1 Reporting emergencies

In this learning activity, you will be able to practice the use of reported speech
regarding requests and instructions. To do so, you are going to learn about
reporting verbs; what they are and how they work when you want to report what a
person ask you to do. This time you will enter the world of emergencies. You will
also learn about how to report emergencies and how to react to them as well as
the vocabulary related to emergencies and first aid.

Introductory material

Dear learner,

This material will help you study the topics related to learning activity 4.
You will learn about:

1. Reporting instructions and requests.

2. How to deal with emergencies.

Let’s begin!

1 1. Reporting instructions and requests

A. Read the following conversation about a medical emergency.

 911. What’s
your My friend is on
emergency? the floor and he
is injured! He
won’t respond
when I say his
name and his
eyes are rolled
back in his head.

Fuente: SENA

Yes! I think he is
Is he severely injured!
unconscious? He fell off a
ladder and…

Fuente: SENA
 My name is
Nicole. We are
OK. What’s
at 178
your name and
Sesame
what is the
Street.
address where
you are?

Fuente: SENA

It’s 178,
OK, Nicole. Sesame
What’s your Street.
address?

Fuente: SENA
 Got it. An
ambulance is on His name is
its way now, OK? Richard
What’s your Dawson.
friend’s name? Please tell
them to hurry. I
don’t know
what to do! I
don’t want him
to die! Can you
tell me what to
do?

Fuente: SENA

Yes.
Yes. First of (Panting)
all, is he
breathing?

Fuente: SENA
Now, check for Yes.
his pulse. Does (Panting)
he have a
pulse?

Fuente: SENA

Yes. There is a
Can you just try
cut on his head
to keep calm?
and he is
Now, can you
bleeding there.
see any
There is a big
wounds?
bump where he
Bumps, bruises,
hit his head in
cuts, swelling,
the fall.
bleeding?

Fuente: SENA
 OK. Hang
OK. Listen
on…..I am
carefully Nicole.
looking for some
Get some gauze
gauze…Ok. I
or a clean cloth
found some and
and place it over
I am applying
the wound. Apply
pressure. And, if
pressure but do
it doesn’t work?
not move him.
This will help stop
the bleeding.

Fuente: SENA

Well, elevating How long will it

him could help, take? He looks
but I don’t think really
you should risk pale…Richard!
moving him. Just Richard!
keep calm until Answer me!
the ambulance
arrives.

Fuente: SENA
 The bleeding
OK. Don’t hang
is slowing
up until the
down. And, I
paramedics
think I hear an
arrive.
ambulance
approaching!

Fuente: SENA

…
Are you sure?

Fuente: SENA
 Yes, I’m
Nicole, are sorry. I have
you there? to go. The
paramedics
are here.

Fuente: SENA

There are
OK. That’s good. two
How many paramedics
people are there and a police
with you? officer.

Fuente: SENA
 Oh, thank
OK. That’s all I you so
can do for you, much for
Nicole. your
support!

Fuente: SENA

Any time! Bye!

Good bye.

Fuente: SENA
Days later, Nicole is chatting with Johana about Richard’s traumatic accident. Read
their conversation and pay special attention to the highlighted phrases.

Fuente: SENA
Fuente: SENA
 Fuente: SENA

B. Now, study the charts about reported speech with introductory verbs.

Direct speech instructions Reported instructions

“You must keep calm.” She/he commanded me to keep calm.
She/he ordered me not to hang up the
“Don’t hang up the phone.”
phone.
“Get some gauze or a clean She/he instructed me to get gauze or a
cloth.” clean cloth.
She/he also suggested applying pressure.
“Apply pressure.” / She/he also suggested that I apply
pressure.

Direct speech requests Reported requests

“What is your name?” She demanded to know my name.
“Can you just try to keep
Reported calm?”
She asked me to keep calm.
speech
In English, when we report what other people say we use reported speech.
Some situations require us to use different verbs from ask or tell. For example, if
the direct speech is an imperative like “Don’t move him”, the reported statement
will reflect not only the written message, but also the intention of the speaker. By
using imperatives, you are giving instructions, so that is the intention the
reported statement is going to have. Such reported intention will look like this:
She/he ordered me not to move him. In that case, the verb order is a reporting
verb.

