Unit 5 First Aid-Assessing Your Progress 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-Assessing Your Progress 内容导航 This section focuses on assessing students’ mastery of first aid knowledge, key vocabulary, grammar (-ing form), and practical skills. It includes exercises, self-reflection and group tasks to help students check learning outcomes, identify weaknesses and consolidate what they have learned in the unit. 教学目标和重难点 1. 教学目标 Linguistic Competence: Master first aid-related vocabulary and -ing form usage, and improve English expression in emergency scenarios. Cultural Awareness: Understand the value of first aid in different societies, cultivate humanitarian spirit and sense of social responsibility. Thinking Quality: Develop critical thinking and quick decision-making through case analysis and practical simulation. Learning Ability: Enhance self-assessment and cooperative learning skills, and form lifelong learning awareness by summarizing and reflecting on learning. 2. 教学重难点 Key Points: Master the usage of first aid core vocabulary (e.g., burn, bandage, choking) and -ing form as adverbial, subject and object; grasp basic first aid procedures and express them in English. Difficult Points: Distinguish similar first aid terms accurately; use -ing form correctly in complex contexts; apply first aid knowledge flexibly to simulate emergency scenarios and describe steps clearly and logically in English. 教学过程 Lead-in: Warm-up and Review (Lead students into the assessment with familiar content) The teacher starts the class with a question-and-answer activity to review the key content of the whole unit, laying a solid foundation for the subsequent assessment. First, the teacher asks open questions: “What first aid knowledge have we learned in this unit? Can you list some common first aid situations and corresponding measures?” Guide students to take turns to answer, such as burns, bleeding, choking, and electric shock. Then, the teacher presents some key vocabulary and phrases on the blackboard or PPT, including “first aid, burn, bleeding, bandage, compress, elevate, resuscitate, first-aid kit, cool running water” and so on, and asks students to read them aloud and make simple sentences to check their mastery of vocabulary. Next, the teacher briefly reviews the grammar focus of the unit—the -ing form, and asks students to summarize its functions in sentences, such as subject, object, adverbial, etc., and gives simple examples to help students recall. For example, “Running cool water over the burn can reduce pain.” (subject) “He suggested calling the emergency number immediately.” (object) “While riding a bike, she fell and hurt her ankle.” (adverbial). Through this warm-up and review, students can quickly enter the learning state, activate the knowledge they have learned, and prepare for the formal assessment activities. Activity 1: Grammar Assessment - Using the -ing Form (Master grammar points and improve sentence construction ability) This activity focuses on assessing students’ mastery of the -ing form, which is the core grammar point of the unit. The activity is divided into two parts: filling in the blanks and sentence transformation, to comprehensively assess students’ ability to use the -ing form in different contexts. In the first part, filling in the blanks, the teacher presents a short passage about a first aid incident on the PPT or worksheet. The passage tells the story of Nancy, who fell off her bike and hurt her ankle while riding home at night, and the corresponding first aid measures. There are 10 blanks in the passage, and students need to fill in the correct forms of the given verbs (get, return, ride, sit, slow, throw, try, turn, walk, want) according to the context. The passage is as follows: ______ for long hours every day in an office for several years, Nancy Jones felt that she was getting out of shape and decided that she needed to get some exercise. So, instead of going to and from work every day by bus, she started riding a bike because ______ was an enjoyable activity for her. One night she had to work till late and it was foggy outside when she left the office. Her bike did not have a light, so ______ home by bike was a bit dangerous. She was ______ to get home quickly, so she didn’t slow down. Suddenly, a dog ran out in front of her. She tried ______ to avoid hitting the dog, but she lost her balance and fell off the bike. She felt a sharp pain in her ankle and couldn’t stand up. She tried ______ up, but it was too painful. She noticed that her ankle was swelling, so she took out a clean cloth from her bag and started ______ it gently. At the same time, she was ______ for help. A passer-by heard her cries and came over. He checked her ankle and suggested ______ her to the nearest hospital. With his help, Nancy was sent to the hospital and received timely treatment. Students complete the filling-in-the-blank exercise independently. During the process, the teacher walks around the classroom, observes students’ performance, and provides appropriate guidance for students who have difficulties. After students finish, the teacher invites several students to read their answers aloud, and corrects the wrong answers one by one. For example, the first blank should be “Having sat” (as adverbial, indicating cause, and the action of sitting happens before the action of feeling out of shape); the second blank should be “riding” (as subject); the third blank should be “returning” (as subject); the fourth blank should be “wanting” (as predicate complement); the fifth blank should be “to slow” (try to do sth.); the sixth blank should be “to get” (try to do sth.); the seventh blank should be “pressing” (start doing sth.); the eighth blank should be “shouting” (as predicate, past continuous tense); the ninth blank should be “taking” (suggest doing sth.). For each wrong answer, the teacher explains the reason in detail, reviews the usage of the -ing form, and helps students correct their mistakes. In the second part, sentence transformation, the teacher gives 5 sentences, and students need to transform them according to the requirements, using the -ing form. For example: 1. He sat by the window and read a book about first aid. (transform into a sentence with -ing form as adverbial) → Sitting by the window, he read a book about first aid. 2. She found that learning first aid skills is very important. (transform into a sentence with -ing form as object) → She found learning first aid skills very important. 