English Material & Practice

📚🎙️Reading Practice🎙️📚 *Speaking English is not easy. Like learning any other language, you need patience and practice to learn English. Continuous usage and learning will help you excel. If you wish to learn English, you must have a good plan or method. Create your learning methods according to the level of English learner you are. you cannot excel in a language if you aren’t consistent in using it. Keep up your motivation every day. Do exercises and speak every day. Motivation comes and goes. But you should help yourself to be consistent. From practicing to using language in your day-today life, be consistent.  Make it a habit and keep practicing! The best way to boost your confidence is to talk to yourself in English. Try it.*

🔆🔆🔆🔆🔆 African_Slavery_in_the_Americas One of the most tragic parts of the history of North and South America is the period of African slavery. For hundreds of years, many people were taken from Africa, by force, to work in the fields of many different countries in North and South America. When Europeans first came to the Americas, some of them realized that they might make money by growing crops and selling them in Europe. However, in order to make money, they would need a cheap source of labor. Few Europeans would come to the Americas to work for low wages, so instead, the landowners looked for slaves. In the areas of the great farms, or plantations, there were few Indians, so they used another source of slaves: Africa. The plantation owners usually obtained slaves by buying them from local kings in western Africa. This led to many wars between rival kings within Africa, who tried to capture each other's people in order to sell them as slaves. A few kings tried to avoid the slave trade, but this was very difficult. During a period of several hundred years, from the 1500s to the 1800s, about 12 million people were taken from western Africa to the Americas. Many more people died as slaves before leaving Africa, and many more died on the ships that took them to the Americas. This was because the conditions on the ships were extremely unhealthy: the ships were far too crowded, and there was little food and water. When the African slaves arrived in the Americas, the plantation owners made them work on farms that produced goods such as cotton and sugar. In many places, the work was very hard, and many of the slaves died from overwork. They were then replaced by other slaves who arrived from Africa. However, many slaves survived despite the brutal conditions. In some places, the African slaves were able to revolt against the plantation owners. However, this was difficult because the slaves who had recently arrived spoke many different languages. Some slaves escaped into wilderness areas and were able to remain free from the plantation owners. As time went by, many people in Europe and in the Americas realized that slavery was wrong. By the 1830s, slavery had been ended, or abolished, in islands owned by the British, and in parts of the United States. In the southern United States, slavery was ended in the 1860s, during the Civil War. In some countries, such as Brazil and Cuba, slavery only ended in the 1880s. Today, many millions of people in North and South America are the descendants of slaves who were brought from Africa. The effects of slavery have lasted for many generations, and there was much racial prejudice against African people even when slavery ended. However, some have achieved success despite these disadvantages. Today, the people of African background in North and South America are a very important part of the population in many countries. 🔆🔆🔆🔆🔆 #level3

When a new opportunity presents itself, don't overthink. That door is meant for you to open. Don't cling to your past betrayals and failures. This new beginning is meant for you. Allow yourself to move on from the past. Take slow deliberate steps but be open to give it a chance.