As you noticed in the previous charts, there are some others verbs such as:
command, suggest, instruct, among others. The following chart shows the most
common reporting verbs, the specific grammar pattern they follow, and what
intention they represent.

Grammar
Reporting verb Direct speech Reported speech
pattern
 Command: Object “Stand up.” He/she commanded
Pronoun + us to stand up.
To direct with to + verb
authority.

 Order: “Don’t hang up the She/he ordered me

phone.” not to hang up the
To give an phone.
order or
command.

 Instruct: “Get some sterile She/he instructed me

cloth material.” to get some gauze.
To provide
someone with
knowledge.

 Beg: “Please, don’t cry.” She/he begged me

not to cry.
To ask for
something as
a gift or favor.

 Warn: “Don’t move him.” He/she warned me

not to move him.
To give
advance of
danger or
possible
harm.
 Remind: “Don’t forget to take He/she reminded me
your medicine” to take my medicine.
To cause a
person to
remember.
 Demand: + to + verb
“What is your name?” She/he demanded to
To ask for know my name.
with authority.

 Offer:
“Do you want me to He/she offered to
To present help you?” help me.
something for
acceptance
or rejection.

 Refuse:
“I won’t answer the She/he refused to
To decline to phone.” answer the phone.
accept.

 Promise:
“I will pick you up, He/she promised to
To make a don’t worry.” pick me up.
promise to do
something.

 Suggest: + verb +
ing
To propose “Try elevating his She/he suggested
an idea for leg.” elevating his leg.
consideration.

 Deny:
He/she denied
To state that “I didn’t smoke” smoking.
something is
not true.
As shown in the previous chart, the subject of the reported statement can be he or
she because it is not clearly identified as male or female. If the context gives us
that information, the proper subject should be used. Notice also that the second
column shows the grammar pattern that the reporting verbs follow, and the
reported statements exemplify their use in bold.

2 2. How to deal with emergencies

A medical emergency is a situation where someone’s life or health is threatened

suddenly. There are some guidelines you can follow in order to know how to react
appropriately when confronted with a medical emergency.

In a medical emergency, follow this protocol:

A. Dial the emergency number (In Colombia we use 123).

B. The operator will ask you about the emergency.
C. Give him/her detailed information.
D. Provide your personal information i.e. name, age, location, contact numbers,
etc.
E. Follow the instructions given by the operator.
F. Stay on the phone until you are told to do otherwise.

Those simple steps will give you the chance to provide the person in need with
proper assistance.

It is recommended not to give first aid if you are not a trained expert, but there are
some circumstances where there is not much time left and it is better to react. In
case you find yourself obligated to give first aid on your own, the next chart gives
you clear information on how to proceed in specific emergencies:

Medical emergency How can you help

1. Check for responsiveness. If the person

does not have any reaction to physical or
auditory stimuli, call the emergency number.
Unconsciousness
2. While the ambulance arrives open the airway,
tilt the head back and lift the chin.

3. Push down on the center of the chest 30

times.
 4. Pinch nose and blow until the chest rise. Give
2 breaths. Each breath should take 1 second.

5. Repeat steps 3 and 4 with 30 pumps and 2

breaths until the ambulance arrives.

1. Bend the person forward at the waist and

give 5 back blows between the shoulder
blades with the heel of one hand.

2. Give 5 abdominal thrusts. Place a fist with the

thumb side against the middle of the person’s
Choking
abdomen and cover your fist with your other
hand.

3. Continue sets of 5 back blows and 5

abdominal thrusts until the person can
breathe.

1. Cover the injury with a sterile dressing.

Bleeding 2. Apply direct pressure until the bleeding stops.

3. Use a bandage to cover the dressing.

1. Rest the joint.

Sprain 2. Put ice on it.

3. Put on a bandage.

1. Ask the person if he has an epinephrine shot

to treat an allergic reaction.
Anaphylactic shock
2. If the person says he needs to use an
epinephrine shot, this is usually injected in the
 person's thigh.

3. Lay the person on his back.

4. Remove tight clothing and cover the person

with a blanket. Don't give the person anything
to drink.

