资源简介

(共37张PPT)
Unit 5 First aID 同步写作
读后续写微技能及实践
PBL教学模式探究系列：
1. Place burns under cool running water, especially within the first ten minutes
2. Remove any clothes using scissors if necessary, unless you see the fabric sticking to the burnt skin.
3. Cover the burnt with a loose clean cloth. Applying oil to the injured areas is a bad idea, as it will keep the heat in the wounds and may cause infection.
4. ChenWei,…, had his dinner interrupted when he heard someone screaming from another table.
5. He was now holding his throat with his face turning red, while his desperate friend were slapping him on the back.
动作描写
Step One: Revision (复习)
1. Last night there was a big storm, bringing high winds and blowing roofs off houses.
2. Durant arrived on the night of 24 June and found a battle filled with 40,000 dead and wounded soldiers.
场景描写
3.Not moving, the boy looked dead and his face was turning blue.
外貌描写
4. Unable to see what was happening, Peter was quite worried about the boy.
5.Dunant was horrified by the scene and was filled with compassion for the wounded man.
心理描写
Step One: Revision (复习)
1. 她用桌布覆盖了桌子。(cover…with…)
__________________________________________.
2. 把乳霜薄薄地抹在脸和脖子上。(apply … to…)
_________________________________________________.
3. 昨天下午我请人补了牙。(have sth. done)
_____________________________________.
4. 他刚睡着电话就响了。(when)
___________________________________________________.
5. 汤姆很擅长理科，而他的弟弟绝对是不可救药。(while)
_____________________________________________________________________.
She cover the table with a cloth
Apply the cream sparingly to your face and neck
I had my teeth filled yesterday
He had just drifted off to sleep when the phone rang
While Tom’s very good at science, his brother is absolutely hopeless
Step Two: Check (检测)
6. 那本书好像很有趣。(look)
_____________________________________.
7. 叶子变黄。(turn)
________________________________.
8. 当她醒来时，发现周围一群陌生人。(find sth. done)
_________________________________________________________.
9. 看到他们的生活状况时，他很震惊。(be horrified )
______________________________________________________________.
10. 你的生活总是充满挑战。(be filled with )
_______________________________________________.
That book looks interesting
The leaves were turning yellow
When she woke up, she found herself surrounded by a group of strangers
He was horrified when he discovered the conditions in which they lived
Your life will always filled with challenges
Step Two: Check (检测)
细节描写结构1: 主+谓1..., 谓2..., and 谓3....
句型
多个连续动作，用“主语 + 谓语动词 1, 谓语动词 2 and 谓语动词 3”，按动作先后或逻辑排列，简洁呈现连贯动作流。
迁移示例
The paramedic checked the victim's vital signs, wrapped the swollen ankle and called for an ambulance.医护人员检查伤者的生命体征，包扎肿胀的脚踝，呼叫救护车。
赏析
依次呈现 “检查体征 - 包扎脚踝 - 呼叫救护车” 连贯动作
How to make your continuation writing vivid
Step Three: Learning the new (知新)
仿写练习1- 主+谓1..., 谓2..., and 谓3....
