XB2U5人教版选必2 Unit5语篇分析+阅读单（教师版）
人教版选必2 Unit5 Reading and Thinking语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：First Aid for Burns作者： 文章类型：说明性文本主题/中心思想：文章通过科学分类与详细步骤，教授烧伤的原因、类型、特征及急救措施，强调急救知识在保护生命中的重要性，并传递互助与责任意识。
二、文本结构与内容分析 整体结构：文章采用总分结构，先概述皮肤功能与烧伤的危害性，再分述烧伤的成因、类型、特征，最后详细说明急救步骤，逻辑清晰。段落分布：皮肤的功能与重要性：描述皮肤的保护作用及其对烧伤的敏感性。烧伤的成因：列举导致烧伤的各种原因（如高温液体、电击等）。烧伤的分类：按损伤深度分为一度、二度、三度烧伤，并说明其特点。烧伤的特征：详细描述各类型烧伤的临床症状（如红肿、水泡等）。急救处理方法：提供具体的急救步骤（如冷水冲洗、避免涂抹油脂等）。。逻辑关系：1. 因果关系：烧伤的严重程度（如一级、二级、三级）直接决定急救方式与送医紧迫性。
2. 对比关系：通过表格对比不同烧伤类型的深度、症状及处理方法，突出差异性。衔接与连贯：文章通过标题层级、过渡句（如“The first and most important step...”）、重复关键词（如“cool water”“infection”）实现内容连贯。段落功能：每个段落聚焦特定信息，如“烧伤原因”段列举致伤因素，“急救措施”段分步骤指导操作，功能明确。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 背景知识的运用：文章融入烧伤症状介绍和通用急救知识，贴近实际生活场景。写作意图：教材编写者旨在培养学生的急救技能与责任感，使其在紧急情况下能冷静应对，同时推广“人人学急救”的公益理念。
四、情感态度与价值取向分析 情感态度：文章传递对生命的珍视与敬畏，通过“挽救生命是莫大荣誉”等引言激发学生使命感。价值取向：文章的价值取向是积极的，强调互助精神与社会责任，如陈伟救人的故事体现“见义勇为”的价值观，鼓励学生将知识转化为行动。
五、论点与文章有效性分析 论点清晰度与证据支持：文章以医学知识为基础，通过分类说明、数据（如“十分钟内用冷水冲洗”）及案例实证增强说服力。文章有效性与局限性：文章内容实用性强，但未涉及复杂急救场景（如多人受伤）的处理方法，可补充进阶知识。文章与现实的联系：文章中急救步骤与拨打120等操作直接对应现实需求，帮助学生将理论应用于实际。
六、逻辑关系与推理分析 显性逻辑关系：文章通过“因果链”展示烧伤处理流程（如“冷水降温→轻柔擦拭→覆盖伤口”），步骤间环环相扣。隐性推理与假设：隐性推理表现在文章的隐含假设上：隐含“及时处理可降低伤害”的医学原理，如未及时送医可能导致三级烧伤恶化。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点：文章的语言简洁明了，使用简明指令性语言（如“Place burns under cool running water”），搭配专业术语（如“blisters”“Heimlich manoeuvre”），兼顾准确性与可读性。句式与句型分析：文章使用了多采用祈使句与条件句（如“If burns are on the face...”），突出操作指导性。文体特征：文体以说明文为主，内容罗列清晰有序。修辞手法：文章通过比喻（如“皮肤是屏障”）帮助理解抽象概念，列表与表格提升信息可视化。
八、写作手法分析 写作技巧与表达方式：文章采用“情景引入→知识讲解→实践应用”模式，如先总述皮肤的重要性和烧伤后急救的重要性，再引出对于烧伤相关成因和症状的介绍，最后讲述急救措施的实践应用。
九、个人理解与批判性思维 个人理解与反思：文章展示了烧伤相关医学知识和急救措施。学习本文后，学生可反思是否了解烧伤的成因、症状和对应急救知识储备，认识到“黄金十分钟”的重要性。批判性思维与反思：文章清晰系统地按一定逻辑顺序讲述了皮肤的重要性、烧伤原因、症状和急救步骤，但它文章未涉及心理急救内容，可探讨在紧急情况下如何安抚伤者情绪，进一步完善急救知识体系。
课文语言表达梳理 一、情感描述相关表达1. “As you can imagine, getting burnt can lead to very serious injuries.”
