Unit 5 First Aid教案
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| 名称 | Unit 5 First Aid教案 |  | |
| 格式 | rar | ||
| 文件大小 | 66.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2010-12-16 06:44:00 | ||
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Unit 5 First Aid
Part One: Teaching Design (第一部分：教学设计)
Period: A sample lesson plan for reading
(FIRST AID FOR BURNS)
Aims
To talk about first aid
To read about first aid
To learn about Ellipsis
Procedures
I. Warming up
1. Warming up by describing
Good morning, class. Today we are going to read about FIRST AID FOR BURNS. But first, I’d like to know if you know what first aid is and why it is important.
Key for reference: First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found. Often the illness or injury is not serious, but there are other times when giving first aid quickly will save one’s life.
Now turn to page 33, look at the pictures. What has happened in each picture
Key for reference: 1 A snake has bitten him on his leg.2 She has cut her arm with some broken glass and is bleeding badly.3 He has badly sprained his ankle.4 She is choking on a piece of food.5 She has broken her arm.6 He has a bleeding nose/a nose bleed.
2. Warming up by discussing
Hi, every one. Have you, or has anyone of you know, been in any of these situations Did you or someone else give help in any of them If so, what kind of help When you meet these situations, what kind of first aid should you give Think it over, and then give us your answers.
Key: If the bite or scratch wound is bleeding, apply pressure to the area with a clean bandage or towel until the bleeding stops. If available, use clean latex or rubber gloves to protect yourself from exposure to blood.
II. Pre-reading
1. Looking and saying
Work in pairs. Look at the picture on page 33, at the bottom of right corner, and tell us what has happened in the picture. What sort of injuries will the child have What first aid treatment would you give in this situation
(Key for reference: The child has pulled boiling water onto herself. She will have bad burns.)
2.Talking and sharing
Work in groups. Tell your group mates about your own experiences. Then the group leader is to stand up and share your group experiences with the class.
For reference: I am from Group 3. When I was a little boy, I was burned by boiling water. At the moment, I felt very painful. And my mother took me to the nearest hospital at once. Now, there is still a scar on my arm.
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text FIRST AID FOR BURNS. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from FIRST AID FOR BURNSfirst aid, an essential part of the body, the largest organ, three layers of skin, protect…against, the sun’s harmful rays, keep sb. warm or cool, prevent…from doing, a sense of touch, get burned, first step, the treatment of burns, causes of burns, hot liquids, be close to, high heat, three types of burns, depend on, first degree burns, the top layer, feel better, within a day or two, mild sunburn, by touching a hot pan, for a moment, second degree burns, take a few weeks to heal, third degree burns, under the skin, electric shocks, burning clothes, severe injuries, get to a hospital, at once, characteristics of burns, around edge of injured area, first aid treatment, take clothing off the burned area, stick to, the burning process, place…on, put…back, squeeze…out, over and over again, break blisters, get infected, in place, cause infection, if possible
3. Reading to identify the main idea of the text
Read the title of the text and the headings within it. Tell us what the main idea of the text is and how the information is organized.
(Key: It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.)
4. Reading and transferring information
Read the text again to answer the questions.
Questions:
a. How is the information organized within the headings of Types of burns and Characteristics of burns
b. Why is the information numbered under the heading of Fist aid treatment
Key for reference: a. The information is organized according to the types of burns: first degree, second degree and third degree burns. b. The numbers indicate the steps you should take to treat a burn, in the order that they should happen.
5. Reading and understanding difficult words
Read the text with a partner and underline any words you are not sure about. Try your best to guess the meaning of these words. If no one can give the correct meaning, you can look up the dictionary.
IV. Closing down
1. Closing down by doing exercises
Before ending the lesson, you are to do the comprehending Ex. 1, 2 and 3.
2. Closing down by answering the questions
Why should you put cold water on a burn
Because the cold water stops the burning process, stops the pain and reduces the swelling.
Why doesn’t a third degree burn hurt
Because in a third degree burn the nerves have been damages. If there are no nerves, there is no pain.
Why do you think clothes and jewelry near burns should be removed
Because bacteria from the clothes and jewelry could infect the burns.
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.
3. Closing down by retelling the first aid treatment
I shall write some key words and expressions on the board. You are to retell the first aid treatment according to these words.
Key words: take…off, stop the burning process, place…on, squeeze…out, dry the burned area, cover the burned area, in place, keep…higher than the heart, get the victim to the doctor
Period 2: A sample lesson plan for Learning about Language
(Ellipsis)
Aims
To learn about ellipsis
To discover and learn to use some useful words and expressions
To discover and learn to use some useful structures
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 36 and do Ex. 1 and 2 first. Check your answers with your classmates’.
II. Learning about grammar
1. Reading and thinking
Turn to page 34 and read the text of FIRST AID FOR BURNS. As you read on, pay attention to the ellipsis of sentence.
For reference: You can get burned by hot liquids and steam. 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.
2. Dealing with Ex. 1, 2 and 3 on page 37
Turn to page 37. In Ex.1, you have to look at the differences between Sentences A and B; which sentence is better and why it is better. The sentences in Ex.2 are all correct but they sound awkward because they have unnecessary words in them. You should take out the unnecessary parts. Each sentence in Ex.3 has ellipsis. This exercise sees whether you know which words have been omitted.