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She ______ the loose fabric, ______ the blister with a clean cloth and ______ the area gently.她撕开宽松的织物，用干净的布覆盖水泡，轻轻按压该区域）
The operator ______ the emergency call, ______ the address and ______ the paramedics to set out.（接线员接听紧急电话，确认地址，指示医护人员出发）
They ______ the choking diner, ______ his back and ______ him to his feet.（他们冲向窒息的用餐者，拍打他的背部，帮他站起来）
tore
covered
pressed
answered
confirmed
instructed
rushed to
slapped
helped
句型
“主语 + 谓语动词 + 非谓语动词（现在分词 / 过去分词，体现伴随肢体动作或心理状态）”，让动作与伴随情况融合，丰富表意。
迁移示例
He slipped in the bathtub, hitting his head on the edge and feeling a sharp pain.他在浴缸里滑倒，头撞到边缘，感到一阵剧痛。
赏析
“slipped” 是谓语，“hitting his head on the edge and feeling a sharp pain” 现在分词短语表伴随动作和心理
细节描写结构2:谓语动词 + 非谓语动词（描述肢体动作 / 心理）
How to make your continuation writing vivid
仿写练习2- 谓语动词 + 非谓语动词（描述肢体动作 / 心理）
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1.The elderly man collapsed on the carpet, ______ for breath with a panicked expression.（老人倒在地毯上，喘着气，脸上带着恐慌的表情。现在分词表伴随动作）
2.The toxin _________ his skin, ________ by the burning sensation underneath.（毒素侵蚀他的皮肤，被皮下的灼烧感所折磨。过去分词短语表伴随状态）
3.She practiced the Heimlich manoeuvre, ______ to master the practical technique.（她练习海姆立克急救法，渴望掌握这项实用技能。现在分词短语表伴随心理）
gasping
attacked
tormented
eager
句型
先以非谓语动词（多为现在分词）呈现肢体动作，后接句子说明心理，把外在动作和内在情绪关联，让情绪表达更具画面感。
迁移示例
Clutching her sprained ankle, she panicked that the delay would worsen the injury.她紧握着扭伤的脚踝，恐慌延误将加重伤势。
赏析
“Clutching her sprained ankle” 展现肢体动作，后续句子点明恐慌的心理
细节描写结构3:情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理））
How to make your continuation writing vivid
仿写练习3- 情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理）)
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1.______ the victim's throat tightly, he ______ the obstruction must be removed immediately.（紧紧抓住伤者的喉咙，他意识到梗阻必须立即清除。非谓语体现动作，句子说明领悟心理）
2.___________ mouth-to-mouth rescue breathing, the fellow diner ______ every second counted in saving the life.（进行口对口人工呼吸，那位用餐同伴知道挽救生命的每一秒都很重要。非谓语表动作，句子表认知心理）
3.______ the IV needle into the arm, the paramedic ______ the vital signs would stabilize soon.（将静脉注射针刺入手臂，医护人员希望生命体征很快稳定下来。非谓语展动作，句子表希望心理）
Grabbing
realized
Performing
knew
Inserting
hoped
句型
非谓语动词（如现在分词）体现心理，句子进一步阐释心理，并用 “with + 名词 + 形容词 / 现在分词” 复合结构描绘神态，多维度渲染情绪。
迁移示例
Desperate, she screamed for help with her eyes filled with tears.绝望中，她尖叫求救，眼里充满泪水。
赏析
“Desperate” 表心理，“with her eyes filled with tears” 复合结构描神态
细节描写结构4:情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写））
How to make your continuation writing vivid
仿写练习4- 情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写）
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1.______, he performed CPR with his hands ______ steadily on the chest.（紧张，他做心肺复苏时双手稳稳地放在胸口。非谓语表心理，复合结构描神态）
2.______, she watched the paramedics work with her heart ______ rapidly.（焦虑，她看着医护人员工作，心跳得很快。非谓语体现心理，复合结构绘神态）
3.______, they discussed the first-aid manual with their voices ______ with relief.（欣慰，他们讨论急救手册时声音里充满释然。非谓语表心理，复合结构描神态）
Nervous
pressing
Anxious
beating
Relieved
filled
句型
先用形容词体现人物心理，接着句子描述肢体动作，再以 “with + 名词 + 形容词 / 现在分词” 复合结构补充神态，借环境或场景关联心理、动作与神态。
