资源简介

Unit
5
FIRST
AID
Reading
and
Thinking:
First
Aid
for
Burns
文本简析
　　本单元阅读文本的话题是日常生活中遇到烫伤烧伤的急救知识，旨在让高中生了解烫伤和烧伤的原因、类型、不同等级的特征以及相应的急救措施，判断烫伤和烧伤急救措施的正确与否，以期在现实生活中遇到紧急情况时能做出正确的急救处理。
　　文本为医院宣传小册子，属于说明性文体，有鲜明的说明文特征。文章语言简洁易懂，结构清晰明了，采用不同的字体和颜色以及其它版面特征来区分不同的内容。标题“First
Aid
for
Burns”是整个文本的主题。引入部分陈述了皮肤的功能和重要性，从而让读者明白烫伤和烧伤急救的重要性。主体部分分别介绍了烫伤和烧伤的原因、类型、不同等级的特征以及急救措施，以便读者尽量避免烫伤和烧伤，并在紧急情况下根据不同等级的伤势采用合适的急救措施。
　　在进行教学设计时，教师要帮助学生找出说明文的文体特征，梳理关于急救话题类的语言，其中包括有关伤势以及与急救措施相关的表达。本文的主旨句、例证以及对比等表达方式都是很好的逻辑思维训练载体。此外，本课需首要关注的文化要素和思维品质是学生能够理解急救知识在保障人身安全方面的重要意义，加强自身在紧急情况下发挥的作用，提高青少年关心他人安危的意识和公民素质。
　　教学设计（共2课时）
　　第1课时
　　一、教学内容
　　理解全文，识别文本的文体特征，明确文本的主要内容和结构，重点了解烫伤和烧伤的原因和伤势分级。
　　二、课时目标
　　1.
通过快速阅读获取文本的主旨大意、梳理篇章结构。
　　2.
通过略读、扫读确定文本的语言特征和文体类型，了解宣传册的文本特征。
　　3.
通过研读文本的相关内容，能用英语有逻辑地讲述皮肤的功能、烫伤和烧伤的原因，并比较不同程度伤势的特征。
　　三、教学过程
　　Activity
1:
Activating
background
knowledge
related
to
first
aid
techniques
　　本活动旨在为落实课时目标1做准备。
　　Talk
about
the
picture
on
the
opening
page
of
this
unit.
　　Q1:
What
can
you
see
in
the
picture?
　　S:
The
man
is
teaching
the
students
how
to
perform
CPR.
　　The
students
are
learning
first
aid
techniques
/skills/treatments.
　　The
teacher
shows
the
incomplete
definition
of
first
aid
with
the
words
given
in
a
box.
And
have
the
students
fill
in
each
blank
with
a
word.
　　First
aid
is
a?temporary?form
of
help
given
to
someone
who?suddenly?falls
or
gets
injured?before?a
doctor
can
be
found.
Often
the
illness
or
injury
is
not?serious,
but
there
are
other
times
when
giving
first
aid?quickly?can
save
lives.
　　Q2:
In
which
situations
are
first
aid
techniques
used?
　　S:
In
emergencies
like
burns,
animal
bites,
sprained
ankle,
heart
attack,
broken
arm,
nosebleed,
bleeding,
choking,
sunstroke,
…
　　【设计意图】此活动是导入环节，学生在读图的同时进入本单元的主题——急救first
aid。学生通过选词填空的形式完成急救的定义，也注意到急救的若干特征，并感悟到学习急救的重要性，为学习本课做好情感铺垫。第二个问题通过头脑风暴的形式激活学生已有知识和生活体验，为学习本课做好经验准备。
　　Activity
2:
Identifying
the
structure
of
the
text.
　　本活动旨在落实课时目标1。
　　1.
Students
predict
the
main
idea
of
the
text
by
reading
the
title
and
the
picture.
　　Q:
What
do
you
think
we
are
going
to
learn
in
the
article
entitled
First
Aid
for
Burns?
