Child Safety

ESOL Teaching Pack

This is a not-for-profit educational resource for teachers and is designed to promote

learning about child safety through English language lessons. It is part of the ITS Glasgow

(Integration through Safety) project, which encompasses a wide range of community safety

issues.

The recommended level of each component is indicated in the top right of the page,

although all materials are adaptable to suit other levels of English proficiency. It can stand

alone or be integrated into a General English programme, and teachers are permitted to

make photocopies or adapt the materials in any way they see fit.

The materials are linked to the Education Scotland’s Curriculum for Excellence and the

Experiences and Outcomes covered are indicated in the contents and teachers notes.

The safety information which forms the basis of the course was provided by NHS Scotland

and RoSPA and factual information from third party sources is reproduced with the

permission of copyright holders. The safety message is of key importance to the

programme and other activities have been specially graded to suit the level of learner the

project is aimed at.

(c) 2014 ITS Glasgow / City of Glasgow College / Scottish Fire and Rescue

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Contents

Lesson Page Experiences and outcomes

1. Rooms in the house 3 Languages, Health & Wellbeing

2. The kitchen 4 Languages, Health & Wellbeing Technologies

3. The bedroom 6 Languages, Health & Wellbeing Technologies

4. The bathroom 6 Languages, Health & Wellbeing Technologies

5. Dangers for children 7 Social Studies Languages, Health & Wellbeing Technologies

6. Treating burns and scalds 8 Science Languages, Health & Wellbeing

7. Poisons 11 Science Languages, Health & Wellbeing

7. Water safety 11 Languages, Health & Wellbeing

7. Ice safety 11 Languages, Health & Wellbeing

Teacher’s Notes 12- 23

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1. Rooms in the house

Exercise 1

What are these rooms:

a. bedroom b.___________

c.___________ d.________________

Exercise 2 Which of these things can you see in the pictures above? bed cooker washing machine television sofa toilet

fridge shower armchair table bath mirror bookcase radiator

Ask a partner:

Is there a _________? Yes, there is. No, there isn’t. Are there any ________? Yes, there are. No, there aren’t.

Exercise 3

Listen to Tom describing his house and tick the objects that he mentions.

Put the objects in the right room:

Bedroom kitchen living room bathroom

Exercise 4 Work with a partner and talk about the rooms in your house.

eg.”In my bathroom there is a shower, a mirror and a toilet”

National 2 +

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2. The kitchen

Exercise 1

Do you know the names of the items in the kitchen? 1.__________ 2. __________ 3. __________ 4. __________ 5. __________

6. _______ 7. ________ 8. ________ 9. ________ 10. __________ 11. __________

Exercise 2

Discuss with a partner:

What other things do you find in a kitchen?

Work with a partner and discuss where things are in the kitchen. Complete the sentences using the correct preposition of place:

1. The pans are _____ the rings.

2. The cupboard is ____ the microwave.

3. The sink is ____ the taps.

4. The taps are _____ the toaster and the kettle.

Can you think of any more? Which of these things could be dangerous?

National 2 +

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2. The kitchen

Discuss with a partner: How many safety mistakes can you see in the picture?

Write a sentence describing each safety mistake.

1. The ch i ld is a lone in the k i t chen_______________________________ .

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

5. ______________________________________________________________________

6. ______________________________________________________________________

7. ______________________________________________________________________

8. ______________________________________________________________________

9. ______________________________________________________________________

10.______________________________________________________________________

Video activities: Child Safe Kitchen 1 Child Safe Kitchen 2 Scalds

National 2 +

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3. The bedroom

These things can be found in a bedroom. Rearrange the letters to make their names.

1. two hotter table 2. air dry her 3. cat get rise

_hot water bottle_ ___________ ______________

4. palm 5. mice dine 6. high rear resistant

______________ ______________ ______________ Discuss with a partner: How can these things be dangerous?

Can you think of some rules?

4. The bathroom

These are instructions for putting a child in a bath. Can you put the words in the right order.

child put bath in _Put child in bath hot turn on tap ____________________________

turn cold on tap _____________ elbow with temperature check ________________

Now match the instructions with the pictures below:

1. ____________________ 2. ____________________ 3. _____________________

4. _____________________

Video activities: Bathing a child Bathroom safety

National 2 +

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5. Dangers for children

Exercise 1

Here are some numbers about injuries to children. What do you think the following numbers

mean?

Fill in the gaps to complete the information:

________ children had burn and scald

injuries in ________.

______ minutes after you make it, a cup

of coffee is still hot enough to scald a

child.

