Unit 5 First Aid Using 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-Using Language 内容导航 This section centers on choking first aid, telling Chen Wei’s story of saving a choking diner with the Heimlich manoeuvre. It introduces the manoeuvre’s origin, specific steps and precautions, helping students master related English expressions and practical first aid skills. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary (choking, Heimlich manoeuvre, obstruction) and sentence patterns (imperatives, conditional clauses) to describe first aid steps in English. Cultural Awareness: Understand the value of first aid globally, cultivate humanitarian spirit and a sense of social responsibility. Thinking Quality: Develop logical and critical thinking by analyzing first aid cases and sorting out operational steps. Learning Ability: Improve autonomous and cooperative learning skills through case analysis, role-play and practical drills. 2. 教学重难点 Key Points: Master first aid-related vocabulary and expressions; understand the origin and specific operational steps of the Heimlich manoeuvre; be able to describe first aid processes in simple English. Difficult Points: Accurately understand and use medical terms; clearly and logically describe first aid steps in English; correctly apply first aid knowledge to simulated situations and distinguish operational differences for adults and children. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the topic of first aid, activate their existing knowledge reserve, and naturally lead to the core content of this lesson—choking first aid. At the beginning of the class, the teacher will show students a short video clip (without sound) about a person choking in a restaurant: the choking person holds his throat, his face turns red, and his friends are in a hurry to help but don’t know the correct method. Then the teacher asks students two questions in English to guide them to think and discuss: “What happened to the person in the video?”, “What would you do if you were there?”. After students express their opinions freely, the teacher summarizes: Choking is a common emergency in daily life, and incorrect first aid methods may cause more serious harm. Today, we will learn about a practical first aid skill—the Heimlich manoeuvre, through a real story, and master how to describe this process in English. Then the teacher writes the key topic “Choking First Aid & Heimlich Manoeuvre” on the blackboard, and leads students to read the new words related to the lead-in: choke (v.), choking (n./adj.), throat (n.), emergency (n.). This link not only attracts students’ attention through visual stimulation but also lays a foundation for the subsequent text learning by activating their prior knowledge of first aid and introducing basic new words. Step 2: Pre-reading (Vocabulary and Background Preview) Before reading the text, it is necessary to help students master the core vocabulary and related background knowledge to remove obstacles for smooth reading. First, the teacher presents the key vocabulary and phrases of this lesson through PPT, including nouns (obstruction, fist, waist, stomach, ambulance, doctor), verbs (perform, wrap, grab, push, force, suggest), adjectives (desperate, instant, practical, quick), and phrases (slap sb. on the back, with the help of, take smaller bites, force out, stand by). For each word and phrase, the teacher explains its meaning in simple English, combines it with pictures or body language to help students understand, and designs simple oral exercises to consolidate. For example, when explaining “wrap your arms around one’s waist”, the teacher demonstrates the action; when explaining “slap sb. on the back”, the teacher invites a student to cooperate with the demonstration, so that students can understand and remember in a vivid way. Next, the teacher briefly introduces the background knowledge of the Heimlich manoeuvre in English: “The Heimlich manoeuvre is a first aid method for choking, invented by an American doctor named Henry Heimlich in 1974. It is quick, practical and easy to learn, and has saved thousands of lives around the world.” At the same time, the teacher shows a photo of Dr. Henry Heimlich and a simple illustration of the Heimlich manoeuvre, so that students have a preliminary understanding of the origin and function of this first aid method. Finally, the teacher asks a guiding question: “Do you think it is important to learn the Heimlich manoeuvre? Why?” to further stimulate students’ desire to read the text and understand how the protagonist in the text uses this method to save people. Step 3: While-reading (Text Analysis and Comprehension) This link is the core of the lesson, aiming to help students understand the main content of the text, master the structure of the text, and extract key information through skimming, scanning and careful reading. The teacher guides students to read the text in three steps, and designs corresponding tasks to promote students’ in-depth understanding of the text. 3.1 Skimming (Get the Main Idea) The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. What did Chen Wei do when he saw Zhang Tao choking? After students finish reading, they are invited to share their answers. The teacher summarizes: The text mainly tells a story about a high school