ملزمة الانج

UNIVERSITY OF BAHRAIN
College of Health & Sports Sciences

ENG 114
ENGLISH FOR THE PROFESSIONS I
STUDENT’S COPY (2021-2022)

ENG 114 [ENGLISH FOR THE PROFESSIONS (LEVEL 1)] Unit 1 2021/2022
ENG 114
ENGLISH FOR THE PROFESSIONS
UNIT ONE
Table of Contents
Course Description .2.

Course Intended Learning Outcomes (CILOs) .3.
Formative assessment details .3.
Unit 1 Session Objectives .4.
Course Material /Grammar Units /Notes .5.
Vocabulary Development 6-11
GRAMMAR 12-38
Simple Present Tense
Present Continuous Tense
Past Tense
Past Continuous Tense
Passive Voice (simple present & past)
Word order
Future Tense
Punctuation Marks: ,/;/.
SPEAKING/Informative Speech 40-47
Speaking Assignment
Managing Visuals
Equipment Position
Action Verbs
Verbal Signposting
Presentation Guideline
Evaluation Criteria
READING 49-74
Workaholism
Psychology of Money
Women in the Nuclear Family
Down’s Syndrome
Oral Medication
Hypertension
WRITING 76-95
Note taking Techniques
Paraphrasing Skills & Practice
Summarizing a Paragraph
Activities
LISTENING 97-114
Hay Fever
Traffic Pollution
Energy Crisis
Intravenous Therapy
Prostatectomy
1
Course Description
Course Name & Number: English for the Professions - Level I (ENG 114)
Course Duration: 75 hours
Entry Level: Successful completion of Orientation English(ENG 001)
Number of Credits: 4 Credits (3-2-4)
Target Group: All First Year Students
Course Offered: First Year - First Semester
Course Rationale:
English for the Professions – Level I (ENG 114)is an intermediate level course that aims to develop
the skills of reading, listening, speaking and writing with special emphasis on the language needs
of healthcare professionals. This integrated skills approach will enhance your self-confidence to
succeed in your academic and work encounters within an English speaking global community. Unit
level session objectives are designed to meet the goals of the course.
Exit Requirements:
Students are expected to achieve a comprehensive 60% competency level in the following
assessment categories :
1. Mid Term Exam

2. Quizzes
3. Oral Presentation
4. Final Exam
2
ENG 114 (3-2-4)
Course Intended Learning Outcomes (CILOs)
On completion of the course, students will be able to:
1. Communicate ideas and arguments orally with emphasis on language accuracy.
2. Classify main ideas and supporting details from texts or lectures.
3. Employ paraphrasing techniques to produce summaries
4. Identify the meaning of medical terms using prefixes, suffixes and word root.
5. Write an Assessment Report.
6. Make inferences from information implied in texts or lectures.
Course Assessments:
Assessment Types Number Weight
MIDTERM TEST:
Grammar
Academic Vocabulary 1 30%
Medical Terminology
Reading Comprehension
Solo Presentation 1 10 %
Writing Assignment (1) 1

10%
Summary using paraphrasing techniques
Listening Quiz 1 10%
Final Exam: 1
1. Grammar + Vocab + M.Terms + Reading 30% 40%
2. Writing Assignment (2) Assess. Report 10%
Total 100%
3
Unit 1 Session Objectives

Upon completion of Unit 1, students will have achieved the following objectives:
Speaking:
• Organize a solo presentation
• Use verbal signposts to achieve smooth transition within the presentation
• Practice presentation skills
• Develop a media tool using PowerPoint guidelines
Grammar:
• Use present, past and future tenses accurately in oral and written communication.
• Recognize punctuation errors to correct sentences
Reading and Vocabulary Development:

• Identify the main ideas and supporting details from health-related texts
• Differentiate between major and minor supporting details in texts
• Organize notes of main ideas and supporting details from texts
• Deduce meanings of words in context from reading texts
Writing:
• Use grammatical rules to construct accurate sentences in English
• Practice note taking techniques
• Paraphrase sentences and short paragraphs
• Summarize short texts
Listening:
• Differentiate between various viewpoints/opinions in lectures
• List the sequence of medical procedures from lectures
• Describe the specific details of various medical procedures
• Find meanings of unfamiliar vocabulary through context /with dictionary
search
4
Course Material
1. English for the Professions (1) by CHS English Department. This publication is
prepared in two units. Each unit module includes learning materials
appropriate for achieving unit level objectives in the listening, reading,
speaking and writing skills.
2. Medical Terminology Modules : prepared by CHS English Department. This
publication is prepared in two units. Each unit includes learning materials
appropriate for achieving the unit objectives.
3. English Grammar in Use by Raymond Murphy
Grammar Units
English Grammar in Use by Raymond Murphy:

• Units 1, 2, 3, 5, 6 , 42 & 109
Notes
1. Selection and sequencing of objectives may be adjusted when necessary, and

parts of the course may be assigned as self-study depending on student needs.
2. Modules and course materials are prepared by the English Department of the
College of Health Sciences.
3. Supplementary learning activities may be given for reinforcement of language
skills.
5
Vocabulary Development
Developing your English language skills and growing in vocabulary power is the
responsibility of every student. All of you should begin to listen to English every
chance that you get and stop reading the Arabic subtitles to every television
program and every film that you watch. English must begin to invade your mind
and your thoughts. In order to become familiar with words that are used in your
academic study, the English Department would like you to examine the following
vocabulary and to learn these word families so that you can become successful at
the college.
Look at this list of words and underline any of them that you do not know. Look up
the meaning of those that you do not know in a dictionary. Indicate whether the
word is a verb (V), a noun (N), an adjective (Adj.) or an adverb (Adv.).
 You should also be familiar with word formation.
e.g. special
1. Special care must be taken when handling ancient books.

2. There are specialized fields in biology.
3. The lawyer said it is not within his specialty.
4. My friend is a Web design specialist.
1.identity 6.evacuate 11.defect 16.route 21.absorption 26.malnutrition

2.malformation 7.fertilization 12.sedation 17.hereditary 22.radical 27.enthusiastic
3.infected 8.attach 13.irritating 18.dissect 23.inaccessible 28.abnormality
4.affectionate 9.intellectual 14.compulsive 19.therapeutic 24.transfusion 29.forecast
5.pessimistic 10.expel 15.retardation 20.irrational 25.malfunction 30.detect
Note :
• Write each of these words in the space provided for you.

• Note down their meanings, parts of speech and a synonym, if possible.
• Construct a sentence for each of the words.
Use the table below to complete the vocabulary tasks. Follow the same format
given in the sample.
something brought about by a cause or agent; a

meaning
result, a consequence
effect
- The drug had an immediate effect on the pain.
example
- The law came into effect last month.
noun √ verb affect adjective effective adverb effectively
6
meaning
example
noun verb adjective adverb
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
7
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
8
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
9
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
meaning
example
10
meaning
example
meaning
example
meaning
example
11
Grammar
Deer stoodents! I’m
easy-going. Trust me!
Unit 1 Session Objectives:
• Use present, past and future tenses accurately in oral and written communication.
• Recognize punctuation errors to correct sentences
A. Simple Present Tense

I sing
How do we make the Simple Present Tense?
subject + auxiliary verb + main verb

do base
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.
Look at these examples with the main verb like:
auxiliary main
subject
verb verb
+ I, you, we,
like coffee.
they
He, she, it likes coffee.
I, you, we,
do not like coffee.
they
-
He, she, it does not like coffee.
I, you, we,
Do like coffee?
they
?
Does he, she, it like coffee?
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Look at these examples with the main verb be. Notice that there is no auxiliary:
subject main verb
+ I am French.
You, we,
are French.
they
He, she, it is French.
- I am not old.
You, we,
are not old.
they
He, she, it is not old.
Am I late?
you, we,
Are late?
they
Is he, she, it late?
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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
John drives a taxi.
past present future
It is John's job to drive a taxi. He does it every day. Past,

present and future.
Look at these examples:
• I live in New York.

• The Moon goes round the Earth.
• John drives a taxi.
• He does not drive a bus.
• We do not work at night.
• Do you play football?
Note that with the verb to be, we can also use the simple present tense for
situations that are not general. We can use the simple present tense to talk about
now. Look at these examples of the verb "to be" in the simple present tense—some
of them are general, some of them are now:
Am I right? I am not fat.

Tara is not at home. Why are you so beautiful?
You are happy. Ram is tall.
past present future past present future
The situation is now. The situation is general. Past, present

and future.
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Present Continuous Tense
I am singing
We often use the present continuous tense in English. It is very different from the
simple present tense, both in structure and in use.
In this lesson we look the structure and use of the present continuous tense,
followed by a quiz to check your understanding:
• Structure: how do we make the present continuous tense?

• Use: when and why do we use the present continuous tense?
• Spelling: how do we spell verbs with -ing for the present continuous tense?
• Present Continuous Tense Quiz
Continuous tenses are also called progressive tenses. So the present

progressive tense is the same as the present continuous tense.
How do we make the Present Continuous Tense?

The structure of the present continuous tense is:
subject + auxiliary verb + main verb

be base + ing
auxiliary main
subject
verb verb
+ I am speaking to you.
+ You are reading this.
in
- She is not staying
London.
- We are not playing football.
? Is he watching TV?
? Are they waiting for John?
How do we use the Present Continuous Tense?

16
We use the present continuous tense to talk about:
• action happening now

• action in the future
Present continuous tense for action happening now
a) for action happening exactly now
I am eating my lunch.
past present future
The action is happening

now.
Look at these examples. Right now you are looking at this screen and at the same
time...
...the pages are turning. ...the candle is burning. ...the numbers are
spinning. b) for action happening around now
The action may not be happening exactly now, but it is happening just before
and just after now, and it is not permanent or habitual.
John is going out with Mary.
past present future
The action is happening around

now.
• Muriel is learning to drive.

• I am living with my sister until I find an apartment.
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Present continuous tense for the future
We can also use the present continuous tense to talk about the future—if we add
a future word!! We must add (or understand from the context) a future word.
"Future words" include, for example, tomorrow, next year, in June, at Christmas
etc. We only use the present continuous tense to talk about the future when we
have planned to do something before we speak. We have already made a
decision and a plan before speaking.
I am taking my exam next month.
past present future
!!!
A firm plan or programme The action is in the future.

exists now.
• We're eating in a restaurant tonight. We've already booked the table..

• They can play tennis with you tomorrow. They're not working.
• When are you starting your new job?
In these examples, we have a firm plan or programme before speaking. The

decision and plan were made before speaking.
How do we spell the Present Continuous Tense?
We make the present continuous tense by adding -ing to the base verb. Normally
it's simple—we just add -ing. But sometimes we have to change the word a little.
Perhaps we double the last letter, or we drop a letter. Here are the rules to help
Basic rule Just add -ing to the base verb:
work > working
play > playing

assist > assisting
see > seeing
be > being
Exception If the base verb ends in consonant + stressed vowel + consonant, double
1 the last letter:
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s t o p
stressed consonant consonant
vowel
(vowels = a, e, i, o, u)
stop > stopping
run > running
begin > beginning
Note that this exception does not apply when the last syllable of the
base verb is not stressed:
open > opening
Exception If the base verb ends in ie, change the ie to y:

2
lie > lying
die > dying
Exception If the base verb ends in vowel + consonant + e, omit the e:

3
come > coming
mistake > mistaking
B. Simple Past Tense

I sang
The simple past tense is sometimes called the preterit tense. We can use several
tenses to talk about the past, but the simple past tense is the one we use most
often.
In this lesson, we look at the structure and use of the simple past tense :
How do we make the Simple Past Tense?

To make the simple past tense, we use:
• past form only or

• auxiliary did + base form
19
Here you can see examples of the past form and base form for irregular verbs and
regular verbs:
V1 V3
V2 past
base past participle
work worked worked The past form for all
regular
explode exploded exploded regular verbs ends
verb
like liked liked in -ed.
The past form
for irregular
go went gone
irregular verbs is
see saw seen
verb variable. You
sing sang sung
need to learn it
by heart.
You do not need the past
participle form to make the
simple past tense. It is shown
here for completeness only.
The structure for positive sentences in the simple past tense is:
subject + main verb
past
The structure for negative sentences in the simple past tense is:
subject + auxiliary verb + not + main verb
did base
The structure for question sentences in the simple past tense is:
auxiliary verb + subject + main verb
did base
The auxiliary verb did is not conjugated. It is the same for all persons (I did, you did,
he did etc). And the base form and past form do not change. Look at these
examples with the main verbs go and work:
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auxiliary main
subject
verb verb
+ I went to school.
You worked very hard.
She did not go with me.

-
We did not work yesterday.
to
Did you go
London?
?
Did they work at home?
Exception! The verb to be is different. We conjugate the verb to be (I was, you

were, he/she/it was, we were, they were); and we do not use an auxiliary for
negative and question sentences. To make a question, we exchange the subject
and verb. Look at these examples:
main
subject
verb
+ I, he/she/it was here.
in
You, we, they were
London.
I, he/she/it was not there.

-
You, we, they were not happy.
I,
Was right?
he/she/it
?
you, we,
Were late?
they
How do we use the Simple Past Tense?

We use the simple past tense to talk about an action or a situation—an event—in
the past. The event can be short or long.
21
Here are some short events with the simple past tense:
The car exploded at 9.30am yesterday.

She went to the door.
We did not hear the telephone
Did you see that car?
past present future
The action is in the past.
Here are some long events with the simple past tense:
I lived in Bangkok for 10 years.

The Jurassic period lasted about 62 million years.
We did not sing at the concert.
Did you watch TV last night?
past present future
The action is in the past.
Notice that it does not matter how long ago the event is: it can be a few minutes
or seconds in the past, or millions of years in the past. Also it does not matter how
long the event is. It can be a few milliseconds (car explosion) or millions of years
(Jurassic period). We use the simple past tense when:
• the event is in the past

• the event is completely finished
• we say (or understand) the time and/or place of the event
In general, if we say the time or place of the event, we must use the simple past
tense; we cannot use the present perfect.
Here are some more examples:
• I lived in that house when I was young.