If water is ____ °C it will only take one second to seriously scald a child.

If the water is ____ °C it will take ____ minutes to seriously scald a child.

Now listen to Dr Smith and check your answers.

Exercise 2

Look at pictures 1, 2, and 3.

What has happened?

Discuss some rules for each picture.

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

Video activities: Child safety lighter Child safety candles

5 20 50

60 2002 28,000

National 2 +

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6. Treating burns and scalds

Exercise 1

Ask your partner (Student 1) for the missing information.

Do Don’t

1. Take off _______ around the burn unless they are sticking to the burn. A. Do not put ______________ Remove jewellery from the burn area. on a burn or scald.

2. Place the burn under cool running water B. Do not use creams, lotions for at least 20 minutes – this cools the or ointments. burn and stops it from spreading.

C. Do not put cling film on a 3. If there is no cold running water available, burn or scald on a person’s face

place the burn in a bowl of cold water or use a cold shower and keep the __________ low.

D. Do not touch the burn and

4. Get a doctor, nurse or health visitor do not burst any __________. to check the burn.

5. If the injury is serious, dial _____ for an Ambulance.

6. When the burn is cooled, cover with cling film or a clean unused bag, such as a freezer or sandwich bag. Cling film is good for ___________ and sandwich bags are good on hands and feet.

Exercise 2

Now match the pictures and the rules above. A and 1 have been done for you.

____ __A_ ____ ____ _1__

____ ____ ____ ____ ____

National 3 +

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6. Treating burns and scalds

Exercise 1

Ask your partner (Student 2) for the missing information.

Do Don’t

1. Take off clothes around the burn unless they are sticking to the burn. A. Do not put hot or warm water Remove_________ from the burn area. on a burn or scald.

2. Place the burn under cool running water B. Do not use creams, lotions for at least ____ minutes – this cools the or ointments. burn and stops it from spreading.

C. Do not put cling film on a 3. If there is no cold running water available, burn or scald on a person’s ___.

place the burn in a bowl of cold water or use a cold shower and keep the pressure low.

D. Do not touch the burn and

4. Get ____________________________ do not burst any blisters to check the burn.

5. If the injury is serious, dial 999 for an Ambulance.

6. When the burn is cooled, cover with ____________ or a clean unused bag, such as a freezer or sandwich bag. ____________ is good for arms and legs and sandwich bags are good on hands and feet.

Exercise 2

Now match the pictures and the rules above. A and 1 have been done for you.

____ __A_ ____ ____ _1__

____ ____ ____ ____ ____

National 3 +

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6. Treating burns and scalds

Ask your partner:

What can cause electrical burns?

What can cause chemical burns?

How many of each can you name?

Exercise 3 Treating electrical burns

Match up the instructions. The first has been done you.

1. Do not touch the person with clean cling film or a freezer/sandwich bag.

2. Turn off the power under cool running water for at least 20 minutes.

3. Put the burn to check the burn.

4. Protect the burn if it is serious.

5. See a doctor or nurse until the power is off.

6. Dial 999 for an ambulance with a wooden spoon or a broom handle.

Exercise 4 Treating chemical burns

Do you know how to treat chemical burns? Fill in the information with the missing words in the box.

Use a ______ or brush to remove any chemicals from the skin – do not use your ______!

Remove clothes and _____ from near the burn.

Put the burn under cold running water, a cold _____ or in a bowl of cold water.

Protect the burn with _____ or a clean, unused plastic bag.

See a _____ or nurse, or if the burn is serious, call _____. .

doctor hands jewellery 999

cling film shower cloth

cling film

National 3 +

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7. Poisons

What are the things in these pictures?

Can you match them with the words below?

perfume washing capsules

alcohol

medicine pills bleach

How can these things be dangerous to children?

Read the advice below.

keep all pills and medicines locked away or up high where your child can’t find them

the most common way for children to be poisoned is by eating pills and medicines

don’t keep bleach by the toilet or under the kitchen sink put it in a high cupboard

where children can’t get it very small amounts of alcohol are dangerous for a small

child so keep any glasses or bottles away from children remember to be careful with

perfumes too because they can all be harmful to small children

Re-write it below with punctuation (full stops, capital letters and commas)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

National 2 +

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8. Water safety

Water can be very dangerous for adults and children.

What do these verbs mean? Can you match them with the pictures below?

watch swim dive jump look

Now use these words to complete these rules.

Never ________ alone

Do not ________ into water.

Only ________ feet first into water

Always ________ young children near water, even if there is a lifeguard.

______ for signs or flags – they can tell you if it is dangerous.

What should you do if someone is drowning?

