Study

Medical Terms Idioms

Abbreviations Slangs
Medical English With Grey’s Anatomy

while watching doctors handling interesting cases Professional English

 " Hip and tech-savvy medical students and junior doctors are likely to find lecture-
based professionalism and ethics modules boring."
"Television programs, purported to “rot the mind,” can actually be put to good use in
the teaching of “soft skills” in medicine."
Lim et al, (2008).

This book is for medical students and other medical professionals who
have to use English to communicate with patients and medical
colleagues. It uses Grey's Anatomy as a source from which certain cases
are modified to show students how doctors use English in their work
hence it familiarizes students with their future professional context in an
interesting way.

It aims to develop listening skills primarily but attention is also given to

speaking skills through discussions while doing tasks collaboratively.
Practice is also provided in doing on-line activities to help students
develop skills of searching information from the Internet.
 Grey's Anatomy is an American medical drama television series centered on the personal
and professional lives of five surgical interns and their supervisors. So far, six seasons have
been aired. In this book you will meet only the main characters appear in its first season, five
interns supervised by four mentors.

The interns/residents :

Meredith Grey Isobel Stevens - Izzie Cristina Yang

Alex Karev George O'Malley

The Mentors :

Derek Shepherd/ Attending, Neurosurgeon Miranda Bailey/ Chief Resident Preston Burke/ Cardio-thoracic
surgeon

Richard Webber /Chief of Surgery

 Unit 1
Don’t Take the Shortcut !

Before You watch:

Discuss in your group. What can you see from
the pictures ? What do you think they did ?

Name some surgeries you know that

can help losing weight.

Do you think these surgeries are

safe ?

Guess !!
What will today’s
case be about ?

while you are

watching try to
take some notes
about this case.
Scene 1

(All interns are in hallway with Bailey. Meredith yawns)

1– According to Dr. Bailey’s orders, Who are going on to clinic and

who are going with her?
2- What consult does Meredith have to do ?
3– There are two other patients assigned to Meredith ? What does
She have to do with them ?
4– What does Meredith have to do in 1337, 3342, 3363, and 2381? Check your notes with
your group.

1
 Scene 2
Meredith is examining a girl about 18, in the presence of her parents.

1-In your group, summarize the

patient’s symptoms. What do you
think her problem is ?

2- The patient asks Meredith to give her some drugs. What is the kind of those
drugs ?
3- Watch for Structure. Complete the following questions.
- Ok, well, ….. …… lie back for an exam for me?
- You know, actually, Mrs. Rice, this might be easier if we had some privacy. So …… ….. two
mind ……….. the room?
- …… …… lift your shirt so I can examine your stomach?
4- Who asks these questions above ? What were the answers for such questions?

Scene 3
Meredith is examining Claire away from her parents.

1– What does Meredith Find out in her examination for the patient ?

2- Decide weather the following statement is True or False :

- pink scars can be a sign for an old surgery.
3– Where did Claire get these scars ?

Scene 4
Bailey is asking Meredith about her tasks and patient.

2
1- Fill in the gaps.
Bailey: Where are we?
Meredith: I did the ………..., did the ….., ……….., the ………..., everything.
Bailey: How is your pit patient?
Meredith: She's ………... and has …………. signs.
Meredith: I think she had some sort of illegal surgery done in Mexico.
Bailey: Botched …………….?
Meredith: No! She has four …………. scars on her abdomen and won't say what they're
from, the parents are clueless.
Bailey: She's a minor.
Meredith: Seventeen. Freshman in college.
Bailey: You order up for a ……..?
Meredith: Yes.

2– What other tasks is Dr. Bailey asking Meredith to do ?

Scene 5
Meredith and Dr. Bailey are at a computer desk discussing something.

- Complete the following sentences

Meredith and Dr. Bailey are checking Claire Rice's ……………….

Claire’s stomach is ………… . She’s had a ……….. ………… in Mexico.

Scene 6
Bailey and Meredith in the hall talking to Mr. And Mrs. Rice

3
 Discuss !
1- What’s wrong with Claire’s procedure?
2- Describe the consequences happened to Claire from this procedure.
3– Why do you think these consequences occurred ?
4– What must the doctors do to help Claire’s condition getting better ?

5- Dr. Bailey and Meredith define gastric bypass and edema to Claire’s parents. Watch
again to write down their definitions.
Gastric bypass :………………………………………………………………………………………………………
Edema: :………………………………………………………………………………………………………

Scene 7
With her husband and Meredith., Mrs. Rice enters Claire’s room angrily.

1- Where did Claire get the idea to do this surgery ?

2– What are Claire’s reasons for doing the surgery ?
3– Is she willing to follow her parents and the doctors’ advice ?

Scene 8
Bailey and Meredith operating on Claire

- Fill in the gaps:

Bailey: Handle with care. This thing's...
Meredith: Full of …….... I know.
Bailey: We need to free the bowel from the …………... caused from the ………... This poor
girl. What was she thinking?
Meredith: She wants her mother's approval. She wanted to please her.
Bailey: And this damage is the result? Here, …………. that.
Meredith: ……………………..., please.

4
 Scene 9
Meredith walking through the hall with Mr. and Mrs. Rice.

Discuss !
1– Were the doctors able to reserve the surgery ?
2– What are the results of the operation ?
3– Why will Claire never eat normally again ?

Scene 10
Meredith is wheeling Claire through the hallway

According to Meredith’s recommendation, Who are going to contact Claire’s parents ?

What diagnostic tools can you use to check a patient insides ?

Discuss !
Express your opinions to your group about this surgery, when you think
people can do it and when they shouldn't. Do you think Claire should or
shouldn’t have done it .

Be Creative !!
Having watched the case, try to give a better title for this unit.

5
 after you watch —- making requests with modals

When you ask someone to do something for you, or ask if you can do something, it's important to
sound polite. Here are some of the common ways that you can do this with Modals.

What are the Modal Verbs?

All the auxiliary verbs except be, do and have are called modals, such as will, shall, may, might, can,
could, must, ought to, should, would, used to, need. Unlike other auxiliary verbs modals only exist in
their helping form; they cannot act alone as the main verb in a sentence.

Can , Could , Will , Would , May , Shall , Should can be used in yes-no questions to make requests.
They are usually used for asking favors with varying degrees of formality. For example, we use can
and could for informal requests, while the structures with would are more formal . We use them with
people we don’t know well, or we use them with friends if the request is very demanding.

could and can are synonymous, but could is more polite. Likewise, Would is more polite
than Will.

Could you open the door for me, please?"

"Would you mind opening the door for me, please?"
"Can you open the door for me, please?"
"Will you lie back for an exam for me?"
"So, would you two mind leaving the room?"
"Can you lift your shirt so I can examine your stomach? "

Note: could and can are followed by the verb without to.
Would you mind is followed by the verb and -ing.

Shall asks about a preference. In these examples, shall and should are
synonymous. In American English, shall is rarely used; when it is, it's only in the first per-
son singular and plural.
Should / Shall I close the door?

In yes-no questions that make a request, you can use may or can. May is more polite.
May / Can I see your driver's license?

Always try to be polite to your colleagues, friends,

patients and their families

6
 After you watch

1- Match :
exam
consult
Do IV
Order up for Postop
Document Meds
Reverse CT
Drain EKG
X-rays
Procedure
an organ
2—Put the right term in front of its definition :
A- Short gut syndrome / An electrosurgical device that helps doctors to make precise cuts with
Short bowel syndrome limited blood loss
B- Needle-tip Bovie partition separating the chest cavity from the abdomen

C- Adhesions type of medication used to treat infectious diseases

D- Abscess Feverish

E- Gunk pertaining to the membrane lining the of abdominal cavity

F- Diaphragm a group of problems related to poor absorption of nutrients that typically

occurs in people who have had half or more of their small intestine removed.

G- Gastric bypass abnormal growing together of separate body tissues

H- Foley premature termination of a pregnancy

I- Abortion localized collection of pus accompanied by inflammation

J- Peritoneal A flexible plastic tube (a catheter) inserted into the bladder to provide
continuous urinary drainage.
K- Antibiotics any thick messy, sticky or greasy substance

L- Febrile A surgery makes the stomach smaller and allows food to detour part
of the small intestine

3– What do the following abbreviations stand for ?

IV
Meds
Postops
Cath
EKG
GBP

4– Design a poster showing the bypass procedure and explaining its benefits, dangers ,
possible complications that may results after the surgery and what patients should follow
after the procedure.
The following websites will be helpful while designing
http://www.webmd.com/diet/weight-loss-surgery/gastric-bypass
http://www.webmd.com/diet/gastric-bypass-operations
http://www.yourbariatricsurgeryguide.com/gastric-bypass-surgery/

7
 Unit 2
The John Doe

Before You watch:

In your group, try to name some parts
of the brain in the following figure.

What are the functions of the Brain ?

Name some diseases that may affect

the Brain ?

Guess !!
What will today’s
case be about ?

while you are

watching try to
Scene 1
take some notes
Cristina and Izzie are in an exam room reporting a about this case.
patient's condition to Dr. Derek and Dr. Burke.

1- Who asks it ?
-Get him to the O.R?
-Uh, Dr. Shepard, he’s not going to the O.R?
-Declare him? Declare him what?
2- What do you think dr. Derek means by declare him ?
3– Complete the following sentence.
- this patient is diagnosed as ……………… Check your notes with
your group.

8
 4- Before you watch again try to complete the following extracts from Cristina
and Izzie's reports and the doctors' dialogue.
CRISTINA: Unidentified John Doe, mid-thirties pedestrian, hit by a motorist swerving to
avoid a bike, …… 3. Um Pupils ……………. and dilated. …………….. given for a pulse in the
forties. ………. 183 over 112. Pulsed at 98 percent.
IZZIE: Chest films show wider ……………………… and head …….. revealed ………………………...
He’s gotten 78 ……………., …………………… 10 and a gram of ……………………..

DR. BURKE (to Derek): Is he ……………..?

DR. SHEPARD: Looks like.
DR. BURKE: The bike race claims its first victim.
DR. BURKE: I ought to make my ……………. repair after all.

Now watch and check .

Scene 2
CRISTINA , IZZIE and DR. SHEPARD in the patient’s room.

Read the following before you watch :

1-When Cristina is checking the patient's eyes , she

says " there is no ………………………."

2- Is Izzie's saying "We’re supposed to just stand

here, and watch him die " an utterance or question ?

Discuss !!
3-What do you know about medical miracles ?
4-Comment on her statement " It would be a waste
of organs."

5- watch for the structure:

Choose the correct word between brackets:
If he (don't-doesn’t-wouldn't) respond to these tests in the next five hours.

He (is- does -has) a heartbeat.

There (is – has – does ) no higher brain function.

There ( were- do –are) medical miracles.

Miracles (happens–happen– happened ) People (do-does-did) wake up, that's why we

(does-did-do) a series of tests over a set number of hours, so when we (called-call-calling)
time of death, we (knowing- knew-know) that we’ve done everything in our power to make
sure it’s actually his time of death. That’s what ‘do no harm’ (means-meaning-meant).

9
 Scene 3
Cristina and Izzie go to Dr. Bailey asking for something, while
watching try to figure out what they are asking for.

1– Extract a question formulated as a sentence.

2- Choose:
-Dr. Bailey is resecting a patient's ( Appendix - Kidney – bowel )

-Cristina and Izzie are asking for

( harvest surgery– brain surgery - transplant surgery )

-( Hospital consent – family consent ) is required to harvest an organ.

Scene 4
Izzie is sitting in front of her patient....Suddenly something happens

1- What happens to the patient ? and how Izze is trying to help him ?

10
2- Watch again and complete the following dialogue between Meredith and Cristina.
IZZIE: He’s ……...
MEREDITH: Well, what the hell are you doing? ……………….!
IZZIE: I can’t. I’m not supposed to. He’s ……………...
MEREDITH: Well Izzie, if he’s brain dead, you have to let him go.
IZZIE: No. It’s only been five hours and thirty-three minutes. He’s supposed to get six hours.
MEREDITH: Well, we can’t do anything to help him live. It’s not our place to make that …….
IZZIE: He’s a person, we’re doctors. We should have every right to make that call. We can’t just stand
here and do nothing while he dies. He has a right to the next twenty-seven
minutes.
MEREDITH: I’ll get the ………….., you get the blood. We’ll ……………. him.

Scene 5

Izzie and Cristina are at a reception desk asking a nurse for something …..

1- Extract a question formulated as a sentence.

2-The nurse mentions a synonym for consent, what is it ?

3– choose:

- The patient's blood type is ( A positive – O negative – A negative – O positive )

Scene 6

Emergency!!

11
 1- Choose the correct answer:
- Meredith calls out saying : ("He's crashing" – "He's died" – "He's stable" )
- Cristina had a ( radiologist – neurologist – pathologist ) look at the patent's chest
films.
- He's a ( traumatic aortic injury - Sub-arachnoid hemorrhage - pulmonary atresia)
- He's going to ( suture - rupture - puncture ) and bleed out.

2- Are Meredith and Cristina going to Bailey asking her to do the surgery ?
Scene 7
George has a patient who is in a bad need of a liver transplant, Izzie,
Cristina and Meredith are standing in front of him in a line. Guess!!
what do they want ?

1- Watch again then decide whether the following statements are True
or False :

- George's patient is a close match for the girl's John Doe ( ) .

- George wants a harvest surgery ( )

2- Who says " UNOS couldn’t find a better match" ?

Discuss !!
3- Why do the girls want the transplant surgery for Georg's patient ?

4- what does UNOS stand for ?

How can you know if the patient is a brain dead ?

Be Creative !!
Having watched the case, try to give a better title for this unit.

12
 after you watch —- simple present tense

How do we make the Simple Present Tense?

subject + auxiliary + main verb
verb
do base

How do we use the Simple Present Tense?

We use the simple present tense when:
the action is general
the action happens all the time, or habitually, in the past, present and future
the action is not only happening now
the statement is always true

There are three important exceptions:

1. For positive sentences, we do not normally use the auxiliary.

2. For the 3rd person singular (he, she, it), we add s to the main verb or
es to the auxiliary.
3. For the verb to be, we do not use an auxiliary, even for questions
and negatives.

Choose the correct form between the bracket:

- He's a cerebral edema ( he has – he is )

- He's crashing ( he has – he is )
- He's going to the O.R. ( he has – he is )
- He's a traumatic aortic injury ( he has – he is )

13
 After you watch

1- Match :
Do tests
Respond to organ
Declare O.R.
Harvest code
Call brain dead
Get… to EEG

2—Fill in the gaps with the proper words :

(stable - confirmatory - crashing – match)
- The patient's heart rate and pulse start dropping. The monitors start beeping rapidly, he's
…………… .
- Nothing changed to the patient's condition , he's ……….. .
- The patient's liver is the same type and size as Mr. Mackie's , so he is a very close ……… to
him .
- EEG has been the most widely used test to measure and record the electrical activity of the
brain . In recent years physicians have used a variety of laboratory studies as …………tests
in the diagnosis of brain death.

3- Choose :
- The septum in the middle" of the chest cavity – thoracic cavity - is called
a) Pericardium b) Mediastinum c) Scrotum
- …………….. is neurotransmitter which works in conjunction to the brain to regulate movement
and emotion.
a) Dopamine b) dopamine c) Histamine
- Fluid accumulation beneath the skin or any cavity of the body is known as
a) Myopia b) Oedema c) Ischaemia
- A …………. surgery is a surgery in which an organ is extracted from a living or recently de-
ceased body.
a) Bypass b) Plastic c) Harvest

4- Classify each term under its category :

Dexamethasone, EEG, Atropine, CT , Phenytoin ,GCS , Cerebral edema , Mannitol, Traumatic Aor-
tic Injury , Dopamine , Abdominal Aortic Aneurysm

Drugs Procedures Diseases Devices

14
 After you watch

5- Match :

A) The involuntary blinking when the edge of the cornea is touched called Transfuse
B) Tear , cause to burst Corneal reflex
C) Introduce into the circulatory system through a vein Rupture

6—Give the terms of the following definitions :

- It is a partial or complete tear in the wall of the aorta caused by a sudden injury to the chest.
This injury is a time-sensitive, requiring rapid and accurate diagnosis to prevent death.
- A cardiovascular disease characterized by a sac-like widening of an artery resulting from weak-
ening of the artery wall.

7- Identify the adjective marker and give the noun form for each of the following terms:
Cerebral
Aortic
Corneal
Traumatic

8- What do the following acronyms stand for ?

EEG - GCS - BP - O.R. - TAI

9- Use the following links to prepare a presentation about your given title :
Group 1 TAI
http://www.trauma.org/archive/thoracic/CHESTaorta.html
What is Traumatic Aortic Injury ? What are its symptoms ? What are the causes ?
How is it diagnosed and treated ?
Group 2 AAA
http://www.nlm.nih.gov/medlineplus/ency/article/000162.htm
What is Abdominal Aortic Aneurysm? What are its symptoms ? What are the causes ?
How is it diagnosed and treated ?
Group 3 Phenytoin , Atropine. Mannitol , Dexamethasone
The following website lists most of the drugs alphabetically and contains hyperlinks for more details
about each.
http://www.onlinedrugtest.info/companies/raway-pharmacal-inc-drug-treatment-provider.html
Write about their compositions, properties, indications, contradictions, precautions and presentations.
Group 4 Cerebral oedema
http://brainavm.oci.utoronto.ca/staff/Wallace/2000_curriculum/cerebral_edema.htm
What is Cerebral edema ? What are its symptoms ? What are the causes ?
How is it diagnosed and treated ?
Group 5 GCS
http://en.wikipedia.org/wiki/Glasgow_Coma_Scale
-What are the elements of the scale ?
-Explain the following:
Best eye response (E)
Best verbal response (V)
Best motor response (M)

15
 Unit 5
The Whipple

Before You watch:

You are about to watch a group of doctors
discussing a disease presenting its symptoms,
treatments and some tips of how we can take
care of ourselves to prevent getting it. Try to
figure out what disease is discussed through the
following clip :

What is the disease they are talking about ?

What are the symptoms of this disease ?

According to Dr. Lawrence , what can we

do to prevent getting this disease ?

How dangerous is it ?

Scene 1
How can it be treated ?
Here is a cut to Cristina with her patient, she opens door, flips
on light to a room .
while you are
watching try to
take some notes
about this case.

1– According to the patient, what is Cristina doing and why did

she come early ?
2- Before you watch again, try to complete the following
dialogue between Cristina and her patient.
Liz: What does my chart say?
Cristina: It says you used to be a nurse here.
Liz: A scrub nurse
Cristina: And you have ……………………. consistent with …………………...
Liz: Oh, and you are hoping they're gonna give me a …………... . Check your notes with
……………….. . This hospital sees those…maybe once every six your group.
months.

