2019届一轮复习人教版必修五Unit5Firstaid单元教案设计（21页word版）

2019届一轮复习人教版必修五Unit5Firstaid单元教案设计（21页word版）

‎2019届一轮复习人教版必修五Unit5First aid单元教案设计 Period1 Warming up and reading Teaching goals Teaching materials: 教学材料 Warming up on p 33‎ 1. Target language 目标语言 a. Key words and expressions: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. Communicating expressions: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 a. Encourage the students to discuss accidents and first aid .‎ b. 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 Enable the students to be brave and calm when meeting with accident and know how to give first aid in different situations through discussion.‎ Teaching methods教学方法 ‎ Brainstorm and discussion (Group work).‎ Teaching important and difficult points教学重难点 Help the students to use the expressions to describe the accidents and how to give first aid.‎ 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 One Homework checking ‎ Step Two Presentation 1. Lead-in question: Watch a video, and fill in the blanks: what is first aid?‎ First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found.‎ ‎2. Warming-up: Brainstorming: What words can you think of when you talk about accidents and first aid?‎ ‎3. Learn the new words ?.‎ ‎ A snake bite; a nose bleeding; a sprained ankle; choke; drown; burn; a broken arm Step Three Group discussion a. What happen in each picture and what kind of first aid should you give in the following situation?‎ b. Talk about different situations and the way they should give first aid.‎ Qs: What happened in each picture? What kind of first aid should you give?‎ A snake bite: 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.‎ 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.‎ ‎(watch the video about how to deal with bleeding )‎ A sprained ankle: Tied with medical bandage. ‎ It is better to avoid walking with the injured ankle. ‎ It is correct to use ice bag for removing pain and bleeding, and also not influence our own body healing.‎ ‎( a video about a sprained ankle)‎ Choking : Make him /her spit by patting him/her on the back.‎ To avoid this, we shouldn’t talk or laugh when eating.‎ ‎（a video about unconscious choking）‎ A broken arm: Do not move the patient. ‎ Send for an ambulance at once. ‎ Treat for shock if necessary.‎ A nosebleed: Stay calm. ‎ Breathe through the mouth, not the nose. ‎ Sit up and bend the head slightly forward. ‎ Pinch捏 both nostrils鼻孔 shut using a thumb and forefinger. ‎ Spit out any blood that collects in the mouth.‎ Step four Further discussion (Individual)‎ Ask the students to give the situations.(some more situations are given and encourage the students to talk more)‎ Drowning : Check to see if he /she is breathing ‎ Try to start his /her breathing ‎ Never swim in deep water.‎ ‎( a video about CPR)‎ Traffic accident: Call for a doctor or an ambulance.‎ ‎ Never pull her out of the car ‎ Find enough people to lift the car safely and take her to hospital at once.‎ ‎ Look at both sides when crossing the street.‎ Step five Quiz for first aid (on p74)‎ ‎1.Which person would you help first?___‎ A Li Yan who has cut her foot on glass ‎ B Xue Jin whose nose is bleeding C GaoYuan who is on the ground not breathing ‎ D Wang Feng who has broken her arm.‎ ‎2. When carrying out rescue breathing, how many times a minute should you blow air into the victim’s mouth? ______.‎ A 4 B 8 C 15 D 20‎ ‎3. What should the first step be when you carry out rescue breathing?____‎ A Clear the airway B check the pulse C blow into the victim’s mouth D check for breathing ‎ ‎4 How would you stop severe bleeding? ___‎ A cover the wound with plastic ‎ B wash the wound ‎ C do nothing as the bleeding will stop by itself ‎ D put a bandage over the wound and then press on it ‎5 A friend is choking on a piece of food and is coughing badly. What should you do?