2020届一轮复习人教版必修五Unit5Firstaid单元教案（51页word版）

2020届一轮复习人教版必修五Unit5Firstaid单元教案（51页word版）

‎2020届一轮复习人教版必修五Unit 5 First aid单元教案 Ⅰ. 单元教学目标 技能目标Skill Goals ‎▲Talk about first aid and medicine ‎▲Practice expressing giving instructions ‎▲Learn about Ellipsis ‎▲Practice instructional writing: first aid instructions for particular injuries Ⅱ. 目标语言 功 ‎ 能 ‎ 句 ‎ 式 Expressing instructions Give others your positive suggestions or orders We / You should / ought to ...‎ Please do ...‎ Make sure ...‎ You must / have to / ought to ...‎ You must never ...‎ You ought never to ...‎ Give others your negative suggestions or orders You should not ...‎ You ought not to ...‎ Please don’t ...‎ You should never ...‎ You must / should never to ...‎ 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, authentic ‎2． 认读词汇 sprain, essential, layer, heal, blister, watery, char, nerve, ointment, infection, label, Jason, Slade, stab, scheme, bruise ‎3． 词组 first aid, fall ill, electric shock, squeeze out, over and over again, in place, a number of, put one’s hands on, catch fire, ought to, have to, stay calm, keep in mind, manage to, flow out, die of ‎ ‎4． 重点词汇 injury, bleed, swell, damage, wound, damp, throat, present, bravery, should, ought to, make sure, have to 语 法 Learn about Ellipsis 重 点 句 子 ‎1. Burns are called first degree burns, second degree burns or third degree burns. P34‎ ‎2. These burns affect both the top layer of the skin . P34‎ ‎3. John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another. P38‎ ‎4. They discovered that Anne Slade, mother of three, had been stabbed repeatedly with a knife. P38‎ ‎5. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. P38‎ Ⅲ. 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first aid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。‎ ‎ 1.1 WARMING UP 提供了六幅有关first aid 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。‎ ‎ 1.2 PRE-READING是READING的热身活动。它通过图片引起“烧伤”话题, 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。‎ ‎ 1.3 READING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。‎ ‎1.4 COMPREHENDING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。‎ ‎ 1.5 LEARNING ABOUT LANGUAGE 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?‎ ‎ 1.6 USING LANGUAGE 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: A simple knowledge of first aid can make a real difference.‎ ‎ 1.7 LEARNING TIP 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，WARMING UP 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WARMING UP，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LISTENING TASK 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LEARNING ABOUT LANGUAGE与Workbook中的USING WORDS AND EXPRES-SIONS和USINGSR STRUCTURES语法练习题整合在一起上一节“语言学习课”。‎ ‎ 2.5 可将USING LANGUAGE 中Reading and discussing 和Workbook中READING TASK 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）‎ ‎ 1st Period Speaking ‎ 2nd Period Listening ‎ ‎ 3rd Period Reading ‎ ‎ 4th Period Language Study ‎ ‎ 5th Period Extensive Reading ‎ ‎ 6th Period Writing ‎ The First Period Speaking Teaching goals教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 aid, first aid，fall ill，illness，injury，bleed，sprain，ankle，choke，blood，bloody，burn，essential，organ, layer, poison, ray, treatment b. 交际用语 We / you should / ought to...‎ Please do...‎ Make sure...‎ You must / have to / ought to...‎ You must never...‎ You ought never to...‎ ‎2. Ability goals能力目标 Enable the students to talk about different accidents and how to give first aid in different situations.‎ ‎3. Learning ability goals学能目标 Help the students learn how to give first aid in different situations through discussion.‎ Teaching important and difficult points教学重难点 Help the students use the expressions to describe the accidents and how to give first aid.‎ Teaching methods教学方法 Brainstorm and discussion (Group work).‎ Teaching aids教具准备 A recorder, a projector and a computer. ‎ Teaching procedures and ways 教学过程与方式 Step Ⅰ Lead-in The warming up exercise makes the students understand there are some kinds of dangers in our daily life such as snake bite, bleeding, a sprained ankle, choking and so on. What’s more, the students should be asked to know how to prevent these troubles from happening and how to give first aid when they happen.‎ Talk about the pictures with the teacher’s help.‎ T: Look at the pictures on page 33. Each of them is a picture of an accident. Although some accidents are small and some accidents are serious. You should know how to prevent these accidents from happening and know what to do when they happen. Now please discuss the following questions with your partner.‎ ‎1. What would you do in the above situations?‎ ‎2. What could we do to prevent these accidents?‎ ‎3. What do you already know about first aid?‎ ‎4. What new words do you think would be useful when you talk about accidents and first aid?‎ Discussion:‎ Sa: To tell you the truth, I would be very afraid and do nothing in the above situations.‎ Sb: It means you don’t know much about first aid, am I right?‎ Sa: Yes. I know nothing about first aid.‎ Sb: I think we should stay calm at first. We can’t be too frightened to do anything. Then we should learn something about first aid.‎ Sa: In my opinion, it is the most important thing to prevent these accidents from happening.‎ Sb: I can’t agree with you more. We should try our best to avoid these accidents. We must be very careful when we are swimming, walking, cooking and even eating. By the way, what new words do you think would be useful when you talk about accidents and first aid?‎ Sa: The accidents are dangerous, troublesome and frightening. First aid is very useful and necessary.‎ Look at the pictures together and ask the Ss what has happened in each one. ‎ T: Well, can I help you? These pictures are all about the accidents. What has happened in each one? What kind of first aid we should give in the situations? What about Picture1？‎ S: We can see a man whom a snake has bitten on his le.g. When a person is bitten by a snake, the person bitten must get to a doctor or hospital at once. Speed is very important. It will help the doctor greatly if you can tell him what kind of snake it was, or describe the situation.‎ T: Good. What about Picture 2?‎ S: In Picture 2 we can see a woman who has cut her arm with some broken glass and is bleeding badly.‎ T: Yes, then how to do first aid in this situation?‎ S: When someone is bleeding: Try to stop the bleeding; Press a handkerchief onto the bleeding point and hold it there; Hold up the part of body which is bleeding if possible.‎ T: Good, what about the third picture?‎ S: Picture 3 is about a boy who has badly sprained his ankle on the playground and his friends are running towards him to help. He should tie his ankle with medical bandage. It is better to avoid walking with the injured ankle. It is correct to use ice bag for relieving pain and bleeding.‎ T: Good. Then the fourth picture? ‎ S: Picture 4, the girl sitting around the table is choking when she is eating something. We should make her spit by patting her back. To avoid this, we shouldn’t talk or laugh when eating.‎ T: Right. Let’s talk about the fifth picture.‎ S: Picture 5, the old grandma lying on the ground has broken her arm. We should not move the patient. Send for an ambulance at once. Keep the arm still using a sling or get the victim to support the broken arm with the other arm.‎ T: What about the last picture? ‎ S: In the last picture, the boy has a nosebleed. He should stay calm. Breathe through the mouth, not the nose. Sit up and bend the head slightly forward. Pinch both nostrils shut using a thumb and forefinger. Spit out any blood that collects in the mouth.‎ T: Very good. All of you have a good knowledge of first aid. These accidents are all terrible. We should try our best to prevent these terrible accidents from happening. For example, when we are swimming, we can’t swim alone. We must swim with somebody else. Besides, we can’t swim in the river too deep. When an accident does happen we should keep calm and know how to deal with it correctly. So learning some first aid knowledge is of great importance to every one. ‎ Step Ⅱ Further discussion ‎ Give advice to the persons in trouble. ‎ T: I think you must know something about troubles and first aid. Now please give your advice to the persons in different kinds of troubles.‎ Ss: OK.‎ Show the slide. ‎ Drowning ‎ ‎ ‎ ‎ Traffic accident Burns Bleeding Cuts Choking Your suggestions to them T: Please give your suggestions to the victims in order to prevent different kinds of accidents. For instance, to the person who is drowning you can say: Never swim alone. / Learn how to swim. / Don’t swim in dangerous rivers. Now, please work in pairs. Three minutes later.‎ T: OK. I will check your answers. To the person in a traffic accident, what suggestion will you give him?‎ Ss: You shouldn’t ride your bicycle without looking at the traffic. ‎ Follow the traffic rules and be attentive and careful. ‎ Never use a cell phone while you are driving, riding a bike or walking on a busy street.‎ Use crosswalks and don’t walk on the street. ‎ Never run in traffic.‎ T: What suggestion will you give the victim getting burns?‎ Ss: You ought to be careful when cooking.‎ Don’t leave lamps and candles burning in your house.‎ Don’t let children touch flames or hot liquid.‎ T: What suggestion will you give the victim who is bleeding or whose hand is cut?‎ Ss: You must go to the nearest hospital as soon as possible.‎ Don’t play with knives or other sharp objects.‎ T: What suggestion will you give the person who is choking?‎ Ss: You mustn’t eat too fast.‎ Don’t forget to chew your food.‎ Don’t talk while having food in the mouth.‎ Some more situations are given and encourage the students to talk more.‎ T: Now, here are some more situations, please give the first aid instructions to the situations. What should you do if someone is drowning? ‎ S: When someone is drowning, first we should check if he /she is breathing, then try to start his /her breathing. Never swim in deep water.