student Chen Wei who saved a choking diner Zhang Tao by performing the Heimlich manoeuvre, and introduces the origin and specific steps of the Heimlich manoeuvre. Through skimming, students can quickly grasp the main content of the text and establish a general framework of the text. 3.2 Scanning (Extract Key Information) On the basis of skimming, the teacher asks students to read the text again (scanning) and complete a table about key information. The table includes four columns: Characters, Event, Key Actions, and Result. Students need to find relevant information from the text and fill in the table. For example, Characters: Chen Wei (a high school student), Zhang Tao (a diner), Henry Heimlich (an American doctor); Event: Zhang Tao choked on steak while eating, Chen Wei saved him with the Heimlich manoeuvre; Key Actions: Chen Wei ran to Zhang Tao’s table, helped him to his feet, stood behind him, performed the Heimlich manoeuvre; Result: The food was forced out, Zhang Tao could breathe again, and the doctors confirmed he was fine. After students finish filling in the table, the teacher checks the answers with the whole class, and emphasizes the key verbs and phrases in the text, such as “heard someone screaming”, “ran to”, “helped...to his feet”, “performed the Heimlich manoeuvre”, “forced out”, which lays a foundation for students to describe the first aid process later. At the same time, the teacher guides students to find the sentences that introduce the origin of the Heimlich manoeuvre and mark them, preparing for the subsequent analysis of the text structure. 3.3 Careful Reading (Analyze Text Details and Structure) In this step, the teacher guides students to read the text carefully paragraph by paragraph, analyze the details of each paragraph, and sort out the text structure. First, the teacher divides the text into three parts according to the content: Paragraph 1-2: The story of Chen Wei saving Zhang Tao (narrative part); Paragraph 3: The origin of the Heimlich manoeuvre (explanatory part); Paragraph 4-5: The specific steps of the Heimlich manoeuvre and precautions for children (instructive part). For the narrative part (Paragraph 1-2), the teacher asks students to find the sentences describing Zhang Tao’s choking state: “He was now holding his throat with his face turning red, while his desperate friends were slapping him on the back.” The teacher analyzes the sentence structure: “with his face turning red” is a with-compound structure, used to describe the accompanying state; “while” is used to connect two contrasting clauses. Then the teacher asks students to imitate the sentence structure to describe a scene of emergency, such as “The injured person was lying on the ground with his leg bleeding, while his friends were calling for help.” This not only helps students understand the text details but also consolidates the sentence structure. For the explanatory part (Paragraph 3), the teacher guides students to analyze the reason why Dr. Henry Heimlich invented the Heimlich manoeuvre: “Choking victims usually have only about four minutes before they collapse and sometimes die, leaving no time for an ambulance to arrive.” The teacher explains the function of the present participle phrase “leaving no time for an ambulance to arrive” as a result adverbial, and asks students to find another present participle phrase in the paragraph (“saving thousands of lives around the world”) and analyze its function. Through this analysis, students can master the usage of present participle phrases as result adverbials, which improves their language ability. For the instructive part (Paragraph 4-5), the teacher asks students to read carefully and sort out the specific steps of the Heimlich manoeuvre. Students are divided into groups of 4 to discuss and sort out the steps, and then each group sends a representative to share their results. The teacher summarizes and sorts out the correct steps on the blackboard in English: 1. Make sure the victim is really choking (a choking person cannot speak). 2. Slap the victim’s back first; if it doesn’t work, perform the Heimlich manoeuvre. 3. Stand behind the victim and wrap your arms around his waist. 4. Make a fist with one hand and place it in the upper part of his stomach. 5. Grab your fist with your other hand tightly, push up and into his stomach in one motion. 6. Continue until the obstruction is forced out. Then the teacher emphasizes the precautions for children: “Do not perform the Heimlich manoeuvre on a small child, as you may hurt him. Instead, lay the child face down on your lap with the head lower than the rest of his body, and then give firm slaps to his upper back until he can breathe again.” The teacher demonstrates the correct posture for children, so that students can clearly understand the differences between adult and child first aid. In addition, the teacher guides students to pay attention to the key sentence patterns in the text, such as the subjunctive mood in “They suggested he eat more slowly and take smaller bites before they left.” (The verb “suggest” means “suggest”, and the object clause uses the subjunctive mood “(should) + verb原形”). The teacher explains the usage of the subjunctive mood after verbs such as “suggest, advise, demand, require”, and gives examples for students to imitate, such as “I suggest he practice the Heimlich manoeuvre more.” This helps students master the key grammar points in the text and improve their ability to use language accurately. Step 4: While-speaking (Language Application and Practice) On the basis of understanding the text, this link aims to help students consolidate the learned vocabulary, sentence patterns and first aid knowledge, and improve their oral expression ability through role-play and discussion. The teacher designs two interactive activities to let students apply the learned knowledge in practice. 