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Is it an emergency?!

Teacher’s Pack

h"ps://esol.bri.shcouncil.org/teaching5uk5life/emergency5services;

© British Council 2014

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Is it an emergency?

Is it an emergency? Contents Is it an emergency: teacher’s notes Is it an emergency: answers Is it an emergency: flashcards Is it an emergency: classroom materials

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Is it an emergency: teachers’ notes

Introduction This resource has been produced in two different formats:

This teachers’ pack, including teachers’ notes, classroom materials, PowerPoint presentation and audio files to download. This can be found at http://esol.britishcouncil.org/be-safe-uk/it-emergency-0

Self-access resources for learners with online activities. These are available at: http://esol.britishcouncil.org/be-safe-uk/it-emergency & http://esol.britishcouncil.org/be-safe-uk/non-emergency-calls

Overview This resource Is it an emergency? is taken from the Emergency services series of resources which aims to give learners the confidence needed to be able to call for help in the event of an emergency. There are five units in this series: Unit 1: Call 999 aims to give beginner learners the skills to call the emergency services and give vital basic information in case of an emergency. Unit 2: Is it an emergency? This unit aims to give learners an overview of each service and what they do. It also teaches learners when they should call 999 and when they should seek alternative help for less urgent incidents. Unit 3: Police emergency aims to help learners to be able to describe criminal activity and dangerous situations and to seek help from the police. Unit 4: Fire emergency helps learners describe the nature and location of dangerous fires and also to understand instructions on staying safe when they are waiting for the fire engine to arrive. Unit 5: Ambulance emergency teaches learners how to give information when calling for an ambulance. It enables learners to give information about their location and any injuries suffered. It also teaches them to be able to follow first aid instructions given by the call-handler while they are waiting for the ambulance. Level (Unit 1): This unit has been designed for beginner learners.

Level (Units 2-5): Entry 2/Access 3 in Scotland / CEF A2. The materials are designed to be flexible in terms of differentiation and are accessible to stronger E1 learners.

http://esol.britishcouncil.org/be-safe-uk/it-emergency-0

http://esol.britishcouncil.org/be-safe-uk/it-emergency

http://esol.britishcouncil.org/be-safe-uk/non-emergency-calls


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Structure, learning hours and delivery context Police emergency provides a minimum of 2 hours of learning in a classroom context. It is made up of three topics. Is it an emergency?

Topic 1: what are the emergency services? Topic 2: which service? Topic 3: is it an emergency?

The resource is suitable for whole class use in a number of settings, including voluntary and community ESOL classes. Timings are flexible since teachers can adapt the resource to suit their learners and build in revision as required. The resource consists of the following components: In this document:

Teachers’ notes, transcripts and answers Flashcards Classroom resources (worksheets and cut-up activities)

Available on the ESOL Nexus website:

Accompanying PowerPoint file – Is it an emergency.ppt (includes links to video files) Flashcards Interactive self-access resources


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Is it an emergency? Time: Approximately 2 hours over a number of sessions.

Aims To enable learners to be able to report emergencies and non-emergencies in an

appropriate manner

Objectives Learners will be able to:

recall words for different emergency and non-emergency action be able to extract information from a short text about emergency and non-emergency

situations be able to recall and say new vocabulary for describing emergency and non-emergency

sitatuions.

Be able to select the appropriate course of action following an accident


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Preparation You will need:

An interactive whiteboard or data projector to show the accompanying PowerPoint file, videos and interactive activities (see note below). If this is not available, flashcards can be used for most activities.

to download a copy of the PowerPoint file Is it an emergency.ppt. This file includes links to video resources from YouTube, ’

to print a copy of the flashcards to use in class

to print copies of the worksheets for learners to use in class; the Activity 3a table worksheet should be enlarged to A3, if possible.

to copy and cut up resources for activity 2a

to provide learners with glue or blue tack

A note about interactive whiteboards (IWBs): Interactive activities are available to support this resource. We have provided links to each individual activity (these activities are also available to learners as self-access items). On some interactive whiteboards (not all), the activities will be fully functional (i.e. you will be able to touch the screen to drag and drop, and so on). Links for interactive whiteboards appear in boxes throughout the resource. As part of your preparation before the session you may wish to bookmark the activities you plan to use.


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Topic 1: what are the emergency services?

