Unit 5 First Aid-Reading and Thinking 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-Reading and Thinking 内容导航 This section is an expository text focusing on first aid for burns. It sequentially introduces the skin’s functions as the body’s largest organ, the common causes of burns, three types of burns classified by the depth of skin damage (first-degree, second-degree, third-degree), their respective characteristics, and specific, scientific first-aid steps. It aims to help students master basic burn first-aid knowledge and learn to use English to describe related content, laying a foundation for practical first-aid application and language output. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary such as blister, swelling and infection, understand imperative sentences for first-aid instructions and logical discourse markers, and improve the ability to read expository texts and express first-aid steps in English. Learning Ability: Master reading strategies like skimming and scanning to sort out text logic and cultivate autonomous and cooperative learning abilities. Cultural Awareness: Understand the commonalities and differences of first-aid concepts at home and abroad, and establish a scientific life-saving awareness. Thinking Quality: Develop logical reasoning through analyzing the relationship between burn types and first-aid measures, and form critical thinking by distinguishing first-aid misunderstandings. 2. 教学重难点 Key Points: Grasp the text structure (functions of the skin → causes of burns → types and characteristics of burns → first-aid steps) and master reading strategies for expository texts; accumulate burn first-aid-related vocabulary and sentence patterns, and clarify the characteristics of three types of burns and their corresponding first-aid measures. Difficult Points: Understand and use professional medical terms accurately; analyze long and difficult sentences with participial structures or conditional clauses; flexibly apply the learned knowledge to describe first-aid processes in English and avoid Chinglish. 教学过程 Step 1: Lead-in (Lead-in and Activation) The lead-in session is designed to arouse students’ interest in the topic, activate their existing background knowledge about first aid, and lay a solid foundation for the subsequent reading and thinking activities. At the beginning of the class, the teacher will create a real and urgent situation to attract students’ attention immediately. The teacher will show pictures or a short video of common emergency scenarios related to burns, such as a student getting scalded by hot water in the kitchen, a worker getting burnt by steam in the workshop, or a child getting slightly burnt by a candle. After showing the materials, the teacher will ask a series of guiding questions in English to stimulate students’ thinking and participation. The teacher asks: “Have you ever seen someone get burnt? What happened? How did people help them at that time?” Students are encouraged to share their own experiences or observations in simple English. During the sharing process, the teacher will positively respond to students’ answers, correct their incorrect expressions gently, and guide them to use basic first-aid-related words, such as burn, help, cool water and bandage. Then, the teacher will conduct a quick “First Aid Quiz” to further activate students’ prior knowledge. The quiz includes simple true or false questions, such as “If you get burnt, you should put ice on the burn immediately. (True or False)” “You can apply oil to the burnt area to reduce pain. (True or False)” After students answer, the teacher will not give the correct answers immediately, but will guide them to think: “Why do you think it’s true or false? What is the correct way to do it?” This link not only stimulates students’ curiosity and desire to explore, but also paves the way for the study of the text’s core content. Next, the teacher will introduce the topic of this lesson clearly: “Today, we will learn a passage about first aid for burns. Through this lesson, we will know how to distinguish different types of burns and how to give scientific first aid when someone gets burnt. At the same time, we will improve our English reading and expression abilities.” Finally, the teacher will briefly introduce the learning objectives of this lesson, so that students can have a clear direction in the subsequent learning process. Step 2: Pre-reading (Preparatory Work) The pre-reading link is mainly to help students remove language barriers, understand the background of the text, and prepare for smooth reading. First, the teacher will focus on teaching the core vocabulary and key sentence patterns related to the text, which are the basis for students to understand the text. The teacher will list the key vocabulary on the blackboard or PPT, including nouns such as blister, swelling, infection, tissue and barrier; verbs such as squeeze, apply, stick and prevent; and adjectives such as mild, serious, severe and swollen. For each word, the teacher will explain its pronunciation, meaning and usage in detail, and combine it with simple sentences related to burns to help students understand and remember. For example, when teaching “blister”, the teacher can say: “A blister is a small bag of liquid under the skin, which usually appears after a second-degree burn. For example, if you get scalded by hot water, you may have blisters on your skin.” In addition to vocabulary teaching, the teacher will also explain the key sentence patterns in the text, focusing on the imperative sentences used to express first-aid instructions, such as “Place burns under cool running