III. Ready used materials for Ellipsis
为了使句子前面的句意更加紧密或为了避免重复，而将前面或后面已经出现过的词语省略，或因习惯上的用法而省略部分词语，所形成的句子叫省略句。
省略应明确省略的原则和范围，被省略的成分或词语通常是不言而喻的或是构成完整的语法结构所必须的，正确运用不仅无损于句子的完整，而且能使句子简洁明了。
以下按英语句子的三种类型对省略进行归纳：
一、简单句中的省略
1. 人称（有时包括谓语）的省略。
(This is) Jane speaking. 我是简。（打电话用语）
2. 问句本身及回答的省略。
(Are you) tired （你）累吗？
Yeah, (I am) very / a little (tired). 很/有点累。
3. 感叹句根据上下文的省略。
How beautiful (it is)!（它）真美丽！
4. 名词所有格后的名词，如果是表示住宅、店铺、教堂或上下文已经暗示或明确指出过的事物时，常省略。
I'm going to the doctor's. (clinic) 我将去诊所。
I'm going to the teacher's (office). 我打算去老师的办公室。
5. 表示年龄的years old, 表示钟点的o'clock等常省略。
6. 介词的省略。
在waste, spend, have difficulty等跟v-ing时，介词in常省略，在prevent, stop等后的from常省略。
7. 不定式的省略。
（1）保留不定式符号to,省略动词。
有些动词如want, wish, hope, like, live, try, forget, prefer, mean, expect, be going, be about, be sure, be certain, be likely, be ready, be supposed, be obliged, be bound等的后面，为避免重复，只用不定式符号to表示不定式。
-Would you like to come to the party
-I'd like to.
如果该宾语是be动词或完成时态，则须在to之后加上be或have。
-Are you an engineer
-No, but I want to be. 不，但我想当。
-He hasn't finished the task yet.
-Well, he ought to have. 噢，他应当完成。
如果不定式是完成被动式，要保留。
-The work has been done already. 工作已做完。
-But it needn't have been (done)
（2）两个（以上）不定式并列，第一个带to，后面的to省略。
Her job is to look after the children and teach them everyday English. 她的职业是照顾孩子，教他们日常英语。
如果两个不定式之间有对比关系时，则不省略to。
To go home or to stay school during the holiday is not yet decided. 假期回家还是留校仍未定。
（3）感官动词和使役动词后面作宾语补足语的不定式要省略to。
（4）find当"发现"讲时，后面作宾补的不定式。
不定式符号to可以带，也可不带。
We found him (to) work hard at the experiment. 我们发现他努力做实验。
如果不定式是to be，则to不能省略。
She found him to be honest. 她感觉到他是诚实的。
（5）help当"帮助"讲时，后面的宾语和宾补的不定式符号to可带可不带。
I'll help (to) do it for you. 我会帮你做些事。
（6）介词but前面有动词do，后面的不定式不带to。
They did nothing but sit there. 它们坐在那无所事事。
（7）主语从句中有动词to，后面作表语的不定式的to可带可不带。
All we can do now is (to) wait. 我们现在能做的一切就是等。
二、 并列句中的省略
在不影响句意的情况下，并列句中后边分句与前边分句相同的词语都可以省略。
They don't agree with you, neither do I (agree with you). 他们不同意你的意见，我也不同意。
三、 复合句中的省略
1. 主句中的省略。常见于句首或回答问题时，只用从句。
（1） It's too bad I lost the wallet. 真糟糕，我把钱包丢了。
（2） -why are you late
-(I'm late) because my watch doesn't work.
2. 从句中的省略。
（1）宾语从句
主句、从句的谓语相同时，可以省略从句中的全部谓语甚至主语。
She can't come, but I wonder why (she can't come).
在宾语从句中常省略连词，但当及物动词之后跟两个或两个以上的宾语从句时，只有第一个连词that可以省略。
（2）定语从句
可以省略作宾语的关系代词that, which或whom。
在非正式文体中，关系副词when, why, as后面的主谓结构可以省略。
He gave the same answer as (he had given) before. 他做出了与以前一样的回答。
（3）状语从句
在时间、地点、条件、方式或让步状语从句中，如果主句、从句的主语一致，从句中谓词动词又包含be或主语是it，常可以把从句中主语和谓语的一部分省略。
Look out for cars when (you are) crossing the street. 过街时要小心车辆。
I'll lend you one if (it is) necessary.
在由than，as引导的比较状语从句中，在不造成误解的前提下，任何成分都可能省略。
I'm taller than she (is).
I love you better than he (loves you).
You hate him as much as I (hate him).
（4） think, expect, hope, believe, guess, imagine, be afraid后，常用so或not代替从句，作简略的肯定或否定回答。
-Is he coming back today 他今天回来吗？
-I guess so. / I hope not. 我想会的。 / 但愿别回来。
IV. Closing down by doing exercises
To end the period you are going to take some exercises on ellipsis.
从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
1. When first ______ to the market, these products enjoyed great success.
(NMET 2004全国II)
A. introducing B. introduced C. introduce D. being introduced
2. It shames me to say it, but I told a lie when ______ at the meeting by my boss.
(NMET 2004全国IV)
A. questioning B. having questioned C. questioned D. to be questioned
3. What surprised me was not what he said but ______ he said it.(NMET 2004湖北)
A. the way B. in the way that C. in the way D. the way which
4. — Susan, will you please go and empty that drawer
— ______ （NMET 2004 I）
A. What for B. What is it C. How is it D. How come
5. I’m looking forward as much to her return as she herself to ______ me.
A. have seen B. seeing C. meet D. be met
6. Who can you turn to in time of danger, if not ______
A. ourselves B. ours C. we D. us
7. — Did you visit the museum last week
— No, we ______, but we spent too much time shopping.