‎ T: Good. We call this CPR (= cardiopulmonary resuscitation). Now if someone has been hurt in a traffic accident, what should we do? ‎ S: In the traffic accident, first call for a doctor or an ambulance. We should make sure that the accident scene is safe, and then find out how the people involved are injured. If there is more than one injured person, we should help the most seriously injured person first. It is especially important to help someone who isn’t moving and seems to be unconscious. An injured person who is screaming with pain may seem to need our help, too, but if a person is able to scream or ask for help, they are at least conscious and breathing. Never pull her out of the car. Find enough people to lift the car safely and take her to hospital at once. Look at both sides when crossing the street. ‎ T: Very good. Now we know how to do first aids according to different situations.‎ Step Ⅲ Talking( P39)‎ T: Now let’s look at the pictures of Exercise 2 on p39, use the pictures above to help you give your partner first aid instructions for each situation. Try to use the useful expressions: ‎ You should always ... You must...‎ Make sure that ... You ought to / should...‎ You have to ... You should not...‎ You should never ... You must never...‎ Never ... Please don’t... ‎ T: What should you do when you meet the situation in Picture1?‎ S: If we meet this sprained ankle situation, we should have the victim sit down and elevate the foot. We should make sure how serious the situation is. Perhaps we must put an ice pack on the ankle to reduce the swelling and then put a firm bandage ‎ around the foot and ankle. It is better to avoid walking with the injured ankle. ‎ Help the Ss to talk about other situations.‎ Burning clothes: ‎ Use a blanket to put out fire on the body.‎ Remove clothing from burned area.‎ Use running water to cool down.‎ Sent for a doctor.‎ Nose bleeds Stay calm. ‎ Breathe through the mouth, not the nose. ‎ Sit up and bend the head slightly forward. ‎ Pinch both nostrils shut using a thumb and forefinger. ‎ Spit out any blood that collects in the mouth.‎ Choking Make him /her spit by patting him/her on the back.‎ To avoid this, we shouldn’t talk or laugh when eating.‎ Step Ⅳ Talk about safety around the house, using Dos and Don’ts T: Now we are going to talk about the safety around the house, using some DOS and DON’TS. Work in pairs. Tell each other what you should and should not do.‎ T: Now, anyone can tell us something about the safety for DOS.‎ Sa: We have to make sure that electric wires are safe and that children can’t reach them.‎ Sb: If a pan of oil catches fire, turn off the gas and cover the pan quickly.‎ Sc: Make sure that everyone in your family knows how to call 110 and 120.‎ Sd: Learn more about first aid.‎ T: Good, then can you talk about it using DON’TS.‎ Sa: Don’t put poisons into other containers, for example empty bottles.‎ Sb: Never leave small things a baby can put in its mouth on the floor or table.‎ Sc: Don’t play with electrical equipment.‎ Sd: Never use ladders on a wet floor.‎ T: Well done! Don’t forget to phone 110 or 120 when necessary.‎ Step Ⅴ Talking (in workbook)‎ T: Just now we know how to do some first aid, but that’s not enough. We should make some emergency call to give the person a quick treatment. Then how to make this kind of call? Now choose an emergency situation and make a dialogue. Make sure the operator asks for all the information including name of the caller, telephone number, address, what has happened, number of people involved. Now practice in pairs and I like some pairs to show their dialogues.‎ T: Now, let’s ask some pair to do the dialogue.‎ Possible dialogue:‎ Sa: Emergency. Can I help you?‎ Sb: Yes, you got to help me — my son has had an accident. I don’t know what to do.‎ Sa: Now calm down. Tell me your name and phone number — slowly.‎ Sb: Ummm... Marry Grand. Oh, you’ve got to send an ambulance now.‎ Sa: Yes. I will. Now take a deep breath and tell me your phone number.‎ Sb: Yes, yes... 342562178.‎ Sa: Good. Now tell me what’s happened.‎ Sb: Well, my son was playing in the grass when he was bitten by a snake. Now he is lying on the ground, bleeding. Oh, what should I do?‎ Sa: Well, we will come soon. Just apply pressure to the bitten area with your hands and then, as soon as possible, with a bandage firmly over the bite.‎ Sb: OK, thank you. Bye.‎ Sa: Wait, we need your address.‎ Sb: Oh yes. I’m just so worried. It’s 23 Loft Stress.‎ Sa: OK, we’ll arrive soon.‎ Step Ⅵ Homework ‎1. Do the SPEAKING TASK in workbook p74.‎ ‎2. Find more information about first aid — how to rescue breathing.‎ The Second Period Listening Teaching goals 教学目标 ‎1. Target language目标语言 ‎ a. 重点词汇和短语 unconscious, emergency number, reach cupboard, involve, stress and intonation b. 重点句式 So far we’ve looked at first aid treatments for burns, bleeding, choking ...‎ Stop him from running around as that makes clothes burn faster.‎ ‎2. Ability goals能力目标 Enable the students to listen for details and catch the specific information of first aid as much as possible.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to do rescue breathing by listening task.‎ Teaching important and difficult points教学重难点 Listen to the three materials about a first aid quiz and an emergency phone call and the instructions for rescue breathing, then choose the correct answers.‎ Teaching methods教学方法 Listening and cooperative learning.‎ Teaching aids 教具准备 A recorder, a projector and a computer.‎ Teaching procedures and ways教学过程与方式 Step Ⅰ Revision Help the Ss to check their homework on page 74. The students’ textbooks should be closed.‎ T: Last class we learned some knowledge of first aid. Here I’d like to do a quiz about first aid. Do this first aid quiz in groups. Give reasons for your answers. Mary, which person would you help first? ‎ Read the multiple choices from A to D.‎ S: C. Gao Yuan who is on the ground without breathing. He is in greater danger of dying than the others because he is not breathing. He needs rescue breathing to start his breathing again.‎ T: When you are carrying out rescue breathing, where do you check for a pulse? Here are four answers. ‎ S: A. The easiest place to check for a pulse is on either of the carotid arteries, which run down both sides of the neck.‎ ‎... ‎ Help the Ss to do the quiz. ‎ Step Ⅱ Listening Pre-listening T: Before listening, let’s learn some difficult words and phrases. Read them and tell me the Chinese meanings.‎ unconscious; emergency number; reach cupboard; involve; stress and intonation Show the following questions on the screen.‎ Have you ever had to phone an emergency number? Do you know what telephone number you would call in a medical emergency? ‎ What telephone number you would call in a fire emergency? ‎ And what telephone number you would call in a police emergency?‎ Let the Ss discuss these questions. Give some necessary help.‎ Ss: 120 is the emergency phone number for the ambulance;‎ ‎110 for police station; ‎ ‎119 for fire station.‎ T: OK. When we make an emergency call, what should we pay attention to? Yes, we should re-member to tell where we are, what happened, the telephone number etc. Now, we are going to listen to an emergency phone call. Listen attentively and get the general idea.‎ Listening Play the tape twice. And then ask the Ss some questions.‎ T: What can you hear in the listening?‎ S: The listening presents an emergency phone call in which a woman is asking for an ambulance for her daughter who has had an accident.‎ T: I play it the second time; you need to fill in the blanks. While you are listening,‎ ‎ you’d better make notes of the listening points. Listen to the conversation and complete the table on page 69, pay attention to the key words.‎ Check the answers.‎ Make the Ss understand all the four questions. Play the tape and ask them to answer the questions in pairs. And then check the answers with the whole class.‎ T: Can you remember the phrases the operator used to try and make Mrs Grant feel more relaxed?‎ S: Now calm down; Now take a deep breath.‎ T: Are there any other phrases you didn’t understand?‎ ‎...‎ Play the tape again and help the Ss to deal with the difficulties.‎ Step Ⅲ Listening ( P73)‎ Pre- listening ‎ T: Now let’s go on to do another listening practice. Please turn to page 73. Here are some pictures of how to do rescue breathing. We call the way CPR. What do you think rescue breathing is? ‎ S: Rescue breathing is when you help someone who has stopped breathing to start breathing again. ‎ While listening T: Listen to the instructions for rescue breathing, number the boxes for the correct order. Write an instruction under each picture. Now discuss the order in groups. Number the boxes to show the correct order of the pictures. Write an instruction under each picture. ‎ Ss: ‎7-5-2‎-4-8-6-1-3‎ ‎ 1 check if conscious ‎ ‎ 2 put into recovery position ‎ 3 clear airway ‎ ‎ 4 check if breathing ‎ ‎ 5 blow into mouth and watch for breathing ‎ 6 check pulse ‎ ‎ 7 continue rescue breathing ‎ ‎ 8 put into recovery position Post-listening T: Now let’s look at the pictures, can you use them as guide to tell each other how to do rescue breathing.‎ Ss: 1. We should call for help, then check whether unconscious.‎ ‎2. We should put the person into the recovery position.‎ ‎3. We may clear anything in the airway. ‎ ‎4. Then we should check for breathing.‎ ‎5. Blow into mouth using the mouth- to- mouth method.‎ ‎6. Check pulse.‎ ‎7. We should continue breathing at 15 breath a minute. ‎ ‎8. At last when the person breaths again, put him/her in the recovery position.‎ T: Yes, you are right. Rescue breathing is very important in our daily life. I hope one day when you need it, you can use it well.