Unit 5 First Aid Using Language Writing 说课 教学设计-2025-2026学年高中英语人教版选择性必修第二册

Teaching Plan Teaching material Unit5 First Aid: Share your story about providing first aid Type Reading for Wrting Period 45 mins Teacher Grade Senior 2 Teaching Aids Blackboard, PPT, multimedia Teaching Principle The lesson is structured around the 2017 edition (revised in 2025) of the English Curriculum Standards, which emphasize the development of four key competencies: Language Ability, Cultural Awareness, Thinking Capacity, and Learning Ability. The instructional process is organized through a series of integrated, relevant, and practical theme-based activities. It adopts an Activity-based Approach, guided by a three-stage cognitive progression: "Learning and Understanding," "Applying and Practising," and "Transforming and Creating." The final "Transforming and Creating" stage focuses on cultivating higher-order thinking skills, such as describing and interpreting information, analyzing and making judgments, and internalizing and utilizing knowledge. Overall, the design integrates "Learning, Thinking, and Creating," with the ultimate goal of achieving an effective class through the alignment of teaching, learning, and assessment. Analysis of the Teaching Material the Whole Unit: The unit begins by building vocabulary related to injuries and treatment and learning the grammar of the -ing form. The core "Reading and Thinking" section teaches about first aid for burns. Skills are integrated throughout: students practice calling emergency services, share a first aid story in writing, and discuss a para-life rescue video. The unit concludes with review and self-reflection, ensuring a complete cycle from learning key concepts to applying them in practical scenarios. the Teaching Text: What: The text is a narrative essay under the theme of "first aid" within the broader context of "man and society." It recounts a specific choking incident and details the first aid procedure administered. Why: The author's primary intention is instructional—to clearly teach readers the Heimlich manoeuvre. Beyond the procedure, the text aims to demonstrate proper emergency response. Its deeper value is to promote humanitarian spirit, social responsibility, and public awareness about the importance of first aid. How : It employs a Narrative–Instruction–Reflection structure, making it engaging and practical. The language is characterized as concise, accurate, and vivid, which effectively serves both the storytelling and the instructional goals of the text. Analysis of the Students Know: · 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. Want: · 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. Learn： · Step-by-step Heimlich procedure. · Emergency response. · Value of first aid knowledge and helping others. Teaching Objectives 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. Learning ability: · To extract information about first-aid. · To plan, construct and evaluate a narrative essay. Thinking capacity: · To cultivate logical and critical thinking through analyzing the model text, brainstorming, and peer evaluation. Cultural awareness: · 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. Teaching Key & Difficult Points： Key Points： Analyze the structure of a narrative essay; mastering the Heimlich maneuver. 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. Teaching Procedures Step1: lead-in Activity 1: Watch the video and answer the questions. 1. What happened to Sheldon? 2. 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. Step2: Pre-writing Activity 2: Predict based on the pictures. Q: What happened? How did Chen help Zhang? Purpose: · To form reading expectations. · To cultivate students’ predictive ability. Activity 3: Read for main idea. Read to put A-E in the correct place. (Q: What kind of sentences are missing?) Purpose: · To grasp the main idea of the text and help build structure. · To practice skimming. Activity 4: Read for structure. 1. How many parts can the passage be divided into? 2. What’s the main idea of each part? 3. What type of writing is the first part? 4. What are the components of a narrative essay? Purpose: · To build structure. · To facilitate writing. 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. Activity 6: Read for the language 1.What’s the purpose of the quote in the last paragraph? 2.How can we describe an urgent situation vividly? 3.How the author connect the ideas? Purpose: · To appreciate the language. · To facilitate writing task—help Ss make the story vivid, logic and coherent. Step3: While-writing Activity 1: Set the Scene Writing task: Welcome to the "Campus Safety Story Studio" ! We're collectingstories for the next School Safety Handbook. Your mission: Write a short, powerful story to teach students theright way to handle an emergency that usually happen in school. The best stories will be featured! Purpose: · To give a real writing purpose (handbook contribution) and a clear audience (schoolmates). 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. Activity 3: Drafting Use your Story Planner to write your story (about 100words). Clearly include the correct first-aid steps. End your story with a meaningful quote from the hero or victim. Purpose: · To focuses on narrative writing while integrating key knowledge, ending with a thematic quote. · To ease writing anxiety and to facilitate writing. 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. 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. Step 4: Post-writing Activity 6: Presentation Sharing: Invite 3 authors" to present their story's main conflict and their best quote to the class. Class Vote: Vote for the top 2-3 stories to "publish" in the imaginary School Safety Handbook. 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. Step 5: Summary Step 6: Homework Purpose: · To consolidate and internalize what they’ve learnt. Teaching reflection ✓ Strengths: 1. The "Story Studio" and “vote Session" frameworks effectively boosted engagement. 2. Language scaffolds (Useful Expressions) successfully supported student output. 3. Tiered homework options acknowledged diverse learner needs. ⚠ Weaknesses: 1. Peer review (4 mins) was rushed; needs 5-6 minutes with a modeled example. 2. Some students needed more guidance to develop the "Wrong Reaction" story element. 💡 Highlight: 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. 3 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $