课标人教实验版 高二 Module 5 Unit 5

Listening

clothes on fire broke bones bleeding choking snake bites nosebleed bruising sprained ankle Listening P39 1. Read the words and guess the topics? Circle the words you hear.

Listen to the tape again and number them in the correct order. 4 sprained ankle 2 clothes on fire 1 nosebleed 3 choking

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. Part 1 T: We’re looked at several first aid treatments. Listening text

Now, let’s see just what you can remember. OK…Let’s say that Lucy has a nosebleed. 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? P: So he gets the blood all over the floor instead of on his clothes. [everyone laughs] T: Very funny, Peter. Rachel? P: So the blood runs out of her nose and not down her throat. If you swallow blood you might be sick. (Everyone groans)

T: That’s right. Part 2 T: OK, next situation. What should you do if someone’s clothes are on fire? Jim? J: Stop him from running around, as that makes clothes burn faster. Tell him to drop to the floor and cover him up tightly with some thick cloth.

T: And them what? Sam: Roll him on the ground until the fire goes out. Then treat him for burns. T: Good. Part 3 T: OK, what about this one? What if your friend has got a piece of food caught in his throat and he’s choking? 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 should do the trick?

T: Now Peter, what if Ben badly sprained his ankle playing football? P: I’d get him to sit down and put some ice on his ankle to reduce the swelling. Then I’d tell him to put his foot up on a chair. Then I’d bandage his ankle tightly.

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

Listen to the conversation again and help to fill the sheet. Name of callerSarah Grant Number of people involved Telephone number Listening on P69 One (Mrs Grant ’ s daughter)

Address What has happened? Mrs Grant’s daughter fell from a table and maybe has broken her leg. She hit her head and is unconscious 12 Loft Street, East Horton

1. How do you think the operator sounds? Listen to the tape once more and answer the following questions. The operator sounds calm and efficient.

2. How does Sarah Grant sound? Sarah Grant sounds worried, frightened and panicky.

3.What does the operator say to Sarah to help her calm down? The operator asks Sarah to speak slowly and take deep breaths.

4. What advice should the operator have given Mrs Grant to avoid making the accident worse? The operator could have advised Sarah Grant not to move her daughter and to keep her warm by putting a blanket over her.

5. What could Mrs Grant have done to avoid the accident happening? She could have given her daughter a ladder to stand on as this is more secure than a table. She could have put the items in a lower cupboard and somewhere that was easy to reach.

An emergency call 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). Listening text

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… 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: OK. 12 Loft Street, East Horton? G: Yes, yes! Please be quick. O: Right. The ambulance is on its way. G: Thanks so much. Goodbye. O: Goodbye.

1. Before listening to the conversation, look at the phrases below and make sure you understand them. Listening task on P73 check if unconscious put into recovery position feel a pulse clear the airway tilt the head backwards rescue breathing

2. Look at the pictures and then listen to Parts 1 and 2. Number the boxes to show the correct order of the pictures.

1 Check if conscious 2 Put into recovery position

4 Check if breathing 3 Clear airway

5 Blowing into mouth and watch for breathing 6 Check pulse

8 Put into recovery position 7 Continue rescue breathing

3. Listen to Part 1 again and write down an instruction for each of the first four pictures. Then do the same for Part 2 and the rest of the pictures.

1 Check whether unconscious 2 Put into recovery position 3 Check and clear airway 4 Check for breathing 5 Blowing into mouth 6 Check pulse 7 Continue rescue breathing 8 Put into recovery position

Rescue breathing A first aid teacher is revising rescue breathing with her class. T=teacher L=Lucy P=Peter E=Eileen Listening text

Part 1 T: Now class, what must we do before rescue breathing? L: We must check if the person is unconscious. T: How do we do that? L: We shake them. If there’s no movement we know he or she is unconscious.

T: Yes, that's right, Lucy. Anything else? P: We can also ask simple questions like “What’s your name ?” or “Open eyes please!” T: Exactly right, Peter. If the person doesn’t move or answer then they’re unconscious. Now how do we put the person in a recovery position?

E: I know this. First, you put one arm straight out on the ground and bend the other arm across the chest. Second, you roll the person over onto their side. Third, bend the near leg up. T: Excellent, Eileen. What do you do to the head?

E: You tilt the head backwards and turn the face downwards a bit. T: Why? E: To let any liquid run out of the mouth and allow the tongue to fall forward. T: Good, Eileen. T: Now what’s next, Peter?

P: We must clear the airway from the mouth to the lungs. We can use our fingers inside the mouth. L: Why? P: So we can check for breathing by seeing if the chest is rising and falling.

Part 2 T: And … P: And we put our cheek close to the face to feel if there’s any air coming from the nose or mouth. T: Well done, Peter. But what if the person isn’t breathing?

L: You must start rescue breathing. T: That’s right, Lucy. What should we do? L: Roll the person onto their back. Tilt the head back. Squeeze the nose to stop air coming out. Place your mouth over the person’s mouth. Blow into the mouth for up to two seconds.

Watch the chest rise and fall. Take another breath and blow into her mouth again. T: How long should you do this? L: About 15 breaths a minute. After about a minute check the pulse and breathing again. Continue this process until the person breathes or medical help arrives.

T: What would you do if breathing begins? L: Put the person in the recovery position. If there’s no breathing then continue breathing for them. T: Well done, all of you. You remembered very well.