　　S:
The
causes
of
burns.
　　Some
examples
of
burns.
　　Different
types
of
burns.
　　How
to
treat
burns…
　　The
teacher
draws
a
mind-map
with
the
answers
provided
by
the
students
on
the
blackboard.
　　2.
Students
read
the
subheadings
in
the
text
and
check
the
prediction.
　　Q:
Please
read
the
subheadings
and
find
out
what
is
included
in
the
text.
　　S:
Causes
of
burns,
types
of
burns,
characteristics
of
burns,
first-aid
treatment
for
burns.
　　【设计意图】引导学生读课文标题和图片。根据标题进行文章大意的猜测，并用思维图示结构图整理出相应的结构，为学生带着预测进行阅读和文本结构的整理做好铺垫,
也为本课的最后一个活动按下伏笔。这个活动能培养学生主动思考以及针对某一主题语境进行合理预测的能力，以及提高运用思维导图进行信息归纳的能力。随后组织学生阅读小标题，梳理文本的基本结构，了解主要内容，培养学生通过小标题快速查找文章的主要信息的阅读策略。
　　Activity3:
Determining
the
text
type.
　　本活动旨在落实课时目标2。
　　Students
skim
the
text
to
decide
on
its
text
type,
target
readers
and
then
work
in
pairs
to
find
out
the
features
of
a
leaflet.
　　Q1:
Look
through
the
text.
What
is
its
text
type?
　　S:
A
hospital
leaflet.
　　Q2:
What
is
the
purpose
of
writing
hospital
leaflets?
　　S:
To
inform
people
of
some
basic
medical
knowledge.
　　To
arouse
people’s
awareness
of
certain
illness.
　　…
　　Q3:
Who
are
the
target
readers
of
the
hospital
leaflets?
　　S:
The
general
public.
　　Q4:
What
features
of
the
leaflet
can
you
find
in
the
text?
Please
compare
the
layout
of
the
text
on
the
slide
and
tell
the
similarities
and
differences.
　　S:
Similarities:
They
both
have
a
heading
/
title
using
bold
capital
letters,
and
they
both
have
pictures.
　　Differences:
Leaflets
have
large
bold
heading/
subheadings/
sections/
bullet
points/boxes/
different
colors,
sizes
and
fonts/more
pictures
and
drawings.
　　Q5:
What
about
the
language
features?
　　S:
The
text
is
divided
into
different
sections.
　　Don’t
have
to
use
complete
sentences.
　　The
language
is
simple…
　　【设计意图】判断文本类型对于文本解读的方向有着重要的作用。不同的文体有不同的解读方式，关乎其用词特征、文本设计、写作意图等方面的学习。本文是医院的宣传手册，在明确其主题和意向读者后，学生能更好理解文本。两人合作找出宣传册的文体特征和版面设计特点等,能够培养学生自主合作学习和分析语篇特点的能力。
　　Activity
4:
Focusing
on
the
function
of
the
skin,
causes,
types
and
characteristics
of
burns
　　本活动旨在落实教学目标3。
　　1.
Work
on
the
first
part.
　　Q1:
What
role
does
the
first
part
play
in
the
leaflet?
　　S:
The
introduction
part.
　　Q2:
Read
carefully
and
find
out
what
it
is
about.
　　S:
The
importance
and
the
function
of
the
skin.
　　Q3:
Which
expressions
show
the
importance
of
the
skin?
　　S:
An
essential
part,
its
largest
organ.
　　Q4:
What
does
essential
probably
mean?
　　S:
Being
the
most
basic
element
or
feature
of
somebody
or
something.
　　Q5:
Why
is
it
essential?
　　S:
The
skin
acts
as
a
barrier
against
disease,
toxins
and
the
sun’s
rays.
It
helps
control
your
body
temperature,
prevents
your
body
from
losing
too
much
water,
warns
you
when
things
are
too
hot
or
cold,
and
gives
you
your
sense
of
touch.
