Unit 5 First Aid Using Language Reading for writing 课件-2025-2026学年高中英语人教版选择性必修第二册

该高中英语课件围绕“海姆立克急救法”展开，通过视频导入（年轻Sheldon窒息案例）引发兴趣，读前介绍急救背景与关键词，读中分析记叙文结构（setup/conflict/conclusion）及操作步骤（成人/儿童差异），读后结合写作任务（给Chris的邮件）搭建从输入到输出的学习支架。 其亮点在于情境化与思维培养融合，用真实故事（Chen Wei救Zhang Tao）和视频激活兴趣，通过拆解记叙文要素与急救步骤逻辑提升思维品质，写作任务结合山东菏泽期末真题，提供词汇句式积累（如“choke on food”“give quick upward thrusts”）和佳句模板强化语言能力。学生在学习中既掌握急救技能又提升语言运用，教师可借助系统资源高效开展读写教学。

Reading for Writing Unit 5 First Aid 1.What is young Sheldon suffering? He was ________ when he had a dinner. Heimlich manoeuvre [ˈhaɪm.lɪk məˌnuːvər] 2.What first aid technique is used in this video? choking Knowing some skills about first-aid can be life-saving. Lead in Pre-reading It is a way to help the________________[窒息患者]. ________ can be very dangerous. _________________ [为了解决这个问题], Henry Heimlic c______ [创造] the Heimlich manoeuvre in 1974. What is the Heimlich manoeuvre? choking victims Choking To solve the problem reated How is it performed? Is it easy to learn? /məˈnuːvə(r)/ 3 Skimming: Read the article and put A-E in the correct places. Look at the blanks, could you find anything in common about their position(位置)? — First sentence show the main idea of the paragraph; What are the functions of the first sentence? connect plot(情节) between paragraphs (transitional sentence) 过渡句 4 Activity 1: Read and put A-E in the correct order. 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. C A B E D 很重要，有价值，要紧 matter v.昏倒 抓紧时间 分秒必争。 Activity 2: Read for different parts and main idea C A B E D a first aid story (set-up :who, what, where, conflict) an introduction of the Heimlich manoeuvre the conclusion of the story: comments on the choking incident(quote) Para 1-2 Para 3-5 Para 6 Narrative 记叙式的 Expository 说明式的 →Highlight the theme Read the first part in detail Three factors of a narrative essay Like all good stories, it has three parts: the set-up, the conflict/climax, and the conclusion. The set-up tells you about who, what and where. The conflict always involves a challenge or difficulty that the characters face. The conclusion is the end of the story, where the problem in Part 2 has been solved. the story of choking incident The set-up Who? ________, a high school student in Beijing and __________, a ____________at a restaurant. What? Zhang Tao was _________some steak over dinner. Where? The climax Chen Wei performed the_________ The end The food was__________, and Zhang began to_______ again. Chen Wei Zhang Tao a fellow diner choking on Heimlich manoeuvre forced out breathe At a restaurant C. Chen wasted no time. How did Chen help Zhang? What did Chen and Zhang’s friend do? got up and ran to helped to his feet stood behind did the Heimlich forced out Time order A series of Verbs While-reading: Para 2 How to perform the Heimlich manoeuvre on adult? stand behind him/her wrap your arms around his/her waist 双臂环抱其腰部 make a fist with one hand place it in the upper part of his/her stomach 置于其上腹部 Grab your fist with your other hand tightly push up and into his/her stomach in one motion 快速向上往里挤压 While-reading: Para 3-4 How to perform the Heimlich manoeuvre on small child？ lay the child face down head lower than his/her body give firm slaps to his/her upper back While-reading: Para 5 Read for details A narrative essay should include: set-up conclusion conflict who what where Chen Wei, Zhang Tao Zhang Tao was choking on some steak while eating. a restaurant in Beijing Chen Wei was a friend/ complete stranger to Zhang Tao What did Chen Wei do? 01 02 03 He wasted no time, got up and ran to the table at once. With the help of Zhang’s friends, he was able to help Zhang to his feet. Standing behind Zhang, Chen did the Heimlich manoeuvre. When Chen Wei reached