Manual Introduccion A La Medicina en Ingles

Departamento de Lingüística Aplicada, UCATECI
Yobelkis Paulino, M.A
Introducción a la Medicina en Inglés.

Content
Unit 1. Warm up
Lesson 1: Parts of the body.
Lesson 2: Health problems/ common Illnesses.
Lesson 3: Symptoms, advises and remedies.
Unit 2. Medical specialists

Lesson 1: Different medical specialist.
Lesson 2: Ailments/Injuries – Treatments/ Remedies.
Lesson 3: Make suggestions /Medical referrals.
Unit 3. Emergencies and accidents

Lesson 1: First Aids.
Lesson 2: Emergencies.
Lesson 3: Role of the emergency doctor.
Unit 4. Are you going to need an operation?

Lesson 1: Lab tests, x-rays and others…
Lesson 2 Diagnostic & laboratory
Lesson 3 Illnesses /sickness
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Unit 5. Pharmacology
Lesson 1: Pharmacology, their sources, their properties.
Lesson 2: Medicines, drug families/groups.
Lesson 3: Indications of drugs.
Unit 6. The human brain

Lesson 1: Right hemisphere/ Left hemisphere.
Lesson 2: Language and emotions.
Lesson 3: The cognition.
Unit 7. Vaccines/ Immunizations

Lesson 1: Vaccines, definitions and history.
Lesson 2: Types of vaccines.
Lesson 3: Common vaccines.
Unit 8. A healthy lifestyle.

Lesson 1: Alternative medicine
Lesson 2: Preventive medicine
Lesson 3: A healthy diet
Publicado en Agosto, 2018

UCATECI, La Vega,
Republica Dominicana
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Grammatical content
Unit 1 Unit 2 Unit 3 Unit 4
Simple present tense. Modals Real conditional Simple past tense.

- Have/has + - Should/shouldn’t - If-will
noun. - Must / Must not Present –Future - Regular
- Feel/ feels verbs
+adjective - Irregular
- WH question. Unreal verbs
- Future with conditional - Yes/ no
going to/ - If – questions
future with would - WH
wil/won’t Past- would+ questions
infinitive
Unit 5 Unit 6 Unit 7 Unit 8
Tag questions Present perfect Present perfect The comparative

- with auxiliary tense. continuous and the
verbs. - Affirmative. - Formation. superlative of the
- Without auxiliary - Negative - Verbs adjectives.
verbs. - Interrogative/ without -3 groups/types of
- With modal verbs Questions continuous adjectives.
form. - Irregular
Present perfect adjectives.
with:
-Just
- already and
- yet.
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Unit 1
Warm up
Lesson 1: Lesson 2: Lesson 3:

Directions, advises and
Health problems/
Parts of the body common Illnesses remedies.
Lesson 1. Parts of the body

1.1 Vocabulary.
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1.1.1 Listen and repeat.

The head The eyes The nose The mouth
 Head  Eye  Mouth

 Nose
 Hair  Sclera  Tongue
 Forehead  Iris  nostril  Teeth
 Temple  Pupil  Gum
 Cheek  Conjunctiva  Palate
 jaw  Tear duct  Tonsils
 Eyebrow  Lips
 Eyelid  Chin
 eyelashes  Throat
 Uvula
The ear The arms & hands The neck and trunk
 Arm  Neck
 Ear (external)
 Armpit  Nape
 Ear (internal)
 Elbow  Shoulder
 Ear canal
 Forearm  Back
 eardrum
 Wrist  Chest
 Hand  Breast
 Finger  Nipple
 nail 

Waist
Navel
 Hip
 Anus
 Buttocks
 Groin
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1.1.2 Our hand
1.1.3 Internal Parts of the Body

heart - your heart pumps your blood around your body.
lungs - when you breathe, the air goes into your lungs.
veins - these transport blood through your body. They are like little tubes.
brain - this is your 'thinking machine' inside your head.
throat - food goes down this to get to your stomach.
liver - the organ that cleans your blood.
stomach - your food goes here when you swallow it.
kidneys - the organs that process all your body waste.
bones - your skeleton consists of many bones. There are about 206 in your
body.
skin - it covers almost the entire body and helps keep all the organs and
muscles in place.
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1.1.4 Other Parts of the Body

wrinkles - the lines in your skin caused by age. Old people have a lot of
wrinkles.
skeleton - all of the bones in your body.
ribs - these are the bones that protect the organs in your chest .
1.2 Exercises about vocabulary.

1.2.1 Look at this picture and write below the name of each part
of the body.
1._______________ 15._______________
2._______________ 16._______________
3._______________ 17._____________ __
4._______________ 18._______________
5._______________ 19._______________
6._______________ 20._______________
7._______________ 21._______________
8._______________ 22._______________
9._______________ 23._______________
10.______________ 24._______________
11._____________ 25._______________
12._____________ 26._______________
13._____________ 27._______________
14._____________ 28._______________
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1.2.2 Check your vocabulary. Match the vocabulary with the correct
definition and write a–j next to the numbers 1–10.
1…….. You use this part of the body to hear. a. eye
2…….. You have eight of these, four on each hand. b. ear
3…….. You have two of these. You use them to walk. c. head
4…….. You use these to see. d. throat
5. …….. You use this to talk, smile and eat. e. foot
6…….The part of your body with your hair, eyes, mouth, nose and ears on. f. fingers
7…….. At the bottom of your leg, you have a ___. You wear a shoe on it. g. mouth
8…….. You have one ___ in the middle of your face. You use it to smell. h. nose
9……After your mouth, your food goes down your ___. i. arms
Sometimes this part of the body hurts when you are ill.
10…… You have two of these. They have your hands at the end. j. legs
1.2.3 Complete the chart with these parts of the body.
Wrist - hand – finger – head – stomach – lung – throat – mouth - wrinkle – neck – kidney – liver –
Nose – ear - vein - brain – heart - knee – heel – elbow – nail - thigh – thumb – eyelashes - tongue.
Body parts you have ONE of Body parts you have more than one
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Lesson 2. Health problems/ common illnesses. Practice

these conversations.
2.1 Conversations.
2.1.1 Part 1
Marcus: This is amazing. Check out this article about Shun Fujimoto.
Lisa: Who’s that?
Marcus: He’s a Japanese gymnast. He broke his knee in the 1976
Olympics, but he still competed.
Lisa: Really? That is amazing.
Marcus: He didn’t tell anyone about the injury because he wanted to

compete. His last event was the rings, and he scored a 9.7!
Lisa: With an injury like that? No way!
Marcus: Incredible, right? He was in a lot of pain, but because of his

9.7 score, Japan won the gold medal in gymnastics!
2.1.2 Part 2
Lisa: Can I see that? Hey, here’s Cristiane!
Marcus: Cristiane… She’s a soccer player, right?
Lisa: Yeah, she was in the 2012 Olympics, playing for Brazil. She’s my
hero.
Marcus: Oh yeah, I remember! She hurt her shoulder. Really badly.

Lisa: Right. But she scored a goal and Brazil won! This was her
eleventh Olympic goal, a world record!
Marcus: That’s amazing!
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2.1.3 About the conversation. Reading comprehension exercise.

Complete the statements with the words and phrases below.
Athletes - broke - competed - gymnast - hurt - injuries - knee –
shoulder - soccer - player - won
1. Marcus and Lisa are reading articles about the Olympic___________.

2. The athletes____________ in the Olympics with bad_____________.
3. Fujimoto is a ________________and Cristiane is a_____________.
4. Cristiane ___________her __________, and Fujimoto
___________his___________
5. Their teams __________their events.
2.2 Listening exercises.

2.2.1 Listen and answer the questions. Use information from the chart
to answer.
Dr. Johnson Mrs. Lee Julia Mr. Henderson
Mrs. Jacob Mr. Green Mr. Patel Andy .

Mrs. Jackson Mrs. Rios Miss Gonzalez
1. Who is getting a checkup?

2. Who has an allergy?
3. Who has a burn?
4. Who has a bad cough?
5. Who is working in the office?
6. Who is sick?
7. Who has a headache?
8. Who is getting a tetanus shot?
9. Who is a new patient?
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2.2.2 Listen again. Read and Circle.
1. Mrs. Jacob is the doctor. True False

2. Mrs. Lee has a headache. True False
3. Mr. Green has a cold. True False
4. Mrs. Rios has allergies True False
5. Julia’s finger hurts. True False
6. Mr. Patel has a bad back. True False
7. Mrs. Jackson is a new patient. True False
8. Miss Gonzales’s throat hurts. True False
9. Andy has a stomachache. True False
Lesson 3. Directions, advises and remedies.

3.1 Grammar. Simple Present tense
Grammar Tip: Have/has + noun

Feel/feels +adjective
What’s the matter? How do you feel? Adjectives

What’s wrong?
 I have a headache.  I feel sick.  Sick/fine (well)
 You have a sore  You feel sad.  Sad/happy
throat.  She feels bad.  Bad/ good (better)
 She has the flu.  We feel awful.  Awful /great
 We have a cold.  You feel terrible.  Terrible/ terrific
 You have a  They don’t feel
stomachache. well.
 They have a
backache.
Adapted from Richards J. (2000) New Interchange: Intro. Cambridge University Press p.73
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3.1.1 Exercise 1. Fill in the blanks with the correct form of the verbs have
or feel.
When you are finished, practice this conversation with a partner.
A: Hi Shirley. How are you?
B: I __________ terrible.
A: What’s the matter?

B: I __________ a headache and a sore throat.
A: That’s too bad. Do you __________a cold?
B: Yes. I__________ an appointment to see the doctor today.
A: Well, I hope you __________ better.
B: Thanks.
3.2 Grammar. Future with Be Going to.
Statements
Subject Be (not) Going to Verb
I Am Exercise
You Are Make an
He Is (not) Going to appointment
They Are Call the doctor
Take medication
Yes / no Questions
Be Subject Going to Verb

Are You See the doctor?
Is she Going to Stay home from work?
Are they Get a flu vaccine?
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Answers
Affirmative Negative
Yes, I am. No, I’m not.
Yes, she is. No, she isn’t.
Yes, they are. No they aren’t.
WH- Questions
Wh- word Be Subject Going to Verb

When am I
Where are You
Why is He Going to Exercise?
are they
3.2.1 Exercises 1. Write the questions and answers. Use the words in
parentheses.
Example. Mary has a headache. (take some aspirin)
Is she going to take some aspirin? Yes, she is
1. Joseph has a toothache. (call the dentist)
2. Carol has the flu. (go to work)
3. I have a sore throat (you/ drink some tea)
4. My brother is in the hospital (you/ visit him)
5. She has an ear infection. (the doctor/ write a prescription for antibiotic)
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3.2.2 Exercise 2. Read about Maritza. Underline the verbs in the going to
future.
Maritza is at the dentist. This is her first visit in two years. Maritza has four cavities.
The doctor is filling two cavities today. He is going to fill two more cavities next week.
Maritza is going to take better care of her teeth. She isn’t going to drink soda with
every meal. She isn’t going to eat chocolate every day. She is going to floss her teeth
every evening.
3.3 Grammar. Future with will/ won’t +verb.
I will walk every day. Use will to express an offer to help.

She won’t join a health club. I’ll drive you to school.
They change Jobs. Use will to make predictions.
You’ll get the job.
3.3.1 Grammar Exercise. Oral form.
George went to the doctor with chest pains. Read the doctor’s advice. Do
you think George will follow his recommendations?
Example. George will change his diet.
Doctor’s Advice
Change your diet. Stop smoking.
Get more sleep. Start to exercise. Use less salt.
Lower your cholesterol. Get a pet. Cut down on sweets.
Walk to work. Lose weight.
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I agree…
I don’t agree…
Example. George won’t change his diet. He loves fried food.
3.4 Reading.
Pre reading.
Discuss.
1. Where are your lungs? What do they do?
2. What do you know about asthma?
3. Does anyone in your family have asthma? What treatment is he/she
receiving?
4. What is the boy in the picture using? Why?
Asthma
Ricky Garcia is going to play outside with his friends. He is taking out his inhaler
and taking two puffs. Five minutes later, he’s in the park with his friends, running
after a soccer ball. Ricky has asthma, but he knows how to control it.
Asthma is a lung disease. The airways of the lungs become swollen and inflamed,
making it difficult to breathe normally. A person with asthma may have
wheezing, coughing, a tight feeling in the chest, or shortness of breath. Serious
breathing problems are called asthma attacks. They can be mild or very serious,
requiring immediate medical attention.
Asthma can begin at any age. Childhood asthma, often beginning when a child is
younger than ten years old, is one of the most common childhood diseases.
Doctors report that the number of young people with asthma is increasing. Over
four million children have the disease and the number is growing. It is the
number one cause of absence from school. Asthma is often genetic. If a parent
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has asthma, the children are more likely to develop the disease. Children with
asthma need to be under a doctor’s care. They and their parents can learn to
understand this disease and learn how to control it.
It is important to find out the triggers for asthma. In other words, what causes
the attack? The most common triggers are exercise, viral infections, stress, and
irritants like dust, pollen, or animals. Once a child learns the triggers, he can
help prevent future attacks.
There are two kinds of asthma medications – control drugs and quick-relief
drugs. Children take control drugs once or twice a day to help prevent asthma
attacks. If a child begins to have an asthma attack, he needs immediate help, so
a quick-relief drug is necessary. This is often an inhaler. School –aged children
usually carry their inhalers with them. This medication works quickly and
children begin to breathe more easily in a few minutes. If a child has a serious
asthma attack, he may need emergency care at a hospital or doctor’s office.
About half of all children outgrow asthma, and their asthma attacks stop when
they are teenagers. However, many people live with the disease into adulthood.
3.4.1 Exercise. Reading comprehension.

Circle true or false about the reading.
1. A child with asthma has breathing problems. True False
2. Asthma can begin when a child is two or three years old. True False
3. If a parent has asthma, all his/her children will have asthma. True False
4. Exercise can trigger asthma. True False
5. Every year more children have asthma. True False
6. An inhaler can help if a child is having an asthma attack. True False
7. Parents must take the child to the hospital for every asthma attack. True False
8. Many children with asthma need to take medication every day. True False
Teacher: Extra Activities for this unit.

 Homework and classroom activities.
 Dictation from unit’s vocabulary.
 Game: One student in front of the group touch part of the body and another
one say one by one.
 Write ten sentences with be+ going to
 Write ten sentences with will+ verb
 Write definition of the bold words from the article about asthma.
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Unit 2
Medical Specialists
Lesson 1: Lesson 2:
Ailments/injuries Lesson 3:
Different medical &
specialists Make suggestions
treatments/ remedies
Lesson 1. Different medical specialists

Vocabulary.
1.1 Medical specialists. Listen and repeat.
 Surgeon
 Obstetrician
 Optometrist
 Cardiologist
 Dermatologist
Advises
 Psychologist  Call the doctor.
 Ophthalmologist  Call the dentist.
 Gynecologist  Drink some hot
 Pediatrician tea.
 Allergist  Drink some
 Family doctor soda.
 Psychiatrist  Put ice on it.
 Neurologist  Stay in bed.
 Urologist  Take aspirin.
 Rheumatologist  Take ibuprofen.
 Diagnostic radiologist  Take some
 Anesthesiologist medicine.
 Gastroenterologist  Use a heating
 Hematologist/ Oncologist pad.
 Nephrologist
 Neurosurgeon
 Oral and maxillofacial surgeon
 Otolaryngologist
 Plastic surgeon
 Pulmonary medicine
 Physician
 Endocrinologist
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Health Problems
Hurt = ache Hurt= ache
Ailments/Injuries
 A cough Head hurts Ear hurts
 An allergy Back hurts Feet hurts
 Asthma Stomach hurts Tooth hurts
 Chicken pox
 Mump
 Rubella
Remedies / Treatment
 A headache Aspirin Ibuprofen
 A backache An ice pack A heating pad
 A rash Lotion An inhaler
 A toothache Painkiller Cast
 A stomachache Crutches Stretcher
 An earache Pressure bandage Stitches
 A burn Ointment Band aid
 A bad cold Vitamin C Diet
 A fever Injection Pills
 A sore throat X-rays Strip
 A sneeze (she’s sneezing) Massage Syrup
 A broken bone
 Cut
 Bites
 Scratch
 Itches
 Poisoning
 Nauseated
 Chill
 Bleed
 Heart attack
 Dizzy
 Fell
 Inflamed
 Breathing problem
 Ice pack
 Cavity
 Cholesterol
 Blood pressure
 Puffy eyes
 A sprain
 Insomnia
 Sneeze
 Measles
 Faint
 Swollen thumb
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 Shivering
 Sunburn
 Retching
 Sore eyes
 Ankle sprained
1.1.1 Exercises. Practicing the vocabulary.

Match the medical specialists with what do they do.
___ A pediatrician a. Treats stomach disorders.
____An allergist b. Takes care of children.
____An obstetrician c. Talks to people about their

personal problems.
___ An optometrist d. Treats chronic pain syndromes,
administers anesthesia and monitor
the patient during surgery.
____A psychologist e. Treats heart disease.
____ A dermatologist f. Treats diseases of blood and blood

forming tissues (oncology including
cancer and other tumors.)
____Cardiologist g. Takes care of women’s health, during

pregnancy and childbirth.
____Anesthesiologist h. Check and treats skin diseases,

including some skin cancers.
____Gastroenterologist i. Treats kidney diseases.
____Hematologist/ j. Helps people control their allergies.

Oncologist
_____Nephrologist k. Check your eyes.
_____ Internal Medicine l. Treats diseases and disorders

of the nervous system.
____Neurologist m. Treats diseases and disorders of

internal structures of the body.
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1.1.2 Match others medical specialists.
____Conducts surgery of the nervous system. 1. Rheumatologist
____Treats diseases of the female reproductive

system and genital tract. 2. Pulmonary Medicine
physician
____Preserves and restores the function of the
musculoskeletal system. 3. Neurosurgeon
____Diagnoses and treats work-related disease or injury. 4. Radiation Oncologists
____Treats eye defects, injuries, and diseases. 5. Gynecologist
____Surgically treats diseases, injuries, and defects

of the hard and soft tissues of the face, mouth, and jaws. 6. Plastic Surgeon
____ (Head and Neck Surgeon) - treats diseases of the ear,

nose, and throat, and some diseases of the head
and neck, including facial plastic surgery. 7. Nurse-Midwifery
___Diagnoses and treats the study of the changes

in body tissues and organs which cause or
are caused by disease 8. Psychiatrist
___Treats infants, toddlers, children and teenagers. 9. Occupational Medicine

Physician
___Restores, reconstructs, corrects or improves in the
shape and appearance of damaged body structures,
especially the face. 10. Ophthalmologist
___Provides medical and surgical

treatment of the foot. 11. Oral and Maxillofacial
surgeon
___Treats patients with mental and emotional disorders. 12. Orthopaedic Surgeon
____Diagnoses and treats lung disorders. 13. Pathologist
___Diagnoses and treats disorders with the use of

diagnostic imaging, including X-rays, sound waves,
radioactive substances, and magnetic fields. 14. Otolaryngologist
___Diagnoses and medically treats diseases and

disorders of internal structures of the body. 15. Pediatrician
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___Treats rheumatic diseases, or conditions characterized

by inflammation, soreness and stiffness of muscles,
and pain in joints and associated structures. 16. Podiatrist
___Diagnoses and treats the male and female urinary

tract and the male reproductive system. 17. Diagnostic Radiologist
Lesson 2 Ailments/injuries & treatments/remedies .

