Unit5FirstAidUsingLanguageReadingforwriting课件高中英语人教版选择性

Unit5FirstAidReadingforWritingWordBankHeimlichmanoeuvre

n.海姆立克急救法steak

n.牛排；肉排interrupt

v.打断；中断practical

adj.实用的；scream

v./n.尖叫；惊呼victim

n.受害者fellow

n.同伴；家伙fist

n.拳头choke

v.窒息；呛grab

v.抓住desperate

adj.绝望的motion

n./v.运动；动作ambulance

n.救护车obstructionn.阻塞,障碍物1.Analyzethestructureandkeyelementsofnarrativewriting.2.MastertheactiondescriptionsoftheHeimlichmanoeuvreandactout.3.ApplytheactiondescriptionsoftheHeimlichmanoeuvreinthecontinuewritingtoadvancetheplot.Inthisclass,youwillbeableto:LearningObjectivesKnowingsomeskillsaboutfirst-aidcanbelife-saving.Leadin1.WhatisyoungSheldonsuffering?Hewas________whenhehadadinner.choking2.Whatfirstaidtechniqueisusedinthisvideo?Heimlichmanoeuvre[ˈhaɪm.lɪkməˌnuːvər]Itisawaytohelpthe________________（窒息患者）.________canbeverydangerous.______________（为了解决这个问题）,HenryHeimlic______（创造）theHeimlichmanoeuvrein1974.Whatisthe

Heimlich

manoeuvre?chokingvictimsChoking

Tosolve

theproblemcreatedHowisitperformed?Isiteasytolearn?Lead-in3.Thepassagemainlytalksabout_____________(who?)used___________________________(way)tosave____________________(who?).ChenWeiHeimlichmanoeuvreZhangTao1.What’sthewritingtypeofthispassage?A.ArgumentationwritingB.Narrativewriting

C.Expositorywriting2.Fromwhichisthetextprobablytaken?A.Ahealthmagazine.

B.Abiologytextbook.C.Aresearchpaper.

D.Atravelbrochure.SkimmingTask1:Skimtheandpictures.Answerthefollowingquestions.Lookattheblanks,couldyoufindanythingincommonabouttheirposition(位置)?—Firstsentenceshowthemainideaoftheparagraph;Whatarethefunctionsofthefirstsentence?connectplot(情节)betweenparagraphs(transitionalsentence)SkimmingReadandputA-EintherightplaceA.Chokingvictimsusuallyhaveonlyaboutfourminutesbeforetheycollapseandsometimesdie.B.Ifyouseesomeonechoking,firstcalltheemergencyservices.C.Chenwastednotime.D.Withchokingvictims,everyminutecounts.E.DoingtheHeimlichmanoeuvreonasmallchildisnotrecommended.CABEDFast-readingTip:1.先画出选项的关键词（关键名词动词，序数词，代词等）2.看挖空位置明作用，根据上下文逻辑（代词指代，表目的，

递进关系，因果关系）和词汇复现的方法选出答案A______ofchokingincidentAn___________oftheHeimlichmanoeuvreThe_______________ofthestoryPart1(Para1-2)Part2(Para3-5)Part3(Para6)

ReadforstructureWhat’sthemainideaofeachpart?

storyintroductioncomments/significanceElements:

who,what,where,how,resultFast-readingThreeparts

ofanarrativeessayLikeallgoodstories,ithasthreeparts:theset-up,theclimax,andtheconclusion.Theset-uptellsyouaboutwho,whatandwhere.Theclimaxalwaysinvolvesachallengeordifficultythatthecharactersface.Theconclusionistheendofthestory,wheretheprobleminPart2hasbeensolved.Who?__________,ahighschoolstudentinBeijingand__________,a______________atarestaurant.What?ZhangTaowas____________somesteakoverdinner.Where?TheclimaxChenWeiperformedthe____________________TheendThefoodwas__________,andZhangbeganto_______again.ChenWeiZhangTaoafellowdinerchokingonHeimlichmanoeuvreforcedoutbreatheAtarestaurantCareful-reading：Scanpara1-2forthemainfactorsofanarrativeessay1.WhatcanwelearnabouttheHeimlichmanoeuvre?A.Itrequiresprofessionalmedicaltrainingtoperformcorrectly.B.Itisaquick,practicaltechniquethatiseasytolearn.C.Itshouldonlybeusedafterwaitingfortheambulance.D.Itisacomplexprocedurethattakesalongtimetomaster.2.WhydidHenryHeimlich

createtheHeimlichmanoeuvre?A.Toreplaceambulanceservicesforallemergencysituations.B.Tosolvetheproblemthatchokingvictimscannotwaitforanambulance.C.Becausehefoundthatback-slappingwasentirelyineffective.D.Tocreateacomplicatedprocedurethatonlydoctorscoulduse.Scanpara3andanswerwhatandwhy

Para.4-5_________behindher

_________withonehand______itintheupperpartofherstomach_____________withyouranotherhandtightly_______andintoherstomachinonemotionHowtoperform(执行)theHeimlichmanoeuvreonadults?standmakeafistplacegrabyourfistpushupCareful-readingHowtoperform(执行)theHeimlichmanoeuvreonsmallchild?laythechild___________head_____thanhis/herbody_____________tohis/herupperbackfacedownlowergivefirmslapsPara.4-5