___‎ A nothing B carry out rescue breathing C have her lie down and rest D slap her four or five times on her back Step Five Homework ‎1. Do the listening in workbook p69.‎ ‎2. Find more information about first aid---how to rescue breathing.‎ Period2Language Points 重点单词复习 ‎1　aid n．&vt.帮助；援助；资助 ‎[教材原句]　First aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.‎ 急救就是在找到医生之前对突然生病或受伤的人给予临时性的帮助。‎ ‎(1)give sb. first aid/give first aid to sb.对某人进行急救 come/go to one's aid/help帮助某人 in aid of为了援助 with the aid of在……的帮助下 ‎(2)aid sb. in (doing) sth.在(做)某事方面帮助某人 aid sb. with sth.以某事/物帮助某人 aid sb. to do sth.帮助某人做某事 ‎[易混辨析]‎ aid 正式用语，指“帮助别人脱离险境或战胜困难”，强调对弱者的帮助 help 指一般性的帮助，侧重积极为他人提供物质或精神上的帮助 assist 多指“协助”，事情主要是由被帮助者完成的 ‎2　vital adj.至关重要的；生死攸关的 ‎[教材原句]　If the injuries are second or third degree burns，it is vital to get the victim to the doctor or hospital at once.‎ 如果是二度或者三度烧伤，至关重要的是把伤者立刻送去看医生或送往医院。‎ be vital to/for对……至关重要 It is vital to do sth.做某事很重要 It is vital that...(should) do sth.……是十分重要的(从句用虚拟语气，should可以省略)‎ ‎3　treat vt.&vi.治疗；对待；款待　n．款待；招待 ‎[教材原句]　John used these to treat the most severe injuries to Ms Slade's hands.‎ 约翰用这些东西处理斯莱德女士手上最严重的伤口。‎ ‎(1)treat sb. for sth.治疗某人某病 treat sb. like/as...把某人当……看待 treat sth. seriously认真对待某事 treat sb. with respect/kindness尊敬/善待某人 treat oneself to吃……；享受 It's my treat.我请客。‎ ‎(2)treatment n．治疗；处理；对待 under treatment正在接受治疗 ‎ [易混辨析]‎ treat 指对病人进行诊断和治疗，但不含治好的意思，侧重过程。常用于treat sb. for sth.结构中 cure 指“治愈、治好”疾病，也可指消除痛苦，除掉恶习、弊端、嗜好等，侧重结果。常用于cure sb.of sth.结构中 ‎4　apply vt.涂；敷；搽；应用；运用　vi.申请；请求；使用；有效 ‎[教材原句]　He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived.‎ 他按住伤口，使血流得慢些，一直等到警察和救护车的到来。‎ ‎(1)apply...to...把……应用于……；将……涂/贴在……上 apply to适用于……‎ apply (to sb.) for(向某人)申请……‎ apply oneself/one's mind to专心于……‎ ‎(2)applied adj.应用的，实用的 application n．应用，适用；申请(书)‎ applicant n．申请人，应征者 ‎1　squeeze vt.&vi.榨；挤；压榨　n．压；挤 squeeze out榨出；挤出 squeeze...out of/from把……从……中榨出来 squeeze in /into挤进……‎ squeeze one's way勉强通过；挤过 ‎2　bleed(bled；bled) vi.流血；出血；敲诈钱财 bleed for...为……而流血/悲痛 bleed to death因出血过多而死亡 bleed sb. dry榨干某人的血汗；榨完某人的钱财 ‎3　variety n．种类；多样化；变化；多变(性)‎ a variety/varieties of各种各样的 various adj.各种各样的；不同的 vary vi.变化；不同 vary from...to...从……到……有所不同 ‎4　injury n．(尤指意外造成的)受伤处；伤口；伤害；损害 injure vt.伤害；损害 injured adj.受伤的 ‎5　pour vt.&vi.倒；灌；注，涌 pour into涌入 pour out倾诉，倾吐 pour cold water over/on对……泼冷水 pour sth. out to sb. 向某人倾诉某事 ‎[巧学助记]‎ ‎ ‎ 重点短语复习 ‎1　in place在适当的位置；适当 ‎[教材原句]　Hold the bandage in place with tape.‎ 用胶布把绷带固定。‎ out of place不在适当的位置 in place of代替；取代 in the first place首先；第一 take place发生 take one's place就座；代替 take the place of代替；取代 make place for为……让出地方 take the first place获得第一名 ‎2　make a difference区别对待；有影响；起(重要)作用 ‎[教材原句]　It shows that a knowledge of first aid can make a real difference.‎ 这说明了急救知识的确能发挥重要的作用。‎ make a difference to对……有作用/有影响 make some/no/little difference (to...)‎ ‎(对……)有/没作用或影响 tell the difference (between...and...)辨别/区分(……与……)‎ ‎1　fall ill生病 fall behind落后 fall to pieces崩溃 fall silent沉默下来 fall asleep睡着 fall down摔倒 fall in love with爱上 fall off摔倒(从哪……)‎ fall into pieces崩溃；倒塌 ‎[名师点津]　(1)fall ill表动作，不能与表示一段时间的状语连用。‎ My father used to be in good health，but he fell ill suddenly last week.‎ 我父亲身体一直很好，但上星期突然生病了。‎ ‎(2)be ill表状态，可以与表示一段时间的状语连用。‎ He has been ill for a week.‎ 他病了一周了。‎ ‎2　get done被……‎ get paid得到报酬　　　get married结婚 get injured受伤 get burned烧伤；烫伤 get infected感染；染上 get separated分离 get damaged毁掉 get broken坏掉 get hurt受伤 get repaired修理 get dressed穿上衣服 get changed换衣服 ‎3　put back把……放回(原处)；拨回(钟、表的针)；拨慢、推迟；阻碍；拖延；(船或船员)返航；驶回 put sth. back放回原处 put off推迟；延迟 put away把……收起来放好 put forward提出；提前 put out扑灭；熄灭 put up建造；张贴 put down镇压；记下 put up with忍受 ‎4　put one's hands on找到；得到 at hand在手边；在附近；即将到来 by hand手工 in hand在手里；在掌握中，在控制下 from hand to hand从一人手中传到另一人手中 hand in hand手拉手；共同地 on the one hand；on the other hand一方面；另一方面 句型复习 ‎1　Remove clothing using scissors if_necessary_unless it is stuck to the burn.除非衣服紧贴在烧伤面上，否则都要把衣服脱掉。如果需要的话，可以使用剪刀。‎ ‎[句式点拨]　(1)unless是连词，相当于if not，意为“除非，如果不”，引导的是一个否定条件状语从句。‎ ‎(2)if necessary状语从句的省略。