Practice this conversation.
2.1 Conversation. Read the conversation between Mr. West and
the doctor and answer the questions below.
Doctor: These are the X-rays, Mr. West. Jimmy has a broken leg. It’s a bad
break. The nurse is putting ice packs on his leg now because it’s swollen
quite a lot. We need to wait for the swelling to go down, so we’re going to
keep him in the hospital for two days, and then we’ll put the cast on.
Mr. West: How long is he going to need the cast?
Doctor: For children, it’s usually six to eight weeks.
Mr. West: He’s in a lot of pain.
Doctor: We’re going to give him something for the pain in a few minutes.
Is he allergic to anything?
Mr. West: No, he isn’t.
Doctor: He’s going to need painkillers for a few days.
Mr. West: Can he go to school?
Doctor: Don’t worry. He will be back in school next week.

But he’s going to need crutches.
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2.1.1 Exercise. Reading comprehension.

Answer the questions.
1. What’s the matter with Jimmy?
2. Is the doctor looking at the x-rays?
3. What is the nurse putting on Jimmy’s leg? Why?
4. How long is Jimmy going to stay in the hospital?
5. When is the doctor going to put a cast on his leg?
6. How long is Jimmy going to be in a cast?
7. What are they going to give him fr pain?

2.2.1 Listen to the story of the accident and answer the questions.
1. What are Luis’s injuries?
2. What are the emergency workers doing?
3. What treatment is Luis going to receive at the hospital?
4. What are the woman’s injuries?
5. Whose injuries are more serious?
6. What treatment is the woman going to receive at the hospital?
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2.2.2 Listen again and circle True, False, or NI (Not enough information)
1. Luis went past the stop sign. True False NI
2. The accident was the woman’s fault. True False NI
3. Luis called 911 for emergency help True False NI
4. Luis has a broken arm. True False NI
5. Luis is going to need stitches in his arm. True False NI
6. The woman is telling the workers her

phone number. True False NI
7. The woman probably hit her head

on her windshield. True False NI
8. The woman is going to stay in the hospital

for a week. True False NI
Lesson 3. Make suggestions

3.1 Grammar. Modal should /shouldn’t.
Grammar: should / shouldn’t for advice

To say what you think is a good idea use should. To say what you think is a bad
idea use shouldn’t + infinitive (without to).
What should I do to get fitter?
You should take more exercise.
You shouldn’t smoke.
Note: With should (as with all modal verbs) don’t use auxiliary verbs in
question forms and don’t add ‘s’ with the 3rd person singular form.
should / shouldn’t
Natasha Marshal went to her doctor for some advice.
‘Doctor, I’ve read that by making the right health choices for
diet and life style, people can live for longer. What should I do to live long and
healthily? Can you give me some suggestions?’
‘Certainly, Miss Marshal!’ replied the doctor. ‘Well firstly, you should only eat
fresh fruit and vegetables. You shouldn’t eat any meat, salt, cheese or butter.
You shouldn’t drink any alcohol and you shouldn’t smoke. You should drink
lots of natural mineral water, but not too cold.
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‘OK,’ said Natasha, writing all this down in her notebook. ‘And should I
change anything else about my lifestyle?’
‘You shouldn’t go out to bars or big cities,’ the doctor told her, because the
crowds and the noise can be stressful. You should get up very early in the
morning and go running and you shouldn’t stay up late at night.
You shouldn’t watch television or use the internet. It’s not good for you to sit
still for long and look at a screen.’
‘And by following this health plan I’ll live to be a hundred?’ asked Natasha.
‘Well, I don’t know, answered the doctor. ‘But it will certainly feel like it.
3.1.1 Grammar exercise. Complete with should or shouldn’t.

According with your own ideas.
1. The doctor says that you ________take a lot of teaspoons of this
medicine before every meal.
2. The doctor advise Jack that he __________have a health plan.
3. If you don’t feel well, you ________go to the doctor.
4. If you are always tired in the morning, you __________try to
relax more.
5. If you can’t stop coughing, you ___________drink the syrup.
6. If you know that cigarettes are bad for your health,
you__________smoke.
3.2 Grammar: must/ must not

Note:
1. Must means that something is necessary.
2. Must not means that something is against the law. It is not
permitted.
You must take this medicine with food.

Children must not take this medicine.
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Must= It is necessary.
Must not= don’t do it.
3.2.1 Grammar exercise. Read the directions. Circle

must or must not.
Directions:
Adult Dose:
2 tsp. Every 4 hours
Child Dose: 6 yrs-12yrs.:1 tsp. every 4

hours.
Not for children under 6
1. Adults must/must not take two teaspoons every four hours.
2. Adults must/ must not take four teaspoons every two hours.
3. Children under six must/ must not take this medicine.
Directions
Adults:
Take 2 capsules every 4-6 hours.
Do not give to children.
Do not use with alcohol.
4. An adult must/must not take this medicine every four to six hours.
5. Parents must/must not give this medicine to children.
6. A patient must/ must not drink alcohol and take this medicine.
Note: Once a day= One time a day.
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Directions
Take 1 capsule once a day.
Take with food or milk.
Do not drive; may cause

drowsiness.
7. A patient must/must not take one capsule a day.

8. Patients must / must not take this medicine with food or milk.
9. Patients must/ must not drive if they take this medicine.
Culture note: To get a prescription, you must see a doctor.
3.3. Reading.
Diabetes
When Carla went for her regular physical checkup, she told her doctor that felt
tired and that she was always thirsty. Her doctor suggested a blood test for diabetes.
The results came back positive. Carla had Type 2 diabetes.
Over 17 million people in the United States suffer from Type 2 diabetes. In the
beginning, the symptoms are often mild. People with diabetes report that they feel
tired, are often thirsty, and need to urinate frequently.
Carla had many of the common risk factors, too. She was over 45 and had high
blood pressure. Carla was 60 pounds overweight, and she did not exercise. Carla is
Hispanic, and diabetes is especially high in minority populations, including the African-
American, Hispanic, Asian, and Native American communities.
Type 2 diabetes is the most common form of diabetes. In type 2 diabetes, the
body does not produce enough insulin or does not use insulin effectively. People with
diabetes need to watch their blood-sugar levels carefully. In time, diabetes can damage
26
the circulatory system, the nervous system, and major organs of the body. It can cause
blindness, kidney disease, and heart disease.
Type 2 diabetes is easy to diagnose with a blood test. It can often be controlled
by proper diet and regular exercise. People with diabetes must usually reduce fats and
carbohydrates and control their sugar intake.
At first, Carla needed to take diabetes medication. She began to walk and now
walks four miles a day. Over the past year, she lost 50 pounds. Her diabetes is now under
control, and she no longer needs to take medication for the disease.
3.3.1 Read the statements and circle T for True or F for False.
1. Many people with diabetes don’t know that they have this disease. T F
2. Most people with Type 2 diabetes are under 45 years old. T F
3. Type 2 diabetes is more common in minority populations. T F
4. Diabetes can damage the kidneys. T F
5. A stress test can show if a person has diabetes. T F
6. People with diabetes must carefully control their diet. T F
7. All people with diabetes must take medication. T F
Teacher. Extra activities for the unit.

 Dictation about vocabulary.
 Students identify and underline expressions with must in the reading
about diabetes.
 Students discuss about other information that they know about
diabetes.
 Students looking for the doctor who care patients with diabetes, in the
list of medical specialists.
 Homework. Research more information about doctors who care
patients with diabetes. What is their specialization’s name? What
other illnesses they care? Do you like this specialization? Why?. Do you
know someone with this specialization?
27
Unit 3
Emergencies and accidents

Role of the
First aids Emergencies
emergency doctor
Lesson 1: First aids

1.1 Vocabulary
 AED (automated external defibrillator)

 Audiometer/Tympanometer
 Basic diagnostic (blood pressure monitor, thermometer, pulse oximeter, etc.)
 Blood Draw
 Exam Room
 Office and Waiting Room furniture
 Body weight scales
 Break room appliances (microwave, toaster, coffee maker, refrigerator/freezer,
etc.)
 Cabinetry and storage shelving
 Centrifuge
 Clocks
 Colposcope
 Computers, printers and accessories
 Emergency equipment and supplies (airways, aspirators, oxygen, mask,
resuscitation bag/mask, etc.)
 ECG unit and accessories
 Exam tables (bariatric, pediatric, power)
 Eye charts
 Janitorial equipment
 Laboratory diagnostic equipment (centrifuge, urine/chemistry/glucose
analyzers, microscope, specimen refrigerator/freezer, etc.)
 Procedure tables
 Protective equipment (gloves, aprons, eyewear, facemasks)
 Refrigerator/freezer
 Sharps containers
 Specialized equipment (spirometer, fetal monitoring…)
28
 Specialized lighting
 Stainless steel equipment
 Step stools
 Stethoscopes
 Telephones
 Televisions
 Water filtration system
 Wheelchairs
Supplies for a first aid kit
The Essentials
 Personal drinking water
 Saline or water for eye/wound flushing (sport-top bottle)
 Gloves (non-latex nitrile or plastic)L
 Gauze (sterile or clean 4x4s or 3x3s)
 Band-aids
 Tape (paper or plastic)
 Bandana(s)
The Basics
 LAW: Maalox or other liquid antacid mixed 1:1 with water (sport-top bottle)
 Roller gauze
 Bandage scissors (blunt tip, like trauma shears)
 Alcohol or povidone iodine wipes
 Povidone iodine (water-based gel) or antibiotic ointment
 Rescue Remedy and/or whiteflower oil
 Energy bars (if you plan to give them out avoid peanuts and other allergens)
 Candy ginger
 Sugar (cake icing tube, glucose gel, or honey) for diabetics
 Rehydration drink mix (e.g., dilute Gatorade, miso)
 Sunscreen (alcohol-based)
 Tampons or pads Notebook & marker
 Duct tape
 Safety pins
 Paper and plastic bags
The Extras
 CPR face shield or mask
 Sam splint
 Ace bandage
 Vet wrapL
 Triangular bandage
 Cloth sling
 Mole skin (for blisters)
 Tweezers
29
 Tongue depressors (for finger splints)

 Instant ice/heat pack
 Tea tree oil or yarrow
 Burn salve (like Ching Wan Hung)
 Salve: Calendula, St. John's wort
 Topical arnica
 Homeopathics (e.g., sulfur, apis)
 Cough drops
 Epi-pen
 Space blanket
 Clean shirt in a sealed bag
 Field guide
 Flashlight or headlamp
 Matches or lighter
 Goggles
 Emergen-C
Others.
Dash Swerved off
Strike Witness
Injuries Injured
Ailments Overhead bridge
Path Hit
Flung of Scary
Endanger Wholeheartedly
Gleefully Ashamed
Shame Blood pressure
Nauseated Sweats
1.1.1 To discuss. Emergencies

1. What would you do if you saw someone choking on a piece of food?
2. What would you do if you saw someone having a heart attack?
3. What would you do if you were at the beach and you saw someone drowning?
4. What would you do if someone in your family were missing?
5. What would you do if somebody came up to you on the street and tried to rob you?
6. What would you do if a fire broke out in your house or apartment?
7. What would you do if you were lying in bed and you heard someone trying to break
into your house or apartment?
8. What would you do if you were bitten by a dog?
9. Think of some other emergencies and ask other students if they’re prepared.
30
1.1.2 Work in group. Make a performance. Divide the class in groups of 7 or 8

students. Imagine that you are in an emergency room of a hospital and simulate that
some people are sick and arrived to the hospital. Use words from the vocabulary. Some
groups can do that in the classroom and other groups can record a video with the performance.
Choose the way that can be better for each group. See the conversation below to help.
Lesson 2. Emergencies. Practice this conversation.

2.1 Conversation. Don’t try to talk with that sore throat.
Lynn, Tony, Oscar, and Amy are at the local clinic. They all returned sick
from the festival. Look at the picture. Then listen as you read the
conversation.
Lynn: I hope we don’t have to wait too long. I really feel sick. Tony, don’t
scratch!
Tony: I can’t help it. My leg itches.

Oscar: You have poison oak. Put butter on it.
Lynn: It’s probably only ant bites. Rub a raw potato on your skin.
Tony: Amy, don’t try to talk with that sore throat. Write it down here.
Amy: (Writing) I think you have ant bites. Mix baking soda and water and
put it on your skin.
Tony: What’s this? Do you want to cook me or cure me?
Nurse: Lynn, the doctor will see you now. The rest of you can fill these
out.
Doctor: What seems to be the matter?
Lynn: I have chills and a headache.
Doctor: Are you nauseated?
Lynn: Yes, very. And I’m thirsty, too.
Doctor: Uh-oh… Did you eat a hamburger at the festival?
Lynn: How did you know?
Doctor: Because I’ve already seen half- a dozen patients with the same
symptoms. You have food poisoning, and I know what probably caused it.
31
Lynn: The hamburger?

Doctor: Right. Drink a lot of water and get some rest. Call me tomorrow.
Pair: Have you ever tried a home remedy to cure a simple ailment? What did you use? Did it
work? Tell your partner about this home remedy.
2.1.1 Pair activity: Discuss the following questions.

1. Have you ever had any of the illnesses mentioned in the
conversation? Which one(s)?
2. When was the last time you were sick? What did you or your family
do?
3. What do you do to stay healthy?
4. What do you do when you get sick?
2.2 Listening exercises

2.2.1 Exercise 1. Listen this conversation between Dr. Nicholson and
Takeshi and complete the words or phrases missing.
Laughter is the best Medicine.

Dr. Nicholson: Do you have a (1) cough ?
Takeshi: No, I don’t.
Dr. Nicholson: Do you have an (2) _____________________?
Takeshi: Kind of… my right (3 ____________hurts a little.
Dr. Nicholson: Hmm…
Takeshi: Oh, and I have a runny (4) ______________and a bad (5)________________
Dr. Nicholson: How’s your (6) _________________level?
Takeshi: I don’t have any energy! That’s the terrible part.
……………………………………………………………………….
Dr. Nicholson: Take some vitamin C, (7) __________________lots of water, and get
some sleep. Relax – don’t (8) too hard or you’re going to get worse.
Takeshi: Ok.
32
Dr. Nicholson: Here. (9)________________this cold medicine for the headache and
fever. And (10) _______________drive when you take this. It’s going to make you
sleepy.
Takeshi: Ok.
Dr. Nicholson: (11) __________________me in one week if you’re still sick, ok?
Takeshi: I will, doctor. Uh! I don’t have time to be sick!

Dr. Nicholson: Come on, Takeshi. Don’t (12) ______________You’re going to be fine.
2.2.2 Exercise 2. Listen to each conversation. Then, answer the

questions.
Conversation 1
1. What kind of doctor is this woman seeing?
2. What is she allergic to?
3. When does she need the medication?
4. What shouldn’t she eat?
Conversation 2
5. What is Mr. Jackson’s cholesterol level?
6. How old is Mr. Jackson?
7. What are three causes of Mr. Jackson’s medical problems?
8. What kind of diet does Mr. Jackson need?
9. What test is the nurse going to schedule?
33
Lesson 3: Role of the emergency doctor

3.1 Grammar. Clauses
Type if-clause main clause
I Simple Present will-future or (Modal + infinitive)
II Simple Past would + infinitive *
Grammar. Present Real conditional (If – will).

PRESENT - FUTURE WITH WILL
I I’ll
We We’ll
You Feel You’ll
They They’ll
If ___________ _______ better eat
dinner.
He He’ll
She feels She’ll
It It’ll
3.1.1 Grammar exercise. Complete these present real conditional form

(If – will)
Example. I have high blood pressure.
If I Have high blood pressure, I’ll visit a cardiologist.
1. I have difficulty reading at night.
2. I feel tired and I am always thirsty.
3. I can’t concentrate in my work. I’m thinking about my economic

problems all time.
4. I have a really bad sore throat and a cough. It’s about the worst sore
throat I’ve ever had.
5. I broke my right leg! .I think that my femur bone is broke.
34
3.2 Grammar. Unreal Conditional (If-would)
PAST - WOULD + INFINITIVE
I I’d
He He’d
She She’d
If We Had more money, We’d Buy the medicine.
You You’d
They You’d
They’d
Examples:
If I studied, I would pass the

exam.
If I studied, I wouldn't fail the exam.
If I did not study, I would If I didn't study, I'd fail the exam.
fail the exam.
3.2.1 Grammar exercise. Form sentences with conditional If/ past

- would + infinitive. Use these words.
Example 1: Headache / visit the doctor.
If I didn’t have a headache, I wouldn’t visit the doctor.
Example 2: the medicine / buy it.
If I knew the medicine that I need, I would buy it.
Example 3: Were you / visit a cardiologist.
If I were you, I would visit a cardiologist.
1. Work in an emergency room/ practice a lot.
2. Study medicine/ know anatomy.
3. Were you / see an endocrinology.
4. Have an accident like this/ care me a lot.
5. Have a broken leg/ use crutches.
35
3.3. Reading.
The accident
Look out, Irene! Don't dash across the road. Let's use the overhead bridge."
"Aiyah, it's so troublesome. The traffic is quite light now. Can't we just make a dash for
it?"
"Huh! That's what you think. Look, there's a car just rounding the corner. You won't be
talking to us now if you had just simply dashed across," retorted Suzanna. "Do you know
that according to statistics collected by the World Health Organization, half a million
people in the world are killed in road accidents each year? The injured accounted for
some fifteen million people, a great number paralyzed for life. The report stated that
most of these victims were young men, women and children who should be contributing
to the building of the nations."
"Oh! Yes. I read that article in the papers too. It appears that traffic accidents may soon
be the world's third leading cause of death after heart disease and strokes," added
Jasmine, holding her brother's hand tightly as they climbed the bridge.
"I think most of the traffic accidents that occur are caused by careless and inconsiderate
drivers who refuse to give way to others. The other day, I witnessed an accident
involving a motor-cyclist and a taxi-driver. The taxi had the right of way but the motor-
cyclist swerved into its path and was hit. I don't know how badly he was injured but I
saw him being flung off his motor-cycle. He would be lucky to be alive."
"You know, Suzanna, all this talk about road accidents is really scary. Shall we change to
another topic, please?" Irene interrupted.
"Well, it was for you that we started this in the first place - Lazy pedestrians who not
only endanger their lives but others as well."
"I agree with that wholeheartedly," said Jasmine.
"Me, too," her brother added gleefully.
3.3.1 Reading comprehension. Choose the best response about the text
above.
1. The children were ______.
(A) waiting for a bus

(B) crossing a road
(C) playing along a road
(D) watching the cars go by
36
2. _______ children were mentioned in the passage.
(A) Five
(B) Two
(C) Three
(D) Four
3. Worldwide, ______ lives are lost in traffic accidents each year.
(A) half a thousand

(B) half a million
(C) five million
(D) 15 million
4. What is the main cause of death in the world?
(A) road accidents

(B) Strokes
(C) heart disease
(D) lung cáncer
5. Why did Irene want to change to another topic for discussion?
(A) She was ashamed for not observing safety rules.