16
 Scene 2
Now Cristina is presenting rounds to dr. Burk. Read the following before you watch

Cristina: : Fifty-five-year-old woman

with …………………. of the pancreas. Has
had …………….. therapy to reduce the
……………. load. Rates her …………… pain
three out of ten. Positive ………….., but
no ………….. . ………………, ……………….,
………….., …………… with T-max 37-2
and stable vital signs. Lab significant for
a total ability of seven and elevated
…………………….

Burke: Thank you, Dr. Yang.

1- Meredith's mother is mentioned by Liz, what is her name ?

2- Dr. Burk says that Dr. Shepherd and Meredith are busy in another case, what is
it ?
3- Watch again trying to fill in the gaps above while watching.
4- Towards the end of this clip, Dr. Burk asks Cristina for things to do with Liz.
Watch and jot down what Christina has to prepare according to dr. Burk's
orders.
5- According to dr. Burk, Liz needs:
-
-
-
6- Choose and give a reason for your choice: Liz going to have ( a CT - an MRI )

Scene 3
Cristina , George , Dr. Burk and others are in the Gallery. From dr. Burk and
Cristina's conversation, can you figure out what Cristina does want ?

Discuss !!
why does Cristina want that thing ?

- Read the following dialogue, then watch again trying to

complete the missing phrases from their conversation:

Burke: Dr. Yang……………….. the blood work?

Cristina: Oh, right before I got here.
Burke: Hmm. ……………………… Beep me when you're
done.

Discuss !!
What is the Whipple ? What do you know
about it ?

17
 Watch the following clips to check your ideas about the Whipple.

Scene 4
Watch to choose the correct form between brackets from Liz's talk.

Liz: I always (divide-divided-dividing) surgeons into two categories: Those that

remember the names of their patients and those who (didn't-wouldn't-hadn't).

Cristina: But the good ones remember the names, right?

Liz: I (don't-doesn't-didn't) say that. Now, some of the best ones, you know,
distance themselves on purpose.

18
 Scene 5
Watch to know What dr. Burk needs to check before operating the Whipple.

- Now watch to Complete Cristina's talk with him:

Cristina: Dr. Burke, I ………… to know if ………… seen Nurse Fallon's labs.
Burke: I have.
Cristina: Oh, I …………. you …………… the Whipple on the board. Do you want
me to schedule it for you?

1- Watch all the previous clips together to tell your group if you think that Liz is going to
operate or not, she needs the Whipple or not, and why ?

2- Watch to figure out the different structures Cristina uses when asking dr. Burk.

Cristina: …… you …….. her overnight labs ?

Cristina: ………. you …….. her liver panel ?

19
 Scene 6
What is happening to Liz ? and what is Cristina trying to do ?

Complete:
- Nobody helps Cristina because Liz is ……….. .
- Doctors usually …….. the patient and push …….. and/or ………… before
performing CBR.
- DNR stands for ……………..

Be Creative !!
Having watched the case, try to give a better title for this unit.

How can you diagnose the pancreatic cancer disease ?

20
fh
after you watch —- the differences between the present perfect
tense and the simple past tense

The Present Perfect is always used to talk about an imprecise time in the past while the
simple past is usually used with definite times.
The Present Perfect is usually used if an action started in the past and is still going on
now, while the past simple is used when the time period of an action has finished. So
the tense which indicates things happened recently is the present perfect.

The following summary will help

you to understand the differences
with the given examples

The present perfect is used when the time period has NOT finished:
I have seen three movies this week.
(This week has not finished yet.)
The simple past is used when the time period HAS finished:
I saw three movies last week.
(Last week is finished.)
The present perfect is often used when giving recent news:
Martin has crashed his car again.
(This is new information.)
The simple past is used when giving older information:
Martin crashed his car last year.
(This is old information.)
The present perfect is used when the time is not specific:
I have seen that movie already.
(We don't know when.)
The simple past is used when the time is clear:
I saw that movie on Thursday.
(We know exactly when.)
The present perfect is used with for and since, when the actions have not finished yet:
I have lived in Victoria for five years.
(I still live in Victoria.)
The simple past is used with for and since, when the actions have already finished:
I lived in Victoria for five years.
(I don't live in Victoria now.)

From Cristina's questions or talks, identify the present perfect and past simple tenses , then
decide which actions happened first:

A ) Have you seen her overnight labs?

Did you check her liver panel?

B) I wanted to know if you've seen Nurse Fallon's labs.

21
After you watch

1- Match :

Schedule the drain

Push round
Circle The Whipple
do blood work
perform Radiology
put in The Whipple
take her to CPR
present epi

2—Put the proper term in front of its definition :

Biopsy– Adenocarcinoma - Radiation therapy – Jaundice - Stent– Abdominal – T-max

Nausea – Diarrhea – Vomiting– Hematochazia – Enema - Melena – Whipple – Afebrile
(…………….) Feverless.
(…………….) A treatment way uses high energy, penetrating waves or parti-
cles such as x rays, gamma rays, proton rays, or neutron rays to destroy cancer
cells or keep them from reproducing.
(…………….) Removal and study of a tissue sample for diagnostic purposes.
(…………….) The time after administration of a drug when the maximum
plasma concentration is reached; when the rate of absorption equals the rate of
elimination
(…………….) A cancerous tumor derived from glandular tissue or in which
the tumor cells form recognizable glandular structures.
(…………….) Pertaining to the section of the body between the thorax and the
pelvis in which most of the digestive organs are located, belly; section of the
body behind the thorax.
…………….Passage of stools containing blood.
(…………….)A feeling of sickness characterized by gastrointestinal distress
and an urge to vomit.
(…………….) Dark or blood-stained feces.
(…………….) Abnormally frequent and fluid bowel movements.
(…………….) Ejecting stomach contents through the mouth.
(…………….) The injection of liquid into the rectum through the anus for
cleansing, for stimulating evacuation of the bowels, or for other therapeutic or
diagnostic purposes.
(…………….) A slender rodlike or threadlike device used to provide support
for tubular structures that are being anastomosed, or to induce or maintain their
patency.
(……………….) An operation most often done to remove a growth on the
duodenum (the first portion of the small bowel), bile duct or head of the pan-
creas.
(…………………) Disorder caused by an excess of bile in the blood
(characterized by yellowness of the skin, lethargy and loss of appetite.

