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Unit 5 Medical Emergency,Translation & Writing,Speaking,Reading,Listening,Time to Relax,Video Exercises,Unit 5 Medical Emergency,Translation & Writing,Speaking,Reading,Listening,Time to Relax,Video Exercises,Unit 5 Medical Emergency,Translation & Writing,Speaking,Reading,Listening,Time to Relax,Video Exercises,Unit 5 Medical Emergency,Translation & Writing,Speaking,Reading,Listening,Time to Relax,Video Exercises,Unit 5 Medical Emergency,Translation & Writing,Speaking,Reading,Listening,Time to Relax,Video Exercises,Unit 5 Medical Emergency,Translation & Writing,Speaking,Reading,Listening,Time to Relax,Video Exercises,Translation & Writing,Speaking,Reading,Listening,Time to Relax,Video Exercises,Unit 5 Medical Emergency,Unit5-main1,I. Objectives,II. Suggested Teaching Plan,III. Background Information,IV. Class Presentation,Unit5-main2,Part IListening,Part II Reading,Part III Speaking,Part IV Translation & Writing,Part V Time to Relax,Video Exercises,Objectives,After studying this unit, the students are expected to,1. have listening and speaking practices to know what a medical emergency is and acquire the theme-related expressions and their functional structures;,2. understand the main ideas of Text A and Text B, as well as master the useful sentence structures, words and expressions found in the two texts follow-up exercises;,3. know how to use the formal subject “it” to make sentences more structurally balanced;,4. be able to read a company profile;,5. be able to write an inquiry letter.,I. Objectives,II. Suggested Teaching Plan for Unit 1,II. Suggested Teaching Plan for Unit 5,Time,Contents,Plan,1 period,Theme-,related,Listening,Sections 1 & 2,To start the new unit, the teacher,A. plays the short talk once before handling,Useful,Language,in a unique way, e.g., asking students,to speak out the words/expressions they know,so as to activate a free talk;,B. plays the short talk once more, or twice more if,necessary, and asks class to complete the,summary as required;,C. has a brief discussion with the students on the,summary of the short talk;,D. plays the talk again with an emphasis on details,so that students can fill in the blanks of the text.,Objectives3,Time,Contents,Plan,Theme-,related,Listening,The teacher,A. keeps the theme in mind while making a transition from the short talk to the two dialogues;,B. handles,Useful Language,in a unique way, e.g., asking students to imagine a situation in which a particular word/phrase can be used;,C. play the first dialogue once, or twice if necessary, and ask students to do the T/F exercise as required to explore the main idea;,D. plays the first dialogue once more for the details so that students will have no trouble answering the questions;,Sections 3, 4 & 5,Objectives3,Time,Contents,Plan,Review of,Theme-,related,Listening,Sections,Review,The teacher,A. has a brief review of what students have,learned in the first period of listening,practice;,B. makes a meaningful transition to Text A;,E. plays the second dialogue once, or twice if,necessary, and then asks students to do the,listening comprehension exercises;,F. checks the answers in a meaningful way, e.g.,making a list of the good characters,mentioned in the dialogue.,3 periods,Objectives3,Time,Contents,Plan,Text A &,Text-related,Exercises,Starter,After finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher,A. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficulty doing this, the teacher can ask them to think of a situation where a person chokes on something or loses his consciousness. The teacher can provide them with the following key words in English: choke on a fish bone, remain calm, keep ones cool, first aid, the Heimlich maneuver, vomit, call 911/120, ambulance, paramedic, artificial respiration, medical emergency, take appropriate action, save life;,Objectives3,Contents,Plan,Text A,The teacher,A. discusses the whole text with the students;,B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students homework according to the students levels.,Time,B. gives the students 10 minutes to read Text A and then report to the class what can be regarded as a medical emergency and what should one do in a medical emergency.,Objectives3,Plan,Contents,Time,The teacher,A. asks the students to go over the text and do,the multiple choice questions about it;,B. while discussing the text with the students,calls