(B) She was afraid that she would lose her friends.
(C) She was tired of talking about traffic accidents.
(D) She wanted to tell her friends about road safety.

 Students discuss about accidents and emergency situations that they
know.
 Students make performances in the classroom about accidents.
 Homework. Research more information about situations that occur in
emergencies rooms of hospitals. Talk about them in class.
37
Unit 4
Are you going to need an operation
Lesson 1 : Lesson 2: Lesson 3 :

Diagnostic &
Lab tests and x-rays Laboratory Illnesses / sickness
Lesson 1: Laboratory tests and x-rays.

Vocabulary
1.1 List below are all the top level lab supply and laboratory equipment categories.
TLD Products
Clearance Laboratory Supplies
Apparel & Clothing Analytical / Chromatography Autoradiography Film
38
Buffers, Standards & Solutions
Beakers Bottles
Carboys Carts Chemicals
Cleaning Supplies Colony Counters Containers
Cryogenic Supplies Culture Media Culture Plates & Microplates
39
Cylinders Desiccators Dispensers & Burettes
Evaporating Dishes Filtration Flasks
Funnels Gloves Histology Supplies
Ice Buckets Indicator Paper Inoculating Loops & Spreaders
Lab Utensils Laboratory Seating Labware Sets
40
Measurement Microscope Slide Storage Microscope Slides & Cover Glasses
Notebooks Parafilm Petri & Culture Dishes
Racks & Boxes Safety Supplies Sample Collection Tools
Scissors Spot Plates & Streak Plates Stands & Supports
Stoppers & Corks Storage Organizers Swabs & Applicators
41
Tape & Labels Thermometers Timers & Controllers
Tubes Tubing & Accessories Vials
Weights & Masses Western Blot Boxes
Common Lab. Test.

Hemogram
Urine
Coprological
Glycemia
Cholesterol
Triglyceride
Uric acid
HIV
C reactive protein
FR rheumatoid factor
Anti estritolisina O
Pruebas hepáticas
Amylase
Lipasa
transaminaza
GGT
Phosphatase
alKaline
bilirubin
42
1.1.1 Exercise about vocabulary. Assign each expression from the box to
its definition.
Condenser Laboratory apron graduated dropper burner
Pipette refractory glass crucible gown
Furnace stopper test tube burette
Stand –up bench filter – paper test tube rack funnel
1. A piece of clothing worn as a protection for the front of the body.

__________________
2. A conic, hollow structure with a narrow opening at the apex, such as the vessels used
in chemistry and pharmacy for filtering and other purposes.___________________
3. A container, usually cylindrical, made from glass that is resistant to
heat.______________
4. A porous material made from wood that is used as a device for the straining of water
or other liquids.________________
5. A graduated glass tube used in volumetric chemistry to deliver a measured amount of
liquid.___________________
6. A vessel or apparatus for condensing gasses or vapours. _________________
7. A tube of thin glass closed at one end, used for various procedures in chemistry and
for observing the growth of bacterial cultures.__________________
8. A pipette or tube for dispensing liquid in drops.______________________
9. A desk you work at in a chemical laboratory.______________________
10. A loose flowing robe worn especially by a professional or academic person when
acting in an official capacity. ___________________
11. Something, a bung or cork, used to plug an opening. ________________________
12. A vessel for melting refractory substances.________________________
13. A framework or a stand holding a tube of thin glass. _______________________
14. The part of a lamp, stove, or furnace from which the flame issues.
___________________
15. An enclosed apparatus in which heat is produced. ______________________
43
16. A glass or transparent plastic tube used in measuring or transferring small quantities of
liquid or gas. ______________________
Lesson 2. Diagnostic and laboratory. Practicing this

conversation.
2.1 Conversation with a general physician at his clinic.
Patient: Good evening doctor.
Doctor: Good evening. You look pale and your voice is out of tune.
Patient: Yes doctor. I’m running a temperature and have a sore throat.
Doctor: Lemme see.

(He touches the forehead to feel the temperature.)
Doctor: You’ve moderate fever.

(He then whips out a thermometer.)
Patient: This thermometer is very different from the one you used the last time. (Unlike
the earlier one which was placed below the tongue, this one snapped around one of the
fingers.)
Doctor: Yes, this is a new introduction by the medical equipment companies. It’s much
more convenient, as it doesn’t require cleaning after every use.
Patient: That’s awesome.
Doctor: Yes it is.

(He removes the thermometer and looks at the reading.)
Doctor: Not too high – 99.8.

(He then proceeds with measuring blood pressure.)
Doctor: Your blood pressure is fine.

(He then checks the throat.)
44
Doctor: It looks bit scruffy. Not good.
Patient: Yes, it has been quite bad.
Doctor: Do you get sweating and shivering?
Patient: Not sweating, but I feel somewhat cold when I sit under a fan.
Doctor: OK. You’ve few symptoms of malaria. I would suggest you undergo blood
test. Nothing to worry about. In most cases, the tests come out to be negative. It’s just
precautionary, as there have been spurt in malaria cases in the last month or so.
(He then proceeds to write the prescription.)
Doctor: I’m prescribing three medicines and a syrup. The number of dots in front of
each tells you how many times in the day you’ve to take them. For example, the two
dots here mean you’ve to take the medicine twice in the day, once in the morning and
once post-dinner.
Doctor: Do you’ve any other questions?
Patient: No, doctor. Thank you.
2.1.1 Choose True or False, according with the conversation.
1. The patient has high fever. True False
2. Doctor’s thermometer is different from the one he used
last time. True False
3. Doctor says that his thermometer is better now. True False
4. Doctor says that patient’s blood pressure is high. True False
5. Doctor says that patient’s throat looks bit scruffy. True False
6. The patient has malaria. True False
7. Doctor suggest him a blood test. True False
8. Doctor prescribe him three syrups. True False
9. Dots in the medicine means how many times in the
day he has to take them. True False
45
2.2.1 Health Problems.
What do these people say about being sick? Listen to the interview and
circle the correct answers.
1. When Agnes gets sick, she usually takes / doesn’t take medications.
2. When Daniel has the flu, he gets a stuffy nose and a headache / sore throat.
3. When Alyssa feels sick, she drinks orange juice / water and takes cough medicine.
4. Jonathan’s allergy medicine makes him feel kind of drowsy / sick.
5. When Dayanne’s back hurts, she takes a hot bath / goes to a yoga class.
2.2.2 Staying healthy.
You will hear these words in the interviews about “Staying healthy”.
Use the words to complete the sentences.
Fluids - smoke - asthma
1. A person with _____________has trouble breathing sometimes.
2. ______________are liquids like water, juice, and tea.
3. People who _____________cigarettes can have many health problems.
46
Lesson 3. Illnesses/sickness
3.1 Grammar. Simple past (Regular verbs)
Subject Verb Example sentence
I, you Smoked A cigarette I smoked a
cigarette.
He, she, it Delivered medicines He delivered
medicines.
We, you Talked to patients You talked to
patients.
They Helped sick children They helped sick
children.
Simple past (Irregular verbs)

Subject Verb Example sentence
I, you Ate fast food I ate fast food.
He, she, it Had a runny nose She has a runny
nose.
You, we, they went to the hospital They went to the
hospital.
The simple past tense. Yes / no questions

Did Subject Verb
you evacuate?
Did he go to work?
it rain all week?
they lose power?
47
Short answers
Affirmative Negative
Yes, I did No, I didn’t.
Yes, he did No, he didn’t.
Yes, it did No, it didn’t.
Yes, they did No, they didn’t.
3.1.1 Grammar exercise. Change each statement into yes/

no question in the simple past tense.
Example. I had a headache last night.

Did you have a headache last night?
1. She bought laboratory supplies after work.
2. I applied a lotion for my allergy.
3. My doctor said that drink a lot of fluids.
4. I took some aspirin to my toothache.
5. Laura needed a cast for 21 days.
3.2 Grammar. The simple past tense. Wh questions
Wh Word Did Subject verb

When did the storm begin?
Where did you stay?
How many days did it rain?

How much damage did you have?
48
3.2.1 Grammar exercise. Complete these questions with:
How many – When – How much – How long – How high – What kind of – Which.
1.____________did you stay in the hospital?
2.____________stiches did you have on the leg?
3. ______________specialist did she visit?
4._______________vaccines did he need to travel?
5. _________________did it cost?
6.__________________was his temperature?
7. _____________did your father arrive at home?
3.3 Reading.
Chemical Laboratory
A laboratory (often abbreviated as (“lab”) is a place where scientific

research and experiments are conducted. A laboratory can hold space for one to
thirty or more researchers, depending on the size of the room and state –
mandated maximum occupancy limit.
All laboratories share some common features, mainly laboratory

equipment and laboratory glassware. Usually, they have at least one fume hood,
where toxic and hazardous chemicals can be safely handled. This reduces, and
usually eliminates, the risk of inhalation of toxic gases produced by the reaction
of chemicals. Laboratories usually have a sink for handwashing. A fire
extinguisher is located in a laboratory, as well as a fire blanket, to help
exterminate fire in the event of an accident. There is also an eye wash station
and an overhead shower in the event that chemicals come into contact with your
clothes, skin, or eyes.
Supporting the laboratory is usually a stockroom, or preparation room,

where dry and wet chemicals are stored. This stockroom prepares all the
reagents (acids and bases) of various quantities and concentrations. It also
orders and distributes supplies (glassware, chemicals, and personal protective
equipment) to the laboratory.
When researches perform experiments in the laboratory they use pure

phases and sterile reagents. Impure chemicals undergo purification first and then
are used in an experiment, non- sterile reagents are first autoclaved before use.
49
Impure and non-sterile reagents interfere with experiments causing undesired

results.
The equipment and orientation of a laboratory will ultimately depend on its

purpose. University laboratories, as well as chemical and biochemical
laboratories, will contain myriad of glassware. In these laboratories, general
experiments will be performed to isolate or purify compounds, or perform
research to gain new knowledge on a given compound or scientific idea.
Other common laboratory equipment includes; centrifuges to remove solid

particles from a liquid, or create a density gradient, spectrophotometers to
accurately measure the optical absorbance of a liquid and particular wavelength
(measure its colour), aspirators for providing suction, and water baths that
maintain a substance at a particular temperature.
While there is a typical set of glassware used for conducting various

experiments, other laboratories have different requirements and arrangements.
3.3.1 Exercise. Reading comprehension
General laboratory safety rulers. Fill the following words into the blanks.
Containers - forbidden - hygiene - smoking - permitted - washing - smell
Glasses - glassware - spills - equipment - suction – procedures – store –
horseplay
1. Know all emergency _______________and how to use
emergency____________
2. Use personal ________________equipment as required.
3. Eating, drinking and _______________in the labs is strictly forbidden.
4. Label all _____________you fill and replace missing or __________labels.
5. _________________is strictly forbidden.
6. Safety ________________are mandatory in all lab areas.
7. Do not use your mouth ______________to pipette chemicals or star a siphon: a
pipette bulb or aspirator should be used to provide vacuum.
8. Use good personal ________________and wash hands before leaving a lab.
9. Use of solvents for ________________the skin is forbidden.
10. If skin _______________with any chemical occurs, wash inmediatly.
50
11. Chemicals are __________________in eating areas.

12. Never use lab __________________to prepare food.
13. It is forbidden to _________________and/ or prepare food in the same
equipment used for laboratory operations (e.g. refrigerators and microwaves).
14. _________________must be cleaned up immediately and disposed of properly.
15. Contact lenses are not _________________to be worn in laboratories.
16. Never _________________or taste a chemical to identify it.

 Students discuss about laboratory practice and situations that they
know.
 Students make performances in the classroom about laboratory
practice.
 Homework. (group work) .Students create a conversation between a
patient and them as a doctor where simulate that they inform to a
patient and some members of the family that the results of laboratory
is positive of whatever catastrophic sickness. Use your imagination.
51
Unit 5
Pharmacology
Lesson 1: Lesson2: Lesson 3:

Pharmacology, their
sources, their Medicines Indications of drugs
properties
Lesson 1. Pharmacology, their sources, their properties.

Pharmacology is the branch of biology concerned with the study
of drug action, where a drug can be broadly defined as any man-made,
natural, or endogenous (from within body) molecule which exerts a
biochemical or physiological effect on the cell, tissue, organ, or organism
(sometimes the word pharmacon is used as a term to encompass
these endogenous and exogenous bioactive species). More specifically, it is the
study of the interactions that occur between a living organism and chemicals
that affect normal or abnormal biochemical function. If substances have
medicinal properties, they are considered pharmaceuticals..
52
1.1. Vocabulary. Listen and repeat.

Pharmacology Pharmacogenomics Inflammatory-
Biology Posology substances
Endogenous Environmental–pharmacology. Antimicrobial-drug.
Exogenous Dental-pharmacology Prophylaxis
Pharmaceuticals Experimental- pharmacology Metabolic-products
Pharmacodynamic Pharmacognosy Therapeutic
Pharmacokinetic Clinical pharmacology Pain
Toxicology medication Anesthetics
Chemical Bio-chemistry Antibiotic
Cardiovascular Genetic Acetaminophen
Neuropharmacology diuretics Diclofenac
Psychopharmacology Types of drugs Analgesics
Narcotics 1. Stimulants Antidepressants
Anabolic 2. Depressants Amoxicillin:
Steroids 3. Hallucinogens Chloramphenicol
Drug Macrolides
4. Dissociatives
Erythromycin
5. Opioids
Azithromycin
6. Inhalants Sulfonamides
7. Cannabis Sulfamethorazole
1.1.1 Exercise from the vocabulary. Match.
____Is the study of how medicines are dosed. This depends

upon various factors including age, climate, weight, sex,
elimination polymosphism and time of administration. 1. Drug
____Is a branch of pharmacology dealing especially with

the composition, use, and development of medicinal substance,
especially medicinal substances obtained from plants. 2.toxicology
_____Involves the study of pharmacology through bioassay,

To test the efficacy and potency of a drug. 3. Medication
_____Is the study of chemical processes within and relating to

Lining organisms. 4. Biochemistry
53
____Is the science of drugs and their clinical use. It is

underpinned by the basic science of pharmacology,
with an added focus on the application of
pharmacological principles. 5. Clinical-pharmacology
___Is a drug used to diagnose, cure, treat, or

prevent disease. 6. Posology
___Is a discipline, overlapping with biology, chemistry,

pharmacology and medicine, that involves the study
of the adverse effects of chemical substances on living
organisms and the practice of diagnosing and treating
exposures to toxins and toxicants. 7. Pharmacognosy
____Is any substance that when inhaled, injected, smoked,

Consumed, absorbed via a path on the skin, or dissolved
under the tongue causes a temporary physiological change
in the body. 8. Experimental-
pharmacology
1.1.2 Discuss. One student interview another one in front of the class..
1. Do you hate taking medicine?
2. How often do you take medicine?
3. Does medicine always work for you?
4. How different would be the world without medicine?
5. What medicines are in your medicine cabinets?
6. Do you think medicine is too expensive in your country?
7. Do you think medicine weakens your body’s immune system?
54
Lesson 2. Medicines . Practice these Conversations.
2.1 Conversation I. A doctor and a patient.
A: Is there a medication can you prescribe me to help with my problem?
B: There are various choices of blood pressure medication that we can try.
A: What is available?
B: We could start with Hydrochlorothiazide, which is a diuretic.
A: Are there many side effects?
B: Really, there are not many side effects. You need to drink a lot of water when you
take this pill.
A: Is that the only medication I need to take?
B: It might be, but for a while I also want you to take an ACE inhibitor, Lisinopril.
A: What are the side effects of that drug?
B: You may have a little bit of a dry cough, but you will feel much better.
2.2 Conversation II
Situation: Jane is unwell and visits the doctor.
Doctor: Hi, what’s wrong?

Jane: I feel unwell and keep vomiting all the time.
Doctor: How long have you felt like this?
Jane: Nearly two days. It started just before going to bed the day before yesterday.
Doctor: Let me examine you. I will press on your stomach to see if it hurts and then
listen to your heart.
Jane: Ok. It doesn’t hurt when you press my stomach. I just feel tired.
Doctor: Ok. Did you eat anything different from usual before you started to feel this
way?
Jane: Yes my boyfriend cooked dinner for me. He isn’t a very good cook and the food
tasked a bit strange.
55
Doctor: You’ve got food poisoning. It is not very serious and you should be better in
another day.
Jane: Oh dear, what should I do?
Doctor: You need to drink lots of water and get plenty of rest.
Jane: Ok, thank you doctor.
Doctor: You’re welcome. If you are not better in 48 hours come and see me again.
2.3 Exercise. Fill in the blanks in the following conversation using the
options provided in the 5 question below.
Situation: Lucy visits the doctor to get some test results.
Receptionist: Good morning, _______________________________ (1)

Lucy: Yes I do. My name is Lucy Smith and my appointment is at 10.30 am.
Receptionist: Yes, thank you. _______________________________ (2) and the GP will
see you as soon as she is free.
Lucy: Thank you.
Receptionist: Ms. Smith, ______________________________(3)
Doctor: Good morning Ms. Smith. I have your test results here.
Lucy: Good. I hope that everything is alright.
Doctor: Yes everything is ok. There are no major problems. I would suggest that you
try not to eat too much food with a lot of cholesterol in it.
Lucy: Oh dear. Is my cholesterol level too high?
Doctor: It is quite high and you should try to stop it getting any higher.
Lucy: Ok. ___________________________ (4) to help reduce the cholesterol?
Doctor: No. It isn’t too high so it would be better for you to lead a healthier lifestyle
rather than take medicine.
Lucy: Ok doctor I will try.
Doctor: Ok that will be good.
Lucy: Thank you doctor. I’ll make another appointment
_______________________________ (5)
56
2.3.1 Doctors Conversation. Choose the best option (A-D) in the

following five questions to fill in the blanks in the doctor’ s conversation
given above.
1) Which option is the best to fill in the first blank?