22
 After you watch

3- What do the following abbreviations stand for?

MRI
ERCP
CPR
Epi.

4- Analyze the following terms giving the meaning of each part:

Adenocarcinoma
Diarrhea
Hematochazia
Afebrile
Duodectomy
Cholangiopancreatography

5- Circle the suffix then identify the part of speech of the following words :
Pancreatic - Jaundiced - Abdominal

6– Use the following links to prepare a presentation about your given title :
Group 1 The Whipple
http://www.surgery.usc.edu/divisions/tumor/pancreasdiseases/web%20pages/pancreas%20resection/
whipple%20operation.html
What is a Whipple operation and Laparoscopic Whipple operation ? When is a Whipple operation
required? What is the results of the Whipple surgery? Will the Whipple operation improve the
patient’s survival? What are the complications that are likely to happen immediately after surgery for
the Whipple operation?

Group 2 Pancreatic Cancer

http://www.medicinenet.com/pancreatic_cancer/article.htm
What is the pancreas? What is Cancer ? What causes cancer of the pancreas ?
What are the symptoms and signs of the pancreatic cancer ? How is it diagnosed and treated ?

Group 3 ERCP
http://digestive.niddk.nih.gov/ddiseases/pubs/ercp/
What is Endoscopic retrograde cholangiopancreatography ? Why is it used ? What is required from
the patients ? Describe the procedure ? What are the possible complications ? How to prepare for it ?

Group 4 Adenocarcinoma

http://emedicine.medscape.com/article/277496-overview
What is Adenocarcinoma ? What are the symptoms of it ? What are the causes ? How is it diagnosed
and treated ?

Group 5 Radiation Therapy

http://www.cancer.gov/cancertopics/factsheet/Therapy/radiation
What is Radiation Therapy ? Give information about its types, side effects, mechanism of action,
dose, effects on different types of cancer.

23
Introduction:

You are likely beginning your course by referring the students to 'To the student', introducing the
characters they are going to meet in every unit. You probably have some students who are familiar
with this TV show Grey's Anatomy, ask them to tell the rest of the class what they know about this
show and its characters. If not, you do introduce the characters with a brief background about the
premise of this medical drama series ( five interns who have just graduated from medical school and
starting their first year as doctors under the supervision of four surgeons ) , identifying and defining
the occupational position of each character. You need to explain that in each unit a medical case is
presented through short video clips followed by questions and exercises testing both their listening
skill and comprehension, and sometimes discussions about certain issues raised from some clips. All
the tasks should be done in groups. So, in every class they have to get into groups prior to doing the
warmer-up activity or actual watching. You also need to present the students' notes form explaining
that it should be filled in by the students while or after watching every clip. At the end of the unit, the
students in their groups do some self-directed tasks, e.g. preparing for presentations about specified
topics presented earlier through the video clips. Maximum of five titles are usually shown in most
units, students decide in their groups to do one of them. However, students can feel free to join any
other group doing a more proffered topic than that agreed upon in their groups. At the same time,
more than a group can do the same topic if they like.

Teacher's Tips:

- You better give a brief introduction about each clip before it is played so as not to get
students panic or distracted.

- You can play the slow version of each clip or playback the original whenever you find your
students having difficulty, especially with the first units.

- Sometimes, students know some terms which they pronounce differently, they might need
listening several times to correct their pronunciation.

- Students can read the tasks before watching.

- Draw your students' attention to the density of slangs in the American English.

- Try to discuss the way medical words, abbreviations and slangs are presented through cases
as much as you can.

- Remind students with the prefixes and suffixes they studied before, whether medical or
general, and how words that have such affixations are employed in sentences.

- Every task that includes eliciting or finding important medical words should be written on
board so as to enable students to check their answers and spelling, and help in correct both
themselves and each other.

- Check the vocabulary students get from listening in every filling gaps task, ask groups to help
each other if some fail to catch some words even after playing the clip several times.

- Grammar is not a focus in this course, you are just reviewing the various structures students
studied before and showing them how they are used in conversations. So, try not to spend
much time on this section.

- After discussions, be sure that different students represent the main points they discussed at
different times so as not to have only one speaker in each group.

- Dictionaries and other resources, computers and internet, are necessary in each class to
help your students find the meanings themselves, check spelling and prepare for their
presentations.
 Unit plans and teacher’s notes

Unit 1 plan
Topic : Gastric Bypass Title: Don't Take the Shortcut Organization: five groups of five

Time: 3 hours Resources: Board, projector, and computers with access to the Internet

Objectives:

- To listen to some medical terms, and abbreviations presented through the videos.

- To study the meanings and definitions of various medical words.

- To enhance awareness of making right decisions, and dangers of illegal surgeries.

- To improve general and academic speaking skills.

- To be able to take notes from spoken sources.

- To learn to select and use information from internet.

- To be able to restate the main ideas of spoken passages.

- To analyze scientific information in English.

- To review the structure of making polite requests.

Skills: Listening and Speaking

Medical Terms/Acronyms ( Abbreviations) :

Short gut syndrome- Needle-tip Bovie- Adhesions- Abscess- Gunk- Diaphragm- Gastric
bypass- Edema- Foley- Abortion- Peritoneal- Laparoscopic scars - Antibiotics- Malnutrition-
Febrile- IV-Meds-Postops-Cath-EKG-GBP

Synonyms: Passed out = Faint – Febrile = Feverish - Gut = Bowel –

Laparoscopy = MIS

Useful language Serious complications – Reverse a procedure – Resect bowel – Drain an

organ –stabled stomach – abdominal Ct's – Illegal surgery- consult

Structure: Making Requests with Modals.

1
Procedure :
The Warmer-up Activity:

Here are photos of two famous Arab singers , Hussien Al-Jesmi and Diana Carazon,
who have successfully lost huge amounts of their excessive weights, ask students to
think how they did succeed to elicit several ways, invasive and non-invasive, of losing
weights. Then, encourage the groups to discuss those invasive procedures, what do
they think and know about them ? Is it risky to have such surgeries? And why ?
present their findings to each other.

After discussing all the questions, ask them to guess what the unit will be about.