Zhang Tao, Zhang Tao was sitting on the chair/standing. What’s the end of the story? The food was instantly forced out, and Zhang began to breathe again. (He was fine) Brainstorm: How to write a good narrative essay? A good narrative essay Set-up: (introduce who/what/where) Conflict: (involve a challenge/difficulty) Conclusion: summary (evaluation/quote) v-ing form first aid Heimlich manoeuvre waste no time slap sb on the back help sb to one’s feet… in the first or third person in active voice in simple past tense Useful expressions Language features structure grammar 假定你是李华，你的好朋友Lily昨天午餐时吃东西卡住了，你运用英语课上刚学到的海姆立克法（the Heimlich manoeuvre）对她进行了成功施救。请你给英国朋友Chris写一封邮件分享这次经历，内容包括：（1）你的施救过程；（2）你的感想。 注意：（1）写作词数应为80个左右；（2）请按如下格式在答题纸的相应位置作答。Dear Chris, I’m writing to share with you how I saved my best friend Lily yesterday. __________________________________________________________________________________________________________________________________________ Yours, Li Hua 【写作提纲】 第一段：开篇直接表明写信目的:分享经历。简要描述事件发生的背景，如在午餐时间，引起 Chris 的兴趣，为下文详细叙述施救过程做铺垫。 第二段：详细阐述施救过程:按照海姆立克法的操作步骤，依次描述自己的动作，如迅速站到 Lily 身后，双手的具体位置和动作力度等。同时，描述 Lily 在施救过程中的反应，如表情、身体的变化等。之后，深入阐述自己的感想，从对急救知识重要性的深刻认识，到对自己学以致用的感慨等方面展开。 第三段：以简洁的语言结尾，再次强调此次经历的重要性，或者表达对 Chris 的问候，使邮件结构完整、语气亲切。 写作练习[山东省菏泽市2024-2025学年高二上学期期末] 语言积累 save one's best friend：拯救自己最好的朋友 choke on food：被食物噎住 remember... learned in class：想起在课堂上学到的…… stand behind：站在…… 后面 place one's hand on：把手放在…… 上 give quick upward thrusts：快速向上猛推 first - aid knowledge：急救知识 save lives：拯救生命 ______him on the back to _________the obstruction first ______him to his feet and______behind him, ready to do the Heimlich manoeuvre ______a fist with one hand ______your fist with your other hand tightly ______up and into his stomach in one motion until forcing the obstruction out slap force out help stand push make choke grab 佳句: 【首段】I’m writing to share with you how I saved my best friend Lily yesterday. 怀着无比的激动和自豪之情，我写这封邮件是为了与您分享一件发生在昨天的、令我难以忘怀的拯救/营救我挚友莉莉的经历。[with+n; unfold] With great excitement and a sense of pride, I am writing this email to share with you an unforgettable experience of saving/rescuing my dear friend Lily that unfolded just yesterday. 【尾段】 这段经历不仅让我明白了急救知识的实际价值/重要性，还让我明白了掌握这种救命技能在关键时刻能带来多大的影响。[not only...but also...; illuminate ] This experience has not only taught me the practical value/significance of first-aid knowledge but also illuminated how acquiring this life-saving skill can truly make a difference in critical/vital moments. → Not only has this experience taught me ...., but it also illuminated how ... 【急救前】 昨天我们正在吃午饭时，突然发生了一件意想不到的事情。莉莉突然被一块食物噎住了，痛苦地/绝望地捂着喉咙，脸色发红，一句话也说不出来。【as状从；when定从；非谓语做状语，with+O+C，adj做状语】 回想起我在英语课上学到/掌握/最近学会的海姆立克急救法，我立刻/迅速/立即/果断地行动起来，决心帮助莉莉摆脱这场危及生命的困境。 【非谓做状语，adj做状语】 As we were having lunch yesterday, an unexpected/unforeseen incident occurred when Lily suddenly choked on a piece of food, painfully/desperately holding her throat with her face turning red and unable to utter a word.  Recalling the Heimlich manoeuvre I had just learned/acquired/recently mastered in English class, I immediately/swiftly/instantly/promptly sprang into action, determined to help Lily out of this life-threatening situation. 【营救过程 版本一】 我扶着莉莉站起身来，然后站在她身后，双手环抱住她的腰部，接着用一只手握成拳头,放在她上腹部。 用另一只手紧紧握住这个拳头，然后快速用力向上往里挤压。 我重复上述动作，直至异物排出。 Helping Lily to her feet and then standing behind her, I wrapped my arms around her waist, and then made a fist with one hand and place it in the upper part of her stomach. Grabbing my fist with the other hand tightly, push up and into his stomach in one motion. I continue doing this until the obstruction was forced out. 【营救过程 版本二】 紧握拳头和一系列快速的向上推的动作，我成功地把卡住的食物/阻塞物弄了出来，莉莉松了一口气，眼中满是感激/泪水盈满眼眶[独立主格]。 