迁移示例
Panicked, the bystanders gathered around the accident site with their hands covering their mouths.惊慌失措，旁观者聚集在事故现场，双手捂着嘴。
赏析
“Panicked” 表心理，“gathered around the accident site” 是动作，“with their hands covering their mouths” 描神态
细节描写结构5:环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写））
How to make your continuation writing vivid
仿写练习5- 环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写））
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1.______, she ___________ the electric shock victim with her attention ______ on his labored breathing.（专注，她照顾触电的伤者，注意力集中在他吃力的呼吸上。形容词表心理，句子描动作，复合结构绘内在状态）
2.______, he ______ the bleeding wound with his 眉头 ______ tightly.（担忧，他处理流血的伤口，眉头紧锁。形容词体现心理，句子表动作，复合结构描神态）
3.______, they ______ the choking child with their faces ______ with fear.（惊恐，他们救助窒息的孩子，脸上充满恐惧。形容词表心理，句子描动作，复合结构绘状态）
Focused
attended to
focused
Worried
treated
knitted
Terrified
rescued
filled
句型
用视觉、听觉、嗅觉相关形容词描绘环境，营造氛围，为故事添背景色彩，让读者借感官感受场景。
迁移示例
The foggy suburb street, with the sound of ambulance sirens and the smell of gasoline, was filled with urgency.多雾的郊区街道上，救护车的警笛声和汽油味弥漫，充满了紧迫感。
赏析
“foggy”（视觉）、“sound of ambulance sirens”（听觉）、“smell of gasoline”（嗅觉）营造场景
细节描写结构6:环境描写（形容词（视觉、听觉、嗅觉））
How to make your continuation writing vivid
仿写练习6- 环境描写（形容词（视觉、听觉、嗅觉））
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1.The ______ kitchen, with the ______ of breaking plates and the ______ of acid, showed a chaotic accident scene.（混乱的厨房里，盘子破碎的声音和酸的气味，呈现出混乱的事故现场。视觉、听觉、嗅觉词）
2.The ________ stadium, with the ______ of screams and the ______ of sweat, witnessed a sudden medical emergency.（拥挤的体育场里，尖叫声和汗水的味道，见证了一场突发的医疗紧急情况。感官词）
3.The ______ bathroom, with the ______ of running water and the ______ of soap, became the site of a slip accident.（湿滑的浴室里，流水声和肥皂的味道，成了滑倒事故的发生地。感官词）
chaotic
crash
smell
crowded
sound
odor
slippery
gurgle
scent
句型
把谓语或谓语部分提前，如 “副词 / 介词短语 + 谓语 + 主语”，突出强调，让句子有变化、更紧凑，增强表达力度。
迁移示例
Only after the Heimlich manoeuvre was performed did the choking victim cough up the steak.只有在实施海姆立克急救法后，窒息的伤者才咳出牛排。
赏析
“Only after the Heimlich manoeuvre was performed” 提前，引发倒装，强调条件
细节描写结构7:倒装结构
How to make your continuation writing vivid
仿写练习7- 倒装结构
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1._____________________________ did the operator realize the urgency of sending an ambulance.（直到听到受害者的尖叫，接线员才意识到派救护车的紧迫性。用倒装突出意识到的时机）
2.____________________________________ can we effectively deal with minor injuries in daily life.（只有通过学习实用的急救技巧，我们才能有效处理日常生活中的小伤。借倒装强调方式）
3._________________ came the moment when the paramedics arrived at the accident scene.（在漫长的等待后，医护人员到达事故现场的时刻到来了。用倒装突出时刻）
Only when hearing the victim's scream
Only by learning practical first-aid techniques
After a long wait
句型
用 “像…… 一样”（like）、“仿佛……”（as if）等，把事物比作另一类事物，让描述生动形象、具体可感。
迁移示例
The ambulance's siren is like a sharp knife, cutting through the quiet night to rush for help.救护车的警笛声像一把锋利的刀，划破寂静的夜晚去救援。
赏析
把警笛声比作刀，突出其穿透力
细节描写结构8:巧用修辞手法（比喻）
How to make your continuation writing vivid
仿写练习8- 巧用修辞手法（比喻）
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1.The paramedic's hands were _____________ that stabilized the victim's vital signs.（医护人员的手像魔法，稳定了伤者的生命体征。用比喻描绘手的作用）