1-6. Evaluating a Casualty Table of Contents a. The time may come when you must instantly apply your knowledge of first aid measures. This could occur during combat operations, in training situations, or while in a nonduty status. Any service member observing an unconscious and/or ill, injured, or wounded person must carefully and skillfully evaluate him to determine the first aid measures required to prevent further injury or death. He should seek help from medical personnel as soon as possible, but must not interrupt his evaluation of the casualty or fail to administer first aid measures. A second service member may be sent to find medical help. One of the cardinal principles for assisting a casualty is that you (the initial rescuer) must continue the evaluation and first aid measures, as the tactical situation permits, until another individual relieves you. If, during any part of the evaluation, the casualty exhibits the conditions (such as shock) for which the service member is checking, the service member must stop the evaluation and immediately administer first aid. In a chemical environment, the service member should not evaluate the casualty until both the individual and the casualty have been masked. If it is suspected that a nerve agent was used, administer the casualty’s own nerve agent antidote autoinjector. After providing first aid, the service member must proceed with the evaluation and continue to monitor the casualty for further complications until relieved by medical personnel. WARNING Do not use your own nerve agent antidote autoinjector on the casualty. NOTE Remember, when evaluating and/or administering first aid to a casualty, you should seek medical aid as soon as possible. DO NOT stop first aid measures, but if the situation allows, send another service member to find medical aid. b. To evaluate a casualty, perform the following steps: (1) Check the casualty for responsiveness. This is done by gently shaking or tapping him while calmly asking, “Are you OK?” Watch for a response. If the casualty does not respond, go to step (2). If the casualty responds, continue with the evaluation. (a) If the casualty is conscious, ask him where he feels different than usual or where it hurts. Ask him to identify the location of pain if he can, or to identify the area in which there is no feeling. (b) If the casualty is conscious but is choking and cannot talk, stop the evaluation and begin first aid measures. Refer to paragraphs 2-10 and 2-11 for specific information on opening the airway. WARNING If a broken back or neck is suspected, do not move the casualty unless his life is in immediate danger (such as close to a burning vehicle). Movement may cause permanent paralysis or death. (2) Check for breathing. (Refer to paragraph 2-6 for this procedure.) (a) If the casualty is breathing, proceed to step (3). (b) If the casualty is not breathing, stop the evaluation and begin first aid measures to attempt to ventilate the casualty. Attempt to open the airway, if an airway obstruction is apparent, clear the airway obstruction, then ventilate (see paragraphs 2-10 and 2-11). (c) After successfully ventilating the casualty, proceed to step (3). (3) Check for pulse. (Refer to paragraph 1-3c(2) for specific methods.) If a pulse is present and the casualty is breathing, proceed to step (4). (a) If a pulse is present, but the casualty is still not breathing, start rescue breathing. (b) If a pulse is not present, seek medical personnel for help. (4) Check for bleeding. Look for spurts of blood or bloodsoaked clothes. Also check for both entry and exit wounds. If the casualty is bleeding from an open wound, stop the evaluation and begin first aid procedures as follows for a — (a) Wound of the arm or leg (refer to paragraphs 2-16 through 2-18 for information on putting on a field or pressure dressing). (b) Partial or complete amputation, apply dressing (refer to paragraph 2-16 to 2-18) and then apply tourniquet if bleeding is not stopped (refer to paragraph 2-20 for information on putting on a tourniquet).

1-5. Basics of First Aid Table of Contents Most injured or ill service members are able to return to their units to fight or support primarily because they are given appropriate and timely first aid followed by the best medical care possible. Therefore, all service members must remember the basics. • Check for BREATHING: Lack of oxygen intake (through a compromised airway or inadequate breathing) can lead to brain damage or death in very few minutes. • Check for BLEEDING: Life cannot continue without an adequate volume of blood to carry oxygen to tissues. • Check for SHOCK: Unless shock is prevented, first aid performed, and medical treatment provided, death may result even though the injury would not otherwise be fatal.