A) Do you have an appointment?
B) What do you want?
C) What is the matter?
D) Do you want me to diagnose you?
2) Which option is the best to fill in the second blank?

A) Please take a seat in the waiting room
B) Please wait outside
C) Please go to the hospital
D) Please come back tomorrow
3) Which option is the best to fill in the third blank?

A) Please come back tomorrow.
B) Please let me examine you now.
C) Please go to consulting room one.
D) Please tell me your symptoms.
4) Which option is the best to fill in the fourth blank?

A) Can you diagnose me something
B) Can the receptionist prescribe me some medicine
C) Will I be ok to go to work
D) Can you prescribe me some medicine
5) Which option is the best to fill in the fifth blank?

A) If I need to come and see you at the surgery again.
B) If you need to come and make a house call to see me.
C) If I want to see a specialist about this.
D) If everything is ok and I feel fine.
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2.4.1 Select True or False for each question.
1. Hypertension has clear symptoms. True False

2. Hypertension can be a long-term medical condition. True False
3. Hypertension is called high blood pressure, too. True False
4. The causes of secondary high blood pressure
Can not be identified. True False
5. According to statistics, about 90 - 95% of cases are
secondary hypertension. True False
6. Lifestyle factors that increase the risk of hypertension
include excess salt in the diet, excess body weight,
smoking, and alcohol use. True False
7. Changes in eating habits can lower high blood pressure. True False
Lesson 3. Indications of drugs. Grammar

3.1 Grammar. Tag questions are short questions at the end of statements.
They are mainly used in speech when we want to:
 Confirm that something is true or not, or

 To encourage a reply from the person we are speaking to.
Tag questions are formed with the auxiliary or modal verb from the
statement and the appropriate subject.
A positive statement is followed by a negative tag question.
 Jack is from Spain, isn't he?

 Mary can speak English, can't she?
A negative statement is followed by a positive tag question.
 They aren't funny, are they?

 He shouldn't say things like that, should he?
58
With auxiliary verbs
The tag question uses the same verb as the main part of the sentence. If
this is an auxiliary verb (‘have’, ‘be’) then the question tag is made with
the auxiliary verb.
 They’ve gone away for a few days, haven’t they?

 They weren’t here, were they?
 He had met him before, hadn’t he?
 This isn’t working, is it?
Without auxiliary verbs
If the main part of the sentence doesn’t have an auxiliary verb, the tag
question uses an appropriate form of ‘do’.
 I said that, didn’t I?

 You don’t recognize me, do you?
 She eats meat, doesn’t she?
With modal verbs
If there is a modal verb in the main part of the sentence the tag questions
uses the same modal verb.
 They couldn’t hear me, could they?

 You won’t tell anyone, will you?
With ‘I am’
Be careful with tag questions with sentences that start ‘I am’. The tag
question for ‘I am’ is ‘aren’t I?’
 I’m the fastest, aren’t I?
Intonation
Tag questions can either be ‘real’ questions where you want to know the
answer or simply asking for agreement when we already know the
answer.
59
If the question tag is a real question we use rising intonation. Our tone of
voice rises.
If we already know the answer we use falling intonation. Our tone of

voice falls.
3.1.1 Grammar Exercises.

Write Tag questions in the line.
1. Your son isn’t allergic to penicillin, ___________?

2. I shouldn’t take these pills right after I eat, ____________?
3. I have discovered a cure for the common cold, ___________?
4. You must eat something before you take the medicine, ________?
5. Ali should use that medication every day, _________?
6. He’s a doctor, ___________?
7. She isn’t a nurse, __________?
8. You said that to the cardiology, ___________?
9. You don’t talk to me, _______________?
10. They couldn’t follow the doctor’s recommendation, ________?
3.1.2 Students create Tag questions, look at exercise above as example.
1.__________________________________________
2.___________________________________________
3.___________________________________________
4.___________________________________________
5.___________________________________________
6.___________________________________________
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3.2 Reading
Reading and Understanding Medical Texts. Reading comprehension
exercise
Arthritis and rheumatism are general names for approximately 100 diseases that
produce inflammation or degeneration of connective tissue. Some of these diseases
are infectious and primarily affect younger people. Rheumatic fever, for example, is a
bacterial infection that occurs mostly in children or teenagers. Rheumatoid arthritis
predominantly strikes women between 20 and 60.
However, the most common rheumatic disease is a noninfectious, non inflammatory

degenerative joint disease – osteoarthritis. To some degree, it affects nearly all older
adults, causing swelling, pain, and stiffness in joints. Treatment may include heat,
exercises, and drugs that reduce pain and inflammation.
Besides osteoarthritis, many other noninfectious diseases can limit the activities of the
elderly. Osteoporosis (a condition in which bone loss exceeds bone replacement so that
the bones become less dense, more porous, and more brittle) often leads to fractures,
especially of the hipbone.
Many conditions conspire to decrease the sensory perception of the elderly. Cataracts
are created when the lens of the eye – or a portion of it – becomes opaque and
sometimes swells or shrinks and interferes with vision. Deterioration of nerves in the
inner ear causes the characteristic old-age hearing loss, most severe in the high-pitched
tones.
The senses of taste and smell also deteriorate in old age.
Source: Tiersky, E.M. (1992) The Language of Medicine in English, Englewood Cliffs:
Prentice Hall, pp. 39-44.
3.2.1 About the reading. Answer True or False to the following

statements.
1. Rheumatic fever is a viral infection. __________
2. Osteoporosis is the most common arthritic disease.________
3. Elderly people’s senses are less acute than when they were younger. __________
4. Cataracts are transparent. _________
5. Three terms associated with osteoporosis are dense, porous and brittle.
_________
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3.2.2 Please complete the following sentences by choosing the most

correct term (s):
1. Osteoarthritis is an example of a/an __________________ disease

a) infectious
b) incurable
c) noninfectious
2. A condition in which bone loss exceeds bone replacement is called

______________
a) rheumatoid arthritis
b) osteoporosis
c) rheumatism
3. As mentioned in this article, sensory perception of the elderly relates to

___________
a) sight, hearing and touch
b) taste, smell and hearing
c) hearing, smell, taste and sight
4. ______________ primarily affects younger people, while rheumatoid

arthritis predominantly strikes ___________ between the ages of 20 and
60.
a) Rheumatic fever; women
b) Osteoporosis; hearing loss
c) Cataracts; males

 Project: Students make a collection of medication labels in English, cut
and paste them in papers in a form of collage and give to the teacher
in a folder.
 Students discuss about routes to administrate some medicines. Use
table below.
 Homework. Students have to write names of medicines that they can
apply with each route from the table below.
62
Routes of medication administration
To start, let’s talk about the different ways drugs can be administered.
You’re probably familiar with injections and pills that you swallow, but
medications can be given in many other ways as well.
Routes of medication administration are described in the table below.
Route Explanation
Buccal held inside the cheek
delivered directly into the stomach or intestine (with a G-tube or J-

Enteral
tube)
Inhalable breathed in through a tube or mask
Infused injected into a vein with an IV line and slowly dripped in over time
Intramuscular injected into muscle with a syringe
Intrathecal injected into your spine
intravenous injected into a vein or into an IV line
Nasal given into the nose by spray or pump
Ophthalmic given into the eye by drops, gel, or ointment
Oral swallowed by mouth as a tablet, capsule, lozenge, or liquid
Otic given by drops into the ear
Rectal inserted into the rectum
subcutaneous injected just under the skin
Sublingual held under the tongue
Topical applied to the skin
transdermal given through a patch placed on the skin
The route used to give a drug depends on three main factors:

 the part of the body being treated
 the way the drug works within the body the formula of the drug
For instance, some drugs are destroyed by stomach acid if they’re taken by mouth. So, they may
have to be given by injection instead.
63
Unit 6
The human brain
Lesson1:
Lesson 2: Lesson 3:
Right hemisphere/
Language and emotions The cognition
Left hemisphere
Lesson 1. Right hemisphere / Left hemisphere

1.1 Vocabulary
64
VOCABULARY
Brain
Cerebrum
Cerebellum
Brainstem
Corpus callosum
Frontal lobe
Broca área
Motor strip
Sensory strip
Parietal lobe
Wernicke area
Occipital lobe
Temporal lobe
Gyrus
Sulcus
Gray matter
White matter
Motor cortex
Pons
Hypothalamus
Medulla
Hippocampus
Spinal cord
Amygdala
Thalamus
Putamen
Lateral ventricles
Corpus
65
1.1.1 Exercise from the vocabulary. Complete. Students

have to looking for information to do it.
1. Is an amazing three-pound organ that controls all functions of the body,

interprets information from the outside world, and embodies the
essence of the mind and soul. Intelligence, creativity, emotion, and
memory are a few of the many things governed by the ____________
2. The brain is composed of the three main parts:

________________________, ________________________and
__________________________.
3. The ___________________acts as a relay center connecting the

cerebrum and cerebellum to the spinal cord. It performs many
automatic functions such as breathing, heart rate, body temperature,
wake and sleep cycles, digestion, sneezing, coughing, vomiting, and
swallowing.
4. The ___________________ is the largest part of the brain and is

composed of right and left hemispheres. It performs higher functions
like interpreting touch, vision and hearing, as well as speech, reasoning,
emotions, learning, and fine control of movement.
5. The ___________________ is located under the cerebrum. Its function

is to coordinate muscle movements, maintain posture, and balance.
6. The cerebrum is divided into __________and _________hemispheres.

The two sides are connected by the nerve fibers corpus callosum.
7. The cerebral hemispheres have distinct fissures, which divide the brain
into lobes. Each hemisphere has 4 lobes: _________________,
________________, ___________________and
_______________________.
8. ___________________ is a disturbance of language affecting speech

production, comprehension, reading or writing, due to brain injury –
most commonly from stroke or trauma.
9. ____________hemisphere of the brain is responsible for language.
10. The surface of the cerebrum is called the ____________. It has a folded
appearance with hills and valleys. It contains 16 billion neurons (the
cerebellum has 70 billion = 86 billion total) that are arranged in specific
layers.
66
1.1.2 Exercise from the vocabulary. Match.
1. Memory _______ is located in the floor of the third ventricle

and is the master control of the autonomic system.
It plays a role in controlling behaviors such as
hunger, thirst, sleep, and sexual response. It also
regulates body temperature, blood pressure,
emotions, and secretion of hormones.
2. Limbic system _______ lies in a small pocket of bone at the skull
base called the sella turcica. The pituitary gland is
connected to the hypothalamus of the brain by the
pituitary stalk. Known as the “master gland,” it
controls other endocrine glands in the body. It
secretes hormones that control sexual
development, promote bone and muscle growth,
and respond to stress.
3. Basal ganglia _______is located behind the third ventricle. It
helps regulate the body’s internal clock and
circadian rhythms by secreting melatonin. It has
some role in sexual development.
4. Hypothalamus _______ serves as a relay station for almost all
information that comes and goes to the cortex. It
plays a role in pain sensation, attention, alertness
and memory.
5. Pineal ganglia _______ includes the caudate, putamen and globus
pallidus. These nuclei work with the cerebellum to
coordinate fine motions, such as fingertip
movements.
6. Pituitary gland _______ is the center of our emotions, learning,
and memory. Included in this system are the
cingulate gyri, hypothalamus, amygdala (emotional
reactions) and hippocampus (memory).
7. Thalamus ______ is a complex process that includes
three phases: encoding (deciding what information
is important), storing, and recalling. Different areas
of the brain are involved in different types of
67
Lesson 2. Language and emotions. Practice this

Conversation.
2.1 A medicine student interview a medicine’s teacher about the
human brain.
Student: What are studies of the brain called?
Teacher: The study of the brain and its functions is known as

neuroscience.
Psychology is the scientific study of the mind and

behavior.
Neurophysiology is the study of normal healthy brain

activity.
Neurology and psychiatry are both medical

approaches to the study of the mind and its disorders
and pathology or mental illness respectively.
Student: What is a neuron?
Teacher: A neuron is a nerve cell in the brain. The human brain

is made up of approximately 100 billion
(100,000,000,000) neurons.
Students: Is the brain an organ?
Teacher: The brain is an organ as it controls the functions of the

body. It is sometimes referred to as a muscle of
thinking as the brain actually tells your muscles what
to do. The brain is the most important organ in the
body because it controls all of the bodily functions as
well as the other organs.
Student: Do men have a larger brain than women?
Teacher: Male humans have about a 10% larger brain than

females. A study of 46 adults aged 22-49 years found
an average brain volume of 1273.6cc for men, ranging
from 1052.9 to 1498.5cc, and 1131.1cc for women,
ranging from 974.9 to 1398.1cc. However differences
68
in male and female brain weight and size do not mean

differences in mental ability. There is evidence of a
gradual increase in average brain size over the last
centuries, estimated to have been around 0.5% per
decade.
Student: Is a computer smarter than a human brain?
Teacher: The brain has a processing capacity of 0.1 quadrillion

instructions per second. The fastest super computer
in the world, called Roadrunner is capable of handling
1.026 quadrillion calculations per second. However
the computational power of the human brain is difficult
to ascertain, as the human brain is not easily
paralleled to the binary number processing of
computers. For while the human brain is calculating a
math problem, it is subconsciously processing data
from millions of nerve cells that handle the visual input
of the paper and surrounding area, the aural input
from both ears, and the sensory input of millions of
cells throughout the body.
Student: Can an adult grow more brain cells?
Teacher: A landmark study in late 1998 by researchers from

Sweden and the Salk Institute in La Jolla, California,
showed for the first time that some brain cells in
mature humans may regenerate under certain
circumstances.
2.1.1 Choose True or False from the conversation above.

1. A neuron is a nerve cell in the brain. True False
2. Neuroscience is the study of the brain

and its function. True False
3. The brain is the most important organ in the

body because it controls all of the bodily
functions as well as the other organs. True False
4. The scientific study of the mind and behavior

Is called Neurology. True False
5. Male humans have a larger brain than women. True False
69
6. The study of normal healthy brain activity is

Called neurophysiology. True False
7. Psychiatry is the study of the mind and its

disorders and pathology or mental illnesses. True False
2.2 Listening Exercises
2.2.1 Listen to the text with information about the brain and select
the best response for each questions.
1) Which part of the brain is responsible for short and long-term memory?
A: Brainstem
B: Cerebrum
C: Cerebellum
D: Pituitary gland
2) The normally healthy man was having trouble balancing himself as he walked down
the street. Which of the following parts of the brain may not have been functioning
properly?
A: Cerebellum
B: Cerebrum
C: Hypothalamus
D: Amygdala
3) The talented artist became famous not only for her paintings, but also for her poetry.
Which part of her brain was most likely functioning very well?
A: Left half of the cerebrum
B: Left half of the cerebellum
C: Right half of the cerebrum
D: Right half of the cerebellum

4) Which of the following is an example of an involuntary muscle?
A: Arm
B: Leg
C: Finger
70
D: Heart
5) Which of the following pars of the brain is like a pipeline which sends the messages
back and forth between the body and brain?
A: Pituitary gland
B: Cerebellum
C: Amygdala
D: Brainstem
6) Which parts of the brain may not have been working properly when the boy in the
hospital stopped growing and did not sweat even in hot temperatures?
A: Hypothalamus and pituitary gland
B: Amygdala and hypothalamus
C: Pituitary gland and brain stem
D: Cerebellum and pituitary gland
Lesson 3.The cognition.

Cognition is "the mental action or process of acquiring
knowledge and understanding through thought, experience,
and the senses. It encompasses processes such as attention,
the formation of knowledge, memory and working
memory, judgment and evaluation, reasoning and
"computation", problem solving and decision
making, comprehension and production of language.
Cognitive processes use existing knowledge and generate new
knowledge.
Cognition has a physical basis in the brain with over 100
billion nerve cells in a healthy human brain.
71
3.1 Grammar. Present perfect tense
Present perfect Tense

Have/ has + Past participle of the verb
The present perfect tells about

actions that started in the past,
continue into the present, but
aren`t complete yet.
Example: I have known Celia for

two years.
We haven’t watched TV since

Friday night.
To walk. Present Perfect Tense.
Affirmative Negative Interrogative/
Question
I have walked I haven’t walked Have I walked?
You have walked You haven’t walked Have you walked?
(She, he, it) has walked (She, he, it) hasn’t Has (she, he, it)
walked walked?
We have walked
We haven’t walked Have we walked?
You have walked
You haven’t walked Have you walked?
They have walked
They haven’t walked Have they walked?
72
3.1.1 Grammar exercise.
Have you been to the doctor yet?
Write these phrases in present perfect. (affirmative, negative or question forms). For
irregular verbs use the list in the dictionary part at the end of this book. Use personal
pronouns.
1. Have a sore throat. I have had a sore throat.
2. Take medicine._________________________________
3. Get braces.___________________________________
4. Have a shot.__________________________________
5. Have a rash._____________________________________
6. Have a check – up _______________________________
7. Have a vaccination______________________________
8. Have a cough ____________________________________
9. Get a filling________________________________
10. Have an x-ray______________________________
11. Have a cleaning_____________________________

12. Suffer of high pressure _______________________
3.2 Present perfect tense with: Just, already and yet.
Just: For recently completed actions. (Between have/has

and the past participle)
Already: For actions completed before now. Note that

already has two possible positions: Between have/has and
past participle. At the end of questions.
Yet: With negative and questions sentences for actions that

are expected to happen but are incomplete.
Examples:
73
Has she eaten breakfast yet?

I have already finished work.
Has she eaten breakfast already?

You have just woken up.
They haven’t eaten lunch yet?
3.2.1 Exercise 1. About the grammar. Read the conversations. Chose

already, just or yet.
1. A: Has the orthodontist called you just / yet?
B: Yes. I’ve just/ yet spoken with her. She’s finally going to take off my braces.
2. A: Has the teacher already/ just told us about today’s homework?
B: Yes, he has. He told us about it this morning.
A: Oh, you’re right. I forgot.
3. A: I haven’t seen the new Angelina Jolie movie yet/already.
Have you?
B: no, I haven’t. But I ‘ve yet/already seen the new horror movie with Taylor
Lautner.
4. A: Has your dad taken your baby sister to see the doctor just/yet?
B: Actually, Dad took her about an hour ago. She’s probably just/yet had
her first vaccination.
5. A: I’ve already/yet done all my homework. How about you?