用法：通过“imagine”引导读者联想烧伤的严重性，增强警示性。
替换表达：“It is alarming to consider how burns can result in life-threatening harm.”2. “If the victim is suffering from second or third-degree burns, there is an urgent need to take him/her to the hospital at once.”用法：通过“urgent need”和“at once”传递紧急感。替换表达：“Immediate hospitalization is imperative for severe burns.”
行为描写相关表达1. “Place burns under cool running water.”用法：祈使句明确急救步骤，指导具体操作。。替换表达："Immersing burns in cold water halts further damage."2. “Remove any clothes using scissors if necessary, unless you see the fabric sticking to the burnt skin.”用法：描述具体操作细节，强调谨慎性。替换表达：“Carefully cut away clothing with scissors to avoid tearing adhered fabric.”3. “Cover the burnt area with a loose clean cloth.”用法：提供保护伤口的直接方法。替换表达：“Wrap the burn gently in a breathable, non-stick bandage.”
三、结果与反思相关表达1. “Burns are divided into three types, depending on the depth of skin damage.”用法：总结分类标准，引导读者系统理解。替换表达："Burns are categorized by how deeply the skin is injured."2. “Applying oil to the injured areas is a bad idea, as it will keep the heat in the wounds and may cause infection.”用法：解释错误行为的后果，强调科学依据。替换表达: “Using oil traps heat and increases infection risks, worsening the injury.”3. “The first and most important step in the treatment of burns is giving first aid.”用法：总结急救的核心作用。替换表达：“Prompt first aid is critical to minimizing burn-related complications.”
文章结构梳理 Article Analysis: First Aid for Burns
1. Main IdeaThe article systematically explains the causes, types, characteristics, and first-aid treatments of burns, emphasizing the importance of timely and correct responses in saving lives.
2. Paragraph Summaries and FunctionsIntroduction：Highlights the significance of skin and the urgency of burn treatment.Causes & Types：Classifies burns to help readers identify severity.Treatment Steps：Provides actionable guidance for different burn levels.Case Study：Uses real-life examples to demonstrate first-aid application.
3. Key Details from Each ParagraphParagraph 1: The Protective Role of SkinThe skin acts as a barrier against diseases, toxins, and UV rays.It regulates body temperature and provides sensory functions.Burns can cause severe injuries, highlighting the need for immediate first aid.Paragraph 2: Causes and Classifications of BurnsBurns result from heat, chemicals, electricity, etc.Classified into three types: first-degree (superficial), second-degree (blistering), third-degree (full-thickness damage).Paragraph 3: Symptoms and First-Aid ProceduresSymptoms vary by burn type (e.g., redness, blisters, tissue exposure).First-aid steps include cooling burns, removing clothing, avoiding oils, and seeking urgent medical care.
Reading Comprehension Worksheet（教师版）
XBook 2 Unit 5 Reading and Thinking: First Aid for Burns
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
Summarize the article in 1–2 sentences.
A. What is the main purpose of the text "First Aid for Burns"
The text explains the causes, classifications, and characteristics of burns, and provides step-by-step first-aid procedures to treat burns effectively. It emphasizes the importance of immediate action to minimize injury and prevent complications.
B. What are the three main sections discussed in the text regarding burns
The text discusses the causes of burns, the classification of burns (first-, second-, and third-degree), and the first-aid procedures for treating burns.
目的：帮助学生提炼文章的核心信息，明确烧伤急救的关键要点，提升整体理解和信息整合能力。
阅读技能目标：
能够快速识别文本的核心内容和结构。
能够快速定位文本的主要部分，培养信息分类与整合能力。
Match paragraphs to headings.
Match the details to the correct headings in the article:
A. Classifying Burns by Severity 1. Paragraph 1
B. Step-by-Step First Aid Procedures 2. Causes of Burns
C. The Protective Role of Skin 3. Types of Burns
D. Be burnt by plenty of things 4. Characteristics of Burns
E. Symptoms of Different Burn Types 5. First-Aid Treatment
Answer: 1. → C; 2 → D; 3. → A ; 4. → E ; 5. → B.
