高中英语 unit 5 first aid教案 51页

浙江省诸暨市草塔中学高中英语Unit5Firstaid教案Ⅰ.单元教学目标技能目标SkillGoals▲Talkaboutfirstaidandmedicine▲Practiceexpressinggivinginstructions▲LearnaboutEllipsis▲Practiceinstructionalwriting:firstaidinstructionsforparticularinjuriesⅡ.目标语言功能句式ExpressinginstructionsGiveothersyourpositivesuggestionsorordersWe/Youshould/oughtto...Pleasedo...Makesure...Youmust/haveto/oughtto...Youmustnever...Yououghtneverto...GiveothersyournegativesuggestionsorordersYoushouldnot...Yououghtnotto...Pleasedon’t...Youshouldnever...Youmust/shouldneverto...词汇1．四会词汇aid,injury,bleed,ankle,choke,blood,bloody,burn,organ,poison,ray,treatment,liquid,radiation,mild,iron,tissue,electric,swell,damage,jewellery,squeeze,wound,bandage,symptom,kettle,wrist,damp,sleeve,throat,present,ceremony,bravery,towel,pressure,ambulance,authentic2．认读词汇sprain,essential,layer,heal,blister,watery,char,nerve,ointment,\ninfection,label,Jason,Slade,stab,scheme,bruise3．词组firstaid,fallill,electricshock,squeezeout,overandoveragain,inplace,anumberof,putone’shandson,catchfire,oughtto,haveto,staycalm,keepinmind,manageto,flowout,dieof4．重点词汇injury,bleed,swell,damage,wound,damp,throat,present,bravery,should,oughtto,makesure,haveto语法LearnaboutEllipsis重点句子1.Burnsarecalledfirstdegreeburns,seconddegreeburnsorthirddegreeburns.P342.Theseburnsaffectboththetoplayeroftheskin.P343.Johnwaspresentedwithhisawardataceremonywhichrecognisedthebraveryoftenpeoplewhohadsavedthelifeofanother.P384.TheydiscoveredthatAnneSlade,motherofthree,hadbeenstabbedrepeatedlywithaknife.P385.ItwasJohn’squickactionandknowledgeoffirstaidthatsavedMsSlade’slife.P38Ⅲ.教材分析和教材重组1.教材分析本单元以“急救”为中心话题，旨在通过单元教学，使学生了解相关的急救知识，并能用所学的有关firstaid的知识，根据不同情况提出急救措施，能牢固地掌握构词法和省略句，能写急救措施。1.1WARMINGUP提供了六幅有关firstaid的图片，展示各种事故:被蛇咬,出血,扭伤脚踝,食物噎塞喉咙,摔伤手臂,鼻子流血,让学生用已有的知识和经验讨论对这六种情况应该采取的急救措施，同时让学生意识到,生活中我们可能会碰到各种各样的意外,面对意外,我们必须学会一些急救知识。激发学生学习急救的知识兴趣,树立安全意识。1.2PRE-READING是READING的热身活动。它通过图片引起“烧伤”话题,\n如何给烧伤做急救,通过问学生是否见过烧伤,伤口怎样,如何进行急救等问题,使学生自然地进入课文的学习。1.3READING是关于烧伤的急救方法。先是介绍皮肤对人体的重要性,既而介绍烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文,对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。1.4COMPREHENDING设置了4个活动:第一个活动是排序,这个活动有助于培养学生在阅读过程中通过抓关键词来捕捉主要信息的能力,并通过排序理解行文线索和各个主要内容之间的内在联系;第二个活动是通过图片帮助学生了解三种不同的烧伤程度;第三个活动是正误判断,帮助学生理解和记忆细节信息;第三个活动是回答问题,检查学生对文章的理解情况,培养学生的口头表达能力。1.5LEARNINGABOUTLANGUAGE分词汇和语法两部分,词汇设置了2个练习,一个是学习构词法,练习同一词根的动词,名词和形容词的拼写规律;另一个练习是填词,根据回答补全单词。这两个练习帮助学生巩固词汇,还通过构词法教给学生拓展词汇的方法,同时帮助学生巩固和理解阅读课文。语法部分采用的是先发现后应用的学习方法。认识什么是省略句,设置两组练习,一是根据省略的规律简化句子,另一个是补写被省略的问题:什么是正确句子?什么是好的句子?1.6USINGLANGUAGE这部分综合训练听说读写的能力。阅读和讨论部分是一个真实的故事,约翰·詹森和其它9人采取果断的急救措施，挽救了安斯莱德的生命。文章设置4个练习：练习一、二针对阅读材料本身即故事的先后顺序和有关急救的内容;练习三、四对文中人物及事件进行讨论。读者不仅可以通过本文学到如何对被刺伤的人实施急救,故事还歌颂了约翰·詹森的机智、勇敢和富于爱心。同时表达了这样的主题:Asimpleknowledgeoffirstaidcanmakearealdifference.1.7LEARNINGTIP就写作进行指导。建议学生研究真实语篇。研究它的组成部分、句子结构和所用的词语等。如本单元，写作要考虑：标题、祈使句、省略、急救措施的先后顺序。2.教材重组2.1从话题内容上分析，WARMINGUP与SPEAKING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。2.2将LISTENING和Workbook中的LISTENING和LISTENINGTASK\n整合在一起，设计成一节“听力课”。2.3可将PRE-READING,READING和POST-READING三个活动整合在一起上一节“阅读课”。2.4可将LEARNINGABOUTLANGUAGE与Workbook中的USINGWORDSANDEXPRES-SIONS和USINGSRSTRUCTURES语法练习题整合在一起上一节“语言学习课”。2.5可将USINGLANGUAGE中Readinganddiscussing和Workbook中READINGTASK的Reading整合起来上一节“泛读课”。2.6将WRITING和Workbook中的Writing整合成一节“写作课”。3.课程设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）1stPeriodSpeaking2ndPeriodListening3rdPeriodReading4thPeriodLanguageStudy5thPeriodExtensiveReading6thPeriodWritingTheFirstPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语aid,firstaid，fallill，illness，injury，bleed，sprain，ankle，choke，blood，bloody，burn，essential，organ,layer,poison,ray,treatmentb.交际用语We/youshould/oughtto...Pleasedo...Makesure...Youmust/haveto/oughtto...Youmustnever...Yououghtneverto...2.Abilitygoals能力目标Enablethestudentstotalkaboutdifferentaccidentsandhowtogivefirstaidin\ndifferentsituations.3.Learningabilitygoals学能目标Helpthestudentslearnhowtogivefirstaidindifferentsituationsthroughdiscussion.Teachingimportantanddifficultpoints教学重难点Helpthestudentsusetheexpressionstodescribetheaccidentsandhowtogivefirstaid.Teachingmethods教学方法Brainstormanddiscussion(Groupwork).Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingproceduresandways教学过程与方式StepⅠLead-inThewarmingupexercisemakesthestudentsunderstandtherearesomekindsofdangersinourdailylifesuchassnakebite,bleeding,asprainedankle,chokingandsoon.What’smore,thestudentsshouldbeaskedtoknowhowtopreventthesetroublesfromhappeningandhowtogivefirstaidwhentheyhappen.Talkaboutthepictureswiththeteacher’shelp.T:Lookatthepicturesonpage33.Eachofthemisapictureofanaccident.Althoughsomeaccidentsaresmallandsomeaccidentsareserious.Youshouldknowhowtopreventtheseaccidentsfromhappeningandknowwhattodowhentheyhappen.Nowpleasediscussthefollowingquestionswithyourpartner.1.Whatwouldyoudointheabovesituations?2.Whatcouldwedotopreventtheseaccidents?3.Whatdoyoualreadyknowaboutfirstaid?4.Whatnewwordsdoyouthinkwouldbeusefulwhenyoutalkaboutaccidentsandfirstaid?Discussion:Sa:Totellyouthetruth,Iwouldbeveryafraidanddonothingintheabovesituations.\nSb:Itmeansyoudon’tknowmuchaboutfirstaid,amIright?Sa:Yes.Iknownothingaboutfirstaid.Sb:Ithinkweshouldstaycalmatfirst.Wecan’tbetoofrightenedtodoanything.Thenweshouldlearnsomethingaboutfirstaid.Sa:Inmyopinion,itisthemostimportantthingtopreventtheseaccidentsfromhappening.Sb:Ican’tagreewithyoumore.Weshouldtryourbesttoavoidtheseaccidents.Wemustbeverycarefulwhenweareswimming,walking,cookingandeveneating.Bytheway,whatnewwordsdoyouthinkwouldbeusefulwhenyoutalkaboutaccidentsandfirstaid?Sa:Theaccidentsaredangerous,troublesomeandfrightening.Firstaidisveryusefulandnecessary.LookatthepicturestogetherandasktheSswhathashappenedineachone.T:Well,canIhelpyou?Thesepicturesareallabouttheaccidents.Whathashappenedineachone?Whatkindoffirstaidweshouldgiveinthesituations?WhataboutPicture1？S:Wecanseeamanwhomasnakehasbittenonhisle.g.Whenapersonisbittenbyasnake,thepersonbittenmustgettoadoctororhospitalatonce.Speedisveryimportant.Itwillhelpthedoctorgreatlyifyoucantellhimwhatkindofsnakeitwas,ordescribethesituation.T:Good.WhataboutPicture2?S:InPicture2wecanseeawomanwhohascutherarmwithsomebrokenglassandisbleedingbadly.T:Yes,thenhowtodofirstaidinthissituation?S:Whensomeoneisbleeding:Trytostopthebleeding;Pressahandkerchiefontothebleedingpointandholditthere;Holdupthepartofbodywhichisbleedingifpossible.T:Good,whataboutthethirdpicture?S:Picture3isaboutaboywhohasbadlysprainedhisankleontheplaygroundandhisfriendsarerunningtowardshimtohelp.Heshouldtiehisanklewithmedical\nbandage.Itisbettertoavoidwalkingwiththeinjuredankle.Itiscorrecttouseicebagforrelievingpainandbleeding.T:Good.Thenthefourthpicture?S:Picture4,thegirlsittingaroundthetableischokingwhensheiseatingsomething.Weshouldmakeherspitbypattingherback.Toavoidthis,weshouldn’ttalkorlaughwheneating.T:Right.Let’stalkaboutthefifthpicture.S:Picture5,theoldgrandmalyingonthegroundhasbrokenherarm.Weshouldnotmovethepatient.Sendforanambulanceatonce.Keepthearmstillusingaslingorgetthevictimtosupportthebrokenarmwiththeotherarm.T:Whataboutthelastpicture?S:Inthelastpicture,theboyhasanosebleed.Heshouldstaycalm.Breathethroughthemouth,notthenose.Situpandbendtheheadslightlyforward.Pinchbothnostrilsshutusingathumbandforefinger.Spitoutanybloodthatcollectsinthemouth.T:Verygood.Allofyouhaveagoodknowledgeoffirstaid.Theseaccidentsareallterrible.Weshouldtryourbesttopreventtheseterribleaccidentsfromhappening.Forexample,whenweareswimming,wecan’tswimalone.Wemustswimwithsomebodyelse.Besides,wecan’tswimintherivertoodeep.Whenanaccidentdoeshappenweshouldkeepcalmandknowhowtodealwithitcorrectly.Solearningsomefirstaidknowledgeisofgreatimportancetoeveryone.StepⅡFurtherdiscussionGiveadvicetothepersonsintrouble.T:Ithinkyoumustknowsomethingabouttroublesandfirstaid.Nowpleasegiveyouradvicetothepersonsindifferentkindsoftroubles.Ss:OK.Showtheslide.DrowningTrafficaccidentBurnsBleedingCutsChoking\nYoursuggestionstothemT:Pleasegiveyoursuggestionstothevictimsinordertopreventdifferentkindsofaccidents.Forinstance,tothepersonwhoisdrowningyoucansay:Neverswimalone./Learnhowtoswim./Don’tswimindangerousrivers.Now,pleaseworkinpairs. Threeminuteslater.T:OK.Iwillcheckyouranswers.Tothepersoninatrafficaccident,whatsuggestionwillyougivehim?Ss:Youshouldn’trideyourbicyclewithoutlookingatthetraffic.Followthetrafficrulesandbeattentiveandcareful.Neveruseacellphonewhileyouaredriving,ridingabikeorwalkingonabusystreet.Usecrosswalksanddon’twalkonthestreet.Neverrunintraffic.T:Whatsuggestionwillyougivethevictimgettingburns?Ss:Yououghttobecarefulwhencooking.Don’tleavelampsandcandlesburninginyourhouse.Don’tletchildrentouchflamesorhotliquid.T:Whatsuggestionwillyougivethevictimwhoisbleedingorwhosehandiscut?Ss:Youmustgotothenearesthospitalassoonaspossible.Don’tplaywithknivesorothersharpobjects.T:Whatsuggestionwillyougivethepersonwhoischoking?Ss:Youmustn’teattoofast.Don’tforgettochewyourfood.Don’ttalkwhilehavingfoodinthemouth.Somemoresituationsaregivenandencouragethestudentstotalkmore.T:Now,herearesomemoresituations,pleasegivethefirstaidinstructionsto\nthesituations.Whatshouldyoudoifsomeoneisdrowning?S:Whensomeoneisdrowning,firstweshouldcheckifhe/sheisbreathing,thentrytostarthis/herbreathing.Neverswimindeepwater.T:Good.WecallthisCPR(=cardiopulmonaryresuscitation).Nowifsomeonehasbeenhurtinatrafficaccident,whatshouldwedo?S:Inthetrafficaccident,firstcallforadoctororanambulance.Weshouldmakesurethattheaccidentsceneissafe,andthenfindouthowthepeopleinvolvedareinjured.Ifthereismorethanoneinjuredperson,weshouldhelpthemostseriouslyinjuredpersonfirst.Itisespeciallyimportanttohelpsomeonewhoisn’tmovingandseemstobeunconscious.Aninjuredpersonwhoisscreamingwithpainmayseemtoneedourhelp,too,butifapersonisabletoscreamoraskforhelp,theyareatleastconsciousandbreathing.Neverpullheroutofthecar.Findenoughpeopletoliftthecarsafelyandtakehertohospitalatonce.Lookatbothsideswhencrossingthestreet.T:Verygood.Nowweknowhowtodofirstaidsaccordingtodifferentsituations.StepⅢTalking(P39)T:Nowlet’slookatthepicturesofExercise2onp39,usethepicturesabovetohelpyougiveyourpartnerfirstaidinstructionsforeachsituation.Trytousetheusefulexpressions:Youshouldalways...Youmust...Makesurethat...Yououghtto/should...Youhaveto...Youshouldnot...Youshouldnever...Youmustnever...Never...Pleasedon’t...T:WhatshouldyoudowhenyoumeetthesituationinPicture1?S:Ifwemeetthissprainedanklesituation,weshouldhavethevictimsitdownandelevatethefoot.Weshouldmakesurehowseriousthesituationis.Perhapswemustputanicepackontheankletoreducetheswellingandthenputafirmbandagearoundthefootandankle.Itisbettertoavoidwalkingwiththeinjuredankle.HelptheSstotalkaboutothersituations.\nBurningclothes:Useablankettoputoutfireonthebody.Removeclothingfromburnedarea.Userunningwatertocooldown.Sentforadoctor.NosebleedsStaycalm.Breathethroughthemouth,notthenose.Situpandbendtheheadslightlyforward.Pinchbothnostrilsshutusingathumbandforefinger.Spitoutanybloodthatcollectsinthemouth.ChokingMakehim/herspitbypattinghim/herontheback.Toavoidthis,weshouldn’ttalkorlaughwheneating.StepⅣTalkaboutsafetyaroundthehouse,usingDosandDon’tsT:Nowwearegoingtotalkaboutthesafetyaroundthehouse,usingsomeDOSandDON’TS.Workinpairs.Telleachotherwhatyoushouldandshouldnotdo.T:Now,anyonecantellussomethingaboutthesafetyforDOS.Sa:Wehavetomakesurethatelectricwiresaresafeandthatchildrencan’treachthem.Sb:Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.Sc:Makesurethateveryoneinyourfamilyknowshowtocall110and120.Sd:Learnmoreaboutfirstaid.T:Good,thencanyoutalkaboutitusingDON’TS.Sa:Don’tputpoisonsintoothercontainers,forexampleemptybottles.Sb:Neverleavesmallthingsababycanputinitsmouthonthefloorortable.Sc:Don’tplaywithelectricalequipment.Sd:Neveruseladdersonawetfloor.T:Welldone!Don’tforgettophone110or120whennecessary.StepⅤTalking(inworkbook)\nT:Justnowweknowhowtodosomefirstaid,butthat’snotenough.Weshouldmakesomeemergencycalltogivethepersonaquicktreatment.Thenhowtomakethiskindofcall?Nowchooseanemergencysituationandmakeadialogue.Makesuretheoperatorasksforalltheinformationincludingnameofthecaller,telephonenumber,address,whathashappened,numberofpeopleinvolved.NowpracticeinpairsandIlikesomepairstoshowtheirdialogues.T:Now,let’sasksomepairtodothedialogue.Possibledialogue:Sa:Emergency.CanIhelpyou?Sb:Yes,yougottohelpme—mysonhashadanaccident.Idon’tknowwhattodo.Sa:Nowcalmdown.Tellmeyournameandphonenumber—slowly.Sb:Ummm...MarryGrand.Oh,you’vegottosendanambulancenow.Sa:Yes.Iwill.Nowtakeadeepbreathandtellmeyourphonenumber.Sb:Yes,yes...342562178.Sa:Good.Nowtellmewhat’shappened.Sb:Well,mysonwasplayinginthegrasswhenhewasbittenbyasnake.Nowheislyingontheground,bleeding.Oh,whatshouldIdo?Sa:Well,wewillcomesoon.Justapplypressuretothebittenareawithyourhandsandthen,assoonaspossible,withabandagefirmlyoverthebite.Sb:OK,thankyou.Bye.Sa:Wait,weneedyouraddress.Sb:Ohyes.I’mjustsoworried.It’s23LoftStress.Sa:OK,we’llarrivesoon.StepⅥHomework1.DotheSPEAKINGTASKinworkbookp74.2.Findmoreinformationaboutfirstaid—howtorescuebreathing.TheSecondPeriodListeningTeachinggoals教学目标1.Targetlanguage目标语言\na.重点词汇和短语unconscious,emergencynumber,reachcupboard,involve,stressandintonationb.重点句式Sofarwe’velookedatfirstaidtreatmentsforburns,bleeding,choking...Stophimfromrunningaroundasthatmakesclothesburnfaster.2.Abilitygoals能力目标Enablethestudentstolistenfordetailsandcatchthespecificinformationoffirstaidasmuchaspossible.3.Learningabilitygoals学能目标HelptheSslearnhowtodorescuebreathingbylisteningtask.Teachingimportantanddifficultpoints教学重难点Listentothethreematerialsaboutafirstaidquizandanemergencyphonecallandtheinstructionsforrescuebreathing,thenchoosethecorrectanswers.Teachingmethods教学方法Listeningandcooperativelearning.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingproceduresandways教学过程与方式StepⅠRevisionHelptheSstochecktheirhomeworkonpage74.Thestudents’textbooksshouldbeclosed.T:Lastclasswelearnedsomeknowledgeoffirstaid.HereI’dliketodoaquizaboutfirstaid.Dothisfirstaidquizingroups.Givereasonsforyouranswers.Mary,whichpersonwouldyouhelpfirst?ReadthemultiplechoicesfromAtoD.S:C.GaoYuanwhoisonthegroundwithoutbreathing.Heisingreaterdangerofdyingthantheothersbecauseheisnotbreathing.Heneedsrescuebreathingtostarthisbreathingagain.T:Whenyouarecarryingoutrescuebreathing,wheredoyoucheckforapulse?Herearefouranswers.\nS:A.Theeasiestplacetocheckforapulseisoneitherofthecarotidarteries,whichrundownbothsidesoftheneck....HelptheSstodothequiz.StepⅡListeningPre-listeningT:Beforelistening,let’slearnsomedifficultwordsandphrases.ReadthemandtellmetheChinesemeanings.unconscious;emergencynumber;reachcupboard;involve;stressandintonationShowthefollowingquestionsonthescreen.Haveyoueverhadtophoneanemergencynumber?Doyouknowwhattelephonenumberyouwouldcallinamedicalemergency?Whattelephonenumberyouwouldcallinafireemergency?Andwhattelephonenumberyouwouldcallinapoliceemergency?LettheSsdiscussthesequestions.Givesomenecessaryhelp.Ss:120istheemergencyphonenumberfortheambulance;110forpolicestation;119forfirestation.T:OK.Whenwemakeanemergencycall,whatshouldwepayattentionto?Yes,weshouldre-membertotellwhereweare,whathappened,thetelephonenumberetc.Now,wearegoingtolistentoanemergencyphonecall.Listenattentivelyandgetthegeneralidea.ListeningPlaythetapetwice.AndthenasktheSssomequestions.T:Whatcanyouhearinthelistening?S:Thelisteningpresentsanemergencyphonecallinwhichawomanisaskingforanambulanceforherdaughterwhohashadanaccident.T:Iplayitthesecondtime;youneedtofillintheblanks.Whileyouarelistening,you’dbettermakenotesofthelisteningpoints.Listentotheconversationandcompletethetableonpage69,payattentiontothekeywords.\nChecktheanswers.MaketheSsunderstandallthefourquestions.Playthetapeandaskthemtoanswerthequestionsinpairs.Andthenchecktheanswerswiththewholeclass.T:CanyourememberthephrasestheoperatorusedtotryandmakeMrsGrantfeelmorerelaxed?S:Nowcalmdown;Nowtakeadeepbreath.T:Arethereanyotherphrasesyoudidn’tunderstand?...PlaythetapeagainandhelptheSstodealwiththedifficulties.StepⅢListening(P73)Pre-listeningT:Nowlet’sgoontodoanotherlisteningpractice.Pleaseturntopage73.Herearesomepicturesofhowtodorescuebreathing.WecallthewayCPR.Whatdoyouthinkrescuebreathingis?S:Rescuebreathingiswhenyouhelpsomeonewhohasstoppedbreathingtostartbreathingagain.WhilelisteningT:Listentotheinstructionsforrescuebreathing,numbertheboxesforthecorrectorder.Writeaninstructionundereachpicture.Nowdiscusstheorderingroups.Numbertheboxestoshowthecorrectorderofthepictures.Writeaninstructionundereachpicture.Ss:7-5-2-4-8-6-1-31checkifconscious2putintorecoveryposition3clearairway4checkifbreathing5blowintomouthandwatchforbreathing6checkpulse7continuerescuebreathing8putintorecoveryposition\nPost-listeningT:Nowlet’slookatthepictures,canyouusethemasguidetotelleachotherhowtodorescuebreathing.Ss:1.Weshouldcallforhelp,thencheckwhetherunconscious.2.Weshouldputthepersonintotherecoveryposition.3.Wemayclearanythingintheairway.4.Thenweshouldcheckforbreathing.5.Blowintomouthusingthemouth-to-mouthmethod.6.Checkpulse.7.Weshouldcontinuebreathingat15breathaminute.8.Atlastwhenthepersonbreathsagain,puthim/herintherecoveryposition.T:Yes,youareright.Rescuebreathingisveryimportantinourdailylife.Ihopeonedaywhenyouneedit,youcanuseitwell.StepⅣListening(P39)T:Besidestherescuebreathing,thereareotherwaystodofirstaids.Now,let’slearnmoreaboutfirstaid.Turntopage39.Hereisaquiz.Whileyoulistentoit,youdon’tneedtocatcheverydetail.Onlyfocusonthetopics.Let’slistentoitandanswerthequestions.Whattopicsdoestheteacheraskquestionsabout?Circlethecorrectones.Checktheanswerwiththeclassmates.Asksomestudentstoanswer.StepⅤHomework1.SearchmoreinformationaboutfirstaidontheInternet.2.Prepareforreading:FIRSTAIDFORBURNS.TheThirdPeriodReadingTeachinggoals教学目标1.Targetlanguage教学语言a.