2.The first-aid manual was _____________ that guided them through the emergency.（急救手册像指南针，指导他们度过紧急情况。借比喻展现手册的意义）
3.The sense of touch in rescuing is ________________ that detects the subtlest changes in the victim's condition.（救援中的触觉像探测器，能察觉到伤者状况最细微的变化。用比喻体现触觉的价值）
like magic
like a compass
like a detector
句型
把事物或抽象概念当作人，赋予人的动作、情感、神态等，让描写鲜活有趣，拉近与读者距离。
迁移示例
The toxin crept through his body, attacking every nerve with malicious intent.毒素在他体内蔓延，恶意攻击每一根神经。
赏析
“crept”“attacking” 赋予毒素人的动作
细节描写结构9:巧用修辞手法（拟人）
How to make your continuation writing vivid
仿写练习9- 巧用修辞手法（拟人）
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1.The IV needle ______ gently into the vein, delivering life-saving fluid to the patient.（静脉注射针轻轻地 “吻” 入血管，为患者输送救命的液体。拟人化，赋予针 “吻” 的动作）
2.The ambulance ______ through the foggy street, racing against time to reach the victim.（救护车在多雾的街道上 “奔跑”，争分夺秒地赶到伤者身边。让救护车 “奔跑”，拟人呈现）
The first-aid technique ______ faithfully, protecting the victim from further harm.（急救技巧忠实地 “守护” 着，保护伤者免受进一步伤害。赋予技巧 “守护” 的拟人化行为）
kissed
ran
guarded
句型
故意夸大或缩小事物特征、程度，突出特点，增强感染力，让读者印象深刻。
迁移示例
The pain from the electric shock was so intense that it felt like every nerve in his body was on fire.电击带来的疼痛如此剧烈，仿佛他体内的每一根神经都在燃烧。
赏析
夸张突出疼痛的程度
细节描写结构10: 巧用修辞手法（夸张）
How to make your continuation writing vivid
仿写练习10- 巧用修辞手法（夸张）
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1.The delay in the ambulance's arrival was so long that ___________ an eternity.（救护车到达的延误如此之久，仿佛过了一个永恒。夸张突出延误的时长）
2.The swelling on his ankle was so massive that _______________ a balloon ready to burst.（他脚踝的肿胀如此严重，仿佛一个即将爆炸的气球。夸张体现肿胀的程度）
3.The panic in the room was so thick that ___________ cut with a knife.（房间里的恐慌如此浓厚，仿佛能用刀切开。夸张突出恐慌的氛围）
it felt like
it looked like
it could be
火中救人
片段写作
莉莉猛地站起身，抓起灭火器冲向着火的卧室。她紧握着灭火器，快步冲过去跪下，开始扑灭床边的火焰。争分夺秒间，她用尽全力拖拽着失去意识的男孩。看到天花板开始开裂，她惊恐地瞪大了眼睛，但强压下恐慌的冲动，全神贯注地将他拖向安全地带。当两人最终逃出燃烧的建筑物时，一阵如释重负的感觉涌上她的心头。
Step Four: Practice（操练）
火中救人
翻译
Lily sprang up, grabbed the fire extinguisher and dashed towards the burning bedroom. With the extinguisher clutched in hand, she dashed over, knelt down and set about putting out the flames near the bed. Racing against time, she pulled the unconscious boy with all her strength. Her eyes widened with horror as the ceiling started to crack, but she fought back the urge to panic, focusing all attention on dragging him to safety. A surge of relief washed over her when they finally escaped the burning building.
突发疾病
片段写作
艾丽斯猛地站起身，抓起急救包冲向老人。她紧握着急救包，快步跑过去跪下，开始实施心肺复苏术。争分夺秒间，她用尽全力按压老人的胸膛。看到老人短暂停止呼吸，她惊恐地瞪大了眼睛，但强压下恐慌的冲动，全神贯注地投入救援。当老人咳嗽一声并恢复意识时，一阵如释重负的感觉涌上她的心头。
突发疾病
翻译
Alice sprang up, grabbed the first-aid bag and dashed towards the elderly man. With the bag clutched in hand, she dashed over, knelt down and set about performing CPR. Racing against time, she pressed his chest with all her strength. Her eyes widened with alarm as he stopped breathing briefly, but she fought back the urge to panic, focusing all attention on the rescue. A surge of relief washed over her when the man coughed and regained consciousness.
