高中二年級下學(xué)期英語《選擇性必修二 Unit 5 Reading for Writing》教學(xué)課件

ReadingforWriting

新人教選擇性必修Book2

Unit5FirstAid

LearningobjectivesBytheendoftheclass,weareable1.tolearnsomepracticalskillsofHeimlichmanoeuvre.2.towriteanarrativeessaythatsharesastoryaboutprovidingfirstaid.3.todevelopandstrengthenyourspiritofcooperation.Step1WarmingupLookatthefirsttwopictures.Whatdoyouthinktheboyontherightissufferingfrom?ChockingWhatdoyouknowabouttheHeimlicmanoeuvre(海姆立克式急救法)?Itisawaytohelpthechockingvictim.Chockingcanbeverydangerous.Tosolvetheproblem,HenryHeimliccreatedtheHeimlichmanoeuvrein1974.HenryHeimlichwasbornintheUSA.Heinventedthe'Heimlichmaneuver'in1974.Themaneuverisusedtosavepeoplewhoarechoking.Healsoinventedothermedicalprocedures.HeisknownforhisworkonH.E.L.P!-Dr.Henry'sEmergencyLessonsforPeopleHowistheHeimlichmanoeuvreperformed?Isiteasytolearn?Let’swatchthevideo.Step2ReadingActivityReadthearticleandthenputA-Einthecorrectplacesinthetext.A.ChokingvictimsusuallyhaveonlyaboutfourminutesbeforetheycollapseandsometimesdieB.Ifyouseesomonechoking,firstcalltheemergencyservicesC.ChenwastednotimeD.Withchokingvictims,everyminutecountsE.DoingtheHeimlichmanoeuvreonasmallchildisnotrecommended.Answers:CABED1.Whatkindofsentencesaremissing?Thefirstsentenceineachparagraph.2.Whatfunctionsdoesthefirstsentenceusuallyserveinaparagraph?Astopicsentencetogive

themainideaoftheparagraphortolinkupideasbetweenparagraphs.Workingroupsanddiscussthefollowingquestions.Readthearticleagainandchoosethecorrectwordstocompletethesentences.1.ChenWeiwasafriend/completestranger

toZhangTao.2.WhenChenWeireachedZhangTao,ZhangTaowassittingonthechair/standing.3.TheHeimlichmanoeuvreisquiteeasy/difficulttodo.4.Youwillknowthatthevictimischokingifhecannotspeak/stopsbreathing.5.Tohelpasmallchildwhoischoking,youneedtolaythechildfaceup/downonyourlapandslaphisupperback.6.ChenWeiwasabletosaveZhangTaobecausehelearnttheHeimlichmanoeuvreatschool/fromafirst-aidmanual.Readthearticleagainandchoosethecorrectwordstocompletethesentences.1.ChenWeiwasafriend/completestranger

toZhangTao.2.WhenChenWeireachedZhangTao,ZhangTaowassittingonthechair/standing.3.TheHeimlichmanoeuvreisquiteeasy/difficulttodo.4.Youwillknowthatthevictimischokingifhecannotspeak/stopsbreathing.5.Tohelpasmallchildwhoischoking,youneedtolaythechildfaceup/downonyourlapandslaphisupperback.6.ChenWeiwasabletosaveZhangTaobecausehelearnttheHeimlichmanoeuvreatschool/fromafirst-aidmanual.standbehindhim/her

wrapyourarmsaroundhis/herwaistmakeafistwithonehandplaceitintheupperpartofhis/herstomachGrabyourfistwithyourotherhandtightlypushupandintohis/herstomachinonemotion1.CanyouexplainandshowtheclasshowtoperformtheHeimlichmanoeuvre?Role-play:laythechildfacedownputheadlowerthanhis/herbodygivefirmslapstohis/herupperback2.HowtoperformtheHeimlichmanoeuvreonasmallchild？Readforthestructureofanarrativeessay.theset-upwhowhatwheretheconflictachallengeordifficultytheconclusiontheendofthestory1.Rereadthearticle,andthenanswerthequestionsbelow.Part1Who?Whathappened?Wheredidithappen?Part2WhatdidChenWeido?Part3Howdoesthestoryend?Part4Whatpurposedoesthequoteattheendoftheessayserve?Backgroundwhowhere