water.” “Dry the burnt area gently with a clean cloth.” The teacher will explain the structure and usage of imperative sentences, and let students practice making sentences with these sentence patterns, such as “Cover the burn with a clean cloth.” “Do not apply oil to the burnt area.” This not only helps students master the sentence patterns, but also lays a foundation for their subsequent expression of first-aid steps. Then, the teacher will introduce the background knowledge of burns and first aid. The teacher will tell students that the skin is the largest organ of the human body and has many important functions, such as protecting the body from diseases and toxins, regulating body temperature and providing a sense of touch. Getting burnt will damage the skin’s functions, so timely and scientific first aid is very important. The teacher will also briefly introduce that burns are usually divided into three types according to the depth of skin damage, and guide students to guess what the differences between the three types are, which further stimulates students’ desire to read the text. Finally, the teacher will put forward pre-reading questions to guide students to read the text with goals. The pre-reading questions are: “What are the functions of the skin? How many types of burns are mentioned in the text? What are the first-aid steps for burns?” These questions are closely related to the core content of the text, which can help students focus on the key points during reading and improve reading efficiency. Step 3: While-reading (Reading and Comprehension) The while-reading link is the core part of this lesson, which aims to help students understand the text thoroughly, master the text structure and key information, and improve their reading ability. This link is divided into three parts: skimming, scanning and intensive reading, which are carried out step by step to help students deepen their understanding of the text from shallow to deep. 3.1 Skimming (Grasp the Main Idea) First, the teacher asks students to read the text quickly within a certain time, focusing on the title and the first and last paragraphs of each part, and try to grasp the main idea of the text. After reading, the teacher will invite several students to share their understanding of the main idea. The teacher will guide students to summarize: This text is an expository text, which mainly introduces the functions of the skin, the causes of burns, three types of burns and their characteristics, as well as the specific first-aid steps for burns. Then, the teacher will help students sort out the overall structure of the text and draw a simple mind map on the blackboard: Introduction (functions of the skin) → Causes of burns → Types and characteristics of burns (first-degree, second-degree, third-degree) → First-aid steps for burns. This helps students form a clear framework of the text and lay a foundation for the subsequent detailed reading. 3.2 Scanning (Locate Key Information) After skimming, students will conduct scanning reading. The teacher will ask students to read the text again, focus on locating specific information, and complete the following tasks to test their ability to find key information quickly. Task 1: Fill in the blanks about the functions of the skin. The skin acts as a barrier against ______, ______ and the sun’s rays. It also helps control ______, prevents the body from losing too much ______, warns people when things are too hot or cold, and gives people the sense of ______. Task 2: List the common causes of burns mentioned in the text. Task 3: Fill in the table about the three types of burns, including the depth of skin damage, characteristics and examples. During the process of students completing the tasks, the teacher will walk around the classroom, observe students’ performance, and provide guidance to students who have difficulties. After students finish the tasks, the teacher will check the answers with the whole class, correct the wrong answers, and emphasize the key information. For example, when checking the functions of the skin, the teacher will emphasize the key words such as disease, toxins, body temperature and water; when checking the types of burns, the teacher will focus on the differences in the depth of skin damage and characteristics between the three types of burns, such as first-degree burns only affect the top few millimetres of the skin, with dry, red skin and mild pain; second-degree burns go below the top layer of the skin, with red, swollen skin and blisters; third-degree burns affect every layer of the skin and even the underlying tissue, with black and white skin and little or no pain if nerves are damaged. 3.3 Intensive Reading (Deep Understanding) On the basis of skimming and scanning, students will conduct intensive reading to deeply understand the details of the text, analyze the language features and logical relationships of the text, and solve the difficult points in the text. First, the teacher will guide students to read each part of the text carefully and put forward targeted questions to help students think deeply. For the part about the functions of the skin, the teacher asks: “Why is the skin very important for our body? What will happen if the skin is damaged?” For the part about the causes of burns, the teacher asks: “What are the common causes of burns in our daily life? How can we avoid getting burnt?” For the part about the types and characteristics of burns, the teacher will guide students to compare the three types of burns, discuss their differences and summarize the key points. The teacher can organize students to carry out group discussions: “Work