To set the context learners watch a short video clip: http://youtu.be/jVDFJRoBbog. It acts as a stimulus for starting the topic. It also allows learners to demonstrate how much relevant vocabulary they already know. a) The emergency services Play the first part of the clip with the sound off; stop after 9 seconds. This section shows an ambulance on an emergency run. Ask learners what they can see. Elicit ‘ambulance’ and write this as a heading on the left hand side of the board. Elicit what the emergency could be and write suggestions on the board under the heading, ‘ambulance’, for example, sick, hurt, doctor, quick, fast, urgent, hospital, accident, danger, help, etc. Next, play the second part of the clip which shows a fire engine; stop at 25 seconds. Again, ask learners what they can see. Elicit, ‘fire engine’ and write it on the board as another heading. Follow the above procedure. Play the final part of the clip which shows police cars/vans on emergency runs. As before, ask learners what they can see, elicit, ‘police’ and follow the above procedure. b) Emergency Tell learners you want them to watch and listen. Play the clip with the sound on. They will hear the sirens. Ask why the sirens are on, for example, ‘help’, ‘danger’, ‘quick’, ‘fast’, ‘hurry’, etc. Write these words on the board. Elicit / teach ‘emergency’ and write this as a heading at the top of the board for the three lists. Drill the pronunciation of the word emergency. Try to elicit what emergency means, if learners are unable to do this, highlight that it means someone needs help quickly. Use your mobile phone, point to the words on the board and mimic dialling 999. Say ‘Emergency!’ Then say ‘Call …?’ Elicit/teach ‘Call 999’.

http://youtu.be/jVDFJRoBbog


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Topic 2: which service? a) The emergency services Ask learners to work in small groups. Give out a set of Topic 2a cards to each group and ask learners to group the cards into three groups: ambulance, fire and police. Monitor and assist. If you have access to an Interactive Whiteboard (IWB), you may want to use a vocabulary exercise at this point. This could be used as an alternative way of presenting the vocabulary (using the ‘learn’ section), or as a learning check (using the ‘remember’ section). Encourage the whole class to support the individual learners answering the questions on the IWB.

IWB link:http:/gamedata.bcdev.org.uk/p/MTcyNDA=

There will be some cards that learners might question, such as the power cut card. For any questionable cards, ask learners to put them to one side. When learners have finished grouping the cards elicit whole class feedback. Encourage peer correction and discussion about the correct categories for the cards. Now ask learners to pick out any card which they do not consider to be an emergency. Elicit what an ‘emergency’ is again: ‘I need help quickly’. Discuss the non-emergency scenarios, for example, a cut finger, a power cut, a burst pipe, being locked out. Elicit what learners would do in these situations. Ask learners if they have experienced any of these scenarios and encourage them to tell the class. Do not teach vocabulary for this. The emphasis here is on clarifying what is or is not an emergency. If you have access to an IWB, you could use a an interactive exercise at this point. Learners have to listen to a sentence being read out and decide whether or not it is an emergency. Encourage the whole class to support the individual learners answering the questions on the IWB.

IWB link:http:/gamedata.bcdev.org.uk/p/MTcyNDA=

http://gamedata.bcdev.org.uk/p/MTcyNDA=

http://gamedata.bcdev.org.uk/p/MTcyNDA=


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b) Vocabulary Ask learners to work in their small groups again and describe the pictures. Demonstrate with one of the pictures, for example, the picture of the man lying next to the ladder. Elicit possible problems and write these words on the board. Ask learners to continue discussing how to describe the scenarios of all the cards. When the activity is completed, conduct whole class feedback and write learners’ suggestions on the board. If you have an IWB you could use an interactive game here. Learners tap the words in the correct order to make sentences. An effective way to use this activity is to get a different learner to answer each question, supported by the rest of the class. The game records a score for time and accuracy so it could be run as a competition between teams, or the group could be encouraged to repeat the activity and try to beat their own scores.

IWB link: http://gamedata.bcdev.org.uk/p/MTcyNDE= Give out Topic 2b Worksheet and ask learners to work in pairs or small groups and match the sentences to the pictures. Learners write the numbers of the sentences by the pictures. Do the first one together and then tell learners to continue in their pairs/small groups. Monitor and assist. When the activity is completed conduct whole class feedback. Encourage discussion and peer correction. Agree on the correct answers. Use Topic 2b flashcards to drill the sentences chorally and individually. Topic 3: is it an emergency? Ask learners if they know who to call if they need the police but it is not an emergency. Write suggestions on the board, for example, local police station. Tell learners they are going to watch a video and then discuss. Play: http://youtu.be/_qaI7n_vqAA The video is from the West Midland’s Police and it is about the 101 non-emergency national phone number for the police. Ask learners what non-emergencies were in the clip. Elicit the answers and write them up on the board, If you have access to an IWB you can use the following activity to check comprehension. Learners have to decide whether sentences are true or false, according to the video. Encourage learners to discuss their answers before you tap ‘check answers’.