the students attention to the use of,idiomatic expressions like “before I know it,”,“all in a days work” and “kick into gear;”,C. lets the students do the vocabulary and,language use exercises either in class or,after class.,1.5 periods,Text B &,Text-related,Exercises,0.5 period,Practical,Reading,The teacher,A. explains a company profile;,B. gives the students 5 to 10 minutes to do the,exercise.,Objectives3,Plan,Contents,Time,1 period,Speaking,The teacher,A. fully understands what the exercises are intended to do;,B. in Ex. 1 asks 10 students to speak out the orders, respectively, before class as if they were in a real medical emergency, and then do the exercises as required;,C. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with the script or without it;,D. in Ex. 2 takes this opportunity to restate the importance of remaining calm in a medical emergency, and then asks one student to read loud the example monologue before encouraging some students to carry out the task.,Objectives3,Plan,Contents,Time,Translation and Writing,Time to,Relax &,Workbook,The teacher,A. leaves the sentence translation exercise as the students homework;,B. helps the students learn how to write an inquiry letter by doing the first exercise in,Practical Writing, and then requires them to do the next two exercises after class;,C. plays the song “Staying Alive” in class and lets the students fill in the blanks in the lyrics (This can be done as students homework if there isnt much time left in class);,D. if possible, plays the video in the,Workbook,in class and lets the students do the exercise based on the video.,1 period,Background Information,-main,American Red Cross,The Heimlich Maneuver,III. Background Information1,The American Red Cross was founded in 1881 by a visionary leader Clara Barton, headquartered in Washington, D.C., with Gail J. McGovern as its current President and CEO, and Bonnie,McElveen,-Hunter as Chairman of the Board of Governors. It is not a,goevernment,agency.,Since its founding, it has been Americas premier emergency response organization. As part of a worldwide movement that offers neutral humanitarian care to the victims of war, the American Red Cross distinguishes itself by also aiding victims of devastating natural disasters. Over the,years,the,organization has expanded its services, always with the aim of preventing and relieving suffering.,Academic Grading in the United States,The American Red Cross is where people mobilize to help their neighbors across the street, across the country, and across the world in emergencies. Each year, in communities large and small, victims of some 70,000 disasters turn to neighbors familiar and new the more than half a million volunteers and 35,000 employees of the,Objectives10,Today, in addition to domestic disaster relief, the American Red Cross offers compassionate services in five other areas: community services that help the needy; support and comfort for military members and their families; the collection, processing and distribution of lifesaving blood,and blood products; educational,programs that promote health and,safety; and international relief and,development programs.,Objectives2,Red Cross. Through nearly 700 locally supported chapters, more than 15 million people gain the skills they need to prepare for and respond to emergencies in their homes, communities and world.,Some four million people give blood the gift of life through the Red Cross, making it the largest supplier of blood and blood products in the United States. And the Red Cross helps thousands of U.S. service members separated from their families by military duty stay connected. As part of the International Red Cross and Red Crescent Movement, a global network of 186 national societies, the Red Cross helps restore hope and dignity to the worlds most vulnerable people.,Objectives12,The Heimlich maneuver is an emergency technique for preventing suffocation(,窒息,)when a persons airway (windpipe)(,气道，气管,) becomes blocked by a piece of food or other object. It is named after Dr. Henry Jay Heimlich (born Henry Judah Heimlich; February 3, 1920), an American physician who received credit as the inventor of the maneuver. The Heimlich maneuver can be used safely on both adults and children, but most experts do not recommend it for infants less than 1 year old. You can also perform the maneuver on yourself.,The Heimlich Maneuver,海姆利克氏操作法,You may need