5. Turn the person on his side to prevent

choking in case of vomiting or bleeding.

6. If there are no signs of breathing, begin CPR

and wait for help.

Fuente: Foundation for Medical Education and Research (s.f.); Learn CPR (s.f.); The
American National Red Cross (2011)

Contextualization

Read and analyze the following text about a person’s stroke episode.

“When I walked into the locker room at work, I realized something was
wrong. I couldn't speak. I tried to pick up my lock, but my right hand couldn't
grab it." For Ruth Junious, the sudden onset of a stroke was as bewildering
as it was frightening.

"One of my co-workers noticed something was wrong and asked if I could

write. With my left hand, I scribbled 911 on a piece of paper. Luckily, my
friend knew the signs of stroke and got help. She called an ambulance, and
I was rushed to the emergency room. The doctors ran some tests and gave
me some medication. Within ten minutes I could speak again." The fact that
her coworker knew the signs of stroke and understood the importance of
prompt medical attention in an emergency, may have saved Junious's life.
Today, Ruth understands much more about this affliction that happens to
 700,000 Americans each year, and which is more common among African-
Americans than any other racial or ethnic group in the United States.

"I didn't know a thing about strokes before I had one," she says. "After, I
make sure that all my family knows the signs of a stroke so they can get
help if they need it.”

Experts explain that a stroke occurs when blood flow to your brain is
stopped, either by blockage of a blood vessel supplying the brain or rupture
of a blood vessel that causes bleeding in the brain. Once you have a stroke,
you must be aware because chances of having another stroke are much
greater. (MedlinePluss, 2007)

Comprehension

A. Nicole is retelling Richard’s accident. Complete the text with words or phrases
from the box.

Freaked
Fell off Approached
out

Required Really Me to apply

knowing helpful pressure

Operator
Bump Bleeding
requested

Ordered
Wounds Clean gauze
me

Asked
Shingles Crack
me to

A bad
Stitches CAT scan
concussion
 “It was Saturday night and I was with Richard cleaning up after the party. Some
________ needed to be organized, so Richard climbed up a ladder to do the job.
Suddenly, he lost his balance and ________. Next thing I knew was that he was
on the floor really pale and there was blood on the floor. I ___________ but
__________ him and saw a big ____ and a _____ on his head. He was ______
and unconscious. I immediately called 911 and the _______________ personal
information and location. She instructed me to check his breathing and pulse. I
was panting and the operator ____________ keep calm. She ______________
if he had any _______, so I told her what I saw. She instructed
__________________ to the wound with some _____________, and warned
me not to move him. She also ______________ not to hang up the phone until
the ambulance arrived. After what seemed to be ages to me, the paramedics
arrived and took Richard to the hospital. At the end, he just had
_______________. He got some ________ and a ________ to see if everything
was alright. Richard learnt to be more careful when stepping on ladders, and I
learnt what to do in case of an emergency: call 911. They are _____________.”

B. Decide if the following statements are T (true) or F (false) according to the text
about Ruth’s stroke episode.

True False
1. Ruth was at home when she felt unwell.
2. One of the symptoms of a stroke is loss of speech.
3. Thanks to her sister’s help, Ruth survived the episode.
4. It took a long time for Ruth to get to the hospital.
5. Strokes are most common in the African-American
population.
6. When Ruth had the stroke, she knew a lot about it.
7. Ruth is instructing her relatives about stroke signs.
8. African-American is the major ethnic group in the United
States.
9. A stroke is similar to a heart attack.
10. When the flow of blood to the brain is interrupted, there is a
stroke.
11. Bleeding in the brain is not a cause of stroke.
12. Doctors suggest being aware because after having a first
stroke, a second one is likely to happen.
C. Select the items which identify the symptoms in a stroke and place them in the
boxes.

Earache Speech Headache Arm weakness

difficulty

Fever Face drooping Cough

Stroke symptoms

D. In case of a medical emergency, there is a basic procedure to follow. Listen to

the steps described and put the options from the box in the right order. You may
listen to the recording as many times as you need.