4.1 Role-play: Simulate Choking First Aid Students are divided into groups of 3, and each group is assigned three roles: the choking person, the rescuer, and the observer. The task of the group is to simulate the scene of choking first aid described in the text. The rescuer needs to use the vocabulary and sentence patterns learned in the lesson to describe the steps while performing the Heimlich manoeuvre (simulated action), such as “Don’t worry! I will help you. First, I stand behind you and wrap my arms around your waist...”. The choking person needs to simulate the choking state (holding the throat, face turning red, unable to speak). The observer is responsible for checking whether the rescuer’s steps are correct and whether the language expression is accurate. Before the role-play, the teacher demonstrates a group with a student to let students know the requirements and skills of the role-play. During the role-play, the teacher walks around the classroom, observes the performance of each group, and gives timely guidance and correction. For example, if a student uses the wrong word “stomach” as “chest”, the teacher corrects it in time; if a student’s sentence structure is incorrect, the teacher helps him adjust it. After all groups finish the role-play, the teacher invites 2-3 groups to perform in front of the class, and then comments on their performance, affirming their advantages and pointing out the areas that need improvement. This activity not only makes students more proficient in the first aid steps and related language expressions but also improves their cooperative ability and oral expression ability. 4.2 Group Discussion: How to Prevent Choking and Other Emergencies The teacher puts forward the discussion topic: “What can we do to prevent choking in daily life? And what should we do when we encounter other emergencies (such as burns, bleeding)?” Students are divided into groups of 5 to discuss the topic. During the discussion, students need to use the vocabulary and sentence patterns learned in the unit, such as “We should...”, “We had better...”, “If we encounter..., we should...”. The teacher gives students sufficient time to discuss, and walks around to participate in the discussion of each group, guiding students to think actively and express their opinions clearly. After the discussion, each group sends a representative to share their discussion results. For example, some groups may say: “We should eat slowly and take smaller bites to prevent choking.” “We should not talk while eating.” “If we encounter someone bleeding, we should press the bleeding part with a clean cloth and call for emergency help.” The teacher summarizes the students’ opinions, supplements relevant prevention methods and first aid knowledge, and emphasizes the importance of safety awareness and social responsibility. This discussion not only expands students’ knowledge of first aid but also cultivates their thinking quality and sense of social responsibility. Step 5: Post-reading (Consolidation and Extension) This link aims to help students consolidate the knowledge learned in the lesson, extend the topic, and realize the integration of knowledge and ability. It is divided into three parts: vocabulary and grammar consolidation, text retelling, and knowledge extension. 5.1 Vocabulary and Grammar Consolidation The teacher designs some exercises on the PPT to help students consolidate the key vocabulary and grammar points learned in the lesson. For example, vocabulary exercises: fill in the blanks with the correct form of the given words (choke, perform, wrap, suggest, force). 1. The doctor ______ the Heimlich manoeuvre on the choking child. 2. She ______ her arms around her son tightly when she saw him. 3. The teacher ______ that we should learn more first aid skills. 4. The food was ______ out of the victim’s throat. 5. He almost ______ to death when he ate too fast. Grammar exercises: rewrite the sentences using the subjunctive mood. 1. The doctor said, “You should eat more slowly.” → The doctor suggested that ______. 2. I advise you to practice the first aid steps every day. → I advise that ______. Students complete the exercises independently, and then the teacher checks the answers with the whole class, explains the difficult points, and ensures that students master the key vocabulary and grammar points. At the same time, the teacher guides students to sort out the word families and collocations of the key vocabulary, such as “choke (v.) → choking (n./adj.) → choked (adj.)”, “perform (v.) → performance (n.)”, “wrap...around...”, “force out”, which helps students expand their vocabulary and improve their ability to use language flexibly. 