to repeat the procedure several times before the object is dislodged(,逐出,). If repeated attempts do not free the airway, an emergency cut in the windpipe may be necessary.,Objectives12, For a conscious person who is sitting or standing,position yourself behind the person and reach your arms,around his or her waist., Place your fist, thumb side in, just above the persons,navel(,肚脐,) and grab the fist tightly with your other hand., Pull your fist abruptly(,突然,) upward and inward to,increase airway pressure behind the obstructing(,堵塞,),object and force it from the windpipe., If the person is conscious and lying on his or her back,straddle(,跨坐,) the person facing the head. Push your,grasped fist upward and inward in a maneuver similar to,the one above.,Part IListening,Part IListening,Listentotheupcomingshorttalkandfillintheblanksinthesummarybelowwithtwoorthreewords.Gettingtoknowthefollowingusefullanguagefirstmightbehelpful.,Useful Language,emergency /,/,n.,紧急情况,subway /,/,n.,地铁,exit /,/,n.,出口，安全门,in case of,如果发生,disaster /,/,n.,灾难,threaten /,/,vt,.,威胁,require /,/,vt,.,要求,1,Useful Language,pose /,/,vt,.,构成,immediate /,/,a.,紧迫的,threat /,/,n.,威胁,proper /,/,a.,适当的，恰当的,paramedic /,/,n.,急救人员,bottom line,总之，归根结底,knowledgeable /,/,a.,有知识的,on the spot,当场,A medical emergency can happen to everybody. It is a situation that poses an immediate risk to 1) . In such a situation 2) . Quick and proper action can 3) because it gains time before the paramedics arrive. 4) that we know about first-aid when such an emergency occurs. Only when we are knowledgeable can we 5) on the spot.,health or life,_,Script,time can mean life,_,save a life,_,It is important,_,remain calm,_,Script:,Hello class,In most public places, we see signs bearing the word “Emergency.” They are easy to see in buses, subways, movie theaters, libraries and teaching buildings like this one. The sign indicates an emergency exit to use in case of fire or natural disaster, which can threaten many lives. The sign is required by law for personal safety.,But what about a medical emergency? How much do you know about that? A medical emergency is a situation that poses an immediate threat to health or life. It requires attention and help right way. You may have experienced such a medical emergency when a medical doctor has been called for on a train or plane.,Objectives22,A medical emergency can happen to anybody. In such a situation time can mean life. Of course, it is important to call 120, but that is not enough. Quick and proper action can save a life because it gains time before the paramedics arrive. Bottom line: its best to take a course or attend a first-aid class so as to always be prepared for an emergency. Only when we are knowledgeable can we remain calm on the spot.,Hello class,In most public places, we see signs bearing the word “Emergency.” They are 1) in buses, subways, movie theaters, libraries and teaching buildings like this one. The sign indicates an emergency exit to use 2),fire or natural disaster, which can threaten many lives. The sign is required 3) for personal safety.,But what about a medical emergency? How much do you know about that? A medical emergency is a situation that poses an immediate threat to 4) . It requires attention and help 5) . You may have experienced such a medical emergency when 6),has been called for on a train or plane.,Objectives23,Listen to the short talk again and fill in the blanks below with the missing words.,2,easy to see,_,in case,health or life,_,right way,_,by law,_,a medical,doctor,_,_,of,_,_,Objectives23,A medical emergency can 7) anybody. In such a situation 8) . Of course, it is important to call 120, but that is 9) . Quick and proper action can 10) because it gains time before the paramedics arrive. Bottom line: its best to take a course or attend a 11) so as to always be prepared for an emergency. Only when we are knowledgeable can we 12) on the spot.,happen to,_,time can mean life,_,first-aid class,_,not enough,_,save a life,_,remain calm,_,Objectives24,SabrinaandThomasaretalkingabouttheimportanceofreceivingtrainingformedicalemergencies.Listen to theirconversationand thendecidewhether theconversation-based statementsbeloware true (T)or false (F).Getting toknow,thefollowingusefullanguagefirstmightbehelpful.,Useful Language,accelerated /,/,a.,lifestyle /,/,n.,heighten /,/,v.,faint /,/,n.,stroke /,/,n.,heart attack,3,加速的,生活方式,提高，提升,昏厥,中风,心脏病发作,1) Life is