重点词汇和短语burn,essential,organ,layer,poison,ray,treatment,liquid,radiation,mild,iron,heal,tissue,electric,swell,swollen,blister,watery,char,nerve,damage,jewellery,squeezeout,overandoveragain,bandage,inplace\nb.重点句式Burnsarecalledfirstdegree,seconddegreeorthirddegreeburns.Theseburnsarenotseriousandshouldfeelbetterwithinadayortwo.Firstdegreeburnsturnwhitewhenpressed.2.Abilitygoals能力目标Enablethestudentstomastersomeknowledgeoffirstaid.3.Learningabilitygoals学能目标Enablethestudentstolearnhowtogivetheircorrectsuggestionsaboutfirstaidwhenothersareindanger.Teachingimportantpoints教学重点LettheSslearntousethestructuresofgivingsuggestions.Teachingmethods教学方法Skimmingmethodandrole-playmethod.Teachingaids教具准备Aprojector,atape-recorderandablackboard.Teachingproceduresandways教学过程与方式StepⅠLead-inT:IthinkyoumustsurftheInternetafterclass.Youmustknowmoreaboutfistaid.Nowwhocantelluswhatfirstaidis?Ss:Firstaidistheinitialcareofasuddenlysickorinjuredperson.Itisthecareadministeredbyapersonassoonaspossibleafteranaccidentorillness.Itisthispromptcareandattentionpriortothearrivaloftheambulancethatsometimesdrawsthelinebetweenlifeanddeath,orbetweenafullorpartialrecovery.T:Whatarethemainaimsoffirstaid?Ss:Topreservelife;Toprotectthecasualtyfromfurtherharm;Torelievepain.T:Throughoutlife,youwillfaceinjuriesofdifferentkinds;whetheritisasimplepapercutoraseverechemicalburn,everyaccidentmustbedealtwithintherightway.Herearetwosituations:Ah,ahotsummermorning.Perfectforthebeachexercise.Afteranicebriskswimintherefreshingtide,youcurluponyourbeachchairwithyourheadphonesandabook.Asyousitcontentedly,youreyesslowlyfallshutin\namid-daynap.Whenyouawake,thesunisalittlelowerinthesky,thepeoplenexttoyouhaveleft,andyourexposedskinisstartingtolookasuspiciousshadeofbrightred.Doyouknowwhattodo?Youarebabysittingtheneighbor’skids,andasyouarepreparingdinneryouturnaroundforamomenttorinseoffthespoon.Suddenlyyouhearaclatterofpansandahighpitchedcrythatsendsyouradrenalineintooverdrive.Youspinaroundandseethelittlegirlclutchingherhand,hertearsstreamingfromhereyes,thetelltalepotofhotwaterspilledontheground.Doyouknowwhattodo?StepⅡPre-readingT:Todaywearegoingtolearnfirstaidforburns.Firstlookatthepictureonpage33,andanswer:Whathashappenedinthepicture?Sa:Thechildhaspulledboilingwaterontoherself.T:Whatsortofinjuresthechildwillhave?Sb:Shewillhavebadburns.T:Inoureverydaylife,wewillfacedifferenttypesofburns.Aburncanbecausedbyheat(flames,hotgrease,orboilingwater),thesun(solarradiation),chemicals,anexplosion,orelectricity.Whenaburnbreakstheskin,infectionandlossoffluidcanoccur;burnscanalsoresultindifficultybreathing.Sometimesaburnvictimhastroublebreathing.Burnscausedbyflamesorhotgreaseusuallyrequiremedicalattentionaswell,especiallyifthevictimisachildoranelderlyperson.Whatkindoffirstaidwouldyouperforminthissituation?Whatshouldyoudo?S:Thiskindofburnswascausedbyboilingwater.Iwouldperformfirstaidforburns.Cooltheareaofskinatonce.Washtheareaofskinunderthecoldtapforseveralminutes.Coverthewoundwithaloosebandageorapieceofdrycleancloth.Seeadoctorifachildhasbeenburntbadlyorifmorethantenpercentofthebodyhasbeenburnt.T:Haveyouorsomeoneyouknoweverbeenburned?Whatdidtheburnlooklike?Didanyoneperformfirstaid?Whatdidhedo?Youcanusethesewordsthatmightcomeupinrelationtothecharacteristicsofburnsare:red,white,black,watery,blisters,painful,swollen.\nAskthestudentstohaveadiscussioningroups,andthenanswerthequestionsabouttheirownvariousexperiences.Afterafewminutes.T:Nowstoptalking.Wearegoingtogettheanswersfromthetext.Let’sreadthetextandtrytofindtheanswers.StepⅢWhile-readingT:ThepassageisatextfromabookcalledFirstAidfortheFamily.Itisaquick-referencebookwhichisorganizedunderheadingsinsuchawaythatreaderscanquicklyfindtheinformationtheywant.Inthistypeoftext,itiscommonforinformationtobeinnoteform.Itisalsocommonthatellipsisisusedingivinginstructions.Thearticletheisoftenomittedintheinstructionsunder‘Firstaidtreatment’,forexample,coverburntareainsteadofcovertheburntarea;holdbandageinplaceinsteadofholdthebandageinplace.Whilereadingyoushouldpaymoreattentiontothiskindofellipsis.SkimmingAsktheSstoreadthetitleofthetextandtheheadingswithinit.Skimforgeneralidea.T:Whatisthetopicofthetextandhowistheinformationorganized?S:Itisaboutfirstaidforburnsandtheinformationisorganizedaccordingtocauses,types,characteristicsandfirstaidtreatmentforburns.T:Howistheinformationorganizedwithintheheadingsoftypesofburnsandcharacteristicsofburns?S:Theinformationisorganizedaccordingtothetypesofburns:firstdegree,seconddegreeandthirddegreeburns.T:NowpleasequicklyglanceattheinformationundertheheadingofFirstaidtreatmentandtellmewhytheinformationisnumbered?S:Thenumbersindicatethestepsyoushouldtaketotreataburn,intheorderthattheyshouldhappen.Especiallypayattentiontothateachstepgivesaninstructionusingtheimperative.T:Howmanypartsarethetextdividedintoandwhatarethey?Afterafewminutes.SetEx1inComprehending.\nS:Itcanbedividedinto5parts.1.thefunction/purposeofskin2.howwecangetburns3.thethreetypesofburns4.thesymptomsofburns5.whattodoifsomeonegetsburnedStepⅣDetailreadingT:Good.Payattentiontothetitleandsubtitles.Itclearlyshowsthemainideaofeachparagraph.We’veknownthemainideaofthearticlefromtheheadings.Nowlet’sgettodetails.Let’sreadthefirstparagraphandanswerthequestion:Whatcanskindoforourbody?Discusstheanswerwithyourpartner,thentellustheanswer.S:Protectyouagainstdiseases,poisonsandthesun’sharmfulrays;Keepyouwarmorcool;Preventyoufromlosingwater;Givesyousenseoftouch.T:Verygood.Sofirstaidisaveryimportantstepintreatmentofburns.Howcanwegetburnt?Nowlet’sreadthesecondparagraphandanswerthequestion.S:Wecangetburntby:hotliquids,steam,fire,radiation,thesun,electricityandchemicals.T:Good.Thenlet’scometothethirdparagraph,seehowmanytypesofburns.Whatarethey?S:Threearethree.Firstdegree:Theyarenotserious.Theyaffectonlythetoplayeroftheskin.Victimsfeelbetterinadayortwo.Seconddegree:Theseconddegreeburnsaffectboththetopandthesecondlayeroftheskin.Theseburnsareserious.Victimshouldtakeafewweekstoheal.Thirddegree:Thesearetheseriousdegreeburns.Theseburnsareverysevereinjuries.Theyaffectallthreelayersoftheskinandanytissueandorgansundertheskin.Victimsmustgettoahospitalatonce.T:Verygood.Mostgoodreaderssurveytextsinthiswaybeforetheystarttoread\nthetextindetail.Ifyousurveyatext,itmakesiteasiertounderstanditbecauseyoualreadyknowsomethingaboutthecontentandtheorganization.NowreadEx.2.Youdon’thavetoreadthewholetexttofindtheinformationyouneedtoanswerthisquestion.Whichpartofthetextdoyouneedtolookat?S:ThesectionundertheheadingCharacteristicsofburns.Labelthepictureswiththreedegreeburns.TheseconddegreeburnThefirstdegreeburntThethirddegreeburnChecktheanswerswiththem.AndthendoEx.4.T:Afterreading,let’sanswersomequestions.Youmaydiscussingroupsfor5minutes,thenwewillchecktheanswers.1.Whyshouldyouputcoldwateronaburn?Thecoldwaterstopstheburningprocess,stopsthepainandpreventsorreducesswelling.2.Whydoesn’tathirddegreeburnhurt?Becausethenerveshavebeendamaged.Iftherearenonerves,thereisnopain.3.Whydoyouthinkclothesandjewellerynearburnsshouldberemoved?Becausethismaybreakanyblistersandthewoundmaygetinfected./Bacteriafromtheclothesandjewellerycouldinfecttheburns.4.Ifsomeonehasathirddegreeburn,whymightyouseetissue?Becauseallthelayersoftheskinhavebeenburntshowingthetissueunderneath./Theseaffectallthreelayersoftheskinandanytissueandorgansundertheskin.StepⅤLanguagepointsT:Doyouhaveanyquestions?S:Yes,Idon’tknowwhatisusageofsenseandunlessandthephraseintheplace.T:Wellletmeshowyou.Let’swatchthePower-Point.