Unit 5 First Aid Assessing Your Progress + Project 教学设计-2025-2026学年高中英语人教版（2019）选择性必修第二册

该高中英语教学设计聚焦选择性必修Book2 Unit5 First Aid单元总结与项目实践，核心涵盖写作展示评价、单元词汇及非谓语动词运用、急救主题项目制作与单元反思。课堂导入明确学习目标，承接单元前序急救知识与写作技能，搭建“学习—应用—反思”的连贯支架。 此资料以核心素养为鲜明特色，语言能力通过写作评价checklist（如叙事结构六要素细化标准）和词汇语法语境练习提升，思维品质在小组合作设计急救手册（如分析扭伤脚踝处理步骤）中通过问题解决培养，学习能力依托反思问题（如“如何警示危险”）促进自主学习。活动可操作性强，助力教师落实素养目标，学生实现语言应用与生活实践深度融合。

Teaching and Learning Design 选择性必修Book2 Unit5 First Aid 教学设计 Period 8 Teaching and learning contents: Assessing Your Progress + Project Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Present and evaluate their writing; 2) Practice using words learned in this unit and non-finite verbs (mainly v-ing form) correctly in different contexts; 3) Work in groups to activate and engage the skills and knowledge learned in this unit to complete two projects related to first aid in English; 4) Reflect on what has been learnt in this unit. Teaching and learning important points: 1) Writing presentation and evaluation; 2) Practising using words learned in this unit and non-finite verbs (mainly v-ing form) correctly in different contexts; 3) Completing two projects related to first aid in English by activating and engaging the skills and knowledge learned in this unit; 4) Reflecting on what has been learnt in this unit. Teaching and learning difficult point: 1) Writing presentation and evaluation; 2) Practising using words learned in this unit and non-finite verbs (mainly v-ing form) correctly in different contexts; 3) Completing two projects related to first aid in English by activating and engaging the skills and knowledge learned in this unit; 4) Reflecting on what has been learnt in this unit. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in Introduce the learning objectives of this period. Step 2 Writing presentation and evaluation Activity 2 Writing evaluation and presentation 1. Choose a few (2-3) students to read their writing to the class and give feedback, using the checklist as criteria. √ 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? 2. Get the students to make some revisions to improve their writing. Step 3 Assessing Your Progress Activity 3 Practising using and consolidating words learned in this unit 1. Circle the correct word in each sentence and try to put them into Chinese. 2. Check the answers and the students’ understanding of the sentences by distinguishing each group of words. Answers: 1) The cloth/fabric of this bag is soft and light. What is it made of? 2) The Red Cross is looking for volunteers who are concerned about the welfare/happiness of their fellow men. 3) When Lisa noticed the fire, she rushed to grab/grasp the fire extinguisher outside the door of the flat. 4) These trousers are too loose/lose—I’m having trouble keeping them up. 5) After the theft, the police were called to investigate the accident/incident. 6) I heard desperate/serious cries for help when I walked past that old building. I reacted quickly by rushing into the building. 7) John’s alarm didn’t go off, so he slept in and was awoken by the radiations/rays of sunlight coming in through his window. 3. Learn about the phrases. 1) go off 失去对……的兴趣；爆炸，开火；（电器设备）停止运转；进行，进展；变质，腐败 2) sleep in 迟起；睡过头 Activity 4 Grammar review and exercises 1. Revise the forms, uses and meanings of v-ing briefly. 2. Complete the passage with the correct forms of the verbs in the box. Check the answers to the blank fillings and get the students to give reasons, and the answer the questions. Answers: having sat, riding, returning, Not wanting, turning, slowing, throwing, trying, walking, getting. 1) Why did the accident occur? Nancy fell off her bike because she was riding on a dark road on a foggy night and her bike did not have a light. Nancy risked riding home because she did not want her bike to get stolen. 2) How should we try to avoid accidents in life? We should try to avoid accidents by loving ourselves more than our possessions, and paying better attention to the risks and dangers around us. 3. Learn about the new language items. 1) out of shape健康状况不好；变形的；走样的 shape n. 形状；外形；样子；呈……形状的事物；状况；情况　 v.形成；塑造；以……的形状 in shape 在外形上；处于良好状态 in good/poor shape 健康状况良好/不佳；处于很好/不佳的状态 in the shape of 以……的形状 keep/stay in shape 保持健康 e.g. I got out of breath when I ran because I was out of shape. 我跑步时上气不接下气，因为我身体状况不佳。 What do you do when you’re out of shape and you want to get back in shape? I love this festival because I like eating moon cakes. They are in the shape of a full moon. 我喜欢这个节日，因为我喜欢吃月饼。它们是满月的形状。 I hadn’t been training for months and was really out of shape. So I had no choice but to take exercise to keep/stay in shape. 我已经好几个月没锻炼了，身体真的不行了。因此，我别无选择只能锻炼身体以保持健康。 2) foggy adj. 有雾的 3) suburb n. 郊区；城外 4) membership n. 会员身份；全体会员；会员资格/人数 4. Read and reconstruct the text. Step 3 Projects Activity 5 Project 1: Learning and teaching others about first aid 1. In groups, choose one of the medical emergencies in the photos below and talk about how to perform/give first aid for that medical emergency. 