目的：提升学生对段落主旨的识别能力，明确各部分内容的逻辑关联。
阅读技能目标：
能够快速定位主题句。
掌握文本的组织结构。
Complete the table.
Fill in the table with details from the text.
Burn Type Depth of Damage Characteristics
First-degree Top few millimeters Dry, red, mildly swollen
Second-degree Below top layer Red and swollen; blisters; extremely painful
Third-degree Every layer of the skin and the tissue Black and white, no pain if nerves are damaged
What is the primary purpose of cooling a burn with running water
Cooling the burn stops the burning process, reduces pain and swelling, and prevents further tissue damage.
What thing should not be used to the burns And why
Applying oil to the injured areas is a bad idea, as it will keep the heat in the wounds and may cause infection.
目的：系统化整理烧伤类型、深度、症状和急救步骤，帮助学生建立结构化知识框架。
阅读技能目标：
能够对比不同烧伤类型的差异。
理解文本的层级关系。
A. Fill in the Blanks Based on the Text
(1) “First-degree burns are characterized by ______, ______, and mild pain.”
Answer: dry, red, and mildly swollen.
(2) “Second-degree burns may cause ______ on the skin surface due to fluid buildup.”
Answer: blisters.
B. Read the following statements and decide if they are true or false:
First-degree burns can be treated at home without medical attention.
Black and white burns are a common symptom of second-degree burns.
Third-degree burns are always extremely painful.
Cooling a burn with ice is recommended to reduce pain.
Answer:
True, First-degree burns are superficial and typically heal with proper first aid.
False, Blisters occur in second-degree burns; third-degree burns may show black/white tissue.
False. Third-degree burns may cause little pain if nerves are damaged.
False. Ice can cause frostbite; cool running water is advised.
目的： 该问题检查学生对具体细节的理解，巩固分类知识。
阅读技能目标：
精准识别和回忆烧伤类型、症状和正确急救方法。
批判性评估信息，提升错误识别能力。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
Discuss the quote’s purpose.
Why does the text begin with the quote in the beginning of the unit, "It’s a great honor to save a life"
The quote highlights the moral value of first aid, encouraging readers to view first aid as a noble duty rather than just a technical skill.
B. If the quote were replaced with "First aid saves lives," how would the tone of the text change
The replacement would sound factual but lose the emotional weight and personal responsibility implied by "honour."
目的：引导学生思考引用在文本中的修辞作用，探讨急救的社会意义。
阅读技能目标：
引导学生思考权威引用如何增强文本说服力。
理解引用如何服务于文本主旨。
Role-Play a Scenario
Act out a scene where a student helps a classmate with a second-degree burn. Use dialogue that reflects urgency and care.
Pre-Activity Preparation:
Teacher’s Role:
Divide students into pairs (Student A: helper; Student B: burn victim).
Provide a brief review of second-degree burn characteristics and first-aid steps from the text (e.g., cooling burns, avoiding oils, covering loosely).
Distribute role cards with prompts (e.g., "You spilled hot tea on your arm" for Student B; "Help your friend using steps from the text" for Student A).
Student’s Task:
Review the text’s section on second-degree burns.
Brainstorm dialogue that incorporates urgency ("Quick!") and care ("Let me help you!").
Setting the Scene:
Teacher’s Role:
Set a timer (3–5 minutes) for preparation.
Model an example dialogue to demonstrate tone and medical accuracy.
Student’s Task:
Student B describes symptoms (e.g., "My skin is red and blistered!").
Student A follows the text’s steps while reassuring the victim.
Role-Play Execution:
Teacher’s Role
Monitor groups to ensure adherence to first-aid procedures.
Encourage realistic emotions (panic, calmness, urgency).
Student’s Task:
Perform the role-play using props (e.g., a water bottle as "running water," a scarf as a "clean cloth").
Focus on clear communication (e.g., "Keep your hand under the water for 10 minutes!").
Post-Activity Reflection:
Teacher’s Role:
Ask groups to share their dialogues with the class.
Provide feedback on accuracy (e.g., "Did they cool the burn first ") and empathy (e.g., "Did they reassure the victim ").
Student’s Task:
Discuss challenges faced during the role-play (e.g., "Was it hard to stay calm ").
Compare their actions to the text’s instructions.
Key Teaching Notes
Accuracy Check: Ensure students follow the text’s steps (cooling → drying → covering).