Emergencies are likely to happen at any time. However, you can be ready to
proceed by following a simple practice. First of all, avoid panicking. Get help by
dialing the local emergency number. In Colombia it is 123. An operator will
answer and ask you about the type of emergency you are having. Provide
him/her with all the information you might have about the incident. Do not
hesitate to give your name and exact location so that the ambulance can find
you. You should stay on the phone until the paramedics arrive. The operator will
guide you through any other action you may take to help the person in need
while the ambulance arrives, so be ready to act accordingly.

Hold on the phone till help arrives. / Follow any other instructions the
operator gives. / Describe clearly the emergency to the operator. / Keep
calm. / Dial the emergency number. / Give your name, location, contact
number.

How to proceed in case of emergency

1. Keep calm.
2. Dial the emergency number.
3. Describe clearly the emergency to the operator.
 4. Give your name, location, contact number.
5 Hold on the phone till help arrives.
6. Follow any other instructions the operator gives.

Practice 1

A. Read the following sentences and drag a reporting verb from the box to describe
the situation. Number one is done for you as an example.

Refuse Suggest Warn Beg

Deny Remind Order Promise Offer

Sentence Introductory verb

1. “I didn’t call you last night!” Deny
2. “Don’t drink and drive.”
3. “Do your homework.”
4. “Why don’t we go to the cinema?”
5. “Sure, I will go with you to the doctor.”
6. “Please, pretty please, Mum, let me go to the party!”
7. “No, I am not going with you!”
8. “Would you like some sugar with your coffee?
9. “Don’t forget to put gas in the car, ok?”

B. Organize the verbs from the box under the correct heading and according to the
grammar pattern. Then, complete the sentences that follow.

Promise Order Instruct Refuse

Suggest Warn Beg Offer
Deny Remind Demand
 + Object pronoun + To +
+ Infinitive + Gerund
Infinitive

1. The nurse ________ me on how to change the dressing on the wound.

2. The angry patient ________ to speak with the doctor immediately.
3. She _______ to help me bandage my sprained ankle.
4. The surgeon _______ everyone to leave the operating room.
5. Dr. Bruske __________ resting and elevating the leg to reduce swelling.
6. My mother _______ my siblings and I not to put her in a nursing home after
she had a stroke.
7. My son ______ touching the hot stove even though the burn on his hand
suggests otherwise.
8. They ________ us to wash our hands frequently.
9. My son _______ to take his medicine because it tastes terrible!
10. Pediatricians _____ mothers to keep checking the new born’s breathing
constantly.
11. I _______ to come to the hospital and visit you.

C. Rewrite the following sentences using the reporting verb in brackets, as in the
example.

Example: “Mary, take your medicine!” (Order)

Mum ordered Mary to take her medicine.

1. “Let’s go to the pharmacy to pick up your medication” (suggest)

_____________________________________________________________.

2. “Be careful. The ice is slippery and you may fall and hurt yourself.” (Warn)
_____________________________________________________________.

3. “In case of an emergency, don’t panic.” (Instruct)

_____________________________________________________________.

4. “I see you have a sprained ankle. Can I help you walk down the stairs?”
(Offer)
_____________________________________________________________.
 5. “I need to know the cause of these symptoms!” (Demand)
_____________________________________________________________.

6. “No, I won’t do the treatment. I don’t believe in Western medicine.” (Refuse)

_____________________________________________________________.

7. “Of course I will care for him in his recovery after surgery! You can count on
me.” (Promise)
_____________________________________________________________.

D. Choose the correct option.

Example: The teacher ordered/suggested/denied/ us to keep quiet.

1. My dad begged/refused/ warned to take his medicine.

2. John denied/instructed/offered to help me after my accident.
3. Sally reminded/refused/offered me to clean my wound.
4. I begged/refused/suggested the doctor not to give me stitches.
5. She promised/denied/commanded knowing the signs of a stroke.
6. The operator warned/suggest/refused me not to move the victims.
7. I suggested/warned/reminded calling the emergency line.

E. Study the speech bubbles, and then complete the sentences below using the
reporting verbs in brackets. Keep in mind the grammar patterns they follow.

I think it is a Don’t smoke

Would you
better idea not in here.
like me to
to give first aid bandage
if you are not your ankle
an expert. for you? Don’t forget to
cover the injure
with some
gauze.
Please, The operator
dad, shouted:
please! “Don’t move
Call an him”! Go to the emergency
ambulance! room now!
 Example: The nurse (order) ordered me not to smoke in the hall.

1. I (suggest) _________________________________________________.
2. She (offer) _________________________________________________.
3. He (remind) _________________________________________________.
4. The operator (warn) ___________________________________________.
5. He/she (order) _______________________________________________.
6. I (beg) ______________________________________________________.

F. Match the pictures on the right with the emergencies on the left.

Anaphylactic shock

Being unconscious

Bleeding
 4

Choking

Heart attack

Sprain
 7

Stroke

Fuente de imágenes: SENA

Practice 2

A. Match the words with the definitions.

Definitions Words

1. Loosely woven cotton used as a

a. Concussion.
dressing for wounds.

2. An uneven area raised above the

b. Bandage.
level of the surrounding surface.

3. Physically or mentally harmed. c. Bump.

4. An abnormal expansion of a bodily

d. Pass out.
part.

5. To cover with a bandage. e. Injured.

6. Injury to the brain due to a blow or

f. Swelling.
a fall.

7. To become unconscious; faint. g. Gauze.

 Now, fill in the gaps with the correct word.

Words
concussion bandage bump pass out
injured swelling gauze

A: Hi Jane how are you feeling?

B: Much better now. Thanks.
A: I see you still _______ your head.
B: Yes. The __________ was serious.
A: Did you ________ when you fall?
B: Yes, I did. That was how I got the _____.
A: Do you still use _____ under the bandage?
B: Not any more. The wound is healed now. The ________ is what hasn’t
decreased completely yet.
A: I think it is normal since you were severely _______.
B: Yes it is. That’s what the doctor says.
A: Well, I hope you recover completely soon.
B: Me too! Thank you.

B. Complete the dialogue with sentences from the box. Number 1 is done for you to
guide you.

She also reminded Nicole to check his pulse and breathing

Nicole was instructed to give Rich some help
They got prompt help anyway
He lost his balance and fell off
She dialed the emergency number
The operator ordered Nicole to apply pressure to the wound
Richard got the attention he needed
Nicole learnt how to deal with emergencies!

A: Hi John!
B: Hi Johana. How are you today?
A: I’m fine, but did you hear about Richard’s fall?
B: Not really.
A: I chatted with Nicole and she told me all about it.
 B: I didn’t know Nicole was with him. What happened?
A: After the party, Rich climbed up a ladder to change some shingles. (1) He lost
his balance and fell off.
B: No way! Did Nicole call 911?
A: Yes. (2) ___________________________ and the operator asked about the
situation and requested personal info and location.
B: I imagine (3) ____________________________________, wasn’t she?
A: Yeah. The operator warned her not to move him. (4)
_______________________________________________.
B: Was Richard bleeding?
A: Yes, he was. (5) _______________________________________________.
B: That must have been quite shocking for her.
A: Of course! Richard was unconscious. Nicole thought he was going to die!
B: Yeah. One tends to think the worst in such situations, but (6)
___________________________.
A: The ambulance arrived quite quickly and (7)
__________________________________.
B: Well, let’s hope for the best.
A: Sure, at least Richard learnt to be more careful with ladders.
B: And (8) ______________________________________

C. Choose the correct option.

1. A health emergency is a situation where someone’s

___________________________________________.

a. life is not endangered

b. life and health or threatened
c. needs are not met

2. First thing you have to do in an emergency is to ____________.

a. keep calm
b. totally panic
c. freak out

3. The operator will most likely ask you first if the person in need is __________.

a. a close relative
b. severely injured
c. unconscious
 4. Calling the emergency line could _____________.

a. be shocking
b. save lives
c. be a waste of time

5. It is recommended ____________ if you are not trained in first aid.

a. not to call for help

b. not to act
c. not to talk to the victim

6. When the emergency is a sprained joint, it is a good idea _____________.

a. to put ice on it
b. to cover it
c. to massage the foot

7. If a person is choking, you should first

__________________________________________.

a. check for responsiveness

b. bend the person over and hit his/her back gently
c. apply pressure to the wound

D. Match the definitions on the right with the health emergencies on the left.
Number 8 is done as an example.

Emergency Definition
a. A condition where the body’s temperature drops
1. Stroke
below the necessary level as to keep it functioning.
2. Bleeding b. Injury to the brain due to a blow or a fall.

