Learning about Language主要内容及教案内容

Unit 5 First aid The First Period Speaking Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

aid, first aid，fall ill，illness，injury，bleed，sprain，ankle，choke，blood，bloody，burn，essential，organ, layer, poison, ray, treatment b. 交际用语

We / you should / ought to... Please do... Make sure... You must / have to / ought to... You must never... You ought never to... 2. Ability goals能力目标

Enable the students to talk about different accidents and how to give first aid in different situations. 3. Learning ability goals学能目标

Help the students learn how to give first aid in different situations through discussion. Teaching important and difficult points教学重难点

Help the students use the expressions to describe the accidents and how to give first aid. Teaching methods教学方法

Brainstorm and discussion (Group work). Teaching aids教具准备

A recorder, a projector and a computer.

Teaching procedures and ways 教学过程与方式

Step Ⅰ

Lead-in The warming up exercise makes the students understand there are some kinds of

dangers in our daily life such as snake bite, bleeding, a sprained ankle, choking and so on. What’s more, the students should be asked to know how to prevent these troubles from happening and how to give first aid when they happen. Talk about the pictures with the teacher’s help. T: Look at the pictures on page 33. Each of them is a picture of an accident. Although some accidents are small and some accidents are serious. You should know how to prevent these accidents from happening and know what to do when they happen. Now please discuss the following questions with your partner. 1. What would you do in the above situations? 2. What could we do to prevent these accidents? 3. What do you already know about first aid? 4. What new words do you think would be useful when you talk about accidents and first aid? Discussion: Sa: To tell you the truth, I would be very afraid and do nothing in the above situations. Sb: It means you don’t know much about first aid, am I right? Sa: Yes. I know nothing about first aid. Sb: I think we should stay calm at first. We can’t be too frightened to do anything. Then we should learn something about first aid. Sa: In my opinion, it is the most important thing to prevent these accidents from happening. Sb: I can’t agree with you more. We should try our best to avoid these accidents. We must be very careful when we are swimming, walking, cooking and even eating. By the way, what new words do you think would be useful when you talk about accidents and first aid? Sa: The accidents are dangerous, troublesome and frightening. First aid is very useful and necessary. Look at the pictures together and ask the Ss what has happened in each one.

T: Well, can I help you? These pictures are all about the accidents. What has happened in each one? What kind of first aid we should give in the situations? What about

Picture1？

S: We can see a man whom a snake has bitten on his leg. When a person is bitten by a snake, the person bitten must get to a doctor or hospital at once. Speed is very important. It will help the doctor greatly if you can tell him what kind of snake it was, or describe the situation. T: Good. What about Picture 2? S: In Picture 2 we can see a woman who has cut her arm with some broken glass and is bleeding badly. T: Yes, then how to do first aid in this situation? S: When someone is bleeding: Try to stop the bleeding; Press a handkerchief onto the bleeding point and hold it there; Hold up the part of body which is bleeding if possible. T: Good, what about the third picture? S: Picture 3 is about a boy who has badly sprained his ankle on the playground and his friends are running towards him to help. He should tie his ankle with medical bandage. It is better to avoid walking with the injured ankle. It is correct to use ice bag for relieving pain and bleeding. T: Good. Then the fourth picture?

S: Picture 4, the girl sitting around the table is choking when she is eating something. We should make her spit by patting her back. To avoid this, we shouldn’t talk or laugh when eating. T: Right. Let’s talk about the fifth picture. S: Picture 5, the old grandma lying on the ground has broken her arm. We should not move the patient. Send for an ambulance at once. Keep the arm still using a sling or get the victim to support the broken arm with the other arm. T: What about the last picture?

S: In the last picture, the boy has a nosebleed. He should stay calm. Breathe through the mouth, not the nose. Sit up and bend the head slightly forward. Pinch both nostrils shut using a thumb and forefinger. Spit out any blood that collects in the mouth. T: Very good. All of you have a good knowledge of first aid. These accidents are all

terrible. We should try our best to prevent these terrible accidents from happening. For example, when we are swimming, we can’t swim alone. We must swim with somebody else. Besides, we can’t swim in the river too deep. When an accident does happen we should keep calm and know how to deal with it correctly. So learning some first aid knowledge is of great importance to every one.

Step Ⅱ

Further discussion

Give advice to the persons in trouble.