A. could have B. could C. must have D. must
8. — Is your mother going to the supermarket？
— No，______.
A. she doesn’t B. she’s cooking C. she gets by bus D. to a tailor’s shop
9. — She may not be free today.
— ______，we’ll have to put the meeting off.
A. If may B. If not C. If she may not D. If she may not be free today
10. She hurriedly left the room as if ______.
A. she angry B. was angry C. it was angry D. angry
11. ______，I will help you with your work.
A. If I am possible B. If it possible C. If possible D. Possible
12. — Do you follow me？
— Yes，______.
A. it is good B. I will C. perfectly D. very good
13. — How many poor counties will there be in our province by 2010
— There will be only a few, if ______.
A. much B. some C. any D. many
14. — How are you getting on with your work
— Oh, I’m sorry. Things aren’t going so well as ______.
A. plans B. planning C. planned D. to plan
15. — Are you a teacher
— No, but I ______. I worked in a middle school for three years.
A. am B. will C. do D. was
Key for reference:1. B. when引导时间状语从句时，如果从句的主语与主句的主语相同，且从句谓语中含有be时，可以省略从句的主语和be。本句在when后面省略了these products were。2. C. 解析与1相同。在when后面省略了I was。3. A. way表示“方式”、“手段”、“方法”时，后面的定语从句用that或in which引导，其中that或in which可以省略。本句在he said it前省略了that或in which。4. A. 答者不知为何要倒空抽屉，所以问为什么。故需选What for 它是What are you going to use the(empty) drawer for 的省略。5. B. 本句是．．． as she herself (is looking forward) to seeing me的省略。6. D. if not us是if you don’t turn to us的省略。7. A. 本句为．．．we could have visited it．．．的省略。8. D. 本句为．．．she is going to a tailor’s shop的省略。9. B. 本句为if she is not free的省略。10. D. 当if，unless，when，while，though/although，as if/though等引导的状语从句中的主语和主句的主语指同一人或物，从句谓语中含有be时，可在从句中省略主语和be。11. C. 解析同10。12. C. perfectly = I follow you perfectly。13. C. 本句为 ．．．if there were any poor counties．．． 的省略。14. C. 本句为 ．．．as well as they were planned的省略。15. D.
Period 3: A sample lesson plan for Using Language
(HEROIC TEENAGER RECEIVES AWARD)
Aims
To read HEROIC TEENAGER RECEIVES AWARD
To practice listening, speaking and writing
Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text HEROIC TEENAGER RECEIVES AWARD.
II. Reading
1. Reading and discussing
This reading passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Before you read the newspaper article, let’s discuss the scenario in groups: You can hear a woman screaming. You find her sitting on the ground, bleeding heavily from deep knife wounds in her hands. Do you help her If so, what do you do
Often readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason you might read just the headline and the first paragraph. It gives information that answers the questions Who When Where What And often also Why and How
Key: Who: teenager John Janson What: honored at the Lifesaver AwardsWhere: cannot answer thisWhen: last nightWhy: carrying out first aid on a neighbor after a knife attack
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from A GOOD EXAMPLE FOR MEa seventeen-year-old teenager, be honored at…, carry out…, a shocking knife attack, at a ceremony, cut off…, knowledge of first aid, a number of…, put their hands on…, tea towels, by applying pressure, be proud of…, take part in…, the Young Lifesaver Scheme, there is no doubt that…, make a real difference, receive their awards, attend a special reception
3. Doing exercises
Now you are going to doEx. 1, 2, 3 and 4 on page 39 following the article.
1) Listening
Through the listening text, a quiz given by a first aid teacher, you can learn a few first aid procedures. Listen to the tape twice and finish the exercises No. 1 and 2.
2) Writing
■Writing first aid instructions for each situation
You can choose any one of the four situations to write down the instruction.
Sample answers for written instructions Situation 1Sit him down and put some ice on his ankle to reduce the swelling.Put his foot up on a chair.Then bandage his ankle up firmly.Situation 2Stop him from running around.Tell him to drop to the ground.Then wrap him up tightly in some heavy cloth (wool is best).Roll him along the ground until the fire goes out.Treat him for burns.Situation 3Sit her down and get her to bend forward slightly.Squeeze her nose just below the bridge until the bleeding stops.Situation 4If he can’t cough, bend him forwards.Give him five quick, hard slaps between the shoulder blades with your hand.
■Writing a letter
Turn to page 75 and follow the direction to write a letter to your principal. You may use the information, structures and expressions from the unit.
Sample answer:Dear (your principal’s name),Our class has been studying a unit on first aid. It has been very useful because we have learnt about what to do to help someone who has had an accident.Even though the unit has been very interesting and useful, we would like to be able to do a first aid course. A first aid course would give us information about many more situations. It would also give us the chance to practice first aid treatments.We would like to request that the school organizes a first aid course. We think that a first aid course at the school is a necessary part of our education and will make us more useful members of our society. Perhaps we will even save someone’s life one day.Your sincerely,(sign your names)
Further applying
1. Finding information
Go to the library to read or get online to search in order to find more information on first aid. Take notes of your finding and report to your group mates next Monday morning.