Scene 1
Before playing the first cut, you should introduce its setting and characters to
students. After that, play it once asking students to answer the questions that
follow. After discussing the answers of the questions, refer to the notes on the right,
ask them to read its content so as to try taking the required information from the
next scenes.
1- O'Malley , Yang and Karev.
2- Izzie and Meredith. Izzie is to be with Bailey.
3- A girl with a fever and abdominal pain.
4- Postops.

Scene 2
Play the clip. Ask students to discuss trying to figure out this patient's problem and
summarize the symptoms. Ask students to read the questions that follow, then play
the clip again. While answering questions 3, illustrate the type of these questions,
i.e. request, and refer to the use of modals for formulating such questions or
requests. Introduce some responses for requests. Such as ok, of course , sure…..
Ask students to check together what they have got in their notes. The patient's name
should be introduced.
1-Feverish, weak, lost weight and passed out in the shower.
2- Antibiotics.
3- Refer to scripts.
4- Meredith. ( No, please, I don't need an exam - That's fine )

2
Scene 3

Play the clip. Ask the questions that follow. Ask if Meredith finds out the problem, if
yes, what is it? Refer to scars and ask students what they do indicate. Students
should listen to tell that they are peritoneal scars.
1- Pink scars.
2- False. ( a recent surgery )

Scene 4
Students read the script of Bailey and Meredith before playing the clip. After
watching, they check the missing words together. Write all their findings on the
board to encourage all the groups to correct each other and check both their words
and their spelling. Likewise, the answer of question 2 should be written on the
board.
1- Refer to scripts.
2- Get Foley, Coude cath, write up postop notes on all surgical-floor patients
that had surgery within the last 24 hours, and document their EKG's and x-
rays.

Scene 5

Ask students to read the task that follows. Then, play the clip. Students check the
information they get together.
- Abdominal CTs.
- Stabled – Gastric Bypass. cc

Scene 6:
Tell students that they have to discuss information obtained from this clip. Play the
clip. Then, ask them to discuss the questions in the discussion box. After discussions,
you ask each group to present a part you decide to ask them about. After that, ask
them to read question five, tell them that they are going to watch again to write the
definitions of these two terms. Students check their definitions together.
1- There are serious complications , an abscess under her diaphragm, and
edema . The procedure needs to be reversed.
2- She is going to face a lifelong struggle with malnutrition.
3- She does not need to lose weight . Illegal surgery.
4- Do a surgery to reverse the procedure.
5- A procedure normally done on obese patients to help them lose weight.
A swelling of the bowel wall.

3
Scene 7:
Play the clip before students read the questions to check their comprehensions.
They discuss the questions to help each other when the clip ends. Then, play it again
so they can check their information.
1- The Internet.
2- Losing weight does work for her like it does with her mother. Being a college
student is stressful, there is not enough time for exercise. she wants to focus
more on her studies.
3- No. But she has to……

Scene 8:
Ask students to read the presented extract from the script to be prepared for
listening to get the missing words. Play the clip. Students check their words together
and discuss the meanings. You write the words on the board.
- Refer to scripts.

Scene 9:
Now the procedure is done. Ask them to report or summarize Meredith's speech to
the parents after playing the clip, decide if they think the surgery is successful or not.
Then they discuss questions in the discussion box.
1- Yes……
2- Claire lost significant portion of her bowel.
3- And because of the short gut syndrome, She will never eat normally again.

Scene 10:
This is the ending clip. Students watch answering the comprehension questions that
follows. You introduce the work of social service. Then, ask them to express their
attitudes and opinions towards this procedure and to decide whether having such
procedure with Claire's weight is right or wrong.
==================================================================

CT – MRI – X-rays.

4
After you watch:

Grammar :
Illustrate briefly how requests can be formulated by using modals. Introduce the
modal verbs and how using different Modals can affect the meaning. Refer back to
Meredith's requests. Ask students to give examples.

Key answers:
Students can use dictionaries and on-line resources to find answers. Again, they do
all the tasks collaboratively.
1) Do exam – do consult – do postops – do meds – Do IV – order up for CT- order up
for EKG- order up for X-rays – Document EKG- Document X-rays – reverse
procedure – drain an organ -fell out IV
2) B-F-K-L-J-A-C-I-D-M-E-G-H
3) Intravenous – Medications – Post-operations - Catheter – electrocardiogram-
Gastric Bypass Procedure – Minimally Invasive Surgery – Short Bowel Syndrome –
Computerized Tomography

4- Help students in designing posters using any installed software you have , e.g.
Microsoft Office Publisher , PowerPoint or Word. They have to check the websites
first to gather specific and precise information about the procedure. Encourage them
to be creative using figures and pictures. You should print their posters and present
them in any appropriate space you have.

5
Unit 2 plan

Topic: Brain Death Title: The John Doe Organization: small groups

Time: 3 hours Resources: Board, projector, and computers with access the Internet

Skills: Listening and Speaking

Objectives:

- To listen to some medical terms, slangs, idioms, and abbreviation presented

through the videos.

- To study the meanings and definitions of various medical words.

- To realize some medical ethics and issues, e.g. the condition of having a consent
before harvesting organs.

- To improve general and academic speaking skills.

- To be able to take notes from spoken sources.

- To learn to select and use information from internet.

- To analyze scientific information in English.

- To review the structure of Present Simple Tense.

Medical Terms/Acronyms ( Abbreviations) :

Mediastinum –Cerebral edema –Traumatic Aortic Injury (TAI) - Abdominal Aortic Aneurysm
(Triple A) – Dopamine - Corneal reflex – Dexamethasone – Atropine – Phenytoin – Mannitol
– Radiologist - Bowel - GCS - EEG - CT - BP - UNOS.

Useful language : Pupils fixed and dilated - a pulse in the forties- Pulsed at 98
percent- chest films- transfuse – rupture – stable – viable donor – potential donor –
resecting - match – transplant surgery – harvest surgery – confirmatory tests –
declare him brain dead - the code

Medical slangs/ idioms: John Doe – corked – crash

Structure: Present Simple Tense.

*Refer students to how an utterance can function as a question by changing intonation.

6
Procedure :
The Warmer Activity:
Building on students' pervious knowledge, ask them to think about the task to elicit some
previously studied terms related to the topic. Then, encourage the groups to present their
findings to each other. Some words they may come up with in identifying the parts of the
brain might be included in the following:

The brain is made of three main parts: the forebrain, midbrain, and hindbrain. The forebrain
consists of the cerebrum, thalamus, and hypothalamus (part of the limbic system). The
midbrain consists of the tectum and tegmentum. The hindbrain is made of the cerebellum,
pons and medulla. Often the midbrain, pons, and medulla are referred to together as the
brainstem.