T: I think you must know something about troubles and first aid. Now please give your advice to the persons in different kinds of troubles. Ss: OK. Show the slide.

Drowning

Traffic

Burns

accident

Your suggestions to them T: Please give your suggestions to the victims in order to prevent different kinds of accidents. For instance, to the person who is drowning you can say: Never swim alone. / Learn how to swim. / Don’t swim in dangerous rivers. Now, please work in pairs.

Three minutes later. T: OK. I will check your answers. To the person in a traffic accident, what suggestion will you give him? Ss: You shouldn’t ride your bicycle without looking at the traffic.

Follow the traffic rules and be attentive and careful.

Never use a cell phone while you are driving, riding a bike or walking on a busy street. Use crosswalks and don’t walk on the street.

Never run in traffic. T: What suggestion will you give the victim getting burns?

Bleeding Cuts Choking

Ss: You ought to be careful when cooking. Don’t leave lamps and candles burning in your house. Don’t let children touch flames or hot liquid. T: What suggestion will you give the victim who is bleeding or whose hand is cut? Ss: You must go to the nearest hospital as soon as possible. Don’t play with knives or other sharp objects. T: What suggestion will you give the person who is choking? Ss: You mustn’t eat too fast. Don’t forget to chew your food. Don’t talk while having food in the mouth. Some more situations are given and encourage the students to talk more. T: Now, here are some more situations, please give the first aid instructions to the situations. What should you do if someone is drowning?

S: When someone is drowning, first we should check if he /she is breathing, then try to start his /her breathing. Never swim in deep water. T: Good. We call this CPR (= cardiopulmonary resuscitation). Now if someone has been hurt in a traffic accident, what should we do?

Step Ⅲ

Talking( P39) T: Now let’s look at the pictures of Exercise 2 on p39, use the pictures above to help you give your partner first aid instructions for each situation. Try to use the useful expressions:

You should always ... You must... Make sure that ...

You have to ...

You ought to / should... You should not... You should never ... You must never... Never ...

Please don’t...

T: What should you do when you meet the situation in Picture1? S: If we meet this sprained ankle situation, we should have the victim sit down and elevate the foot. We should make sure how serious the situation is. Perhaps we must put an ice pack on the ankle to reduce the swelling and then put a firm bandage

around the foot and ankle. It is better to avoid walking with the injured ankle.

Help the Ss to talk about other situations. Burning clothes:

Use a blanket to put out fire on the body. Remove clothing from burned area. Use running water to cool down. Sent for a doctor. Nose bleeds Stay calm.

Breathe through the mouth, not the nose.

Sit up and bend the head slightly forward.

Pinch both nostrils shut using a thumb and forefinger.

Spit out any blood that collects in the mouth. Choking Make him /her spit by patting him/her on the back. To avoid this, we shouldn’t talk or laugh when eating. Step Ⅳ

Talk about safety around the house, using Dos and Don’ts Step Ⅴ

Talking (in workbook) T: Just now we know how to do some first aid, but that’s not enough. We should make some emergency call to give the person a quick treatment. Then how to make this kind of call? Now choose an emergency situation and make a dialogue. Make sure the operator asks for all the information including name of the caller, telephone number, address, what has happened, number of people involved. Now practice in pairs and I like some pairs to show their dialogues. T: Now, let’s ask some pair to do the dialogue. Possible dialogue: Sa: Emergency. Can I help you? Sb: Yes, you got to help me —

my son has had an accident. I don’t know what to do. Sa: Now calm down. Tell me your name and phone number — slowly. Sb: Ummm... Marry Grand. Oh, you’ve got to send an ambulance now.

Sa: Yes. I will. Now take a deep breath and tell me your phone number. Sb: Yes, yes... 342562178. Sa: Good. Now tell me what’s happened. Sb: Well, my son was playing in the grass when he was bitten by a snake. Now he is lying on the ground, bleeding. Oh, what should I do? Sa: Well, we will come soon. Just apply pressure to the bitten area with your hands and then, as soon as possible, with a bandage firmly over the bite. Sb: OK, thank you. Bye. Sa: Wait, we need your address. Sb: Oh yes. I’m just so worried. It’s 23 Loft Stress. Sa: OK, we’ll arrive soon. Step Ⅵ