2. Share and research how to perform first aid for that medical emergency. 1) Sprained ankle Have the victim sit down and elevate the foot. Put an ice pack on the ankle to reduce the swelling. Put a firm bandage around the foot and ankle. 2) Heart attack Call emergency services immediately Keep them calm, still, and in a comfortable position (semi-reclined or seated) and give aspirin if they’re conscious and not allergic, have them chew 325 mg aspirin to thin blood and if available). Monitor and prepare for CPR. If they lose consciousness and stop breathing, start CPR (30 chest compressions: 2 breaths). Use an AED (automated external defibrillator) if available. Keep reassuring them. Stay calm, reassure the person, and loosen tight clothing. 3) Nosebleed Get the person to sit down, tilt his/her head forward slightly and gently pinch the soft part of the nose below the bridge. 4) Bleeding Put a bandage on the wound and apply pressure to reduce the bleeding. 5) Chocking If the person can cough, don’t do anything. If he/she can’t cough and is turning blue in the face, hit him/her between the shoulder blades with the flat of the hand three or four times. 6) Broken arm Do not move the broken bone if possible. Do not move the victim. Support the broken arm in the most comfortable position. Keep the arm still using a sling or get the victim to support the broken arm with the other arm. Get medical help immediately. 7) Sunstroke Move to shade. Get the person out of the sun and into a cool place ASAP. Cool them down. Use wet cloths, cool water spray, or a fan on their skin (focus on neck, armpits, groin). Give water. Only if they’re awake and can sip. Use water or electrolyte drinks. Call emergency services if they’re confused, unconscious, or not improving. 3. Make an instruction leaflet for giving first aid for that emergency after class. Include illustrations for any points that are not clear. And combine all the leaflets to make a first-aid manual for your class. Activity 6 Project 2: Making your own first-aid kit 1. In groups, talk about whether your family has a first-aid kit and what items are in your family first-aid kit. 2. Research what should be included in a first-aid kit, how the items in the first-aid kit should be used, and in which emergencies they should be used by completing an information sheet to go in the first-aid kit. It should include emergency phone numbers, a list of the items, and an explanation of how to use the items. Use the table below to help you. Emergency phone numbers Police: 110; Fire: 119; Ambulance: 120 Items When to use How to use 1 Hydrogen peroxide or alcohol; gauze or cotton balls an open wound Use gauze or cotton balls to wipe the liquid over a wound in order to clean it. 2 bandages a small wound Cover a wound with a bandage. 3 antibiotic cream a small wound Apply it to a wound to stop infection. 4 gauze; medical tape; scissors a large wound Cover a wound with gauze and then tape it securely to the body. If a wound is bleeding heavily, use gauze to press down on it until bleeding stops or help arrives. 5 plastic gloves when dealing with blood or dangerous fluids Put on gloves before offering first aid. 6 aspirin heart attack Give one pill to someone suffering a mild heart attack. 7 pain reliever pain or fever Use it as directed on the bottle. 8 elastic bandages sprains or broken bones For an ankle sprain, wrap a bandage securely around the ankle for support and to hold down swelling. For a break, use a bandage to secure a splint to the arm or leg. 9 First-aid manual to gain information on how to treat an injured person at the scene Refer to the contents page to find the relevant information for the situation. Step 4 Reflecting Activity 7 Reflecting what has been learned in this unit What did you learn about first aid that you didn’t know before? What do you think we should be like if we want to work as a first-aid doctor or volunteer? What could we do to warn people of various dangers and to prepare them for different emergencies? Has the unit encouraged you in any way to want to look after the welfare of others? Over all, I thought this unit was: interesting useful so-so difficult Step 5 Evaluation and summary Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the vocabulary and grammar item learned in this unit? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your performance in making the projects? (Good/Fairly good/Moderate/Just so so/Poor) Activity 8 Summary Summarize what has been learned in this period and encourage the students to know more about first aid knowledge and grasp some first aid techniques. Homework: 1. Complete the Project 2 and make a poster. 2. Complete the vocabulary and other exercises in the reference book. 学科网（北京）股份有限公司 $