Unit 5 First Aid Learning About Language 教案-2025-2026学年高中英语人教版选择性必修第二册

Unit 5 First Aid-Learning About Language 内容导航 This section focuses on first-aid vocabulary, imperative sentences for emergency instructions, and the v-ing form. It integrates language learning with first-aid scenarios to help students master practical expressions and grammar for describing injuries and giving treatment steps. 教学目标和重难点 1. 教学目标 In terms of language competence, students grasp first-aid lexis, imperative structures, and the v-ing form to describe emergencies accurately. For thinking quality, they analyze injury situations logically, judge proper treatments, and cultivate critical and problem-solving abilities. Regarding cultural awareness, they learn global first-aid norms, respect life, and foster humanitarian spirit. In learning capacity, they improve autonomous and cooperative learning via situational practice and summary, forming effective language-learning strategies. 2. 教学重难点 The key points are mastering first-aid core vocabulary, imperative sentences for clear instructions, and the v-ing form’s syntactic functions. Difficulties include distinguishing the v-ing form’s usages, using precise language to describe complex first-aid steps, and applying grammar and lexis flexibly in simulated emergency scenarios to avoid Chinglish and ensure accurate expression. 教学过程 Step 1 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing several short video clips of common emergencies such as slight burns, bleeding, and choking. After playing the videos, the teacher raises several guiding questions to interact with students. What happened in the video? Have you ever met similar situations in daily life? What would you do first to help the injured person? Students are encouraged to share their own experiences and initial ideas freely. The teacher listens carefully and gives positive feedback on every reasonable answer to build students’ confidence. Then, the teacher leads students to realize that correct first aid can relieve pain and even save lives, while wrong operations may cause secondary injuries. This contrast helps students understand the importance of scientific first aid and accurate English expressions in such situations. The teacher further points out that mastering related English words and sentence structures is not only helpful for language learning but also for communicating effectively with others or medical staff in cross-cultural emergency scenarios. Thus, the theme of this class—learning language knowledge around first aid—is naturally introduced, laying a situational foundation for subsequent vocabulary and grammar learning. Step 2 Pre-Learning: Vocabulary Input and Contextual Perception Activity 1 Group-based Vocabulary Prediction and Collection The teacher divides students into groups of four and presents pictures of different injuries and first-aid supplies on the PPT, such as burn, bleed, choke, fracture, bandage, wound, swell, blister, etc. Students are asked to discuss in groups and write down the English words they know corresponding to these pictures. After a few minutes, each group sends a representative to share their word list. The teacher writes these words on the blackboard and supplements the missing core vocabulary to form a complete first-aid word bank. Then, the teacher explains the pronunciation, part of speech, and basic meaning of each key word one by one, focusing on words with both noun and verb uses like bandage and wrap. For example, the teacher gives two sentences: The nurse put a bandage on his arm. and The nurse bandaged his arm carefully to help students understand their different usages in context. Activity 2 Matching Words with Definitions and Scenarios To deepen students’ understanding of vocabulary, the teacher designs a matching task. On the left side of the worksheet are core first-aid words, and on the right side are English definitions or simple scenario descriptions. Students need to draw lines to connect them correctly. For instance, bleed is matched with to lose blood from one’s body, and cool the burn is matched with to use clean cool water on burnt skin to reduce pain. After students finish independently, they check answers in pairs. The teacher then walks around the classroom to answer questions and correct common mistakes. Next, the teacher creates simple mini-situations and asks students to use the newly learned words to make sentences orally. For example, if someone’s hand is burnt, what can you say? Students are encouraged to use words like burn, cool, blister to complete sentences, which promotes the transformation from receptive vocabulary to productive vocabulary. Activity 3 Vocabulary Summary and Consolidation The teacher guides students to classify the learned vocabulary according to categories: injury types (burn, choke, fracture), symptoms (bleed, swell, blister), first-aid actions (cool, bandage, wrap), and first-aid supplies (bandage, gauze). This classified memory method helps students form a systematic vocabulary network and improves memory efficiency. The teacher also emphasizes high-frequency collocations such as stop bleeding, apply pressure, treat a wound, and ask students to read them aloud together to enhance their sense of