新课标人教版课件系列 《高中英语》 选修(模块）6-5.3

Listening

Listening P39 1.What topics does the teacher ask questions about? Circle the correct ones. burning clothes broke bones bleeding choking snake bites nose bleeds bruising sprained ankle

Match each picture with a topic listed in question 1 above. sprained ankle burning clothes a nose bleed choking

Listening text A first aid quiz The first aid teacher (T) is testing her students’ knowledge of first aid. Listen to her questions and her students’ answers. T: So far we’ve looked at first aid treatments for burns, bleeding, choking, snake bites, nose bleeds, bruising and sprains.

Before we learn about broken bones, let’s see just how much you can remember. OK…Let’s say that Peter has a bloody nose. What should he do…Sarah? Sarah: Sit down and bend forward slightly. Squeeze his nose just below the bridge until the bleeding stops.

T: Why should he lean forward? Sarah: So he gets the blood all over the floor instead of on his clothes. [everyone laughs] T: Very funny, Stuart. Rachel? Sarah: So the blood runs out of his nose and not down his throat. If you swallow blood you might be sick. Everyone: [lots of groans of mock disgust]

T: That’s right. OK, next situation. What should you do if someone’s clothes are on fire? Sam? Sam: Stop him from running around as that makes clothes burn faster. Tell him to drop to the ground and then wrap him up tightly in some heavy cloth—wool is best.

T: And them what? Sam: Roll him along the ground until the fire goes out. Then treat him for burns. T: Good. OK, what about this one? What if your friend has got a piece of food caught in his throat and he’s choking? What would you do? Gary?

Gary: Nothing. But if he can’t cough, I’d bend him forwards and give him four quick, hard slaps between the shoulder blades with my hand. T: Yes, that might make him cough the food out. Now, Stuart, what if Ben badly sprained his ankle playing soccer?

Stuart: I’d say great—he’s a terrible player anyway! No, seriously, I’d get him to sit down and then put some ice on his ankle to reduce the swelling. I’d get him to put his foot up on a chair. Then I’d bandage his ankle up firmly.

T: Great. Now let’s talk about snake bites. What if a snake bites you? Sarah: Bite it back! [everyone laughs] T: Thank you Stuart. [said with amused tolerance] The first thing to remember is [fade out]

Listening on P69 Listen to the conversation and complete the table. Name of caller Sarah Grant Telephone number Address 6161 9486 12 Loft Street, East Horton

What has happened Number of people involved Mrs Grant’s daughter fell from a table and maybe has broken her leg. One (Mrs Grant’s daughter)

Listen again and answer them. Do you think that Mrs Grant should have rung the emergency number or should she have just taken her daughter to the doctor? Give reasons for your answer.

In this situation, the best thing to do was to ring the emergency number. The daughter’s leg would have been very painful and become worse if the mother had tried to move her. Also, the daughter was unconscious and you shouldn’t move an unconscious person.

2. How do you think Mrs Grant was feeling when she made the phone call? She must be very worried, concerned, nervous, anxious, in a panic, terrified, upset.

3. Why do you think the operator was speaking so slowly and calmly? To try and calm Mrs Grant down, if she also spoke quickly Mrs Grant could become even more upset, to make herself clearly understood (a panicked person may not be thinking or understanding clearly).

4. What would have happened if Mrs Grant had hung up the first time she said goodbye? The ambulance would not have known where to go as she hadn’t given her address.

5. What would have been a safer way for Mrs Grant’s daughter to reach the cupboard? It would have been safer to use a ladder, especially if the mother had held onto it.

Listening text An emergency call Mrs Grant (G) is a mother. Throughout the phone call she is panicky and speaks fast because she is so anxious. The operator (O) always remains calm and speaks in moderately slow, measured tones

Mrs Grant (G) is ringing the emergency number Mrs Grant (G) is ringing the emergency number. Her daughter has had an accident in the kitchen and is unconscious. Listen to the phone conversation with the operator (O). O: Emergency. Can I help you?

G: You’ve got to help me----my daughter’s had an accident. I don’t know what to do. O: Now calm down. Tell me your name and phone number------slowly. G: Ummm… Sarah Grant. Oh, you’ve got to send an ambulance now. O: Yes, I will. Now take a deep breath and tell me your phone number.

G: Yes, yes…6161 9486. O: Good. Now tell me what’s happened. G: Well, my daughter was standing on a table in the kitchen and was reaching up to the top cupboard and she fell. Now she’s on the floor. Her leg looks strange----maybe it’s broken. And she hit her head----she’s unconscious.

I’ve shouted at her but she won’t wake up. Oh, please hurry. O: Yes, we will… G: Oh thank you, thank you. Goodbye… O: [interrupts] No, no, don’t hang up--- we need your address.

G: Oh, sorry, I’m just so worried. It’s 12 Loft Street, East Horton. O: Right. The ambulance is on its way. G: Thanks so much. Goodbye. O: Goodbye.

Listening task on P73 Number the boxes to show the correct order of the pictures. Writhe an instruction under each picture.

Check if conscious Put into recovery position

Clear airway Check if breathing

Blowing into mouth and watch for breathing Check pulse

Continue rescue breathing Put into recovery position

Listening text Rescue breathing A first aid teacher is giving a lesson on rescue breathing. Before you do rescue breathing, first you have to check whether the person is unconscious. Is it OK if I use you to show everyone, Lucy? Thanks.

Lie on the floor, Lucy, close your eyes and pretend to be unconscious Lie on the floor, Lucy, close your eyes and pretend to be unconscious. I’m going to try to get her to respond to me. Are you OK? What’s your name? open your eyes. Gently shake her by the shoulders. If she doesn’t respond, she’s unconscious.

Now put her in this position---it’s called the recovery position Now put her in this position---it’s called the recovery position. First place her arm straight out on the ground and bend her other arm across her chest. Like this. Bend the near leg up. Then roll her away onto her side.

Tilt her head backwards and turn her face downwards a bit so that any liquid can run out of her mouth and her tongue can fall forward. Check that the airway---the passage from the mouth to the lungs---is open. So clear anything away from the inside of the mouth with your finger.

Now check for breathing. See whether her chest is rising and falling Now check for breathing. See whether her chest is rising and falling. Also place your cheek close to her face and listen and feel for air coming from the nose and mouth. Let’s say Lucy is not breathing. Now you have to start rescue breathing. Roll her onto her back and tilt her head back.

Squeeze her nose with your fingers to stop air coming out of it Squeeze her nose with your fingers to stop air coming out of it. OK Lucy you can get up now. I’ll do the rest on the dummy. Place your mouth completely over the victim’s mouth. Keep her head tilted and blow into her mouth for one and a half to two seconds. Watch her chest rise and then fall.

Take another breath and blow into her mouth again Take another breath and blow into her mouth again. Next, check her pulse on the side of her neck. If there is a pulse, check her breathing and if there’s still no breathing, continue the rescue breathing at 15 breaths a minute.

After about one minute, check the pulse and breathing again After about one minute, check the pulse and breathing again. Continue this process until the victim begins to breath on her own or medical help arrives. When she’s breathing on her own again, put her in the recovery position. Now, if there isn’t a pulse, you have to…