in groups of four to discuss the differences between first-degree, second-degree and third-degree burns in terms of skin damage depth, appearance, pain and examples. Then, each group will send a representative to share your discussion results.” During the group discussion, the teacher will walk around, participate in the discussion of each group, guide students to express their views in English, and help them solve the problems encountered in the discussion. After the group discussion, each group will send a representative to share their discussion results. The teacher will make comments and supplements, and summarize the key points of the three types of burns again to ensure that every student can master them. Then, the teacher will focus on the part about first-aid steps, which is the key and difficult point of the text. The teacher will guide students to read the first-aid steps carefully, and analyze each step in detail. For example, “Place burns under cool running water within the first ten minutes.” The teacher will ask: “Why should we place the burns under cool running water? Why within the first ten minutes?” Students are encouraged to think and discuss, and the teacher will explain: “Cool running water can reduce the temperature of the burnt area, relieve pain and swelling, and prevent further damage to the skin. The first ten minutes is the golden time for first aid, so it is very important to act quickly.” In addition, the teacher will focus on analyzing the long and difficult sentences in the text to help students break through the language difficulties. For example, the sentence “Burns are divided into three types, depending on the depth of skin damage.” The teacher will explain the participial phrase “depending on the depth of skin damage” as an adverbial, which modifies the whole sentence. Another example, “Remove any clothes using scissors if necessary, unless you see the fabric sticking to the burnt skin.” The teacher will explain the conditional clause “unless you see the fabric sticking to the burnt skin” and the participial phrase “sticking to the burnt skin” as an attributive modifying “the fabric”. Through the analysis of long and difficult sentences, students can better understand the meaning of the text and improve their ability to analyze and understand English sentences. At the same time, the teacher will guide students to pay attention to the language features of the expository text. The text uses a lot of scientific and accurate language, such as professional terms and logical discourse markers (first, second, finally, etc.). The teacher will ask students to find the discourse markers in the text and analyze their functions, which helps students understand the logical structure of the text and master the writing characteristics of expository texts. Step 4: Post-reading (Consolidation and Application) The post-reading link is designed to help students consolidate the knowledge learned, apply the knowledge to practice, and improve their language application ability and thinking quality. This link includes three parts: language consolidation, thinking expansion and practical application, which are carried out in an orderly manner. 4.1 Language Consolidation First, the teacher will organize students to carry out vocabulary and sentence pattern exercises to consolidate the language knowledge learned in the text. Exercise 1: Word matching. Match the words in Column A with their meanings in Column B. Column A includes blister, swelling, infection, barrier, squeeze; Column B includes a small bag of liquid under the skin, the process of being infected by bacteria, a thing that stops something from passing through, to press something hard to get liquid out, the state of being larger than normal. Exercise 2: Sentence rewriting. Rewrite the following sentences using the imperative sentences learned in the text. For example, “You should place the burns under cool running water.” → “Place the burns under cool running water.” “It is necessary to dry the burnt area gently.” → “Dry the burnt area gently.” Exercise 3: Fill in the blanks with the correct form of the given words. The words include function, burn, depend, apply, injure. For example, “The skin has many important ______.” “Getting ______ can lead to serious injuries.” “Burns are divided into three types, ______ on the depth of skin damage.” After students finish the exercises, the teacher will check the answers with the whole class, explain the difficult points, and help students consolidate the vocabulary and sentence patterns. 4.2 Thinking Expansion On the basis of language consolidation, the teacher will guide students to carry out thinking expansion activities to cultivate their critical thinking and logical reasoning ability. First, the teacher will put forward a discussion question: “What are the common first-aid misunderstandings for burns in our daily life? For example, applying oil or toothpaste to the burnt area. Why are these methods wrong?” Students are organized to carry out group discussions, and each group is required to list the common first-aid misunderstandings and explain the reasons why they are wrong combined with the knowledge learned in the text. During the discussion, the teacher will guide students to think deeply, such as: “Why can’t we apply oil to the burnt area? What will happen if we do so?” Students will answer according to the text: “Applying oil to the burnt area will keep the heat in the wounds and may cause infection.” Then, the teacher will supplement other common first-aid misunderstandings, such as using ice to cool the burnt area (which will cause further damage to the skin) and