After discussing all the questions, ask them to guess what the unit will be about.

Scene 1
Before playing the first cut, you should introduce its setting and characters to
students. After that, play it once asking the students to answer the first three
questions. Here you ask them to notice the structures of the questions appear below
the first question, explaining the role of intonation in changing a sentence into
question. The students should be encouraged to discuss question 2 in their groups
and are asked to think what ellipted words there might be, then they can check each
others' diagnoses to fill the gap in sentence 3. You should always remind them about
their notes, they also can check their findings together, stop them here asking about
the patient's name to introduce the meaning of the American idiom John Doe.
Before playing the cut again, you better give some hints or keys for gaps in task 4,
e.g. a drug , verb ,body part…etc. Students check their answers and discuss the
meanings together.

1- Cristina – Izzie – Izzie .

2- To illicit brain dead, declare him brain dead by taking off all the machines
to discharge him.
3- Brain dead. 4- Refer to scripts.

Scene 2
The students can read the tasks before watching, a grammatical structure should be
referred to after they listen to it . Students check their answers and discuss the
meanings together. Students should be prompted to talk in their groups for about 10
minutes discussing questions 3 and 4 , every group should present their opinions
about the two questions. They can give examples, establish a link between the brain
death and organs donation, try to summarize their various responses.

1- Corneal reflexes. 2- utterance functioning as a question. 5- Refer to scripts.

7
Scene 3
The videos are played. Students watch to do the tasks. Illustrate the importance of
having the family consent to harvest organs. Raise the issue of organs donation,
discuss it with students to investigate their attitudes towards this issue and tell them
about the importance of giving lives to others. Ask them why do they think the
interns want to harvest the organs to elicit the fact that the more surgeries the
interns perform the more grades they can have. Students check their answers and
discuss the meanings together.

1-We could harvest the organs? 2- Bowel – Harvest Surgery – Family consent.
Scene 4
Students discuss to summarize what happens to the patient. Then ask them to read
the script trying to fill in the gaps before watching again. Refer to Meredith's saying
" let him go" asking them what their reactions and decisions might be in a situation
like this, discuss the act of 6 hours to declare a brain dead , whether it is a
reasonable amount of time or not. Students check their answers and discuss the
meanings together.
1- He is crashing – Izzie wants to perform CPR. 2- Refer to scripts.

Scene 5
The clip is played. Ask students to discuss the first question. Draw the students'
attention to the occurrence of a contracted form, i.e. negative, and show them how
synonyms can occur interchangeably. Students check their answers and discuss the
meanings together.

1- You want their permission for organ donation? 2-Permission. 3- O negative

Scene 6:
Having listened to all the information, students must talk about all the other terms
appear between brackets while choosing from the options. They check their
answers and discuss the meanings together. When answering the second question,
ask them to decide whom the girls are going to since it is not Bailey.
1- "He's stable" - radiologist - traumatic aortic injury – rupture.
2- No, they are going to Burk.
Scene 7:
Remind students to the scene when George asks about the patient's blood type to
help them establishing a link between the two cases. You should also explain that
the girls need the patient to be operated on so as to keep him alive till they get the
consent to harvest his organs, i.e. to treat him as a viable donor helps keeping him
for a longer period of time. And in order to be a viable donor, he must be a match.
Students may not know for what UNOS stands since it is an American network, ask
them to do on-line search first , if they could not find it , elicit the words yourself.
1- True - False . 2- George

8
- Students summarize the diagnostic tools and symptoms mentioned in this case.

- At the very end, encourage students to be creative giving a new title for the unit.

-
After you watch:
Grammar :
Illustrate briefly how the present simple is formulated, when to be used and why. Show the
different meanings of the contracted forms he's , she's and it's, whether it is is or has, noting
that they are usually used in speaking.
Key answers:
Students can use dictionaries and on-line resources to find answers. Again, they do all the
tasks collaboratively.
1)do EEG – Respond to tests – Declare Brain dead – Harvest Organ – Call code – Get to O.R.
2)Crashing – stable – match – confirmatory
3)Mediastinum – dopamine – Oedema – Harvest
4) Drugs: dexamethasone – Atropine – phenytoin – mannitol
Procedures : EEG – CT – GCS
Diseases : cerebral edema - traumatic aortic injury - Abdominal Aortic Aneurysm
Devices : dopamine
5) Corneal reflex – Rupture – transfuse
6) Traumatic aortic injury - Abdominal Aortic Aneurysm
7) al cerebrum – ic aorta – al cornea – ic trauma .
8) Electroencephalogram - Glasgow Coma Scale - Blood pressure – Operation room –
Traumatic aortic injury
9) Ask students to choose a topic for their group, guide them through the websites,
show them how to locate information help them in presenting their information
using any installed software you have. Students should present their works in
front of the class, each member should do a slide or two. Ask them to write down
important information and vocabulary they come across with through these
presentations.

Further Explanations for some meanings:

John Doe: A generic name for a nameless patient, used in clinical and forensic
medicine, as a temporary identifier for persons without identification.
Corked: suffering from cardiac arrest
Code : Hospital Emergency Codes are used in hospitals worldwide to alert staff to
various emergency situations – Triage Code System - , these codes are frequently
coded by color, and the color codes denote different events at different hospitals
and are not universal.
Crashing : having a Cardiac arrest, a medical condition in which the heart stops
beating.

9
Unit 5
Topic : Pancreatic Cancer Title: The Whipple Organization: Small groups.

Time: 3 hours Resources: Board, projector, and computers with access to the Internet

Skills: Listening and Speaking.

Objectives:

- To listen for specific details (some medical terms, slangs and abbreviations
presented through the videos).

- To raise awareness of the danger of pancreatic cancer.

- To study the Whipple surgery in relation to pancreatic cancer.

- To study the meanings and definitions of various medical words.

- To improve general and academic speaking skills.

- To be able to take notes from spoken sources.

- To learn to select and use information from internet.

- To be able to restate the main ideas of spoken passages.

- To analyze scientific information in English.

- To recognize the difference in using Past Simple and present perfect Tense.