B: Well, I’ve already/yet done the math homework, but I haven’t finished the
science homework already/ yet.
3.2.2 Exercise 2. About the grammar. Complete each question or

statement with already or yet.
1. A: Have you had a check-up _______?
B: Yes, I’ve ___________had one.
2. A: Has your sister______________ gone to the dentist to have a

Cleaning?
B: No, she hasn’t gone _________She’s going at 3:00
3. A: Hasn’t your brother___________ gotten braces?
74
B: Yes, he got them last week. But I haven’t gotten mine__________

4. A: Have your brothers had their flu vaccinations_____________?
B: No, not yet. But they’ve ___________been to the doctor for their
Yearly check-up.
3.3 Reading. The human brain
The brain is the most complicated organ in our bodies. Our thinking,
remembering, and communicating abilities originate in this small organ. It is
difficult to imagine that this small gray organ, which weighs less than 2.2 pounds
(1 kilo), is so important, but scientists have shown this to be a fact.
Scientists have not been able to solve all the mysteries of the brain. They
still have not discovered exactly how learning takes place. However, they have
made some progress. They have already found that certain parts of the brain are
responsible for learning, memory, and language.
Recent studies indicate that the two halves of the brain- the right hemisphere
and the left hemisphere-play extremely important roles in learning and
communicating. The left hemisphere deals with rules, lists of information, and
short- term memory. Short-term memory is what we use to remember a
telephone number long enough to call someone after we look it up. In contrast,
the right hemisphere deals with feelings colors, and long term memory. Long-
term memory is what we use when we drive a car each day or remember how to
get to work. Scientists recognize the importance of both hemispheres in learning
of all sorts, including language learning.
Scientists now relate the left and right hemispheres to the way different
individuals learn languages. They believe that some learners use one half of their
brains more than the other half. Left brained learners usually concentrate on
memorizing rulers and lists. They use logic, definition, and repetition to learn.
Right brained learners look for a general pictures and concentrate on relating
new information to what they already know. They use associations and intuition
to learn. Most people fall into one of these types. If teachers know whether their
students are left brained or right brained, they can help them learn better.
75
3.3.1 Exercise. Meaning from context. These words are from the
reading. Use the context to match each word with its meaning.
______1. originate a. connect, associate
______2. Takes place b. pay the most attention to
______3. Deals with c. handles, works with
______4. Relate d. find out
______5. Concentrate e. happens
f. start, begin

 Students discuss about language and emotions in what part of the brain
there are.
76
Unit 7
Vaccines/ Immunizations

Vaccines, definitions and
History of vaccines Common vaccines
types of vaccines
Lesson 1. Vaccines, definitions and types of vaccines
77
1.1 Vocabulary
Vaccine Prophylactic Haemophilus influenza
Vaccination Therapeutic Influenza
Pathogen Cancer Yellow fever
inoculation Meningitis Pneumococcal
smallpox pneumonia Encephalitis
immunity cholera Typhus
infectious plague tularemia microbe
disease typhoid chicken pox
eradication tuberculosis hepatitis A
antigenic microorganism hepatitis B
addiction stimulate Measles
allergies diphtheria Mumps
antitoxins tetanus anthrax
oral route subcutaneous layer typhoid
intradermal adjuvants formaldehyde
intramuscular stabilizers
intranasal spray antibiotics
preservatives
Pasteur, Louis French chemist and microbiologist Louis Pasteur experimenting on a

chloroformed rabbit, coloured wood engraving, 1885.
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1.1.1 Exercise 1. About the vocabulary. Complete each

statement by choosing the correct option from the chart.
Oral - intranasal spray - subcutaneous - intradermal - intramuscular
1. Vaccines that contain aluminium salts must be administered by_______

injection to reduce the risk of nodule/abscess formation.
2. BCG is the only routine EPI vaccine given to infants by___________
injection.
3. Current rotavirus vaccine should only be given by the
_______________route.
4. Combined diphtheria – tetanus- pertussis vaccines should only be given by
the _________________route.
5. A needle-free method of giving flu vaccine is administration
by_______________________
6. Measles vaccine should be injected into the ______________________layer.
1.1.2 Exercise 2. About the vocabulary. Complete each

statement by choosing the correct option from the chart.
Antibiotics - formaldehyde - adjuvants - preservatives - stabilizers
1. Aluminium salts used in vaccines as _____________________can

occasionally cause a sterile abscess at the injection site.
2 The effectiveness of some live attenuated vaccines can be maintained during
storage by the addition of _______________
3. The addition of trace amounts of __________________________prevents
bacterial contamination of tissue culture cells in which vaccine are grown.
4. Thiomersal is the most common of the ____________used to prevent
bacterial and fungal growth in multidose vaccines.
5. The polioviruses used in manufacturing IPV are inactivated by treatment
with______________________
6. The immune response to some vaccines is enhanced by the addition of
_______________________
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Lesson 2. History of vaccines. Practice this Conversation.
2.1 A doctor and a nursing student.

A student from the university is in a doctor’s office to ask some
questions about vaccines. Read the conversation.
Student: Good morning, doctor Lopez.
Doctor: Good morning. How can I help you?
Student: I’m Ariannny Gonzales and I’m here because
I’m doing a research about vaccination. So, I need

That you answer some questions for me, if it is
possible.
Doctor: Ok, go ahead.

Student: What is a vaccine?
Doctor: A vaccine is an inactivated form of bacteria or virus that is
injected into the body to simulate an actual infection.
Because the injected microorganisms are 'dead,' they don't
cause a person to become sick. Instead, vaccines stimulate
an immune response by the body that will fight off that type
of illness.
Student: How the immune system works?
Doctor: There are special cells in our blood stream called white
Blood cells.
They have the very important job of fighting off foreign
invaders such as viruses and bacteria. These invaders are
known as antigens. White blood cells are like the armed
forces of our body. They are constantly on the lookout for
antigens that have entered our body, compromising our
health.
Student: What are antibodies?

Doctor: They are a group of defensive proteins circulating in our blood.
They float around in non-active form until triggered by an immune
response, such as the detection of an antigen. When this happens,
billions of additional antibodies are produced that will fight off that
particular antigen. This enormous army of antibodies now joins in
the attack with the white blood cells, and the germs don't stand a
chance.
For example, imagine that an influenza virus has entered your body
and has begun replicating. The white blood cells patrolling your
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bloodstream have spotted these antigens. They gather their troops,

produce a few billion antibodies geared to fight this specific virus,
and launch a massive attack.
It will take some time for the body to completely fight off these
germs, and that's why you have symptoms of the illness for a short
time. However, if you have a healthy and strong immune system,
you will be as good as new in a few days.
Student: Do vaccines have any limitation?
Doctor: Yes, they contain a small amount of the weakened live virus, some
people should talk to their health care provider before receiving
them, such as people with weakened immune systems, long-term
health problems, or people who’ve had an organ transplant.
Also, they need to be kept cool, so they don’t travel well. That
means they can’t be used in countries with limited access to
refrigerators.
2.1.1 Write True or False about the conversation.

1. A vaccine is an injection of dead microorganism, virus or
bacteries. __________
2. Antibodies are proteins that are moving in our body.______
3. People with organ transplant couldn’t receive vaccines._____
4. After a vaccine, the body take some time to completely fight off
these germs. _______
5. Vaccines stimulate an immune response by the body that will fight
off that type of illness.
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2.2.1 Listen and select the best respond.
Experimenting on Animals
1. According to the passage, ----.
A) animals with bones are of no great importance in experimental

researches
B) animals can die if not vaccinated by experimental team
C) although many people resist against animals being utilized in
researches, it is necessary
D) by the help of experimental researches, millions of people have been
protected against rats and frogs
E) rats, frogs and rabbits are grown for only experimental researches
2. Experimental researches ----.
A) are of paramount significance for the polio infected monkeys

B) are the mere way that medicine can progress
C) are carried out to remove infected tissues from the animals
D) include only reptiles to discover the vaccines
E) can be hazardous as much as polio
3. It's clearly stated in the passage that ----.
A) millions of people have been killed by polio disease so far

B) physiologists can cure rats, rabbits and frogs as well as people
C) experimental animals are first put to sleep and then used for research
D) monkeys are usually infected with polio
E) the discovery of the remedy to fatal diseases lies in using monkeys
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2.2.2 Listen to the story and fill in the blanks.

The story of vaccine.
Edward Jenner was born in ________. As a young boy, Edward enjoyed

__________ and nature spending hours on the banks of the River Severn looking
for fossils. In 1770, at the age of twenty one, he began training as a doctor in
London. Two years later Edward began to practice as a doctor in his home town
of Berkeley, Gloucestershire.
During this time, people were terrified of a horrible ________ called smallpox.
People who got this disease got severe scarring and sometimes even died! As a
doctor, Edward Jenner listened to what the country people said about
__________. They believed that someone who caught a different mild infection
called cowpox from their cows would not catch the much more serious smallpox.
enner decided to carry out an experiment to see if the people were right. In 1796
a milk maid called Sarah Nelmes came to Jenner complaining of a __________
rash on her hand. Jenner took some of the pus from the cowpox rash on Sarah’s
hand. He scratched some of the pus into the hand of an 8 years old boy called
James Phipps, the son of his gardener. James fell ill with cowpox but soon
recovered.
Jenner then took some pus from someone with the dangerous disease,
___________, and scratched this into James’ arm. James developed a scab but
did not develop smallpox, Jenner guessed correctly. Jenner's discovery came to
be known as vaccination from the Latin word for a cow: vaca. Jenner went on to
_____________ all the local children with the cowpox to stop them from getting
the more dangerous smallpox disease.
2.2.3 Listen again and answer the following questions:

The story of vaccines
1. What was the name of the doctor who discovered vaccinations?
_________________________________________________________
2. What was the name of the deadly disease at the time?
_________________________________________________________
3. What was Jenner’s idea to stop the deadly disease?
_________________________________________________________
4. What happened to James after he was infected with the cowpox?
_________________________________________________________
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Lesson 3.Common vaccines. Grammar

Present Perfect Continuous
The present perfect continuous is used to refer to an unspecified time between 'before
now' and 'now'. The speaker is thinking about something that started but perhaps did not
finish in that period of time. He/she is interested in the process as well as the result, and
this process may still be going on, or may have just finished.
Actions that started in the past and continue in the

present
She has been waiting for you all day (= and she's still waiting now).
I've been working on this report since eight o'clock this morning (= and I still haven't
finished it).
They have been travelling since last October (= and they're not home yet).
Actions that have just finished, but we are interested in

the results
She has been cooking since last night (= and the food on the table looks delicious).
It's been raining (= and the streets are still wet).
Someone's been eating my chips (= half of them have gone).
Forming the Present Perfect Continuous

The present perfect continuous is made up of two elements: the present perfect of the
verb 'to be' (have/has been), and the present participle of the main verb (base+ing)
Subject Has / have been Base + ing
She has been swimming
Affirmative: She has been / She's been running.

Negative: She hasn't been running.
Interrogative : Has she been running?
Interrogative negative: Hasn't she been running?
Example: present perfect continuous, TO LIVE
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Affirmative Negative Interrogative
I have been living I haven't been living Have I been living?
You have been living You haven't been living Have you been living?
He, she, it has been living He hasn't been living Has she been living?
We have been living We haven't been living Have we been living?
You have been living You haven't been living Have you been living?
They have been living They haven't been living Have they been living?
Verbs without continuous forms

With verbs not normally used in the continuous form, use the simple present perfect
instead (verbs such as: know, hate, hear, understand, want).
I've wanted to visit China for years.
She's known Robert since she was a child.
I've hated that music since I first heard it.
I've heard a lot about you recently.
We've understood everything
3.1.1
3.1.1
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3.1.1 Grammar exercise. Complete with the present continuous form.

Example. I have been suffering of headache for a long time.
She has been working in a hospital for 3 years.
o She_________________________________(recover) from her accident.

o I__________________________________(have) trouble sleeping.
o He ________________________________(have) pains in his stomach.
o They_______________________________(drink) pills for hypertension.
o I__________________________________(study) medicine.
o You________________________________(Feel) that pain.
o She________________________________(go) out for three months.
o How long _________you ______________(have) these pains in your back?
o Juan ____________________________(lift) weights for 30 minutes.
o Martin _____________________________(ride) his bicycle from 8:00 to 1:00.
o Julie______________________________ (feel. negative) well. She made a
doctor’s appointment.
3.1.2 Grammar exercise. Story. Who are they? What have they been doing? Where
have they been going?
Ruth and Martha are best friends. They have been spending time
together since they were young girls. Every morning, they get dressed
and walk to the post office together. They have been walking
together to the post office every morning for the past 10 years.
Lately, Martha has not been feeling well. Ruth has been walking
to the post office alone each morning. Then she visits Martha at
home. She has been bringing Martha her mail every morning for 2
weeks. She hopes Martha feels better soon.
Answer the following questions. Use the present perfect continuous
tense.
o How long have Ruth and Martha been spending time together? For how many
years have they been walking together to the post office?
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o How has Martha been feeling lately?
o For how long has Ruth been visiting Martha and bringing her mail?
3.2 Reading.
Vaccines
When people are experiencing good health, it is due to an effective and working immune
system. The immune system is responsible for keeping the body safe from invading
germs that try to attack it. The immune involves the different organs of the body, and
works together with the circulatory system, which controls the flow of blood throughout
the body. The immune system defends the body against attacks by germs and bacteria,
from other people, or in foods. The immune system is made up of cells just like the rest
of the body.
However, the immune system may need some outside assistance to help keep the body
safe and immune from many sicknesses and diseases. Vaccines are used to prevent
sickness and disease from affecting the body.
Cells reproduce, and just like cells, disease germs can enter the body and reproduce.
Often, the germs are recognized by the immune system and antibodies are produced to
destroy the germs that make a person sick. They do not always prevent a person from
getting sick, but the antibodies will 'remember' the next time the same germs decide to
invade the same body. The immune system then becomes stronger. The germs will
immediately be destroyed before they have a chance to cause the sickness or a disease.
The entire process is called immunity or natural immunity.
Nevertheless, the body can receive outside help from vaccines. A vaccine is a shot or
immunization containing weakened or dead bacteria, or a virus, to increase protection
against a disease. A vaccine develops the immunity for a person's body against the
disease or sickness.
Vaccines are made from some of the same, or parts of, germs that cause the disease.
For example, a polio vaccine is made from a weak or dead polio virus. A body is tricked
into thinking it is the real virus and the antibodies are made to protect you from polio
for the rest of your life. The weak virus is injected into the body for the immune system
to fight against. The weak virus has been changed so a person does not get sick from it.
If the real disease or virus tries to attack, the antibodies that were produced against the
weak virus will then destroy the real virus.
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There are several types of vaccines used to help fight germs and disease. Three of the
most common include vaccines for chickenpox, mumps, and measles. Before every
winter season, the influenza (flu) vaccine become available to combat two types of flu
viruses: Type A and B. A new vaccine is needed every year. Flu activity increases between
December and February and deaths due to the flu can range from 3,000 to 49,000 each
year. The flu vaccine prevents many people from suffering the effects of a flu such as
fever, chills, sore throat, cough, body aches, headaches, and more.
There are many other vaccines for other diseases and sicknesses as well such as for
Hepatitis A and B, which is a liver infection; HIV, affecting the immune system; malaria,
causing organ failure or death; TB or tuberculosis, infection of a person's lungs, with 1/3
of the people in the world affected; and many others.
Every person in the world does not need to receive a shot for every vaccine. Some
vaccines are needed in certain parts of the world, or some are for older people or
younger people only. The more people who get a vaccine will decrease the chances of a
sickness or disease from spreading. Vaccines are safe and effective, and every vaccine
goes through rigorous testing and review by experts such as scientists, doctors, and
other organizations.
3.2.1 About the reading. Select the best response.