Language Focus: Highlight imperative verbs ("Put," "Cover") and empathetic phrases ("Don’t worry," "Stay calm").
Critical Feedback: Correct deviations (e.g., "Never pop blisters!") and praise realistic urgency.
Answer:
Student A (Helper):
(Noticing the burn) "Oh no! Your arm is red and blistered! Quick, let’s get to the sink!"
(Guiding Student B) "Put your arm under cool running water right now. It’ll stop the burning and ease the pain."
Student B (Victim):
(Wincing) "It hurts so much... What if it gets infected "
Student A:
(Calmly) "Don’t worry. Keep it under water for 10 minutes. I’ll grab a clean cloth to cover it after. Do NOT touch the blisters!"
(Calling out) "Teacher! We need help here—this looks like a second-degree burn!"
Student B:
(Relieved) "Thank you... I didn’t know what to do."
Student A:
(Reassuring) "Just stay calm. The ambulance is coming. You’ll be okay."
目的：通过情境模拟，增强学生对急救步骤的情感共鸣和实践意识。
阅读技能目标：
能够将文本知识转化为实际沟通。
基于生活实际场景提升情境应用能力
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Create a mind map and write a step-by-step guide.
A. Draw a mind map showing the structure of the text (causes → types → treatment).
Answer:
Central Topic: First Aid for Burns
Branch 1: Causes (heat, chemicals, electricity)
Branch 2: Types (1st/2nd/3rd-degree)
Branch 3: Treatment (cool water, cover, hospital)
目的：通过可视化工具帮助学生理清文本逻辑，强化信息间的关联。
阅读技能目标：
能够掌握文本的层次结构。
系统逻辑地分析文章内容。
Based on the text, create a simple first-aid checklist for minor burns.
Answer:
Cool the burn under running water for 10 minutes.
Gently dry the area with a clean cloth.
Cover with a loose bandage.
Avoid applying oils or butter.
Design a safety poster.
Create a poster titled "Prevent Burns at Home!" Include 3 tips from the text and illustrations.
Answer:
Tip 1: Keep hot liquids away from children.
Tip 2: Wear gloves when handling chemicals.
Tip 3: Install smoke detectors in kitchens.
目的：将文本知识转化为视觉信息，增强学生的创造性表达和公共宣传意识。
阅读技能目标：
能够将抽象概念转化为具体行动建议。
综合信息描述烧伤急救过程。
Rewrite a story ending.
Imagine a person ignored first aid for a burn. Write a short paragraph about the consequences (4-5 sentences).
Answer: "After spilling boiling water on her arm, Lily thought it was just a minor burn. She didn’t cool it or cover it. Two days later, the wound became infected, and she had to stay in the hospital for a week. The doctor said, ‘Immediate first aid could have prevented this."
目的： 通过叙事练习，帮助学生理解急救的重要性，并应用知识于真实场景。
阅读技能目标：
练习故事续写，提升创造性写作能力。
能够将文本信息融入叙事结构。
IV. Critical Thinking and Application（批判性思维与实践运用）
Debate the necessity of first-aid education.
Argue for or against the statement: "All schools should teach first aid as a compulsory subject."
Answers:
Preparation Phase (15 minutes):
Divide Students into Teams: Assign students to "Pro" (supporting compulsory first-aid education) and "Con" (opposing it) teams. Each team should have 3–4 members.
Research and Outline Arguments: Provide 10 minutes for teams to review the text First Aid for Burns and gather evidence. The Pro team focuses on lifesaving benefits (e.g., "Burns require immediate first aid, as stated on page 2"). The Con team prioritizes academic constraints (e.g., "Schools already struggle to cover core subjects like math").
Role Assignment: Assign roles within teams: one speaker to present arguments, one to rebut opponents, and one to summarize.
Debate Structure (20 minutes):
Opening Statements (3 minutes per team):
Pro Team: "First aid is a critical survival skill. For example, the text explains that cooling burns immediately can prevent severe injuries. If students learn this in school, they can save lives in emergencies."
Con Team: "While first aid is important, adding it as a compulsory subject would overload the curriculum. Schools must prioritize core subjects like science and language arts to meet academic standards."