• He didn't like the movie.
• What did you eat for dinner?
• John drove to London on Monday.
• Mary did not go to work yesterday.
22
• Did you play tennis last week?

• I was at work yesterday.
• We were not late (for the train).
• Were you angry?
Note that when we tell a story, we usually use the simple past tense. We may use
the past continuous tense to "set the scene", but we almost always use the simple
past tense for the action. Look at this example of the beginning of a story:
"The wind was howling around the hotel and the rain was pouring down. It was
cold. The door opened and James Bond entered. He took off his coat, which was
very wet, and ordered a drink at the bar. He sat down in the corner of the lounge
and quietly drank his..."
C. Past Continuous Tense
I was singing
The past continuous tense is an important tense in English. We use it to say what
we were in the middle of doing at a particular moment in the past.
In this lesson we look at the structure and the use of the past continuous tense,
followed by a quiz to check your understanding:
How do we make the Past Continuous Tense?

The structure of the past continuous tense is:
subject + auxiliary verb BE + main verb
conjugated in simple past tense present participle
was were base + ing
For negative sentences in the past continuous tense, we insert not between the
auxiliary verb and main verb. For question sentences, we exchange the subject
and auxiliary verb. Look at these example sentences with the past continuous
tense:
main
subject auxiliary verb
verb
+ I was watching TV.
23
+ You were working hard.
- He, she, it was not helping Mary.
- We were not joking.
? Were you being silly?
? Were they playing football?
The spelling rules for adding ing to make the past continuous tense
are the same as for the present continuous tense.
How do we use the Past Continuous Tense?
The past continuous tense expresses action at a particular moment in the past. The
action started before that moment but has not finished at that moment. For
example, yesterday I watched a film on TV. The film started at 7pm and finished at
9pm.
At 8pm yesterday, I was watching TV.
past present future
8pm
At 8pm, I was in the

middle of watching TV.
When we use the past continuous tense, our listener usually knows or understands
what time we are talking about. Look at these examples:
• I was working at 10pm last night.

• They were not playing football at 9am this morning.
• What were you doing at 10pm last night?
• What were you doing when he arrived?
• She was cooking when I telephoned her.
• We were having dinner when it started to rain.
• Ram went home early because it was snowing.
24
We often use the past continuous tense to "set the scene" in stories. We use it to
describe the background situation at the moment when the action begins. Often,
the story starts with the past continuous tense and then moves into the simple past
tense. Here is an example:
" James Bond was driving through town. It was raining. The wind was blowing hard.
Nobody was walking in the streets. Suddenly, Bond saw the killer in a telephone
box..."
Past Continuous Tense + Simple Past Tense

We often use the past continuous tense with the simple past tense. We use the
past continuous tense to express a long action. And we use the simple past tense
to express a short action that happens in the middle of the long action. We can
join the two ideas with when or while.
In the following example, we have two actions:
1. long action (watching TV), expressed with past continuous tense

2. short action (telephoned), expressed with simple past tense
past present future
Long action.
I was watching TV at
8pm.
8 pm
You
telephoned at 8pm.
Short action.
We can join these two actions with when:
• I was watching TV when you telephoned.
(Notice that "when you telephoned" is also a way of defining the time [8pm].)
We use:
• when + short action (simple past tense)

• while + long action (past continuous tense)
There are four basic combinations:
I was walking past when it exploded.

the car
25
When the car exploded I was walking

past it.
The car exploded while I was walking
past it.
While I was walking past it exploded.
the car
Notice that the long action and short action are relative.
• "Watching TV" took a few hours. "Telephoned" took a few seconds.

• "Walking past the car" took a few seconds. "Exploded" took a few
milliseconds.
D. Simple Future Tense
I will sing
The simple future tense is often called will, because we make the simple future
tense with the modal auxiliary will.
How do we make the Simple Future Tense?
The structure of the simple future tense is:
subject + auxiliary verb WILL + main verb
invariable base
will V1
For negative sentences in the simple future tense, we insert not between the
auxiliary verb and main verb. For question sentences, we exchange the subject
and auxiliary verb. Look at these example sentences with the simple future tense:
auxiliary main
subject
verb verb
+ I will open the door.
+ You will finish before me.
at school
- She will not be
tomorrow.
- We will not leave yet.
? Will you arrive on time?
26
? Will they want dinner?
When we use the simple future tense in speaking, we often contract the subject
and auxiliary verb:
I will I'll
you will you'll
he will he'll
she will she'll
it will it'll
we will we'll
they will they'll
For negative sentences in the simple future tense, we contract with won't, like this:
I will not I won't
you will not you won't
he will not he won't

she will not she won't
it will not it won't
we will not we won't
they will not they won't
How do we use the Simple Future Tense?
No Plan
We use the simple future tense when there is no plan or decision to do something
before we speak. We make the decision spontaneously at the time of speaking.
• Hold on. I'll get a pen.

• We will see what we can do to help you.
• Maybe we'll stay in and watch television tonight.
27
In these examples, we had no firm plan before speaking. The decision is made at
the time of speaking.
We often use the simple future tense with the verb to think before it:
• I think I'll go to the gym tomorrow.

• I think I will have a holiday next year.
• I don't think I'll buy that car.
Prediction
We often use the simple future tense to make a prediction about the future.
Again, there is no firm plan. We are saying what we think will happen. Here are
some examples:
• It will rain tomorrow.

• People won't go to Jupiter before the 22nd century.
• Who do you think will get the job?
Be
When the main verb is be, we can use the simple future tense even if we have a
firm plan or decision before speaking. Examples:
• I'll be in London tomorrow.

• I'm going shopping. I won't be very long.
• Will you be at work tomorrow?
Note that when we have a plan or intention to do something in the future, we

usually use other tenses or expressions, such as the present continuous tense or
going to.
28
Punctuation Marks
, : ; .
Punctuation helps sentence structure

The following sections give an overview of some important punctuation principles
that can help to express ideas and arguments more clearly. This means that,
instead of providing strict rules, the function of a punctuation mark determines
whether it is necessary or not. This approach allows for some flexibility. However, for
good academic writing it is important to be consistent in the use of punctuation
marks.
Commas [,]
Many writers place a comma where they would pause when they read the
sentence aloud. Although the function of a comma is to mark a break in the
continuity of a sentence, this break might not always coincide with a pause when
speaking. The comma attempts to enhance clarity by separating and grouping
words, phrases and clauses into meaningful units.
1. Use commas to separate items in a list:
 The solution consisted of water, ethanol and sodium chloride.

►A comma before the ‘and’ is optional, but can be useful if the list of items is very long:
 Writing a research report involves giving a description of the methodology, summarising the
results, and interpreting the results in the discussion section.
2. Use commas to separate independent clauses in a compound sentence, for example, clauses
linked by and, but, for, or, so, yet:
Australia is closest to Asia, yet it still has strong links to Europe.
However, don’t use a comma:
 if the clauses aren’t independent.

 between independent clauses without conjunctions.
Instead, use a semicolon, insert a conjunction, or form two sentences.

 Experts have discussed the problem for a while, but have not found a solution.
 Experts have discussed the problem for a while but have not found a solution.
 Experts have discussed the problem for a while, they have not found a solution.
 Experts have discussed the problem for a while. They have not found a solution.
29
3. Use commas to: 1) separate the main clause and the subordinate clause. 2) set off conjunctive
adverbs (which are formal ‘transitional words’ used to modify a whole clause. For example,
certainly, finally, furthermore, however, in addition):
 If the election had been held before the scandal, the outcome would have been different.
 However, the poem also provides insight into the daily life of workers at the time.
However, don’t use a comma if a subordinate clause comes after the main clause
 The outcome would have been different, if the election had been held before the scandal.
 The outcome would have been different if the election had been held before the scandal.
4. Use commas to enclose parenthetical (nondefining) elements. Note that these elements can
be removed from the sentence without affecting its meaning or structure:
 The French revolution, despite ending in brutal repression, heralded the change to democratic
governments all over Europe.
 The test results, however, are not conclusive.
However, don’t use a comma for elements that are defining and therefore essential:
 Only students, who passed the exams, are allowed to enroll in this course.
 Only students who passed the exams are allowed to enroll in this course.
5. Use commas to avoid ambiguity or confusion:
 After writing an essay needs to be proofread for punctuation and spelling.

 After writing, an essay needs to be proofread for punctuation and spelling.
 A short time after the experiment was terminated.
 A short time after, the experiment was terminated.
Colons & Semicolons [:] [;]

1. Use a semicolon (;) to closely link two independent clauses:
 Some of the studies seem to confirm the theory; others appear to refute it.
2. Use semicolons to separate items in a list if the items contain commas:

 The contributors are Marie Noël, Professor of History; Stephen White, Research Fellow in Media
Studies; and Wu Ming, lecturer at the IT Research Institute.
3. Use a colon (:) after an independent clause to introduce amplifications, examples,

explanations, lists or long quotations:
 The results confirmed the theory: black cars are more often involved in accidents.
However, when the items listed in the sentence are the objects, don’t use a colon to introduce
them:
 The solution consisted of: water, ethanol and sodium chloride.
The solution consisted of water, ethanol and sodium chloride.
 They went to the shop and bought: bread, milk and soap.
 They went to the shop and bought bread, milk and soap.
Source :services.unimelb.edu.au/__data/assets/pdf_file/.../Punctuation_Update_051112.pdf
30
Activity
Read the unpunctuated text carefully and then use proper punctuation marks where
necessary.
Water Birth
water birth is becoming increasingly popular and more and more hospitals are making this option
available to women however it is important for women to be aware that there are potential
problems as well as benefits before opting for a water birth
the main benefit of a water birth is that it makes labour more comfortable it is easier for the
woman to move around which gives her feeling of control and therefore makes her more relaxed
and less anxious the reduced pain of water birth also lowers anxiety for this reason being in
water lowers the blood pressure which avoids a range of complications
on the negative side it is difficult to monitor the woman accurately during a water birth so it is
not suitable for high-risk pregnancies also it is easier for waterborne pathogens to be transferred
mother to baby – or to medical staff although being in water reduces the mother pain it can
also weaken the contractions another drawback is the risk of hypothermia unless temperature is
carefully monitored finally the risk of heavy blood loss is increased in water as bleeding is
difficult to measure underwater
despite these disadvantages both patients and medical staff are very positive about water birth
and many women opt to do it again for subsequent children with more training and facilities the
limitations of water birth could be reduced
31
SPEAKING
Speak only when your
words are more
beautiful than silence.
I.A
I.A
• Organize a solo presentation

32
SPEAKING ASSIGNMENT
• Organize a solo presentation ( five minutes )

- Introduction
- Body
- Conclusion
- Eye contact
- Body Language
- Voice Modulation
- Effective Use of Note Cards
Managing your Visuals for an Oral Presentation
Preparing your PowerPoint Slides
Slide Layout
• Use horizontal layout.

• Choose font size – 44 for titles and 32 for body – could be more or less ( but the
minimum should be 22 depending on room size).
• Have six words per line and not more than six lines to a page.
• Do not use too many font types or colors on the same visual.
• Use simple background designs.
Slide Content
• Put your presentation title and your name on the first slide.
• Put your objectives on the second slide using Action Verbs.
• Put one main idea and its major supporting details on one slide.
• If an idea requires more than six lines, use more slides, rather than cram too many
details on one slide.
• Do not use all capital letters.
• Avoid complete sentences. Use only key words / notes.
• Do not put complete paragraphs.
• Include a reference slide at the end.
• Add visuals to enhance your ideas and not to decorate.
33
SPEAKING
Example Body (Discussion) Slide
Causes of Diabetes
Type 1 Diabetes
• Genetic Susceptibility
• Autoimmune Destruction of Beta Cells
• Environmental Factors
 Viruses and Infections
 Infant Feeding Practices
OR
How Diabetes is detected
34
SPEAKING
Example Summary Slide
Summary
Diabetes
Causes Symptoms Treatment
Example References Slide
References
Al Khayat, H. J. (2012). Managing diabetes . Retrieved from
http://www.medline.com
Basil, D. DJ. (2013). Understanding complications of diabetes.
Medpub: Baguio City, Philippines.
Moosa, L. [mslayla]. (2013, June 15). Causes of diabetes [video
file]. Retrieved from http://www.youtubeXZrll
35
SPEAKING
Equipment Position
Prior to the presentation
• Position the equipment to suit your convenience (depending on whether you are
right-handed or left-handed).
• Place flip chart board to your left if you are right-handed.
• Note the position of computer screen
During the Presentation
• You may stand in front of the lectern (if there is one) / computer screen, or to the
side of it, but make sure you move around as you explain the ideas.
• Read from the computer screen or note-cards. Do not look back and read off the
LCD / OHP screen.
• Look back at the LCD / OHP screen only if you are using a pointer.
36
SPEAKING
Action verbs which are less open to interpretation
Abbreviate describe Insert Recite

Act Design Integrate Record
Administer Designate Isolate Recount
Aid Detect Justify Reduce
Analyze Determine Label Regroup
Arrange Develop Lead Relate
Assist Diagnose List Reorder
Ask Diagram Locate Resolve
Assemble Differentiate Make Respond
Audit Discover Map Restate
Build Discriminate Match Select
Calculate Display Measure Send
Categorize Dissect Modify Separate
Change Divide Moe Serve
Choose draw Narrate Set
Circle Edit Obtain Share
Clean Establish Operate Simplify
Collect estimate Oppose Solve sort
Complete Evaluate Order Speak
Compute Examine Organize Specify
Conclude Exchange Outline State
Conduct Execute Paraphrase Structure
Connect Explain Perform Support
Construct Extract Persuade Synthesize
Convert Find Promote Tabulate
Correct Formulate Practice Teach
Critique Generalize Predict Translate
Decide Guide Prepare Underline
Decrease Identify Present Utilize
Deduct Illustrate Prevent Verify
Defend Induce Protect Weigh
Define Infer Rearrange Work
Demonstrate inform Read Write
37
Verbal Signposting
When we are giving a presentation, there are certain key words we use to
’signpost’ different stages in our presentation. These words are not difficult to learn
but it is absolutely essential that you memorize them and can use them when you
are under pressure giving a presentation.
1. When you want to make your next point, you ‘move on’.
• Moving on to the next point.
• I’d like to move on to the next point if there are no further questions
2. When you want to change to a completely different topic, you ‘turn to’.
• I’d like to turn to something completely different.
• Let’s turn now to our plans for next year.
3. When you want to give more details about a topic you ‘expand’ or ‘elaborate’.
• I’d like to expand more on this problem we have had in Chicago.
• Would you like me to expand a little more on that or have you understood
enough?
• I don’t want to elaborate any more on that as I’m short of time.
4. When you want to talk about something which is away from the topic of your
presentation, you ‘digress’.
• I’d like to digress here for a moment and just say a word of thanks to Bob
for organizing this meeting.
• Digressing for a moment, I’d like to say a few words about our problems in
Chicago.
5. When you want to refer to an earlier point, you ‘go back’.