1) Which of the following system works together with the immune system?
A: Circulatory system
B: Skeletal system
C: Nervous system
D: Digestive system
2) Which of the following best defines a vaccine?
A: A shot or immunization containing a weakened or dead bacteria or virus to

protect against disease.
B: A disease that is injected into a body to protect it from another disease.
C: A chemical used to prevent diseases and other sicknesses from spreading.
D: A germ used to help people of all ages throughout the world as protection
against sicknesses.
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3) Which of the following is made by your body following the injection of a vaccine
for a disease?
A: Bacteria
B: Germs
C: Antibodies
D: Viruses
4) Which of the following is an example of a sickness that can be prevented by a
vaccine?
A: Measles
B: Mumps
C: Polio
D: All the above
5) A vaccine is made from which of the following?
A: Germs
B: Virus
C: Both A and B
D: Neither A or B
6) Which of the following statements is MOST true?
A: Vaccines will prevent all diseases.
B: Vaccines are used by many different people to help prevent several diseases.
C: Vaccines are used by everyone throughout the world.
D: Vaccines are available to prevent every disease in the world.
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 Students discuss about vaccines.
 Project. Students interview an old person about the vaccines that had
in the past. How was the process to apply them, if was an obligation or
free…
90
Unit 8
A healthy lifestyle

Preventive A healthy diet
Alternative medicine
medicine
Lesson 1. Alternative medicine
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1.1 Vocabulary
Healthy life Cholesterol Depressed

Sleep Health Whole grains
Eat Walk Low-fat milk
Vitamins Sit Nuts
Minerals Salad Cigarette
Nutrients Vegetables Smoking
Appointment Exercise Tissues
Meal Gluten Vitamin C
Weight Physician Ginger
Sweet Food fast food
Salt Breakfast junk food
Obesity Lunch poultry
Body Dinner fish
Gym Blood glucose beans
Sugar Snack eggs
schedule Iron insulin
lose weight Frying food indigestions
fatty food Grease heartburn
sugary food Weigh gain garlic
Drinks chili peppers
1.1.1 Exercise to practice the vocabulary. Complete the chart with

words from the vocabulary.
Healthy food Unhealthy food Good activities/good

habits
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Bad activities/bad Medicine Sickness /illnesses

habits
Others
Lesson 2. Preventive medicine. Practice this

conversation.
2.1 Conversation. A patient interview a naturalist doctor.
Patient: Good morning, Doctor West.
Naturalist doctor: Good morning. How can I help you?
Patient: I have a friend that gave me these six plants. He

Told me that them can prevent some common
and serious illnesses.
Naturalist doctor: Let me see… (The doctor take the bad with the
Plants and says) This is garlic, it is used as an
Ingredient in food all over the world. It may lower blood
pressure and cholesterol and thin the blood. Some
research shows that garlic may help to treat stomach
ulcers.
Patient: Oh my god! Garlic is very good for my mother.
Naturalist doctor: Ginger. Is another food commonly used in
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Cooking. Ginger is one of the best remedies for a

Cold. Some people also use this plant to relieve
Motion sickness and dizziness.
Patient: Oh my god! It is excellent for my sister Carmen.
Naturalist doctor: Bananas. These are grown in hot climates. Some

People eat bananas to fight colds. People also eat
Bananas for indigestion and heartburn.
Patient: And what about these oranges? They have

Vitamin C, right?
Naturalist doctor: Yes, people all around the world eat oranges because is a
source of vitamin C. Our skin and other tissues need
vitamin C to stay healthy. Vitamin C-rich foods protect us
from cold germs.
Patient: Doctor, look at here! This is green tea. It is good?
Naturalist doctor: Ohhhh. Tea is one of the most popular drinks around the
world. Some people drink it for indigestion. In Japan, green
tea is used to prevent tooth decay. In many Asian
countries, people believe that oolong tea can reduce
cholesterol level and lower blood pressure.
Patient: Waoo, that’s great! And what about this chili peppers?
Naturalist doctor: Chili peppers are very popular in many countries, such as
Mexico, Colombia, India and Thailand, where chilies make
a variety of foods spicy. Chilies are used as remedies for flu
and headaches. They may also slow the development of
some types of cancer.
Patient: Thanks, doctor west. Now I know what plants can I use to
maintain my family healthy.
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2.1.1 Exercise about the conversation. Select true or false.
1. Oranges have vitamin C . True False

2. Garlic is not good to thin the blood. True False
3. Ginger is one of the best remedies for a cold True False
4. Tea is one of the most popular drink around
The world. True False
5. Chili pepper is good for indigestion. True False
6. In Japan bananas are use for prevent tooth
Decay. True False
7. Our skin and tissues need vitamin C to stay
Healthy. True False
8. Chilies are used as remedies for flu and
Headaches. True False
9. According with some researches garlic may
Help to treat stomach ulcers. True False
10. Chili peppers are very popular in Mexico,
Thailand, Colombia and India. True False

2.2.1 Listen and complete the blank lines. Smoking and you.
How does smoking harm your body?
When you smoke a _________________, the smoke

irritates ________ _________ and can make you cough.
The chemicals in cigarette ___________ can also affect
your ___________and your entire circulatory _________.
Because ____________ damages your lungs, if makes it

harder to breathe when you do exercise. And exercise is
important for your health. Smoking can also affect your
__________ _________. For one thing, it makes you, your
clothes, and your hair smell like smoke, and it makes your
_______ yellow. Not very _________________!
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Smoking can become an addiction. That means it’s hard to stop smoking, even if
You want to. Here are some tips:
 Find a new ______________ to do whenever you want to __________.
Starting an exercise program can help.
 Keep ___________ snacks nearby and eat them instead of ____________ a

cigarette.
 Find a “quitting buddy” – a friend who wants to________ smoking, too.

Remind each other not to smoke.
 Put the ____________ you usually spend on cigarettes in a ______. You

will be surprised how much money you can ____________ by not buying
cigarettes. Spend the money on something you have wanted for a long
time.
 Practice saying, “No thank you. I don’t smoke” and say it __________ time
someone offers you a cigarette.
Lesson 3. A healthy diet.

3.1 Grammar. The comparative of adjectives.
Comparative is the name for the grammar used when comparing two
things. The two basic ways to compare are using as .. as or than.
Examples of each are shown below:
 She's twice as old as her sister.

 He's not as stupid as he looks!
 I'm almost as good in maths as in science.
 This book is not as exciting as the last one.
 The cafeteria is not as crowded as usual.
 Russian is not quite as difficult as Chinese.
 This computer is better than that one.

 She's stronger at chess than I am.
 It's much colder today than it was yesterday.
 Our car is bigger than your car.
 This grammar topic is easier than most others.
 I find science more difficult than mathematics.
 Today's ESL lesson was more interesting than usual.
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When comparing with as .. as, the adjective does not change. When
comparing with than, however, some changes are necessary,
depending on the number of syllables the adjective has:
1-syllable adjectives: add -er to the adjective
 My sister is much taller than me.

 It's colder today than it was yesterday.
Note: If the word ends: consonant-vowel-consonant, then the last consonant is

usually doubled in the comparative. Examples: big-bigger, fat-fatter, hot-hotter.
2-syllable adjectives ending in -y: change the -y to -ier
 She's looking happier today.

 This grammar topic is easier than the last one.
 Why is everyone else luckier than me? †
Other 2-syllable adjectives: use more with the unchanged

adjective.
 The shops are always more crowded just before Christmas.

 Is there anything more boring than reading about grammar?
 My sister is more careful with her writing than I am with mine.
3- Adjectives with 3 or more syllables: use more with the

unchanged adjective.
 Russian grammar is more difficult than English grammar.

 My sister is much more intelligent than me.†
 I find maths lessons more enjoyable than science lessons.
 The older you get, the more irritating you become.
4-Irregular adjectives.
Following are common irregular comparative adjective forms:
 Good = better than

 Bad = worse than
 Far = farther than
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3.1.1 Grammar exercise. Write the comparative form of the

adjectives.
1. His temperature is _________________ (high) than Marie’s

temperature.
2. I feel _________________________ (good) than you.
3. My son is ___________________________ (health) than my

daughter.
4. She is not sick now, so, she is_______________ (happy) than me.
5. Ohhhh, this clinic is ___________________ (large) than the

hospital.
6. This capsule is ___________________ (small) than the other one.
7. This medicine is _____________________(expensive) than your

medicine.
3.2 Grammar. The superlative of the adjectives.
In the superlative you talk about one thing only and how it is the
best, worst, etc. You do not compare two things. In the superlative:
1-syllable adjectives: add -est to the adjective (plus the)
 My sister is the tallest in our family.

 Yesterday was the coldest day of the year so far.
Note: If the word ends: consonant-vowel-consonant, then the last consonant is

usually doubled in the superlative. Examples: big-biggest, fat-fattest, hot-hottest.
2-syllable adjectives ending in -y: change the -y to -

iest (plus the)
 The richest people are not always the happiest.

 Which do you think is the easiest language to learn?
 She's the luckiest person I know.
Beware: Do not confuse adjectives and adverbs. 2-syllable adverbs ending in -

y form their superlative with the words the most. Example: Of all the people I know
my father drives the most quickly (quickliest).
Other 2-syllable adjectives: use the most with the unchanged

adjective
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 The most boring thing about ESL class is doing grammar

exercises.
 My sister is the most careful person I know.
3- Adjectives with 3 or more syllables: use the most with the

unchanged adjective
 Some people think that Russian is the most

difficult language.
 Albert Einstein was the most intelligent person in history.
 My most enjoyable class is English.
 You are the most irritating person I have ever met!
4-Irregular adjectives.
Following are common irregular superlative forms:
 Good = the best

 Bad = the worst
 Far = the farthest
3.2.1 Grammar exercise. Write the superlative form of the

adjectives.
1. His temperature is__________________(high) temperature of

all my patients.
2. Don’t say that, but her illness is _______________(bad).
3. My son Warlyn is _________________(health) of all of the
students.
4. She is not sick, so she is ________________ (happy) of all the
girls.
5. I think that this clinic is __________________(large) clinic in
Tampa.
6. I haven’t seen a capsule like this! I think this one is
________________(small) capsule of the world.
3.3 Grammar exercise. Comparative or superlative. Fill in the
correct form of the adjectives.
1. My house is___________________ than yours. (big)
2. This flower is _____________________than that one. (beautiful)
3. This is the_______________________ book I have ever read. (interesting)
4. Non –smokers usually live ____________________ than smokers .(long)
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5. Which is the ______________________ animal in the world? (dangerous)
6. A holiday by the sea is __________________than a holiday in the

mountains. (good)
7. It is strange but often a coke is ________________than a beer. (expensive)
8. Who is the _________________woman on earth? (rich)
9. The weather this summer is even___________________than last

summer.(bad)
10. He was the _____________________thief of all. (smart)
3.3 Reading. Unhealthy American Habits
Meliha and her children live in St. Paul. She is from Somalia. She came to the U.S. five
years ago. Many things are different in America. American food is very different from
Somali food. You can buy junk food with fat, sugar, and oil. Americans don’t walk as
much as people in Somalia.
You can drive a car or take the bus. Meliha sees many overweight people in America.
Meliha’s children like junk food. They like to eat hamburgers and French fries. She does
too. She notices that she gains weight in America. Her children like to watch T.V. They
do her children like to watch T.V.
They do not go outside to play. Meliha doesn’t walk very much because she has a car.
Meliha goes to the doctor. The doctor says she has to eat more fruits and vegetables.
He says that too much junk food like chips, fries, and sugar is bad for her health. He tells
her that she needs to get more exercise. He says that too much fat and not enough
exercise is bad for her. It is bad for her children, too. Meliha doesn’t know if the doctor
is right or wrong.
3.3.1 Exercise. Comprehension Questions: Yes or No?
1. Meliha has children. Yes No
2. Meliha is from Ethiopia. Yes No
3. American food is the same as Somali food. Yes No
4. People walk more in Somalia. Yes No
5. Some people in America are overweight. Yes No
6. Her children like French fries. Yes No
7. Meliha loses weight in America Yes No
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8. Meliha likes to watch T.V. Yes No
9. Meliha drives a car. Yes No
10. Meliha goes to the doctor. Yes No
The doctor says:

11. Eat less a. junk food b. water
12. Exercise a. more b. less
13. Too much sugar is a. good b. bad
14. Too much fat is a. good b. bad
Discussion questions:
1. How can Meliha get more exercise?
2. What kinds of foods can she eat that are good for her?
3. Do you agree with her doctor?
4. Do you think most Americans are healthy? Why or why not?

 Students discuss about what people can do to have a healthy lifestyle.
 In groups students make a list of recommendations to be healthy.
101
Tape scripts for Listening Exercises
Unit 1.
In the waiting room.

Dr. Johnson’s waiting room is very busy. Its early spring, and many
patients are sick. Mrs. Jacob is Dr. Johnson’s nurse. She’s talking
to Mrs. Jackson. She’s a new patient, so she’s going to fill out a
patient information form. Mrs. Lee is reading a magazine. She has
a bad cough. The doctor is going to listen to her chest. Mr. Green
is 75 years old, and he’s in good health. He’s in the office for his
checkup. He has a checkup once a year.
Mrs. Rios and her daughter, Julia, are in the office, too. Julia’s
crying because she has a bad burn on her finger. She burned her
finger on the stove. Mr. Patel is holding his head. His head hurts.
He has a bad headache. Miss Gonzalez is sneezing and coughing.
She has allergies, and she needs a prescription from Dr. Johnson.
Mr. Henderson is talking to his son, Andy. Andy cut his arm and he
needs a tetanus shot. He’s nervous and scared because he
doesn’t like shots.
Unit 2.
The accident
There was a bad accident at the intersection of Maple and

Central Avenue about 10 minutes ago. A woman went past the stop
sign and hit another car. A witness who saw the accident immediately
called 911. The police and two ambulances were at the scene of the
accident a few minutes later.
Luis is lying by the side of the road. His arm is cut very badly.
One emergency medical worker is applying a pressure bandage to
stop the bleeding. The other technician is talking to him and taking his
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blood pressure. She's telling Luis that the bleeding is under control.
Soon they are going to take him to the hospital. Luis is going to need
30 or more stitches in his arm.
Two other emergency workers are helping the woman on the

stretcher. She is pale and confused. She doesn’t know her name, and
she can’t answer any questions.
One worker is covering her with a blanket. Because the front

windshield of her car is broken, the workers think that she might have
a concussion.
A police officer is directing traffic at the scene. Traffic is moving

very slowly because everyone wants to look at the accident.
Unit 3.
2.2 Listening exercises
Laughter is the best Medicine.
Dr. Nicholson: 165 pounds. Very good. So Takeshi. What’s the matter?
Takeshi: Well, Dr. Nicholson. I don’t feel well.
Dr. Nicholson: What’s wrong?
Takeshi: I have a sore throat and a fever.
Dr. Nicholson: Do you have a cough?
Takeshi: No, I don’t.
Dr. Nicholson: Do you have an earache?
Takeshi: Kind of … my right ear hurts a little.
Dr. Nicholson: Hmm. . .
Takeshi: Oh, and I have a runny nose and a bad headache.
Dr. Nicholson: How’s your energy level?
Takeshi: I don’t have any energy! That’s the terrible part. Plus, I have a lot
of things to do- homework, my part time job…
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Dr. Nicholson: Well, it sounds like you have a bad head cold. Take some
vitamin C, drink lots of water, and get some sleep. Relax- don’t work too
hard or you’re going to get worse.. .
Takeshi: Ok.
Dr. Nicholson: Here. Take this cold medicine for the headache and fever.
And don’t drive when you take this. It’s going to make you sleepy.
Takeshi: Ok.
Dr. Nicholson: Call me in one week if you’re still sick, Ok?
Takeshi: I will, doctor. Uh! I don’t have time to be sick!
Dr. Nicholson: Come on, Takeshi. Don’t worry. You’re going to be fine.
Hey, did you hear the joke about the man who went to the doctor?
Takeshi: No.
Dr. Nicholson: The man says to the doctor, “What’s wrong with me? It
hurts when I touch my arm, my hand, my chest, my stomach, my leg, my
knee, and my ankle.”
2.2.2. Listen to each conversation. Then answer the questions.
Conversation 1
A: By looking at the best results on your arm, we can tell what you are
allergic to.
B: I think I’m allergic to cats.
A: Definitely, You’re allergic to both cats and dogs.
B: What else?
A: Well, you’re allergic to dust and ragweed.
B: Any foods?
A: Just strawberries. None of these reactions are strong, except for animals.
Do you have any pets?
B: No, but my children want a dog.
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A: I don’t recommend that. I can give you a prescription to take now

because ragweed is a problem in late summer. And don’t eat any
strawberries.
Conversation 2
A: Mr. Jackson, your blood pressure is very high – 140 over 90. You’re going
to need medication to lower that.
B: I’m not surprised. My mother and father both had high blood pressure.
A: Your cholesterol is too high, also. It’s 275. At your age, it shouldn’t be
over 200.
B: I don’t watch my diet very carefully.
A: I’d like you to have a stress test, too. You’re only 37 and these test results
are troubling. Do you do any exercise, Mr. Jackson?
B: I don’t have any time to exercise. I work 10 hours a day.
A: I’m afraid that’s one of the reasons for these high numbers. I’m going to
give you a prescription for your blood pressure. I’m also going to put you on
a low-fat diet to help you lower your cholesterol. Talk to the nurse at the
front desk and she’ll help you schedule a time for the stress test.
Unit 4.
2.2.1 Health Problems.
Agnes: When I get sick, I usually get headaches and a stuffy nose and
My body aches and usually I don’t take medications. I just drink
a lot of tea with lemon. Tea with lemon is a very good home
remedy for a cold.
Daniel: When I have the flu I have a stuffy nose, a sore throat, my . eyes
water. I usually take an aspirin and some rest, and… a day or
two I’m fine.
Alyssa: Usually when I feel sick I try to get lots of sleep. I also drink
water and I take cough medicine.
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Jonathan: I have very bad allergies. My nose is always stuffed and I get a
headache. It’s very bad. Usually, I take my allergy medicine but
it doesn’t always work and it makes me kind of drowsy.
Dayanne: Sometimes my back hurts and when this happens I go to my
yoga class to stretch.
2.2.1 Staying healthy.

Kumiko: I’m a very healthy person. I have asthma, but I hardly ever get
sick. To stay healthy- don’t smoke. You should exercise every
day, I don’t do exercise, but you really should exercise every
day.
Jennifer: I go to the gym, I exercise, and I try to eat good foods.
Dave: To stay healthy you must drink a lot of orange juice, wash your
hands, and eat right.
Daniel: Drink a lot of fluids, get a good night’s rest, and exercise
regularly.
Dayanne: Don’t smoke, eat well, and exercise.
Unit 5.
2.3 Listening exercises. What’s hypertension?
Hypertension is a chronic medical condition in which the blood

pressure in the arteries is persistently elevated.
Hypertension is also sometimes called high blood pressure. High

blood pressure usually does not cause symptoms. Long-term high blood
pressure, however, is a major risk factor for many illnesses such as coronary
artery disease, stroke, heart failure, atrial fibrillation, peripheral vascular
disease, vision loss, chronic kidney disease, and dementia.
High blood pressure is categorized into two major types: Primary and
secondary. According to statistics, about 90 - 95% of cases are primary
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hypertension. This type is defined as high blood pressure due to nonspecific

lifestyle and genetic factors. Lifestyle factors that increase the risk include
excess salt in the diet, excess body weight, smoking, and alcohol use.
The remaining 5-10% of cases are categorized as secondary high

blood pressure. This type of hypertension is defined as high blood pressure
due to identifiable cause, such as chronic kidney disease, narrowing of the
kidney arteries, an endocrine disorder, or the use of birth control pills.
Lifestyle changes and medications can lower blood pressure and

decrease the risk of health complications. Lifestyle changes include weight
loss, decreased salt intake, physical exercise, and a healthy diet.
Unit 6. Listening exercise

The Brain
The brain is the main part of the body's nervous system constantly
sending signals to the body. The brain has several different parts
working together to help a person live their life each day. The five
main parts of the brain include the cerebrum, cerebellum, brain stem,
pituitary gland, and hypothalamus.
The largest part of the brain is the cerebrum, making up about 85%
of the brain's weight. The cerebrum allows a person to think and
control voluntary muscles, which a person is able to control. A
person can kick a ball, walk down, the street, or jump in the air
because they control the muscles and movements.
The cerebrum is active when a person is thinking during a test,
making decisions, or playing a video game. Memory is a part of the
cerebrum, including short-term memory, recalling a morning event,
or long-term, a memory from several years ago.
The cerebrum has two halves, one on each side of the head. The
right half helps a person think about abstract things like art, music,
colors, shapes, and other parts of the imagination. The left half is
more analytical, which helps a person speak, make logical decisions,
do math problems, and reason. Scientists are unsure about which half
of the brain controls the left or right side of the body.
The cerebellum controls a person's balance, movement, and
coordination. This includes how a person stands, moves, and
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balances. The cerebellum is located in the back of the brain under the
cerebrum, but it is only about one-eighth the size of the cerebrum,
though it is a vital part of the brain. Without the cerebellum a person
would not have very little ability to move.
The brain stem, also small, is responsible for all of the functions of
the body for a person to remain alive, including breathing, food
digestion, and blood circulation. Located below the cerebrum, in front
of the cerebellum, it connects the rest of the brain to a person's spinal
cord. The brain stem controls involuntary muscles, working on their
own without the help or thought. The muscles are located in the heart,
stomach or other parts of the body. It tells the heart to pump blood to
the body, and stomach muscles to break food down. The brain stem
is also the pipeline sending and receiving millions of messages back
and forth between the brain and the body.
The pituitary gland controls the growth of a person's body by
producing and releasing hormones into the body. The gland is only
the size of a pea, but without it properly functioning, a person's body
would not go through its changes as they get older. The gland also
controls sugars and water in the body, as well as keeping
the metabolism of the body going, which is related to the body's use
of energy.
The final part of the brain is the hypothalamus, which basically
controls the temperature of the body. When the body is too hot, this
part of the brain tells the body to sweat; too cold, and it tells the body
to shiver.
The five parts of the brain connect with the body's nervous system,
made up of thousands of nerves that communicate information to and
from the brain. The more messages sent to the brain, the stronger the
connections become. This is how good, and bad, habits or skills are
learned. The brain also is the control center for feelings. On each side
of the brain there are a groups of cells called amygdala, which is
responsible for emotions.
In conclusion, the brain is the control center of the body, and it must
be treated well by eating healthy, being safe, and avoiding alcohol,
drugs, and tobacco, but it's also important to challenge your mind.
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Unit 7. Listening exercise.