3. Choking c. The inability to breathe because of an obstruction.

4. Heart attack d. The interruption of the blood’s flow into the brain.

5. Sprain e. Steady loss of blood.

6. Being f. A joint injury where some fibers of the supporting
unconscious ligament are damaged.
 g. The death or damage of cardiac tissue because
7. Concussion
the blood’s flow is interrupted.
h. A condition in which the person appears to be
8. Hypothermia a asleep, but is still breathing; a temporary loss of
cognitive awareness.

E. Fill in the gaps to complete the following conversations.

1.

Bend the person

What should be done forward at the waist.
________________? Then, give 5 back blows
on the back. If it doesn’t
work, give abdominal
thrusts until the person
can breathe.

2.

What is the best

procedure in case of First, locate the wound.
bleeding? Next,_______________
_______________ until
the bleeding stops.
3.

First of all, check for

responsiveness. Then,
Do you know what to do call the emergency
if _________________? number. You can give
CPR while the
ambulance arrives.

4.

Well, sprains are easy

to
I wonder what to do in handle._____________
case of a sprain. _______________.
You can always
bandage it.

5.

They are normally

Do you know how to
treated with a shot of
handle __________?
epinephrine in the tight
of the person.
Additional help would
be removing tight
clothes and turning the
person sideways if
there’s vomit.

Fuente de imágenes: SENA

F. Complete the following text with words from the box. Use one word only. There
are some words you will not use. The first letter is given for you as a guide.

operator prevent
episode paramedics ambulance
which promote
immediately surviving attention
mumbling example
symptoms strokes opportunities
drooping weak
difficulty arrived mother

When emergency calls.

It was Saturday night and I was at home. My _______ came back from work and
she said she was really tired. I was doing homework because I had an
assignment for Monday about ______. Did you know that Afro-Americans are
more likely to have an _______ than people of other races? Well, I didn’t and I
am Afro-American. I am only 16, but it is never too early to ________.

I had already read about how to recognize the _________ and I was reading
about the __________ of ________ a stroke, when my mother entered my room
_________. I was at my desk, so I didn’t see her face at first, but when I turned I
saw her face _________, I panicked.

There are three main symptoms of a stroke; a drooping face, _____ arms and
________ speaking. My mom had two out of three. It was definitely a stroke, I
thought.

I immediately called 911 and explained to the _______ that I thought my mother
had signs of a stroke. The __________ arrived quickly. The __________ took us
to the hospital and my mother got timely _________ in the emergency room.

She is recovering now with no major consequences. I started a campaign at

school to _______ the importance of recognizing stroke symptoms in ______ I
use my mother’s story as the main _________.
 Pronunciation practice

Note: This practice must be completed using the multimedia version of the study
material. There you will find the corresponding audio files.

A. Read the following sentence. Write the correct spelling for the word that has
been transcribed.

Sentence Word
The doctor suggested resting and elevating the leg
to reduce ˈswel.ɪŋ.

Pediatricians warn mothers to keep checking the

newborns’ ˈbrið.ɪŋ constantly.
Would you like me to ˈbæn·dɪdʒ your ankle for you?

You need take off that injury. Don’t forget to cover it

with some ɡɑz.
A kənˈkʌʃ.ən is an injury to the brain due to a blow
or a fall.
ˌhaɪ.poʊˈθɜr.mi.ə happens when your body’s
temperature drops below the necessary level to
keep it functioning.
What is the best procedure in case of ˈblid.ɪŋ?

I didn’t know what to do when the accident

happened. Fortunately, the operator at the
ɪˈmɜr·dʒən·si line was really helpful!

Now, go to the multimedia, listen to the sentences and check the stress and
intonation patterns used. Then, practice pronouncing them.
 The doctor suggested resting and elevating the leg to reduce
swellinɡ.
Pediatricians warn mothers to keep checking the newborns’
breathing constantly.
Would you like me to bandage your ankle for you?
You need take off that injury. Don’t forget to cover it with some
gauze.
A concussion is an injury to the brain due to a blow or a fall.