　　Q6:
What
is
the
function
of
the
last
two
sentences
in
this
paragraph?
　　S:
They
work
as
the
transition
sentences
and
lead
to
the
topic
of
the
article--first
aid
for
burns.
　　2.
Work
on
the
causes
of
burns.
　　Q1:
How
are
people
most
likely
to
get
burnt?
　　S:
By
a
variety
of
things:
hot
liquids,
steam,
fire,
radiation,
the
sun,
electricity,
acids,
or
other
chemicals.
　　Q2:
What
does
the
word
“acids”
probably
mean?
How
do
you
know?
　　S:
It
probably
means
chemicals,
according
to
“other
chemicals”.
　　Q3:
What
cautions
can
be
given
to
people
to
avoid
getting
burnt
in
certain
places?
　　For
example,
in
the
lab,
there
must
be
rules
for
the
students
to
follow
to
avoid
getting
burnt
by
acids
or
other
chemicals.
　　S:
On
thermos
bottles,
there
might
be
notes
to
remind
people
to
be
careful
about
hot
liquids.
　　On
steam
irons,
there
might
be
notes
like
“Caution!
Hot
steam!”
　　3.
Work
on
types
and
characteristics
of
burns
　　Have
the
students
complete
the
first
two
parts
of
the
table
in
Part
4
on
P51.
　　(the
depth
and
characteristics)
　　Q:
What
are
the
different
types
of
burns?
　　S:
First-degree,
second-degree
and
third
degree.
　　Q:
How
to
identify
them?
　　S:
According
to
the
depth
and
the
characteristics
of
the
burns.
　　The
teacher
shows
the
pictures
of
different
types
of
burns,
and
has
the
students
tell
what
degree
of
burns
they
each
are.
Then,
the
students
work
in
pairs
to
talk
about
the
similarities
and
differences
among
them.
　　【设计意图】这个活动对文本的三个部分分别进行解读。在研读第一部分时通过问题链的形式，引导学生理解主要信息，概括本段大意，也回顾其细节信息。根据上下文猜测essential词义，并解读句子间的关联。分析最后两句与后文承上启下的过渡作用。旨在培养学生概括能力、获取信息的能力、文本解读以及结合语境猜测词义的能力。第二部分的研读则是了解日常生活中造成烫伤和烧伤的原因，并结合日常生活的情景，运用这些知识尽量避免伤害，主要培养学生获取信息的能力和解决实际问题的能力。解读烫伤和烧伤的种类和不同伤势特征这两个部分，通过细读理解主要信息，用所学的内容来判断伤势。通过两人合作比较各个级别烫伤和烧伤特征的共同点和不同点，旨在培养学生归纳、概括和比较信息的能力，以及自主合作学习的能力。
　　Activity
5:
Creating
a
mind
map
of
the
learnt
parts.
　　本活动旨在落实教学目标3。
　　The
students
work
in
groups
to
create
a
mind
map
of
the
learnt
parts
with
more
detailed
information
they
get
from
the
text,
and
share
in
class.
Each
student
is
in
charge
of
one
part.
　　【设计意图】在研读完文本的前四个部分之后，学生通过小组合作的形式，完善本课伊始教师给出的只有一级子标题的思维导图，并根据子标题画出思维导图。既能有助于学生更好地理解全文、梳理文本内容内在逻辑关系，又能为之后的英语复述提供支架。这个活动做为本课的小结，能培养学生构建核心内容图的能力和小组合作能力。
　　Assignment
　　Read
the
text
aloud
and
write
two
questions
about
the
first
4
parts.
　　【设计意图】学生朗读课文并提出两个与已学部分相关的问题，巩固复习所学内容并进行深入思考提出问题，为下一节课的复习和交流做好准备。这个作业的布置也有助于学生养成英语朗读、及时复习课文和勤于思考的习惯。
　　第2课时
　　一、教学内容
　　复习第一课时学习的文本内容，学习烫伤和烧伤的急救措施，迁移所学完成公益宣讲活动，并讨论中学生学习急救的意义。
　　二、课时目标
　　1.
通过研读课文，学习在具体情况下正确的烫伤和烧伤的急救措施。
　　2.
通过社区烫伤烧伤急救宣讲公益活动，内化烫伤和烧伤的知识和急救措施。
　　3.
通过文本写作目的和主题的讨论，领悟推广急救的意义并提高青少年的急救意识和公民意识。
　　三、教学过程
　　Activity
1:
Reviewing
the
first
four
parts
of
the
text.
　　本活动旨在检测上节课作业，并为实现课时教学目标1做准备。
　　Each
student
takes
out
the
questions
he
raised
as
his
homework
and
provides
answers.
　　The
teacher
randomly
picks
a
student
(Student
A)
to
raise
a
question.
　　Student
A
will
pick
someone
in
the
classroom
(Student
B)
to
answer
the
question
and
tell
if
the
answer
is
right.
　　Student
B
will
pick
someone
in
the
classroom
(Student
C)
to
answer
the
question
and
tell
if
the
answer
is
right.
　　The
process
continues
and
neither
the
question
nor
the
student
should
be
repeated.
　　【设计意图】此活动既是热身环节，又是复习环节。生生互动的设计一方面可以活跃课堂气氛，另一方面可以回顾文章主要内容，复现目标词汇，由此自然过渡到本节课的阅读重点，同时也是以学生为主体的教学理念的体现。
　　Activity
2:
Working
on
First-Aid
Treatment.
　　本活动旨在落实课时目标1。
　　1.
Read
First-Aid
Treatment.
Flowchart
the
steps
taken
when
treating
burns
to
give
students
a
sense
of
order.
Draw
students’
attention
to
the
use
of
imperatives.
　　Q1:
What
is
usual
first-aid
treatment
for
burns?
　　S:
Place
burns
under
cool
running
water.
　　Dry
the
burnt
area
gently
with
a
clean
cloth.
　　Remove
any
clothes
using
scissors
if
necessary.
　　Cover
the
burnt
area
with
a
loose
clean
cloth.
　　Q2:
What
are
the
two
special
situations
mentioned?
What
are
the
treatments
in
these
cases?
　　S:
If
burns
are
on
the
face,
make
sure
the
victim
can
still
breathe.
　　If
the
victim
is
suffering
from
second
or
third-degree
burns,
send
him
to
the
hospital
at
once.
　　Q3:
Why
should
the
victims
be
sent
to
the
hospital
at
once?
　　S:
Because
the
victims
are
so
deadly
burnt
that
they
should
be
cured
by
the
doctors
immediately.
　　First
Aid
treatment
is
far
from
enough
for
those
victims.
　　2.
Check
if
the
following
treatments
are
correct
or
not.
Students
should
explain
their
judgement.
　　Situation
1:
Sam
knocked
over
a
kettle
full
of
boiling
water
onto
his
legs.
His
legs
became
red,
swollen
and
covered
with
blisters.
Sam
broke
the
blisters
and
poured
icy
water
from
the
fridge
onto
the
skin.
–Wrong.
　　Situation
2:
While
ironing
clothes,
Miss
Good
accidentally
touched
the
iron.
Her
wrist
blistered
and
became
watery.
It
hurt
a
lot.
She
put
her
wrist
under
the
cold
water
tap
and
then
kept
placing
cool,
clean,
damp
cloths
on
it
until
it
was
less
painful.
Then
she
went
to
see
the
doctor.
–Wrong
　　3.
Assess
real
life
first
aid
treatment
for
burns
　　Q:
What
other
advice
do
you
know
of
about
first
aid
for
burns?
Is
it
good
advice
or
bad
advice?
Why?
　　S:
Applying
soybean
sauce
to
the
injured
area
might
be
bad
advice.
　　【设计意图】先细读文章最后一个部分，获取烫伤和烧伤急救措施的详细信息；随后将所学知识运用到生活中，用课文信息来判断这些虚拟情景中的措施是否得当；最后联系生活，判断日常生活中使用到的急救措施是否合理。这几个步骤层层递进，让学生更好掌握烫伤和烧伤的急救措施，以及这些做法的科学原因。培养学生获取信息和分析问题的能力。在理解和运用的基础上锻炼评价、批判思维等高阶思维能力。
　　Activity
3:
Giving
a
community
outreach
presentation
　　本活动旨在落实课时目标2。
　　World
First
Aid
Day
(second
Saturday
in
September)
is
coming
soon.
You
and
your
friends
are
giving
a
community
outreach
presentation
about
first
aid
for
burns.
You
are
encouraged
to
create
a
poster
and
include
a
real-life
story
in
which
first
aid
treatment
is
involved.
　　【设计意图】这个任务的设计结合了“世界急救日”这个文化背景和志愿者活动这个公益元素，是两个课时的综合活动。既有课本知识的复述再现，又有课本知识的运用和提升。同时也旨在提高学生的文化素养和公民意识，以及语言综合表达能力。
　　Activity
4:
Discussing
the
importance
of
learning
first
aid
techniques
　　本活动旨在落实课时目标3。
　　Q1:
What
have
you
learned
from
the
lesson?
Have
you
learnt
anything
new?
What
is
it?
　　S:
I
learnt
the
proper
first-aid
treatment
for
burns.
　　I
didn’t
know
people
could
get
burnt
by
radiation
before
class.
　　Q2:
Is
it
important
for
students
to
learn
first
aid
techniques?
If
so,
why?
　　What
are
the
benefits
of
learning
first
aid
techniques?
　　S:
It
is
important
and
necessary
for
students
to
learn
first
aid
techniques.
First
aid
techniques
are
urgent
measurements
that
can
be
taken
immediately
in
several
minutes
after
accidents
to
get
preparations
for
further
medical
treatments
to
save
life.
　　Sure,
it
is.
Learning
first
aid
techniques
is
not
only
about
dealing
with
sudden
illness
and
injuries
properly,
but
also
forming
a
concept
of
keeping
calm
in
emergency.
　　Of
course
it
is
important
for
students
to
learn
first
aid
treatment.
As
part
of
life
education
for
students,
first
aid
techniques
learning
teaches
students
to
protect
and
save
themselves
and
others
in
daily
life
and
respect
lives.
　　Q3:
How
do
you
understand
the
saying:
it
is
a
great
honour
to
save
a
life?
　　S:
Usually
we
believe
that
we
are
simply
individuals
living
in
the
world.
However,
when
we
are
able
to
save
a
life,
different
individuals
are
connected
closely,
and
we
naturally
have
a
sense
of
warmth
and
honor
because
of
the
powerful
humanities
revealed
by
such
a
small
connection.
　　For
the
individuals
who
are
saved,
they
can
carry
on
their
quest
for
the
appreciation
of
the
world;
for
the
world
being
appreciated,
its
beauty
can
therefore
remain
in
the
minds
of
its
creatures
and
be
praised
for
a
longer
time.
　　【设计意图】这个活动首先引导学生进行思考，总结所学的新知识，随后讨论青少年学习急救知识的意义以及拯救生命的意义。讨论时可以从微观角度讨论急救知识对于个人的意义，也可以进一步从宏观角度分析学习急救知识对于整个社会、国家的积极意义。最后通过对本单元的名言的解读来提高青少年尊重生命、关心他人安危的意识和公民素质。
　　Assignment:
　　1.
Share
your
knowledge
of
first-aid
for
burns
with
your
friends
or
relatives
after
class.
　　2.
Work
in
groups
to
research
and
design
a
leaflet
about
first
aid
for
one
type
of
medical
emergency.
　　【设计意图】将所学的急救措施分享给身边的人，将课内学习延伸到课外。小组合作，模仿课文设计针对不同情况的急救宣传册，以此锻炼学生获取信息、处理信息的能力，以及自主学习和小组合作探究的能力。

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