Exercise 1. Experimenting on Animals
Life processes are similar in all animals with backbones. So physiologists

can find out a lot about the human body by studying animals such as frogs,
rats and rabbits. Sometimes research involves the death of these animals.
But physiologists take great care not to hurt the animals. The animals are
usually put to sleep during the experiments so they do not feel pain. Many
people think animals should not be used for experiments. But it is only by
physiological research that medicine has been able to advance. Polio is a
disease that attacks the nerves. Millions of people have been protected from
polio by a fluid called a vaccine. Tissue from monkeys is used to make the
vaccine.
Exercise 2. Story of the vaccines
Edward Jenner was born in 1749. As a young boy, Edward enjoyed

science and nature spending hours on the banks of the River Severn
looking for fossils. In 1770, at the age of twenty one, he began training
as a doctor in London. Two years later Edward began to practice as
a doctor in his home town of Berkeley, Gloucestershire.
During this time, people were terrified of a horrible disease called
smallpox. People who got this disease got severe scarring and
sometimes even died! As a doctor, Edward Jenner listened to what
the country people said about smallpox. They believed that someone
who caught a different mild infection called cowpox from their cows
would not catch the much more serious smallpox.
Jenner decided to carry out an experiment to see if the people were
right. In 1796 a milk maid called Sarah Nelmes came to Jenner
complaining of a cowpox rash on her hand. Jenner took some of the
pus from the cowpox rash on Sarah’s hand. He scratched some of
the pus into the hand of an 8 year old boy called James Phipps, the
son of his gardener. James fell ill with cowpox but soon recovered.
Jenner then took some pus from someone with the dangerous
disease, smallpox, and scratched this into James’ arm. James
developed a scab but did not develop smallpox, Jenner guessed
correctly. Jenner's discovery came to be known as vaccination from
the Latin word for a cow: vaca. Jenner went on to vaccinate all the
local children with the cowpox to stop them from getting the more
dangerous smallpox disease.
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Unit 8. Listening exercise
How does smoking harm your body?

When you smoke a cigarette, the smoke irritates your lungs and can make you
cough. The chemicals in cigarette smoke can also affect your heart and your
entire circulatory system.
Because smoking damages your lungs, if makes it harder to breathe when you do
exercise. And exercise is important for your health. Smoking can also affect your
social life. For one thing, it makes you, your clothes, and your hair smell like
smoke, and it makes your teeth yellow. Not very attractive!
Smoking can become an addiction. That means it’s hard to stop smoking, even if
You want to. Here are some tips:
 Find a new activity to do whenever you want to smoke. Starting an exercise
program can help.
 Keep healthy snacks nearby and eat them instead of smoking a cigarette.
 Find a “quitting buddy” – a friend who wants to stop smoking, too. Remind
each other not to smoke.
 Put the money you usually spend on cigarettes in a box. You will be
surprised how much money you can save by not buying cigarettes. Spend
the money on something you have wanted for a long time.
 Practice saying, “No thank you. I don’t smoke” and say it every time
someone offers you a cigarette.
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Vocabularies
Unit 1. Warm up
Parts of the body
The Head
 la cabeza - head
 el pelo, el cabello hair
 la frente - forehead
 la sien - temple
 la mejilla, el cachete - cheek
 la mandíbula - jaw
The Eyes
 el ojo - eye
 la esclerótica - sclera
 el iris - iris
 la pupila - pupil
 la conjuntiva - conjunctiva
 el conducto lacrimal/lagrimal - tear duct
 la ceja - eyebrow
 el párpado - eyelid
 las pestañas - eyelashes
The Nose
 la nariz - nose
 la ventana nasal - nostril
The Mouth
 la boca - mouth
 la lengua - tongue
 los dientes - teeth
 la encía - gum
 el paladar - palate
 las amígdalas, las anginas - tonsils
 los labios - lips
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 la barbilla, mentón – chin

 la garganta - throat
 la úvula, campanilla – uvula
 The Ear
 la oreja - ear (external)

 el oído - ear (internal)
 el conducto/canal auditivo - ear canal
 el tímpano del oído eardrum
The Arms & Hands
 el brazo - arm
 la axila - armpit
 el codo - elbow
 el antebrazo - forearm
 la muñeca - wrist
 la mano - hand
 el dedo (de la mano) - finger
 la uña - nail
The Neck and Trunk
 el cuello - neck
 la nuca - nape
 el hombro - shoulder
 la espalda, lomo - back
 el pecho - chest
 el seno, el pecho, el busto - breast
 el pezón - nipple
 la cintura - waist
 el estómago, el vientre - abdomen stomach
 el ombligo - navel
 la cadera - hip
 el ano - anus
 el coxis - coccyx
 los glúteos, las nalgas - buttocks
 la ingle – groin
 Corazon- heart
 Pulmones - lungs
 Venas - veins
 Cerebro - brain
 Garganta- throat
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 Higado - liver
 Estomago - stomach
 Riñones - kidneys
 Esqueleto - skeleton
 ribs -
 Huesos- bones
 Piel - skin
 Cuello - neck
 Lengua - tongue
 Arrugas - wrinkles
Unit 2 : Medical specialists
Vocabulary
Medical specialists
 Surgeon (cirujano)
 Obstetrician (Obstetra)
 Optometrist (optometrista)
 Cardiologist (cardiólogo)
 Dermatologist (dermatólogo)
 Psychologist (psicólogo)
 Ophthalmologist (Oftalmólogo)
 Gynecologist (Ginecólogo)
 Pediatrician (pediatra)
 Allergist (alergista)
 Family doctor (Doctor familiar)
 Psychiatrist (psiquiatra)
 Neurologist (neurólogo)
 Urologist (Urólogo)
 Rheumatologist (reumatólogo)
 Diagnostic radiologist (radiólogo de diagnóstico)
 Anesthesiologist (anestesiólogo)
 Gastroenterologist (gastroenterólogo)
 Hematologist/ Oncologist (hematólogo/ Oncólogo)
 Nephrologist ( nefrólogo)
 Neurosurgeon (neurocirujano)
 Oral and maxillofacial surgeon (cirujano oral y maxilo facial)
 Otolaryngologist (Otolaringologo)
 Plastic surgeon (cirujano plastic)
 Pulmonary medicine (medicina pulmonar
 Physician (medico, físico, facultative)
 Endocrinologist
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Allergist or Immunologist - conducts the diagnosis and treatment of allergic conditions.
Anesthesiologist - treats chronic pain syndromes; administers anesthesia and monitors the
patient during surgery.
Cardiologist - treats heart disease
Dermatologist -treats skin diseases, including some skin cancers
Gastroenterologist - treats stomach disorders
Hematologist/Oncologist - treats diseases of the blood and blood-forming tissues (oncology

including cancer and other tumors)
Internal Medicine Physician - treats diseases and disorders of internal structures of the
body.
Nephrologist - treats kidney diseases.
Neurologist - treats diseases and disorders of the nervous system.
Neurosurgeon - conducts surgery of the nervous system.
Obstetrician - treats women during pregnancy and childbirth
Gynecologist - treats diseases of the female reproductive system and genital tract.
Nurse-Midwifery - manages a woman's health care, especially during pregnancy, delivery,

and the postpartum period.
Occupational Medicine Physician - diagnoses and treats work-related disease or injury.
Ophthalmologist - treats eye defects, injuries, and diseases.
Oral and Maxillofacial Surgeon - surgically treats diseases, injuries, and defects of the hard
and soft tissues of the face, mouth, and jaws.
Orthopaedic Surgeon - preserves and restores the function of the musculoskeletal system.
Otolaryngologist (Head and Neck Surgeon) - treats diseases of the ear, nose, and
throat,and some diseases of the head and neck, including facial plastic surgery.
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Pathologist - diagnoses and treats the study of the changes in body tissues and organs
which cause or are caused by disease
Pediatrician - treats infants, toddlers, children and teenagers.
Plastic Surgeon - restores, reconstructs, corrects or improves in the shape and appearance
of damaged body structures, especially the face.
Podiatrist - provides medical and surgical treatment of the foot.
Psychiatrist - treats patients with mental and emotional disorders.
Pulmonary Medicine Physician - diagnoses and treats lung disorders.
Radiation Onconlogist - diagnoses and treats disorders with the use of diagnostic imaging,
including X-rays, sound waves, radioactive substances, and magnetic fields.
Diagnostic Radiologist - diagnoses and medically treats diseases and disorders of internal
structures of the body.
Rheumatologist - treats rheumatic diseases, or conditions characterized by inflammation,

soreness and stiffness of muscles, and pain in joints and associated structures
Urologist - diagnoses and treats the male and female urinary tract and the male reproductive
system
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Health Problems/ Ailment/Injury

 A cough (una tos)
 An allergy (Una alergia)
 Asthma (Asma)
 Chicken pox (varicela)
 A headache (Un dolor de cabeza)

 A backache (Un dolor de espalda) Remedies / Treatment
 A rash ( Una erupcion) Aspirin (aspirina)
Ibuprofen (ibuprofeno)
 A toothache (Un dolor de diente/muela) An ice pack (Una bolsa helada)
 A stomachache(Un dolor de estomago) A heating pad (Una almohadilla
 An earache (Un dolor de oido) termica
 A burn (Una quemadura) Lotion (Una locion)
 A bad cold (Un fuerte resfriado) An inhaler (Un inhalador
 A fever (Una fiebre) Painkiller (analgesic)
 A sore throat (Un dolor de garganta) Cast (Yeso)
 A sneeze (she’s sneezing) Crutches (muletas)
 A broken bone (Un hueso roto) Stretcher (Camilla)
 Cut (Corte) Pressure bandage (vendaje de
 Bites (mordida) presion)
 Scratch ( Rasguño) Stitches (puntadas)
 Itches (picaduras Ointment (Unguento)
 Poisoning (envenenamiento) Band aid (tirita)
 Nauseated (nauseabundo) Vitamin C (Vitamin C)
 Chill (escalofrio/ resfriado) Diet (Dieta )
 Bleed (Sangrado) Injection (Inyeccion)
 Heart attack (Ataque del Corazon) Pillss (Pastillas)
 Dizzy (mareado) X-rays (Rayas)
 Fell (caida) Strip (Una tira/ Una banda)
 Inflamed (Inflamado) Massage (masaje)
 Breathing problem (Problema Syrup (Jarabe)
respiratorio)
 Ice pack (bolsas de hielo)
 Cavity (Caries)
 Cholesterol (cholesterol)
 Blood pressure (presion sanguinea)
 Puffy eyes (ojos hinchados)
 A sprain (Un esguince)
 Insomnia (Insomnio)
 Sneeze (estornudar)
 Measles (Sarampion)
 Faint (debil)
 Fainted (desmayado)
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 Swollen thumb (Pulgar hinchado)

 Shivering (Temblando)
 Shiver (Tiritar
 Sunburn (quemadura de sol)
 Retching (Nausea)
 Sore eyes (dolor de ojos)
 Ankle sprained (esguince de tobillo)
Unit 3. Emergencies and accidents

Vocabulary.
For an emergency room.
AED (automated external defibrillator) = AED (desfibrilador externo
automático)
Audiometer/Tympanometer = Audiómetro / Timpanómetro
Basic diagnostic (blood pressure monitor, thermometer, pulse oximeter) =

Diagnostico básico (monitor de presión arterial, termómetro, oximetro de
pulso)
Blood Draw= Mueble para la extracción de sangre.
Exam Room = Sala de examen.
Office and Waiting Room furniture = oficina y sala de espera.
Body weight scales = Escalas de peso corporal.
Break room appliances (microwave, toaster, coffee maker,

refrigerator/freezer) = Dispositivos de la sala de descanso (microondas,
tostadora, cafetería, refrigerador/ congelador)
Cabinetry and storage shelving = Gabinetes y estanterías de

almacenamiento.
Centrifuge = centrifuga
Clocks = Relojes
Colposcope = Colposcopio
Computers, printers and accessories = Computadoras, impresoras y

accesorios.
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Emergency equipment and supplies (airways, aspirators, oxygen, mask,

resuscitation bag/mask)=Equipos y suministros de emergencia (vías
respiratorias, aspiradores, oxigeno, máscara, bolsa/máscara de reanimación.
ECG unit and accessories = Unidad de ECG y accesorios.
Exam tables (bariatric, pediatric, power) = Tablas de exámenes (bariátrica,

pediátrica, de poder)
Eye charts = Gráficos oculares.
Janitorial equipment = Equipo de limpieza.
Laboratory diagnostic equipment (centrifuge, urine/chemistry/glucose

analyzers, microscope, specimen refrigerator/freezer) = Equipo de
diagnóstico de laboratorio (centrifuga, analizadores de orina/química /
glucose, microscopio, refrigerador /congelador de muestras.)
Procedure tables = Tablas de procedimientos.
Protective equipment (gloves, aprons, eyewear, facemasks) = Equipo de

protección (guantes, delantales, gafas, mascarillas)
Refrigerator/freezer= Refrigerador congelador.
Sharps containers = Contenedores de objetos punzantes.
Specialized equipment (spirometer, fetal monitoring…) Equipo

especializado (espirómetro, monitoreo fetal…)
Specialized lighting = iluminación especializada.
Stainless steel equipment = Equipo de acero inoxidable.
Step stools = Taburetes
Stethoscopes = Estetoscopios
Telephones = Teléfonos
Televisions = televisores
Water filtration system = Sistema de filtración de agua
Wheelchairs = Sillas de ruedas.
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Supplies for a first aid kit = Provisiones para un kit de primeros

auxilios.
The Essential = Lo esencial
 Personal drinking wáter = Agua potable personal.
 Saline or water for eye/wound flushing (sport-top bottle) = Solucion salina o agua
para enrojecimiento de ojos/ heridas (botella con tapa deportiva)
 Gloves (non-latex nitrile or plastic)= Guantes (no latex de nitrilo o plástico)
 Gauze (sterile or clean 4x4s or 3x3s) = gasa (esteriles o limpios 4x4 o 3x3)
 Band-aids = curitas
 Tape (paper or plastic)= Cinta (papel o plastico)
 Bandana(s) = pañuelo (s)
The Basic= Lo basico
 LAW: Maalox or other liquid antacid mixed 1:1 with water (sport-top bottle) Roller
gauze = Ley: Maalox u otro antiacido liquid mezclado 1: con agua (botella deportiva)
 Gasa de rodillo.
 Bandage scissors (blunt tip, like trauma shears) = Tijeras de vendaje (punt aroma,
como tijeras de trauma)
 Alcohol or povidone iodine wipes = Toallitas de yodo con alcohol o povidona.
 Povidone iodine (water-based gel) or antibiotic ointment = povidona yodada (gel a
base de agua) o unguento antibiotico.
 Rescue Remedy and/or whiteflower oil = remedio de rescate y/o aceite de flor
blanca.
 Energy bars = Barras energeticas.
 Candy ginger= jengibre dulce.
 Sugar (cake icing tube, glucose gel, or honey) for diabetics = Tubo de glaseado de
pastel, gel de glucose o miel) para diabéticos.
 Rehydration drink mix (e.g., dilute Gatorade, miso) Mezcla de bebida de
rehidratacion (por ejemplo, diluir Gatorade.
 Suncreen (alcohol-based) protector solar (basado en alcohol)
 Tampons or pads = Tampones o almohadillas.
 Notebook & marker = Libreta & marcador.
 Duct tape = Cinta adhesiva
 Safety pins= pines de seguridad
 Paper and plastic bags = Bolsas de papel y plástico.

The Extras = Los extras

 CPR face shield or mask = Pantalla facial o mascara
 Sam splint = férula Sam
 Ace bandage= vendaje
Triangular bandage = Vendaje triangular
 Cloth sling = Eslinga de tela
 Mole skin (for blisters) = piel de lunares (para ampollas)
 Tweezers = Pinzas
 Tongue depressors (for finger splints)= Depresores de lengua (para férulas con
dedos)
119
 Instant ice/heat pack = Paquete instantáneo de hielo y calor

 Tea tree oil or yarrow = Aceite de árbol de te o milenrama
 Homeopathics (e.g., sulfur, apis) = Homeopatas (Por ejemplo, azufre, apis)
 Cough drops = Pastillas para la tos
 Space blanket = Manta espacial
 Field guide = Guia de campo
 Flashlight or headlamp = Linterna o lampara
 Matches or lighter= Fósforos o encendedores
 Goggles= gafas
Other new words.

Dash = precipitarse
Swerved off = desviado
Stroke = golpe
Witness = testigo
Injuries = lesiones
Injured = lesionado
Ailments = dolencias
Overhead bridge = Puente elevado
Path = camino
Hit = golpear
Flung of = arrojado
Scary = temeroso, con miedo
Endanger = poner en peligro
Wholeheartedly = con entusiasmo
Gleefully = alegremente
Ashamed = avergonzado
Shame = verguenza
Blood pressure = presion sanguinea
Nauseated = nauseas
Sweats = sudores
Unit 4. Are you going to need an operation?