‎ 状语从句中的主语和主句主语一致或者是it，谓语含有动词be时，可以把从句的主语和be省略，即if it is necessary＝if necessary。‎ ‎②It is known to all that unless you exercise regularly，you won't keep fit.‎ 众所周知，除非你有规律地锻炼，否则身体不会健康。‎ ‎2　John was_studying in his room when he heard screaming.约翰正在房间里学习，这时他听到了一声尖叫。‎ ‎[句式点拨]　be doing...when...“正在做……这时突然……”，when为并列连词，表示“这时；突然”，相当于and at this/that time。‎ be about to do...when...正要做……这时(突然)……‎ be on the point of doing... when...正要做……这时(突然)……‎ had just done...when...刚做完……这时(突然)……‎ Period3Learning about language 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.‎ ‎1． — Tomorrow is a holiday. Why are you doing your homework? ‎ ‎— I am doing these exercises now so that I won’t have _____ on Sunday.‎ A. it B. them C. for D. to ‎2． — Shall I invite Ann to my birthday party tomorrow evening?‎ ‎— Yes. It’ll be fine if you______.‎ A. are B. can C. invite D. do ‎3． Rather than _____ on a crowed bus, he always prefers _____ a bicycle.‎ A. ride, ride B. riding, ride C. ride, to ride D. to ride, riding ‎ ‎4. — I’ll be away on a business trip. Would you mind looking after my cat?‎ ‎— Not at all. ______.‎ A. I’ve no time B. I’d rather not ‎ C. I’d like it D. I’d be happy to ‎ ‎5． — Won’t you have another try?‎ ‎— ________.‎ A. Yes, I will have B. Yes, I won’t have ‎ C. Yes, I won’t D. Yes, I will ‎6. The boy wanted to ride his bicycle in the street, but his mother told him _____. ‎ A. not to B. not to do C. not to do it D. do not to ‎ ‎7. — Do you think it will snow tomorrow?‎ ‎— ______?‎ A. I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so ‎8. — Have you fed the cat?‎ ‎— No, but______.‎ A. I’m B. I am C. I’m just going D. I’m just going to 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.‎ Period5Using language ‎ 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.‎ T: Now boys and girls, imagine you can hear someone screaming. You find him sitting on the ground, bleeding heavily from deep knife wounds in his hands. What would you do? Will you help him? Will you call the police and ambulance, or whether you perform first aid? ‎ 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.‎ T: Good. From the answer, we know the main idea of the news. Often we readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason they might read just the headline and the first paragraph. This is because the headline gives readers a clue about the content and the first paragraph gives the most important information. So we should pay attention to the first paragraph. It may give us a lot of information that answers the five “W” Questions: Who? What? When? Where? Why? And also How?‎ 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 ‎ About 300 children under the age of 5 drown each year in U.S. swimming pools. At the time of the incidents, most victims were being supervised by one or both parents. Nearly 70 percent of the children were not expected to be near the pool when they were found in the water.‎ ‎ It takes only a few minutes for a child to drown. More than three-quarters of children who drown at neighborhood pools are missing from sight for less than five minutes. Drowning is also a silent death. There is no splashing to alert anyone that the child is in trouble.‎ ‎ The key to preventing these tragedies is to have multiple levels of protection. The following precautions can help keep children safer around swimming pools:‎ ‎ Fence it in. Pools should be completely surrounded by fencing material at least 4 feet tall. Chain link works well. A slatted fence should have no gaps wider than 4 inches, so kids can’t squeeze through. Gates should be self-closing and self-latching. The latch should be out of a child’s reach. ‎ ‎ Install alarms. If your house is one of the walls of your pool enclosure, doors leading to the pool area should be protected with alarms. In addition, add an underwater pool alarm that sounds when something hits the water. Make sure you