Homework 1. Do the SPEAKING TASK in workbook p74. 2. Find more information about first aid — how to rescue breathing. The Second Period Listening Teaching goals

教学目标

1. Target language目标语言

a. 重点词汇和短语

unconscious, emergency number, reach cupboard, involve, stress and intonation b. 重点句式

So far we’ve looked at first aid treatments for burns, bleeding, choking ... Stop him from running around as that makes clothes burn faster. 2. Ability goals能力目标

Enable the students to listen for details and catch the specific information of first aid as much as possible. 3. Learning ability goals 学能目标

Help the Ss learn how to do rescue breathing by listening task. Teaching important and difficult points教学重难点

Listen to the three materials about a first aid quiz and an emergency phone call and the instructions for rescue breathing, then choose the correct answers.

Teaching methods教学方法

Listening and cooperative learning. Teaching aids 教具准备

A recorder, a projector and a computer. Teaching procedures and ways教学过程与方式

Step Ⅰ

Revision Help the Ss to check their homework on page 74. The students’ textbooks should be closed. Help the Ss to do the quiz.

Step Ⅱ

Listening Pre-listening Play the tape twice. And then ask the Ss some questions. Check the answers. Make the Ss understand all the four questions. Play the tape and ask them to answer the questions in pairs. And then check the answers with the whole class. Play the tape again and help the Ss to deal with the difficulties. Step Ⅲ

Listening ( P73) Pre- listening

1 check if conscious

2 put into recovery position

3 clear airway

4 check if breathing

5 blow into mouth and watch for breathing

6 check pulse

7 continue rescue breathing

8 put into recovery position Post-listening Ss: 1. We should call for help, then check whether unconscious. 2. We should put the person into the recovery position. 3. We may clear anything in the airway.

4. Then we should check for breathing. 5. Blow into mouth using the mouth- to- mouth method. 6. Check pulse. 7. We should continue breathing at 15 breath a minute.

8. At last when the person breaths again, put him/her in the recovery position. T: Yes, you are right. Rescue breathing is very important in our daily life. I hope one day when you need it, you can use it well. Step Ⅳ

Listening (P39) T: Besides the rescue breathing, there are other ways to do first aids. Now, let’s learn more about first aid. Turn to page 39. Here is a quiz. While you listen to it, you don’t need to catch every detail. Only focus on the topics. Let’s listen to it and answer the questions. What topics does the teacher ask questions about? Circle the correct ones. Check the answer with the classmates. Ask some students to answer. Step Ⅴ

Homework 1. Search more information about first aid on the Internet. 2. Prepare for reading: FIRST AID FOR BURNS. The Third Period Reading Teaching goals教学目标

1. Target language教学语言

a. 重点词汇和短语

burn, essential, organ, layer, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, char, nerve, damage, jewellery,

squeeze out, over and over again, bandage, in place

b. 重点句式

Burns are called first degree, second degree or third degree burns. These burns are not serious and should feel better within a day or two. First degree burns turn white when pressed. 2. Ability goals 能力目标

Enable the students to master some knowledge of first aid.

3. Learning ability goals学能目标

Enable the students to learn how to give their correct suggestions about first aid when others are in danger. Teaching important points教学重点

Let the Ss learn to use the structures of giving suggestions. Teaching methods教学方法

Skimming method and role-play method. Teaching aids 教具准备

A projector, a tape-recorder and a blackboard. Teaching procedures and ways教学过程与方式

Step Ⅰ

Lead-in T: I think you must surf the Internet after class. You must know more about fist aid. Now who can tell us what first aid is? T: What are the main aims of first aid? T: Throughout life, you will face injuries of different kinds; whether it is a simple paper cut or a severe chemical burn, every accident must be dealt with in the right way. Here are two situations: Ah, a hot summer morning. Perfect for the beach exercise. After a nice brisk swim in the refreshing tide, you curl up on your beach chair with your headphones and a book. As you sit contentedly, your eyes slowly fall shut in a mid-day nap. When you awake, the sun is a little lower in the sky, the people next to you have left, and your exposed skin is starting to look a suspicious shade of bright red. Do you know what to do? Step Ⅱ

Pre-reading T: Today we are going to learn first aid for burns. First look at the picture on page 33, and answer: What has happened in the picture?