language. Step 3 While-Learning: Sentence Patterns and Grammar Exploration Part 1 Imperative Sentences for First-Aid Instructions Activity 1 Discovering Sentence Features The teacher presents several typical first-aid instruction sentences extracted from the textbook on the PPT. Cool the burnt area with clean running water immediately. Don’t pop the blister on the burn. Call an ambulance as soon as possible. Students are asked to observe these sentences carefully and discuss in groups to summarize their structural characteristics. After discussion, the teacher invites students to share their findings and guides them to conclude that these sentences are imperative sentences, which are usually in the base form of verbs, omit the subject, and are used to give clear, direct, and concise instructions or warnings in emergency situations. The teacher further explains that imperative sentences are the most practical sentence structure in first-aid English, which can help people convey key information quickly and avoid misunderstandings. Activity 2 Sentence Transformation and Practice The teacher provides some descriptive sentences and asks students to transform them into imperative sentences. For example, You should apply pressure to the bleeding wound. can be transformed into Apply pressure to the bleeding wound. And You mustn’t move the person with a suspected fracture. can be changed into Don’t move the person with a suspected fracture. Students do the transformation exercises independently first and then check answers in pairs. The teacher emphasizes the difference between affirmative and negative imperative sentences, especially the use of don’t to prohibit dangerous operations. Then, the teacher designs a quick-response game: the teacher says a first-aid action in Chinese, and students need to speak out the corresponding imperative sentence in English immediately. This interactive game not only consolidates the mastery of imperative sentences but also activates the classroom atmosphere and improves students’ reaction ability. Activity 3 Situational Sentence Making The teacher presents different emergency scenarios such as nosebleed, slight cut, and sprain on the PPT. Students work in groups to create at least three imperative sentences for each scenario to guide first-aid operations. Each group selects the best sentences to share with the whole class. The teacher comments on the accuracy and appropriateness of the sentences and corrects grammatical errors or inappropriate expressions. This activity allows students to apply imperative sentences to real-life scenarios, enhancing their practical language application ability. Part 2 The v-ing Form in First-Aid Contexts Activity 1 Grammar Awareness Raising The teacher displays sentences containing the v-ing form from the textbook related to first aid. Treating burns correctly is very important. We can use clean cloths to stop bleeding. The boy choking on food needs help immediately. I saw him wrapping the wound with a bandage. Students are asked to find the v-ing form in each sentence and analyze its syntactic function in the sentence, such as subject, object, attribute, or object complement. The teacher guides students to observe carefully and summarize the different positions and functions of the v-ing form. For example, in the first sentence, Treating acts as the subject; in the second sentence, bleeding is the object of stop; in the third sentence, choking modifies the boy as the attribute; in the fourth sentence, wrapping is the object complement after the verb see. Activity 2 Detailed Explanation and Rule Summarization Based on students’ discovery, the teacher systematically explains the basic syntactic functions of the v-ing form. 1. As the subject: usually placed at the beginning of a sentence, indicating an action or behavior as the subject, such as Learning first-aid skills is necessary for everyone. 2. As the object: following certain verbs like stop, enjoy, practice, avoid, etc., such as We should avoid touching the burnt area with dirty hands. 3. As the attribute: modifying a noun or pronoun, indicating the action or state of the modified word, such as the girl crying for pain, a sleeping bag. 4. As the object complement: used after sensory verbs (see, hear, feel, find) and some causative verbs (keep, get), indicating the ongoing action of the object, such as I found him lying on the ground unconscious. The teacher also compares the v-ing form with the past participle briefly to help students preliminarily distinguish their differences, focusing on the active and progressive meaning of the v-ing form. Activity 3 Targeted Grammar Exercises To consolidate the rules, the teacher designs hierarchical exercises from easy to difficult. The first exercise is to fill in the blanks with the correct form of the verbs in brackets. For example, ______ (stop) bleeding quickly can prevent infection. I saw him ______ (treat) a small cut on his finger. The second exercise is to choose the best answer to test students’ understanding of the v-ing form’s functions. The third exercise is sentence rewriting: rewrite the given sentences using the v-ing form without changing the original meaning. After students finish all exercises, the teacher explains