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

Share your story about providing first aid XX中学 XXX Unit 5 First Aid 1 2 CATALOGUE Analysis of the teaching material 2 Analysis of the students 3 Teaching and learning objectives 4 Teaching and learning methods 5 Teaching principles 1 6 7 8 Teaching procedures Blackboard design Teaching reflection 2 core competencies six components of the English curriculum content an effective class philosophy activity-based approach to English learning English curricular standards (released in 2017, revised in 2025) 3 principles analysis objectives methods procedures blackboard design reflection First Aid Opening Page Show the theme of the unit. Reading and Thinking Learn about first aid for burns. Learn to identify text type. Learning About Language 1. Build up your vocabulary: learn key terms related to injuries and treatment. 2. Discover useful structures: the use of -ing form. Video Time Watch and discuss a video on para-life rescue. Assessing Your Progress 1. Vocabulary and grammar review. 2. Self-reflection on learning. Using Language 1. Listening and talking: learn to call emergency services. 2. Reading for writing: share your story about providing first aid. philosophy Analysis of the teaching material —the whole unit 4 principles analysis objectives methods procedures blackboard design reflection philosophy Analysis of the teaching material —the teaching text 5 What Theme: first aid. Thematic context: man and society. Content: the story of a chocking incident & the first aid to it. Why Author’s intention: to teach Heimlich manoeuvre procedure; to demonstrate proper emergency response. Value orientation: to promote the humanitarian spirit of helping others; to advocate social responsibility and first-aid awareness. How Text type: a narrative essay. Structure: Narrative–Instruction–Reflection. Language features: concise, accurate and vivid. The story of a choking incident The introduction of the Heimlich manoeuvre. Comments on the chocking incidents principles analysis objectives methods procedures blackboard design reflection Learn Know Want Basic understanding of first aid as a concept. Recognition of choking as a dangerous situation. Possibly some awareness of back slaps as an initial response. The correct steps to help a choking person. How to identify real choking vs. mild coughing. How to stay calm and act effectively in an emergency. Step-by-step Heimlich procedure. Emergency response. Value of first aid knowledge and helping others. Text and Students analysis philosophy Analysis of the students 6 principles analysis objectives methods procedures blackboard design reflection Language ability To acquire and describe the steps of the Heimlich maneuver. To analyze and master the structure and language features of a narrative essay. To extract information about first-aid. To plan, construct and evaluate a narrative essay. To understand the significance of first aid To promote the spirit of helping others To enhance a sense of social responsibility and respect for life. To cultivate logical and critical thinking through analyzing the model text, brainstorming, and peer evaluation. Learning ability Thinking capacity Cultural awareness philosophy 7 principles analysis objectives methods procedures blackboard design reflection Key points: Analyze the structure of a narrative essay; mastering the Heimlich maneuver; composing a first aid story by imitating the model text. Solution: Use visual aids & step-by-step sentence strips for sequencing. Difficult points: Internalize the writing techniques of a narrative essay and applying appropriate language to create a personal first aid story. Solution: Provide scaffold—structure & useful expressions. philosophy 8 principles analysis objectives methods procedures blackboard design reflection philosophy Activity-based Teaching Method Cooperative learning method Individual learning method Teaching methods Learning methods Total Physical Response (TPR) Situational teaching method Inquiry-based learning method 9 principles analysis objectives methods procedures blackboard design reflection Lead in Pre-writing While- writing Homework 2 min 14min 20min 8min 1min 1min 45 minutes Post- writing Summary Learning and understanding philosophy Applying and practice Transferring and creating 10 principles analysis objectives methods procedures blackboard design reflection What happened to Sheldon? What technique did George use to save Sheldon? Purpose: To activate students’ prior knowledge and to arouse interest. To introduce the topic of the Heimlich maneuver. Perceive and notice Activity 1: Watch the video and answer the questions. 11 Lead-in Pre-writing While-writing Post-writing Summary Homework Activity 2: Predict based on the picture. Purpose: To form reading expectations. To cultivate students’ predictive ability. Perceive and notice Learning and Understanding 12 Lead-in Pre-writing While-writing Post-writing Summary Homework Activity 3: Read for main idea. Purpose: To grasp the main idea of the text and help build structure. To practice skimming. retrieve and sort out information 13 Lead-in Pre-writing While-writing Post-writing Summary Homework Activity 4: Read for structure. Purpose: To build structure. To facilitate writing. How many parts can the passage be divided into? What’s the main idea of each part? What type of writing is the first part? What are the components of a narrative essay? generalize and consolidate analyze and judge Lead-in Pre-writing While-writing Post-writing Summary Homework Activity 5: Read for the procedures to perform the Heimlich manoeuvre Purpose: To notice the action chains, preparing for the writing. To learn the procedures. retrieve and sort out information Lead-in Pre-writing While-writing Post-writing Summary Homework Activity 6: Read for the language Purpose: To appreciate the language. To facilitate writing task—help Ss make the story vivid, logic and coherent. analyze and judge Lead-in Pre-writing While-writing Post-writing Summary Homework Activity 1: Set the Scene Purpose: To give a real writing purpose (handbook contribution) and a clear audience (schoolmates). Perceive and notice Lead-in Pre-writing While-writing Post-writing Summary Homework Activity 2: Brainstorming: plan the story. Think and share with pairs. Purpose: To build story framework quickly. The "Wrong Reaction" adds conflict and makes the story more dramatic and educational. imagine and create describe and interpret Lead-in Pre-writing While-writing Post-writing Summary Homework Activity 3: Drafting Purpose: To focuses on narrative writing while integrating key knowledge, ending with a thematic quote. To ease writing anxiety and to facilitate writing. describe and interpret imagine and create 19 Lead-in Pre-writing While-writing Post-writing Homework Activity 4: Self-evaluation & Self-Editing Purpose: To help students check their own work. To let students find what they did well and what to improve. To get ready to make their story better before sharing it. critique and evaluate  Purpose: Focuses on narrative writing while integrating key knowledge, ending with a thematic quote. 20 Lead-in Pre-writing While-writing Post-writing Homework Activity 5: Peer-review Swap stories with a partner. Purpose: To provide structured, content-focused feedback that helps the writer improve their story. To reinforce the correct application of first-aid knowledge through collaborative learning. analyze and judge critique and evaluate  21 Lead-in Pre-writing While-writing Post-writing Homework Activity 6: Presentation Purpose: To create a fun, low-pressure showcase. To foster a sense of competition and pride by asking students to vote for their creative work. internalize and apply critique and evaluate  22 Lead-in Pre-writing While-writing Post-writing Homework Purpose: To consolidate and internalize what they’ve learnt. imagine and create internalize and apply Lead-in Pre-writing While-writing Post-writing Summary Homework principles analysis objectives methods procedures blackboard design reflection ✓ What worked well: The "Story Studio" and “vote Session" frameworks effectively boosted engagement. Language scaffolds (Useful Expressions) successfully supported student output. Tiered homework options acknowledged diverse learner needs. ⚠️ Areas for improvement: Peer review (4 mins) was rushed; needs 5-6 minutes with a modeled example. Some students needed more guidance to develop the "Wrong Reaction" story element. 💡 Key insight: Creating an authentic audience and purpose (e.g., a "School Safety Handbook") powerfully shifted the mindset from task completion to meaningful creation, significantly increasing student motivation and care for their work. 25 principles analysis objectives methods procedures blackboard design reflection Thanks! Heimlich manoeuvre. 26 Lavf58.29.100 Bilibili VXCode Swarm Transcoder r0.2.61(gap_fixed:False) $