Sa: The child has pulled boiling water onto herself. T: What sort of injures the child will have?

Sb: She will have bad burns. T: Have you or someone you know ever been burned? What did the burn look like? Did anyone perform first aid? What did he do? You can use these words that might

come up in relation to the characteristics of burns are: red, white, black, watery, blisters, painful, swollen.

Ask the students to have a discussion in groups, and then answer the questions about their own various experiences. After a few minutes. T: Now stop talking. We are going to get the answers from the text. Let’s read the text and try to find the answers. Step Ⅲ

While-reading Skimming Ask the Ss to read the title of the text and the headings within it. Skim for general idea.

T: What is the topic of the text and how is the information organized? S: It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.

T: How is the information organized within the headings of types of burns and characteristics of burns?

S: The information is organized according to the types of burns: first degree, second degree and third degree burns. T: Now please quickly glance at the information under the heading of First aid treatment and tell me why the information is numbered? S: The numbers indicate the steps you should take to treat a burn, in the order that they should happen. Especially pay attention to that each step gives an instruction using the imperative.

T: How many parts are the text divided into and what are they? After a few minutes. Set Ex 1 in Comprehending. S: It can be divided into 5 parts. 1. the function/purpose of skin 2. how we can get burns

3. the three types of burns 4. the symptoms of burns 5. what to do if someone gets burned

Step Ⅳ

Detail reading Prevent you from losing water; Gives you sense of touch. T: Very good. So first aid is a very important step in treatment of burns. How can we get burnt? Now let’s read the second paragraph and answer the question. S: We can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals.

T: Good. Then let’s come to the third paragraph, see how many types of burns. What are they?

T: Very good. Most good readers survey texts in this way before they start to read the text in detail. If you survey a text, it makes it easier to understand it because you already know something about the content and the organization. Now read Ex. 2. You don’t have to read the whole text to find the information you need to answer this question. Which part of the text do you need to look at?

The second degree burn The first degree burnt The third degree burn Check the answers with them. And then do Ex. 4. T: After reading, let’s answer some questions. You may discuss in groups for 5 minutes, then we will check the answers. 1. Why should you put cold water on a burn? 2. Why doesn’t a third degree burn hurt? Because the nerves have been damaged. If there are no nerves, there is no pain. 3. Why do you think clothes and jewellery near burns should be removed? 4. If someone has a third degree burn, why might you see tissue?

Step Ⅴ

Language points ▲

phrases with sense sense of touch sense of sight sense of hearing sense of taste sense of smell

sense of humor sense of beauty sense of urgency

▲

unless: 除非……；如果不……

Don’t make it public unless I agree. Unless the destruction of the ozone layer stops, the polar ice caps could melt with terrible consequences. ▲

Make(some, no, ect) difference

It shows that a knowledge of first aid can make a real difference. It makes no difference to me where you come from. Step Ⅵ

Summary and homework T: This article is trying to tell us first aid is important. People who have witnessed an accident often wish that they had done things differently. Seconds count in an emergency, and knowing what to do can mean the difference between life and death. The most important thing to keep in mind when dealing with an emergency is to stay calm. If we were to panic, we could not be able to help. By staying calm we will be able to think what to do and make better decisions. We can also prepare for an emergency by learning more about first aid. 1. Finish the Exx on page 36. 2. Preview the material the next extensive reading. The Fourth Period Language Study Teaching goals教学目标

1. Target language 语言目标

a. 重点词汇和短语

aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. fall ill.

b. 重点句式

Burns are called first degree burns, second degree burns or third degree burns. These burns affect both the top and second layer of the skin

.2. Ability goals能力目标

Enable the Ss to learn about Ellipsis. 3. Learning ability goals学能目标

Let the Ss learn how to use Ellipsis. Teaching important/difficult points教学重难点

Enable the Ss learn how to use Ellipsis. Teaching aids 教具准备

A projector and a blackboard. Teaching procedures and ways教学过程与方式

Step Ⅰ

Revision Greet the whole class as usual. Checks the students’ homework. Step Ⅱ

Word Study T: Now please open your books and turn to page 36. Let’s learn “Learning about Language”. First let’s do Discovering useful words and expressions. Complete the table with the correct verbs, nouns or adjectives. You are to explain the words on the screen in English and then fill in the blanks. Ask students to explain or guess the meanings of the words. injury, poisonous, burn, swollen, damage, treatment, wounded, infect ▲

