(I prepared a well detailed lesson plan for my lesson presentation in "Special Teaching Methods" lesson. It includes every single detail during the lesson such as the instructions, steps, expected answers to the questions etc.)
1.CLASS DEMOGRAPHICS
Topic of the lesson : First aid conditions
Primary skills : Grammar, reading, speaking, writing, listening
Proficiency level of students : Advanced learners
Age of the students : 20-22
Gender of the students : 7 girls, 5 boys
Number of students : 12
Length of class time : 40-50 minutes
Type of institution : university
2.OBJECTIVES
By the end of this lessson students will be able to :
Terminal objectives:
1) learn basic vocabulary about first aid
2) learn some important knowledge about first aid
Enabling objetive :
1) to use first aid-related vocabulary in the normal context of life
2) to speak correctly and confirmly in first aid-required conditions
3) to develop our imagination
4) to develop our speaking ability
5) to develop our drama skill
3.RELEVANT STRUCTURAL PATTERNS
• Some new vocabulary related to first aid situations, materials and techniques
• Taking short notes for a speech
• Creating a dialogue
4.RELEVANT VOCABULARY ITEMS
• First aid
• emergency
• injured
• unconsciousness
• bleeding
• burn
• broken bones
• bandage
• splint
• shock
• Rescue Breathing
• patient
• ambulance
• airway
• breathing
• circulation
• survival
• Cardiopulmonary Resuscitation (CPR)
5.MATERIALS AND EQUIPMENT
• some printed handouts / texts
• blackboard
• computer and projection
• power point
• a few videos
OPENING ACTIVITY/WARM-UP
At the beginning of the class the teacher will ask some questions to the class so that the students can be familiar with the topic by brainstroming rather then explaining directly what the lesson will be about. The teacher will try to make the students speak and participate in the lesson actively as much as possible due to the fact that it is a speaking lesson.
Description : “A person in the place you are in is badly injured or having a shock or something different. What would you do?”
After getting a few answers to this question the teacher will go on with another question:
Description : “Have you experienced such a situation? If so, what did you or someone do?”
When the teacher gets satisfied with the answers he receives, he will go on by showing some pictures as the last step of the opening – warming up activity:
Description: “See the pictures and try to guess what the lesson is going to be about. What do the people in the pictures need?” (if necessary, students can take notes while watching)
After seeing the pictures the teacher will ask to the students;
- If they have figured out the subject of the lesson,
-What the people in the pictures need.
HIGHLIGHTING OF STRUCTURE
The teacher may go on his lesson by showing a few short videos about first aid situations. The reason to do so is that the students normally may not know every detail about first aid and through the videos they can have some ideas.
Description: “Now we are going to watch some videos showing what to do in certain emergency situations as you may not know everthing about first aid. You can take notes if necessary for you.”
After watching the videos the teacher will go on with a question as follows:
- What kind of expression could the people in the picture give if the situations were real?
Expected answers:
-They could be in panic, crying and asking for help.
-They could be crying in pain.
-They could be in fear and ceying loudly because of the pain they have.
CONTROLLED PRACTICE : FOCUSING ON FORM AND STRUCTURE
Then the teacher will demand the students come to the blackboard and write possible first aid situations they can recall from their background knowledge.
Description: “Now I want you to write some possible first aid situations on the blackboard; such as, heart attack. I will help you, come on.”
Evaulation: Teacher will check the situations that the students write on the board and add a few more by getting help from the students, if necessary. (appendix 1)
SEMI-CONTROLLED PRACTICE :MOVING AWAY FROM FOCUS ON STRUCTURE TO FOCUS ON MEANING
In this part, the teacher will explain to the students that they are going to see a power point again and that power point includes the definition of first aid, some certain first aid situations and some questions to be answered and talked on. (Appendix 4)
Description: “My friends, now we are going to see another power point. We will learn what first aid means, try to answer a few questions and then see six first aid situations and make a pairwork activity on that. I will explain what to do then.”
The teacher will show the power point, read the definition of first aid, then write on the board ABC and ask the students if they know this mnemonic. If one knows he/she will come and write. Later, the class will try to answer and discuss the four questions those are on the power point.
Pairwork:
After the teacher shows the six first aid situations, he will ask the students to make pairs, give them a short text about each situation. (Appendix 2) Each group will come to the board, will explain their situation and act the dialogue they have created.
