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Period 5 Extensive Reading Teaching goals教學(xué)目標(biāo) 1. Target language語言目標(biāo) a. 重點(diǎn)詞匯和短語 present, put their hands on, ceremony, bravery, towels, pressure, kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets b. 重點(diǎn)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 能力目標(biāo) Enable the students to describe the story: Heroic Teenager Receives Award. 3. Learning ability goals 學(xué)能目標(biāo) Help the Ss learn how to describe the story in their own words. Teaching important points教學(xué)重點(diǎn) Finish the exercises on page 39. Teaching methods教學(xué)方法 Listening, fast reading and discussion. Teaching aids教具準(zhǔn)備 A recorder, a projector and a computer. Teaching procedures and ways教學(xué)過程和方式 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.