3. The doctor suggested that we should keep the patient calm. (transform into a sentence with -ing form as object) → The doctor suggested keeping the patient calm. 4. The boy was injured in the accident. He was sent to the hospital immediately. (combine into one sentence with -ing form as adverbial) → Being injured in the accident, the boy was sent to the hospital immediately. 5. It is necessary to learn how to perform CPR. (transform into a sentence with -ing form as subject) → Learning how to perform CPR is necessary. After students finish the transformation, the teacher checks the answers in groups. Each group exchanges their answers, and the group leader summarizes the common mistakes. Then the teacher focuses on explaining the difficult points in the transformation, such as the usage of the -ing form as adverbial (active and passive meaning), the difference between try doing sth. and try to do sth., etc. Through this two-part activity, students can comprehensively review and consolidate the usage of the -ing form, improve their ability to construct sentences with the -ing form, and achieve the assessment goal of grammar. Activity2: First Aid Knowledge and Skill Assessment - Case Analysis and Simulation (Apply knowledge to practice and improve practical ability) This activity is the key part of the assessment, aiming to assess students’ mastery of first aid knowledge and their ability to apply it to practical scenarios. It is divided into case analysis and scenario simulation, which not only tests students’ theoretical knowledge but also exercises their practical operation and language expression ability. In the first part, case analysis, the teacher presents 3 specific first aid cases on the PPT, and students need to analyze the cases in groups, point out the correct first aid measures and the mistakes in the cases, and explain the reasons. The cases are as follows: Case 1: A student was playing basketball and accidentally sprained his ankle. His classmates immediately helped him stand up and walk to the classroom, and then put a hot towel on his ankle to reduce swelling. Case 2: A little girl was eating candy and suddenly choked. Her mother patted her back hard and tried to take the candy out of her mouth with her fingers. Finally, the candy was spit out and the little girl recovered. Case 3: A man suffered a second-degree burn on his arm due to a gas leak. He immediately rinsed the burned area with cool running water for 10 minutes, then covered it with a clean and loose cloth, and called the emergency number for help. Each group is responsible for analyzing one case. After 10 minutes of group discussion, each group sends a representative to report their analysis results to the whole class. For Case 1, students should point out that the mistake is helping the sprained student stand up and walk (which may aggravate the injury) and using a hot towel (hot compress will aggravate swelling); the correct measures are to let the student sit down and rest immediately, elevate the injured ankle, apply cold compress to reduce swelling, and seek medical help if necessary. For Case 2, students should point out that the mother’s approach is correct: patting the back hard can help the child spit out the choked object, and taking out the object with fingers (if it is visible) can also help relieve choking. For Case 3, students should confirm that the man’s first aid measures are correct: rinsing with cool running water can stop the burning process, reduce pain and swelling; covering with a clean cloth can prevent infection; calling the emergency number can ensure timely medical treatment. After each group reports, the teacher makes comments and supplements, summarizes the key points of first aid for different situations, and emphasizes the common mistakes and precautions. For example, when dealing with sprains, remember “rest, ice, compression, elevation” (RICE); when dealing with choking, pat the back or use the Heimlich maneuver; when dealing with burns, rinse with cool running water first, do not use ice directly, do not break blisters, etc. This part of the activity helps students apply the first aid knowledge they have learned to specific cases, improve their ability to analyze and solve problems, and deepen their understanding of first aid principles. In the second part, scenario simulation, the teacher divides the students into groups of 4-5, and each group draws a first aid scenario. The scenarios include: 1. Someone suffers a minor burn on the hand while cooking. 2. A classmate chokes on food during lunch. 3. A pedestrian falls off a bike and bleeds slightly from the knee. 4. Someone faints suddenly in the school playground. Each group needs to design a 3-5 minute simulation performance, which includes the process of finding the emergency, judging the situation, taking first aid measures, and communicating with others (such as calling for help, comforting the injured, etc.). During the simulation, students need to use the first aid knowledge and English expressions they have learned, and pay attention to the standardization of first aid operations and the fluency of English communication. Before the simulation, each group has 15 minutes to discuss and prepare, design the plot, assign roles (such as the injured, the first aider, the person calling for help, etc.), and practice the lines and actions. The teacher walks around each group to provide guidance, such as helping students design reasonable first aid steps, correcting their English expressions, and reminding them of the key points of operation. For example, in the scenario of minor burns, students need to say: “Don’t worry, I will give you first aid. First, I will rinse your hand with cool running water for 10-15 minutes to reduce pain and swelling. Then I will cover it with a clean cloth to prevent infection. You don’t need to go to the hospital, but if the pain persists, you should see a doctor.” In the scenario of choking, students need to use expressions such as: “Are you okay? Can you breathe? Let me pat your back hard. Breathe deeply.” After the preparation, each group performs their simulation in front of the whole class. Other students watch carefully and evaluate the performance of each group from three aspects: the correctness of first aid measures, the fluency and accuracy of English expression, and the cooperation between group members. After each group’s performance, the teacher makes comments, affirms the advantages, points out the deficiencies, and gives suggestions for improvement. For example, if a group’s first aid steps are correct but the English expression is not fluent, the teacher can