2. Acting a text play
Turn the article HEROIC TEENAGER RECEIVES AWARD into a text play.
Closing down
1. Closing down by filling a form
Make use of the text to fill in form.
Heroic teenager receives award
place figures event
2. Closing down by describing how to give first aid
To end this period, I am going to have two of you stand up to describe to the class how to give first aid. Who likes to speak first
Part Two: Teaching Resources (第二部分：教学资源)
Section 1: A text structure analysis of FIRST AID FOR BURNS
I. Type of writing and summary of the idea
Type of writing This is a quick-reference writing.
Main idea of the passage It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.
II. Structure of the text FIRST AID FOR BURNS
First aid: an important step in the treatment of burns part 1
Causes of burns:Hot liquids, steam, fire, radiation, the sun, electricity, chemicals Part 2
Types of burns:First degree burns,Second degree burns,Third degree burns Part 2
Characteristics of burns:First degree burns,Second degree burns,Third degree burns Part 4
First aid treatment Part 5
Section 2: Background information on first aid
I. For 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. Bites from non immunized domestic animals and wild animals carry the risk of rabies. Rabies is more common in raccoons, skunks, bats and foxes than in cats and dogs. Rabbits, squirrels and other rodents rarely carry rabies. 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.
Doctors recommend getting a tetanus shot every 10 years. If your last one was more than five years ago and your wound is deep or dirty, your doctor may recommend a booster. You should have the booster within 48 hours of the injury.
II. For 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.
If some food "goes down the wrong pipe," the coughing reflex often will resolve the problem. If it doesn't, you'll need to help the victim remove the airway obstruction.
To prepare yourself for such situations, learn the Heimlich maneuver in a certified first-aid training course.
III. For 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.
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.
IV. For severe bleeding
To stop severe bleeding:
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.
Remove any obvious dirt or debris from the wound.
Apply pressure directly on the wound.
Maintain pressure until the bleeding stops.
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.
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.
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.
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.
Section 3:Words and expressions from Unit 1 Women of achievement
I. Words for Reading
organ
n. 器官 a part of your body that has a particular purpose
poison
n. 毒物 a substance that can harm or kill people, animals, or plants
ray
n. 光线 a narrow beam of heat, light, or energy
treatment
n. 治疗 the methods used to make a sick person better: He’s gone to hospital in London for special treatment.
liquid
n. 液体 a substance which flows and is not solid or gas
radiation
n. 放射，辐射 the giving or sending out of heat or light
mild
adj. 温和的 gentle (used of people)
iron
n. 铁 a very common and useful magnetic metal that is used in the making of steel, and is found in very small quantities in certain foods, and in your blood
tissue
n. 组织 animal or plant cells which are similar in form and purpose and make up a particular organ
electric
adj. 1. 用电的，电动的 worked by electricity: an electric clock电钟 an electric fire电炉2. 电的an electric spark电火花3. 令人兴奋的very exciting: His speech had an electric effect upon all the listeners, and they rushed into the streets.
swollen
a. 肿大的 bigger than usual
damage
n. 损失，破坏 harm done to something: The storm caused great damage/did a lot of damage.
jewelry
n. 珠宝 things such as rings which people wear to make themselves look attractive
squeeze
v. 挤，压 to press
wound
n. 伤口 a damaged place in your body, usually a hole or tear through your skin made by a weapon such as a gun or knife
bandage
n. 绷带 a long narrow piece of material, for binding round a wound or round a part of the body that has been hurt
symptom
n. 症状 sign of illness or of something bad
kettle
n. 水壶 covered container for boiling water in; it has a handle and a narrow mouth for pouring
wrist
n. 腕 the joint between your hand and the lower part of your arm
damp
a. 潮湿的 rather wet, often in an unpleasant way
sleeve
n. 衣袖 a part of a piece of clothing that covers your arm
II. Words for Learning about Language
throat
n. 咽喉 the passage from the back of your mouth to your longs and stomach
III. Words for Using Language
present
v. 颁予；献给 to give something to someone, especially at an official ceremony: Mr Li will present the prizes when the sports competitions are over. He presented her with a bunch of flower. n. 1. a gift: They unwrapped their Christmas presents. 2. 现在the present time: We learn from the past, experience the present, and hope for success in the future. 3. at present: a. 现在now, at this time, at this moment: She’s busy at present and can’t speak to you. b. 目前during this period of time: At present he’s Professor of Chemistry at Oxford. adj. 1. 出席的(of a person) being in a place talked of or understood: How many people were present at the meeting 2. 现在的existing or in course of action now: I’m not going to buy a house at the present high price; I’m going to wait until they get cheaper. 3. 现在（式）的；现在（时）的(of a tense or a form of a verb)expressing an existing state or action: “He wants” and “they are coming” are example of verbs in present tense.
ceremony
n. 典礼，仪式 a formal, solemn, and well-established action or set of actions used for marking an important public, social, or religious event
bravery
n. 勇气 being brave, courage
towel
n. 毛巾，纸巾 a piece of cloth or paper used for drying wet things
pressure
n. 压力 the force that is produced by the weight of one thing pressing against another
ambulance
n. 救护车 a mother vehicle for carrying sick or wounded people to hospital
- 22 -
Part One: Teaching Design (第一部分：教学设计)
Period: A sample lesson plan for reading
(FIRST AID FOR BURNS)
Aims
To talk about first aid
To read about first aid
To learn about Ellipsis
Procedures
I. Warming up
1. Warming up by describing
Good morning, class. Today we are going to read about FIRST AID FOR BURNS. But first, I’d like to know if you know what first aid is and why it is important.