Hypothermia happens when your body’s temperature drops below

the necessary level to keep it functioning.
What is the best procedure in case of bleeding?
I didn’t know what to do when the accident happened. Fortunately,
the operator at the emergency line was really helpful!

B. Homographs are groups (usually pairs) of words that are spelled the same but
pronounced differently. Go to the multimedia, listen to the following words and
choose the correct word class for each item based on its stress pattern.

a.

Noun or
Verb
adjective

b.

Noun or
Verb
adjective
 c.

Noun or
Verb
adjective

d.

Noun or
Verb
adjective

e.

Noun Adjective

Now, Go to the multimedia, listen to the pairs of homograph words again and
check their pronunciation and stress. Then, practice recording them.

Wound
a. waund wund
(Noun) (Verb)
Attribute
b. ˈæt.rɪ.bjut əˈtrɪb.ˌjut
(Noun) (Verb)
Bow
c. boʊ bɑʊ
(Noun) (Verb)
Minute
d. ˈmɪn.ət mɑɪˈnut
(Noun) (Adjective)
e. Compress
 ˈkɑm.pres kəmˈpres
(Noun) (Verb)

C. Select one of the options from the box to match the tone or tones used by the
speakers in each dialog. Some options can be used more than once.

Indicates definiteness / Shows interest / Suggests uncertainty /

Shows surprise / Presents items on a list

a. A. Hello Darling. Could you please pick me up today? I’m really tired and I don’t
want to take the bus.

B. \/Probably. I need to stay here for about ten minutes. Then, I’ll take the car
and get there in another 30 minutes. Could you wait?

A. \Sure. I’ll grab a cup of coffee while I wait. Love you.

b. A. After all the efforts I’ve made, I truly believe I deserve the scholarship.

B. \Totally. Don’t give up now. You are the best.

c. A. My little daughter has just been awarded a distinction for having the best
academic record of the year!

B. /\Oh! That’s wonderful. Give her a kiss from me.

d. A. Yesterday, at the airport one of the planes almost crashed because the
traffic controller couldn’t make it early for work.

B. /Really? Was anyone hurt?

e. A. \Yes. Two of the flight attendants.

 B. Unbe/\lievable. The event really deserves an investigation by the Colombian
Transportation and Safety Board.

f. A. Hi, Melissa. I heard you’re studying a Master degree in the UK. Was it
difficult to get an offer from a University?

B. Definitely not. What you need to do is to learn /English, find a very good uni
/versity and a\pply. You’re an excellent student. I’m sure you’ll gain admittance.

g. A. Hey. Did you finish? I’m ready to go. Should we leave together?
B. /Now?

A. Only if you’re ready.

B. Im\possible. I still have a few things pending that need to be finished today.
Thanks for asking, pal.

A. No worries. See you tomorrow then.

 References

 Foundation for Medical Education and Research. (s.f.). Anaphylaxis: First aid.
Consultado el 20 de septiembre de 2015, en http://www.mayoclinic.org/first-
aid/first-aid-anaphylaxis/basics/art-20056608

 Learn CPR. (s.f.). CPR in three simple steps. Consultado el 20 de septiembre

de 2015, en http://depts.washington.edu/learncpr/quickcpr.html

 MedlinePluss. (2007). Understanding Stroke. Consultado el 20 de septiembre

de 2015, en
https://www.nlm.nih.gov/medlineplus/magazine/issues/summer07/articles/summ
er07pg4-5.html

 The American National Red Cross. (2011). Adult First Aid/CPR/AED.

Consultado el 20 de septiembre de 2015, en http://www.redcross.org/

Document control

Name Position Dependence Date

Theme expert Dirección de
Asesor English formación
Juan Carlos December
Author Dot Works - profesional.
Solano 2014
Programa de Dirección
bilingüismo General
Copy editor - Centro
Paola Andrea November
Línea de Agroindustrial.
Bobadilla Gutiérrez 2015
producción Regional Quindío
Adaptation
Copy editor - Centro
Rachman Bustillo November
Línea de Agroindustrial.
Martínez 2015
producción Regional Quindío