The words in this information are mixed up. Write the sentences with the words in the right order. The first one has been done for you.

Must you help get first. First you must get help .

And help shout 999 call for. ______________________________________

Water don't go into the. ______________________________________

Stick them to a long try with reach. ______________________________________

Throw the water into a lifebelt or a rope.______________________________________

Video activities: Water safety

National 2 +

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Teacher’s Notes

Introduction

These are the teachers’ notes for the Child Safety ESOL pack. These materials can be

used as a stand-alone pack, or certain parts can be used to complement certain topic areas

in an ESOL course. For example, the material on dangers in the house could be used to as

part of a vocabulary lesson on describing houses or a grammar lesson on prepositions of

place; or the material on treating burns and scalds might be used as part of a lesson on

health and the body. The pack can be adapted to suit the needs of the learner and the

context. Encourage discussion and anecdotes and create role-play situations, if

appropriate, to bring the information to life.

Video Activities

Some lessons have video activities to complement the teaching materials. These can be

accessed directly from the ITS Glasgow Stay Safe Scotland DVD or directly from this pack

by clicking on the image to follow the link.

Lessons

Rooms in the house (p6)

The exercises on pages 7 and 8 teach no safety point; they simply introduce vocabulary for

rooms and objects in the house and prepositions of place. These exercises can be skipped

or used as revision for learners who competent at this.

Exercise 1

Use the pictures to elicit the names of the rooms.

Answers: a. bedroom; b. kitchen; c. bathroom; d. living room

Exercise 2

Learners look at the items in the list then try to find them in the photos. They then ask each

other questions about the photos. If they are not familiar with the grammar, this should be

explained to them before and illustrated with examples from the photos and / or the

classroom.

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Exercise 3

In the audio recording Tom describes what is in each room in his house. The vocabulary

should be familiar from Exercise 2. Play once and encourage the learners to listen and tick

what they hear. Play again and the learners put the items into the correct room.

Answers: Bedroom: bed; table; armchair. Kitchen: cooker; fridge; washing machine. Living

room: sofa; television; bookcase. Bathroom: shower; toilet mirror.

Transcript

There are four rooms in my house. I’ve got a bedroom, a bathroom, a living room and a

kitchen. In my bedroom there’s a bed, a table and a nice armchair. In my kitchen there is a

cooker, of course, and there is a fridge and a washing machine. In my living room there is a

big sofa, a television and a bookcase. In my bathroom there is a shower, a toilet and a

mirror.

Exercise 4

Encourage learners to describe the rooms in their house to a partner and go round the

class monitoring to check for errors.

The kitchen (p4)

This activity sets the context for safety in the kitchen. It introduces vocabulary of the kitchen

and prepositions of place.

Exercise 1

Learners work in pairs to name the items in the kitchen and come up with other vocabulary.

Answers: 1. cup 2. saucepan 3. kettle 4. tap 5. cupboard 6. ring 7. oven 8. sink 9. toaster

10. washing machine 11. Microwave

Exercise 2

Draw learners’ attention to the prepositions of place in the box. If learners are not familiar

with this then demonstrate using objects in the room. Learners complete the gap-fill activity

then ask each other questions about where the items in the picture are positioned.

Answers: 1. on 2. over / above 3. under / below 4. between

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Discuss what can cause burns and scalds in the kitchen.

The kitchen (p6)

Pairwork – learners discuss the picture and what is unsafe then write as many sentences

as they can about the picture. This should provoke some debate and speculation about

what might or could happen. The activity can be adapted according to the class. At a low-

elementary or beginner level, simply labelling the picture and writing the names of the

unsafe items below would be sufficient.

The burns and scalds dangers in the picture are:

a cup of tea on the edge of the table (scald danger)

a child unattended in kitchen

a pan with its handle sticking out

a pot with loose handle (scald danger)

a dishtowel over oven (burn danger)

a kettle cable hanging out from the workspace (burn danger)

an item of clothing hanging down from ironing-board (burn danger)

a hot iron unattended (burn danger)

an ironing-board cable hanging out from workspace (burn danger)

a oven cleaner spray on floor near oven (chemical burn danger)

a hot tap filling up wash basin (scald danger)

The bedroom (p6)

Ask the class what items can be found in a bedroom. Look at the pictures. Do the learners

know the names of these items? Do they have any in their house? Learners work in pairs

or small groups and discuss the dangers of the items in the picture.