Key for reference: First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found. Often the illness or injury is not serious, but there are other times when giving first aid quickly will save one’s life.
Now turn to page 33, look at the pictures. What has happened in each picture
Key for reference: 1 A snake has bitten him on his leg.2 She has cut her arm with some broken glass and is bleeding badly.3 He has badly sprained his ankle.4 She is choking on a piece of food.5 She has broken her arm.6 He has a bleeding nose/a nose bleed.
2. Warming up by discussing
Hi, every one. Have you, or has anyone of you know, been in any of these situations Did you or someone else give help in any of them If so, what kind of help When you meet these situations, what kind of first aid should you give Think it over, and then give us your answers.
Key: If the bite or scratch wound is bleeding, apply pressure to the area with a clean bandage or towel until the bleeding stops. If available, use clean latex or rubber gloves to protect yourself from exposure to blood.
II. Pre-reading
1. Looking and saying
Work in pairs. Look at the picture on page 33, at the bottom of right corner, and tell us what has happened in the picture. What sort of injuries will the child have What first aid treatment would you give in this situation
(Key for reference: The child has pulled boiling water onto herself. She will have bad burns.)
2.Talking and sharing
Work in groups. Tell your group mates about your own experiences. Then the group leader is to stand up and share your group experiences with the class.
For reference: I am from Group 3. When I was a little boy, I was burned by boiling water. At the moment, I felt very painful. And my mother took me to the nearest hospital at once. Now, there is still a scar on my arm.
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text FIRST AID FOR BURNS. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from FIRST AID FOR BURNSfirst aid, an essential part of the body, the largest organ, three layers of skin, protect…against, the sun’s harmful rays, keep sb. warm or cool, prevent…from doing, a sense of touch, get burned, first step, the treatment of burns, causes of burns, hot liquids, be close to, high heat, three types of burns, depend on, first degree burns, the top layer, feel better, within a day or two, mild sunburn, by touching a hot pan, for a moment, second degree burns, take a few weeks to heal, third degree burns, under the skin, electric shocks, burning clothes, severe injuries, get to a hospital, at once, characteristics of burns, around edge of injured area, first aid treatment, take clothing off the burned area, stick to, the burning process, place…on, put…back, squeeze…out, over and over again, break blisters, get infected, in place, cause infection, if possible
3. Reading to identify the main idea of the text
Read the title of the text and the headings within it. Tell us what the main idea of the text is and how the information is organized.
(Key: It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.)
4. Reading and transferring information
Read the text again to answer the questions.
Questions:
a. How is the information organized within the headings of Types of burns and Characteristics of burns
b. Why is the information numbered under the heading of Fist aid treatment
Key for reference: a. The information is organized according to the types of burns: first degree, second degree and third degree burns. b. The numbers indicate the steps you should take to treat a burn, in the order that they should happen.
5. Reading and understanding difficult words
Read the text with a partner and underline any words you are not sure about. Try your best to guess the meaning of these words. If no one can give the correct meaning, you can look up the dictionary.
IV. Closing down
1. Closing down by doing exercises
Before ending the lesson, you are to do the comprehending Ex. 1, 2 and 3.
2. Closing down by answering the questions
Why should you put cold water on a burn
Because the cold water stops the burning process, stops the pain and reduces the swelling.
Why doesn’t a third degree burn hurt
Because in a third degree burn the nerves have been damages. If there are no nerves, there is no pain.
Why do you think clothes and jewelry near burns should be removed
Because bacteria from the clothes and jewelry could infect the burns.
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.
3. Closing down by retelling the first aid treatment
I shall write some key words and expressions on the board. You are to retell the first aid treatment according to these words.
Key words: take…off, stop the burning process, place…on, squeeze…out, dry the burned area, cover the burned area, in place, keep…higher than the heart, get the victim to the doctor
Period 2: A sample lesson plan for Learning about Language
(Ellipsis)
Aims
To learn about ellipsis
To discover and learn to use some useful words and expressions
To discover and learn to use some useful structures
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 36 and do Ex. 1 and 2 first. Check your answers with your classmates’.
II. Learning about grammar
1. Reading and thinking
Turn to page 34 and read the text of FIRST AID FOR BURNS. As you read on, pay attention to the ellipsis of sentence.
For reference: You can get burned by hot liquids and steam. 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.
2. Dealing with Ex. 1, 2 and 3 on page 37
Turn to page 37. In Ex.1, you have to look at the differences between Sentences A and B; which sentence is better and why it is better. The sentences in Ex.2 are all correct but they sound awkward because they have unnecessary words in them. You should take out the unnecessary parts. Each sentence in Ex.3 has ellipsis. This exercise sees whether you know which words have been omitted.