injury n. physical damage done to a person or a part of their body

adjectives frequently used with injury: minor, multiple, serious, severe, slight injured adj. hurt in an accident or attack be seriously / badly / severely injured injure vt.[often passive] to hurt someone and cause damage to their body Nine people died and 54 were injured in the accident. ▲

treat vt behave toward sb; deal with sth; cure illness; protect/preserve sth; be nice to sb Words frequently used with treat: Adverbs: badly, cruelly, equally, fairly, harshly, leniently, shabbily, unfairly, unjustly Nouns: disease, illness, patient, symptom, disorder, ailment

eg. She felt she had been unfairly treated, and complained to her boss. treat n. something special that you do or buy for yourself or someone else Frequently used with the following adjectives: great, rare, real, special, occasional. eg.

As a special treat, we were allowed to stay up until midnight.

I wish you would stop treating me like a child! treatable adj. a treatable illness or medical condition can be cured by medical treatment treatment n. the process of providing medical care eg.

The patient is responding well to treatment. ...

Complete the questions with words from the text. The students will try to complete the exercises. Later the teacher will ask some of them to read each of the sentences and tell the class the answers. Step Ⅲ

Grammar T: Let’s look at the next, Grammar

Present some sentences and encourage the students to find out which words have been left out. T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “Beg your pardon.” Then it is called Ellipsis. The subject “I” has been left out, without changing the meaning of the sentence. OK, now it’s your turn to find out what have been left out. 1. Thank you. 2. Some more tea? 3. Sounds like a good idea. 4. Doesn’t matter. 5. Sorry to hear that. 6. Pity you couldn’t come 7. This way, please. 8. Terrible weather! 9. Joining us for a drink?

10. Going to the supermarket? 11. Dr. Robertson? 12. Any news? Suggested answers: 1. I thank you. 2. Would you like some more tea? 3. That / It sounds like a good idea. 4. It doesn’t matter. 5. I’m sorry to hear that. 6. It’s / What pity you couldn’t come. 7. Step this way, please. 8. What terrible weather it is! 9. Are you joining us for a drink?

10. Are you going to the supermarket? 11. Are you Dr. Robertson? 12. Is there any news? T: About the omission: 1. In a familiar speech, the subject is sometimes left out when it is a pronoun; 2.Sometimes even more than the subject may be dropped at the beginning of a sentence if the meaning is clear; Though the ‘preparatory there’ is not a subject, it behaves like one and is often omitted; 3. To avoid repetition, a verb is frequently left out when the same verb has appeared in an earlier part of the sentence: Then winter came and with it (came) the snow. 4. Omission of the auxiliary or the principal part of the verb compound is very frequent: Summer had come and (had) gone.

Can you do that? —Yes, I can (do it). 5. The verb do/does/did frequently stands for another verb which has appeared earlier. This is a very important use of this auxiliary, which comes in very handy at times. As there is no counterpart of it in Chinese, it should be thoroughly mastered through constant practice. Eg. Do you go there every day?

—Yes, I do (= go there every day).

Did you see her?

—

Yes, I did ( = saw her). Shall I read it?

— Please do (= read it). I like Beijing very much, as everybody does (= likes it) who has been there. Step Ⅳ

Practising Discovering useful structures (page 37) 1. In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why.

2. Rewrite these sentences taking out the unnecessary parts. 3. These sentences are correct. However, one or more words have been left out. Rewrite each sentence on the top of the next page to include the missing words. ▲

Show the students the slides with some multiple choices exercises about the Ellipsis. Step Ⅴ

Homework

1. Go over the usage of Ellipsis. 2. Finish listing structures on Page 71 Exx. 1 & 2. 3. Prepare Reading and discussing on Page 38. The Fifth Period Extensive Reading Teaching goals教学目标

1. Target language语言目标

a. 重点词汇和短语

present, put their hands on, ceremony, bravery, towels, pressure, kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets b. 重点句式

John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. 2. Ability goals 能力目标

Enable the students to describe the story: Heroic Teenager Receives Award.

3. Learning ability goals 学能目标

Help the Ss learn how to describe the story in their own words.