Detailed-reading“HowcouldIjustifysittingthereanddoingnothing?Weareallhumansandweallhavearesponsibilitytolookafteroneanother’swelfare.”It’sagreathonourtosavealife.--LeighBardugo1.WhatkindofpersonisChenWeiaccordingtohiswordsandactions?A.ShyandmodestB.ResponsibleandcaringC.BraveandadventurousD.Smartandcreative2.Whatcanwelearnfromthispassage?A.Lookbeforeyouleap.B.Knowledgeispower.C.Easiersaidthandone.D.Practicemakesperfect.Careful-readingPara6StoryMountainMapChenWeihadhisdinnerinterruptedbyapersonwhowaschoked.ChendidtheHeimlichmanoeuvretosaveZhang.Thechockedpersonwassavedintime.TimeorderAseriesofVerbs(anarrativeessay)UsequotationSummaryIfyourbestfriendgetschokedwhileeating,whatwouldyoudo?Discussandactitout.Post-reading:groupdiscussionWriting

阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。ChenWei,ahighschoolstudentinBeijing,wasenjoyingawarmdinneratarestaurantwithhisfamily.Theairwasfilledwiththepleasantchatterofotherdinersandthecomfortingaromaoffood.Suddenly,apanickedscreamfromanearbytablecutthroughthenoise."Someonehelp!Hecan'tbreathe!"Allheadsturned.Attheadjacenttable,amannamedZhangTaowasclutching(抓住)histhroat,hisfaceturningafrighteningshadeofpurple.Hiseyeswerewidewithterror.Apieceofsteakhadgottenstuckinhisthroat.Hisfriends,lookingequallyterrified,weredesperatelyslappinghimontheback,butitwasnouse.ZhangTaotriedtocough,butonlyaweak,chokingsoundcameout.Thehappyatmosphereoftherestaurantvanished(消失),replacedbyatenseandfearfulsilence.Everyonewasfrozen,unsureofwhattodo.ChenWei'sheartraced.Foramoment,hewasasstunned(惊呆)aseveryoneelse.Then,thememoryofhisfirstaidclassfromlastsemesterflashedinhismind.Histeacher,Mr.Li,haddemonstrated(演示)theHeimlichmanoeuvreandsaid,"Inarealchokingemergency,everysecondcounts.Youmustactcalmlyandquickly."SeeingZhangTao'sconditionworsening,ChenWeiknewtherewasnotimetowaitforanambulance(救护车).Hepushedhischairbackandstoodup,hisownfearpushedasidebyasurgeofdetermination.注意：1.续写词数应为150左右；2.请按如下格式在答题卡的相应位置作答。Para1:ChenWeiquicklywalkedtoZhangTaoandasked,"Areyouchoking?"Para2:Tenminuteslater,theambulancearrivedandthedoctorscheckedZhang

Tao.

Who?What?Where?十句五定法Para1Para2句1：衔接提示句1-心理、动作链句6：衔接提示句2：心理、动作链句2：~句7：~句3：~句8：~句4：~句9：正向大结局句5：过渡到Para2首句句10：主题升华，点睛其中：句1、句5、句6、句9、句10就是这个方法中的五定，是固定的。其他的句子安排根据具体情况可作轻微调整。1.按照十步五定法构思情节，确定五个固定句子及另外五句。第一段：句1：ZhangTao害怕/绝望，点头（衔接提示句心理、动作链）句2：_______________________________________________句3:________________________________________________句4：_______________________________________________句5：牛排排出，急救成功，等待救护车

（过渡到Para2首句）第二段：句1：

ChenWei

紧张、担忧

，等待检查结果

（衔接提示句心理、动作链）句2：_______________________________________________句3:____________________________________________句4：ZhangTao感谢

ChenWei（正向大结局）句5：经历难忘，急救知识的重要性/助人

（主题升华、点睛）1.按照十步五定法构思情节，确定五个固定句子及另外五句。第一段：句1：ZhangTao害怕/绝望，点头（衔接提示句心理、动作链）句2：ChenWei

毫不犹豫地站到张涛身后，准备实施海姆立克急救法句3:众人

紧张

句4：ChenWei_握拳顶住张涛上腹部快速向上挤压（动作描写）句5：牛排排出，急救成功，等待救护车

（过渡到Para2首句）第二段：句1：

ChenWei

担忧

，等待检查结果

（衔接提示句心理、动作链）句2：

医生确认张涛没事，表扬陈伟句3:__ChenWei害羞又自豪，父母为他骄傲__句4：ZhangTao感谢

ChenWei（正向大结局）句5：经历难忘，急救知识的重要性/助人

（主题升华、点睛）ChenWeiquicklywalkedtoZhangTaoandasked,"Areyouchoking?"Overwhelmedwithterroranddespair,ZhangTaonoddeddesperately,clutchinghisthroattightly,unabletoutteraword.Withouthesitation,ChenWeistoodbehindZhangTao,wrappinghisarmsaroundhiswaist.Seeingthis,thecrowdheldtheirbreath.FollowingwhatMr.Lihadtaughtinfirstaidclass,ChenWeimadeafistwithonehandandplaceditfirmlyintheupperpartofZhangTao’sstomach.Hegrabbedhis