III. Ready used materials for Ellipsis
为了使句子前面的句意更加紧密或为了避免重复，而将前面或后面已经出现过的词语省略，或因习惯上的用法而省略部分词语，所形成的句子叫省略句。
省略应明确省略的原则和范围，被省略的成分或词语通常是不言而喻的或是构成完整的语法结构所必须的，正确运用不仅无损于句子的完整，而且能使句子简洁明了。
以下按英语句子的三种类型对省略进行归纳：
一、简单句中的省略
1. 人称（有时包括谓语）的省略。
(This is) Jane speaking. 我是简。（打电话用语）
2. 问句本身及回答的省略。
(Are you) tired （你）累吗？
Yeah, (I am) very / a little (tired). 很/有点累。
3. 感叹句根据上下文的省略。
How beautiful (it is)!（它）真美丽！
4. 名词所有格后的名词，如果是表示住宅、店铺、教堂或上下文已经暗示或明确指出过的事物时，常省略。
I'm going to the doctor's. (clinic) 我将去诊所。
I'm going to the teacher's (office). 我打算去老师的办公室。
5. 表示年龄的years old, 表示钟点的o'clock等常省略。
6. 介词的省略。
在waste, spend, have difficulty等跟v-ing时，介词in常省略，在prevent, stop等后的from常省略。
7. 不定式的省略。
（1）保留不定式符号to,省略动词。
有些动词如want, wish, hope, like, live, try, forget, prefer, mean, expect, be going, be about, be sure, be certain, be likely, be ready, be supposed, be obliged, be bound等的后面，为避免重复，只用不定式符号to表示不定式。
-Would you like to come to the party
-I'd like to.
如果该宾语是be动词或完成时态，则须在to之后加上be或have。
-Are you an engineer
-No, but I want to be. 不，但我想当。
-He hasn't finished the task yet.
-Well, he ought to have. 噢，他应当完成。
如果不定式是完成被动式，要保留。
-The work has been done already. 工作已做完。
-But it needn't have been (done)
（2）两个（以上）不定式并列，第一个带to，后面的to省略。
Her job is to look after the children and teach them everyday English. 她的职业是照顾孩子，教他们日常英语。
如果两个不定式之间有对比关系时，则不省略to。
To go home or to stay school during the holiday is not yet decided. 假期回家还是留校仍未定。
（3）感官动词和使役动词后面作宾语补足语的不定式要省略to。
（4）find当"发现"讲时，后面作宾补的不定式。
不定式符号to可以带，也可不带。
We found him (to) work hard at the experiment. 我们发现他努力做实验。
如果不定式是to be，则to不能省略。
She found him to be honest. 她感觉到他是诚实的。
（5）help当"帮助"讲时，后面的宾语和宾补的不定式符号to可带可不带。
I'll help (to) do it for you. 我会帮你做些事。
（6）介词but前面有动词do，后面的不定式不带to。
They did nothing but sit there. 它们坐在那无所事事。
（7）主语从句中有动词to，后面作表语的不定式的to可带可不带。
All we can do now is (to) wait. 我们现在能做的一切就是等。
二、 并列句中的省略
在不影响句意的情况下，并列句中后边分句与前边分句相同的词语都可以省略。
They don't agree with you, neither do I (agree with you). 他们不同意你的意见，我也不同意。
三、 复合句中的省略
1. 主句中的省略。常见于句首或回答问题时，只用从句。
（1） It's too bad I lost the wallet. 真糟糕，我把钱包丢了。
（2） -why are you late
-(I'm late) because my watch doesn't work.
2. 从句中的省略。
（1）宾语从句
主句、从句的谓语相同时，可以省略从句中的全部谓语甚至主语。
She can't come, but I wonder why (she can't come).
在宾语从句中常省略连词，但当及物动词之后跟两个或两个以上的宾语从句时，只有第一个连词that可以省略。
（2）定语从句
可以省略作宾语的关系代词that, which或whom。
在非正式文体中，关系副词when, why, as后面的主谓结构可以省略。
He gave the same answer as (he had given) before. 他做出了与以前一样的回答。
（3）状语从句
在时间、地点、条件、方式或让步状语从句中，如果主句、从句的主语一致，从句中谓词动词又包含be或主语是it，常可以把从句中主语和谓语的一部分省略。
Look out for cars when (you are) crossing the street. 过街时要小心车辆。
I'll lend you one if (it is) necessary.
在由than，as引导的比较状语从句中，在不造成误解的前提下，任何成分都可能省略。
I'm taller than she (is).
I love you better than he (loves you).
You hate him as much as I (hate him).
（4） think, expect, hope, believe, guess, imagine, be afraid后，常用so或not代替从句，作简略的肯定或否定回答。
-Is he coming back today 他今天回来吗？
-I guess so. / I hope not. 我想会的。 / 但愿别回来。
IV. Closing down by doing exercises
To end the period you are going to take some exercises on ellipsis.
从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
1. When first ______ to the market, these products enjoyed great success.
(NMET 2004全国II)
A. introducing B. introduced C. introduce D. being introduced
2. It shames me to say it, but I told a lie when ______ at the meeting by my boss.
(NMET 2004全国IV)
A. questioning B. having questioned C. questioned D. to be questioned
3. What surprised me was not what he said but ______ he said it.(NMET 2004湖北)
A. the way B. in the way that C. in the way D. the way which
4. — Susan, will you please go and empty that drawer
— ______ （NMET 2004 I）
A. What for B. What is it C. How is it D. How come
5. I’m looking forward as much to her return as she herself to ______ me.
A. have seen B. seeing C. meet D. be met
6. Who can you turn to in time of danger, if not ______
A. ourselves B. ours C. we D. us
7. — Did you visit the museum last week
— No, we ______, but we spent too much time shopping.