▲phraseswithsensesenseoftouchsenseofsight\nsenseofhearingsenseoftastesenseofsmellsenseofhumorsenseofbeautysenseofurgency▲unless:除非……；如果不……Don’tmakeitpublicunlessIagree.Unlessthedestructionoftheozonelayerstops,thepolaricecapscouldmeltwithterribleconsequences.▲Make(some,no,ect.)differenceItshowsthataknowledgeoffirstaidcanmakearealdifference.Itmakesnodifferencetomewhereyoucomefrom.StepⅥSummaryandhomeworkT:Thisarticleistryingtotellusfirstaidisimportant.Peoplewhohavewitnessedanaccidentoftenwishthattheyhaddonethingsdifferently.Secondscountinanemergency,andknowingwhattodocanmeanthedifferencebetweenlifeanddeath.Themostimportantthingtokeepinmindwhendealingwithanemergencyistostaycalm.Ifweweretopanic,wecouldnotbeabletohelp.Bystayingcalmwewillbeabletothinkwhattodoandmakebetterdecisions.Wecanalsoprepareforanemergencybylearningmoreaboutfirstaid.Callinganambulanceorthepoliceisimportant,butthereismorewecanandshoulddo.Ifweknowhowtorespond,wecansavelives.Thispassagedoesnotcontainenoughinformationforyoutodofirstaidcorrectly!Youhavetostudywithateacher.However,afterafewhoursofstudyyouwillmanagetoknowenoughtosaveotherpeople’slives.Somuchfortoday.HereIliketorecommendthistoyou.Ifyouwantmoretipsaboutfirstaidandwaystodealwithcommoninjuries,refertothefollowingwebsites.http://www.healthy.net/clinic/firstaid/http://kidshealth.org/parent/firstaid_safe/http://mi.essortment.com/firstaid_rfrg.htm\nhttp://www.emedicinehealth.com/articles/25936-71.FinishtheExesonpage36.2.Previewthematerialthenextextensivereading.TheFourthPeriodLanguageStudyTeachinggoals教学目标1.Targetlanguage语言目标a.重点词汇和短语aid,firstaid,illness,injury,poisonous,burn,swollen,damage,treatment,wounded,infect,organ,cause,characteristics,electric.fallill.b.重点句式Burnsarecalledfirstdegreeburns,seconddegreeburnsorthirddegreeburns.Theseburnsaffectboththetopandsecondlayeroftheskin.2.Abilitygoals能力目标EnabletheSstolearnaboutEllipsis.3.Learningabilitygoals学能目标LettheSslearnhowtouseEllipsis.Teachingimportant/difficultpoints教学重难点EnabletheSslearnhowtouseEllipsis.Teachingaids教具准备Aprojectorandablackboard.Teachingproceduresandways教学过程与方式StepⅠRevisionGreetthewholeclassasusual.Checksthestudents’homework.StepⅡWordStudyT:Nowpleaseopenyourbooksandturntopage36.Let’slearn“LearningaboutLanguage”.Firstlet’sdoDiscoveringusefulwordsandexpressions.Completethetablewiththecorrectverbs,nounsoradjectives.YouaretoexplainthewordsonthescreeninEnglishandthenfillintheblanks.Askstudentstoexplainorguessthemeaningsofthewords.\ninjury,poisonous,burn,swollen,damage,treatment,wounded,infect▲injuryn.physicaldamagedonetoapersonorapartoftheirbodyadjectivesfrequentlyusedwithinjury:minor,multiple,serious,severe,slightinjuredadj.hurtinanaccidentorattackbeseriously/badly/severelyinjuredinjurevt.[oftenpassive]tohurtsomeoneandcausedamagetotheirbodyNinepeoplediedand54wereinjuredintheaccident.▲treatvtbehavetowardsb.;dealwithsth.;cureillness;protect/preservesth.;benicetosb.Wordsfrequentlyusedwithtreat:Adverbs:badly,cruelly,equally,fairly,harshly,leniently,shabbily,unfairly,unjustlyNouns:disease,illness,patient,symptom,disorder,ailmente.g.Shefeltshehadbeenunfairlytreated,andcomplainedtoherboss.treatn.somethingspecialthatyoudoorbuyforyourselforsomeoneelseFrequentlyusedwiththefollowingadjectives:great,rare,real,special,occasional.e.g.Asaspecialtreat,wewereallowedtostayupuntilmidnight.Iwishyouwouldstoptreatingmelikeachild!treatableadj.atreatableillnessormedicalconditioncanbecuredbymedicaltreatmenttreatmentn.theprocessofprovidingmedicalcaree.g.Thepatientisrespondingwelltotreatment....Completethequestionswithwordsfromthetext.Thestudentswilltrytocompletetheexercises.Latertheteacherwillasksomeofthemtoreadeachofthesentencesandtelltheclasstheanswers.StepⅢGrammarT:Let’slookatthenext,GrammarPresentsomesentencesandencouragethestudentstofindoutwhichwordshavebeenleftout.\nT:Observethefollowingsentencesanddiscusswithyourpartnertofindoutwhathavebeenleftout.Letmeshowyouanexample.Asweknow,whenpeoplewantthespeakertorepeatwhathesaid,theyusuallysay“Begyourpardon.”ThenitiscalledEllipsis.Thesubject“I”hasbeenleftout,withoutchangingthemeaningofthesentence.OK,nowit’syourturntofindoutwhathavebeenleftout.1.Thankyou.2.Somemoretea?3.Soundslikeagoodidea.4.Doesn’tmatter.5.Sorrytohearthat.6.Pityyoucouldn’tcome7.Thisway,please.8.Terribleweather!9.Joiningusforadrink?10.Goingtothesupermarket?11.Dr.Robertson?12.Anynews?Suggestedanswers:1.Ithankyou.2.Wouldyoulikesomemoretea?3.That/Itsoundslikeagoodidea.4.Itdoesn’tmatter.5.I’msorrytohearthat.6.It’s/Whatpityyoucouldn’tcome.7.Stepthisway,please.8.Whatterribleweatheritis!9.Areyoujoiningusforadrink?10.Areyougoingtothesupermarket?11.AreyouDr.Robertson?12.Isthereanynews?\nT:Abouttheomission:1.Inafamiliarspeech,thesubjectissometimesleftoutwhenitisapronoun;2.Sometimesevenmorethanthesubjectmaybedroppedatthebeginningofasentenceifthemeaningisclear;Thoughthe‘preparatorythere’isnotasubject,itbehaveslikeoneandisoftenomitted;3.Toavoidrepetition,averbisfrequentlyleftoutwhenthesameverbhasappearedinanearlierpartofthesentence:Thenwintercameandwithit(came)thesnow.4.Omissionoftheauxiliaryortheprincipalpartoftheverbcompoundisveryfrequent:Summerhadcomeand(had)gone.Canyoudothat?—Yes,Ican(doit).5.Theverbdo/does/didfrequentlystandsforanotherverbwhichhasappearedearlier.Thisisaveryimportantuseofthisauxiliary,whichcomesinveryhandyattimes.AsthereisnocounterpartofitinChinese,itshouldbethoroughlymasteredthroughconstantpractice.e.g.Doyougothereeveryday?—Yes,Ido(=gothereeveryday).Didyouseeher?—Yes,Idid(=sawher).ShallIreadit?—Pleasedo(=readit).IlikeBeijingverymuch,aseverybodydoes(=likesit)whohasbeenthere.StepⅣPractisingDiscoveringusefulstructures(page37)1.Ingroups,lookatthesepairsofsentences.DiscussthedifferencebetweenAandBineachpair.Alsodiscusswhichisthebettersentence,AorBandWhy.2.Rewritethesesentencestakingouttheunnecessaryparts.3.Thesesentencesarecorrect.However,oneormorewordshavebeenleftout.Rewriteeachsentenceonthetopofthenextpagetoincludethemissingwords.▲ShowthestudentstheslideswithsomemultiplechoicesexercisesabouttheEllipsis.1．—Tomorrowisaholiday.Whyareyoudoingyourhomework?—IamdoingtheseexercisesnowsothatIwon’thave_____onSunday.A.itB.themC.forD.to\n2．—ShallIinviteAnntomybirthdaypartytomorrowevening?—Yes.It’llbefineifyou______.A.areB.canC.inviteD.do3．Ratherthan_____onacrowedbus,healwaysprefers_____abicycle.A.ride,rideB.riding,rideC.ride,torideD.toride,riding4.—I’llbeawayonabusinesstrip.Wouldyoumindlookingaftermycat?—Notatall.______.A.I’venotimeB.I’drathernotC.I’dlikeitD.I’dbehappyto5．—Won’tyouhaveanothertry?—________.A.Yes,IwillhaveB.Yes,Iwon’thaveC.Yes,Iwon’tD.Yes,Iwill6.Theboywantedtoridehisbicycleinthestreet,buthismothertoldhim_____.A.nottoB.nottodoC.nottodoitD.donotto7.—Doyouthinkitwillsnowtomorrow?—______?A.Idon’tthinkB.No,Idon’tthinkC.Idon’tthinksoD.No,Idon’tso8.—Haveyoufedthecat?—No,but______.A.I’mB.IamC.I’mjustgoingD.I’mjustgoingtoStepⅤHomework1.GoovertheusageofEllipsis.2.FinishlistingstructuresonPage71Exes.1&2.3.PrepareReadinganddiscussingonPage38.TheFifthPeriodExtensiveReadingTeachinggoals教学目标1.Targetlanguage语言目标\na.重点词汇和短语present,puttheirhandson,ceremony,bravery,towels,pressure,kit,slippery,ladder,stove,appliances,unplug,hairdryer,extinguishers,curtains,wires,outletsb.重点句式Johnwaspresentedwithhisawardataceremonywhichrecognizedthebraveryoftenpeoplewhohadsavedthelifeofanother.ItwasJohn’squickactionandknowledgeoffirstaidthatsavedMsSlade’slife.2.Abilitygoals能力目标Enablethestudentstodescribethestory:HeroicTeenagerReceivesAward.3.Learningabilitygoals学能目标HelptheSslearnhowtodescribethestoryintheirownwords.Teachingimportantpoints教学重点Finishtheexercisesonpage39.Teachingmethods教学方法Listening,fastreadinganddiscussion.