IWB link: http://gamedata.bcdev.org.uk/p/MTcyNDE=

http://gamedata.bcdev.org.uk/p/MTcyNDE=

http://youtu.be/_qaI7n_vqAA



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a) Jigsaw reading part 1 Tell learners they are going to work in three separate groups. Each group will read a text about one of the emergency services and answer questions on a worksheet. Give out copies of the following three texts to the relevant groups: Topic 3a Ambulance worksheet, Topic 3a Fire Service worksheet and Topic 3a Police worksheet. Learners should work together to read their text and to answer the questions on the worksheets. Once learners have completed their worksheet, check the answers in groups and give each learner the Activity 3c Table Worksheet to complete (preferably enlarged to A3). Explain that learners will work together to find information to fit into the table for the service that they have been reading about. They should not write anything in the sections for other emergency services. Learners read the texts and work together to complete their tables. Circulate and monitor, supporting learners with any problem vocabulary. At the end of the activity each learner should have a table complete with information about the service that they were reading about. b) Jigsaw reading part 2 Collect in learners’ worksheets on the three emergency services, sticking one copy of each around the walls of the classroom. Re-organise the learners into new groups, which need to have at least one learner who has read about each service. Learners talk about the emergency services that they read about while the other members of their groups use this information to complete their tables with the services that they did not look at. Learners take in turns to talk about ‘their’ service until all learners have completed their tables. If learners need to find more information, they can go to the texts stuck around the classroom to check their information before running back to their groups. Do not allow learners to take the text with them, they should try to recall as much as possible, returning to the text if needed.


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c) Consolidation Give out Worksheet 3c and ask learners to work together to complete the questions. This will check learners’ knowledge of all three services. Circulate and support with any vocabulary problems. Check the answers together If you have access to an IWB then you could use the following activity to further consolidate learning from the session. Learners have to work together to fit correct answers in the text. Learners can listen to a recording to check their answers.

IWB link: http://gamedata.bcdev.org.uk/p/MTcyNDE= Extension You may want to get learners to design and write leaflets giving information about different emergency and non-emergency services in your local area.



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Is it an emergency: answers

Activity 2b

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1 10

1. Her head’s bleeding

2. She’s in danger

3. He’s got chest pains

4

6 3

4. She’s unconscious

5. He’s breaking a window

6. He’s stolen her bag

5

2

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7. He’s got a gun

8. Two men are fighting

9. A house is on fire

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8

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10. There’s a fire in the kitchen

11. There’s a lot of smoke

12. There’s a flood

1. What number do you call for a fire service non-emergency?


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Activity 3c - Police 1. What number do you call for a police non-emergency? Please write the number here: 101

2. Circle the non-emergencies

Minor traffic collision Property damage

Stolen car Fighting

Robbery Domestic abuse

Broken window Drugs


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Activity 3c – fire 1. What number do you call for a fire service non-emergency? Please tick () the

correct answer 999 □ 101 □ There is no number □ 2. What number do you call for a fire emergency? Please write the number here:

__________ 3. Circle the non-emergency problems :

A cat stuck up a tree A fire in my kitchen

A fire in my hallway A fire in my house

A fire burst water pipe A fire in my bedroom


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1. What number do you call for a medical non-emergency? Please write the number here: 111 2. Circle the non-emergency problems

He’s got chest pains Stomach ache

He’s cut his foot He’s sprained his ankle

He’s got a nut allergy He’s unconscious

He’s hit his head She’s bleeding a lot


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Worksheet 3c

There is a fire in your neighbour’s house. What number do you call? 999

Your husband is having a heart attack. What number do you call? 999

Your neighbours are playing very loud music. What number do you call? Local council

Your son has a bad earache. He is crying with the pain. It is late at night. You don’t know what to do. What number do you call?

111

You see a lot of dog fouling in your street. The smell is very bad. What number do you call? Local council

You hear a lot of shouting from your neighbour’s house. You hear the wife crying. You think the husband is hurting her. What number do you call?

999

You have a burst water pipe in your kitchen. What number do you call? A plumber/your landlor

You see a distressed animal. What number do you call? 0300 1234 999

There is an abandoned car in your street. What number do you call? Local Council

There is a pile of rubbish in your street. What number do you call? Local council

Your neighbours are selling drugs. What number do you call? 111

Someone has stolen your car. What number do you call? 111


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Is it an emergency: flashcards

Activity 2a flashcards


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Is it an emergency: activity 2a classroom materials

Topic 2a cards


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Is it an emergency: activity 2b classroom materials