A. could have B. could C. must have D. must
8. — Is your mother going to the supermarket？
— No，______.
A. she doesn’t B. she’s cooking C. she gets by bus D. to a tailor’s shop
9. — She may not be free today.
— ______，we’ll have to put the meeting off.
A. If may B. If not C. If she may not D. If she may not be free today
10. She hurriedly left the room as if ______.
A. she angry B. was angry C. it was angry D. angry
11. ______，I will help you with your work.
A. If I am possible B. If it possible C. If possible D. Possible
12. — Do you follow me？
— Yes，______.
A. it is good B. I will C. perfectly D. very good
13. — How many poor counties will there be in our province by 2010
— There will be only a few, if ______.
A. much B. some C. any D. many
14. — How are you getting on with your work
— Oh, I’m sorry. Things aren’t going so well as ______.
A. plans B. planning C. planned D. to plan
15. — Are you a teacher
— No, but I ______. I worked in a middle school for three years.
A. am B. will C. do D. was
Key for reference:1. B. when引导时间状语从句时，如果从句的主语与主句的主语相同，且从句谓语中含有be时，可以省略从句的主语和be。本句在when后面省略了these products were。2. C. 解析与1相同。在when后面省略了I was。3. A. way表示“方式”、“手段”、“方法”时，后面的定语从句用that或in which引导，其中that或in which可以省略。本句在he said it前省略了that或in which。4. A. 答者不知为何要倒空抽屉，所以问为什么。故需选What for 它是What are you going to use the(empty) drawer for 的省略。5. B. 本句是．．． as she herself (is looking forward) to seeing me的省略。6. D. if not us是if you don’t turn to us的省略。7. A. 本句为．．．we could have visited it．．．的省略。8. D. 本句为．．．she is going to a tailor’s shop的省略。9. B. 本句为if she is not free的省略。10. D. 当if，unless，when，while，though/although，as if/though等引导的状语从句中的主语和主句的主语指同一人或物，从句谓语中含有be时，可在从句中省略主语和be。11. C. 解析同10。12. C. perfectly = I follow you perfectly。13. C. 本句为 ．．．if there were any poor counties．．． 的省略。14. C. 本句为 ．．．as well as they were planned的省略。15. D.
Period 3: A sample lesson plan for Using Language
(HEROIC TEENAGER RECEIVES AWARD)
Aims
To read HEROIC TEENAGER RECEIVES AWARD
To practice listening, speaking and writing
Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text HEROIC TEENAGER RECEIVES AWARD.
II. Reading
1. Reading and discussing
This reading passage is in the form of a newspaper article and is an example of how knowledge of first aid can save lives. Before you read the newspaper article, let’s discuss the scenario in groups: You can hear a woman screaming. You find her sitting on the ground, bleeding heavily from deep knife wounds in her hands. Do you help her If so, what do you do
Often readers only want to get a quick idea of a newspaper article and do not want to know all the details. For this reason you might read just the headline and the first paragraph. It gives information that answers the questions Who When Where What And often also Why and How
Key: Who: teenager John Janson What: honored at the Lifesaver AwardsWhere: cannot answer thisWhen: last nightWhy: carrying out first aid on a neighbor after a knife attack
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from A GOOD EXAMPLE FOR MEa seventeen-year-old teenager, be honored at…, carry out…, a shocking knife attack, at a ceremony, cut off…, knowledge of first aid, a number of…, put their hands on…, tea towels, by applying pressure, be proud of…, take part in…, the Young Lifesaver Scheme, there is no doubt that…, make a real difference, receive their awards, attend a special reception
3. Doing exercises
Now you are going to doEx. 1, 2, 3 and 4 on page 39 following the article.
1) Listening
Through the listening text, a quiz given by a first aid teacher, you can learn a few first aid procedures. Listen to the tape twice and finish the exercises No. 1 and 2.
2) Writing
■Writing first aid instructions for each situation
You can choose any one of the four situations to write down the instruction.
Sample answers for written instructions Situation 1Sit him down and put some ice on his ankle to reduce the swelling.Put his foot up on a chair.Then bandage his ankle up firmly.Situation 2Stop him from running around.Tell him to drop to the ground.Then wrap him up tightly in some heavy cloth (wool is best).Roll him along the ground until the fire goes out.Treat him for burns.Situation 3Sit her down and get her to bend forward slightly.Squeeze her nose just below the bridge until the bleeding stops.Situation 4If he can’t cough, bend him forwards.Give him five quick, hard slaps between the shoulder blades with your hand.
■Writing a letter
Turn to page 75 and follow the direction to write a letter to your principal. You may use the information, structures and expressions from the unit.
Sample answer:Dear (your principal’s name),Our class has been studying a unit on first aid. It has been very useful because we have learnt about what to do to help someone who has had an accident.Even though the unit has been very interesting and useful, we would like to be able to do a first aid course. A first aid course would give us information about many more situations. It would also give us the chance to practice first aid treatments.We would like to request that the school organizes a first aid course. We think that a first aid course at the school is a necessary part of our education and will make us more useful members of our society. Perhaps we will even save someone’s life one day.Your sincerely,(sign your names)
Further applying
1. Finding information
Go to the library to read or get online to search in order to find more information on first aid. Take notes of your finding and report to your group mates next Monday morning.