(c) Open head wound (refer to paragraph 3-10 for information on applying a dressing to an open head wound). (d) Open chest wound (refer to paragraph 3-5 for information on applying a dressing to an open chest wound). (e) Open abdominal wound (refer to paragraph 3-7 for information on applying a dressing to an open abdominal wound). WARNING In a chemically contaminated area, do not expose the wounds. Apply field dressing and then pressure dressing over wound area as needed. (5) Check for shock. (Refer to paragraph 2-24 for first aid measures for shock.) If the signs and symptoms of shock are present, stop the evaluation, and begin first aid measures immediately. The following are the nine signs and symptoms of shock. (a) Sweaty but cool skin (clammy skin). (b) Paleness of skin. (In dark-skinned service members look for a grayish cast to the skin.) (c) Restlessness or nervousness. (d) Thirst. (e) Loss of blood (bleeding). (f) Confusion (does not seem aware of surroundings). (g) Faster than normal breathing rate. (h) Blotchy or bluish skin, especially around the mouth. (i) Nausea or vomiting. WARNING Leg fractures must be splinted before elevating the legs as a first aid measure for shock. (6) Check for fractures. (a) Check for the following signs and symptoms of a back or neck injury and perform first aid procedures as necessary. • Pain or tenderness of the back or neck area. • Cuts or bruises on the back or neck area. • Inability of a casualty to move or decreased sensation to extremities (paralysis or numbness). • Ask about ability to move (paralysis). • Touch the casualty’s arms and legs and ask whether he can feel your hand (numbness). • Unusual body or limb position. (b) Immobilize any casualty suspected of having a back or neck injury by doing the following: • Tell the casualty not to move. • If a back injury is suspected, place padding (rolled or folded to conform to the shape of the arch) under the natural arch of the casualty’s back. (For example, a blanket/poncho may be used as padding.) WARNING Do not move casualty to place padding. • If a neck injury is suspected, immediately immobilize (manually) the head and neck. Place a roll of cloth under the casualty’s neck, and put weighted boots (filled with dirt or sand) or rocks on both sides of his head. (c) Check the casualty’s arms and legs for open or closed fractures. • Check for open fractures by looking for — • Bleeding. • Bones sticking through the skin. • Check for pulse. • Check for closed fractures by looking for — • Swelling. • Discoloration. • Deformity. • Unusual body position. • Check for pulse. (d) Stop the evaluation and begin first aid measures if a fracture to an arm or leg is suspected. Refer to Chapter 4 for information on splinting a suspected fracture. (e) Check for signs/symptoms of fractures of other body areas (for example, shoulder or hip) and provide first aid as necessary. (7) Check for burns. Look carefully for reddened, blistered, or charred skin; also check for singed clothing. If burns are found, stop the evaluation and begin first aid procedures. Refer to paragraph 3-9 for information on giving first aid for burns. NOTE Burns to the upper torso and face may cause respiratory complications. When evaluating the casualty, look for singed nose hair, soot around the nostrils, and listen for abnormal breath sounds or difficulty breathing. (8) Check for possible head injury. (a) Look for the following signs and symptoms: • Unequal pupils. • Fluid from the ear(s), nose, mouth, or injury site. • Slurred speech. • Confusion. • Sleepiness. • Loss of memory or consciousness. • Staggering in walking. • Headache. • Dizziness. • Nausea or vomiting. • Paralysis. • Convulsions or twitches. • Bruising around the eyes and behind the ears. (b) If a head injury is suspected, continue to watch for signs which would require performance of rescue breathing, first aid measures for shock, or control of bleeding; seek medical aid. Refer to paragraph 3-10 for information on first aid measures for head injuries.

📚 The "Silly Boy" 📚 A new teacher, upon entering the classroom, noticed that one boy was being teased and called "Silly Boy." During the break, he asked the students why they called him that. “He really is silly, Mr. Teacher. If you give him a larger five-cent coin and a smaller ten-cent coin, he always picks the five because he thinks it's bigger. Look, watch this...” A student pulled out two coins and offered them to the boy. As usual, he chose the five-cent coin. The teacher, puzzled, asked: "Why did you choose the five-cent coin and not the ten?" "Look, it's bigger, Mr. Teacher!" After school, the teacher approached the boy. "Don't you understand that five cents is only bigger in size, but ten cents can buy more?" "Of course, I understand, Mr. Teacher." "So why do you keep choosing the five?" "Because if I pick the ten, they'll stop giving me money!"

Joined-Up Thinking: Do We Need Cursive Handwriting? When e-readers came along, people said it was the end of real books — just as CDs seemed to have ended the need for vinyl records. But here we are, living in a time when both real books and vinyl records are alive and well. So just because we create a new, more advanced way to do something, it doesn't mean we have to abandon the old way. Then what about cursive handwriting? It's a question many teachers have been asking for decades as electronic devices have become more and more common both in the world of work and in the classroom. In the US, about half of the states have made the teaching of cursive mandatory. It's still taught in a number of European countries, while others have a greater focus on typing. So what's the right approach? Some recent studies have found that writing in cursive helps the brain learn and remember better than typing. This may help younger children with their reading skills. It's also good for fine motor skills — those that allow us to make small movements with our hands and wrists. However, some teachers say children will hardly ever need to write by hand as they get older, and if they do, then printing — rather than fully cursive writing — will be enough. Time is also a big problem for schools, which say they just don't have enough time in the day — teaching cursive has become a luxury when there is so much else to do. But after giving up on it for years, many places — like the US state of California and the Canadian province of Ontario — are now finding time for cursive again, even if it's not used as much as it once was. After all, school isn't only about learning things we'll use in future — it's about training our brains and exposing them to new experiences.

Your patience will pay. Believe that everything will work in your favor no matter where you are today. Let this faith lead you towards your goals with excitement and hope. A positive mindset is beyond powerful. Hold onto your dreams. Stay the course. Get out of your own way.