whatChenWei:ahighschoolstudentinBeijingZhangTao:afellowdineratarestaurantAtarestaurantZhangTaowaschockingonsomesteakwhileeatingClimax:ChenWeiperformedtheHeimlichmanoeuvreonZhangTao.processgotupandrantohelpedZhangtohisfeetstoodbehinddidtheHeimlichmanoeuvre

Theendofthestory:ChenWeisavedZhangTao,thentheambulancecameanddoctorscheckedZhangTaoandsaidthathewasfine.Comment:

Withchokingvictims,everyminutecounts.Youcannotjuststandbyanddonothing.Luckily,Chenhadlearnthowtogivefirstaidinschool.SeeingZhangchoking,heremainedcalmandreactedimmediately.Chenlatersaidabouttheincident,“HowcouldIjustifysittingthereanddoingnothing?Weareallhumansandweallhavearesponsibilitytolookafteroneanother’swelfare.”IfyouwereChenWei,wouldyouchoosetohelpZhangTao?Itprovidesagoodwaytowrapuptheessay.ItalsotellsthereaderaboutChenWei’semotionsandopinions,andgivesuniqueinsightintohischaracter.“quote”2.Organizethestructureofthisarticle.Part1(Para.1-2):thestoryofachokingincidentPart2(Para.3-5):theintroductionoftheHeimlichmanoeuvrePart3(Para.6):commentsonthechokingincidentReadforthelanguage.Readagainandunderlinethelanguagefordescribingactions.tointroducetheemergencytoperformHeimlichmanoeuvretoperformfirstaidonchildrentointroducetheemergencychokeonsomesteak;holdhisthroatwithhisfaceturningred;helphisdesperatefriendtohisfeet.toperformHeimlichmanoeuvregrabyourfistwithyourotherhandtightly;pushupandintohisstomachinonemotion;continuedoingthisuntiltheobstructionisforcedout.toperformfirstaidonchildrenlaythechildfacedownonyourlapwiththeheadlowerthantherestofhisbody;givefirmslapstohisupperbackuntilhecanbreatheagain.Step3WritingActivityUsewhatyouhavelearnttowriteanarrativeessaythatsharesastoryaboutprovidingfirstaid.Step3WritingActivity:1.Workinpairs.Discussyourexperiencesofgivingfirstaidinanemergency.Ifneitherofyouhaveanyexperiences,discussstoriesyouhavereadorheardabout,orthinkupasituation.QuestionsKeywordsPart1Who?What?Where?Part2Theprocess?Part3Theend?Part4Anycomments?2.Writeanoutlineofyourstory,thenthinkofagoodquotetosumthingsup.【文章架構(gòu)】明確體裁話題實(shí)施急救確定時態(tài)人稱一般過去時為主第一和第三人稱為主布局文章架構(gòu)①介紹事故原因②實(shí)施急救的過程③總結(jié)④反思Now,let'swriteyournarrativeessay！Exchangedraftswithapartner.Usethischecklisttohelpyourevisethedraft.Isthenarrativeessayclear?Doesithavethreeparts?Doesthefirstparttellyouaboutwho,what,andwhere?Doesthesecondpartshowaconflict?Doesthethirdpartgivetheconclusion?Isthereagoodquotetosumthingsup?Arethedetailsofthestoryeasytounderstand?Putupyournarrativeessayintheclassroomorreadittoyourclass.SampleWritingOnemorning,DavidwasworkingathishomeofficewhilewatchinghisbabydaughterMarywhowascrawlingonthefloor.Suddenly,henoticedthatshehadpickedsomethingupandputitinhermouth.Thenshebeganto