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingproceduresandways教学过程和方式StepⅠRevisionShowthestudentsaslidewithsomenewwordsT:WhatistheChinesemeaningofthem?presentputtheirhandsonceremonybraverytowelspressureanumberofAmbulanceStepⅡPre-readingThepassageisintheformofanewspaperarticleandisanexampleofhowknowledgeoffirstaidcansavelives.LettheSsdiscussthefollowingscenario(=situation)ingroups.T:Nowboysandgirls,imagineyoucanhearsomeonescreaming.Youfindhimsittingontheground,bleedingheavilyfromdeepknifewoundsinhishands.Whatwouldyou\ndo?Willyouhelphim?Willyoucallthepoliceandambulance,orwhetheryouperformfirstaid?Afterafewminutes,thediscussionisover.T:TodaywearegoingtolearnastoryHeroicTeen-agerReceivesAward.SkimthenewspaperarticleandputtheeventsinthecorrectorderinEx.1.Fiveminuteslater,checktheanswers.T:Good.Fromtheanswer,weknowthemainideaofthenews.Oftenwereadersonlywanttogetaquickideaofanewspaperarticleanddonotwanttoknowallthedetails.Forthisreasontheymightreadjusttheheadlineandthefirstparagraph.Thisisbecausetheheadlinegivesreadersaclueaboutthecontentandthefirstparagraphgivesthemostimportantinformation.Soweshouldpayattentiontothefirstparagraph.Itmaygiveusalotofinformationthatanswersthefive“W”Questions:Who?What?When?Where?Why?AndalsoHow?LettheSsreadtheheadlineofthenewspaperarticleonp38.T:Whatdoyouthinkthestoryisaboutbyreadingthisheadline?S:Fromtheheadline,wecanguessthatthestoryisaboutayoungmanwhosetsusagoodexamplebecausehecouldsaveone’slifeusinghisknowledgeoffirstaid.AskstudentstoreadthefirstparagraphandwritethefollowingquestionwordsontheBb.T:Now,readtheheadlineandthefirstparagraphtoseeifyoucanfindtheanswertothe5WQuestions.Who?What?When?Where?Why?Ss:Yes,Icanfind:Who?—JohnJanson;What?—washonouredattheLifesaverAwards;When?—lastnight;Where?—inRivertown;Why?—forcarryingoutlifesavingfirstaidonhisneighbourafterashockingknifeattack.T:Right.Soweshouldpaymoreattentiontothehead-lineandthefirstparagraph.StepⅢWhilereading\nAsktheSstoreadthenewsfrombeginningtoend.Andthenlistentothetapeandanswerthequestions.1.WhatdidJohndowhenheheardthescreaming?Hewasstudyinginhisroom.2.WhathappenedtoAnne?Shehadbeenstabbedrepeatedlywithaknife.Shewaslyinginherfrontgardenbleedingveryheavily.Herhandshadalmostbeencutoff.3.WhatsavedMsSlade’slife?ItwasJohn’squickactionandknowledgeofthefirstaidthatsavedherlife.4.WhatfirstaiddidJohnperformonAnne?JohndressedMsSlade’sinjurieswithteatowelsandappliedpressuretothewoundstoslowthebleeding.5.WhatadjectiveswouldyouusetodescribeJohn’sactions?Giveatleastthree.Brave,heroic,courageous,quick-thinking,quick-minded,helpful,fearless,unselfish,confidentStepⅣDiscussionDividetheclassintogroupstodiscusstheissuesinEx.4.MakethediscussionsmorelivelybyencouragingtheSstothinkofdifferentscenariossuchas:1.DoyouthinkJohnwassillyorbravetogetinvolvedinthesituation?Givereasons.2.WouldyouhavedonethesameasJohn?Givereasons.3.Doyouthinkitisworthwhiletotakeacourseinfirstaid?Givereasons.4.Whatiftheattackerhadstillbeenatthesceneofthestabbing?5.Whatiftheattackerhadgonebuthadthenreturnedtothewoman?6.WhatifthewomanhadAIDS?7.WhatifJohnhadperformedfirstaidonthewomanbutshediedanyway?Howwouldhefeelabouthavingtriedtohelpher?Showtheaboveonthescreen.T:Nowlet’sdiscusstheabovequestions.Thestudentsdiscussfor5minutesingroupsandthensharetheirideas.Encouragethestudentstoexpresstheirideas.Haveeachgroupappointaspokespersonto\npresenttheirviewstotheclass.Differentanswersarewelcome.Forexample:Sa:Johnwassilly:hecouldhavebeenattackedalso,itwasnoneofhisbusiness,thewomanmighthavehadAIDS.Sb:Hewasbrave:hecouldhavebeenattackedtoo,buthedidn’tthinkabouthisownsafty.Allhethoughtaboutwashowtohelpthevictim.Sc:TheChinesesayingSaveingonelifeisbetterthanbuildingupa7-floortower.Ithinkanyonewhoisinthatsituationshouldhelpher....T:Fromthediscussion,wecandrawaconclusionthatlearningfirstaidknowledgeisveryimportant.Youcanuseittohelpothers,evensaveone’slife.Sotrytodofirstaidbeforethedoctorcomes.StepⅤTaskShowthefollowingpassagesonthescreen.LettheSsreadthemandthentalkabouthowtodofirstaidfordrowning.Mostchildrenenjoyplayinginwaterinhotsummer.It’smessyandnoisyandfun.Watercanalsobedangerous.It’shardtorememberthatsomethingsoenjoyablecanalsobedeadly.Takethetimetoprotectyourchildrenfromthedangersofwater—aplayfulfriendthatcanstealtheirlivesinmereminutes.Morethan1,000Americanyoungstersdrowneachyear.NeighborhoodswimmingpoolsAbout300childrenundertheageof5drowneachyearinU.S.swimmingpools.Atthetimeoftheincidents,mostvictimswerebeingsupervisedbyoneorbothparents.Nearly70percentofthechildrenwerenotexpectedtobenearthepoolwhentheywerefoundinthewater.Ittakesonlyafewminutesforachildtodrown.Morethanthree-quartersofchildrenwhodrownatneighborhoodpoolsaremissingfromsightforlessthanfiveminutes.Drowningisalsoasilentdeath.Thereisnosplashingtoalertanyonethatthechildisintrouble.Thekeytopreventingthesetragediesistohavemultiplelevelsofprotection.\nThefollowingprecautionscanhelpkeepchildrensaferaroundswimmingpools:Fenceitin.Poolsshouldbecompletelysurroundedbyfencingmaterialatleast4feettall.Chainlinkworkswell.Aslattedfenceshouldhavenogapswiderthan4inches,sokidscan’tsqueezethrough.Gatesshouldbeself-closingandself-latching.Thelatchshouldbeoutofachild’sreach.Installalarms.Ifyourhouseisoneofthewallsofyourpoolenclosure,doorsleadingtothepoolareashouldbeprotectedwithalarms.Inaddition,addanunderwaterpoolalarmthatsoundswhensomethinghitsthewater.Makesureyoucanhearthealarminsidethehouse.Coveritup.Amotor-poweredsafetycovercanprovideabarrieroverthewaterwhenthepoolisnotinuse.Thecovershouldwithstandtheweightoftwoadultsandachildincasearescueisneeded.Chooseanabove-groundpool.Above-groundpoolsaremuchsaferthanin-groundpools,becausetheheightofthepoolservesasabarrier.However,youshouldremovethestepsorlockthembehindafencewhenthepoolisnotbeingused.Teachchildrentoswim.Butrememberthatswimminglessonswon’tdrown-proofyourchild.Theagetoteachchildrentoswimisthesameastorideabike,age5.Childrenundertheageof4usuallyaren’tdevelopmentallyreadyforformalinstructionsinswimming.Removetoys.Don’tleavepooltoysbobbinginthewaterwhennooneisusingthepool.Childrenmaytrytoretrieveatoyandfallin.Keepyoureyespeeled.Neverleaveachildun-supervisednearapool.Duringsocialgatheringsnearpools,adultscantaketurnsbeingthe“designatedwatcher.”NaturalbodiesofwaterSwimmingconditionsareunpredictableinlakes,riversandoceans.Thedepthcanchangerapidly,ascanwatertemperature,currentsandtheweather.Murkywatermayconcealhazards.Followthesetipstobesafer:Don’tswimalone.Teachchildrennevertoswimaloneorwithoutadultsupervision.\nWearalifejacket.Childrenshouldberequiredtowearapersonalflotationdevicewheneverridinginaboatorfishing,evenalongariverbank.Air-filledswimmingaids,suchaswaterwings,arenosubstituteforalifejacket.Jumpbeforeyoudive.Thefirstrapiddescentintoanybodyofwatershouldbeajump—feetfirst.Divingintounknownwatercanresultinasmashedskullorabrokenneck.Avoidalcohol.Accidentsincreasewiththeamountofalcoholconsumed.Teenageboysareathighestrisk.Bewareofthinice.Drowningscanoccurinthewinter,too.Avoidwalking,skatingorridingonweakorthawingiceonanybodyofwater.★Lookatthetwopicturesonthescreen.Imaginethatyouareatthescene.Whatshouldyoudo?Whatfirstaidwillyouperformonthedrowning?Apossibleanswer:Yourfirstpriorityistogetadrowningchildoutofthewaterassoonaspossible.Ifsheisn’tbreathing,placeheronherbackonafirmsurface.Immediatelybeginrescuebreathing,below,andhavesomeonecallforhelp.Don’tassumeit’stoolatetosaveachild’slife—evenifshe’sunresponsive,continueperformingCPRanddonotstopuntilmedicalprofessionalstakeover.1.Toopenyourchild’sairwaygentlytiltherheadbackwithonehand,andliftherchinwiththeother.Putyoureartothechild’smouthandnose,andlook,listen,andfeelforsignsthatsheisbreathing.2.Ifyourchilddoesn’tseemtobebreathingInfantsunderage1:Placeyourmouthoverinfant’snoseandlipsandgivetwobreaths,eachlastingabout1/2seconds.Lookforthechesttoriseandfall.Children1andolder:Pinchchild’snoseandsealyourlipsoverhermouth.Givetwoslow,fullbreaths(1/2to2secondseach).Waitforthechesttoriseandfall\nbeforegivingthesecondbreath.3.Ifthechestrises,checkforapulse(seenumber4).Ifthechestdoesn’trise,tryagain.Retiltthehead,liftthechild’schin,andrepeatthebreaths.4.CheckforapulsePuttwofingersonyourchild’snecktothesideoftheAdam’sapple(forinfants,feelinsidethearmbetweentheelbowandshoulder).Waitfiveseconds.Ifthereisapulse,giveonebreatheverythreeseconds.Checkforapulseeveryminute,andcontinuerescuebreathinguntilthechildisbreathingonherownorhelparrives.5.Ifyoucan’tfindapulseInfantsunderage1:Imaginealinebetweenthechild’snipples,andplacetwofingersjustbelowitscenterpoint.Applyfivehalf-inchchestcompressionsinaboutthreeseconds.Afterfivecompressions,sealyourlipsoveryourchild’smouthandnoseandgiveonebreath.Children1andolder:Usetheheelofyourhand(bothhandsforateenageroradult)toapplyfivequickone-inchchestcompressionstothemiddleofthebreastbone(justabovewheretheribscometogether)inaboutthreeseconds.Afterfivecompressions,pinchyourchild’snose,sealyourlipsoverhismouth,andgiveonefullbreath.Allages:Continuethecycleoffivechestcompressionsfollowedbyabreathforoneminute,thencheckforapulse.Repeatcycleuntilyoufindapulseorhelparrivesandtakesover.StepⅥHomeworkWriteashortdescriptionofanaccidentandhowtodealwiththeinjuriesintheaccident.TheSixthPeriodWritingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语kit,slippery,ladder,stove,appliances,unplug,hairdryer,extinguishers,curtains,wires,outletsb.