‎ Step Ⅳ Listening (P39)‎ T: Besides the rescue breathing, there are other ways to do first aids. Now, let’s learn more about first aid. Turn to page 39. Here is a quiz. While you listen to it, you don’t need to catch every detail. Only focus on the topics. Let’s listen to it and answer the questions. What topics does the teacher ask questions about? Circle the correct ones.‎ Check the answer with the classmates. Ask some students to answer.‎ Step Ⅴ Homework ‎1. Search more information about first aid on the Internet.‎ ‎2. Prepare for reading: FIRST AID FOR BURNS.‎ The Third Period ‎Reading Teaching goals教学目标 ‎1. Target language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, ‎ ‎ squeeze out, over and over again, bandage, in place ‎ b. 重点句式 Burns are called first degree, second degree or third degree burns.‎ These burns are not serious and should feel better within a day or two.‎ First degree burns turn white when pressed.‎ ‎2. Ability goals 能力目标 Enable the students to master some knowledge of first aid.‎ ‎3. Learning ability goals学能目标 Enable the students to learn how to give their correct suggestions about first aid when others are in danger.‎ Teaching important points教学重点 Let the Ss learn to use the structures of giving suggestions.‎ Teaching methods教学方法 Skimming method and role-play method.‎ Teaching aids 教具准备 A projector, a tape-recorder and a blackboard.‎ Teaching procedures and ways教学过程与方式 Step Ⅰ Lead-in T: I think you must surf the Internet after class. You must know more about fist aid. Now who can tell us what first aid is?‎ Ss: First aid is the initial care of a suddenly sick or injured person. It is the care administered by a person as soon as possible after an accident or illness. It is this prompt care and attention prior to the arrival of the ambulance that sometimes draws the line between life and death, or between a full or partial recovery.‎ T: What are the main aims of first aid?‎ Ss: To preserve life; To protect the casualty from further harm; To relieve pain. ‎ T: Throughout life, you will face injuries of different kinds; whether it is a simple paper cut or a severe chemical burn, every accident must be dealt with in the right way. Here are two situations: Ah, a hot summer morning. Perfect for the beach exercise. After a nice brisk swim in the refreshing tide, you curl up on your beach ‎ chair with your headphones and a book. As you sit contentedly, your eyes slowly fall shut in a mid-day nap. When you awake, the sun is a little lower in the sky, the people next to you have left, and your exposed skin is starting to look a suspicious shade of bright red. Do you know what to do?‎ You are babysitting the neighbor’s kids, and as you are preparing dinner you turn around for a moment to rinse off the spoon. Suddenly you hear a clatter of pans and a high pitched cry that sends your adrenaline into overdrive. You spin around and see the little girl clutching her hand, her tears streaming from her eyes, the telltale pot of hot water spilled on the ground. Do you know what to do?‎ Step Ⅱ Pre-reading T: Today we are going to learn first aid for burns. First look at the picture on page 33, and answer: What has happened in the picture? ‎ Sa: The child has pulled boiling water onto herself.‎ T: What sort of injures the child will have? ‎ Sb: She will have bad burns.‎ T: In our everyday life, we will face different types of burns. A burn can be caused by heat (flames, hot grease, or boiling water), the sun (solar radiation), chemicals, an explosion, or electricity. When a burn breaks the skin, infection and loss of fluid can occur; burns can also result in difficulty breathing. Sometimes a burn victim has trouble breathing. Burns caused by flames or hot grease usually require medical attention as well, especially if the victim is a child or an elderly person. What kind of first aid would you perform in this situation? What should you do?‎ S: This kind of burns was caused by boiling water. I would perform first aid for burns. Cool the area of skin at once. Wash the area of skin under the cold tap for several minutes. Cover the wound with a loose bandage or a piece of dry clean cloth. See a doctor if a child has been burnt badly or if more than ten percent of the body has been burnt.‎ T: Have you or someone you know ever been burned? What did the burn look like? Did anyone perform first aid? What did he do? You can use these words that might come up in relation to the characteristics of burns are: red, white, black, watery, ‎ blisters, painful, swollen. ‎ Ask the students to have a discussion in groups, and then answer the questions about their own various experiences. After a few minutes.‎ T: Now stop talking. We are going to get the answers from the text. Let’s read the text and try to find the answers.‎ Step Ⅲ While-reading T: The passage is a text from a book called First Aid for the Family. It is a quick-reference book which is organized under headings in such a way that readers can quickly find the information they want. In this type of text, it is common for information to be in note form. It is also common that ellipsis is used in giving instructions. The article the is often omitted in the instructions under ‘First aid treatment’, for example, cover burnt area instead of cover the burnt area; hold bandage in place instead of hold the bandage in place. While reading you should pay more attention to this kind of ellipsis. ‎ Skimming Ask the Ss to read the title of the text and the headings within it. Skim for general idea. ‎ T: What is the topic of the text and how is the information organized?‎ S: It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns. ‎ T: How is the information organized within the headings of types of burns and characteristics of burns? ‎ S: The information is organized according to the types of burns: first degree, second degree and third degree burns.‎ T: Now please quickly glance at the information under the heading of First aid treatment and tell me why the information is numbered?‎ S: The numbers indicate the steps you should take to treat a burn, in the order that they should happen. Especially pay attention to that each step gives an instruction using the imperative. ‎ T: How many parts are the text divided into and what are they?‎ After a few minutes. Set Ex ‎1 in Comprehending.‎ S: It can be divided into 5 parts.‎ ‎1. the function/purpose of skin ‎2. how we can get burns ‎ ‎3. the three types of burns ‎4. the symptoms of burns ‎5. what to do if someone gets burned Step Ⅳ Detail reading T: Good. Pay attention to the title and subtitles. It clearly shows the main idea of each paragraph. We’ve known the main idea of the article from the headings. Now let’s get to details. Let’s read the first paragraph and answer the question: What can skin do for our body? Discuss the answer with your partner, then tell us the answer.‎ S: Protect you against diseases, poisons and the sun’s harmful rays;‎ Keep you warm or cool;‎ Prevent you from losing water;‎ Gives you sense of touch.‎ T: Very good. So first aid is a very important step in treatment of burns. How can we get burnt? Now let’s read the second paragraph and answer the question.‎ S: We can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals. ‎ T: Good. Then let’s come to the third paragraph, see how many types of burns. What are they? ‎ S: Three are three. First degree: They are not serious. They affect only the top layer of the skin. Victims feel better in a day or two. Second degree: The second degree burns affect both the top and the second layer of the skin. These burns are serious. Victim should take a few weeks to heal.‎ Third degree: These are the serious degree burns. These burns are very severe injuries. They affect all three layers of the skin and any tissue and organs under the skin. Victims must get to a hospital at once.‎ T: Very good. Most good readers survey texts in this way before they start to read the ‎ text in detail. If you survey a text, it makes it easier to understand it because you already know something about the content and the organization. Now read Ex. 2. You don’t have to read the whole text to find the information you need to answer this question. Which part of the text do you need to look at? ‎ S: The section under the heading Characteristics of burns. ‎ Label the pictures with three degree burns.‎ The second degree burn The first degree burnt The third degree burn Check the answers with them. And then do Ex. 4.‎ T: After reading, let’s answer some questions. You may discuss in groups for 5 minutes, then we will check the answers.‎ ‎1. Why should you put cold water on a burn?‎ The cold water stops the burning process, stops the pain and prevents or reduces swelling. ‎ ‎2. Why doesn’t a third degree burn hurt?‎ Because the nerves have been damaged. If there are no nerves, there is no pain.‎ ‎3. Why do you think clothes and jewellery near burns should be removed?‎ Because this may break any blisters and the wound may get infected. / Bacteria from the clothes and jewellery could infect the burns.‎ ‎4. If someone has a third degree burn, why might you see tissue? ‎ Because all the layers of the skin have been burnt showing the tissue underneath. / These affect all three layers of the skin and any tissue and organs under the skin. ‎ Step Ⅴ Language points T: Do you have any questions?‎ S: Yes, I don’t know what is usage of sense and unless and the phrase in the place.‎ T: Well let me show you. Let’s watch the Power-Point.‎ ‎▲ phrases with sense sense of touch sense of sight sense of hearing sense of taste sense of smell sense of humor sense of beauty sense of urgency ‎ ‎▲ unless: 除非……；如果不……‎ Don’t make it public unless I agree.‎ Unless the destruction of the ozone layer stops, the polar ice caps could melt with terrible consequences.‎ ‎▲ Make (some, no, ect.) difference ‎ It shows that a knowledge of first aid can make a real difference.‎ It makes no difference to me where you come from.