Extension activity: Warning over straightener danger

http://news.bbc.co.uk/1/hi/scotland/8393726.stm

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The bathroom (p6)

Discuss objects in the bathroom and potential dangers. Learners should be familiar with

modal verbs for obligation to complete this activity. If they are, then allow them to proceed

with little interference, then feedback as a class; if not then explain the function and

grammatical structure of modal verbs using your own examples or another source and do

the first question together as a class. For low-elementary or beginner students, dictate the

answers and take time to explain the meaning of each safety point, using imperative form if

necessary.

Answers: 1. must; 2. must; 3.mustn’t; 4. mustn’t; 5. must

Explain that it must be “must” because the presence of children, or the danger of injury,

means that “should” is too weak.

Dangers for children (p7)

Exercise 1

This can be used by all levels of learner. For less confident learners, play the audio through

twice first time. It may be easier to pick out the numbers first then try to understand the

information. Otherwise, learners can work in pairs to place the numbers in the gaps then

listen to the audio to check.

Transcript / Answers

28, 000 children had burn and scald injuries in 2002.

20 minutes after you make it, a cup of coffee is still hot enough to scald a child.

If water is 60 °C it will only take one second to seriously scald a child.

If the water is 50 °C it will take 5 minutes to seriously scald a child.

Play the audio again for the second listening. Again, encourage learners to check their

answers in pairs.

Exercise 2

Learners discuss the pictures in pairs or groups. For a higher level class, encourage the

use of different tenses to demonstrate what will happen or has happened. Learners work

together to come up with rules for each picture, then discuss as a class. Learners may

have anecdotes of their own from when they were a child to contribute.

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Treating burns and scalds (p8 - 10)

Set the context – ask learners what they know what to do if you have a burn or scald.

Feedback as a group and put any new vocabulary on the board.

Exercise 1

This is a pairwork exercise where learners have to ask their partner for the missing

information on their page. Clearly explain to the students the idea that the other student has

the information that they require and that they have to ask questions to complete the text.

Allow students a short time to look over the text then model the first question with the class

– for example “What do you remove from the burn area”. For a beginner or low-elementary

class dictate the dos and don’ts to the class so the learners can complete the information.

Explain new vocabulary and act out the actions or encourage students to do so.

Exercise 2

Match the pictures and rules.

Answers: 2 / A / 6 / C / 1

5 / 3 / D / B / 4

Electrical burns / Chemical burns

These two activities reinforce much of the information in exercises 1 and 2 and provide

additional instructions regarding what to do for these specific types of burn.

Exercise 3

Answers:

Do not touch the person until the power is off.

Turn off the power with a wooden spoon or a broom handle

Put the burn under cool running water for at least 20 minutes.

Protect the burn with clean cling film or a freezer/sandwich bag.

See a doctor or nurse to check the burn.

Dial 999 for an ambulance if it is serious.

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Exercise 4

Answers:

cloth; hands; jewellery; shower; cling film; doctor; 999

7. Poisons

Set the context – ask learners what they know about poisons. As a group, discuss the topic

in relation to child safety and put any new vocabulary on the board.

Exercise 1

Instruct learners to match the pictures to the correct word.

Exercise 2

For this task, organise the learners into pairs and ask them to rewrite the passage in its correct form in the space provided.

8. Water safety

Focus on the statement “Water can be very dangerous for children and adults”. Ask the class why and encourage debate. Perhaps learners could be put in groups or pairs and write their ideas. Elicit or provide the verb “to drown” and drill pronunciation. Discuss different kinds of bodies of water, e.g. rivers, lochs, swimming pools, the sea.

Distribute the worksheet. Guide the learners to the first activity and go through the vocabulary with them, writing each word up on the board. Ask the learners to match the pictures to the correct word by drawing a line to connect them. Once complete, go through the next task with the class as a whole by eliciting the answers verbally as you go through each incomplete safety statement.

When finished, focus on the statement “What should you do if someone is drowning?”, which introduces the second half of the lesson. Ask the class for their suggestions and write up their contributions on the board. Focus on the action of calling for help, with all its possible configurations e.g. seek help, call for help, shout for help. It would be useful to elicit ideas from the learners about what they would say if they had to call 999 to help somebody who was in a danger in water. They need to know that the Fire Service is the service that will assist them.

When ready, organise the class into pairs to carry out the final written task. When they have finished, go through the answers as a whole class, eliciting answers from the learners. The final water safety material for the lesson is the video clip. After showing this, stimulate a discussion to recap on the important safety advice of this lesson as well as the vocabulary. This could be the end of the lesson, or, you could continue for a further five minutes by using the word cloud as a point of discussion that encourages the learners to recap all of the Child Safety materials.