the key and difficult questions in detail, especially the wrong questions with high error rates, to help students sort out their ideas and eliminate confusion. Activity 4 Grammar Application in Context The teacher provides a short first-aid passage with several blanks, and students need to fill in the blanks with the appropriate form of the v-ing form according to the context. This exercise integrates grammar into a complete first-aid text, helping students understand how to use the v-ing form naturally in practical language expression. After completing the passage, students read it aloud together to feel the coherence and fluency of the language, deepening their grasp of grammar rules in context. Step 4 Post-Learning: Integrated Application and Skill Improvement Activity 1 Situational Role-Play: Emergency First-Aid Communication The teacher divides students into groups of two or three and assigns different emergency scenarios: scenario one is a classmate suffering from a slight burn in the lab; scenario two is a person choking on food while eating; scenario three is a person with a bleeding cut. Students are required to use the imperative sentences, first-aid vocabulary, and v-ing form learned in class to conduct role-plays. One student acts as the injured person, and the others act as rescuers, describing the injury, giving first-aid instructions, and explaining simple reasons. The teacher reminds students to pay attention to the accuracy of language expression and the logic of first-aid steps. Each group prepares for a few minutes and then performs in front of the class. After each performance, other students give evaluations from the aspects of language use and first-aid correctness, and the teacher makes comprehensive comments, affirming their advantages and pointing out areas for improvement. This role-play activity not only consolidates language knowledge but also cultivates students’ ability to respond quickly in emergencies and enhances their awareness of helping others. Activity 2 Paragraph Writing: Describe a First-Aid Process Based on the role-play and language input, the teacher assigns a small writing task: write a short paragraph of about 80 words to describe the first-aid process of one common injury (burn, bleeding, or choke). Students are required to use at least three core first-aid words, two imperative sentences, and one v-ing form in the paragraph. The teacher provides a writing outline to help students organize their language: first, describe the injury situation; second, introduce specific first-aid steps with imperative sentences; third, add a simple reminder with the v-ing form. Students write independently, and the teacher walks around to provide individual guidance for students with difficulties. After writing, students exchange their paragraphs with deskmates to correct each other’s grammatical mistakes and inappropriate expressions. Then, the teacher selects several excellent paragraphs to read aloud to the class and analyzes their strengths in language use and content organization, inspiring other students to learn from them. Activity 3 Mind Map Summary: Systematize Knowledge The teacher guides students to work in groups to create a mind map of this class’s learning content. The mind map takes first-aid language learning as the core, including three main branches: core vocabulary (classified by category), imperative sentences (affirmative and negative), and the v-ing form (syntactic functions and examples). Students cooperate to supplement detailed content under each branch, sorting out the knowledge system of this class. Each group displays their mind maps, and the teacher makes a comprehensive summary, emphasizing the key and difficult points again. This activity helps students sort out and integrate knowledge, form a clear knowledge framework, and improve their ability to summarize and organize knowledge independently. Step 5 Expansion and Extension: Connect to Life and Cultivate Awareness The teacher shares some common first-aid myths in daily life, such as applying toothpaste or oil on burns, cutting blisters directly, etc., and asks students to judge whether these methods are correct and explain the reasons in English. This activity not only consolidates language application but also popularizes scientific first-aid knowledge, enhancing students’ safety awareness. Then, the teacher introduces basic first-aid hotlines and simple cross-cultural first-aid communication expressions, telling students that mastering these expressions can help them communicate with medical staff or help others in international scenarios. Finally, the teacher assigns homework: 1. Memorize the core first-aid vocabulary and collations learned in class. 2. Finish the remaining grammar exercises in the textbook. 3. Surf the Internet to find more English first-aid tips for common injuries and share them with classmates in the next class. The teacher ends the class by emphasizing that learning first-aid English is not only for improving language skills but also for mastering life-saving skills, respecting life, and shouldering social responsibilities, encouraging students to apply what they have learned to real life. 1 / 1 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 $