Unit 5 First Aid Using Language（2） 任务型导学案 -2026-2027学年高中英语人教版选择性必修第二册

该高中英语导学案围绕“急救”主题展开，核心知识点涵盖急救相关词汇、听力策略、语法填空、记叙文写作框架及海姆立克急救法操作步骤。课堂导入通过“温故”环节复习听力指令词和语法应用，“知新”环节引入重点词汇短语，再结合语篇略读和写作指导，构建从基础到应用的学习支架。 此资料亮点显著，写作指导部分详细拆解急救记叙文四要素、时态运用及结构，助力提升语言表达能力。融入海姆立克急救法诞生故事与影视资源，渗透文化意识。预习任务与问题记录设计，培养自主学习能力，帮助学生掌握实用技能，落实核心素养发展。

Unit 5 First Aid Using Language（2） 1.复习听力策略,完成单词拼写；熟记本节课重点生词、短语。 2.阅读课本P56—P57内容，梳理海姆立克急救法操作步骤与注意事项，掌握急救亲身经历记叙文写作框架、时态运用与场景描写句型。根据阅读内容填写本节预习任务，把握本课重难点。 一、温故 （一）听力策略 Follow instructions: When giving commands, people usually use the imperative. It’s simple and clear. To help the listeners follow what to do next, they use words such as ________, ________, ________, ________, and ________. When listening to instructions in English, you should • listen carefully and don’t _________. • follow the ________ of the instructions given to you. • answer any questions __________ when asked. （二）语法填空 1. The good news is that Rozier will be back soon after the All-Star break after ________ (sprain) his right knee, but the timeline for Richardson’s return remains unclear. 2. It was on a freezing cold morning that the man dived into the lake and rescued a ________ (drown) child. 3. The doctor managed to stop the ________ (bleed) and saved the patient’s life. 4. People ________ (panic) and fled in all directions when they heard a deafening explosion in the street corner. 5. Her hands and ________ (ankle) were tied, and she knew what was to be her fate. 二、知新 （一）重点词汇 1. ________ vi. & vt. 打断；打扰 vt. 使暂停；使中断 2. ________ vi. & vt.（因愤怒或恐惧）高声喊；大声叫 n. 尖叫；尖锐刺耳的声音 3. ________ adj. 同类的；同事的；同伴的；同情况的 n. 男人；家伙；同事；同辈；同类 4. diner n. ________ 5. ________ vi. & vt.（使）窒息；（使）哽咽 6. steak n. ________ 7. throat n. ________ 8. ________ adj. 绝望的；孤注一掷的；非常需要的 9. ________ vt. （用手掌）打、拍 n.（用手掌）打、拍；拍击声 10. ________ adj. 切实可行的；实际的；实践的 11. obstruction n. ________ 12. fist n. ________ 13. ________ vt. 抓住；攫取 n. 抓取；抢夺 14. tightly adv. ________ 15. ________ adj. 牢固的；紧身的；绷紧的；严密的 adv. 紧紧地；牢固地 16. motion n. ________ 17. ________ vt. 证明…… 有道理；为…… 辩护；是…… 的正当理由 18. welfare n. ________ 19. ________ vi.（突然）倒塌；（因病等）昏倒 20. ________ n. 使用手册；说明书 adj. 用手的；手工的；体力的；手控的 21. foggy adj. ________ 22. suburb n. ________ 23. membership n. ________ （二）重点短语 1. help sb to one’s feet ________ 2. ________ 面朝上（朝下） 3. sleep in ________ 4. ________ 健康状况不好 （三）语篇略读 1. What type of writing is this passage? A. Argumentative writing B. Narrative writing C. Expository writing D. Advertising writing 2. What's the main purpose of this article? A. To introduce a high-school student Chen Wei. B. To tell a story of a choking accident and explain first-aid. C. To advertise the Heimlich manoeuvre training courses. D. To describe the daily life in a Beijing restaurant. 3. From which is the text probably taken? A. A health magazine. B. A biology textbook. C. A research paper. D. A travel brochure. （四）写作指导——实施急救的亲身经历 1. 叙事四要素（who /when/where /what happened） 人物：你本人 + 遇险者 + 围观人群 场景：餐厅、公园、家里等公共场所 冲突：有人异物卡喉 / 晕倒 / 轻微受伤，生命受到威胁 行动：你冷静运用学到的_________展开救助 2. 时态要点 整个故事为已经发生的往事，通篇以___________为主； 描写突发场景可用_____________； 总结感悟部分可用_____________。 3. 写作结构 （1）第一段：开篇创设险情（交代背景 + 突发意外） 写作要点：交代场景，描写突发事故，渲染紧张气氛，写出旁人_______的状态。 高分技巧：用声音、动作描写烘托紧急局面，不要平铺直叙。 （2）第二段：主体叙事 心理描写：看到险情后，自己没有慌乱，回忆课堂上学到的急救知识； 动作细节：按顺序写出___________（海姆立克法 / 简单止血 / 救助晕倒人员等）； 场面描写：周围人的反应，救助过程中的小波折； 救助结果：伤者_________，呼吸恢复。 （3）第三段：结尾升华（事件反思 + 主旨） 后续：救护车赶到，伤者得到进一步救治； 感悟：分两层 ——①急救知识非常________，关键时刻能挽救生命； ②面对危难，人人都不能袖手旁观，互助是每个人的_________。 4. 常用表达 An unexpected emergency unfolded right in front of my eyes. 一场意外的紧急状况就在我眼前发生。 All of a sudden, a sharp cry broke the peaceful atmosphere. 突然间，一声惊呼打破了平静。 One nearby visitor was trapped in a dangerous situation. 旁边一名路人陷入危险之中。 Panic spread among the onlookers, yet nobody knew how to offer effective help. 恐慌在围观人群中蔓延，没有人知道如何提供有效救助。 He struggled desperately, unable to utter a single word. 他拼命挣扎，一句话也说不出来。 His face turned pale, signaling that he was badly in trouble. 他脸色发白，说明情况十分危急。 Though anxiety flooded over me, I reminded myself to stay composed. 尽管内心十分紧张，我提醒自己保持冷静。 Relevant first-aid knowledge popped into my mind instantly. 相关的急救知识瞬间浮现在我的脑海中。 The thought of standing by helplessly never crossed my mind. 我从没想过袖手旁观。 I summoned up my courage and stepped forward without hesitation. 我鼓起勇气，毫不犹豫走上前去。 I realized every second mattered to save the person’s life. 我意识到救人分秒必争。 I asked the surrounding crowd to make space for better ventilation. 我请周围人群腾出空间，保证空气流通。 I supported him steadily and adjusted his posture properly. 我稳稳扶住他，调整好他的姿势。 I repeated the set of movements continuously until he showed signs of recovery. 我持续重复这套动作，直到他出现好转迹象。 Shortly afterwards, he regained the ability to breathe smoothly. 没过多久，他重新能够顺畅呼吸。 I kept observing his condition and waited for professional medical workers. 我持续观察他的状况，等待专业医护人员赶来。 Once he felt better, I comforted him to ease his fear. 等他状况好转，我安抚他缓解恐惧。 Paramedics arrived soon and took over follow-up treatment. 医护人员很快抵达，接手后续救治工作。 The injured person expressed sincere gratitude for my timely assistance. 当事人对我及时伸出援手表达诚挚谢意。 This unforgettable incident shaped my opinion of first aid. 这次难忘的经历改变了我对急救的看法。 Mastering basic first-aid techniques equips us to respond to emergencies. 掌握基础急救技能，让我们有能力应对突发状况。 We are supposed to equip ourselves with life-saving knowledge. 我们应当储备能够挽救生命的知识。 When others face life-threatening trouble, we have the obligation to give a hand. 当他人遭遇生命危险时，我们有义务伸出援手。 Small knowledge can create huge differences in critical moments. 不起眼的知识，能在危急时刻发挥巨大作用。 Mutual assistance is the warmth connecting every individual. 互相帮助，是人与人之间相连的温暖。 根据课本内容填空。 Chen Wei, a high school student in Beijing, had his dinner interrupted when he heard ____________________. A fellow diner at the restaurant, Zhang Tao, was choking on some steak. He was now holding his throat with his face turning red, while his desperate friends were slapping him on the back. _____________________________. He got up and ran to Zhang’s table at once. With the help of Zhang’s friends, he was able to help Zhang to his feet. Then, standing behind Zhang, Chen did the Heimlich manoeuvre. The food was instantly ____________, and Zhang began to breathe again. Ten minutes later, an ambulance arrived. The doctors checked Zhang and made sure that he was fine. They suggested he eat more slowly and take smaller bites before they left. _________________________, leaving no time for an ambulance to arrive. To solve this problem, in 1974, an American doctor, Henry Heimlich, created the Heimlich manoeuvre, saving thousands of lives around the world. Doing the Heimlich manoeuvre is quick, practical, and easy. It is so easy, ___________, that almost anyone can learn how. _________________________. Then, make sure that the victim is really choking: A