pricking blisters (which will easily lead to infection). Through this discussion, students can not only consolidate the scientific first-aid knowledge learned, but also develop critical thinking and avoid wrong first-aid methods in daily life. Next, the teacher will put forward another discussion question: “What should we do if someone gets burnt in different situations, such as a burn on the face, a burn caused by electricity, or a burn on the hand?” Students are encouraged to combine the first-aid steps learned in the text and their own life experience to discuss and put forward corresponding first-aid measures. For example, if someone has a burn on the face, we should first make sure the victim can still breathe, then place the burn under cool running water, and take the victim to the hospital immediately if it is a second or third-degree burn. Through this discussion, students can flexibly apply the learned knowledge to different situations and improve their problem-solving ability. 4.3 Practical Application The practical application link is to let students apply the knowledge learned to real scenarios, improve their language expression ability and practical operation ability. The teacher will organize students to carry out role-play activities. Students are divided into groups of three, and each group assigns roles: the victim (who gets burnt), the first-aider (who gives first aid) and the observer (who records the first-aid steps and points out the advantages and disadvantages). The teacher will provide specific scenarios, such as “A student gets scalded by hot water on his hand, and there are blisters on the skin.” “A worker gets burnt by steam on his arm, and the skin turns red and swollen.” Before the role-play, the teacher will remind students to use the vocabulary, sentence patterns and first-aid steps learned in the text, and require the first-aider to describe the first-aid process in English. During the role-play, the teacher will walk around the classroom, observe the performance of each group, and provide guidance and help to students who have difficulties. For example, if the first-aider forgets the first-aid steps, the teacher will remind them gently; if the first-aider uses incorrect English expressions, the teacher will correct them in time. After the role-play, each group will perform their scenario in front of the whole class. The other students will act as evaluators, point out the advantages and disadvantages of the first-aid process, and put forward improvement suggestions. The teacher will make a summary evaluation, affirm the advantages of each group, point out the existing problems, and emphasize the key points of first aid again. This activity not only helps students consolidate the knowledge learned, but also improves their oral expression ability and practical operation ability, and makes them realize the importance of scientific first aid in real life. Step 5: Summary and Homework The summary and homework link is to help students sort out the knowledge learned in this lesson, consolidate the learning results, and extend the learning content to after class. 5.1 Summary First, the teacher will invite students to summarize the content of this lesson. Students are encouraged to share what they have learned, including the functions of the skin, the causes of burns, the types and characteristics of burns, and the first-aid steps for burns. Then, the teacher will make a comprehensive summary, sort out the key and difficult points of this lesson again, and emphasize the importance of mastering burn first-aid knowledge. The teacher will also remind students that first aid is a kind of life-saving skill, which is very important in daily life. We should not only master the correct first-aid methods, but also have the awareness of helping others and saving lives. In addition, the teacher will summarize the learning methods and strategies of this lesson, such as skimming, scanning and intensive reading, which can help students improve their reading ability and lay a foundation for their future English learning. The teacher will also encourage students to apply these reading strategies to the reading of other expository texts and improve their ability to understand and analyze texts. 5.2 Homework The homework is designed to consolidate the knowledge learned in class, extend the learning content, and improve students’ language application ability. Homework 1: Read the text again carefully, recite the key vocabulary and first-aid steps, and write a short passage (about 100 words) to introduce the first-aid steps for second-degree burns. This homework can help students consolidate the vocabulary and sentence patterns, and improve their writing ability. Homework 2: Survey the first-aid knowledge of their family members about burns, record the common first-aid methods and misunderstandings, and write a survey report (about 150 words) in English. This homework can let students apply the knowledge learned to real life, understand the first-aid situation of their family members, and popularize scientific first-aid knowledge. Homework 3: Work in groups to make a first-aid poster about burns. The poster should include the causes of burns, the types and characteristics of burns, and the first-aid steps, and be written in English. This homework can cultivate students’ cooperative ability and creative ability, and let them better master and popularize burn first-aid knowledge. Homework 4: Preview the next part of the unit, and look up the new words and expressions related to first aid, laying a foundation for the next lesson. 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 $