‎ Step Ⅵ Summary and homework T: This article is trying to tell us first aid is important. People who have witnessed an accident often wish that they had done things differently. Seconds count in an emergency, and knowing what to do can mean the difference between life and death. The most important thing to keep in mind when dealing with an emergency is to stay calm. If we were to panic, we could not be able to help. By staying calm we will be able to think what to do and make better decisions. We can also prepare for an emergency by learning more about first aid. Calling an ambulance or the police is important, but there is more we can and should do. If we know how to respond, we can save lives. This passage does not contain enough information for you to do first aid correctly! You have to study with a teacher. However, after a few hours of study you will manage to know enough to save other people’s lives. So much for today. Here I like to recommend this to you. If you want more tips about first aid and ways to deal with common injuries, refer to the following websites.‎ http://www.healthy.net/clinic/firstaid/‎ http://kidshealth.org/parent/firstaid_safe/‎ http://mi.essortment.com/firstaid_rfrg.htm http://www.emedicinehealth.com/articles/25936-7‎ ‎1. Finish the Exes on page 36.‎ ‎2. Preview the material the next extensive reading.‎ The Fourth Period Language Study Teaching goals教学目标 ‎1. Target language 语言目标 a. 重点词汇和短语 aid, first aid, illness, injury, poisonous, burn, swollen, damage, treatment, wounded, infect, organ, cause, characteristics, electric. fall ill. ‎ b. 重点句式 Burns are called first degree burns, second degree burns or third degree burns.‎ These burns affect both the top and second layer of the skin ‎ ‎.2. Ability goals能力目标 Enable the Ss to learn about Ellipsis.‎ ‎3. Learning ability goals学能目标 Let the Ss learn how to use Ellipsis.‎ Teaching important/difficult points教学重难点 Enable the Ss learn how to use Ellipsis.‎ Teaching aids 教具准备 A projector and a blackboard.‎ Teaching procedures and ways教学过程与方式 Step Ⅰ Revision Greet the whole class as usual. Checks the students’ homework.‎ Step Ⅱ Word Study T: Now please open your books and turn to page 36. Let’s learn “Learning about Language”.‎ First let’s do Discovering useful words and expressions. Complete the table with the correct verbs, nouns or adjectives. You are to explain the words on the screen in English and then fill in the blanks.‎ Ask students to explain or guess the meanings of the words.‎ injury, poisonous, burn, swollen, damage, treatment, wounded, infect ‎▲ injury n. physical damage done to a person or a part of their body ‎ adjectives frequently used with injury: minor, multiple, serious, severe, slight injured adj. hurt in an accident or attack be seriously / badly / severely injured injure vt. [often passive] to hurt someone and cause damage to their body Nine people died and 54 were injured in the accident.‎ ‎▲ treat vt behave toward sb.; deal with sth.; cure illness; protect/preserve sth.; be nice to sb.‎ Words frequently used with treat:‎ Adverbs: badly, cruelly, equally, fairly, harshly, leniently, shabbily, unfairly, unjustly Nouns: disease, illness, patient, symptom, disorder, ailment e.g. She felt she had been unfairly treated, and complained to her boss.‎ treat n. something special that you do or buy for yourself or someone else Frequently used with the following adjectives: great, rare, real, special, occasional.‎ e.g. As a special treat, we were allowed to stay up until midnight. ‎ I wish you would stop treating me like a child!‎ treatable adj. a treatable illness or medical condition can be cured by medical treatment treatment n. the process of providing medical care e.g. The patient is responding well to treatment.‎ ‎... ‎ Complete the questions with words from the text. The students will try to complete the exercises. Later the teacher will ask some of them to read each of the sentences and tell the class the answers.‎ Step Ⅲ Grammar T: Let’s look at the next, Grammar ‎ Present some sentences and encourage the students to find out which words have been left out.‎ T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the ‎ speaker to repeat what he said, they usually say “Beg your pardon.” Then it is called Ellipsis. The subject “I” has been left out, without changing the meaning of the sentence. OK, now it’s your turn to find out what have been left out.‎ ‎1. Thank you.‎ ‎2. Some more tea?‎ ‎3. Sounds like a good idea.‎ ‎4. Doesn’t matter.‎ ‎5. Sorry to hear that.‎ ‎6. Pity you couldn’t come ‎7. This way, please.‎ ‎8. Terrible weather!‎ ‎9. Joining us for a drink? ‎ ‎10. Going to the supermarket?‎ ‎11. Dr. Robertson?‎ ‎12. Any news?‎ Suggested answers:‎ ‎1. I thank you.‎ ‎2. Would you like some more tea?‎ ‎3. That / It sounds like a good idea.‎ ‎4. It doesn’t matter.‎ ‎5. I’m sorry to hear that.‎ ‎6. It’s / What pity you couldn’t come.‎ ‎7. Step this way, please.‎ ‎8. What terrible weather it is!‎ ‎9. Are you joining us for a drink? ‎ ‎10. Are you going to the supermarket?‎ ‎11. Are you Dr. Robertson?‎ ‎12. Is there any news?‎ T: About the omission:‎ ‎1. In a familiar speech, the subject is sometimes left out when it is a pronoun;‎ ‎2. Sometimes even more than the subject may be dropped at the beginning of a sentence if the meaning is clear; Though the ‘preparatory there’ is not a subject, it behaves like one and is often omitted;‎ ‎3. To avoid repetition, a verb is frequently left out when the same verb has appeared in an earlier part of the sentence: Then winter came and with it (came) the snow.‎ ‎4. Omission of the auxiliary or the principal part of the verb compound is very frequent: Summer had come and (had) gone. Can you do that? —Yes, I can (do it).‎ ‎5. The verb do/does/did frequently stands for another verb which has appeared earlier. This is a very important use of this auxiliary, which comes in very handy at times. As there is no counterpart of it in Chinese, it should be thoroughly mastered through constant practice. e.g. Do you go there every day? ‎ ‎—Yes, I do (= go there every day). ‎ Did you see her? ‎ ‎— Yes, I did ( = saw her).‎ Shall I read it? — Please do (= read it).‎ I like Beijing very much, as everybody does (= likes it) who has been there.‎ Step Ⅳ Practising Discovering useful structures (page 37)‎ ‎1. In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why. ‎ ‎2. Rewrite these sentences taking out the unnecessary parts.‎ ‎3. These sentences are correct. However, one or more words have been left out. Rewrite each sentence on the top of the next page to include the missing words.‎ ‎▲ Show the students the slides with some multiple choices exercises about the Ellipsis.‎ ‎1．— Tomorrow is a holiday. Why are you doing your homework? ‎ ‎— I am doing these exercises now so that I won’t have _____ on Sunday.‎ A. it B. them C. for D. to ‎2．— Shall I invite Ann to my birthday party tomorrow evening?‎ ‎— Yes. It’ll be fine if you______.‎ A. are B. can C. invite D. do ‎3．Rather than _____ on a crowed bus, he always prefers _____ a bicycle.‎ A. ride, ride B. riding, ride C. ride, to ride D. to ride, riding ‎ ‎4. — I’ll be away on a business trip. Would you mind looking after my cat?‎ ‎— Not at all. ______.‎ A. I’ve no time B. I’d rather not C. I’d like it D. I’d be happy to ‎ ‎5．— Won’t you have another try?‎ ‎— ________.‎ A. Yes, I will have B. Yes, I won’t have C. Yes, I won’t D. Yes, I will ‎6. The boy wanted to ride his bicycle in the street, but his mother told him _____. ‎ A. not to B. not to do C. not to do it D. do not to ‎ ‎7. — Do you think it will snow tomorrow?‎ ‎— ______?‎ A. I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so ‎8. — Have you fed the cat?‎ ‎— No, but______.‎ A. I’m B. I am C. I’m just going D. I’m just going to Step Ⅴ Homework ‎1. Go over the usage of Ellipsis.‎ ‎2. Finish listing structures on Page 71 Exes. 1 & 2.‎ ‎3. Prepare Reading and discussing on Page 38.‎ The Fifth Period Extensive ‎Reading Teaching goals教学目标 ‎1. Target language语言目标 a. 重点词汇和短语 present, put their hands on, ceremony, bravery, towels, pressure, kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets b. 重点句式 John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.‎ It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.‎ ‎2. Ability goals 能力目标 Enable the students to describe the story: Heroic Teenager Receives Award.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to describe the story in their own words. ‎ Teaching important points教学重点 Finish the exercises on page 39.‎ Teaching methods教学方法 Listening, fast reading and discussion.‎ Teaching aids教具准备 A recorder, a projector and a computer.‎ Teaching procedures and ways教学过程和方式 Step Ⅰ Revision Show the students a slide with some new words ‎ T: What is the Chinese meaning of them? ‎ present put their hands on ceremony bravery towels pressure a number of Ambulance Step Ⅱ Pre-reading The passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Let the Ss discuss the following scenario (= situation) in groups.‎ T: Now boys and girls, imagine you can hear someone screaming. You find him sitting on the ground, bleeding heavily from deep knife wounds in his hands. What would you do? Will you help him? Will you call the police and ambulance, or whether you perform first aid? ‎ After a few minutes, the discussion is over.‎ T: Today we are going to learn a story Heroic Teen-ager Receives Award. Skim the ‎ newspaper article and put the events in the correct order in Ex. 1.‎ Five minutes later, check the answers.‎ T: Good. From the answer, we know the main idea of the news. Often we readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason they might read just the headline and the first paragraph. This is because the headline gives readers a clue about the content and the first paragraph gives the most important information. So we should pay attention to the first paragraph. It may give us a lot of information that answers the five “W” Questions: Who? What? When? Where? Why? And also How?‎ Let the Ss read the headline of the newspaper article on p 38.‎ T: What do you think the story is about by reading this headline?