• Going back to something I said earlier, the situation in Chicago is serious.
• I’d like to go back to something Jenny said in her presentation.
6. To just give the outline of a point, you ’summarize’.

• If I could just summarize a few points from John’s report.
• I don’t have a lot of time left so I’m going to summarize the next few
points.
7. To repeat the main points of what you have said, you ‘recap’.
• I’d like to quickly recap the main points of my presentation.
• Recapping quickly on what was said before lunch,…
8. For your final remarks, you ‘conclude’.

• In conclusion I would like to say that ……
• My final comments concern …….
• I would like to finish by reminding you that…
38
SPEAKING
Solo Presentation Guidelines
1. Students are expected to use one visual aid (Power Point) in the Practice and
Assessed Presentations.
2. Follow the guidelines on how to design PowerPoint slides.
3. Each student will have 5 minutes to present his/her topic.
4. Students can choose their own health-related topics for the Assessed Oral
Presentations.
5. Internet downloaded power point slides are not allowed.
6. Power Point presentations should be ORIGINAL.
- DO NOT DOWNLOAD PPT FROM THE NET.

- DO NOT PASS ON YOUR PPT TO OTHER STUDENTS.
7. The Solo Presentation Evaluation Criteria will be used to evaluate the

students’ presentations.
8. Improved Language accuracy is expected at this stage.
Anyone caught violating these rules will be dealt with accordingly.
39
Solo Presentation
Evaluation Criteria
Criteria Marks
1. Presentation Skills 18
• Eye Contact 3
• Voice Modulation 3
• Body Language 3
• Pace of Delivery 3
• Time Management 3
• Effective Use of Note Cards 3
2. Visual Aids (Powerpoint) 12
• Objectives Slide 2
• Reduced Text on Slides/ Posters / Board 2
• Effective Images 2
• Summary Slide 2
• References Slide 2
• Originality of Slides 2
3. Language Accuracy 12
• Pronunciation 4
• Structure 4
• Appropriate Choice of Words 4
4. Communicative Ability 6
• Establishing Rapport with Audience 2
• Interaction with Questions to Audience 2
• Holding Audience Attention 2
5. Contents 12
• Topic Introduced 4
• Content Well Explained 4
• Summary & Personal Viewpoint 4
Total 60
40
Some books should be tasted, some devoured, but only a few should be chewed and
digested thoroughly. Francis Bacon
READING
Reading and Vocabulary Development:
• Identify the main ideas and supporting details from health related texts.
• Differentiate between major and minor supporting details in texts.
• Organize notes of main ideas and supporting details from texts.
• Deduce meanings of words in context from reading texts.
41
Activity [1]
Workaholism
Read the text and answer the questions that follow.
[A]Most workers spend eight or nine hours on the job. They work because it is unavoidable.
They need to make enough money for necessities: food, rent, clothing, transportation,
tuition, and so on. They spend about one-third of their lives at work, but they hate it. They
complain and count the minutes until quitting time each day - or the days until their next
vacation. In contrast, there are some people who spend many extra hours on the job
each week and often take work home with them. These people are as addicted to their
jobs as other people are to drugs or alcohol. These people actually enjoy work - in fact,
they love to work. Although these workaholics have to pay a price for it, work offers them
many pleasures.
[B]In some urban centers, workaholism is so common that people do not consider it
unusual: They accept the lifestyle as normal. Government workers in Washington, D.C., for
example, frequently work sixty to seventy hours a week. They don't do this because they
have to; they do it because they want to. Hundreds of workaholics in New York City tried
to go to work even in the famous blackout of 1977. There was no electricity, no air-
conditioning, elevators, or lights - but many people went to their offices anyway. They sat
impatiently on the steps outside their office buildings and did paperwork or had business
meetings.
[C]Workaholism can be a serious problem. Since true workaholics would rather work than
do anything else, they probably don't know how to relax; that is, they might not enjoy
movies, sports, or other types of entertainment. Most or all, they hate to sit and do nothing.
The lives of workaholics are usually stressful, and this tension and worry can cause health
problems such as heart attacks or stomach ulcers. In addition, typical workaholics don't
pay much attention to their families. They spend little time with their children, and their
marriages may end in divorce.
[D]Is workaholism always dangerous? Perhaps not. There are, certainly, people who work
well under stress. Some studies show that many workaholics have great energy and
interest in life. Their work is so pleasurable that they are actually very happy. For most
workaholics, work and entertainment are the same thing. Their jobs provide them with a
challenge; this keeps them busy and creative. Other people retire from work at age sixty-
five, but workaholics usually prefer not to quit. They are still enthusiastic about work and life
in their eighties and nineties.
[E]Why do workaholics enjoy their jobs so much? It is because there are several
advantages to work. Of course, it provides people with paychecks, and this is important.
However, it offers more than financial security. It provides people with self-confidence;
they have a feeling of satisfaction when they've produced a challenging piece of work
and are able to say, "I made that!" Psychologists claim that work gives people an identity;
through participation in work, they get a sense of self and individualism. In addition, most
jobs provide people with a socially acceptable way to meet others.
[F] Perhaps some people are compulsive about their work, but their addiction seems to be
a safe, even an advantageous one.
Source: Interactions II: A Reading Skills Book (1990) (2nd ed) by Elaine Kirn & Pamela Hartmann. McGraw-Hill
International Editions. pp. 38 - 43.
42
A. Comprehension Check:
1. Skim the passage and list the main idea of paragraphs:
B. ________________________________________________________
C. ________________________________________________________
D. ________________________________________________________
E. ________________________________________________________
2. Decide whether the following statements are True or False.
___ 1. Workaholics spend about one-third of their lives at work.
___ 1. Because workaholics enjoy their work, they do not suffer from
health problems.
___ 2. Some workaholics work well when under stress.
___ 3. Since workaholics have great interest in life, they enjoy very good
family relationships
___ 4. Addiction to one's job is not always harmful.
3. Identify whether the following statements are main ideas [MI] or supporting details [SD]
____ 1. There is a negative side to workaholism.

____ 2. New Yorkers went to work during the 1977 black out.
____ 3. They hate to be idle.
____ 4. Their marriage may end in divorce.
____ 5. Workaholism is common in urban areas.
____ 6. The joys of workaholism are many.
____ 7. Work keeps them busy and creative.
____ 8. Workaholics live stressful lives.
____ 9. Workaholism offers many benefits.
____ 10. Work offers a sense of identity.
43
4. Match the following supporting details to their main ideas (B, C, D or E).
Main Idea Supporting Detail
____ 1. They neglect their families.
____
2. Government workers in Washington D.C. work 60 – 70 hours a week.
____
3. Work is fun.
____
4. They don't quit even after retirement.
____
5. Jobs are a socially acceptable way to meet others.
____
6. They accept their busy life style as normal.
____
7. They don't know how to relax.
____
8. They do not enjoy recreational activities.
____
9. It boosts their confidence.
____
10. It gives them a sense of achievement.
44
B. Vocabulary Development:
Choose the answer that can best replace the highlighted word in the given context
and write the corresponding letter in the space provided.
____ 1. Hundreds of workaholics in New York City tried to go to work even in the
famous blackout of 1977. There was no electricity.
a. a very dark night b. time without electric power
c. time of dirty streets d. increase in crime
____ 2. For most workaholics, their jobs proved a challenge; this keeps them busy
and creative.
a. solution to problem b. advantage
c. prediction of success d. call for energetic work
____ 3. Other people retire from work at age sixty-five, but workaholics usually
prefer not to quit.
a. avoid work due to stress b. leave their jobs
c. lose power due to workload d. hold on to their jobs for ever
____ 4. Their jobs keep them busy and creative; they are still enthusiastic about work
and life in their eighties and nineties.
a. individualistic b. restless
c. very interested d. impatient
____ 5. Work provides people with self-confidence; they have a feeling of

satisfaction when they have finished a challenging piece of work and are
able to say, "I made that".
a. belief in their ability b. inability to relax
c. discipline d. ability to memorize
____ 6. Psychologists claim that work gives people an identity; through participation
in work, they get a sense of self.
a. cultural individualism b. special creative qualities

c. values and opinions d. ideas about who they are
45
Activity [2]
The Psychology of Money
[A] Are you a compulsive spender or you hold on to your money as long as
possible? Are you a bargain hunter? Would you rather use credit cards than pay
cash? Your answer to these questions will reflect your personality. According to
psychologists, our individual money habits not only show our beliefs and values, but
can also stem from past problems.
[B] Experts in psychology believe that for many people money is an important
symbol of strength and influence. Husbands who complain about their wives'
spending habits may be afraid that they are losing power in their marriage. Wives,
on the other hand, may waste huge amounts of money because they are angry
at their husbands. In addition, many people consider money a symbol of love.
They spend it on their family and friends to express love, or they buy themselves
expensive presents because they need love.
[C] People can be addicted to different things – e.g., alcohol, drugs, certain foods,
or even television. People who have such an addiction are compulsive; i.e. they
have a very powerful psychological need that they feel they must satisfy.
According to psychologists, many people are compulsive spenders; they feel that
they must spend money. This compulsion, like most others, is irrational – impossible
to explain reasonably. For compulsive spenders who buy on credit, charge
accounts are even more exciting than money. In other words, compulsive
spenders feel that with credit they can do anything. Their pleasure in spending
enormous amounts is actually greater than the pleasure that they get from the
things they buy.
[D] There is even a special psychology of bargain hunting. To save money, of

course, most people look for sales, low prices, and discounts. Compulsive bargain
hunters, however, often buy things that they don’t need just because they are
cheap. They want to believe that they are helping their budgets but they are
really playing an exciting game: When they can, buy something for less than other
people, they feel that they are winning. Most people, experts claim, have two
reasons for their behavior: a good reason for the things that they do and the real
reason.
[E] It is not only scientists, of course, who understand the psychology of spending
habits, but also businesspeople. Stores, companies, and advertisers use
psychology to increase business: They consider people's needs for love, power, or
influence, their basic values, their beliefs and opinions, in their adverting and sales
methods.
[F] Psychologists often use a method called "behavior therapy" to help individuals
solve their personality problems. In the same way, they can help people who feel
that they have problems with money: They give them "assignments". If a person
buys something in every store that he enters, for instance, a therapist might teach
46
him self-discipline in this way: On the first day of his therapy, he must go into a
store, stay five minutes and then leave. On the second day, he should stay for ten
minutes and try something on. On the third day, he stays for fifteen minutes, asks
the salesclerk a question, but does not buy anything. Soon he will learn that
nothing bad will happen to him if he doesn’t buy anything, and in this way he can
solve the problem of his compulsive buying.
Source: Interactions II: A Reading Skills Book (1990) (2nd ed) by Elaine Kirn & Pamela Hartmann. McGraw-Hill
International Editions. pp. 38 - 43.
A. Identifying Main Ideas and Supporting Details:
1. Match the paragraphs in the passage with their topics. Write the letters of the
paragraphs on the lines.
___ 1. Money as a symbol of other things ___ 4. Therapy for spending problems
___ 2. Money habits as an expression of ___ 5. Psychological reasons for

personality bargain hunting
___ 3. The use of the psychology of ___ 6. Addiction to spending money

money in business
2. Match the details to the main ideas. Some main ideas are supported by more than
one detail.
1. Assignments are given. _______

2. Charge accounts are more exciting. _______
3. Pleasure in spending is greater than things they buy. _______
4. They believe they are saving money. _______
5. They have an unreasonable urge to spend money. _______
1. Match these words with their meanings.
Word Meaning
___ 1.huge A. something that you can buy cheaply
___
2. bargain B. take care of; be enough for
___
3. charge C. postpone or delay payment until a bill comes
___
4. waste D. the nature or character of person
___
5. satisfy E. very big; enormous
47
___
6. personality F. use wrongly; use too much of
2. Choose the answer that can best replace the highlighted word in the given context
and write the corresponding letter in the space provided.
____ 1. People can be addicted to different things – e.g., alcohol, drugs,

certain foods, or even television.
a. satisfied with b. alcoholic

c. unable to have d. unable to stop having
____ 2. People who have such an addiction are compulsive.
a. strong need b. food with alcohol

c. satisfaction d. comfort
____ 3. People who have such an addiction are compulsive; i.e. they have
a very powerful psychological need that they feel they must satisfy.
a. satisfied b. having a psychologist

c. having a strong need d. having a power to cause
someone to do something
____ 4. This compulsion, like most others, is irrational – i.e. impossible to

explain reasonably.
a. something you can explain b. not reasonable

c. a strong psychological need d. compulsive
48
Activity [3]
Women in the Nuclear Family
[A] The family structure is changing. In the past, grandparents, parents and chil-
dren used to live together; in other words, they had an "extended family."
Sometimes two or more brothers with their wives and children were part of this
large family group. But family structure is changing throughout the world. Since
husband and wife wish to go to work and since it is convenient for them to live
close to their place of work, they prefer to live alone in a "nuclear family" structure.
The nuclear family consists of only one father, one mother and children. This
change chiefly affects the role of women.
[B] The nuclear family offers married women some advantages. They have
freedom from their relatives, and the husband does not have all the power of the
family. Family structure in most parts of the world is still "patriarchal;" that is, the
father is the head of the family and makes most of the important decisions. Studies
show, however, that in nuclear families, men and women usually make an equal
number of decisions about family life. Also, well-educated husbands and wives
often prefer to share the power.
[C] On the other hand, wives usually have to "pay" for the benefits of freedom and
power. When women lived in extended families, sisters, grandmothers, and aunts
helped one another with housework and childcare. In addition, older women in a
large family group had important positions. Wives in nuclear families do not enjoy
this benefit, and they have another disadvantage, too: Women generally live
longer than their husbands, so older women from nuclear families often have to
live alone.
[D] Studies show that women in nuclear families are generally less satisfied than
men are. In the past, men worked outside the home and women worked inside.
Housework and child care were a full-time job, and there was no time for anything
else. Of course, this situation is changing. Women now work outside the homes and
seem to have more freedom than they did in the past. In most parts of the world
today, women work because the family needs more money. However, their
outside jobs often give them less freedom, not more, because they still have to do
most of the housework. The women actually have two full-time jobs - one outside
the home and another inside - and not much free time.
[E] Change usually brings disadvantages along with benefits. Although the family
forms of the past had many advantages, the nuclear family will probably continue
to be the main family structure of the future.
Source:
Interactions I: A Reading Skills Book (1990) (2nd ed) by Elaine Kirn & Pamela
Hartmann. McGraw-Hill International Editions. Pp. 58 – 64.
A. Identifying Main Ideas and Supporting Details:
1. Match the main ideas to the paragraphs.
1. Women are less satisfied in a nuclear family. _______