Closing Statements (2 minutes per team):
Pro Summary: "First aid is not just a skill—it’s a social responsibility. The text’s quote, ‘It’s a great honour to save a life,’ shows its moral value. Schools must prepare students to act in crises."
Con Summary: "Electives or after-school programs can teach first aid without compromising academic pulsory status risks diluting educational quality."
Post-Debate Reflection (10 minutes):
Class Discussion: Ask students to reflect on which arguments were most persuasive and why. For example: "How did the Pro team use the text to justify first aid’s urgency "
Teacher Feedback: Highlight effective use of textual evidence (e.g., citing burn treatment steps) and logical flaws (e.g., assuming workshops are less effective).
目的： 通过辩论培养学生多角度思考能力，权衡急救教育的利弊。
阅读技能目标：
能够将文本观点与社会现实相结合。
将批判性思维应用于实际情境。
Open discussion on education
A. How can we teach young children about burn prevention in a fun way
Use cartoons, interactive games, or a "Hot or Not " game where kids sort safe/cold objects from dangerous/hot ones.
B. How might technology (e.g., apps, VR) make burn prevention education engaging for children
Answer:
1. App Idea: A game where kids "extinguish" virtual flames by answering safety questions.
2.VR Scenario: A simulation where children practice escaping a "burning" room safely.
3.AR Activity: Using a phone camera to scan household items, triggering pop-up warnings like "Hot! Don’t touch!"
C. Analyze a case study. A person treated a burn with ice. Explain why this is wrong and what they should do instead.
Answer:
Ice can cause frostbite and further damage. They should use cool running water instead.
目的：激发学生的创新思维，探索知识传播的多样化方式。引导学生识别错误急救方法，并应用文本知识解决问题。
阅读技能目标：
能够将文本内容与实际方法对照，提升判断能力。
能将文本内容融入现实生活，提升创造性问题解决能力。
运用文本证据支持观点，进行逻辑论证。
Develop a prevention plan. Propose three measures to prevent burns in a school chemistry lab.
Answer：
Label all harmful chemicals clearly.
Provide heat-resistant gloves and goggles.
Conduct regular safety training for students.
目的： 鼓励学生将文本中的预防原则转化为具体策略，培养风险管理意识。
阅读技能目标：
将文本中的知识与个人经验相结合。
进行自我反思，并发展创造性写作能力。
V. 词块积累及应用
1. 绘制思维导图：
中心词：Coast to Coast Journey
分支 1：Feelings[通过警示性语言（如“severe”）和道德呼吁（如“honour”）传递紧迫感和责任感]
分支 2：Actions[使用祈使句（如“Place burns under water”）和具体操作指导（如“using scissors”）确保急救步骤清晰可执行]
分支 3：Experiences[通过对比（如“not serious” vs. “urgent need”）和科学解释（如“stops the burning process”）强化知识应用与后果意识]
A. 情感描述相关表达
1. “As you can imagine, getting burnt can lead to very serious injuries.”
用法：通过“imagine”引导读者联想烧伤的严重性，增强警示性。
替换表达：“It is alarming to consider how burns can result in life-threatening harm.”
2. “If the victim is suffering from second or third-degree burns, there is an urgent need to take him/her to the hospital at once.”
用法：通过“urgent need”和“at once”传递紧急感。
替换表达：“Immediate hospitalization is imperative for severe burns.”
B. 行为描写相关表达
1. “Place burns under cool running water.”
用法：祈使句明确急救步骤，指导具体操作。。
替换表达："Immersing burns in cold water halts further damage."
2. “Remove any clothes using scissors if necessary, unless you see the fabric sticking to the burnt skin.”
用法：描述具体操作细节，强调谨慎性。
替换表达：“Carefully cut away clothing with scissors to avoid tearing adhered fabric.”
3. “Cover the burnt area with a loose clean cloth.”
用法：提供保护伤口的直接方法。
替换表达：“Wrap the burn gently in a breathable, non-stick bandage.”
C、结果与反思相关表达
1. “Burns are divided into three types, depending on the depth of skin damage.”
用法：总结分类标准，引导读者系统理解。
替换表达："Burns are categorized by how deeply the skin is injured."
2. “Applying oil to the injured areas is a bad idea, as it will keep the heat in the wounds and may cause infection.”
用法：解释错误行为的后果，强调科学依据。
替换表达: “Using oil traps heat and increases infection risks, worsening the injury.”
