(Replace the sentence with the-ing form.) （设计意图：引导学生学习文本故事的发展和语言特点，其中最主要的是动作描写，为后面的写作起到支架作用。） Suggested answers: (1)I dived into the water and swam to the boy at full speed. (2)He threw his arms around me. (3)Attempting to calm myself down,I carried on. Activity 4 Read for the conclusion and theme. Ask students to read the last paragraph and find out the answers to the questions. (1)What was the ending of the story? (2)What was the theme of the story? （设计意图：让学生了解故事的结尾和主题，通过最后主题的升华让学生体会帮助别人的重要性和意义，帮助学生树立正确的价值观。） Suggested answers: (1)Zhang Tao began to breathe again. (2)We all should have the responsibility to look after one another's welfare. Activity 5 Read for first aid methods. Ask students to read Paragraph 3 to Paragraph 5,and then answer the following questions. Then invite some students to act them out. (1) How do we perform Heimlich manoeuvre? (2)How do we save a choking child? （设计意图：引导学生注意祈使句的语言特征并掌握“海姆利希急救法”。） Suggested answers: (1)Stand behind the victim. Wrap your arms around the victim's waist. Make a fist with one hand and place it in the upper part of the victim's stomach. Grab your fist with your other hand tightly. Push up and into the victim's stomach. (2)Lay the child face down on your lap with the head lower than the rest of the victim's body. Give firm slaps to his/her upper back until he/she can breathe again. Step IIl Summary Ask students a question and then show them a mind map. Question:Do you know how to organise your own story? （设计意图：让学生再一次注意文章结构与逻辑关系，并从语言上把握如何写好一篇文章。） Suggested answer: Step IV Writing Ask students to write their own stories according to the given information. Set-up:I (working as a guard) & A boy Conflict:drowning Solution: Conclusion: Writing note: Use the structure of the set-up,conflict and conclusion. Use connections. Include at least one-ing form. Write at least 50 words. （设计意图：给学生提供写作脚手架，让学生写作时有章可循。） Suggested answer: I worked as a guard in a swimming pool and my work seemed boring. But one day, I noticed one boy wwas drowning. Without hesitation, I dived into the water, swam towards the boy at full speed and finally reached him. He sank to the bottom of the pool with his head hanging down.Immediately,I dragged him out of the water. Having the boy lying on the floor, I checked for his response. No heartbeat! I instantly lifted his chin,giving him mouth-to-mouth rescue breathing and then performing CPR.I carried on,attempting to calm myself down. Suddenly,a stream of water burst out of his mouth and the boy woke up. After seeing this, I sighed with relief. When he was fully recovered,he even threw his arms around me to express his gratitude. Though sweating from head to toe,I smiled joyfully,as I found the meaning of my job-responsibility and duty to keep others safe and sound. Step V Presentation Invite some students to assess their partners' writing by giving them some reference. Is the narrative essay clear? Does it have three parts? Does the first part tell you about who,what and where? Does the second part show a conflict? □Does the third part give the conclusion? Is there a good quote to sum things up? Are the details of the story easy to understand? （设计意图：让学生互评初稿，通过欣赏同学的作文，取长补短，达到对自己的作文进行二次修改的目的。） Step VI Assignment Ask students to polish their writing according to the checklist and what they have learnt from other students. Step VI 核心素养专练 假设你和你的同学李明一起去锅炉房打开水，在回寝室的路上，李明的热水瓶突然破裂，开水烫伤了他的脚。于是你对他实施了必要的急救措施。请你结合此事，用英语写一篇80词左右的短文，向学校英文报Teens投稿，主要内容包括： 1．描述事故发生的经过； 2．你是如何实施急救的（冷水冲洗、送医院做进一步的处理）； 3．简要谈谈你对掌握一定急救知识的重要性的认识。 参考词汇：锅炉房 boiler room 热水瓶 thermos bottle Suggested answer: One day,Li Ming and I were walking back to the dorm from the boiler room when suddenly his thermos bottle burst and the boiling water caused injuries to his feet. The burn was so severe that the skin was rod and swollen.However,I managed to remain calm,quickly recalling what I had learnt in my first-aid class. I placed his feet under the cool running water right away to ease the pain. Afterwards.I called a taxi and rushed him to the hospital where ho received further treatment.Only then was I aware how important and practical a basic knowledge of first aid was. 教学反思 本节是一节读写课，主题是“分享你实施急救的故事”。语篇讲述了一位名叫陈伟的高中生运用“海姆利希急救法”救人的事迹。文章不仅叙述了陈伟救助窒息病人的过程，还介绍了“海姆利希急救法”的历史和操作方法。先引导学生在理解文章内容的基础上分析语篇结构，体会段落之间的衔接和过渡；然后把握记叙文的写作特点，找出who，where，what等信息，为后面的仿写做准备。指导学生掌握 “海姆利希急救法”的操作步骤，探究文章的主题意义，学习陈伟的精神品质。 教学反思 本节课的不足之处： 本节课的写作技巧之一是用动词的-ing形式，但是学生在使用本句式时仍然存在很大的困难；由于前面的阅读所占比重较大，留给写作和互评的时间较短。 改进措施： 平时多列举贴近生活的实例，多翻译多操练，让学生能更灵活地使用所学句式。注意时间的掌握，写作完成后留出足够的课堂时间让他们展示。 学科网（北京）股份有限公司 $$