2. Disadvantages of nuclear families for women. _______
3. Advantages of nuclear families to women. _______
4. Nuclear families have brought about a change in women's role. _______
2. Match the details to the main ideas. Some main ideas are supported by more than
one detail.
_______ 1. Freedom from relatives

_______ 2. Women have to work both inside and outside the home.
_______ 3. Women can make decisions, too.
_______ 4. No help from relatives
_______ 5. Men and women share the power.
_______ 6. Older women end up living alone after their husbands die.
_______ 7. Older women do not enjoy important positions.
3. Write whether the following statements are T/rue or F/alse.
1. An extended family doesn’t give women much freedom. [ ]

2. In nuclear families, women usually have equal rights in decision making. [ ]
3. Older women had more respect than younger women in extended families.
[ ]
4.In extended families older women had to live alone after their husbands died.
[ ]
5. The nuclear family structure has doubled the responsibilities of men. [ ]
50
Activity [4]
Down's Syndrome
[A] In the past, almost all illnesses in children were due to infection or malnutrition.
This kind of illness is now much less common, and inherited diseases now cause a
greater proportion of illness and death in children. Today, the most common
genetic diseases are chromosome disorders. Down's Syndrome was the first
autosomal abnormality to be described in man. The syndrome is the result of an
extra chromosome. A normal child inherits 23 chromosomes from each parent,
making a total of 46. These include the two sex hormones X from the mother and X
or Y from the father. In Down's Syndrome the embryo inherits an excessive number
of chromosomes. When an extra representative of any chromosome is present, a
number of abnormal traits characteristic of that chromosome will appear. When
this germ cell unites with a normal one at the time of fertilization, the embryo that
results will have an abnormal chromosome count of 47 chromosomes. In contrast,
when the chromosomal number is reduced to 45 by the absence of one of the sex
chromosomes, Turner's Syndrome may occur. Down's syndrome also called
Mongolism is a congenital disorder with a frequency of one in every 800 to 1,000
live births. It is a most commonly occurring genetic condition and the most
frequent form of mental retardation which can vary from mild to a severe form. The
child is mentally retarded with internal abnormalities such as kidney or heart
malformations and sometimes both. A child with Down's Syndrome is characterized
by a broad flat face, up-slanted eyes, low set ears, small nose, enlarged lips and
tongue and a sloping under chin. They also have abnormal dermal ridge patterns
on fingers, palms and soles. However, they are unusually sociable and
affectionate.
[B] Children with Down's Syndrome take longer to reach their goals in terms of
physical, intellectual and language development. However, they are capable of
learning especially when given appropriate stimulation and encouragement.
Some go on to higher education. In some cases, severe mental retardation
requires special training and so the affected do not become self supporting.
[C] Heart defects affect 30 to 50 percent of individuals with Down's Syndrome while
8 to 12 percent have gastrointestinal tract abnormalities at birth. Most of these
conditions are now correctable by surgery. Advances in medical technology
mean that people with Down's Syndrome are living longer. In 1910 such children
were expected to survive to age nine. Now as many as 80% reach 55 years and
many live even longer. This means the prevalence of people with Down's
Syndrome is increasing.
[D] How can a nurse help the initial care of a Down's Syndrome infant? In the
instance of the discovery of a defect in a newborn, the parents' reaction is
evidently one of disappointment, despair and grief. Parents need help at this time
to resolve their grief. The members of the health team, including the nurse, must
help the parents to face the situation realistically. They, especially the father
initially, need help in making necessary decisions such as when an operation is
necessary immediately after birth. The nurse plays a role here to support and assist
the parents in the most appropriate way. The nurse should encourage the parents
51
to know their child as a person. She must help the parents to face the situation
realistically. She should help the mother to discuss her feelings about her infant. If
the mother wishes to talk, the nurse should demonstrate verbal and nonverbal
acceptance and understanding by her support and warmth. The nurse can help
parents create positive yet realistic attitudes toward their imperfect child. They
must be helped to rid themselves of guilt feelings in order to prevent treating the
child permissively.
The parents must be helped to plan for therapy, if anything can be done about
the problem, to develop on the child's assets, and to become familiar with the
patterns of growth and development of such children.
The nurse should also help in the therapy which has been planned out for the
malformed infant. Some malformed infants require prolonged care and training, so
the nurse should be aware of the facilities available and assist and refer the
parents to such sources of help. The nurse who cares for an imperfect infant faces
several challenges. She has a major role to play as she has not only to care for the
physical aspects of the imperfect child which may be complex but also help the
parents to resolve their grief and to accept that their imperfect child exists and to
establish a warm relationship with their child.
A. Identifying the Main Ideas and the Supporting Details:
1. Skim the passage and underline the main idea.
_________________________________________________________________________________
2. List the major supporting details of paragraph A.
a.
________________________________________________________________________________
b.
________________________________________________________________________________
3. List the minor supporting details.
a. Mental: ___________________________________________________________________
b. Physiological: ______________________________________________________________
c. Physical:
1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
4. _____________________________________________________________________________
52
5. _____________________________________________________________________________
6. _____________________________________________________________________________
7. _____________________________________________________________________________
d.
Social: _______________________________________________________________________
4. Write the main idea statement for paragraph D?
______________________________________________________________________________
5. List the supporting details in note form for the above main idea. (paragraph D).
The nurse should…
a. __________________________________________________________________________
b. __________________________________________________________________________
c. __________________________________________________________________________
d. __________________________________________________________________________
e. __________________________________________________________________________
6. List the two common abnormalities of Down's Syndrome clients that can now be
surgically corrected.
a. _________________________________________________________________________
b. _________________________________________________________________________
53
▪ Choose the word that correctly completes the sentence.
▪ Decide whether the word is a verb (V), a noun (N), an adjective (ADJ) or an
adverb (ADV) and write the letter(s) in the space provided.
▪ Write down the meaning of each word in the space provided.
1. Do you think it will ever be possible to alter human ____ material in order to
produce the ‘perfect’ human being?
A. genes - ____ B. genetic - ____

Meaning: ____________________________________________________________________
2. ____ abnormalities may be found in about 6 % of couples with three miscarriages

or more.
A. chromosome - ____ B. chromosomal - ____

Meaning: _____________________________________________________________________
3. In humans, ____ is more likely to occur at certain times of the month.
A. fertilization - ____ B. fertile - ____

Meaning: _____________________________________________________________________
4. An increasing number of tests are available for detecting foetal ____ .
A. abnormal - ____ B. abnormality - ____

Meaning: ____________________________________________________________________
5. The drugs taken by the women while they were pregnant caused growth ____
in their children.
A. retarded - ____ B. retardation - ____

Meaning:
_____________________________________________________________________
54
C. Vocabulary Development:
▪ Choose the word/phrase that best completes the sentence.

▪ Decide whether the word is a verb (V), a noun (N), an adjective (ADJ) or an
adverb (ADV) and write the letter(s) in the space provided.
▪ Write down the meaning of each word in the space provided.
1. Many African children die every year from ____.
A. malformation - ___ B. malfunction - ___ C. malnutrition - ____
Meaning: _____________________________________________________________________
2. The doctor pointed out that there are also ____ deformities, for example cleft
palate where there is an absence of bone in the mouths of children.
A. congenital - ____ B. behavioural - ___ C. emotional - ___
Meaning:
_______________________________________________________________________
3. Looking after a baby at home all day is nice, but it doesn’t provide much ____
stimulation.
A. physical - ___ B. intellectual - ____ C. challenging - ___
Meaning:
_______________________________________________________________________
4. Cystic fibrosis is caused by a genetic ____.
A. defect - ____ B. disease - ___ C. disorder - ___
Meaning: ___________________________________________________________________
5. She was born critically ill with a severe ____ of the heart.
A. malnutrition - ___ B. maltreatment - ___ C. malformation - ____
Meaning: _________________________________________________________________
55
D. Vocabulary Development:
Match the words in column I with their meanings in column II and write the
corresponding letter in the space provided.
Decide whether the word is a verb (V), a noun (N), an adjective (ADJ) or an adverb
(ADV) and write the letter(s) in the space provided.
Word
Words Meaning
Family
A. a quantity that is part of the whole

__ 1. disorder ____
B. a medical condition involving an unusual

__ 2. autosomal ____
functioning of the mind or body
__ 3. embryo ____ C. feeling or showing affection
D. related to a chromosome which does not

__ 4. proportion ____
determine the sex
__ 5. affectionate ____ E. a human offspring in the early stages
56
Activity (5)
Read the following text and answer the questions that follow.
Oral Medications
Medications can support, improve, or inhibit body functioning. Extensive investigations

and experimentation are constantly going on in efforts to discover and perfect substances
having a therapeutic effect on the body. There are several possible routes of drug
administration, depending upon the nature of the preparation, effect desired, rate of
absorption, and condition of the patient.
The oral route is usually the most desirable method of drug administration because of
convenience, relative safety, and economy. It is the simplest method of introducing the
drug into the body in such a way that it can be absorbed into the bloodstream. Also, the
effects produced by oral administration of the drug are easily controlled. Another reason
for making drugs available in oral forms whenever possible is that they are less expensive
than injectable preparations, which must be sterile and are intended for administration by
qualified personnel.
While many drugs are administered by mouth, because it is the easiest and most
convenient route, there are certain disadvantages to this method. One is that the amount
of drug absorbed cannot always be determined with accuracy. Absorption can be
affected also by certain disease conditions, such as diarrhea, and, in such cases
absorption is even more uncertain.
Drugs which are destroyed by digestive juices and those that are very irritating to the
mucous membranes of the gastrointestinal tract are often given by another route. Some
irritating drugs can be prepared with a coating that will not dissolve in the stomach.
Action from the drug is delayed until the coating is acted upon by the secretions in the
intestinal tract. Coated medications require close observation of the patient, since there is
the possibility that the patient may expel them without having received any benefit. If the
patient is constipated, coated tablets have been known to contribute to the formation of
a fecal impaction. If an irritating drug is to be given orally, gastric irritation can be
decreased when the drug is dissolved and diluted before administration. Also irritation is
often decreased if the drug is given with food, such as a biscuit or a piece of bread, or
immediately after a meal.
57
Certain drugs given orally discolor the teeth or tend to damage the enamel. Such
medications usually are mixed well with water or some other fluid; the patient takes it
through a drinking tube, and water is taken following administration. This practice reduces
the strength of the drug that comes in contact with the teeth. Diluted hydrochloric acid is
example of a drug that damages the enamel of the teeth and should be given well
diluted and with a drinking tube.
Many patients object to the taste of certain medications which can be disguised or
masked. For example, if the patient is allowed to suck on a small piece of ice for a few
minutes, the taste buds become somewhat numb, and unpleasant tastes are less
discernible. Oily medications are often stored in a refrigerator, since oil is less aromatic
when cold than when given at room temperature. Pouring a medication over crushed ice
and serving it with a straw makes it less distasteful.
The oral administration of drugs is often timed in relation to meals. Irritating drugs are
usually given with or following food while other drugs are best given between meals, so
that the absorption is not delayed by the presence of food in the stomach. When nausea
and vomiting interfere with the ingestion of a prescribed oral medication, the physician
should be consulted concerning the giving of the medication in a dosage form suitable
for another route of administration.
Most drugs are given during the waking hours of the day. However, for some drugs such as
antibiotics, certain blood levels must be constantly maintained for therapeutic action. In
order to maintain the desired level, the medication must be administered at regular
intervals during day and night. There are certain conditions under which a drug may not
be given by mouth. The most common cases are when absorption is slow, when coma
renders the patient incapable of taking a drug by mouth, and when the patient is unable
to swallow. In addition, oral preparations are frequently withheld pre-operatively.
Every dose of medicine is potentially dangerous. Accuracy of measurement is essential for

both solid and liquid preparations and can be assured through careful attention to
establish procedural details and safety measures.
Word Count: 737

Flesch –Kincaid Grade Level: 11.6
Source: Fundamentals of Nursing, Fuerst, Wolff, and Weitzel, (1985) 5th edition
A. Using a pencil, underline the key ideas pertaining to the benefits, limitations and
reasons of modification of oral drug administration.
58
B. Comprehension Check:
Based on your reading, indicate whether the following statements are (T)rue or (F)alse.
1. The oral route is usually the most desirable method of drug administration because of
convenience, relative safety, and economy. ( )
2. Oral drugs are expensive and qualified personnel are required to administer them.( )
3. Drugs which are destroyed by digestive juices and those that are irritating to the mucous
membrane of the gastrointestinal tract are often given by another route. ( )
4. If an irritating drug is to be given orally, gastric irritation can be increased when the drug
is dissolved and diluted before administration. ( )
5. All drugs given orally discolor the teeth or tend to damage the enamel. ( )
C. Choose the best answer.