‎ S: From the headline, we can guess that the story is about a young man who sets us a good example because he could save one’s life using his knowledge of first aid. ‎ Ask students to read the first paragraph and write the following question words on the Bb.‎ T: Now, read the headline and the first paragraph to see if you can find the answer to the 5 W Questions. Who? What? When? Where? Why? ‎ Ss: Yes, I can find: ‎ Who? — John Janson; ‎ What? — was honoured at the Lifesaver Awards; ‎ When? — last night;‎ Where? — in Rivertown; ‎ Why? — for carrying out lifesaving first aid on his neighbour after a shocking knife attack.‎ T: Right. So we should pay more attention to the head-line and the first paragraph.‎ Step Ⅲ While reading Ask the Ss to read the news from beginning to end. And then listen to the tape and answer the questions.‎ ‎1. What did John do when he heard the screaming?‎ He was studying in his room.‎ ‎2. What happened to Anne?‎ She had been stabbed repeatedly with a knife. She was lying in her front garden bleeding very heavily. Her hands had almost been cut off.‎ ‎3. What saved Ms Slade’s life?‎ It was John’s quick action and knowledge of the first aid that saved her life.‎ ‎4. What first aid did John perform on Anne?‎ John dressed Ms Slade’s in juries with tea towels and applied pressure to the wounds to slow the bleeding.‎ ‎5. What adjectives would you use to describe John’s actions? Give at least three.‎ Brave, heroic, courageous, quick-thinking, quick-minded, helpful, fearless, unselfish, confident ‎ Step Ⅳ Discussion Divide the class into groups to discuss the issues in Ex. 4. Make the discussions more lively by encouraging the Ss to think of different scenarios such as:‎ ‎1. Do you think John was silly or brave to get involved in the situation? Give reasons.‎ ‎2. Would you have done the same as John? Give reasons.‎ ‎3. Do you think it is worthwhile to take a course in first aid? Give reasons.‎ ‎4. What if the attacker had still been at the scene of the stabbing?‎ ‎5. What if the attacker had gone but had then returned to the woman?‎ ‎6. What if the woman had AIDS?‎ ‎7. What if John had performed first aid on the woman but she died anyway? How would he feel about having tried to help her?‎ Show the above on the screen. ‎ T: Now let’s discuss the above questions. ‎ The students discuss for 5 minutes in groups and then share their ideas. Encourage the students to express their ideas. Have each group appoint a spokesperson to present their views to the class. Different answers are welcome.‎ For example:‎ Sa: John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.‎ Sb: He was brave: he could have been attacked too, but he didn’t think about his own safty. All he thought about was how to help the victim.‎ Sc: The Chinese saying Saveing one life is better than building up a 7-floor tower. I think anyone who is in that situation should help her.‎ ‎...‎ T: From the discussion, we can draw a conclusion that learning first aid knowledge is very important. You can use it to help others, even save one’s life. So try to do first aid before the doctor comes.‎ Step Ⅴ Task Show the following passages on the screen. Let the Ss read them and then talk about how to do first aid for drowning.‎ Most children enjoy playing in water in hot summer. It’s messy and noisy and fun. Water can also be dangerous. It’s hard to remember that something so enjoyable can also be deadly. Take the time to protect your children from the dangers of water — a playful friend that can steal their lives in mere minutes. More than 1,000 American youngsters drown each year. ‎ Neighborhood swimming pools ‎ About 300 children under the age of 5 drown each year in U.S.‎ swimming pools. At the time of the incidents, most victims were being supervised by one or both parents. Nearly 70 percent of the children were not expected to be near the pool when they were found in the water.‎ ‎ It takes only a few minutes for a child to drown. More than three-quarters of children who drown at neighborhood pools are missing from sight for less than five minutes. Drowning is also a silent death. There is no splashing to alert anyone that the child is in trouble.‎ ‎ The key to preventing these tragedies is to have multiple levels of protection. The following precautions can help keep children safer around swimming pools:‎ ‎ Fence it in. Pools should be completely surrounded by fencing material at least 4 feet tall. Chain link works well. A slatted fence should have no gaps wider than 4 inches, so kids can’t squeeze through. Gates should be self-closing and self-latching.‎ ‎ The latch should be out of a child’s reach. ‎ ‎ Install alarms. If your house is one of the walls of your pool enclosure, doors leading to the pool area should be protected with alarms. In addition, add an underwater pool alarm that sounds when something hits the water. Make sure you can hear the alarm inside the house. ‎ ‎ Cover it up. A motor-powered safety cover can provide a barrier over the water when the pool is not in use. The cover should withstand the weight of two adults and a child in case a rescue is needed. ‎ ‎ Choose an above-ground pool. Above-ground pools are much safer than in-ground pools, because the height of the pool serves as a barrier. However, you should remove the steps or lock them behind a fence when the pool is not being used. ‎ ‎ Teach children to swim. But remember that swimming lessons won’t drown-proof your child. The age to teach children to swim is the same as to ride a bike, age 5. Children under the age of 4 usually aren’t developmentally ready for formal instructions in swimming. ‎ ‎ Remove toys. Don’t leave pool toys bobbing in the water when no one is using the pool. Children may try to retrieve a toy and fall in. ‎ ‎ Keep your eyes peeled. Never leave a child un-supervised near a pool. During social gatherings near pools, adults can take turns being the “designated watcher.” ‎ Natural bodies of water ‎ Swimming conditions are unpredictable in lakes, rivers and oceans. The depth can change rapidly, as can water temperature, currents and the weather. Murky water may conceal hazards. Follow these tips to be safer:‎ ‎ Don’t swim alone. Teach children never to swim alone or without adult supervision. ‎ ‎ Wear a life jacket. Children should be required to wear a personal flotation device whenever riding in a boat or fishing, even along a river bank. Air-filled swimming aids, such as water wings, are no substitute for a life jacket. ‎ ‎ Jump before you dive. The first rapid descent into any body of water should be a jump — feet first. Diving into unknown water can result in a smashed skull or a ‎ broken neck. ‎ ‎ Avoid alcohol. Accidents increase with the amount of alcohol consumed. Teenage boys are at highest risk. ‎ ‎ Beware of thin ice. Drownings can occur in the winter, too. Avoid walking, skating or riding on weak or thawing ice on any body of water. ‎ ‎★ Look at the two pictures on the screen. Imagine that you are at the scene. What should you do? What first aid will you perform on the drowning?‎ ‎ ‎ A possible answer:‎ ‎ Your first priority is to get a drowning child out of the water as soon as possible. If she isn’t breathing, place her on her back on a firm surface. Immediately begin rescue breathing, below, and have someone call for help. Don’t assume it’s too late to save a child’s life — even if she’s unresponsive, continue performing CPR and do not stop until medical professionals take over.‎ ‎1. To open your child’s airway gently tilt her head back with one hand, and lift her chin with the other. Put your ear to the child’s mouth and nose, and look, listen, and feel for signs that she is breathing.‎ ‎2. If your child doesn’t seem to be breathing Infants under age 1: Place your mouth over infant’s nose and lips and give two breaths, each lasting about 1/2 seconds. Look for the chest to rise and fall.‎ Children 1 and older: Pinch child’s nose and seal your lips over her mouth. Give two slow, full breaths (1/2 to 2 seconds each). Wait for the chest to rise and fall before giving the second breath. ‎ ‎3. If the chest rises, check for a pulse (see number 4). If the chest doesn’t rise, try again. Retilt the head, lift the child’s chin, and repeat the breaths.‎ ‎4. Check for a pulse ‎ Put two fingers on your child’s neck to the side of the Adam’s apple (for infants, feel ‎ inside the arm between the elbow and shoulder). Wait five seconds. If there is a pulse, give one breath every three seconds. Check for a pulse every minute, and continue rescue breathing until the child is breathing on her own or help arrives.‎ ‎5. If you can’t find a pulse ‎ Infants under age 1: Imagine a line between the child’s nipples, and place two fingers just below its center point. Apply five half-inch chest compressions in about three seconds. After five compressions, seal your lips over your child’s mouth and nose and give one breath. ‎ Children 1 and older: Use the heel of your hand (both hands for a teenager or adult) to apply five quick one-inch chest compressions to the middle of the breastbone (just above where the ribs come together) in about three seconds. After five compressions, pinch your child’s nose, seal your lips over his mouth, and give one full breath.‎ All ages: Continue the cycle of five chest compressions followed by a breath for one minute, then check for a pulse. Repeat cycle until you find a pulse or help arrives and takes over. ‎ Step Ⅵ Homework Write a short description of an accident and how to deal with the injuries in the accident.‎ The Sixth Period Writing Teaching goals教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 kit, slippery, ladder, stove, appliances, unplug, hair dryer, extinguishers, curtains, wires, outlets b. 重点句式 Make sure the floor is not slippery.‎ Follow instructions for all electrical appliances carefully.‎ Unplug all appliances, especially irons, after use.