Medical Terms/Acronyms ( Abbreviations):

Abdominal Mass – Pancreatic Cancer – Whipple – Pancreatic Duodectomy –

Adenocarcinoma – Radiation Therapy – Radiology - Nausea – Vomiting –
Hematochazia – Melena – Afebrile – T-Max - Enema – Stent – Suture – Brush Biopsy
– Jaundice – ERCP – MRI – Epi – Atropine.

Antonyms: Febrile – Afebrile

Useful language: Reduce tumor load - let her go – lab significant for a total ability of
seven and elevated liver enzymes – Ct's are down – full blood work-up – she is
jaundiced.

Medical slangs: bag (v.) – scrub in (v.)

Structures: The difference between present perfect and past simple tense.

10
Procedure :
The Warmer Activity:
This Video is taken from The Doctors TV Show, the doctors are talking about how deadly is
the pancreatic cancer. They start by referring to Patrick Swayze, an American actor, dancer
and singer-songwriter who was best-known for his roles as romantic leading men in the films
Dirty Dancing and Ghost and as Orry Main in the North and South television miniseries. He
was diagnosed with Stage IV pancreatic cancer in January 2008 and died on September 14,
2009. However, at the time of this episode, this actor was still alive and fighting the disease.
The doctors have a guest oncologist, Dr. Lawrence Piro, who talks about the disease and
gives tips to help preventing it.
Introduce the show briefly to your students. Play the Video. Then ask them to discuss the
questions. Write the important parts of their answers on the board. Use Patrick Swayze as
an example, and present the short period during which he was fighting the disease, this can
indicate how dangerous the disease is. Although the case of this unit seems clear from this
activity, ask students to guess what the case will be about and check if they expect
something different to be presented.
Scene 1
Play the clip and ask students to do the first question. Before playing it once again,
ask students to try to fill in the gaps so as to check their answers while watching. As
usual, they should fill in their notes and check them together. So just remind them
here about it and let them check after scene 2. Write the words on the board, let
students discuss what they know about their meanings.

1- Preparing for pre-round exam. Cristina Grabbed this patient's chart to

impress Dr. Burk with her pre-round exam.
2- Refer to scripts.

Scene 2
Students read the script on the right before watching. Then they watch to
comprehend the situation and answer the first question. After that, play the video
again asking them to fill in the gaps on the shown dialogue from Cristina's
presentation. Illustrate that there is another case mentioned by Dr.Burk, a man with
seven nails in the head, a case which they will meet in the following unit. Play the
video for the third time so they can jot down the tasks assigned to Cristina by Dr.
Burk . Having doing so, move to question 5 and play the video again to help them get
what is to be done to Liz at Dr. Burk's recommendation. In question 6, they have to
say why they choose one of the two option in order to elicit that CT's are down, so in
this case an MRI can be ordered up for.
1- Ellis Gray. 2- A man with seven nails in the head. 3- Refer to scripts.
4- Full blood work-up, abdominal CT, MRI.
5- Enema, an ERCP for a stent, brush biopsy.

11
Scene 3

Play the clip. Help students illustrating why Cristina does want the surgery 'The
Whipple' to be done for Mrs. Fallon , reminding them that interns can get higher
grades according to the number of surgeries they perform. However, Cristina
becomes seriously more insistent on doing The Whipple as Liz's condition is getting
worse. Cristina's insistency should be discussed by students. After that, they read the
dialogue in the box before watching again. Here a full explanation for the Whipple
should be introduced; a definition and steps taking in performing this surgery. You
play the two documentary videos that follow to show students how the procedure is
performed and what parts of the body it involves.
- Refer to scripts.

Scene 4
Students watch this clip to recognize the structure used in Liz and Cristina's
conversation. Students check their choices together. Review the simple past briefly.
- Refer to scripts.

Scene 5

Again, students listen for structure in order to indicate the difference between
simple past and present perfect tense. Before doing so, they answer the heading
question stating that dr. Burk wants to check the patient's biopsy and overnight labs.
The three previous clips and a following one are combined in the clip that follows to
prompt students thinking about Liz's case and discuss all the questions together.
While playing it once again, you can stop before the last clip which shows Cristina
angrily talks to dr. Burk , in order to make students read the following dialogue so as
to predict the correct structure.

Scene 6:
The last three scenes are joined together presenting the last moments of Liz's life
and Cristina tries to resuscitate her when her condition is DNR, Do Not Resuscitate.
Play the clip first, then ask students to read the sentences that follow in order to fill
in the gaps while watching again. Illustrate the fact that you cannot help patients
when they are DNR. Refer to DNR illustrating this acronym and how it is employed as
an adjective in she is DNR. Write the words on the board. Refer to bag as a slang
which means to put someone on a respirator, i.e. to apply a medical device, part of
which is a rubber bag, used to help someone breathe. And, ask students what the
link is between epi and atropine and performing CPR.
-DNR
- Bag – epi and atropine
- Do Not Resuscitate

12
- At the very end, encourage students to be creative giving a new title for the unit.

- Students summarize the symptoms of this case and diagnostic tools used with Liz by Cristina.
.

After you watch:

Grammar :
Illustrate briefly how and when to use present perfect and simple past together. Refer
back to Cristina's questions and statement. Ask students to give examples.

Key answers:
Students can use dictionaries and on-line resources to find answers.
Again, they do all the tasks collaboratively.
1) Schedule the Whipple – Push epi – circle the drain – Do the Whipple -
Perform CPR – Put in blood work – Take her to radiology – present
round.
2) Afebrile – Radiation Therapy – Biopsy – T-max – Adenocarcinoma-
Abdominal- Hematochazia- Nausea – Melena – Diarrhea – Vomiting –
Enema – The Whipple – Jaundice
3) Magnetic Resonance Imaging - Endoscopic retrograde cholangiopancreatography
- cardiopulmonary resuscitation – epinephrine .
4) Adeno/carcin/oma = gland – cancer – tumor
- Dia/rrhea = complete or thorough – fluid
- Hemato/chazia = blood – stool
- A/febrile = without / fever
- Duod/ectomy = Duodenum – surgical removal
5) Ic adjective – ed adjective – al adjective

6) Ask students to choose a topic for their group, guide them through the websites,
show them how to locate information, help them in presenting their information
using any installed software you have. Students should present their works in front
of the class, each member should do a slide or two. Ask them to write down
important information and vocabulary they come across with through these
presentations.

13
14
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