1. The main idea of paragraph 2 is the __________.
a. disadvantages of oral drug administration
b. advantages of oral drug administration
c. modifications of oral drug administration
d. alternatives of oral drug administration
2. Which of the following is not true about oral drug administration?

a. Some medications can be disguised to make it easier to ingest.
b. Oral medications should be changed if nausea and vomiting interfere with the
ingestion.
c. In the pre-operative stage, drugs are usually administered by mouth.
d. One of the medical conditions when drugs are not given orally is coma.
3. The word disguised in paragraph 6 is closest in meaning to ________.
a. concealed c. modified
b. improved d. changed
4. What is the main idea of the following paragraphs?
A. No. 2: 1. effects produced by oral administration
2. administration of drugs by qualified personnel
3. benefits of the oral route of medication
B. No. 3: 1. accuracy of oral drug dosage

2. factors affecting the absorption of medicine
3. limitations of oral drug administration
C. No. 6: 1. modification of certain oral medications

2. unpleasant taste of oral medications
3. objection to oral medications
5. What are the supporting details of paragraph No. 2?
A. ____________________________________________________________________
___________________________________________________________________
B. ____________________________________________________________________
___________________________________________________________________
C. ____________________________________________________________________
___________________________________________________________________
59
A. ____________________________________________________________________
___________________________________________________________________
B. ____________________________________________________________________
___________________________________________________________________
C. ____________________________________________________________________
___________________________________________________________________
►Match the words in column I with their meanings in column II and write the
►Indicate whether the word is a verb (V), a noun (N), an adjective (Adj.)or an adverb
(Adv.).
I. Word Word Family II. Meaning

1. expel a.noticeable
2. discernible b.force out
3. fecal c.hardened feces in the rectum
4. therapeutic d.related to solid waste

5. fecal e.the hard calcium-containing layer
impaction that covers the tooth
f. pertaining to the treatment of a
6. enamel
disease
E. Vocabulary Development:
• Choose the word/phrase nearest in meaning to the highlighted word.
• Decide whether the word is a verb (V), a noun (N), an adjective (Adj.) or an
adverb (Adv.) and write the letter(s) in the space provided.
1. The presence of food may enhance or inhibit the absorption of a drug.

A. the taking in or incorporation of substances ___
B. the expelling out of substances– ___
C. the processing of substances– ___
2. Are you eating enough fiber? You don’t want to get constipated!
A. pertaining to frequent and excessive bowel movements– ___
B. pertaining to incomplete absorption of substances– ___
C. pertaining to incomplete or infrequent action of the bowels–___
3. He suffered from a mild asthma which resulted in an irritating cough during the night,
but he was fine during the day.
60
A. causing sleeplessness– ___

B. causing discomfort–___
C. causing nausea– ___
4. My new red T shirt discolored the rest of my clothes in the wash.

A. change color– ___
B. change shape – ___
C. change – ___
5. The juice was diluted, you can drink it.

A. made stronger by adding water or other liquid– ___
B. freed from incorrect or corrupting elements– ___
C. made weaker or thinner by adding water or other liquid– ___
6. Some poisons can enter the body by inhalation, absorption through the skin, or
ingestion.
A. the expelling of stomach content through the mouth– ___
B. the taking in of food or drugs by mouth –___
C. the process of digesting food– ___
61
Activity (6)
Read the following text on Hypertension and complete the tasks that follow.
Widely known as the 'silent killer', because its outward symptoms are so difficult to detect,
high blood pressure affects between 15 and 30 per cent of the adult population of most
Western countries. Sometimes pregnancy or the birth control pill can cause a temporary
hypertension. But most people who suffer from high blood pressure have what is termed
essential hypertension. Although its cause is not completely understood, genetic factors
are considered to be involved, as high blood pressure tends to run in families.
There are many types of hypertension. Malignant hypertension is the most severe and
progressive form of hypertension. It rapidly leads to organ damage. Unless properly
treated, it is fatal within five years for the majority of patients. Death usually comes from
heart failure, kidney damage or brain haemorrhage. However, aggressive treatment can
reverse the condition, and prevent its complications. Malignant hypertension is now
becoming relatively rare, and is not caused by cancer or malignancy. Another type is
anxiety-induced hypertension; it means blood pressure is only high when tested by a
health professional. If confirmed, with repeat readings outside of the clinical setting, or a
24-hour monitoring device, it does not need to be treated. However, even for such cases,
regular follow-up is recommended to ensure that persistent hypertension has not
developed.
Hypertension often comes on in middle age, and is likely to affect more men than pre-
menopausal women because of hormonal differences. As people age, their hearts have
to work harder to pump blood around the body. Hypertension occurs as a result of
increased resistance to blood flow of the small blood vessels (arterioles), which have
muscular walls. Most types of high blood pressure are caused by the arterioles losing their
ability to relax normally. Drugs can be used to dilate them, so lowering their resistance to
the blood flow. However these may have side effects and they can also with the body’s
effective use of nutrients. In middle age, when it is normal for blood pressure to increase as
part of the natural ageing process, the wrong kind of diet is believed to contribute to high
blood pressure levels. There is little doubt that good nutrition and healthy growth in
childhood help to prevent high blood pressure as an adult. Research suggests that diet
may be especially important during pregnancy and the first few years of life. Hypertension
can also be caused by kidney problems or hormonal imbalances, especially adrenal
gland malfunctions.
Other influences include emotional problems created by anxiety and stress. Environmental
factors, such as noise, often appear to be involved as well.
Not all the effects of high blood pressure are fully understood. However it is a recognized
factor in strokes and it is also known to increase the risk of heart and kidney disease. High
blood pressure increases the risk of suffering a stroke because of the narrowing, or chance
rupturing, of some of the delicate blood vessels in the brain. It may thicken or burst the tiny
blood vessels in the back of the eye, resulting in blurred vision or blindness. It can also
damage the kidneys and lead to renal failure. When combined with a high blood
cholesterol level, hypertension will often accelerate the development of arteriosclerosis, a
nodular hardening of the arteries.
Doctors often prescribe a diuretic drug as the first line of treatment for hypertension.
Patients are also advised to lose weight, stick to a well balanced diet, and stop adding
salt to their food. They are also advised to take a brisk 20-minute walk three times a week.
Word Count: 593Flesch–Kincaid Grade Level:11.2
62
Source: By Dr Kathleen Coetzee from

http://www.health24.com/Medical/Hypertension/Types-of-blood-pressure/Types-of-
hypertension-20120721
1.Choose the correct answer.
1. Malignant hypertension can ___.
A. lead to organ failure
B. be deadly if not treated well
C. lead to brain bleeding
D. all of the above
2. High blood pressure can be caused by any/all of the following EXCEPT

A. pregnancy or the aging process
B. genetic factors or kidney problems
C. hormonal imbalance or emotional problems
D. hardening of the arteries and heart diseases
3. Hypertension in adults may be prevented by ___.

A. good nutrition in childhood
B. birth control pills
C. anxiety and stress
D. high cholesterol levels
4. High blood pressure occurs when blood vessels ___.

A. relax normally
B. are unable to relax normally
C. tend to run in families
D. allow for the free flow of blood
5. Arteriosclerosis is caused by___.

A. the bursting of blood vessels in the eye
B. environmental factors
C. the hardening of the arteries
D. a high salt intake
63
6. All of the effects of hypertension are not___.

A. considered to be harmful to health
B. clearly understood
C. difficult to understand
D. thought to be permanent
7. Hypertension can result in ___.

A. stroke or heart diseases
B. blurred vision or blindness
C. renal failure or arteriosclerosis
D. all of the above
8. Medical intervention for hypertension includes ___.

A. improved sleep habits
B. diuretic drugs
C. reduction of stress
D. birth control pills
9. Diuretic drugs may be prescribed to ___.

A. encourage relaxation
B. help to regulate salt intake
C. reduce cholesterol levels
D. regulate blood pressure
10. The management of hypertension involves ___.

A. regular exercise and weight loss
B. a healthy diet and reduced salt intake
C. none of the above
D. both (a) and (b)
2. What is the main topic of the following paragraphs?
No. 2:_______________________________________________________
No. 3:___________________________________________________________
No. 4: ___________________________________________________________
No. 5: ___________________________________________________________
64
3. What are the supporting details of paragraphs No. 3?

A._______________________________________________________________
B._______________________________________________________________
C._______________________________________________________________
D._______________________________________________________________
E._______________________________________________________________
F._______________________________________________________________
G.______________________________________________________________
H.______________________________________________________________
I.______________________________________________________________

A._______________________________________________________________
B._______________________________________________________________
C._______________________________________________________________
D.______________________________________________________________
E.______________________________________________________________

A.______________________________________________________________
B.______________________________________________________________
C.______________________________________________________________
D.______________________________________________________________
6. What are the different types of hypertension?
A.______________________________________________________________
B.______________________________________________________________
C.______________________________________________________________
D. ______________________________________________________________
65
►Choose a word from the box to complete each sentence.
►Decide whether the word is a verb (V), a noun (N), an adjective (Adj.) or an adverb (Adv.)
and write ….the letter(s) in the space provided.
► Write down the meaning of the word in the space provided.
genetic / resistance / ruptured / burst / malfunction
1. During the winter, one of the water pipes______________and we had a flood in the
house.
Meaning: _____________________________________________________________________
2. Each individual has a completely unique set of ________________ information.
Meaning: _____________________________________________________________________
3. His appendix _______________and he had to be rushed to hospital.
Meaning: _____________________________________________________________________
4. Shortly before the operation, the nurse had reported a ________of the ventilation
machine.
Meaning: _____________________________________________________________________
5. A good diet helps the body to build up _______________to disease.
Meaning: _____________________________________________________________________
►Choose the word/phrase nearest in meaning to the highlighted word.
►Decide whether the word is a verb (V), a noun (N), an adjective (Adj.)or an adverb
(Adv.) and write the letter(s) in the space provided.
►Write down the meaning of the word in the space provided.
1. If he is suffering, he certainly shows no outward sign of it.
A. apparent – ___ B. hidden – ___ C. inward – ___
Meaning: ___________________________________________________________________
2. The heart pumps blood through the arteries round the body.
A. force out– ___ B. draw into– ___ C. force into or from– ___
Meaning: ____________________________________________________________________
3. My father goes for a brisk walk every day.
A. slow & energetic– ___ B.quick & lively– ___ C. quick & sedentary– ___
Meaning: ___________________________________________________________________
4. A C T scan machine is used to detect any hidden diseases.
A. find out– ___ B. hide– ___ C. search– ___
Meaning: ___________________________________________________________________
5. The photograph was blurred and it was hard to recognize him at first.
A. not shiny– ___ B. not obvious– ___ C. not clear– ___

66
Meaning: ___________________________________________________________________
Start writing, no matter what!

The water does not flow until the faucet is turned on.
Louis L'Amour
WRITING
• Apply grammatical rules to construct accurate sentences in English

• Practice note taking techniques
• Paraphrase sentences and short paragraphs
• Summarize texts
67
Note-Taking Techniques
1. The purpose of note-taking
a. When you read a text or listen to a lecture, you cannot copy or take down
every word, so you make notes of only topics and main ideas and supporting
details. These notes can be used for revision later.
b. You also need to take notes before you write a summary of an article, or when
you collect information for a research paper.
2. Note-taking techniques
There are several techniques to note-taking. To note the main ideas as briefly as
possible, you should shorten words and sentences:
a. Omit non-essential words, like articles, some verbs, and prepositions (see p.12).
b. Use abbreviations and symbols
3. Style of notes
The style of your notes depends on the kind of information you have in the text.
Heading and sub-heading is an effective style for most kinds of texts. Here topics, main
ideas and relevant details are organized using underlining, numbering, lettering and
indentation (see p.15)
Techniques for Shortening Words and Sentences
1. Omission of non-essential words
If possible verbs are omitted, especially:
a. Be, have, contain, consist of etc. are replaced with a : (colon)
b. Verbs for change or relationships are replaced with →(arrows)
Example:
“A radioactive substance changes into another substance”, becomes:
Radioactive substance→ another substance.
Here the arrow means “changes into”.
68
An arrow can also mean “causes”, as in the notes on the effects of smoking. An arrow with
two heads () can mean “related to”.
c. The noun suffixes -sion, -tion are reduced:

(action = act.n , vision = vis.n )
d. Articles (a/an/the) are completely omitted.
e. Omit repetitions. For example, if the author says the same thing twice, note it only
once.
f. The word with is written as c.
2. Use of special abbreviations and symbols
a. Common abbreviations from Latin

cf = compare (with)
e.g. = for example, for instance
etc = et cetera, and so on
i.e. = that is
NB = note well (for something important)
p.a. = each year
ca = about, approximately
You may also use common abbreviations for chemicals (e.g. Fe = iron) and for units of
measurement (e.g. km. = kilometer)
69
b. Mathematical Symbols
SYMBOLS
therefore, thus, so » much greater than
ֶbecause « much less than
= is equal to, the same as ≥ equal to, or greater than
 is not equal to not the same as  per cent
+ plus, and, more

 multiply, multiplied by
− minus, less  divide, divided by
 greater than  insert (something which has been
 less than omitted)
 proportional to → from …. to, leads to, results in
 not proportional to
See the example below:
Mumps (epidemic parotitis)
Mumps is a virus disease which is very common among children. The symptoms generally appear
after a two to three week incubation period, and are always characterized by fever and painful
swelling of the parotid gland, which are situated in front of the ears.
Usually the symptoms disappear after a few days, but sometimes the infection spreads to the other
salivary glands, and occasionally to the testes or the pancreas. If adult men catch the disease, it
may cause sterility. The isolation period for infected cases is generally two weeks.
70
Heading and Sub-Heading

*Remember, as you write your notes, you should use symbols and abbreviations
and avoid repetition of ideas.
Mumps (epidemic parotitis)
Definition: virus disease; common among children
Incubation period: 2-3 wks.
Symptoms: fever, painful swelling in parotid glands
 disappear after few days
Activity 1:
Complications: spread to salivary glands, testes or
Reading for a Purpose
pancreas
Read the text below and write notes on the harmful effects of smoking.
Smoking
adult men affected  cause sterility
122,400 million cigarettes were smoked in Britain in 1971 at a
cost of approximately £1,700 million. This means that the average
Isolation period: 2 wks.
Briton smoked about 2,225 cigarettes a year, or six cigarettes per day.
Similar figures can be found for most other countries. In countries where cigarettes are
cheaper, the figures are even higher.
The risks of smoking are serious during pregnancy when there is evidence of a
greater chance of spontaneous abortion or premature birth. The newborn babies of
mothers who smoked during pregnancy are, on average, slightly lighter than babies of
non-smoking mothers.
71
Twenty-five per cent of all cases of cancer are found to be suffering from a
growth in the lung, and it is estimated that one in eight of all heavy smokers will die of
the condition. The death rate increases with increased consumption. Men are more
affected than women. It is thought that the tar content of cigarettes is the most
important cause of lung cancer.
Nicotine is the substance in cigarettes, which may be responsible for an

increased incidence of coronary thrombosis among very heavy smokers because of its
action on the heart and blood vessels. It also affects the digestive tract and the kidneys.
The seriousness of the situation is understood in most countries, and many

governments have taken steps to limit cigarette advertising. In Britain, cigarette
advertisements are forbidden on television, and every packet of cigarettes carries a
government health warning. Since January 1972 cigarette advertising has been
forbidden on United States’ television. A year later, however, cigarette sales were just
as high as in the previous year.
Write your notes down here!