3. “The first and most important step in the treatment of burns is giving first aid.”
用法：总结急救的核心作用。
替换表达：“Prompt first aid is critical to minimizing burn-related complications.”
2. 迁移应用：
A. 情感急救故事创作: 以烧伤急救为主题，创作一个包含情感冲突的短故事（如帮助烧伤朋友时的紧张与责任感）。
词汇：urgent, severe, panic, calm, responsibility, relief
句型："My heart raced when I saw..."
"I knew I had to act quickly because..."
"In the end, I felt relieved that..."
示例句：
When my younger brother spilled boiling water on his hand, my heart raced. I remembered the text: "Place burns under cool water." I grabbed his arm and held it under the tap, trying to stay calm despite his screams. Later, the doctor said, "You did the right thing." I felt relieved but also proud of taking responsibility.
目标：通过故事创作，学生能将文本中的急救知识与情感表达结合，强化紧急情境下的语言应用和同理心培养。
。
B. 模拟急救电话对话：两人一组，模拟拨打急救电话（如120）描述烧伤场景，并遵循操作指南。
词汇：blisters, swelling, third-degree, infection, ambulance
句型支持：
"There’s a burn victim here. The skin is..."
"We’ve cooled the burn under water for 10 minutes."
"Please send help immediately!"
示例对话：
Student A: "Hello, 120 My friend has a severe burn from hot oil. His arm is red with blisters and extremely swollen."
Student B (Operator): "Is the burn still under running water "
Student A: "Yes, we followed the steps. But he can’t move his fingers. Please hurry!"
目标：通过角色扮演，学生能准确使用文本中的急救术语和指令性语言，提升紧急沟通能力。
C. 急救知识应用的书信写作：假设你的国际笔友来信询问如何在家中预防烧伤，请根据文本内容写一封回信，提供3条实用建议并解释原因。
词汇：prevent, heat sources, electrical appliances, supervise children, first-aid kit
句型：
"To avoid burns, it’s important to..."
"For example, always keep children away from..."
"In case of an emergency, remember to..."
示例写作框架：
Dear Alex,
You asked how to prevent burns at home. Here are my tips: First, never leave cooking pots unattended on the stove, as boiling water can cause severe burns. Second, check electrical wires regularly to avoid short circuits, which may lead to fires. Finally, teach kids to stay away from hot surfaces like irons. If someone gets burnt, cool the area with water immediately and call for help!
Stay safe,
Li Hua
目标：通过书信写作，学生能整合文本中的预防和急救知识，训练说明性文体结构（如建议+解释），提升高考英语书信题的应试能力。
目的： 该任务聚焦于词汇积累和应用，帮助学生通过分支的方式表达情感、行为和反思，增强词汇和句型在实际语境中的运用。迁移应用则通过“故事创作—模拟对话—书信写作”的递进设计，将文本中的烧伤急救知识（如分类、步骤、术语）与情感表达（紧迫感、责任感）、行为指导（急救操作）相结合，促使学生从记忆知识转向实际应用。
阅读技能目标：
学生能够更深入地理解文本的逻辑结构（如急救步骤的顺序性），。
识别关键信息的应用场景（如烧伤特征对应处理方式）。
学生通过书信写作需精准提取文本中的预防措施（如“keep away from heat sources”），并组织为结构化建议（如“First... Second...”），培养信息筛选与篇章布局能力。Reading Comprehension Worksheet（学生版）
人教版XBook 2 Unit 5 Reading and Thinking: First Aid for Burns
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
Summarize the article in 1–2 sentences：
A. What is the main purpose of the text "First Aid for Burns"
B. What are the three main sections discussed in the text regarding burns "
2. Match paragraphs to headings.
Match the details to the correct headings in the article:
A. Classifying Burns by Severity 1. Paragraph 1
B. Step-by-Step First Aid Procedures 2. Causes of Burns
C. The Protective Role of Skin 3. Types of Burns
D. Be burnt by plenty of things 4. Characteristics of Burns
E. Symptoms of Different Burn Types 5. First-Aid Treatment
3. Complete the table.
Fill in the table with details from the text.
Burn Type Depth of Damage Characteristics
First-degree Dry, red, _________
Below top layer Red and swollen; blisters; extremely _____
Third-degree Black and white, ______ if nerves are damaged
What is the primary purpose of cooling a burn with running water
What thing should not be used to the burns And why
4.