choking person cannot speak. Slapping the victim’s back will often _____________. If this does not work, you can perform the Heimlich manoeuvre by standing behind him and wrapping your arms around his waist. Make a fist with one hand and place it in the upper part of his stomach. Grabbing your fist with your other hand tightly, push up and into his stomach in one motion. Continue doing this until the obstruction is forced out. ____________________________, as you may hurt him. Instead, lay the child ____________ 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. ____________________________. You cannot just stand by and do nothing. Luckily, Chen had learnt how to give first aid in school. Seeing Zhang choking, he remained calm and reacted immediately. Chen later said about the incident, “How could I justify sitting there and doing nothing? We are all humans and we all __________________ one another’s welfare.” 一、海姆立克急救法的诞生故事 海姆立克急救法（Heimlich manoeuvre）的诞生，本身就像一段传奇。1972年，美国辛辛那提的胸外科医生亨利·海姆立克（Henry Heimlich，1920—2016）在阅读了一篇关于因噎窒息死亡的统计报告后开始思考：为什么每年有数千美国人因为食物卡住气管而死，却没有人发明一种简单、可以由普通人操作的急救方法？当时的标准做法是拍背、抠喉或者用器械取出异物，但对于普通民众来说，这些方法既复杂又危险。 海姆立克从呼吸生理学中得到灵感：肺里仍然残存着大约1.5到2升的空气，如果用力挤压腹部，气体可以从肺部向上冲出，把堵在气管的异物推出喉部。基于这个原理，他设计了"腹部快速向上冲击"的手法：救援者站在患者身后，一手握拳放在患者腹部肚脐上方两横指处，另一手包住拳头，向上向内用力快速冲击，直到异物排出。1974年，海姆立克在《急诊医学杂志》上发表了这一方法，并很快被美国红十字会等机构采纳。 海姆立克并不只是一个冷峻的医生，他深谙医学传播的奥秘。他没有把这项技术藏在学术论文里，而是通过媒体演示、公开演讲、学校教育让它走入了千家万户。今天，全世界至少有上百个国家把海姆立克急救法纳入急救培训课程，每年拯救数千人的生命。值得一提的是，海姆立克直到2016年5月自己87岁时才第一次在自己的养老院中亲身使用这套他发明的急救法——他救了一位87岁的老妇免于窒息。这一幕被记者拍下，成为急救史上最温暖的画面之一。 海姆立克急救法在中国也有广泛应用。红十字会、120急救中心、社区医院都把它列为公众急救必备技能。 二、推荐影视作品 1. 美国国家地理频道的纪录片《一分钟救命》（Just One Minute）跟踪拍摄了多名真实发生的窒息救援案例：从家庭聚餐到学校餐厅，从婴儿到老人，每个场景都展示了一分钟内的生死抉择。片中穿插了海姆立克本人的访谈片段，颇具历史价值。 2. 韩国电影《生死抉择》（Mayo）讲述了一位急诊医生在一次重大事故后对医疗体系的反思，片中对急救流程的展示非常专业。 把预习中发现的问题记录一下吧 ... 答案及解析 温故知新·基础填空 一、温故 （一）听力策略 first next then after that finally panic order simply and directly （二）语法填空 1．spraining 【详解】考查非谓语动词。句意：好消息是罗齐尔在右膝扭伤后很快就会在全明星赛后复出，但是理查森的复出时间还不清楚。空处位于介词after后面，需用动名词spraining，作宾语。故填spraining。 2．drowning 【详解】考查形容词。句意：那是在一个寒冷的早晨，那个人跳入湖中救了一个溺水的孩子。空格处用形容词作定语，修饰名词child，由rescued可知，空格处意为“正在溺水的”，形容词是drowning。故填drowning。 3．bleeding 【详解】考查名词。句意：医生成功止住了出血，并挽救了病人的生命。定冠词the后接名词形式，在句中作宾语。bleed的名词形式为bleeding，为“流血”之意。故填bleeding。 4．panicked 【详解】考查时态。句意：当听到街角震耳欲聋的爆炸声时，人们惊慌失措，四处逃散。由and fled可知，句子时态是一般过去时，and前后时态一致，因此空格处是过去式panicked。故填panicked。 5．ankles 【详解】考查名词的数。句意：她的双手和脚踝都被绑着，她知道自己的命运会如何。空格处应填入名词与“hands”并列作主语。所给词ankle为可数名词，意为“脚踝”，根据句意和常识可知，人通常有两只脚踝，此处指两脚踝都被绑着，应用复数形式。故填ankles。 二、知新 （一）重点单词 1. interrupt 2. scream 3. fellow 4. （尤指餐馆的）就餐者 5. choke 6. 牛排；肉排 7. 咽喉；喉咙 8. desperate 9. slap 10. practical 11. 阻碍；堵塞；阻塞物 12. 拳；拳头 13. grab 14. 紧紧地；牢固地；紧密地 15. tight 16. 运动；移动 17. justify 18. 幸福；福祉；安康；福利 19. collapse 20. manual 21. 有雾的 22. 郊区；城外 23. 会员身份；全体会员；会员人数 （二）重点短语 1. 帮助某人站起身来 2. face up/down 3. 迟起；睡过头；睡懒觉 4. out of shape （三）语篇略读 1. B 2. B 3. A （四）写作指导 1. 急救知识 2. 一般过去时；过去进行时；一般现在时 3. 慌乱；急救步骤；脱离危险；实用；责任 基础过关·课前自测 someone screaming from another table Chen wasted no time forced out Choking victims usually have only about four minutes before they collapse and sometimes die in fact If you see someone choking, first call the emergency services force out the obstruction Doing the Heimlich manoeuvre on a small child is not recommended face down With choking victims, every minute counts have a responsibility to look after 学科网（北京）股份有限公司 $