Description: “Create a dialogue showing that one person has been injured and needs first aid. The other one is trying to calm him/her down and apply first aid. (he/she is going to use some vocabulary related to first aid materials and practises, e.g: “Please calm down, I’m applying ice on your eye!” )”
FREE ACTIVITY(SPEAKING ACTIVITY) : FOCUS ON MEANING/COMMUNCATION
After semi-controlled part, the teacher will go on with an individual activity. For 2-3 minutes each student is going to think and take short notes on his/her own. There are two optional situations. The teacher will give them to the students and they will choose. (Appendix 3)
Description: “Now my friends, we are going to work individually. I am going to give you two situations and you are going to choose one and think about it for 2-3 minutes. Then you will come to the board and act it in front of your friends.
Evaulation: The teacher observes and checks if the students have been able to do the task efficiently.
HOMEWORK:
The teacher can want his students find 3 more situations that requires first aid and write a short paragraph or a dialogue showing what kind of vocabulary can be used in that situation.
EVAULATION
At the end of the lesson the teacher wants students to repeat some words they have learned and used in the lesson and ask them if they find themselves ready to speak and take part in first aid situations.
REFERENCES:
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Appendix 1
First aid required conditions:
1) Unconsciousness
2) Bleeding
3) Burns
4) Fractures (broken bones)
5) Shock
6) Heart attack
7) Dislocation
8) Animal bites
9) Fever
10) Poisoning
Appendix 2
a)Your friend needs first aid and you unluckly do not know how to treat. So you are calling 112 and trying to explain what the problem is. (try to show that you are in a panic)
b)You have a phone call from your friend informing that his father/mother needs first aid and he/she does not know what to do. You are going to tell him what to do step by step in a calming mood.
Appendix 3
Unconsciousness
If the person is unconscious with no obvious sign of life, call 112 and ask for an ambulance. If you or any bystander has the necessary skills, give them mouth-to-mouth resuscitation while you wait for the emergency services.
Bleeding
Control severe bleeding by applying firm pressure to the wound using a clean, dry dressing and raise it above the level of the heart. Lay the person down, reassure them, keep them warm and loosen tight clothing.
Burns
For all burns, cool with water for at least 10 minutes. Wrap the affected part in clingfilm, do not apply dry dressings, keep the patient warm and call an ambulance.
Fractures (broken bones)
Stop any bleeding. Apply pressure to the wound with a sterile bandage, a clean cloth or a clean piece of clothing.
Immobilize the injured area. Don't try to realign the bone, but if you've been trained in how to splint and professional help isn't readily available, apply a splint to the area.
Apply ice packs to limit swelling and help relieve pain until emergency personnel arrive. Don't apply ice directly to the skin — wrap the ice in a towel, piece of cloth or some other material.
Treat for shock. If the person feels faint or is breathing in short, rapid breaths, lay the person down with the head slightly lower than the trunk and, if possible, elevate the legs.
Rescue Breathing for an Adult
When breathing movements stop, or lips, tongue and fingernails become blue, a person needs immediate help. When in doubt, apply rescue breathing until medical help arrives. Delay if rescue breathing my cost the victim’s life. Start immediately. Seconds can count.
The American Red Cross teaches the following 10 steps to assist an adult who has stopped breathing.
1. Does the person respond? Tap or gently shake the victim. Shout, "Are you OK?"
2. Shout, "Help!" Call people who can phone for help.
3. Roll the person onto their back by pulling them slowly toward you. Slowly pull towards you until the victim is face up.
4. Open the airway by tilting the head back, and lift the chin. Clear the mouth and throat of any obstructions with your fingers.
5. Check for breathing. Look, listen and feel for breathing for three to five seconds.
6. Give two full breaths. Keep the head tilted back. Pinch the nose shut and seal your lips tight around the victim’s mouth. Give two full breaths for one to one and a half seconds each.
7. Check for pulse at the side of the neck. Feel for pulse for five to 10 seconds.
8. Phone emergency staff for help. Send someone to call for an ambulance.
9. Continue rescue breathing. Keep the head tilted back, lift the chin and pinch the nose shut. Give one full breath every five seconds. Look, listen and feel for breathing between breaths.
10. Recheck the pulse every minute. Keep the head tilted back and feel for the pulse for five to 10 seconds. If the victim has a pulse, but is not breathing, continue rescue breathing.
Shock
Shock usually accompanies severe injury or emotional upset. The signs are cold and clammy skin, pale face, chills, confusion, frequent nausea or vomiting and shallow breathing. Until emergency help arrives, have the victim lie down with the legs elevated. Keep the victim covered to prevent chilling or loss of body heat. Give non-alcoholic fluids if the victim is able to swallow and has not sustained an abdominal injury.