Teaching important points教学重点

Finish the exercises on page 39. Teaching methods教学方法

Listening, fast reading and discussion. Teaching aids教具准备

A recorder, a projector and a computer. Teaching procedures and ways教学过程和方式

Step Ⅰ

Revision Show the students a slide with some new words

T: What is the Chinese meaning of them?

present put their hands on

ceremony

bravery

towels

pressure

a number of

Ambulance Step Ⅱ

Pre-reading The passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Let the Ss discuss the following scenario (=situation) in groups. After a few minutes, the discussion is over. T: Today we are going to learn a story Heroic Teen-ager Receives Award. Skim the newspaper article and put the events in the correct order in Ex. 1. Five minutes later, check the answers. Let the Ss read the headline of the newspaper article on p 38. T: What do you think the story is about by reading this headline? S: From the headline, we can guess that the story is about a young man who sets us a good example because he could save one’s life using his knowledge of first aid.

Ask students to read the first paragraph and write the following question words on the Bb. T: Now, read the headline and the first paragraph to see if you can find the answer to the 5 W Questions. Who? What? When? Where? Why?

Ss: Yes, I can find:

Who? — John Janson;

What? — was honoured at the Lifesaver Awards;

When? — last night; Where? — in Rivertown;

Why? — for carrying out lifesaving first aid on his neighbour after a shocking knife attack. T: Right. So we should pay more attention to the head-line and the first paragraph. Step Ⅲ

While reading Ask the Ss to read the news from beginning to end. And then listen to the tape and answer the questions. 1. What did John do when he heard the screaming? He was studying in his room. 2. What happened to Anne? She had been stabbed repeatedly with a knife. She was lying in her front garden bleeding very heavily. Her hands had almost been cut off. 3. What saved Ms Slade’s life? It was John’s quick action and knowledge of the first aid that saved her life. 4. What first aid did John perform on Anne? John dressed Ms Slade’s in juries with tea towels and applied pressure to the wounds to slow the bleeding. 5. What adjectives would you use to describe John’s actions? Give at least three. Brave, heroic, courageous, quick-thinking, quick-minded, helpful, fearless, unselfish, confident

Step Ⅳ

Discussion Divide the class into groups to discuss the issues in Ex. 4. Make the discussions more lively by encouraging the Ss to think of different scenarios such as: 1. Do you think John was silly or brave to get involved in the situation? Give reasons. 2. Would you have done the same as John? Give reasons. 3. Do you think it is worthwhile to take a course in first aid? Give reasons.

4. What if the attacker had still been at the scene of the stabbing? 5. What if the attacker had gone but had then returned to the woman? 6. What if the woman had AIDS? 7. What if John had performed first aid on the woman but she died anyway? How would he feel about having tried to help her? Show the above on the screen.

T: Now let’s discuss the above questions.

The students discuss for 5 minutes in groups and then share their ideas. Encourage the students to express their ideas. Have each group appoint a spokesperson to present their views to the class. Different answers are welcome. For example: Sa: John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS. Sb: He was brave: he could have been attacked too, but he didn’t think about his own safty. All he thought about was how to help the victim. Sc: The Chinese saying Saveing one life is better than building up a 7-floor tower. I think anyone who is in that situation should help her. ... T: From the discussion, we can draw a conclusion that learning first aid knowledge is very important. You can use it to help others, even save one’s life. So try to do first aid before the doctor comes. Step Ⅴ

Task Show the following passages on the screen. Let the Ss read them and then talk about how to do first aid for drowning. Most children enjoy playing in water in hot summer. It’s messy and noisy and fun. Water can also be dangerous. It’s hard to remember that something so enjoyable can also be deadly. Take the time to protect your children from the dangers of water — a playful friend that can steal their lives in mere minutes. More than 1,000 American youngsters drown each year.

Neighborhood swimming pools

A possible answer:

Your first priority is to get a drowning child out of the water as soon as possible. If she isn’t breathing, place her on her back on a firm surface. Immediately begin rescue breathing, below, and have someone call for help. Don’t assume it’s too late to save a child’s life —

even if she’s unresponsive, continue performing CPR and do not stop until medical professionals take over. 1. To open your child’s airway gently tilt her head back with one hand, and lift her chin with the other. Put your ear to the child’s mouth and nose, and look, listen, and feel for signs that she is breathing. 2. If your child doesn’t seem to be breathing Infants under age 1: Place your mouth over infant’s nose and lips and give two breaths, each lasting about 1/2 seconds. Look for the chest to rise and fall. Children 1 and older: Pinch child’s nose and seal your lips over her mouth. Give two slow, full breaths (1/2 to 2 seconds each). Wait for the chest to rise and fall before giving the second breath.