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
72
Paraphrasing and Summarizing

Importance of paraphrasing and summarizing
1. They provide support to your writing, making your claim stronger.
2. They provide several points of view on a subject.
3. They expand the depth of your writing.
A. Paraphrasing can be defined as the use of one’s own words to relay all information from a
source.
Points to remember when paraphrasing:
1. Paraphrases contain more detail than a summary.
2. Paraphrases are similar in length to the original source.
3. Paraphrases present the author’s argument and logic, but in different words and sentence
patterns.
4. If your paraphrase resembles the original too closely, it is regarded as plagiarism.
5. Your comments and interpretation are not needed when paraphrasing.
6. If you use unusual expressions or words from the original source, enclose them in
quotation marks.
B. Summarizing can be defined as a condensed (shorter) version of a source that tells only the
main ideas presented by the original writer. This is also done in the essay writer’s own
words.
To write a summary, this is what you do:

1. Survey / skim the article(s) or chapter(s) for an overall idea.
2. Scan for specific information on our focused topic; underline or box all relevant
information.
3. Take notes of all important ideas and their supporting details, leaving out common easy-to-
remember examples (Although this step may sometimes be skipped, it is especially important
at times when books cannot be checked out of the library).
4. Organize the notes.
5. Develop the notes into a summary. Be brief and use your own words at all times.
Summaries are significantly shorter than the original source.
6. When summarizing, read the source to get the author’s main idea(s),
put the source away, and then summarize it.
7. Your own commentary or interpretation is not included in a summary.
73
Sentence Transformation
Activity 1
Complete the second sentence so that it has a similar meaning to the first sentence, using the
word given.
1. I moved here 10 years ago.

I________________________________________________________________________.(lived)
2. I'm not as old as my brother.

My brother _______________________________________________________________.(than)
3. Someone manipulated with the laboratory instruments.

The laboratory _____________________________________________________(manipulated)
4. It's too cold to go to the beach today.

It's _____________________________________________________________________.(warm)
5. It took me two weeks to recover from the flu.

I needed ___________________________________________________________ the flu.(over)
6. Speaking English is still strange for me.

I'm _____________________________________________________________________.(used)
7. When the test had finished I realized the correct answers!

I ___________________________________________________ the test had finished.(realize)
8. I can't believe this is the best hotel in the city!

There must be _______________________________________________ one in the city.(hotels)
9. Course fees must be paid in full before the course begins.

Students ___________________________________________________________________.(all)
10. It is difficult for Sarah to pronounce some medical terms.

Sarah _______________________________________________________________. (difficulty)
11. The test was too difficult for the students to pass.
The test __________________________________________________________________. (so)
12.Meri accidentally crashed her father's car.

Meri ________________________________________________________________. (mean)
13. The children are always fascinated by nature programs on TV.

The children _____________________________________________________________. (find)
14. Nada spent 7 years to finish her Bachelor degree in Nursing.

It ______________________________________________________________________. (took)
15. You didn't need to rewrite the essay.

It __________________________________________________________________. (necessary)
74
16. Maria didn't listen to her teacher’s advice. (attention)

Maria _______________________________________________________________________.
17. I examined the patient fully.
I made________________________________________________________________________.
18. I prescribed a course of antibiotics.
I wrote a_____________________________________________________________________.
19. We operated immediately.
The _________________________________________________________________________.
20. We found that the tissue was infected.
We found an___________________________________________________________________.
21.The lab analysed the blood sample.
The lab made_________________________________________________________________.
22. The vaccine should give immunity to tuberculosis.
The vaccine should _____________________________________________________________.
23. I injured my spine in the crash.
I suffered______________________________________________________________________.
24. We studied the statistics then applied for funding.
After ________________________________________________________________________.
25. His proposal was a failure as it was too theoretical.

His proposal ______________________________________________________________.
75
Paraphrasing
Activity 2
Paraphrase the following sentences using the techniques below.
1. Change a word from one part of speech to another.

Medical professor John Swanson says that global changes are influencing the spread of disease.
________________________________________________________________________________
_______________________________________________________________________________
2. Use synonyms
The U.S. government declared that the AIDS crisis poses a national security threat.
________________________________________________________________________________
_______________________________________________________________________________
3. Change numbers and percentages to different forms.

Minority groups in the United States have been hit hardest by the epidemic. African Americans,
who make up 13 percent of the U.S. population, accounted for 46 percent of the AIDS cases
diagnosed in 1998.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. Change word order (e.g. change from active to passive voice and move modifiers to different
positions.
Malaria kills more than one million people annually, the overwhelming majority of them children
in sub‐Saharan Africa.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. Use different definition structures.

Lyme disease is an inflammatory disease caused by a bacterium transmitted by ticks (small
bloodsucking arachnids). The disease is usually followed by flu‐like symptoms, including fever, joint
pain, and headache.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
76
6. Change the sentence structure, and use different connecting words.

Although only about one‐tenth of the world’s population lives there, sub-Saharan Africa remains
the hardest hit region, accounting for 72 percent of the people infected with HIV during 2000.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
7. Do not change key terms or proper nouns.

In addition, in Africa, hunters bring back the meat of animals that scientists think may transmit
Ebola, a usually fatal disease that causes massive hemorrhaging in its victims.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Activity 3
Paraphrase the following sentences using several of the techniques discussed. Be careful
not to change the meaning of the original sentence.
1. The carbon dioxide in the atmosphere is increasing very rapidly.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
2. Because of acid rain, there is pollution in 98% of the northern hemisphere.

_______________________________________________________________________
____________________________________________________________________________________________________________________
3. The incidences of food poisoning from bacteria and viruses are on the increase.
______________________________________________________________________
____________________________________________________________________________________________________________________
4. The pancreas produces insulin in response to an increase in blood glucose.

_______________________________________________________________________
____________________________________________________________________________________________________________________
77
5. People taking college courses usually have many assignments to do.

6. _____________________________________________________________________
7. Marriage was a greater influence on the course of many of the women’s lives than
choice of job.
8. _____________________________________________________________________
9. During the appearance of Halley’s Comet, astronomers around the world gathered
data which revealed intriguing new information about it.
_____________________________________________________________________
____________________________________________________________________________________________________________________
10. Even though many species of animals communicate, human verbal communication is
by far the most complex system.
_______________________________________________________________________
____________________________________________________________________________________________________________________
11. For many years, people have dreamed of setting up an international universal
language which all people could speak and understand.
_______________________________________________________________________
____________________________________________________________________________________________________________________
12. If all people spoke the same tongue, cultural and economic ties might be much closer.
_______________________________________________________________________
____________________________________________________________________________________________________________________
13. One study concluded that wearing a bike helmet can reduce the risk of head injury by
85 percent.
_______________________________________________________________________
____________________________________________________________________________________________________________________
14. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head
injuries. Half of those killed are school-age children.
_______________________________________________________________________
____________________________________________________________________________________________________________________
78
_______________________________________________________________________
15. Language is the main means of communication between peoples. However, so many
different languages have developed that language has often been a barrier rather
than an aid to understand people.
_______________________________________________________________________
____________________________________________________________________________________________________________________
_______________________________________________________________________
____________________________________________________________________________________________________________________
16. Scientists aren’t certain what causes autism, but it’s likely that both genetics and
environment play a role. Researchers have identified a number of genes associated
with the disorder.
_______________________________________________________________________
____________________________________________________________________________________________________________________
_______________________________________________________________________
____________________________________________________________________________________________________________________
17. There is no cure for autism. Therapies and behavioral interventions are designed to
remedy specific symptoms and can bring about a lot of improvement.
_______________________________________________________________________
____________________________________________________________________________________________________________________
79
Writing a Summary
Purpose of Writing Summaries:
When trying to understand a chapter or while collecting information for your research
paper, often you will need to condense the original idea of the writer in your own words.
This skill is called summarizing. When you summarize you need to maintain the integrity of
the original document by not distorting the original views, ideas and attitudes of the writer.
To write a summary, use the following steps:
1. Skim the article or chapter for an overall idea. Gloss in the margin if you wish.
2. Scan for main ideas and supporting details. Underline, highlight or box only the key
information, leaving out specifics or minor details such as common examples,
descriptions, and detailed explanations.
3. Make notes of all important ideas and their supporting details. Although this step
may sometimes be omitted, it is especially important at times when books cannot
be checked out of the library. It also helps to avoid plagiarizing.*
4. Organize your notes, avoiding repetition.
5. Put the article out of sight. Develop the underlined main ideas and supporting
details or your notes into a summary in your own words.
A summary usually identifies the author, title of article, title of publication, where
published, publisher, year of publication, and page information, at the top of the page
(especially when collecting data for your research paper).
*Plagiarizing: (‫ انتحال آراء مؤلف آخر أو كلما ته‬:‫(االنتحال‬
To take and use somebody else's ideas, words etc. as if they were your own.
*Remember the following about summaries:
1. It does not have an introduction or a conclusion.

2. It begins with a thesis statement which is a one-sentence preview of
the entire text that you are summarizing.
3. It may be in one or more paragraphs. Each paragraph begins with a
topic sentence.
4. It must be written in complete sentences, not in note-form. Do not use
contractions or abbreviations.
5. It must be free of repetition of ideas.
80
6. Appropriate transition markers should be used for a smooth and logical

flow of ideas.
7. Your own ideas/views/suggestions should not be put in the summary. It
must report the author’s ideas only.
8. The summary is usually one-third of the length of the original text.
Sources:
http://www.ccsn.nevada.edu/english/sumguide.htm
http://www.sds.uwo.ca/writing/handouts/Summary%20Writing.pdf
http://depts.gallaudet.edu/englishworks/writing/summaries.html
81
Example Notes and Summary
1. Read the passage on Headaches and notice the main ideas pertaining to the
characteristics of migraines and cluster headaches.
Headaches
John Smith (2016)
For centuries mankind has suffered from headaches. In this time

doctors and scientists have tried to discover the specific cause of headaches and a cure
for them. Yet even today medicine does not have many answers.
However, most medical experts agree that they are caused by blood vessels in the
brain becoming too full of blood. Then a substance called neurokinin appears; this is a
chemical that produces pain. Therefore, treatment is usually to reduce the amount of
blood and neurokinin.
There are many kinds of headache. The most common is migraine. This affects
only one side of the head and for some unknown reason affects mostly women. Until
recently it was thought that children did not suffer from headaches. However, modern
research shows that migraines can affect children, too. In fact, it appears to run in
families. Sometimes it is found to be one of the symptoms displayed by children who are
avoiding school. But this does not mean that the child is lying or pretending to be ill. It is
very real and is perhaps related to stress or dietary factors.
In men the most common form of headache is the cluster pain. This may attack
a person for a few hours or a few days, but then it goes away and may not return for
many months, or even years. The pain of cluster headache is so severe that the sufferer
may cry out in pain and walk restlessly up and down, unable to concentrate on work,
study or pleasure.
Although there are many drugs and medicines that can relieve the pain, we cannot
solve the problem of headaches until we know the exact cause or causes. Hence the
problem of headaches remains as a challenge to medical science.
(290 words)
82
WRITING Example Notes and Summary
1. Example Notes
Characteristics of Headaches
A. Migraine B. Cluster Pain
1. affects one side 1. affects men