TLD Products = Productos TLD
Laboratory supplies = Suministros de Laboratorio.
Apparel & clothing = Ropa de Lab.
Analitical chromatography= Cromatografia analitica
Autoradiography film = Pelicula de autorradiografia.
Bags = Bolsas, fundas
Beakers = vasos
Bottles = botellas
Buffers, standars &solutions = Buffers, estándares y soluciones.
Burners = quemadores
120
Carts = carros
Chemicals = Productos químicos
Clamps = Abrazadores
Cleaning supplies = suministros de limpieza.
Culture media = medios de cultivo
Culture plates & microplates = placas de cultivo y microplacas
Cuvettes & accessories = cuvetas y accesorios
Cylinders= cilindros
Desiccators = desecadores
Dispensers & burettes= dispensadores y buretas
Electrophoresis reagents = reactivos de electroforesis
Evaporating dishes = platos de evaporación
Filtration = filtración
Flasks = frascos
Forceps & tweezers = Pinzas y pinzas
Funnels = embudos
Gloves =Guantes
Histology supplies = suministros de histología
Hydrometers = hidrómetros
Ice buckets = cubos de hielo
Indicator paper = papel indicador
Inoculating = inoculador
Spreaders = esparcidores
Jointed laboratory = laboratorio articulado
Glassware = cristalería
Autoclave= autoclave
Lab.utensils = utensilios de laboratorio
Laboratory sealing = sellado de laboratorio
Labware sets = conjuntos de material de laboratorio
Magnetic stir = agitación magnética
Measurement = medida
Microscope= microscopio
Slide storage = almacenamiento de diapositivas
Microscope slides = portaobjetos de microscopio
Cover glasses = cubre vidrios
Notebooks = cuadernos
Pipettes = pipetas
Racks & boxes = bastidores y cajas
Safety supplies = suministros de seguridad
Sample collection tools = herramientas de recolección de muestras
Scalpels = escalpelos
Scissors = Tijeras
Spot plates = placas de punto
Streak plates = placas de rayas
Stands & supports = soportes y soportes
Sterilization indicators = indicaciones de esterilización
Stoppers & corks = Tapones y tapones
121
Storage organizers = Organizadores de almacenamiento

Swabs & applicators = Hisopos y aplicadores
Syringes& needles = Jeringas y agujas
Tape & Labels = Cinta y etiquetas
Thermometers = termometros
Timers & controlle = temporizadores y control
Trays & pans = bandejas y sartenes
Tubes = tubos
Tubing & accessories = tubos y accessorios
Vials = viales
Weighing dishes = platos de pesaje
Weights & masses = pesos y masas
Other words from exercises.
Condenser = Condensador de laboratorio

Laboratory apron = delantal
graduated dropper = gotero graduado
burner = quemador
Pipette = pipeta
refractory glass = vidrio refractario
crucible = crisol
gown = bata
Furnace = horno
Stopper = tapon
test tube = tubo de ensayo
burette = bureta
Stand –up bench = banco de pie
filter – paper = papel de filtro
test tube rack = Estante de tubo de prueba
funnel = embudo
Common Lab. Test.

Hemogram = hemograma
Urine = Orina
Coprological = coprológico
Glycemia = glicemia
Cholesterol = colesterol
Triglyceride = Triglicérido
Uric acid = Acido úrico
HIV = VIH
C reactive protein = Proteína C reactiva
FR rheumatoid factor = (FR) Factor reumatoide
122
Anti- estritolysin O = Anti estretolisina

Hepatic tests = Pruebas hepáticas
Amylase = Amilasa
Lipasa = Lipasa
Transaminasa = transaminasa
GGT = GGT
Phosphatase = Fosfatasa
Alkaline =alcalina
Bilirubin = bilirrubina
New Words from conversation.

Whips out: sacar.
Snapped around: enredar alrededor.
A bit scruffy: un poco desaliñado, maltratado.
Sweating: Sudando.
Shivering: temblando, titiritando.
Blood test: prueba de sangre.
Spurt: esfuerzo supremo.
Dots: puntos.
Unit 5. Pharmacology.
Vocabulary
Pharmacology = Farmacologia
Biology = Biologia
Endogenous = Endógenos
Exogenous = Exógenos
Pharmaceuticals = Productos farmacéuticos
Pharmacodynamic = Farmacodinamica
Pharmacokinetic =Farmacocinética
Toxicology = Toxicología
Chemical = Químico
Cardiovascular = Cardiovascular
Neuropharmacology = Neurofarmacologia
Psychopharmacology = Psicofarmacologia
123
Narcotics = Narcoticos
Anabolic = Anabolico
Steroids = Esteroides
Pharmacogenomics = Farmacogenomica
Posology = Posologia
Environmental–pharmacology = Farmacologia ambiental
Dental-pharmacology = Farmacologia dental
Experimental-pharmacology = Farmacologia experimental
Genetic = Genetico
Diuretics = Diureticos
Types of drugs
Pharmacogenomics
Posology
Environmental–pharmacology.
Dental-pharmacology.
Experimental-pharmacology
Genetic = Genetico
Diuretics = Diureticos
Types of drugs = Tipos de drogas / Medicamentos
8. Stimulants = Estimulantes
9. Depressants =Depresores
10. Hallucinogens = Alucinogenos
11. Dissociatives = Disociativos
12. Opioids = Opioides
13. Inhalants = Inhalantes
14. Cannabis = Cannabis
Others.
Inflammatory-substances = Sustancias inflamatorias
Antimicrobial-drug = droga antimicrobia
Prophylaxis = Profilaxis
Metabolic-products = Productos metabólicos
Therapeutic = Terapéutico
Pain = dolor
Anesthetics = anestésicos
Antibiotic = Antibiótico
Acetaminophen = Acetaminofén
124
Diclofenac = Diclofenaco
Analgesics = Analgésicos
Antidepressants= Antidepresivos
Amoxicillin = Amoxicilina
Chloramphenicol = Cloranfenicol
Macrolides = Macrolidos
Erythromycin= Eritromicina
Azithromycin= Azitromicina
Sulfonamides = Sulfonamidas
Sulfamethorazole = Sulfametorazol
Unit 6: The human brain

Brain = cerebro
Celebrum = cerebro
Cerebellum = Cerebelo
Brainstem = Tronco cerebral
Corpus Callosum = Cuerpo calloso
Frontal lobe = Lobulo frontal
Broca área = Area broca
Motor strip = Tira de motor
Sensory strip = Tira sensorial
Parietal lobe = Lobulo parietal
Wernicke área = Area de Wernicke
Occipital lobe = Lobulo occipital
Temporal lobe = Lobulo temporal
Gyrus = Gyrus
Sulcus = Sulcus
Gray matter = Materia gris
White matter = Materia blanca
Motor cortex = Corteza motora
Pons = Puente de varolio
Hyppothalamus = Hipotalamo
Medulla = medula espinal
Amygdala = Amigdala
Thalamus = Thalamus
Putamen = Putamen
Lateral ventricles = Ventriculos laterales
Corpus = Cuerpo
125
Unit 7. Vaccines / Immunizations

Vocabulary
Vaccine = vacuna
Vaccination =vacunacion
Pathogen = patogeno
Inoculation= Inoculacion
Smallpox = viruela
Immunity = Inmunidad
Infectious = Infeccioso
Disease = enfermedad
Eradication = erradicacion
Antigenic = antigenico
Addiction = adiccion
Allergies = alergias
Antitoxins= antitoxinas
Prophylactic = profilactico
Therapeutic = terapeutico
Cancer = cancer
Meningitis = meningitis
pneumonia = neumonia
cholera =colera
plague= plaga
typhoid= tifoidea
tuberculosis =tuberculosis
microorganism = microorganismo
stimulate = estimular
diphtheria =difteria
tetanus = tetanos
Haemophilus influenza type b= haemophilis influenza tipo B
Yellow fever = fiebre amarilla
126
Pneumococcal = neumococo
Encephalitis = encefalitis
Typhus = tifus
tularemia microbe = microbio tularema
chicken pox = varicela
hepatitis A = hepatitis A
hepatitis B = hepatitis B
Measles = Sarampion
Mumps = paperas
Anthrax = Antrax
Typhoid = tifoidea
Unit 8. A healthy lifestyle.

Healthy life = vida saludable
Sleep = dormir
Eat = comer
Vitamins = vitaminas
Minerals = minerales
Nutrients = nutrientes
Appointment = cita
Meal = comida
Weight = peso
Sweet = dulce
Salt = sal
Obesity = obesidad
Body = cuerpo
Gym = gimnasio
Sugar = azucar
Schedule = horario
lose weight =perder peso
fatty food = comida grasosa
sugary food = comida azucarada
fast food = comida rapida
junk food = comida chatarra
poultry= aves de corral
fish= pescado
beans = frijoles
eggs = huevos
127
insulin= insulina
indigestions = indigestiones
heartburn = acidez
garlic = ajo
chili peppers= chiles
Health = salud
Walk = caminar
Sit = sentar
Salad = ensalada
Vegetables =vegetales
Exercise = ejercicio
Gluten = gluten
Physician = medico
Food = comida
Breakfast = desayuno
Lunch = almuerzo
Dinner = cena
Blood glucose = glucose en sangre
Snack = bocadillo
Iron = hierro
Frying food = alimentos fritos
Grease = grasa
Weigh gain = pesar ganancia
Drinks = bebidas
Depressed = deprimido
Whole grains = granos enteros
Low-fat milk = leche baja en grasa
Nuts = nueces
Cigarette = cigarrillo
Smoking = fumar
Tissues = tejidos
Vitamin = vitamina
Health = salud
Ginger = jengibre
128
List of irregular verbs.

Infinitive Simple Past Past Participle Spanish
Arise Arose arisen Surgir
Be was / were been Ser
Beat Beat beaten golpear
Become Became become convertirse
Begin Began begun comenzar
Bet bet/betted bet/betted apostar
bite Bit bitten morder
bleed Bled bled sangrar
blow Blew blown soplar
break Broke broken romper
bring Brought brought traer
build Built built construir
buy Bought bought comprar
catch Caught caught atrapar
choose Chose chosen elegir
come Came come venir
cost Cost cost costar
creep Crept crept arrastrarse
cut Cut cut cortar
Deal Dealt dealt dar, repartir
Do Did done hacer
Draw Drew drawn dibujar
Dream dreamt/dreamed dreamt/dreamed soñar
Drink Drank drunk beber
Drive Drove driven conducir
Eat Ate eaten comer
fall Fell fallen caer
feed Fed fed alimentar
feel Felt felt sentir
fight Fought fought pelear
find Found found encontrar
flee Fled fled huir
fly Flew flown volar
forget Forgot forgotten olvidar
forgive Forgave forgiven perdonar
forsake Forsook forsaken abandonar
freeze Froze frozen congelar
get Got got tener, obtener
give Gave given dar
go Went gone ir
grind Ground ground moler
129
grow Grew grown crecer

hang Hung hung colgar
have Had had tener
hear Heard heard Oír
hide Hid hidden Esconderse
hit Hit hit Golpear
hold Held held tener, mantener
hurt Hurt hurt herir, doler
keep Kept kept Guardar
Kneel Knelt knelt Arrodillarse
Know Knew known Saber
Lead Led led Encabezar
Learn learnt/learned learnt/learned Aprender
Leave Left left Dejar
Lend Lent lent Prestar
Let Let let Dejar
Lie Lay lain Yacer
Lose Lost lost Perder
Make Made made Hacer
Mean Meant meant Significar
Meet Met met conocer, encontrar
Pay Paid paid Pagar
Put Put put Poner
Quit quit/quitted quit/quitted Abandonar
Read Read read Leer
Ride Rode ridden montar, ir
Ring Rang rung llamar por teléfono
Rise Rose risen Elevar
Run Ran run Correr
Say Said said Decir
See Saw seen Ver
Sell Sold sold Vender
Send Sent sent Enviar
Set Set set Fijar
Sew Sewed sewn/sewed Coser
shake Shook shaken Sacudir
Shine Shone shone Brillar
shoot Shot shot Disparar
Show Showed shown/showed Mostrar
shrink shrank/shrunk shrunk encoger
Shut Shut shut cerrar
Sing Sang sung cantar
Sink Sank sunk hundir
Sit Sat sat sentarse
130
Sleep Slept slept dormir

Slide Slid slid deslizar
Sow Sowed sown/sowed sembrar
speak Spoke spoken hablar
Spell spelt/spelled spelt/spelled deletrear
spend Spent spent gastar
Spill spilt/spilled spilt/spilled derramar
Split Split split partir
Spoil spoilt/spoiled spoilt/spoiled estropear
spread Spread spread Extenderse
Stand Stood stood estar de pie
Steal Stole stolen Robar
Sting Stung stung Picar
Stink stank/stunk stunk Apestar
Strike Struck struck Golpear
swear Swore sworn Jurar
sweep Swept swept Barrer
Swim Swam swum Nadar
Take Took taken Tomar
Teach Taught taught Enseñar
Tear Tore torn Romper
Tell Told told Decir
Think Thought thought Pensar
Throw Threw thrown Lanzar
Tread Trode trodden/trod Pisar
understand understood understood Entender
Wake Woke woken Despertarse
Wear Wore worn llevar puesto
Weave Wove woven Tejer
Weep Wept wept Llorar
Win Won won Ganar
Wring Wrung wrung Retorcer
Write Wrote written Escribir
131
Recursos Informacionales
Mgr. Ilona Havlickova. Mgr.Sarka Dostalova. Mgr.Zuzana Katerova. English

for pharmacy and medical bioanalytics. Charles University in Prague. Karolinum
Press (2014).
Murphy, Raymond. English Grammar in use Intermediate. Cambridge

University, Press.
Brieger, N.,& Pohl, A (2002) Technical English : Vocabulary and Grammar.
Barbara H. Foley & Elizabeth R. Neblett (2011) Second Edition. English in

Action 1, U.S.A
Barbara H. Foley & Elizabeth R. Neblett (2011) Second Edition. English in

Action 3. U.S.A
Joan Saslow & Allen Ascher. (2015) Oxford University Press. Teen 2 Teen
Four. United Kingdom.
H. Douglas Brown. (2000) Voyages 2, Longman. Person Education

Company. Stony Brook, New York, USA.
James E. Purpura & Diane Pinkley. (1992) Scott Foresman English. On

Target 2. Illinois, USA.
Susan Stempleski. (2006) Thomson. World Link-Developing English Fluency.

Boston. USA.
Steven J. Molinsky & Bill Bliss. Side by Side, Second Edition. Book 4 (1989)
Prentice Hall Regents. USA.
Rob Jenkins & Staci Johnson. Stand out Grammar Challenge, second edition
(2008) Boston, USA.
132
Online Resources
 http://www.cambridge.org/us/esl/venturesadulted/venturesarcade/
 www.usalearns.org
http://www.reepworld.org/englishpractice/teacher_resources/Meds_vo
c.doc
 http://www.queenslibrary.org/services/health-info/english-for-your-
health
Familydoctor.org
American Academy of Pediatrics
www.woodwardenenglish.com
www.britishcouncil.org/learnenglishteens
http://lemongra.com/wp-content/uploads/
www.onip.ca/reading-and-understanding-medical-texts- reading-comprehension-
exercise/
www.softschools.com/language-arts/reading-comprehension/science/64/the-brain/
www.suberingles.com.ar/lists/irregular-verbs.html
www.really-learn-english.com
www.ef.com/english-resources/english-grammar/present-perfect-continuous/
www.softschools.com/language-arts/reading-comprehension/science/138/vaccines/
www.who.int/vaccine-safety/initiative/tech-support/part-2.pdf
http:/www.who.int/topics/vaccines/en/
133

Manual Introduccion A La Medicina en Ingles

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Manual Introduccion A La Medicina en Ingles

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Departamento de Lingüística Aplicada, UCATECI

Yobelkis Paulino, M.A

Introducción a la Medicina en Inglés.

Unit 2. Medical specialists

Unit 3. Emergencies and accidents

Unit 4. Are you going to need an operation?

Unit 6. The human brain

Unit 7. Vaccines/ Immunizations

Unit 8. A healthy lifestyle.

Publicado en Agosto, 2018

Simple present tense. Modals Real conditional Simple past tense.

Unit 5 Unit 6 Unit 7 Unit 8

Tag questions Present perfect Present perfect The comparative

Lesson 1: Lesson 2: Lesson 3:

Lesson 1. Parts of the body

1.1.1 Listen and repeat.

 Head  Eye  Mouth

1.1.2 Our hand

1.1.3 Internal Parts of the Body

1.1.4 Other Parts of the Body

1.2 Exercises about vocabulary.

1.2.3 Complete the chart with these parts of the body.

Lesson 2. Health problems/ common illnesses. Practice

Lisa: Really? That is amazing.

Marcus: He didn’t tell anyone about the injury because he wanted to

Lisa: With an injury like that? No way!

Marcus: Incredible, right? He was in a lot of pain, but because of his

Lisa: Can I see that? Hey, here’s Cristiane!

Marcus: Cristiane… She’s a soccer player, right?

Marcus: Oh yeah, I remember! She hurt her shoulder. Really badly.

Marcus: That’s amazing!

2.1.3 About the conversation. Reading comprehension exercise.

Athletes - broke - competed - gymnast - hurt - injuries - knee –

shoulder - soccer - player - won

1. Marcus and Lisa are reading articles about the Olympic___________.

2.2 Listening exercises.

Dr. Johnson Mrs. Lee Julia Mr. Henderson

Mrs. Jacob Mr. Green Mr. Patel Andy .

1. Who is getting a checkup?

2.2.2 Listen again. Read and Circle.

1. Mrs. Jacob is the doctor. True False

Lesson 3. Directions, advises and remedies.

Grammar Tip: Have/has + noun

What’s the matter? How do you feel? Adjectives

A: What’s the matter?

3.2 Grammar. Future with Be Going to.

Be Subject Going to Verb

Wh- word Be Subject Going to Verb

Example. Mary has a headache. (take some aspirin)

Is she going to take some aspirin? Yes, she is

1. Joseph has a toothache. (call the dentist)

2. Carol has the flu. (go to work)

3. I have a sore throat (you/ drink some tea)

4. My brother is in the hospital (you/ visit him)

3.3 Grammar. Future with will/ won’t +verb.

I will walk every day. Use will to express an offer to help.

3.3.1 Grammar Exercise. Oral form.

Example. George will change his diet.

Get more sleep. Start to exercise. Use less salt.

Lower your cholesterol. Get a pet. Cut down on sweets.

Walk to work. Lose weight.

3.4.1 Exercise. Reading comprehension.

4. Exercise can trigger asthma. True False