‎ When cooking, do not let oil touch flames or other sources of heat.‎ ‎2. Ability goals能力目标 Enable the students to write a letter asking their principal to organize a first aid course at the school.‎ ‎3. Learning ability goals学能目标 Help the Ss learn how to write the letter.‎ Teaching important and difficult point教学重难点 Let the Ss explain the importance of doing a first aid course in the letter.‎ Teaching methods教学方法 Discussion (Group work) and writing (individual).‎ Teaching aids 教具准备 A recorder, a projector and a computer. ‎ Teaching procedures and ways教学过程和方式 Step Ⅰ Homework checking Ask the students to show their compositions of first aid. If there are some mistakes, point them out.‎ Step Ⅱ Reading Ask the Ss to read the title of the text and the headings within it.‎ T: What’s the topic of the text and how is the information organized?‎ S: It is about safety in the home and the information is organized according to particular rooms and also to one cause of accidents — fires.‎ Tell the Ss to look at the pictures.‎ T: What do you think these three pictures are telling us?‎ S: To turn saucepan handles towards the back of a stove; Not to use a hairdryer near water; To keep a fire extinguisher in the kitchen.‎ T: What do you think the purpose of the pictures is?‎ S: They emphasize some points in the pamphlet.‎ T: What’s the purpose of the pamphlet?‎ S: To tell us how to keep a safe home; how to prevent accidents in the home.‎ Step Ⅲ Discussion T: What things at home can be dangerous? ‎ S: electrical equipment poisons electric fires ladders ‎ knives hot water windows T: How to prevent us from being injured at home? For example in the kitchen.‎ S: In the kitchen:‎ ‎·Make sure the floor is not slippery;‎ ‎·Always use a ladder to reach high cupboards;‎ ‎·Don’t stand on chairs to reach; ‎ ‎·Keep a window open when we use gas fires; ‎ ‎·Keep matches out of the reach of children;‎ ‎·Don’t leave matches anywhere;‎ ‎·Always cut away from your body when you use a knife;‎ ‎·Unplug all appliances, especially irons, after use;‎ ‎·Make sure that electric wires are safe and that children can’t touch them;‎ ‎·Don’t leave small things on the floor or table which a baby can put in its mouth;‎ ‎...‎ T: What should you do if you are badly burnt? Look at the two pictures.‎ S: 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.‎ T: How do you deal with a simple cut?‎ S: Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.‎ Let the students 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 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.‎ Step Ⅳ Practice writing T: We have learnt a bit about some first aid treatments in this unit. Now we are going to write a letter to the principal and request that he / she organize a first aid course for us. This is a guided exercise where you have to complete parts of the letter. Next to the letter, you are told what should go in each paragraph. This shows us the structure of a letter that is making a request. Do you know what such a letter would include?‎ S: The letter should:‎ ‎▲ say we have done a unit on first aid ‎▲ say why the unit was useful ‎▲ explain the importance of doing a first aid course ‎▲ say what we would like the principal to do Ask the Ss to write the letter individually. Circulate and help the Ss with grammatical structures and written expression.‎ Sample answers:‎ Dear Mr Chen,‎ ‎ Our class has been studying a unit on first aid. We have realized first aid is very helpful and very necessary, because it can be used whenever or wherever we are in emergency. ‎ ‎ Even though the unit has been very interesting and useful, the ways it provides us are just too limited to certain situation. We can not protect us in any other dangerous situations. So we want to learn more about first aid. ‎ ‎ We would like to request that you could offer us a first aid course a week. We think that a first aid course at the school can also teach us more about different kinds of first aid. In future we can stay calm and prepare for an emergency. If we know how to respond, we can save lives.‎ ‎ Yours sincerely,‎ ‎ Shirley ‎ Dear Mr Wang,‎ ‎ Our class has been studying a unit on first aid. It tells us some basic knowledge of first aid. Therefore, when something emergent happens, we will not be at a loss.‎ ‎ Even though the unit has been very interesting and useful, it only contains some safety measures at home. The information is limited. We are eager to know more about first aid from other aspects.‎ ‎ We would like to request that our school can provide us a first aid course. We think a first aid course at the school is quite important and necessary. In this way, we can learn how to protect ourselves and help others in the future.‎ ‎ Yours sincerely,‎ ‎ Ashley 附 件 ‎1. Animal bites ‎ Domestic pets cause most animal bites. Dogs are more likely to bite than cats. Cat bites, however, are more likely to cause infection. If an animal bites you or your child, follow these guidelines:‎ ‎ For minor wounds. If the bite barely breaks the skin, treat it as a minor wound. Wash the wound thoroughly with soap and water. Apply an antibiotic cream to prevent infection and cover the bite with a clean bandage. ‎ ‎ For deep wounds. If the bite creates a deep puncture of the skin or the skin is badly torn and bleeding, apply pressure to stop the bleeding and see your doctor. ‎ ‎ For infection. If you notice signs of infection such as swelling, redness, increased pain or oozing, see your doctor immediately. ‎ ‎ For suspected rabies. If you suspect the bite was caused by an animal that might carry rabies — any bite from a wild or domestic animal of unknown immunization status — see your doctor immediately.‎ ‎2. Snakebites ‎ Most snakes aren’t poisonous. A few exceptions include the rattlesnake, coral snake, water moccasin and copperhead. Most poisonous snakes have slit-like eyes. Their heads are triangular, with a depression or pit midway between the eyes and nostrils.‎ ‎ Other characteristics unique to certain poisonous snakes:‎ ‎ Rattlesnakes make a rattling sound by shaking the rings at the end of their tails. ‎ ‎ Water moccasins have a white, cottony lining in their mouths. ‎ ‎ Coral snakes have red, yellow and black rings along the length of their bodies. ‎ ‎ To reduce your risk of snakebites, avoid picking up or playing with any snake unless you’re properly trained. Most snakes usually avoid people if possible and bite only when threatened or surprised.‎ If you’re bitten by a snake:‎ ‎ ● Remain calm. ‎ ‎ ● Don’t try to capture the snake. ‎ ‎ ● Immobilize the bitten arm or leg and try to stay as quiet as possible. ‎ ‎ ● Remove jewelry, as swelling tends to progress rapidly. ‎ ‎ ● Don’t cut the wound or attempt to remove the venom. ‎ ‎ ● Don’t use a tourniquet or apply ice. ‎ ‎ ● Seek medical attention as soon as possible, especially if the bitten area changes color, begins to swell or is painful. ‎ ‎3. Choking ‎ In adults, choking is often the result of inadequately chewed food becoming lodged in the throat or windpipe. Solid foods such as meat are frequently the cause.‎ ‎ These factors increase the risk of choking:‎ ‎ ● Talking while simultaneously chewing a piece of meat. ‎ ‎ ● Drinking alcohol while eating. ‎ ‎ ● Wearing dentures. Because dentures exert less chewing pressure than natural teeth and they interfere with the way food feels in the mouth, they make it more difficult to thoroughly chew food. ‎ ‎ Young children tend to put into their mouths almost anything that fits, so choking can occur unassociated with a meal.‎ Panic accompanies choking. The choking victim’s face often assumes an expression of fear or terror. At first the victim may turn purple, the eyes may bulge, and he or she may wheeze or gasp.‎ ‎ If the person can cough freely, has normal skin color and can speak, he or she is not choking. If the cough is more like a gasp and the person is turning blue, he or she is probably choking. If in doubt, ask the choking person if he or she can talk. If the person can speak, then the windpipe is not completely blocked and oxygen is reaching the lungs. If choking is occurring, begin to perform the Heimlich maneuver.‎ ‎ To perform the Heimlich maneuver on someone else:‎ ‎ Stand behind the choking person and wrap your arms around his or her waist. Bend the person slightly forward. ‎ ‎ Make a fist with one hand and place it slightly above the person’s navel. ‎ ‎ Grasp your fist with the other hand and press hard into the abdomen with a quick, upward thrust. Repeat this procedure until the object is expelled from the airway. ‎ ‎ To perform the Heimlich maneuver on yourself:‎ ‎ Position your own fist slightly above your navel. ‎ ‎ Grasp your fist with your other hand and bend over a hard surface — a countertop or chair will do. ‎ Shove your fist inward and upward. ‎ ‎ Clearing the airway of a pregnant woman or obese person:‎ ‎ Position your hands a little bit higher than with a normal Heimlich maneuver, at the base of the breastbone, just above the joining of the lowest ribs. ‎ ‎ Proceed as with the Heimlich maneuver, pressing hard into the chest, with a quick thrust. ‎ ‎ Repeat until the food or other blockage is dislodged or the person becomes unconscious. ‎ ‎ Clearing the airway of an unconscious person:‎ ‎ Position the person on his or her back, look inside the mouth and sweep the area with your finger to see if you can remove the blockage. ‎ ‎ If not, kneel over the person and apply upward thrusts to the upper abdomen. ‎ ‎ Repeat the process as necessary. Look inside the mouth again and sweep the area with your finger to try to remove the blockage. Then kneel over the person and apply upward thrusts to the upper abdomen. ‎ ‎ Clearing the airway of a choking infant:‎ ‎ Assume a seated position and hold the infant facedown on your forearm, which is resting on your thigh. ‎ ‎ Thump the infant gently but firmly five times on the middle of the back using the heel of your hand. The combination of gravity and the back blows