2. affects mostly women + children 2. lasts for a few hours – few days
3. seems to be hereditary 3. occurs at irregular frequency
4. pain – v. severe inability
4. likely cause – stress / dietary factors
to concentrate
2. Example Summary
Title Characteristics of Migraines and Cluster Pains
Remember:
Smith (2016) explained that migraines and cluster pains have very
* no introduction,
different characteristics. One important characteristic of migraines is that they
but begin with a
usually attack only one side of the head. Another characteristic is that they
topic sentence .
affect mostly women and children. Furthermore, they seem to be hereditary. In
*Use appropriate
addition, stress and dietary factors are the likely causes of migraines. Cluster
transition markers headaches, on the other hand, affect mostly men .Besides, they last for
anywhere between a few hours and a few days. They also occur at very
*no conclusion,
irregular frequencies. Moreover, the pain they cause is so severe that the
*nor original ideas
sufferer is unable to concentrate on anything. (98 words)
83
Task 1:
Read the article and prepare notes on ways to prevent food poisoning.
Food Poisoning
William Knight (2011)
Many people suffer from food poisoning at some time in their lives.
Many disease germs are carried by food. The incidences of food poisoning
from bacteria and viruses are on the increase. Common disease germs that
may be carried by food are those of tuberculosis, diphtheria and septic sore
throat. Food poisoning can be prevented if certain precautions are taken.
First of all, we must remember that most foods have bacteria, and if foods are not
kept in the right conditions which means keeping cold foods chilled and hot foods very
hot - such bacteria can breed rapidly and cause food poisoning. Contaminated foods left
for more than an hour and a half at a warm temperature
provide the ideal conditions for bacterial proliferation, which
makes food poisoning much more common in warm weather.
In addition, foods to be avoided totally are those that

are prone to contamination. They include undercooked meat;
unpasteurized milk, spoilt oily fish and uncooked eggs and
those with cracked shells. These foods provide the ideal
conditions for salmonella activity and eventual food poisoning.
Moreover, according to the Department of Health certain foods should not be served to
people in delicate states of health. Therefore, care givers are advised not to serve soft-
cooked eggs to infants, the sick or the elderly. Pregnant women should avoid cold meat
pies, and soft-cream cheeses, because these foods are prone to contamination by
Listeriamonocyto-genes, which can harm the fetus.
84
Two of the most important sources of food contamination are nasal and fecal
transference. It is absolutely essential to prevent this means of food contamination and so
people should always wash their hands before touching any food, and avoid blowing
their nose when handling food. Pets also carry bacteria and should be kept out of the
kitchen and away from the dining area when people are eating. Moreover, food
poisoning is more common in summer than in winter, and so it is particularly important to
store food properly through the hotter months. Make sure that the temperature inside the
refrigerator is between 0 - 5°C. Yet another precaution to be taken in order to guard
against food poisoning is to always check the expiry dates on packed foods. Always use
these foods within the given period and throw away any food that looks smells or tastes
bad.
Unfortunately, many bacteria do not signal their presence in clear ways, so careful
refrigeration, hygienic preparation and thorough cooking at an adequate temperature
are absolutely essential.
Word Count: 414 Flesch Reading Ease: 49.8 Flesch-Kincaid Level: 10.9
85
Task 1: Read the article , prepare notes on ways to prevent food poisoning and write your
summary here!
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86
Task 2: A. Read the article below and write a summary on the causes and treatment
for deafness.
[A] Hearing problems are pretty common in older people. Around one in three
people over the age of 65 have hearing loss. Most people can have very good
hearing with the help of hearing aids. Of these, hearing aids have gotten smaller
and better because of technology. Our ears are very specialized organs that allow
us to hear and to keep our balance. Hearing loss can result from a variety of
problems. Some problems are congenital, meaning people are born with them.
Other problems include tumors, infections, brain injury, and aging. Some hearing
loss is inherited and runs in families. Tumors that involve the eighth nerve may result
in hearing loss. The most common tumors that involve the eighth nerve are called
acoustic neuromas. The ossicles in the middle ear can become stiff and stop
vibrating correctly. This is known as otosclerosis. When this stiffness occurs, hearing
loss can result. Sometimes wax can clog the ear canal and cause an infection.
Infection or obstruction of the ear canal may result in a hearing loss in the affected
ear. Repeated infection of the middle ear can also lead to damage of the
ossicles. Hearing loss and sometimes deafness may result from repeated infections.
[B] Another reason for deafness is repeated exposure to loud noises, such as loud
music, machinery, lawn mowers etc. Some medications can either reversibly or
irreversibly damage hearing. You should tell your doctor about all the medications
you are taking. In some cases, the eardrum may tear. A torn eardrum cannot
correctly send vibrations to the inner ear the way an intact eardrum would.
Hearing loss can result in the affected ear. Some forms of hearing loss or deafness
are related to brain injuries. When the part of the brain that understands sounds is
injured, hearing loss or deafness can result. The most common cause of hearing
loss or deafness is due to the aging process. It is known as presbycusis. It starts in
early adulthood and becomes more noticeable after the age of 50. Men are
usually affected more than women.
[C] The treatment of hearing loss depends on its cause. Infections may be
treated with antibiotics. Perforated tympanic membranes and the stiffness of the
ossicles may be repaired through surgery. Clogged ear canals may be opened
up and cleaned. This is done using a small special probe and an otoscope or a
microscope. Hearing aids may also be needed to make sounds louder and cut
down on background noises. Some hearing aids fit inside the external auditory
canal and cannot even be seen. When external hearing aids do not work,
implantable hearing aids and cochlear implants may be helpful. Implantable
hearing aids and cochlear implants transmit sound waves directly to the 8th
nerve or even the brain stem. A surgery is necessary to place them.
Author: Peter S. Roland (2011)
87
Task 2: Write a summary on the causes and treatment for deafness.
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88
Summary Writing
Evaluation Criteria
Criteria Marks
1. Content 8
A. Narrowed Title 1
C. Topic Sentence with author acknowledgment 1
D. Main Idea & Relevant Supporting Details 6
2. Language Accuracy 7
A. Grammar (Grammatical structure) 3.0
B. Transition Signals (at least 4) 2.0
C. Punctuation & Spelling 2.0
3. Technique 5
A. No Introduction/Conclusion/Opinion 0.25
B. No Repetition of Ideas 0.25
C. No Symbols/Abbreviations 0.25
D. Keeping to Word Limit 0.25
E. Paraphrasing Ability ( Avoiding Plagiarism ) 4.0
1 and 2 Total 20
Student Score÷ 2 10
89
Most people do not listen with

the intent to understand;they
listen with the intent to reply.
LISTENING
Differentiate between various viewpoints/opinions in lectures

List the sequence of medical procedures from lectures
Describe the specific details of various medical procedures
Find meanings of unfamiliar vocabulary items with dictionary search
90
Activity [1]
Hay Fever
Pre-listening Activity:
Watch the video about hay fever and answer the following questions:
1. What is hay fever?
________________________________________________________________________________
________________________________________________________________________________
2. What are the most common causes of hay fever at different times of the year?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. How can hay fever be treated?
________________________________________________________________________________
________________________________________________________________________________
1. Listen to the speakers’ views on “Hay Fever” and write whether the following
statements are true (T) or false (F).
______ A. The talk show host thinks that hay fever is common in summer.
______ B. In Dr. Smith’s opinion, hay fever only affects people between 15
and 44 years of age.
______ C. According to him, repeated exposure to pollen increases the risk
of hay fever.
______ D. In the past only people in the countryside suffered from seasonal
hay fever.
______ E. According to Dr. Smith, treatment through drugs is possible for
hay fever complications.
______ F. According to him, an indoor life desensitizes us to hay fever.

______ G. According to Dr. Johnson, leaving windows open at home, in the
office and cars could solve the problem.
91
2. Choose the correct answer.
1. Which of the following is not true about hay fever?

a. It is referred to as SAR.
b. It runs in the family.
c. Symptoms increase as you grow older.
2. According to Dr. Ahmed, _______.

a. hay fever cases have increased in the country side more than in the cities
b. the chances of catching hay fever are rare in sandy, breezy places
c. pollution is the main cause of hay fever today
3. Dr. Johnson believes that symptoms _______.

a. are worse indoors
b. decrease in seaside areas
c. are worse in none polluted areas
2. According to the experts what are the different causes and remedies of hay
fever? (Write in the form of notes)
Cause Remedy
Dr. Smith
_________________________________ ________________________________
________________________________
_________________________________
Dr. Johnson
_________________________________ ________________________________
________________________________
_________________________________
Dr. Ahmed _________________________________ ________________________________
_________________________________ _______________________________
92
• Match the words in column I with their meanings in column II and write the
• Indicate whether the word is a verb (V), a noun (N), an adjective(Adj.)or an
adverb (Adv).
Column I Word Column II

Family
____ 1. allergic ____ A. passed on genetically
B. coming into contact with an
____ 2.rhinitis ____ environmental condition or social influence
____ 3.hereditary ____ C. inflammation of the membranes of the nose

D. a powdery substance in flowers that contains
____ 4.exposure ____ male reproductive cells.
____ 5.pollen ____ E. caused by an allergy
C. Language Practice:
Construct sentences using any three of the vocabulary items in column I in the
vocabulary development section.
1. ____________________________________________________________________
____________________________________________________________________
2. ____________________________________________________________________
____________________________________________________________________
3. ____________________________________________________________________
____________________________________________________________________
93
Activity [2]
Traffic Pollution
Watch the video about Traffic Pollution and take notes on how we can reduce the
effects of traffic pollution on peoples’ health.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
1. Listen to the speakers’ views on “Traffic Pollution” and write whether the following
statements are T]rue or F]alse.
A. Mr. Ahmed Al Zayani believes that too many private cars cause
pollution. ( )
B. According to Mr. Al Zayani, building more roads would solve the
problem. ( )
C. From Mrs. Fahad’s comments, we can understand that the
Government hasn’t done anything to improve public transport. ( )
D. Mrs. Fahad doesn’t agree with Mr. AlZayani on the solution to the
problem.( )
E. Mr. Al Zayani wants private car owners to pay more. ( )
F. Mrs. Fahad wants only the rich to drive cars. ( )
2. Choose the best answer.
1. Mr. Ahmed Al Zayani believes that ___________.

a) building more roads can solve traffic congestion
b) improving public transport is the solution
c) allowing private cars on the road does not congest the road
2. Mrs. Badria Fahad, on the other hand, thinks that ___________.

a. traffic congestion is caused by the problem of public transport
b. the government should improve the roads
c. people should be discouraged from driving their cars
94
3. Mrs. Fahad further asserted that ___________.

a. only rich people should drive cars
b. many people who use the road should pay more
c. people who live outside the city need cars more
4. Jameela Bader stated that___________.

a. pollution is the real problem in traffic congestion
b. importing public transport can reduce pollution
c. increasing parking fees will not help solve the problem
5. Jameela also suggested ___________.

a. making the roads wider
b. limiting parking in turns
c. allowing only a few cars to enter city centers
Source: Listening 2. (1991) by Adrian Doff & Carolyn Becket. CUP. p.69
2. Listen to the speakers’ viewpoints again and write their solutions to the
problem of traffic pollution. Write the solutions in note form.
Speaker Solution
Caller 1 (Mr. Al Zayani) 1. ________________________________________
2. ________________________________________
A. ________________________________________
B. ________________________________________
C. ________________________________________
3. ________________________________________
__________________________________________
Caller 2 (Mrs. Fahad) __________________________________________
Caller 3(Ms. Jameela Bader) _________________________________________
_________________________________________
1. _______________________________________
2. _______________________________________
95
3. _______________________________________
4. _______________________________________
-Match the words with their synonyms and write the corresponding letter in the
space provided.
-Indicate whether the word is a verb (V), a noun (N), an adjective(Adj.)or an adverb
(Adv).
-Write down the meaning of each word in the space provided.
Word
Word Synonym
Family
1. congestion _____ A. contamination

2. pollution _____ B. manage to pay for
3. discourage _____ C. reliant
4. afford _____ D. overcrowding
5. dependent _____ E. put off
C. Language Practice:
Construct sentences using the vocabulary items in column I.
1. ____________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ____________________________________________________________________________
5. ___________________________________________________________________________
96
Activity [3]
Energy Crisis
1. Listen to the speakers’ opinions on ‘Energy Crisis’ and write whether the following
statements are True or False.
_____ A. Professor Burnham doesn’t believe in wasting fossil fuels on the

production of electricity.
_____ B. According to Prof. Burnham nuclear energy is the only solution to
the energy crisis.
_____ C. According to Prof. Burnham nuclear power stations are dangerous.
_____ D. According to Jennifer Hughes nuclear accidents are inevitable.
_____ E. Jennifer Hughes says that safe disposal of nuclear waste is possible.
_____ F. Jennifer Hughes believes that building more nuclear power plants
would encourage terrorism.
_____ G. Jennifer Hughes is in favour of nuclear energy.
_____ H. Dr. Woodstock believes that if we didn’t waste electricity, fossil fuels
would last longer.
_____ I. Dr. Woodstock wants to invest money in harmless alternative
sources of energy.
_____ J. Charles Wicks is very pessimistic about the whole situation.
Source: Streamline English: Destinations. (1982) by Bernard Hartley & Peter

Viney.OUP.Unit. 36
1. According to the talk show, the world’s energy resources ___________.

a. will last for 450 years
b. are not enough
c. will finish in 30 years
2. According to Professor Burnham ___________.

a. nuclear waste is the only real alternative
b. we should start using electricity from gas power stations
c. nuclear energy is the right solution
97
3. Professor Burnham claims that nuclear stations ___________.

a. are not as dangerous as some people think
b. are not as dangerous as most people say
c. are far more dangerous than we think
4. According to Professor Hughes ___________.

a. machines fail because of nuclear power
b. radioactivity may affect future generations positively
c. nuclear power poses a threat to the environment
5. Professor Hughes believes that ___________.

a. all nuclear waste will remain active for thousands of years
b. removing nuclear waste is technically unsafe
c. removal of nuclear waste is not possible
3. Match the speakers with their opinions. Some speakers have more than one
opinion.
Speakers:
A. Professor Marvin Burnham
B. Jennifer Hughes
C. Dr. Catherine Woodstock
D. Charles Wicks
Opinions:
_____ 1. “Nuclear power stations are not as dangerous as some people say.”
_____ 2. “If we listened to the pessimists none of us would sleep at night.”
_____ 3. “I consider that nuclear energy is expensive, dangerous and evil”
_____ 4. “If we spent money on research now, we could develop stations which
create their own fuel and burn their own waste.”
_____ 5. “Unless we do research on solar energy, wind power, wave power our
fossil fuels will run out.”
_____ 6. “Terrorists could hold the nation to ransom if they captured a reactor.”
98
A. Vocabulary Development:
• Match the words in column I with their meanings in column II and write the
• Indicate whether the word is a verb (V), a noun (N), an adjective(Adj.) or an
adverb (Adv).
Word
Column I Column II
Family
____ 1. fossil ____ A. Pertaining to nuclear energy
____ 2. fuel ____ B. supply of something such as money,

personnel, or equipment
____ 3. reactor ____ C. the remains of an animal or plant preserved
from an earlier era inside rocks
____ 4. resources ____ D. violence such as bombing and killing carried
out for political purposes
____ 5. nuclear ____ E. something that is burned to provide power or
heat
____ 6. terrorism ____ F. a device in which atoms are either divided or
joined in order to produce power
• Complete the sentences by choosing the correct form of the word.
• Decide whether the word is a verb (V), a noun (N), an adjective (Adj.)
or an adverb (Adv.) and write the letter(s) in the space provided.
• Write down the meaning of each word in the space provided.
1. A spokesperson said that there was no danger of a leak of ____ from the nuclear
power station.
A. radioactivity – ___ B. radioactive– ___
Meaning: _______________________________________________________________
2. When toxic fumes from the factory chemical spill began to drift toward our
homes, we were told to ____.
A. evacuation– ___ B. evacuate–___
Meaning: _______________________________________________________________
99
3. The food, which had been ____, was destroyed.
A. contaminate –___ B. contamination – ___
Meaning: _______________________________________________________________
4. In an attempt to ____ electricity, the building’s owners are cutting down on their
central heating.
A. conservation – ___ B. conserve –___
Meaning: ______________________________________________________________
5. The company had to close its office in Qatar – with the rent so high it just wasn’t
____.
A. economy – ___ B. economic–___
Meaning: ______________________________________________________________
Choose a word from the box to complete each sentence.