重点句式\nMakesurethefloorisnotslippery.Followinstructionsforallelectricalappliancescarefully.Unplugallappliances,especiallyirons,afteruse.Whencooking,donotletoiltouchflamesorothersourcesofheat.2.Abilitygoals能力目标Enablethestudentstowritealetteraskingtheirprincipaltoorganizeafirstaidcourseattheschool.3.Learningabilitygoals学能目标HelptheSslearnhowtowritetheletter.Teachingimportantanddifficultpoint教学重难点LettheSsexplaintheimportanceofdoingafirstaidcourseintheletter.Teachingmethods教学方法Discussion(Groupwork)andwriting(individual).Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingproceduresandways教学过程和方式StepⅠHomeworkcheckingAskthestudentstoshowtheircompositionsoffirstaid.Iftherearesomemistakes,pointthemout.StepⅡReadingAsktheSstoreadthetitleofthetextandtheheadingswithinit.T:What’sthetopicofthetextandhowistheinformationorganized?S:Itisaboutsafetyinthehomeandtheinformationisorganizedaccordingtoparticularroomsandalsotoonecauseofaccidents—fires.TelltheSstolookatthepictures.T:Whatdoyouthinkthesethreepicturesaretellingus?S:Toturnsaucepanhandlestowardsthebackofastove;Nottouseahairdryernearwater;Tokeepafireextinguisherinthekitchen.T:Whatdoyouthinkthepurposeofthepicturesis?S:Theyemphasizesomepointsinthepamphlet.\nT:What’sthepurposeofthepamphlet?S:Totellushowtokeepasafehome;howtopreventaccidentsinthehome.StepⅢDiscussionT:Whatthingsathomecanbedangerous?S:electricalequipmentpoisonselectricfiresladderskniveshotwaterwindowsT:Howtopreventusfrombeinginjuredathome?Forexampleinthekitchen.S:Inthekitchen:·Makesurethefloorisnotslippery;·Alwaysusealaddertoreachhighcupboards;·Don’tstandonchairstoreach;·Keepawindowopenwhenweusegasfires;·Keepmatchesoutofthereachofchildren;·Don’tleavematchesanywhere;·Alwayscutawayfromyourbodywhenyouuseaknife;·Unplugallappliances,especiallyirons,afteruse;·Makesurethatelectricwiresaresafeandthatchildrencan’ttouchthem;·Don’tleavesmallthingsonthefloorortablewhichababycanputinitsmouth;...T:Whatshouldyoudoifyouarebadlyburnt?Lookatthetwopictures.S:Cooltheareaofskinatonce.Washtheareaofskinunderthecoldtapforseveralminutes.Putapieceofdrycleanclothovertheareaoftheburn.T:Howdoyoudealwithasimplecut?S:Washtheareaofthecut,dryitandcoveritwithapieceofdrycleancloth.\nLetthestudentswritemoreadviceGasfires:Ifyouareusingoneofthese,checkthatawindowisopen.Water:Makesurethatyoungchildrencannotgetclosetopools,lakesandriversbythemselves.Ladders:Don’tuseonawetfloor.Getsomeonetoholdtheladderforyou.Don’treachsidewayswhilestandingonaladder.Getdownfirstandmovetheladder.StepⅣPracticewritingT:Wehavelearntabitaboutsomefirstaidtreatmentsinthisunit.Nowwearegoingtowritealettertotheprincipalandrequestthathe/sheorganizeafirstaidcourseforus.Thisisaguidedexercisewhereyouhavetocompletepartsoftheletter.Nexttotheletter,youaretoldwhatshouldgoineachparagraph.Thisshowsusthestructureofaletterthatismakingarequest.Doyouknowwhatsuchaletterwouldinclude?S:Thelettershould:▲saywehavedoneaunitonfirstaid▲saywhytheunitwasuseful▲explaintheimportanceofdoingafirstaidcourse▲saywhatwewouldliketheprincipaltodoAsktheSstowritetheletterindividually.CirculateandhelptheSswithgrammaticalstructuresandwrittenexpression.Sampleanswers:DearMrChen,Ourclasshasbeenstudyingaunitonfirstaid.Wehaverealizedfirstaidisveryhelpfulandverynecessary,becauseitcanbeusedwheneverorwhereverweareinemergency.Eventhoughtheunithasbeenveryinterestinganduseful,thewaysitprovidesusarejusttoolimitedtocertainsituation.Wecannotprotectusinanyotherdangeroussituations.Sowewanttolearnmoreaboutfirstaid.Wewouldliketorequestthatyoucouldofferusafirstaidcourseaweek.Wethinkthatafirstaidcourseattheschoolcanalsoteachusmoreaboutdifferent\nkindsoffirstaid.Infuturewecanstaycalmandprepareforanemergency.Ifweknowhowtorespond,wecansavelives.Yourssincerely,ShirleyDearMrWang,Ourclasshasbeenstudyingaunitonfirstaid.Ittellsussomebasicknowledgeoffirstaid.Therefore,whensomethingemergenthappens,wewillnotbeataloss.Eventhoughtheunithasbeenveryinterestinganduseful,itonlycontainssomesafetymeasuresathome.Theinformationislimited.Weareeagertoknowmoreaboutfirstaidfromotheraspects.Wewouldliketorequestthatourschoolcanprovideusafirstaidcourse.Wethinkafirstaidcourseattheschoolisquiteimportantandnecessary.Inthisway,wecanlearnhowtoprotectourselvesandhelpothersinthefuture.Yourssincerely,Ashley附件1.AnimalbitesDomesticpetscausemostanimalbites.Dogsaremorelikelytobitethancats.Catbites,however,aremorelikelytocauseinfection.Ifananimalbitesyouoryourchild,followtheseguidelines:Forminorwounds.Ifthebitebarelybreakstheskin,treatitasaminorwound.Washthewoundthoroughlywithsoapandwater.Applyanantibioticcreamtopreventinfectionandcoverthebitewithacleanbandage.Fordeepwounds.Ifthebitecreatesadeeppunctureoftheskinortheskinisbadlytornandbleeding,applypressuretostopthebleedingandseeyourdoctor.Forinfection.Ifyounoticesignsofinfectionsuchasswelling,redness,increasedpainoroozing,seeyourdoctorimmediately.Forsuspectedrabies.Ifyoususpectthebitewascausedbyananimalthatmightcarryrabies—anybitefromawildordomesticanimalofunknownimmunizationstatus—seeyourdoctorimmediately.\n2.SnakebitesMostsnakesaren’tpoisonous.Afewexceptionsincludetherattlesnake,coralsnake,watermoccasinandcopperhead.Mostpoisonoussnakeshaveslit-likeeyes.Theirheadsaretriangular,withadepressionorpitmidwaybetweentheeyesandnostrils.Othercharacteristicsuniquetocertainpoisonoussnakes:Rattlesnakesmakearattlingsoundbyshakingtheringsattheendoftheirtails.Watermoccasinshaveawhite,cottonyliningintheirmouths.Coralsnakeshavered,yellowandblackringsalongthelengthoftheirbodies.Toreduceyourriskofsnakebites,avoidpickinguporplayingwithanysnakeunlessyou’reproperlytrained.Mostsnakesusuallyavoidpeopleifpossibleandbiteonlywhenthreatenedorsurprised.Ifyou’rebittenbyasnake:●Remaincalm.●Don’ttrytocapturethesnake.●Immobilizethebittenarmorlegandtrytostayasquietaspossible.●Removejewelry,asswellingtendstoprogressrapidly.●Don’tcutthewoundorattempttoremovethevenom.●Don’tuseatourniquetorapplyice.●Seekmedicalattentionassoonaspossible,especiallyifthebittenareachangescolor,beginstoswellorispainful.3.ChokingInadults,chokingisoftentheresultofinadequatelychewedfoodbecominglodgedinthethroatorwindpipe.Solidfoodssuchasmeatarefrequentlythecause.Thesefactorsincreasetheriskofchoking:●Talkingwhilesimultaneouslychewingapieceofmeat.●Drinkingalcoholwhileeating.●Wearingdentures.Becausedenturesexertlesschewingpressurethannaturalteethandtheyinterferewiththewayfoodfeelsinthemouth,theymakeitmoredifficulttothoroughlychewfood.\nYoungchildrentendtoputintotheirmouthsalmostanythingthatfits,sochokingcanoccurunassociatedwithameal.Panicaccompanieschoking.Thechokingvictim’sfaceoftenassumesanexpressionoffearorterror.Atfirstthevictimmayturnpurple,theeyesmaybulge,andheorshemaywheezeorgasp.Ifthepersoncancoughfreely,hasnormalskincolorandcanspeak,heorsheisnotchoking.Ifthecoughismorelikeagaspandthepersonisturningblue,heorsheisprobablychoking.Ifindoubt,askthechokingpersonifheorshecantalk.Ifthepersoncanspeak,thenthewindpipeisnotcompletelyblockedandoxygenisreachingthelungs.Ifchokingisoccurring,begintoperformtheHeimlichmaneuver.ToperformtheHeimlichmaneuveronsomeoneelse:Standbehindthechokingpersonandwrapyourarmsaroundhisorherwaist.Bendthepersonslightlyforward.Makeafistwithonehandandplaceitslightlyabovetheperson’snavel.Graspyourfistwiththeotherhandandpresshardintotheabdomenwithaquick,upwardthrust.Repeatthisprocedureuntiltheobjectisexpelledfromtheairway.ToperformtheHeimlichmaneuveronyourself:Positionyourownfistslightlyaboveyournavel.Graspyourfistwithyourotherhandandbendoverahardsurface—acountertoporchairwilldo.Shoveyourfistinwardandupward.Clearingtheairwayofapregnantwomanorobeseperson:PositionyourhandsalittlebithigherthanwithanormalHeimlichmaneuver,atthebaseofthebreastbone,justabovethejoiningofthelowestribs.ProceedaswiththeHeimlichmaneuver,pressinghardintothechest,withaquickthrust.Repeatuntilthefoodorotherblockageisdislodgedorthepersonbecomesunconscious.Clearingtheairwayofanunconsciousperson:\nPositionthepersononhisorherback,lookinsidethemouthandsweeptheareawithyourfingertoseeifyoucanremovetheblockage.Ifnot,kneeloverthepersonandapplyupwardthruststotheupperabdomen.Repeattheprocessasnecessary.Lookinsidethemouthagainandsweeptheareawithyourfingertotrytoremovetheblockage.Thenkneeloverthepersonandapplyupwardthruststotheupperabdomen.Clearingtheairwayofachokinginfant:Assumeaseatedpositionandholdtheinfantfacedownonyourforearm,whichisrestingonyourthigh.Thumptheinfantgentlybutfirmlyfivetimesonthemiddleofthebackusingtheheelofyourhand.Thecombinationofgravityandthebackblowsshouldreleasetheblockingobject.Ifthisdoesn’twork,holdtheinfantfaceuponyourforearmwiththeheadlowerthanthetrunk.Usingtwofingersplacedatthecenteroftheinfant’sbreastbone,givefivequickchestcompressions.Ifbreathingdoesn’tresume,repeatthebackblowsandchestthrusts.Callforemergencymedicalhelp.Ifoneofthesetechniquesopenstheairwaybuttheinfantdoesn’tresumebreathing,beginmouth-to-mouthresuscitation.Theuniversalsignforchokingisahandclutchedtothethroat,withthumbandfingersextended.Ifapersondisplaysthissign,dial911orcallforemergencymedicalassistance.Don’tleavethepersonunattended.4.CutsandscrapesMinorcutsandscrapesusuallydon’trequireatriptotheemergencyroom.Yetpropercareisessentialtoavoidinfectionorothercomplications.Theseguidelinescanhelpyoucareforsimplewounds:Stopthebleeding.Minorcutsandscrapesusuallystopbleedingontheirown.Iftheydon’t,applygentlepressurewithacleanclothorbandage.Holdthepressurecontinuouslyfor20to30minutes.Don’tkeepcheckingtoseeifthebleedinghasstoppedbecausethismaydamagethefreshclotthat’sformingandcausebleeding\ntoresume.Ifthebloodspurtsorcontinuestoflowaftercontinuouspressure,seekmedicalassistance.Cleanthewound.Rinseoutthewoundwithclearwater.Soapcanirritatethewound,sotrytokeepitoutoftheactualwound.Ifdirtordebrisremainsinthewoundafterwashing,usetweezerscleanedwithalcoholtoremovetheparticles.Ifdebrisremainsembeddedinthewoundaftercleaning,seeyourdoctor.Thoroughwoundcleaningreducestheriskoftetanus.Tocleantheareaaroundthewound,usesoapandawashcloth.There’snoneedtousehydrogenperoxide,iodineoraniodine-containingcleanser.Thesesubstancesirritatelivingcells.Ifyouchoosetousethem,don’tapplythemdirectlyonthewound.Applyanantibiotic.Afteryoucleanthewound,applyathinlayerofanantibioticcreamorointmentsuchasNeosporinorPolysporintohelpkeepthesurfacemoist.Theproductsdon’tmakethewoundhealfaster,buttheycandiscourageinfectionandallowyourbody’shealingprocesstoclosethewoundmoreefficiently.Certainingredientsinsomeointmentscancauseamildrashinsomepeople.Ifarashappears,stopusingtheointment.Coverthewound.Exposuretoairspeedshealing,butbandagescanhelpkeepthewoundcleanandkeepharmfulbacteriaout.Changethedressing.Changethedressingatleastdailyorwheneveritbecomeswetordirty.Ifyou’reallergictotheadhesiveusedinmostbandages,switchtoadhesive-freedressingsorsterilegauzeheldinplacewithpapertape,gauzerolloralooselyappliedelasticbandage.Thesesuppliesgenerallyareavailableatpharmacies.Getstitchesfordeepwounds.Awoundthatcutsdeeplythroughtheskinorisgapingorjagged-edgedandhasfatormuscleprotrudingmayrequirestitches.Astriportwoofsurgicaltapemayholdaminorcuttogether,butifyoucan’teasilyclosethemouthofthewound,seeyourdoctor.Properclosureminimizesscarringandinfection.Watchforsignsofinfection.Seeyourdoctorifthewoundisn’thealingoryounoticeanyredness,drainage,warmthorswelling.\nGetatetanusshot.Doctorsrecommendyougetatetanusshotevery10years.Ifyourwoundisdeepordirtyandyourlastshotwasmorethanfiveyearsago,yourdoctormayrecommendatetanusshotbooster.Gettheboosterwithin48hoursoftheinjury.5.Fever:FirstaidFahrenheit-CelsiusconversiontableF℃10540.510440.010339.410238.910138.310037.79937.29836.69736.19635.5Feverisoneofyourbody’sreactionstoinfection.Usuallythenormalbodytemperaturedoesn’texceed99F(37.2C).Thevalueof98.6F(37C)listedasnormalbodytemperatureisonlyageneralguide.Isolatedtemperatureelevationsusuallyaren’tdangerousinanadultuntilthetemperaturereaches103F(39.4C).Takingaspirinoracetaminophen(Tylenol,others)usuallyreducesafeverinadults.Don’tgiveaspirintochildrenyoungerthan17yearsofage.TheuseofaspirinhasbeenlinkedwithReye’ssyndrome—ararebutseriousillnessthatcanaffecttheblood,liverandbrainofchildrenandteenagersafteraviralinfection.HowtotakeatemperatureYoucanchoosefromseveraltypesofthermometers.Today,mosthavedigitalreadouts.Sometakethetemperaturequicklyfromtheearcanalandcanbeespeciallyusefulforyoungchildrenandolderadults.Otherscanbeusedrectally,orallyor\nunderthearm.Ifyouuseadigitalthermometer,besuretoreadtheinstructions,soyouknowwhatthebeepsmeanandwhentoreadthethermometer.Undernormalcircumstances,temperaturestendtobehighestaround4p.m.andlowestaround4a.m.Duetothepotentialformercuryexposureoringestion,glassmercurythermometersarebeingphasedout.Rectally(forinfants)Totakeyourchild’stemperaturerectally:●Placeadabofpetroleumjellyorotherlubricantonthebulb.●Layyourchildonhisorherstomach.●Carefullyinsertthebulbone-halfinchtooneinchintotherectum.●Holdthebulbandchildstillforthreeminutes.Toavoidinjury,don’tletgoofthethermometerwhileit’sinsideyourbaby.●Removeandreadthetemperatureasrecommendedbythemanufacturer.●Arectaltemperaturereadingisgenerally1degreeFhigherthananoralreading.OrallyTotakeyourtemperatureorally:●Placethebulbunderyourtongue.●Closeyourmouthfortherecommendedamountoftime,usuallythreeminutes.●Ifyou’reusinganondigitalthermometer,rotateitslowlyafterremovingitfromyourmouthuntilyoucanreadthetemperature.Underthearm(axillary)Youcanalsouseanoralthermometerforanarmpitreading:●Placethethermometerunderyourarmwithyourarmsdown.●Holdyourarmsacrossyourchest.●Waitfiveminutesorasrecommendedbyyourthermometer’smanufacturerthenremoveandreadthetemperature.●Anaxillaryreadingisgenerally1degreeFlessthananoralreading\nGetmedicalhelpforafeverinthesecases:●Ababyyoungerthan3monthshasarectaltemperatureof100.5F(38C)orhigheroraneartemperatureof99.5F(37.5)orhigher●Ifachildolderthan3monthsmaintainsatemperatureof103F(39.4C)afterafewhoursofhometreatment●Ifanadulthasatemperatureofgreaterthan104F(40.0C)oratemperatureof101F(38.3C)thatpersistsforlongerthan3daysCallyourdoctorimmediatelyifthefeverisaccompaniedbysevereheadache,stiffneck,swellingofthethroatormentalconfusion,orifyouseeunusualrashesorbitemarks.6.Heartattack:FirstaidAheartattackoccurswhenoneormorearteriessupplyingyourheartwithbloodandoxygenbecomeblocked.Thislossofbloodflowinjuresyourheartmuscle.Aheartattackgenerallycauseschestpainforlongerthan15minutes,butitcanalsobesilentandhavenosymptomsatall.Abouthalfthepeoplewhosufferaheartattackhavewarningsymptomshours,daysorweeksinadvance.Theearliestpredictorofanattackmayberecurrentchestpainthat’striggeredbyexertionandrelievedbyrest.TheAmericanHeartAssociationliststhesewarningsignsandsymptomsofaheartattack.Beawarethatyoumaynothaveallofthemandthatsymptomsmaycomeandgo.●Uncomfortablepressure,fullnessorsqueezingpaininthecenterofyourchest,lastingmorethanafewminutes●Painspreadingtoyourshoulders,neckorarms●Lightheadedness,fainting,sweating,nauseaorshortnessofbreathIfyoususpectaheartattack,evenifitfeelslikeindigestion,actimmediately:1.Call911oremergencymedicalassistance.Theoperatorcontactstheemergencymedicalservices(EMS)system.Inareaswithout911service,calltheemergencymedicalresponsesystem.It’susuallybettertocalltheseemergencynumbersfirst.\nCallingyourdoctormayaddunnecessarytime.Whenyoucall,describesymptomssuchassevereshortnessofbreathorchestpain.ThisensuresaprioritydispatchofEMSresponders(paramedics)trainedinbasicandadvancedcardiaclifesupport.MostEMSunitscarryaportabledefibrillator,adevicethatrestoresnormalheartrhythmbydeliveringelectricalshocks.Defibrillatorscanbecriticaltoearlysuccessfultreatmentandsurvival.Manypoliceandfirerescueunitsalsocarrydefibrillatorsandmayrespondbeforeanambulancedoes.2.Begincardiopulmonaryresuscitation(CPR).Ifthepersonyou’recallingaboutisunconscious,anemergencydispatchermayadviseyoutobeginemergencytreatment.Ifyou’renottrainedinemergencyprocedures,doctorsrecommendskippingmouth-to-mouthrescuebreathingandproceedingdirectlytochestcompression.Thereasonisthatifyou’redistractedbytryingtoperformunfamiliarbreathingtechniques,valuablelifesavingminutesmightbelostforthepersonwhoneedshelp.Themostimportantthingyoucandoistoproceeddirectlytochestcompressiontomovebloodtovitalorgans,particularlythebrainandheart.Ifyou’retrainedinemergencyprocedures,it’simportanttodobothmouth-to-mouthrescuebreathingandchestcompression.3.Decideonthefastestmethodoftransportation.Adispatcherautomaticallynotifiestheclosestwell-equippedEMSunit.Ideally,EMSrespondersshouldreachyouwithin4to5minutes.Ifyouliveinaruralorlargemetropolitanarea,however,youmaygettothehospitalfasterbyhavingsomeonedriveyou.Don’tdriveyourself!4.Gotothenearestemergencycardiaccarefacility.Identifyinadvancethenearestcenterstaffed24hoursadaywithdoctorstrainedtoprovideemergencycardiaccare.5.Chewaspirin.Aspirininhibitsbloodclotting,whichhelpsmaintainbloodflowthroughanarrowedartery.Ifyouthinkyou’rehavingaheartattack,takeoneregular-strengthaspirinandchewittospeedabsorption.Avoidaspirinifyouareallergictoitorifyouhavebleedingproblems.Don’tdelaycallingforemergencyhelpjustbecauseyou’vetakenaspirin.Aspirinalonewon’ttreatyourheartattack.