3. If the chest rises, check for a pulse (see number 4). If the chest doesn’t rise, try again. Retilt the head, lift the child’s chin, and repeat the breaths. 4. Check for a pulse

Put two fingers on your child’s neck to the side of the Adam’s apple (for infants, feel inside the arm between the elbow and shoulder). Wait five seconds. If there is a pulse, give one breath every three seconds. Check for a pulse every minute, and continue rescue breathing until the child is breathing on her own or help arrives. 5. If you can’t find a pulse

Infants under age 1: Imagine a line between the child’s nipples, and place two fingers just below its center point. Apply five half-inch chest compressions in about three seconds. After five compressions, seal your lips over your child’s mouth and nose and give one breath.

Children 1 and older: Use the heel of your hand (both hands for a teenager or adult) to apply five quick one-inch chest compressions to the middle of the breastbone (just above where the ribs come together) in about three seconds. After five compressions,

pinch your child’s nose, seal your lips over his mouth, and give one full breath. All ages: Continue the cycle of five chest compressions followed by a breath for one minute, then check for a pulse. Repeat cycle until you find a pulse or help arrives and takes over.

Step Ⅵ

Homework Write a short description of an accident and how to deal with the injuries in the accident. The Sixth Period Writing Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets b. 重点句式

Make sure the floor is not slippery. Follow instructions for all electrical appliances carefully. Unplug all appliances, especially irons, after use. When cooking, do not let oil touch flames or other sources of heat. 2. Ability goals能力目标

Enable the students to write a letter asking their principal to organize a first aid course at the school. 3. Learning ability goals学能目标

Help the Ss learn how to write the letter. Teaching important and difficult point教学重难点

Let the Ss explain the importance of doing a first aid course in the letter. Teaching methods教学方法

Discussion (Group work) and writing (individual). Teaching aids 教具准备

A recorder, a projector and a computer.

Teaching procedures and ways教学过程和方式

Step Ⅰ

Homework checking Ask the students to show their compositions of first aid. If there are some mistakes, point them out. Step Ⅱ

Reading Ask the Ss to read the title of the text and the headings within it. T: What’s the topic of the text and how is the information organized? S: It is about safety in the home and the information is organized according to particular rooms and also to one cause of accidents — fires. Tell the Ss to look at the pictures. T: What do you think these three pictures are telling us? S: To turn saucepan handles towards the back of a stove; Not to use a hairdryer near water; To keep a fire extinguisher in the kitchen. T: What do you think the purpose of the pictures is? S: They emphasize some points in the pamphlet. T: What’s the purpose of the pamphlet? S: To tell us how to keep a safe home; how to prevent accidents in the home. Step Ⅲ

Discussion T: What things at home can be dangerous?

S: electrical equipment poisons electric fires

ladders

knives hot water

windows T: How to prevent us from being injured at home? For example in the kitchen. S: In the kitchen: ·Make sure the floor is not slippery; ·Always use a ladder to reach high cupboards; ·Don’t stand on chairs to reach;

·Keep a window open when we use gas fires;

·Keep matches out of the reach of children;

·Don’t leave matches anywhere; ·Always cut away from your body when you use a knife; ·Unplug all appliances, especially irons, after use; ·Make sure that electric wires are safe and that children can’t touch them; ·Don’t leave small things on the floor or table which a baby can put in its mouth; ... Step Ⅳ

Practice writing T: We have learnt a bit about some first aid treat-ments in this unit. Now we are going to write a letter to the principal and request that he / she organize a first aid course for us. This is a guided exercise where you have to complete parts of the letter. Next to the letter, you are told what should go in each paragraph. This shows us the structure of a letter that is making a request. Do you know what such a letter would include? S: The letter should: ▲

say we have done a unit on first aid ▲

say why the unit was useful ▲

explain the importance of doing a first aid course ▲

say what we would like the principal to do Ask the Ss to write the letter individually. Circulate and help the Ss with grammatical structures and written expression.