should release the blocking object. ‎ ‎ If this doesn’t work, hold the infant face up on your forearm with the head lower than the trunk. Using two fingers placed at the center of the infant’s breastbone, give five quick chest compressions. ‎ ‎ If breathing doesn’t resume, repeat the back blows and chest thrusts. Call for emergency medical help. ‎ ‎ If one of these techniques opens the airway but the infant doesn’t resume breathing, begin mouth-to-mouth resuscitation. ‎ ‎ The universal sign for choking is a hand clutched to the throat, with thumb and fingers extended. If a person displays this sign, dial 911 or call for emergency medical assistance. Don’t leave the person unattended. ‎ ‎4. Cuts and scrapes ‎ Minor cuts and scrapes usually don’t require a trip to the emergency room. Yet proper care is essential to avoid infection or other complications. These guidelines can help you care for simple wounds:‎ ‎ Stop the bleeding. Minor cuts and scrapes usually stop bleeding on their own. If they don’t, apply gentle pressure with a clean cloth or bandage. Hold the pressure continuously for 20 to 30 minutes. Don’t keep checking to see if the bleeding has stopped because this may damage the fresh clot that’s forming and cause bleeding to resume. If the blood spurts or continues to flow after continuous pressure, seek medical assistance. ‎ ‎ Clean the wound. Rinse out the wound with clear water. Soap can irritate the wound, so try to keep it out of the actual wound. If dirt or debris remains in the wound after washing, use tweezers cleaned with alcohol to remove the particles. If debris remains embedded in the wound after cleaning, see your doctor. Thorough wound ‎ cleaning reduces the risk of tetanus. To clean the area around the wound, use soap and a washcloth. There’s no need to use hydrogen peroxide, iodine or an iodine-containing cleanser. These substances irritate living cells. If you choose to use them, don’t apply them directly on the wound. ‎ ‎ Apply an antibiotic. After you clean the wound, apply a thin layer of an antibiotic cream or ointment such as Neosporin or Polysporin to help keep the surface moist. The products don’t make the wound heal faster, but they can discourage infection and allow your body’s healing process to close the wound more efficiently. Certain ingredients in some ointments can cause a mild rash in some people. If a rash appears, stop using the ointment. ‎ ‎ Cover the wound. Exposure to air speeds healing, but bandages can help keep the wound clean and keep harmful bacteria out. ‎ ‎ Change the dressing. Change the dressing at least daily or whenever it becomes wet or dirty. If you’re allergic to the adhesive used in most bandages, switch to adhesive-free dressings or sterile gauze held in place with paper tape, gauze roll or a loosely applied elastic bandage. These supplies generally are available at pharmacies. ‎ ‎ Get stitches for deep wounds. A wound that cuts deeply through the skin or is gaping or jagged-edged and has fat or muscle protruding may require stitches. A strip or two of surgical tape may hold a minor cut together, but if you can’t easily close the mouth of the wound, see your doctor. Proper closure minimizes scarring and infection. ‎ ‎ Watch for signs of infection. See your doctor if the wound isn’t healing or you notice any redness, drainage, warmth or swelling. ‎ ‎ Get a tetanus shot. Doctors recommend you get a tetanus shot every 10 years. If your wound is deep or dirty and your last shot was more than five years ago, your doctor may recommend a tetanus shot booster. Get the booster within 48 hours of the injury.‎ ‎5. Fever: First aid Fahrenheit-Celsius conversion table F ‎℃‎ ‎105 ‎ ‎40.5‎ ‎104 ‎ ‎40.0‎ ‎103 ‎ ‎39.4‎ ‎102 ‎ ‎38.9‎ ‎101 ‎ ‎38.3‎ ‎100 ‎ ‎37.7‎ ‎99 ‎ ‎37.2‎ ‎98 ‎ ‎36.6‎ ‎97 ‎ ‎36.1‎ ‎96 ‎ ‎35.5‎ ‎ Fever is one of your body’s reactions to infection. Usually the normal body temperature doesn’t exceed ‎99 F (‎37.2 C). The value of ‎98.6 F (‎37 C) listed as normal body temperature is only a general guide. Isolated temperature elevations usually aren’t dangerous in an adult until the temperature reaches ‎103 F (‎39.4 C). Taking aspirin or acetaminophen (Tylenol, others) usually reduces a fever in adults. Don’t give aspirin to children younger than 17 years of age. The use of aspirin has been linked with Reye’s syndrome — a rare but serious illness that can affect the blood, liver and brain of children and teenagers after a viral infection. ‎ How to take a temperature ‎ You can choose from several types of thermometers. Today, most have digital readouts. Some take the temperature quickly from the ear canal and can be especially useful for young children and older adults. Others can be used rectally, orally or under the arm. If you use a digital thermometer, be sure to read the instructions, so you know what the beeps mean and when to read the thermometer. Under normal circumstances, temperatures tend to be highest around 4 p.m. and lowest around ‎4 a.m.‎ Due to the potential for mercury exposure or ingestion, glass mercury thermometers are being phased out.‎ Rectally (for infants)‎ ‎ To take your child’s temperature rectally:‎ ‎ ● Place a dab of petroleum jelly or other lubricant on the bulb. ‎ ‎ ● Lay your child on his or her stomach. ‎ ‎ ● Carefully insert the bulb one-half inch to one inch into the rectum. ‎ ‎ ● Hold the bulb and child still for three minutes.‎ To avoid injury, don’t let go of the thermometer while it’s inside your baby. ‎ ‎ ● Remove and read the temperature as recommended by the manufacturer. ‎ ‎ ● A rectal temperature reading is generally 1 degree F higher than an oral reading. ‎ Orally ‎ To take your temperature orally:‎ ‎ ● Place the bulb under your tongue. ‎ ‎ ● Close your mouth for the recommended amount of time, usually three minutes. ‎ ‎ ● If you’re using a nondigital thermometer, rotate it slowly after removing it from your mouth until you can read the temperature. ‎ Under the arm (axillary)‎ ‎ You can also use an oral thermometer for an armpit reading:‎ ‎ ● Place the thermometer under your arm with your arms down. ‎ ‎ ● Hold your arms across your chest. ‎ ‎ ● Wait five minutes or as recommended by your thermometer’s manufacturer then remove and read the temperature. ‎ ‎ ● An axillary reading is generally 1 degree F less than an oral reading ‎ Get medical help for a fever in these cases:‎ ‎ ● A baby younger than 3 months has a rectal temperature of ‎100.5 F (‎38 C) or higher or an ear temperature of ‎99.5 F (37.5) or higher ‎ ‎ ● If a child older than 3 months maintains a temperature of ‎103 F (‎39.4 C) after a few hours of home treatment ‎ ‎ ● If an adult has a temperature of greater than ‎104 F (‎40.0 C) or a temperature of ‎101 F (‎38.3 C) that persists for longer than 3 days ‎ ‎ Call your doctor immediately if the fever is accompanied by severe headache, stiff neck, swelling of the throat or mental confusion, or if you see unusual rashes or bite marks.‎ ‎6. Heart attack: First aid ‎ A heart attack occurs when one or more arteries supplying your heart with blood and oxygen become blocked. This loss of blood flow injures your heart muscle. A heart attack generally causes chest pain for longer than 15 minutes, but it can also be silent and have no symptoms at all.‎ ‎ About half the people who suffer a heart attack have warning symptoms hours, days or weeks in advance. The earliest predictor of an attack may be recurrent chest pain that’s triggered by exertion and relieved by rest.‎ ‎ The American Heart Association lists these warning signs and symptoms of a heart attack. Be aware that you may not have all of them and that symptoms may come and go.‎ ‎ ● Uncomfortable pressure, fullness or squeezing pain in the center of your chest, lasting more than a few minutes ‎ ‎ ● Pain spreading to your shoulders, neck or arms ● Lightheadedness, fainting, sweating, nausea or shortness of breath ‎ ‎ If you suspect a heart attack, even if it feels like indigestion, act immediately:‎ ‎ 1. Call 911 or emergency medical assistance. The operator contacts the emergency medical services (EMS) system. In areas without 911 service, call the emergency medical response system. It’s usually better to call these emergency numbers first. Calling your doctor may add unnecessary time. When you call, describe symptoms such as severe shortness of breath or chest pain. This ensures a priority dispatch of EMS responders (paramedics) trained in basic and advanced cardiac life support. Most EMS units carry a portable defibrillator, a device that restores normal heart rhythm by delivering electrical shocks. Defibrillators can be critical to early successful treatment and survival. Many police and fire rescue units also carry defibrillators and may respond before an ambulance does. ‎ ‎ 2. Begin cardiopulmonary resuscitation (CPR). If the person you’re calling about ‎ is unconscious, an emergency dispatcher may advise you to begin emergency treatment. If you’re not trained in emergency procedures, doctors recommend skipping mouth-to-mouth rescue breathing and proceeding directly to chest compression. The reason is that if you’re distracted by trying to perform unfamiliar breathing techniques, valuable lifesaving minutes might be lost for the person who needs help. The most important thing you can do is to proceed directly to chest compression to move blood to vital organs, particularly the brain and heart. If you’re trained in emergency procedures, it’s important to do both mouth-to-mouth rescue breathing and chest compression. ‎ ‎ 3. Decide on the fastest method of transportation. A dispatcher automatically notifies the closest well-equipped EMS unit. Ideally, EMS responders should reach you within 4 to 5 minutes. If you live in a rural or large metropolitan area, however, you may get to the hospital faster by having someone drive you. Don’t drive yourself! ‎ ‎ 4. Go to the nearest emergency cardiac care facility. Identify in advance the nearest center staffed 