\n7.SeverebleedingTostopseverebleeding:1.Havetheinjuredpersonliedown.Ifpossible,positiontheperson’sheadslightlylowerthanthetrunkorelevatethelegs.Thispositionreducestheriskoffaintingbyincreasingbloodflowtothebrain.Ifalsopossible,elevatethesiteofbleeding.2.Removeanyobviousdirtordebrisfromthewound.Don’tremoveanylargeormoredeeplyembeddedobjects.Don’tprobethewoundorattempttocleanitatthispoint.Yourprincipalconcernistostopthebleeding.3.Applypressuredirectlyonthewound.Useasterilebandage,cleanclothorevenapieceofclothing.Ifnothingelseisavailable,useyourhand.4.Maintainpressureuntilthebleedingstops.Whenitdoes,bindthewoundtightlywithabandage(orevenapieceofcleanclothing)andadhesivetape.5.Don’trepositiondisplacedorgans.Ifthewoundisabdominalandorganshavebeendisplaced,don’ttrytorepositionthem.Coverthewoundwithadressing.6.Don’tremovethegauzeorbandage.Ifthebleedingcontinuesandseepsthroughthegauzeorothermaterialyouareholdingonthewound,don’tremoveit.Instead,addmoreabsorbentmaterialontopofit.7.Squeezeamainarteryifnecessary.Ifthebleedingdoesn’tstopwithdirectpressure,applypressuretothearterydeliveringbloodtotheareaofthewound.Pressurepointsofthearmareontheinsideofthearmjustabovetheelbowandjustbelowthearmpit.Pressurepointsofthelegarejustbehindthekneeandinthegroin.Squeezethemainarteryintheseareasagainstthebone.Keepyourfingersflat.Withyourotherhand,continuetoexertpressureonthewounditself.8.Immobilizetheinjuredbodypartoncethebleedinghasstopped.Leavethebandagesinplaceandgettheinjuredpersontotheemergencyroomassoonaspossible.8.ToothacheToothdecayistheprimarycauseoftoothachesformostchildrenandadults.\nBacteriathatliveinyourmouththriveonthesugarsandstarchesinthefoodyoueat.Thesebacteriaformastickyplaquethatclingstothesurfaceofyourteeth.Acidsproducedbythebacteriainplaquecaneatthroughthehard,whitecoatingontheoutsideofyourteeth(enamel),creatingacavity.Thefirstsignofdecaymaybeasensationofpainwhenyoueatsomethingsweet,verycoldorveryhot.Atoothacheoftenindicatesthatyourdentistwillneedtoworkonyourteeth.Untilyoucanseeyourdentist,trytheseself-caretips:●Usedentalflosstoremoveanyfoodparticleswedgedbetweenyourteeth.●Trysuckingonanicecubeplacedintheareaofirritation.Sometimesicemaynothelp,though,andmayevenmakepainworse.●Takeanover-the-counter(OTC)painrelievertodulltheache.●ApplyanOTCantisepticcontainingbenzocainedirectlytotheirritatedtoothandgumtotemporarilyrelievepain.Directapplicationofoilofcloves(eugenol)alsomayhelp.Don’tplaceaspirinorotherpainkillerdirectlyagainstyourgumsasitmayburnyourgumtissue.Swelling,painwhenyoubite,afoul-tastingdischargeandrednessindicateinfection.Seeyourdentistassoonaspossible.Callyourdentistif:●Thepainpersistsformorethanadayortwo●Youhavefeverwiththetoothache●Youhavetroublebreathingorswallowing9.NosebleedsNosebleedsarecommon.Mostoftentheyareanuisanceandnotatruemedicalproblem.Buttheycanbeboth.Whydotheystart,andhowcantheybestopped?Amongchildrenandyoungadults,nosebleedsusuallybeginontheseptum,justinsidethenose.Theseptumseparatesyournasalchambers.Inmiddleagedandolderadults,nosebleedscanbeginontheseptum,buttheymayalsobegindeeperinthenose’sinterior.Thislatterformofnosebleedismuchlesscommon.Itmaybecausedbyhardenedarteriesorhighbloodpressure.Thesenosebleedsbeginspontaneouslyandareoftendifficulttostop.Theyrequirea\nspecialist’shelp.Totakecareofanosebleed:●Situpright.Byremainingupright,youreducebloodpressureintheveinsofyournose.Thisdiscouragesfurtherbleeding.●Pinchyournose.Useyourthumbandindexfingerandbreathethroughyourmouth.Continuethepinchfor5or10minutes.Thismaneuversendspressuretothebleedingpointonthenasalseptumandoftenstopstheflowofblood.●Topreventre-bleedingafterbleedinghasstopped,don’tpickorblowyournoseanddon’tbenddownuntilseveralhoursafterthebleedingepisode.Keepyourheadhigherthanthelevelofyourheart.●Ifre-bleedingoccurs,sniffinforcefullytoclearyournoseofbloodclots,spraybothsidesofyournosewithadecongestantnasalspraycontainingoxymetazoline(Afrin,Dristan,others).Pinchyournoseagaininthetechniquedescribedaboveandcallyourdoctor.Seekmedicalcareimmediatelyif:●Thebleedinglastsformorethan15to30minutes●Youfeelweakorfaint,whichcanresultfromthebloodloss●Thebleedingisrapidoriftheamountofbloodlossisgreat●BleedingbeginsbytricklingdownthebackofyourthroatIfyouexperiencefrequentnosebleeds,makeanappointmentwithyourdoctor.Youmayneedtohavethebloodvesselthat’scausingyourproblemcauterized.Cauteryisatechniqueinwhichthebloodvesselisburnedwithelectriccurrent,silvernitrateoralaser.Sometimes,yourdoctormaypackyournosewithspecialgauzeoraninflatablelatexballoontoputpressureonthebloodvesselandstopthebleeding.10.SpecialProblemsWhenpartofthebodyhasbeentornoff...●Trytofindthepart●Wrapitinacleandressingandplaceinaplascticbag.●Putthebagonice,butdon’tfreeze.\n●Taketheparttothehospital.Whenanobjectisimpaledinawound...●Donotremoveit.Youcouldrevealanopenarterywhichwouldthenbeawfullyhardtodealwith,a.k.a.nearlyimpossible.●Bandagemanydressingsaroundtheobjecttoimmobilizeitandsupportitinitspositioninthewound.Splinters...●Asmallsplinterintheskinshouldberemovedwithtweezers.●Forasplinterintheeye,seekemergencyhelpimmediately,donottouchit.Nosebleeds...●Havethevictimsitwithhisorherheadtiltedalittlebitfowardwhilepinchinghisorhernostrilstogether.●Onecouldalsoplaceanicepackonthebridgeofthenose.Injurytothemouth...●Iftheinjurydoesnotinvolvethehead,neck,orspine,havethevictimsitwiththeheadslightlytiltedforward.Ifthevictimisunabletoreachthisposition,placethevictimonhisorherside.Thisensuresthatblooddrainsfromthemouth.●Iftheinjuryhasbrokenthelip,placeacleanrolleddressingbetweenthelipandgum.Applyingcoldcanalsohelp.Ifatoothisknockedout...●Placeasmallrollofsterilegauzeinthegapleftbythetooththatwasknockedout.●Pickupthetoothnotbytheroot,butbythecrown,thepartyouseewhenyousmileinthemirror.Ifyoucan,placethetoothbackhowitbelongsinthesocket.●Ifyoucan’tputthetoothbackin,putthetoothinacontainerwithcool,freshmilk.Ifthiscannotbedone,usewater.CaringforaMinorOpenWound●Stopthebleedingbyapplyingpressurewithaclean,absorbantcloth,orifclothisunavailable,yourfingers.\n●Ifthebloodsoaksthrough,applyasecondbandageontop.Donottakeoffthefirstbandagebecauseitwilldisturbtheclottingthathasalreadytakenplace.●Ifbleedingstilldoesn’tstop,raisethewoundaboveheartlevel.●Oncebleedingstops,cleanthewoundgentlywithsoapandwater,orjustwater.Itisveryimportanttogetalldebrisordirtout.●Applyanantibioticointmentsuchasbacitrationoratripleantibioticointment.Remember,somepeopleareallergictotheseointments,socontactyourdoctorifyouhaveanydoubts.Wrapthewoundfirmlyinaclothorabandage.Donotcutoffcirculation!●Coveringthewoundwithacleandressing,pressagainstitfirmlywithyourhand.●Elevatethewoundabovetheleveloftheheart.●Thecleandressingshouldthenbecoveredoverwitharollbandage(likeanAce)toholdthedressingsinplace.●Ifbleedingstilldoesnotstop,addadditionaldressingsovertherollbandage.●Squeezeapressurepoint,thearteryagainstthebone.Thisisinthebottomupperarm,orwherethelegbendsatthehip.●Oncethebandagesandpressurepointarebeingmaintained,havesomeonecallEMSiftheyhavenotalready.TypesofWoundsNameDescriptionAvulsionInanavulsion,aportionofskinistorn.Thiscanbepartial,withaportionofskinremainingasa“flap.”Inatotalavulsion,abodypartiscompletelytornoff.bruiseBleedingthatoccursundertheskincausesdiscoloration,swelling.Thearea\nbeginsasredbutmayturnintoa“blackandbluemark.”cutAcutisasplitintheskincausedbyasharpobject,suchasaknife,orevenadullobject.Acutcanhaveeitherajaggedorsmoothedge.punctureApuncturewoundiscausedwhentheskinispiercedbyasharpobject.Includedinthiscategoryaregunshotwounds,impaledobjects,andanobjectthatpassestotallythroughapartofthebody.ScrapeAscrapeisverycommon,andoccurswhenskinisrubbedorscrapedaway.