help them correct the sentences and suggest that they practice more oral expressions related to first aid; if a group’s operation is not standardized (such as rinsing the burn for too short a time), the teacher reminds them of the correct operation requirements. This scenario simulation activity not only assesses students’ mastery of first aid skills and English expression ability but also cultivates their cooperative spirit and ability to respond to emergencies, which is in line with the requirements of core literacy. Activity 3: Self-Reflection and Group Summary (Summarize learning outcomes and identify weaknesses) After the above assessment activities, the teacher guides students to carry out self-reflection and group summary, helping students sort out their learning outcomes, identify their own weaknesses, and put forward improvement measures. First, students fill in the self-reflection form independently. The form includes the following questions: 1. What have I mastered well in this unit? (e.g., vocabulary, grammar, first aid knowledge) 2. What are my weaknesses? (e.g., distinguishing similar words, using the -ing form correctly, applying first aid skills) 3. What mistakes did I make in the assessment activities? 4. What should I do to improve my weaknesses? After students finish filling in the self-reflection form, they exchange their reflection results in groups. Each student shares their own strengths and weaknesses, and the group members put forward suggestions for improvement. For example, if a student says that he is not good at using the -ing form as adverbial, other group members can suggest that he do more related exercises, read more English passages containing the -ing form, and summarize the usage rules. If a student says that he is not familiar with the first aid steps for choking, the group can practice the Heimlich maneuver together and review the related knowledge. Then, each group summarizes the overall learning situation of the group, including the advantages of the group in the assessment, the common weaknesses, and the group’s improvement plan. The group leader reports the group summary to the whole class, and the teacher makes a comprehensive comment. The teacher affirms the efforts and progress of each group and each student, summarizes the common problems in the whole class (such as confusing the usage of similar words, incorrect first aid operations, etc.), and puts forward targeted improvement suggestions. For example, for the problem of confusing similar words, the teacher suggests that students make a vocabulary notebook to record similar words and their differences, and review them regularly; for the problem of incorrect first aid operations, the teacher suggests that students watch first aid videos, practice simulation operations, and consolidate their skills. Extension Activity: Design a First Aid Leaflet (Expand learning and improve comprehensive application ability) To further consolidate the first aid knowledge and English expression ability of students, the teacher arranges an extension activity—designing a first aid leaflet. The teacher explains the requirements of the leaflet: the leaflet should focus on one common first aid situation (such as burns, choking, sprains, bleeding, etc.), include the causes of the emergency, the correct first aid steps, precautions, and related English expressions. The leaflet should be concise, clear, and easy to understand, with appropriate pictures (students can draw or paste pictures) to make it more intuitive. Students complete the leaflet design in groups. During the process, the teacher provides guidance for each group, such as helping students determine the theme of the leaflet, sort out the content, and correct the English expressions. For example, if a group chooses burns as the theme, the teacher guides them to include the following content: Causes of burns (hot liquids, fire, electric shock, chemicals, etc.), Types of burns (first-degree, second-degree, third-degree), First aid steps (rinse with cool running water, cover with clean cloth, call for help if necessary), Precautions (do not use ice, do not break blisters, do not apply ointment randomly), and related English expressions (e.g., “First aid for burns”, “Rinse the burned area with cool running water for 10-15 minutes”, “Do not break the blisters”). After the leaflet is completed, each group displays their leaflet in front of the whole class, introduces the content of the leaflet in English, and explains the design ideas. Other students and the teacher evaluate the leaflet from the aspects of content completeness, English expression accuracy, layout design, and intuitiveness. The teacher selects excellent leaflets and posts them in the classroom to encourage students. This extension activity not only helps students consolidate the first aid knowledge and English expression ability but also cultivates their creativity and practical ability, realizing the extension and application of learning. Summary and Homework (Consolidate learning and extend after-class practice) At the end of the class, the teacher summarizes the whole assessment class. The teacher reviews the key content of the assessment, including vocabulary, grammar, first aid knowledge, and skills, and emphasizes that first aid is a very important life skill, which not only can help others but also can protect themselves. The teacher also encourages students to keep learning first aid knowledge, practice first aid skills, and cultivate a sense of social responsibility and humanitarian spirit. Then, the teacher assigns after-class homework: 1. Review the key vocabulary and grammar of the unit, and finish the remaining exercises in the textbook. 2. Perfect the first aid leaflet designed in class, and share it with family and friends to popularize first aid knowledge. 3. Watch an English first aid video, take notes of the key points, and write a short summary (about 100 words) to introduce the content of the video. 4. Practice the first aid skills learned in the unit with family members, such as the Heimlich maneuver, bandaging, etc., and record the practice process (optional). The homework is designed to consolidate the knowledge and skills learned in class, extend the learning to after-class, and realize the combination of classroom learning and real life. It not only helps students consolidate their language knowledge and first aid skills but also cultivates their ability to apply knowledge to practice and popularize first aid knowledge. 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 $