can hear the alarm inside the house. ‎ ‎ Cover it up. A motor-powered safety cover can provide a barrier over the water when the pool is not in use. The cover should withstand the weight of two adults and a child in case a rescue is needed. ‎ ‎ Choose an above-ground pool. Above-ground pools are much safer than ‎ in-ground pools, because the height of the pool serves as a barrier. However, you should remove the steps or lock them behind a fence when the pool is not being used. ‎ ‎ Teach children to swim. But remember that swimming lessons won’t drown-proof your child. The age to teach children to swim is the same as to ride a bike, age 5. Children under the age of 4 usually aren’t developmentally ready for formal instructions in swimming. ‎ ‎ Remove toys. Don’t leave pool toys bobbing in the water when no one is using the pool. Children may try to retrieve a toy and fall in. ‎ ‎ Keep your eyes peeled. Never leave a child un-supervised near a pool. During social gatherings near pools, adults can take turns being the “designated watcher.” ‎ Natural bodies of water ‎ Swimming conditions are unpredictable in lakes, rivers and oceans. The depth can change rapidly, as can water temperature, currents and the weather. Murky water may conceal hazards. Follow these tips to be safer:‎ ‎ Don’t swim alone. Teach children never to swim alone or without adult supervision. ‎ ‎ Wear a life jacket. Children should be required to wear a personal flotation device whenever riding in a boat or fishing, even along a river bank. Air-filled swimming aids, such as water wings, are no substitute for a life jacket. ‎ ‎ Jump before you dive. The first rapid descent into any body of water should be a jump — feet first. Diving into unknown water can result in a smashed skull or a broken neck. ‎ ‎ Avoid alcohol. Accidents increase with the amount of alcohol consumed. Teenage boys are at highest risk. ‎ ‎ Beware of thin ice. Drownings can occur in the winter, too. Avoid walking, skating or riding on weak or thawing ice on any body of water. ‎ ‎★ Look at the two pictures on the screen. Imagine that you are at the scene. What should you do? What first aid will you perform on the drowning?‎ ‎ ‎ 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.‎ Period6 Writing 单元（章节）课题 Unit 5 First aid 本节课题 Writing 课标要求 Help the Ss learn how to write the letter.‎ 三维目标 Knowledge goals:‎ 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.‎ Ability goals:‎ Enable the students to write a letter asking their principal to organize a first aid course at the school.‎ Emotional goals:‎ Help the Ss learn how to write the letter.‎ 教学重难点 Let the Ss explain the importance of doing a first aid course in the letter.‎ 提炼的课题 Help the Ss learn how to write the letter.‎ 教学手段运用 教学资源选择 ‎ a projector and a computer.‎ 教 学 过 程 Steps Contents and lesson steps Aims Revision ‎1.Help the Ss to check their homework.‎ ‎2.Help the Ss to say some basic first aid information.‎ To help the students check ‎ their homework and ‎ practice their speaking skills.‎ Self-learning ‎1Let them translate the key words and phrases.‎ ‎2.Guide them to write the outline of the letter.‎ Know some key points and make preparations for the next step.‎ Discussion 1. Let them share their answers and find out the difficult points.‎ 2. Try to discuss them in the group.‎ ‎ ‎ To help students to use what they have learned to analyse the problems.‎ Show-time Check the answers with the classmates. Ask some students to answer.‎ To help the students develop the speaking skills.‎ ‎ ‎ Practice Finish the writing task.‎ To help students to solid ‎ the information . ‎ Writing Ask the Ss to write the letter.‎ To help the students solid the writing skills.‎ Show-time Ask some students to show us their writing if possible.‎ To see if they have any difficulty in writing.‎ Homework Finish off the writing after class.‎ To practice more about the writing skills.‎