Worksheet 2b

13. Her head’s bleeding

14. She’s in danger

15. He’s got chest pains

16. She’s unconscious

17. He’s breaking a window

18. He’s stolen her bag

19. He’s got a gun

20. Two men are fighting

21. A house is on fire

22. There’s a fire in the kitchen

23. There’s a lot of smoke

24. There’s a flood


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Worksheet 3a – Police worksheet Police Emergency 999 When you need police help quickly, you call 999. When you think something bad is happening and the police can stop it, you call 999. You call 999 when something bad is happening now. You call 999 when you think something bad will happen soon. For example:

Someone is in danger

You think someone will be in danger soon

Someone is hurt

You think someone will be hurt soon

You think you see a criminal nearby

A crime is happening now

You think a crime is going to happen very soon Police Non-emergency 101 When you need help from the police but it is not an emergency, you call 101. When something bad has happened in the past but you don’t need help now, you call 101.

Someone has stolen a car

Someone has stolen a bike

Someone has damaged a property

You want to give information about someone taking drugs

You want to give information about someone selling drugs

There is a minor traffic collision and no-one is hurt

You want to give information about a past crime

Contact your local council for the following: Dog fouling Abandoned vehicles Noisy neighbours Dumping and fly tipping

For information about how to contact your local council please visit: https://www.gov.uk/find-your-local-council

https://www.gov.uk/find-your-local-council


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1. What number do you call for a police non-emergency? Please write the number here: __________

3. Circle the non-emergencies

Minor traffic collision Property damage

Stolen car Fighting

Robbery Domestic abuse

Broken window Drugs


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Worksheet 3a – Fire service text Fire service emergency 999 When you need the fire service quickly, you call 999. When there is a fire, you call 999. When there is a fire, you go outside and call 999. You do not try to put out the fire. Fire moves quickly. Fire is dangerous. You get out and call 999. Fire service non-emergency There is not a non-emergency number for the fire service. For burst pipes call: Your local council – for council tenants Your landlord – for private tenants A plumber – for home owners For information about how to contact your local council please visit: https://www.gov.uk/find-your-local-council Reporting animals in distress call: The RSPCA on 0300 1234 999. The RSPCA will call the Fire Service if needed.

https://www.gov.uk/find-your-local-council


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1. What number do you call for a fire service non-emergency? Please tick () the correct answer 999 □ 101 □ There is no number □ 2. What number do you call for a fire emergency? Please write the number here:

__________ 3. Circle the non-emergency problems :

A cat stuck up a tree A fire in my kitchen

A fire in my hallway A fire in my house

A fire burst water pipe A fire in my bedroom


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Worksheet 3a – Ambulance text Topic 3a Ambulance Text Ambulance Emergency 999 When you need medical help quickly you call 999 for an ambulance. You call 999 when it is a life or death situation. You call 999 when you think someone needs help straight away. You call 999 when you think someone can die. For example:

Someone is having a heart attack

Someone can’t breathe

Someone is bleeding a lot

Someone is unconscious

You think someone is very sick and needs help straight away

You think someone is going to die NHS 111 When you think it is a non-emergency, call 111. Call 111 when:

you need medical help fast but it's not a 999 emergency you think you need to go to Accident and Emergency (A&E) at your local hospital you don't have a GP you need information about what to do

When you call 111 they will help you. When they think it is an emergency – they will get you an ambulance quickly.


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1. What number do you call for a medical non-emergency? Please write the number here: __________ 2. Circle the non-emergency problems

He’s got chest pains Stomach ache

He’s cut his foot He’s sprained his ankle

He’s got a nut allergy He’s unconscious

He’s hit his head She’s bleeding a lot


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Activity 3a – Table worksheet

Non

-em

erge

ncy

cont

act

Non

-em

erge

ncie

s

Emer

genc

y co

ntac

t

Emer

genc

ies

Serv

ice

Am

bula

nce

Fire

ser

vice

Polic

e


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Is it an emergency: activity 3c classroom materials

Worksheet 3c

There is a fire in your neighbour’s house. What number do you call? __________________

Your husband is having a heart attack. What number do you call? __________________

Your neighbours are playing very loud music. What number do you call? __________________

Your son has a bad earache. He is crying with the pain. It is late at night. You don’t know what to do. What number do you call?

__________________

You see a lot of dog fouling in your street. The smell is very bad. What number do you call? __________________

You hear a lot of shouting from your neighbour’s house. You hear the wife crying. You think the husband is hurting her. What number do you call?

__________________

You have a burst water pipe in your kitchen. What number do you call? __________________

You see a distressed animal. What number do you call? __________________

There is an abandoned car in your street. What number do you call? __________________

There is a pile of rubbish in your street. What number do you call? __________________

Your neighbours are selling drugs. What number do you call? __________________

Someone has stolen your car. What number do you call? __________________

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