Unit 5 First aid Workbook

information needed to make an emergency phone call Brainstorming name of caller telephone number address what has happened number of people involved …

Listening on P69 Mrs. Grant’s daughter has had an accident in the kitchen and is unconscious. Mrs. Grant is calling the emergency number.

Name of caller Sarah Grant Number of people involved Telephone number Listen to the conversation and complete the table. 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? 2. How does Sarah Grant sound? 3. What does the operator say to Sarah to help her calm down? 4. What advice should the operator have given Mrs. Grant to avoid making the accident worse? Listen again and answer them.

1. How do you think the operator sounds? 2. How does Sarah Grant sound? 3. What does the operator say to Sarah to help her calm down? The operator asks Sarah to speak slowly and take deep breaths. The operator sounds calm and efficient. Sarah Grant sounds worried, frightened and panicky.

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.

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.

Reading task

What things at home can be dangerous? electrical equipment electric wires poisons ladders knives hot water windows

Discussion How to prevent us from being injured at home?

Before you read the pamphlet about safety in the home, find out these words in the text. Guess what they mean and then check their meanings in your dictionary. kit slippery ladder stove appliances unplug hair dryer extinguishers curtains wires outlets

Have any accidents ever happened in your house? What happened and why did it happen? How do you think the accident could have been prevented?

In the table below, write down the things your family already does in your house to make it safe and the things that you shouldn’t do in your house. Add any other things your family does to make your home safe. In groups, share your answers.

Things we do Things we shouldn’t do In the kitchen We always let the floor dry after it is washed before we use the kitchen again. I shouldn’t stand on a chair to reach things. We shouldn’t leave matches anywhere.

In the bedroom In the bathroom My mother keeps bottles of medicine on a high shelf out of the reach of children. I shouldn’t light candles in my room. My father should never smoke in bed. I always unplug the hairdryer after I’ve used it. We shouldn’t take an electric heater into the bathroom.

Fill in the blanks. _________ the floor is not ________.Make sure slippery Always use a _______ to _____ high cupboards. ladderreach Always ________ from your body when you use a knife. cut away _______ all appliances, especially irons, after use. Unplug Keep matches ______________ of children. out of the reach

The kitchen

Electricity Make sure that electric wires are safe and that children can’t touch them. More advice

Things in mouth Don’t leave small things on the floor or table which a baby can put in its mouth.

Poisons Don’t pour poisons into other containers, for example, empty bottles. Keep them on a high shelf out of the reach of children.

What must you do if you are badly burnt? Cool the area of skin at once. Wash the area of skin under the cold tap for several minutes. Put a piece of dry clean cloth over the area of the burn.

How do you deal with a simple cut? Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.

Write more advice Gas fires: If you are using one of these, check that a window is open. Water: Make sure that young children can not get close to pools, lakes and rivers by themselves.

Ladders: Don’t use one on a wet floor. Get someone to hold the ladder for you. Don’t reach sideways while standing on a ladder. Get down first and move the ladder.

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

Look at the pictures and then listen to Parts 1 and 2. Number the boxes below to show the correct order of the pictures. 75

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.

continue rescue breathing blowing into mouth and watch for breathing

put into recovery position check if breathing

put into recovery position check pulse

check if conscious clear airway

RESCUE BREATHING A first aid teacher is reviving a lesson on rescue breathing. 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 your 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.

T: 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 should 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 remember very well.

Write a letter to your principal politely asking whether he or she could organize first aid courses. Dear _______, Our class has been studying a unit on first aid. ___________________________ _________________________ ______________. It has been very useful because we have learnt about what to do to help someone who has had an accident Writing task Write your principal’s name Say why the first aid unit has been useful.

Even though the unit has been very interesting and useful, ___________________ _________________________ _________________________ _________________________ _________________________ _________________________ _____________________. Say why you would like a first aid course. we would like to be able to do a first aid course. A first aid course would give us information about many more situations. It would also give us the chance to practise first aid treatments.

We would like to request that____________________ _____________. We think that a first aid course at the school__________________ _________________________ _________________________ _________________________ _________________________ ______. Yours sincerely, Say what you want the principal to do. Say again why a first aid course would be a good thing to do. Sign your names the school organizes a first aid course is a necessary part of our education and will make us more useful members of our society. Perhaps we will even save someone’s life one day

Write a dialogue according to the talking Ex. on P69. Homework