2. Acting a text play
Turn the article HEROIC TEENAGER RECEIVES AWARD into a text play.
Closing down
1. Closing down by filling a form
Make use of the text to fill in form.
Heroic teenager receives award
place figures event
2. Closing down by describing how to give first aid
To end this period, I am going to have two of you stand up to describe to the class how to give first aid. Who likes to speak first
Part Two: Teaching Resources (第二部分：教学资源)
Section 1: A text structure analysis of FIRST AID FOR BURNS
I. Type of writing and summary of the idea
Type of writing This is a quick-reference writing.
Main idea of the passage It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.
II. Structure of the text FIRST AID FOR BURNS
First aid: an important step in the treatment of burns part 1
Causes of burns:Hot liquids, steam, fire, radiation, the sun, electricity, chemicals Part 2
Types of burns:First degree burns,Second degree burns,Third degree burns Part 2
Characteristics of burns:First degree burns,Second degree burns,Third degree burns Part 4
First aid treatment Part 5
Section 2: Background information on first aid
I. For 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. Bites from non immunized domestic animals and wild animals carry the risk of rabies. Rabies is more common in raccoons, skunks, bats and foxes than in cats and dogs. Rabbits, squirrels and other rodents rarely carry rabies. 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.
Doctors recommend getting a tetanus shot every 10 years. If your last one was more than five years ago and your wound is deep or dirty, your doctor may recommend a booster. You should have the booster within 48 hours of the injury.
II. For 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.
If some food "goes down the wrong pipe," the coughing reflex often will resolve the problem. If it doesn't, you'll need to help the victim remove the airway obstruction.
To prepare yourself for such situations, learn the Heimlich maneuver in a certified first-aid training course.
III. For 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.
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.
IV. For severe bleeding
To stop severe bleeding:
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.
Remove any obvious dirt or debris from the wound.
Apply pressure directly on the wound.
Maintain pressure until the bleeding stops.
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.
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.
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.
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.
Section 3:Words and expressions from Unit 1 Women of achievement
I. Words for Reading
organ
n. 器官 a part of your body that has a particular purpose
poison
n. 毒物 a substance that can harm or kill people, animals, or plants
ray
n. 光线 a narrow beam of heat, light, or energy
treatment
n. 治疗 the methods used to make a sick person better: He’s gone to hospital in London for special treatment.
liquid
n. 液体 a substance which flows and is not solid or gas
radiation
n. 放射，辐射 the giving or sending out of heat or light
mild
adj. 温和的 gentle (used of people)
iron
n. 铁 a very common and useful magnetic metal that is used in the making of steel, and is found in very small quantities in certain foods, and in your blood
tissue
n. 组织 animal or plant cells which are similar in form and purpose and make up a particular organ
electric
adj. 1. 用电的，电动的 worked by electricity: an electric clock电钟 an electric fire电炉2. 电的an electric spark电火花3. 令人兴奋的very exciting: His speech had an electric effect upon all the listeners, and they rushed into the streets.
swollen
a. 肿大的 bigger than usual
damage
n. 损失，破坏 harm done to something: The storm caused great damage/did a lot of damage.
jewelry
n. 珠宝 things such as rings which people wear to make themselves look attractive
squeeze
v. 挤，压 to press
wound
n. 伤口 a damaged place in your body, usually a hole or tear through your skin made by a weapon such as a gun or knife
bandage
n. 绷带 a long narrow piece of material, for binding round a wound or round a part of the body that has been hurt
symptom
n. 症状 sign of illness or of something bad
kettle
n. 水壶 covered container for boiling water in; it has a handle and a narrow mouth for pouring
wrist
n. 腕 the joint between your hand and the lower part of your arm
damp
a. 潮湿的 rather wet, often in an unpleasant way
sleeve
n. 衣袖 a part of a piece of clothing that covers your arm
II. Words for Learning about Language
throat
n. 咽喉 the passage from the back of your mouth to your longs and stomach
III. Words for Using Language
present
v. 颁予；献给 to give something to someone, especially at an official ceremony: Mr Li will present the prizes when the sports competitions are over. He presented her with a bunch of flower. n. 1. a gift: They unwrapped their Christmas presents. 2. 现在the present time: We learn from the past, experience the present, and hope for success in the future. 3. at present: a. 现在now, at this time, at this moment: She’s busy at present and can’t speak to you. b. 目前during this period of time: At present he’s Professor of Chemistry at Oxford. adj. 1. 出席的(of a person) being in a place talked of or understood: How many people were present at the meeting 2. 现在的existing or in course of action now: I’m not going to buy a house at the present high price; I’m going to wait until they get cheaper. 3. 现在（式）的；现在（时）的(of a tense or a form of a verb)expressing an existing state or action: “He wants” and “they are coming” are example of verbs in present tense.
ceremony
n. 典礼，仪式 a formal, solemn, and well-established action or set of actions used for marking an important public, social, or religious event
bravery
n. 勇气 being brave, courage
towel
n. 毛巾，纸巾 a piece of cloth or paper used for drying wet things
pressure
n. 压力 the force that is produced by the weight of one thing pressing against another
ambulance
n. 救护车 a mother vehicle for carrying sick or wounded people to hospital
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