A. Fill in the Blanks Based on the Text
(1) “First-degree burns are characterized by ______, ______, and mild pain.”
(2) “Second-degree burns may cause ______ on the skin surface due to fluid buildup.”
B. Read the following statements and decide if they are true or false:
First-degree burns can be treated at home without medical attention.
Black and white burns are a common symptom of second-degree burns.
Third-degree burns are always extremely painful.
Cooling a burn with ice is recommended to reduce pain.
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
Discuss the quote’s purpose.
Why does the text begin with the quote in the beginning of the unit, "It’s a great honor to save a life"
B. If the quote were replaced with "First aid saves lives," how would the tone of the text change
Role-Play a Scenario
Act out a scene where a student helps a classmate with a second-degree burn. Use dialogue that reflects urgency and care.
Pre-Activity Preparation:
Review the text’s section on second-degree burns.
Brainstorm dialogue that incorporates urgency ("Quick!") and care ("Let me help you!").
Setting the Scene:
Student B describes symptoms (e.g., "My skin is red and blistered!").
Student A follows the text’s steps while reassuring the victim.
Role-Play Execution:
Perform the role-play using props (e.g., a water bottle as "running water," a scarf as a "clean cloth").
Focus on clear communication (e.g., "Keep your hand under the water for 10 minutes!").
Post-Activity Reflection:
Discuss challenges faced during the role-play (e.g., "Was it hard to stay calm ").
Compare their actions to the text’s instructions.
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Create a mind map and write a step-by-step guide.
Draw a mind map showing the structure of the text (causes → types → treatment).
Based on the text, create a simple first-aid checklist for minor burns.
Design a safety poster.
Create a poster titled "Prevent Burns at Home!" Include 3 tips from the text and illustrations.
Rewrite a story ending.
Imagine a person ignored first aid for a burn. Write a short paragraph about the consequences (4-5 sentences).
IV. Critical Thinking and Application（批判性思维与实践运用）
Debate the necessity of first-aid education.
Argue for or against the statement: "All schools should teach first aid as a compulsory subject."
For: Students need practical survival skills…
Against: Limited class time should focus on core academic subjects…
Open discussion on education
A. How can we teach young children about burn prevention in a fun way
B. How might technology (e.g., apps, VR) make burn prevention education engaging for children
C. Analyze a case study. A person treated a burn with ice. Explain why this is wrong and what they should do instead.
Develop a prevention plan. Propose three measures to prevent burns in a school chemistry lab..
V. 词块积累及应用
1. 绘制思维导图：
中心词：Coast to Coast Journey
分支 1：Feelings[通过警示性语言（如“severe”）和道德呼吁（如“honour”）传递紧迫感和责任感]
分支 2：Actions[使用祈使句（如“Place burns under water”）和具体操作指导（如“using scissors”）确保急救步骤清晰可执行]
分支 3：Experiences[通过对比（如“not serious” vs. “urgent need”）和科学解释（如“stops the burning process”）强化知识应用与后果意识]
A. 情感描述相关表达
B. 行为描写相关表达
C. 结果与反思相关表达
2. 迁移应用：
A. 情感急救故事创作: 以烧伤急救为主题，创作一个包含情感冲突的短故事（如帮助烧伤朋友时的紧张与责任感）。
词汇：urgent, severe, panic, calm, responsibility, relief
句型：
"My heart raced when I saw..."
"I knew I had to act quickly because..."
"In the end, I felt relieved that..."
B. 模拟急救电话对话：两人一组，模拟拨打急救电话（如120）描述烧伤场景，并遵循操作指南。
词汇：blisters, swelling, third-degree, infection, ambulance
句型：
"There’s a burn victim here. The skin is..."
"We’ve cooled the burn under water for 10 minutes."
"Please send help immediately!"
C. 急救知识应用的书信写作：假设你的国际笔友来信询问如何在家中预防烧伤，请根据文本内容写一封回信，提供3条实用建议并解释原因。
词汇：prevent, heat sources, electrical appliances, supervise children, first-aid kit
句型：
"To avoid burns, it’s important to..."
"For example, always keep children away from..."
"In case of an emergency, remember to..."