full of risks and dangers.,2) Both Sabrina and Thomas have come to realize,the importance of receiving training for medical,emergencies.,3) They are expecting their school to offer a course,or a program on medical emergencies.,T,_,T,_,Script:,Useful Language,What a shame!,school president,have a word with sb.,authority /,/,n.,propose /,/,v.,=What a pity!,学生会主席,与某人谈一下,领导,建议，,向,提议,T,_,Script:,Objectives25,Script:,Sabrina:,Thomas,:,Sabrina:,Thomas,:,Sabrina:,Everything is so fast and pressured these days. Seems more and more that we live lives full of risks and dangers.,We do indeed. This accelerated lifestyle really heightens our need for safety.,Its certainly a huge help if you know what to do when a medical emergency occurs.,Yeah, particularly when an emergency happens away from medical support, in the street, for instance, or alone at home. Quick and proper action can save a life.,Right. It buys time before the paramedics arrive.,Objectives25,Thomas:,Sabrina:,Thomas:,Sabrina:,Thomas:,Sabrina:,Thomas:,Sabrina:,If only everyone realized just how important it is to receive training for medical emergencies.,Especially for a faint, stroke or heart attack.,With such life and death situations, something must be done immediately.,Is there any such course or program like that on campus?,I dont think so.,What a shame! If I were the school president, Id have a word with the authorities.,Why dont we propose such an idea to the university president?,Great idea! Lets go for it.,Listen to the conversation again and answer the following questions.,Because life is full of risks and dangers.,_,4,1) Why do people have a heightened sense of the need for,safety today?,It can save life.,_,2) What does quick and proper action mean when a,medical emergency occurs away from medical care?,She wants to know if the university has a course or program on medical emergencies.,_,3) What does Sabrina want to know?,4),What does Thomas suggest?,He suggests proposing to the university president a course that trains students for medical emergencies.,_,_,5),What are Sabrina and Thomas going to do?,Theyre going to have a word with the school president about their suggestion.,_,Henry is trainingKara tomanagechoking.Listen to theirconversation,andthenanswerthequestionsbelowbychoosingthebestresponse.Gettingtoknowthefollowingusefullanguagefirstmightbehelpful.,Useful Language,choking /,/,n.,abdominal /,/,a.,thrust /,/,n.,Heimlich Maneuver,waist /,/,n.,5,噎，窒息,腹部的,用力的推或挤,海姆利克氏操作法,腰部,Useful Language,position /,/,vt,.,clench /,/,vt,.,navel /,/,n.,rib cage,backward /,/,ad.,upward /,/,ad.,Script:,放置,紧握成拳,(,肚,),脐,胸腔,向后地,向上地,Script:,Henry:,Kara:,Henry:,Kara:,Henry:,Kara:,Henry:,Kara:,Henry:,Kara:,Different kinds of choking can occur.,Like what?,For example, if the person cannot speak, cough or breathe, give the abdominal thrusts known as the Heimlich Maneuver.,Whats that? What am I supposed to do?,First, reach around the persons waist.,With both arms?,Yes. Then position one clenched fist just above the navel but below the rib cage.,Between the two?,Right. Then grasp your fist with your other hand.,Just like this?,Objectives29,Henry:,Kara:,Henry:,Kara:,Henry:,Exactly.,Now what?,Pull the clenched fist sharply and directly backward and upward under the rib cage six to,ten times quickly,Does it work?,Yes.,Objectives30,D) When a person cannot speak, cough or breathe.,1) What kind of choking Kara is learning to handle?,A) When a person is too weak to speak.,B) When a person is too heavy to move.,C) When a person cannot raise the head or move.,B) Four.,2) How many steps are there in Heimlich Maneuver?,Three.,C) Five.,D) Six.,Objectives31,C) Grasp your fist with your other hand.,3) What is the step following the one where a clenched,fist is positioned above the navel and below the rib cage?,A) Pull the clenched fist in quickly.,B) Reach around the persons waist.,D) Give abdominal thrusts with the clenched fist.,D) All of the above.,4) How do you pull the clenched fist?,A) Sharply and directly.,B) Backward and upward.,C) Under the rib cage.,Objectives32,5) How many times are you supposed to do the Heimlich,Maneuver?,Two to six times quickly.,C) Ten to sixteen times quickly.,D) Ten to sixty times quickly,B) Six to ten times quickly.,Part II Reading,-main3,Text AWhat Is a Medical Emergency?,Part II Reading,Text B The Story of a Teen EMT,Exercises,Exercises,Practic
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