24 hours a day with doctors trained to provide emergency cardiac care. ‎ ‎ 5. Chew aspirin. Aspirin inhibits blood clotting, which helps maintain blood flow through a narrowed artery. If you think you’re having a heart attack, take one regular-strength aspirin and chew it to speed absorption. Avoid aspirin if you are allergic to it or if you have bleeding problems. Don’t delay calling for emergency help just because you’ve taken aspirin. Aspirin alone won’t treat your heart attack. ‎ ‎7. Severe bleeding To stop severe bleeding:‎ ‎ 1. Have the injured person lie down. If possible, position the person’s head slightly lower than the trunk or elevate the legs. This position reduces the risk of fainting by increasing blood flow to the brain. If also possible, elevate the site of bleeding. ‎ ‎ 2. Remove any obvious dirt or debris from the wound. Don’t remove any large or more deeply embedded objects. Don’t probe the wound or attempt to clean it at this point. Your principal concern is to stop the bleeding. ‎ ‎ 3. Apply pressure directly on the wound. Use a sterile bandage, clean cloth or even a piece of clothing. If nothing else is available, use your hand. ‎ ‎ 4. Maintain pressure until the bleeding stops. When it does, bind the wound tightly with a bandage (or even a piece of clean clothing) and adhesive tape. ‎ ‎5. Don’t reposition displaced organs. If the wound is abdominal and organs have been displaced, don’t try to reposition them. Cover the wound with a dressing. ‎ ‎ 6. Don’t remove the gauze or bandage. If the bleeding continues and seeps through the gauze or other material you are holding on the wound, don’t remove it. Instead, add more absorbent material on top of it. ‎ ‎ 7. Squeeze a main artery if necessary. If the bleeding doesn’t stop with direct pressure, apply pressure to the artery delivering blood to the area of the wound. Pressure points of the arm are on the inside of the arm just above the elbow and just below the armpit. Pressure points of the leg are just behind the knee and in the groin. Squeeze the main artery in these areas against the bone. Keep your fingers flat. With your other hand, continue to exert pressure on the wound itself. ‎ ‎ 8. Immobilize the injured body part once the bleeding has stopped. Leave the bandages in place and get the injured person to the emergency room as soon as possible.‎ ‎8. Toothache ‎ Tooth decay is the primary cause of toothaches for most children and adults. Bacteria that live in your mouth thrive on the sugars and starches in the food you eat. These bacteria form a sticky plaque that clings to the surface of your teeth.‎ ‎ Acids produced by the bacteria in plaque can eat through the hard, white coating on the outside of your teeth (enamel), creating a cavity. The first sign of decay may be a sensation of pain when you eat something sweet, very cold or very hot. A toothache often indicates that your dentist will need to work on your teeth.‎ ‎ Until you can see your dentist, try these self-care tips:‎ ‎ ● Use dental floss to remove any food particles wedged between your teeth. ‎ ‎ ● Try sucking on an ice cube placed in the area of irritation. Sometimes ice may not help, though, and may even make pain worse. ‎ ‎ ● Take an over-the-counter (OTC) pain reliever to dull the ache. ‎ ‎ ● Apply an OTC antiseptic containing benzocaine directly to the irritated tooth and gum to temporarily relieve pain. Direct application of oil of cloves (eugenol) also may help. Don’t place aspirin or other painkiller directly against your gums as it may burn your gum tissue.‎ Swelling, pain when you bite, a foul-tasting discharge and redness indicate infection. See your dentist as soon as possible.‎ Call your dentist if:‎ ‎ ● The pain persists for more than a day or two ‎ ‎ ● You have fever with the toothache ‎ ‎ ● You have trouble breathing or swallowing ‎ ‎9. Nosebleeds ‎ Nosebleeds are common. Most often they are a nuisance and not a true medical problem. But they can be both. Why do they start, and how can they be stopped?‎ ‎ Among children and young adults, nosebleeds usually begin on the septum, just inside the nose. The septum separates your nasal chambers.‎ ‎ In middle aged and older adults, nosebleeds can begin on the septum, but they may also begin deeper in the nose’s interior. This latter form of nosebleed is much less common. It may be caused by hardened arteries or high blood pressure. These nosebleeds begin spontaneously and are often difficult to stop. They require a specialist’s help.‎ ‎ To take care of a nosebleed:‎ ‎ ● Sit upright. By remaining upright, you reduce blood pressure in the veins of your nose. This discourages further bleeding. ‎ ‎ ● Pinch your nose. Use your thumb and index finger and breathe through your mouth. Continue the pinch for 5 or 10 minutes. This maneuver sends pressure to the bleeding point on the nasal septum and often stops the flow of blood. ‎ ‎ ● To prevent re-bleeding after bleeding has stopped, don’t pick or blow your nose and don’t bend down until several hours after the bleeding episode. Keep your head higher than the level of your heart. ‎ ‎ ● If re-bleeding occurs, sniff in forcefully to clear your nose of blood clots, spray both sides of your nose with a decongestant nasal spray containing oxymetazoline (Afrin, Dristan, others). Pinch your nose again in the technique described above and call your doctor.‎ ‎ Seek medical care immediately if:‎ ‎ ● The bleeding lasts for more than 15 to 30 minutes ‎ ‎ ● You feel weak or faint, which can result from the blood loss ‎ ‎ ● The bleeding is rapid or if the amount of blood loss is great ‎ ‎ ● Bleeding begins by trickling down the back of your throat ‎ If you experience frequent nosebleeds, make an appointment with your doctor. You may need to have the blood vessel that’s causing your problem cauterized. Cautery is a technique in which the blood vessel is burned with electric current, silver nitrate or a laser. Sometimes, your doctor may pack your nose with special gauze or an inflatable latex balloon to put pressure on the blood vessel and stop the bleeding.‎ ‎10. Special Problems ‎ When part of the body has been torn off...‎ ‎ ● Try to find the part ‎ ‎ ● Wrap it in a clean dressing and place in a plasctic bag. ‎ ‎ ● Put the bag on ice, but don’t freeze. ‎ ‎ ● Take the part to the hospital. ‎ When an object is impaled in a wound...‎ ‎ ● Do not remove it. You could reveal an open artery which would then be awfully hard to deal with, a.k.a. nearly impossible. ‎ ‎ ● Bandage many dressings around the object to immobilize it and support it in its position in the wound. ‎ ‎ Splinters...‎ ‎ ● A small splinter in the skin should be removed with tweezers. ‎ ‎ ● For a splinter in the eye, seek emergency help immediately, do not touch it. ‎ ‎ Nosebleeds...‎ ‎ ● Have the victim sit with his or her head tilted a little bit foward while pinching his or her nostrils together. ‎ ‎ ● One could also place an ice pack on the bridge of the nose. ‎ ‎ Injury to the mouth... ‎ ‎ ● If the injury does not involve the head, neck, or spine, have the victim sit with the head slightly tilted forward. If the victim is unable to reach this position, place the victim on his or her side. This ensures that blood drains from the mouth. ‎ ‎ ● If the injury has broken the lip, place a clean rolled dressing between the lip and gum. Applying cold can also help. ‎ ‎ If a tooth is knocked out ...‎ ‎ ● Place a small roll of sterile gauze in the gap left by the tooth that was knocked out. ‎ ‎ ● Pick up the tooth not by the root, but by the crown, the part you see when you smile in the mirror. If you can, place the tooth back how it belongs in the socket. ‎ ‎ ● If you can’t put the tooth back in, put the tooth in a container with cool, fresh milk. If this cannot be done, use water. ‎ ‎ Caring for a Minor Open Wound ‎ ● Stop the bleeding by applying pressure with a clean, absorbant cloth, or if cloth is unavailable, your fingers. ‎ ‎ ● If the blood soaks through, apply a second bandage on top. Do not take off the first bandage because it will disturb the clotting that has already taken place. ‎ ‎ ● If bleeding still doesn’t stop, raise the wound above heart level. ‎ ‎ ● Once bleeding stops, clean the wound gently with soap and water, or just water. It is very important to get all debris or dirt out. ‎ ‎ ● Apply an antibiotic ointment such as bacitration or a triple antibiotic ointment. Remember, some people are allergic to these ointments, so contact your doctor if you have any doubts. ‎ Wrap the wound firmly in a cloth or a bandage. Do not cut off circulation!‎ ‎ ● Covering the wound with a clean dressing, press against it firmly with your hand. ‎ ‎ ● Elevate the wound above the level of the heart. ‎ ‎ ● The clean dressing should then be covered over with a roll bandage (like an Ace) to hold the dressings in place. ‎ ‎ ● If bleeding still does not stop, add additional dressings over the roll bandage. ‎ ‎ ● Squeeze a pressure point, the artery against the bone. This is in the bottom upper arm, or where the leg bends at the hip. ‎ ‎ ● Once the bandages and pressure point are being maintained, have someone call EMS if they have not already. ‎ Types of Wounds ‎ Name ‎ Description Avulsion In an avulsion, a portion of skin is torn. This can be partial, with a portion of skin remaining as a “flap.” In a total avulsion, a body part is completely torn off.‎ bruise ‎ Bleeding that occurs under the skin causes discoloration, swelling. The area begins as red but may turn into a “black and blue mark.”‎ cut ‎ A cut is a split in the skin caused by a sharp object, such as a knife, or even a dull object. A cut can have either a jagged or smooth edge.‎ puncture ‎ A puncture wound is caused when the skin is pierced by a sharp object. Included in this category are gunshot wounds, impaled objects, and an object that passes totally through a part of the body.‎ Scrape A scrape is very common, and occurs when skin is rubbed or scraped away.‎