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It was a hot June day in the suburb of Austin, Texas, and Sammy Armstrong couldn’t wait to get in the water. The ten-year-old was on a camping trip with his mom, Kelley, his dad, Stacey, and his brothers, Ben and Willy.
Around 11 a.m., Sammy and Willy accompanied their dad to Upper Falls. Below is a swimming hole, 20 feet deep in some places.
Step Five: Practice（操练）
“A girl went over the waterfall!” Father shouted loudly. Sammy caught a glimpse（一瞥） of the girl’s arm and the top of her dark head as the rapids pushed her into the hollow（洞） beneath the rock, hiding her from the crowd above. She was struggling up and down in the deep water.
His father, with Willy firmly held under one arm, walked toward the edge of the waterfall to try to locate the girl, but Sammy was the one in striking distance. “You have to get her out of there!” Father yelled down to him. Sammy was nervous, but when he saw his dad just looking at him, he understood what he had to do. In fact, years in the Boy Scouts（童子军） had taught Sammy never to enter a dangerous situation without an exit strategy.
注意：(1) 续写词数应为150个左右;
(2) 开头已给出。
Para.a 1:
The ten-year-old took a few seconds to consider the situation. ________________________________________________________________________________________________________________________________
Para. 2:
Soon, someone threw them a swimming board from the bank.
_____________________________________________________________________________________________________________________________
点1：位于续写第一段段首，流畅衔接前面的记叙文和第一段段首语；点2：位于续写第一段段尾，流畅衔接第二段段首句；点3：位于续写第二段段首，续写衔接第二段段首语；点4：文章结尾升华，给予读者正能量，揭示和强调主题。情节构建的重点这个情节描绘了一场紧张的救援行动，展现了主人公萨米的勇气和应急反应。通过细节的描写，故事突出以下几个方面：
环境设定和氛围
故事发生在德克萨斯州奥斯汀郊区的一个炎热的六月日，背景设定在一个自然的环境中，增加了紧迫感。
上游瀑布附近的游泳池深达20英尺，环境本身就充满潜在的危险，这为之后的救援行动奠定了基础。
角色介绍和情感描写
萨米是一个勇敢的十岁男孩，身为游泳队的一员，展现了他的能力和对水域的熟悉，这使得他在面临紧急情况时能够迅速做出反应。
父亲则作为一个指导者的角色出现，在紧急情况下发出指令，虽然也带有一定的焦虑，但信任萨米能够完成任务。
续写原文分析
危机时刻
故事的紧张氛围由五岁小女孩失足跌入瀑布引发。小女孩的失衡和瞬间被水流冲走的描写制造了强烈的危机感。
萨米目睹了女孩被水流推向岩石下的情况，并且看见她在深水中挣扎，这使得故事更加紧张，展现了他对急迫情况的反应。
萨米的决心与训练
尽管萨米感到紧张，但他迅速做出决定并理解父亲的指示，这展现了他在困境中的冷静。
童子军的训练在这里发挥了关键作用。通过这些训练，萨米学会了在危险情境中保持冷静，并且懂得在面对挑战时要有“退出策略”，即确保自己在救援过程中不会陷入困境。
续写思路分析
The ten-year-old took a few seconds to consider the situation. Then he dived in, cutting through the rapids of the waterfall. In a few seconds, he was next to the struggling girl. Panicking, she tried to climb on top of him. He went under for a little bit, then came back up. He stayed calm, but inside, his heart was beating wildly. An arm's length away from the girl, he asked her if she could swim. When she said no, Sammy carefully pulled her onto his back and swam toward the shore.
Soon, someone threw them a swimming board from the bank. They pulled both kids from the water. The little girl lay worn out on the ground, coughing and too frightened to cry. Then her coach rushed up, comforted her and turned to thank Sammy for saving the little girl, saying “You are really a great hero.” “When I got in the water, I didn't really think about the consequences.” Sammy smiled.
Step Five: Rewrite and Show (重写和赏析）
Thank you for your listening!

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