Decide whether the word is a verb (V), a noun (N), an adjective (Adj.) or an
adverb (Adv.)
and write the letter(s) in the space provided.
Write down the meaning of the word in the space provided.
ransom - pessimistic - disposal - forecast - optimist

1. The neighbors are objecting to the land being used as a ________site for
household waste.
Meaning: __________________________________________________________________
2. You have to be a born ___________to be able to do this job and not despair.
Meaning: __________________________________________________________________
3. They demanded a huge ___________for the return of the girl whom they had
kidnapped.
Meaning: ___________________________________________________________________
4. The doctors are___________ about Noora’s chances of recovery.

Meaning: __________________________________________________________________
5. Environmentalists __________that we will destroy the planet if we carry on

polluting it as we are today.
Meaning: ______________________________________________________________________
100
Choose the correct answer.
1. The company is facing a crisis over demands for higher pay.
A.policy– ___ B. disaster –___ C. accident – ___
2. The accident was the inevitable consequences of carelessness.
A. unexpected– ___ B. avoidable– ___ C.predictable – ___
3. Two of the soldiers were killed and the rest were captured.
A. imprison –___ B. release– ___ C.identify– ___
4. The new policy is aimed at developing alternative energy sources and

decreasing dependence on imported energy.
A. option– ___ B. addition– ___ C. surplus– ___
5. The baby was born with a problem with its heart and only survived for a few
hours.
A. perish– ___ B. die– ___ C. live– ___
101
Activity 4: Intravenous Therapy
tourniquet (N): a tight encircling band applied around an arm or leg in an

emergency to stop severe arterial bleeding that cannot be
controlled in any other way.
catheter (N): a thin flexible tube that is inserted into a part of the body to inject
or drain away fluid or to keep a passage open
clamp (N): a mechanical device with movable jaws. Use: to hold two things
firmly together or one object firmly in position
Watch the video about how to start an IV and answer the following questions:
1. As a nurse what should you do before starting an IV?
________________________________________________________________________________
________________________________________________________________________________
2. What is the last step?
________________________________________________________________________________
________________________________________________________________________________
Listen to the lecture and identify whether the following statements are True or False.
1. Intravenous therapy (IV) is the procedure of injecting blood indirectly

___
into the veins.
2. The purpose of having a drip chamber is to prevent the liquid from
___
entering the blood stream.
___ 3. One of the uses of IV therapy is to deliver medications.
___ 4. Administering IV therapy takes time to deliver fluids.
5. Another function of the drip chamber is to allow the fluids to flow one
___
drop at a time.
6. IV therapy is a safe method of administering medications; therefore,
___
there is no chance of acquiring any infection.
7. There is a possibility of Coagulase-negative staphylococcus or Candida
___
albicans entering the body if the equipment is contaminated.
8. It is always difficult to identify any infection which results from unsterilized
___
equipment used in the IV procedure.
9. Septicemia acquired through an IV procedure can be a life-threatening
___
infection.
10. Septicemia poses much less danger when it occurs in a central IV.
___
B. Identifying Sequencing Order in Medical Procedures:

102
Listen to the lecture and identify the correct sequence of the IV therapy
procedure.
___ A. Collect all the required equipment for the procedure.

___ B. Open the roller clamp to allow the correct flow of fluid.
C. Attach tubing to IV bag, open roller clamp, fill tubing with fluid, and close
___
the clamp.
___ D. Prepare the IV stand.
___ E. Secure the catheter to the skin with adhesive tape.
___ F. Apply a tourniquet 10 cm above the patient’s elbow.
G. Select a vein, cleanse with alcohol, and insert the needle quickly and
___
smoothly into the vein.
H. Attach the patient’s details to the IV solution bag and hang the bag on
___
the IV stand.
___ I. Put on gloves after washing hands.
___ J. Attach the catheter to the tubing when blood appears.
Choose a word from the box to complete each sentence.
Decide whether the word is a verb (V), a noun (N), an adjective (ADJ) or an adverb
(ADV) and write the letter(s) in the space provided.
Write down the meaning of the word in the space provided.
routes transfusion attach infusions
1. The patient will need regular ______________ of blood. ( )

Meaning:
___________________________________________________________________
2. When a patient has lost a lot of blood, ____________ is the only solution. ( )
Meaning: ___________________________________________________________________
3. There are several possible ____________of drug administration, depending

upon the nature of the preparation, effect desired, rate of absorption, and
condition of the patient. ( )
Meaning: ___________________________________________________________________
4. Use this lead to ______________ the printer to the computer. ( )
Meaning: ___________________________________________________________________
103
Match the words in column I with their meanings in column II and write the
Indicate whether the word is a verb (V), a noun (N), an adjective (ADJ) or an
adverb (ADV).
Word
Words Meaning
Family
__ 1. drip _____ A. the movement of liquid or gas
__ 2. chamber _____ B. a drop of liquid or moisture
__ 3. flow _____ C. near the surface of an organ or the body
__ 4. peripheral _____ D. an enclosed space, or cavity
E. pertaining to a material that stick things

__ 5. employ _____
together
F. use a particular method in order to
__ 6. adhesive _____
achieve something
104
Activity 5: Computerized Tomography (CT)
Pre-listening Activity: Watch the video and answer the following questions:
A. CT scan is recommended to examine the body for:
1. _______________________ 2._________________________
3. _______________________4. _______________________
5. _________________________ 6. _______________________
B. Describe a CT Scanner briefly.
________________________________________________________________________________
________________________________________________________________________________
C. Comprehension Check:
1. Listen to the lecture and indicate which of the following statements are True or False.
1. A CAT can reach all parts of the body. ( )

2. The X-ray tube takes pictures of one part of the body from one angle. ( )
3. A CAT scan is useful in creating images of stationary parts of the body without
blurring. ( )
4. A composite, readable image is formed by a computer program. ( )
5. By using CT scan, doctors are able to find cures for different diseases and
medical conditions.( )
6. A CT can be used to study only certain parts of the body. ( )
7. The pictures taken are saved on a computer. ( )
8. It takes about 13 minutes to finish a CT scan. ( )
9. Sometimes, an iodine dye is used to colour code different structures and organs
in the body.( )
10. It is safe to drink a dye for some types of CT scan. ( )
2. Listen to the lecture and identify the correct sequence of the CT procedure.
( )A. The patient may be asked to hold his breath during the scanning.
( )B. The table will move slowly through the machine as the actual CT scanning is
performed.
( )C. Sedation may be needed for children who cannot hold still.
( )D. The technologist begins by positioning the patient on the CT examination table.
( )E. The patient may be asked to keep his hands over his head.
( )F. Straps and pillows may be used to help the patient maintain the correct position
and to hold still during the exam.
( )G. The table will move quickly through the scanner to determine the correct
starting position for the scans.
( )H. The patient will be asked to wait until the technologist verifies that the images
are of a good quality for accurate interpretation.
105

1. The patient is positioned on the CT examination table lying ___.
a. on his back c. on his stomach
b. on his side d. any of the above positions
2. A sedation is used for ___ who cannot hold still.

a. adults c. children
b. men d. women
3. The nature of the examination will determine whether the contrast material is ___.
a. swallowed c. administered by enema
b. injected through an IV line d. all of the above
4. It is important that the patient holds his ___ during the scanning procedure.
a. breath and stops moving c. drinking and eating
b. breathing and talking d. moving and talking
5. Choose the correct stage in the CT scan procedure:

a. The table will move slowly through the scanner, then it will move quickly through
the machine.
b. The table will move quickly through the scanner, then it will move slowly through
the machine.
c. The table will move quickly through the machine, then it will move slowly
through the scanner.
d. The table will move quickly through the scanner, then it will stop moving through
the machine.
106
Match the words in column I with their meanings in column II and write the
Indicate whether the word is a verb (V), a noun (N), an adjective (ADJ) or an
adverb (ADV).
Word
Words Meaning
Family
___ 1. rotate _____ A. cannot be seen clearly
B. a narrow flexible strip of a material used

___ 2. stationary _____
to bind something
___ 3. composite _____ C. turn like a wheel around a fixed point
___ 4. blurring _____ D. a deformed quality of a product
___ 5. dye _____ E. made up of different parts
F. procedure for examining tissues and

___ 6. fluoroscopy _____
deep structures of the body by X-ray
___ 7. strap _____ G. not moving
H. a substance used for changing the color

___ 8. distortion _____
of something
http://www.radiologyinfo.org/en/info.cfm?pg=bodyct
http://www.webmd.com/a-to-z-guides/computed-tomography-ct-scan-of-the-body
107
Activity 5: Prostatectomy
Make sure you know the meaning of the words below ….
seminal vesicles prostatectomy intravenous spinal
epidural anesthesia retro-pubic perineal
perineum laparoscopy rectum lymph nodes
urethra
A. Identifying the Sequencing Order in a Medical Procedure:
Listen to the video recording and identify the correct sequence

of the prostatectomy procedure.
_ A. Depending on the selected surgical approach, the prostate gland is

removed.
_ B. Next, a catheter is inserted to drain the bladder.
_ C. The IV is started with antibiotics before surgery to decrease the

chances of infection.
_ D. The patient is monitored in the recovery area.
_ E. If the cancer has spread, surrounding tissues and lymph nodes

may also be taken out.
_ F. Blood clots are washed out of the bladder using a sterile solution.
_ G. The patient will then be given the preferred anesthetic.
_ H. Pain killers are administered when needed.
B. Comprehension Check:
Based on the lecture, choose the best answer and write the corresponding
letter in the space provided.
_ 1. Before the epidural anesthesia is administered ___.

a. sedation is given to relax the patient
b. a breathing tube is inserted to help breathing
c. an intravenous line will be started
108
d. some lymph nodes may be removed
_ 2. The three surgical approaches mentioned in the lecture are ___.

a. prostatectomy, spinal and retro pubic
b. general, local and epidural
c. laparoscopic, open perineal and open retro-pubic
d. abdominal, keyhole and laparoscopic
_ 3. In an open perineal procedure, the prostate is taken out through ___.

a. tiny keyholes or ports in the abdomen
b. an incision in the seminal vesicles
c. widened ports in the abdominal area
d. an opening in the area between the scrotum and rectum
Choose the answer that can best replace the highlighted word in the given
context and write the corresponding letter in the space provided.
___ 1. Radical prostatectomy is a surgical procedure in which the prostate

gland, surrounding tissue and seminal vesicles are removed.
a. important
b. complete and far-reaching
c. minimal
d. intensive and focused
___ 2. Before surgery, a breathing tube is inserted to maintain breathing

during the procedure.
a. eliminated c. put in
b. pulled out d. cut in
___ 3. The patient is given sedation before surgery.

a. drug to reduce blood pressure
b. drug to induce sleep
c. muscle building drug
d. drug to slow the metabolism
___ 4. During surgery, the prostate is removed through an incision in the

lower part of the abdomen.
a. cutting out a diseased organ
109
b. binding together of soft tissues

c. space created between body tissues
d. opening created by cutting soft issue
___ 5. The surgeon dissects the prostate from the surrounding structures
during the procedure.
a. cuts out an organ with precision
b. makes an opening for surgery
c. disinfects a body organ
d. ties up loose tissues tightly
___ 6. After surgery, the bladder will be flushed at regular intervals with a
sterile solution
a. inserted gradually c. modified mildly
b. washed clean d. sedated and relaxed
110

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UNIVERSITY OF BAHRAIN

College of Health & Sports Sciences

STUDENT’S COPY (2021-2022)

Course Description .2.

Course Duration: 75 hours

Entry Level: Successful completion of Orientation English(ENG 001)

Number of Credits: 4 Credits (3-2-4)

Target Group: All First Year Students

Course Offered: First Year - First Semester

1. Mid Term Exam

ENG 114 (3-2-4)

Course Intended Learning Outcomes (CILOs)

On completion of the course, students will be able to:

1. Communicate ideas and arguments orally with emphasis on language accuracy.

2. Classify main ideas and supporting details from texts or lectures.

3. Employ paraphrasing techniques to produce summaries

5. Write an Assessment Report.

6. Make inferences from information implied in texts or lectures.

Writing Assignment (1) 1

Listening Quiz 1 10%

Unit 1 Session Objectives

Reading and Vocabulary Development:

English Grammar in Use by Raymond Murphy:

1. Selection and sequencing of objectives may be adjusted when necessary, and

3. Supplementary learning activities may be given for reinforcement of language

1. Special care must be taken when handling ancient books.

1.identity 6.evacuate 11.defect 16.route 21.absorption 26.malnutrition

• Write each of these words in the space provided for you.

something brought about by a cause or agent; a

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

noun verb adjective adverb

Unit 1 Session Objectives:

A. Simple Present Tense

How do we make the Simple Present Tense?