With a firm grip and a series of quick upward thrusts猛推/塞/刺I managed to force out the stuck food/obstruction, and Lily let out a huge sigh of relief, her eyes filled with gratitude/ her eyes brimming[v. [使]满/盛满/充满] with gratitude. Dear Chris, With great excitement and a sense of pride, I am writing this email to share with you an unforgettable experience of saving/rescuing my dear friend Lily that unfolded just yesterday. As we were having lunch yesterday, an unexpected/unforeseen incident occurred when Lily suddenly choked on a piece of food, painfully/desperately holding her throat with her face turning red and unable to utter a word. Recalling the Heimlich manoeuvre I had just learned/acquired/recently mastered in English class, I immediately/swiftly/instantly/promptly sprang into action, determined to help Lily out of this life-threatening situation. With a firm grip and a series of quick upward thrusts, I managed to force out the stuck food/obstruction, and Lily let out a huge sigh of relief, her eyes filled with gratitude/her eyes brimming with gratitude. Not only has this experience taught me the practical value/significance of first-aid knowledge but it also illuminated how acquiring this life-saving skill can truly make a difference in critical/vital moments. Yours, Li Hua Discuss how to perform first aid with deskmates _____ burns under cool running water within the first ten minutes ____the burnt area gently with a clean cloth _______the clothes using scissors if necessary _____the burn with a loose clean cloth ______the victim to the hospital if the victim suffers from second or third-degree burns place dry remove cover rush burn ______him on the back to _________the obstruction first ______him to his feet and______behind him, ready to do the Heimlich manoeuvre ______a fist with one hand ______your fist with your other hand tightly ______up and into his stomach in one motion until forcing the obstruction out slap force out help stand push make choke grab ________an ambulance without delay ________ the victim from water _____the victim on his back _____his shoulders to _______for a response ________any grass or sand from his mouth ______his chin to ________mouth-to-mouth rescue breathing/___________ CPR [v. 给予/施用（药物等）] call for lay pat check remove lift up perform get him to ____down and _______ the foot. _________ an ice pack 冰袋 on his ankle to reduce the swelling. __________(喷洒) medicine around the ankle. _________ up his sprained ankle _______him to the hospital sit down and _______forwards slightly, so that he doesn't _______ on the blood _____________his nose below the bridge until the bleeding stops _______ the blood gently with a clean cloth sit put/place bandage send bend choke 捏/拧/掐squeeze/pinch wipe drowning sprained ankle nosebleed remove Administer elevate spray ●It’s a great honor to save a life. ●We are all humans and we all have a responsibility to look after one another’s welfare. ●Clearly, having an understanding of the fundamentals根本法则of basic first aid can make you an everyday hero. ●Every minute counts. Even the most basic knowledge of the first aid can make a difference in case of emergency. ●It is vital to make everyone aware of the basic methods they should apply after an accident occurs. ●It is a must for the teachers and students to get a proper first-aid training so that they can contribute to a safe campus. What’s the significance of first aid? 拯救一条生命是一种莫大的荣誉。 我们都是人类，都有责任照顾彼此的福祉。 显然，了解基本急救的基本法则能够使你成为[日常中的]平凡英雄。 每一分钟都至关重要。即使是最基本的急救知识在紧急情况下也能发挥作用。 让每个人都了解事故发生后应采用的基本方法至关重要。 对于教师和学生来说，接受适当的急救培训是必须的，这样他们才能为校园的安全做出贡献。 We are all humans and we all have a responsibility to look after one another’s welfare. Lavf58.29.100 Bilibili VXCode Swarm Transcoder r0.2.61(gap_fixed:False) $