5.2 Text Retelling The teacher asks students to retell the text in their own words, using the key information, vocabulary and sentence patterns learned in the lesson. The teacher can give a retelling outline to help students organize their ideas: 1. What happened to Zhang Tao while eating? 2. What did Chen Wei do to save him? 3. What is the Heimlich manoeuvre and who invented it? 4. What are the steps of the Heimlich manoeuvre? Students can retell the text individually or in pairs. For students who have difficulty retelling, the teacher gives appropriate prompts, such as key words and sentence patterns. After students finish retelling, the teacher comments on their performance, affirming their progress and pointing out the areas that need improvement, such as the logicality of the retelling and the accuracy of language expression. This activity helps students deepen their understanding of the text and improve their ability to organize language and express themselves in English. 5.3 Knowledge Extension The teacher extends the topic of first aid by showing students pictures and short videos about other common emergencies, such as burns, bleeding, sprained ankles, and introduces the basic first aid methods and related English expressions for these emergencies. For example, for burns: “If you get burnt, you should put the burnt area under cool running water for 10-15 minutes, then dry it gently with a clean cloth and cover it with a loose clean cloth.” For bleeding: “If someone is bleeding, you should press the bleeding part firmly with a clean cloth or bandage to stop the bleeding, and then call for emergency help.” The teacher also introduces some common emergency call numbers in different countries, such as 120 in China, 911 in the United States, 112 in Europe, and tells students that they should keep calm and call the emergency number in time when encountering emergencies. In addition, the teacher assigns a small task: ask students to collect more first aid knowledge after class, make a first aid poster in English, and introduce one kind of first aid method. The poster will be displayed in the classroom in the next class. This task not only extends students’ knowledge of first aid but also improves their ability to collect information, design and create, and lays a foundation for the subsequent writing part. Step 6: Summary and Homework 6.1 Summary The teacher summarizes the content of this lesson with the whole class: In this lesson, we learned a real story about Chen Wei saving a choking person with the Heimlich manoeuvre, mastered the origin and specific steps of the Heimlich manoeuvre, and the key vocabulary and sentence patterns related to first aid. We also practiced describing first aid steps through role-play and discussion, and understood the importance of first aid and safety awareness. The teacher emphasizes that first aid knowledge is very practical and useful in daily life, and encourages students to learn more first aid skills, so that they can help themselves and others when encountering emergencies. 6.2 Homework To consolidate the knowledge learned in the lesson and extend students’ learning, the teacher assigns three levels of homework, which are suitable for students of different levels: 1. Basic Homework: Copy the key vocabulary and sentence patterns of this lesson, and write 5 sentences using the key vocabulary and sentence patterns, describing first aid steps or emergency situations. 2. Intermediate Homework: Retell the text in 100-120 words, and write a short passage about how to perform the Heimlich manoeuvre. 3. Advanced Homework: Complete the first aid poster assigned in the knowledge extension part, introduce one kind of first aid method in English, and prepare to share it in the next class. At the same time, find a real first aid case and write a short comment on it in English (120-150 words), talking about the importance of first aid knowledge. Before the end of the class, the teacher reminds students to complete their homework on time, and encourages them to practice the first aid steps with their family members after class, so as to truly master the practical first aid skills and apply the English knowledge learned to real life. Step 7: Blackboard Design The blackboard design is concise and clear, focusing on the key content of the lesson, helping students sort out the knowledge framework and consolidate the key points. The blackboard is divided into three parts: Left Part: Key Topic and Vocabulary Unit 5 First Aid - Using Language Key Vocabulary: choke (v.), choking (n./adj.), throat (n.), obstruction (n.), fist (n.), waist (n.), stomach (n.), ambulance (n.) Key Phrases: slap sb. on the back, with the help of, take smaller bites, force out, perform the Heimlich manoeuvre Middle Part: Text Structure and Key Steps 1. Narrative: Chen Wei saved Zhang Tao (choking → performing Heimlich → saved) 2. Explanation: Origin of Heimlich manoeuvre (invented by Henry Heimlich in 1974, save lives) 3. Instruction: Steps of Heimlich manoeuvre - Check if the victim is choking - Slap the back first; if not working, perform the manoeuvre - Stand behind, wrap arms around waist - Make a fist, place on upper stomach - Grab fist, push up and into stomach - Continue until obstruction is out Precautions for children: Lay face down, slap upper back 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 $