| OXFORD ENGLISH FOR CAREERS Teacher’s eee BookIntroduction pa Background, teaching notes, tips, and additional activities 1 The hospital team p.6 9 Blood p.38 2 Inandaround the hospital p.10 «10 Death and dying p.42, 3 Hospital admissions p.1a 11 Hygiene p.a6 4 Accidents and emergencies p.18 12 Mental health nursing p.so 5 Pain p.22 13 Monitoring the patient p.54 6 Symptoms p.26 14 Medication p.58 7 Caring for the elderly p.30 15 Alternative treatments p.62 8 Nutrition and obesity p.34 Grammar tests and communication activities Instructions for communication activities p.56 Grammar tests key p.69 1 The hospital team p.74 9 Blood p.90 2 Inand around the hospital p.76 10 Death and dying p.92 3 Hospital admissions p.7 11 Hygiene p.94 4 Accidents and emergencies p.80 12 Mental health nursing p.96 5 Pain p22 13 Monitoring the patient p.98 6 Symptoms p.s4 14 Medication p.100 7 Caring for the elderly p.86 15 Alternative treatments p.102 8 Nutrition and obesity p.884 Introduction Scrub up This is designed asa warm-up activity to the unit. It usually consists of a number of pictures, and often introduces key vocabulary or concepts. It should be used toget students to focus on the topic. It’s my job These occur regularly, and are all based on authentic interviews and sources. They are designed to be of interest to the students as they stand with only minimal tasks, Students will ead abouta variety of young people indifferent nursing environments and gain insight into the kills required General focus questions for'It’s my job’ are: What do you think his/her job involves? What skills and experience does he /she need? Would you like todo it? ‘Asan ongoing project, encourage the class to build upa portfolio of ather'It’s my job’ features. For example, if students have contact with someone who is fully, qualified and works in nursing, they can write their own ‘t's my job’ article or interview, with photos. Patient care Increasingly in nursing, itis not enough to have technical skills, qualifications, and knowledge of the field. Nurses must also be skilled communicators~not only with fellow care professionals, but with patients and their family and friends~ often about difficult or sensitive matters, They also need to be able to convey instructions to patients ina sympathetic but clear way, which can be extremely demanding The Patient care feature gives students practice in these important 'soft skills Body bits This encourages students to focus on a particular part or parts ofthe body, and extends their repertoire of vocabulary for talking about the body and its functions. Signs and symptoms This focuses on commen diseases and conditions that are relevant to the particular unit, providing students with the vocabulary for describing common signs and symptomsof illness. Top margin ‘This top part of the page contains fact ‘quotes, These are optional extras and can be used toadd variety and interest to your lessons, or provide additional statistics, and material for strong students who are fast finishers’ Ways of exploitation includeasking whether your students are surprised by the facts and statisties, or whether they agree, disagr or can identify with the quote ‘There are also definitions for difficult words or phrases which are important to understand a text which appears onthe same page. (Words or phrasesin the text are highlighted in bold.) Vocabulary Students meet a large amount of vocabulary during the course. [tis important to encourage good learning skills, from the start, for example organizing vocabulary into word sets and word group: ratherthan simple alphabetical lists understanding the context of v isa key word needed for prod abulary and whether it iction or for compreher checking and ciation ofa phrase. word or ring the pronu Language spot ‘This focuses on the grammar that is generated by the topic of the unit and concentrates on its practical application. f your students need revision after completing the Language spot, direct them to the Grammar reference which provides a handy check ‘There is also one photocopiable Grammar test for each unit in this Teacher's Resource Book Listening, Reading, Speaking, Writing These activities give realisticand com nunicative practice of language skills needed in nursing, Inthe listening activities students are exposed to situations related to nursing, including dialogues, emergencies, and interviews. They also hear a variety of English accents, both native speaker and non-native speakerInthe reading sections students meet a variety of nnursing-based texts (see Reading bank). Inthe speaking sections, try to ensure use of English during activities, particularly those involving some discussion. Encourage this by teaching or revising any functional language students may need. The photocopiable activities in this Teacher's Resource Book also provide additional, freer discussion activities. Writing practice in the units is designed as consolidation and extension of the topic with structured, meaningful writing tasks. Pronunciation This practises aspects of pronunciation which are of maximum importance for intelligibility. You can repeat the recordings in Pronunciation as often as, you like until you and your students feel confident they have mastered a particular sound or feature. Project ‘This encourages students to take an active role in the learning process, both in terms of their English language work and the subject of nursing itself Projects can be set as homework assignments, but itis worth spending time in class preparing students for the task Students are usually required to use search engines such as www.google.com to find information, as well as ‘websites dedicated to nursing issues. Help obe given by brainstorming some standard places where they can gather information Checklist ‘This allows students to check their own progress. You may want to get students to grade or assess how well they can perform each of the Can do’ statements.e.g “easily’with, difficulty’,or'not at all. They can also test each other in pairs, by giving examples from the unit of each of the‘Can do’ statements Key words These are the main items of nursing vocabulary introduced in the unit. A definition of each of these words appears in the Glossary. You should check students’ pronunciation, including the stress, of words likely to be used orally. his section also provides students with the opportunity to personalize the Key words by adding five more words, orexpressions that they think are useful. Introduction 5 Reading bank Thisis in the middle of the book and gives specific skills practice in reading. The ability to read and understand texts in English has never been more important in nursing than itis today with the amount of writter information available on the Internet, the majority of which is in English. The reading texts are accompanied by pre-reading tasks and comprehension questions. They can be used throughout the course, either in class, oras self study orhomework. There is alsoan Answer key in the Student's Book to encourage students to check their work. Speaking activities This section contains one or more parts of the information gap activities from the main units (see Speaking). Grammar reference This can be used together with the Language spot, asa handy check or revision. It shows the form of a particular grammar point, briefly explains its use,and provides wellas indicating likely student example sentences a: Listening scripts Thisis a complete transcript of all the recordings. Direct students to it for checking answers after they have completed a listening task, or allow weaker students to read itas they listen toa particular recording, perhaps for afinal time Glossary Thisis an alphabetical list of all the Key words. Fach word, is followed by the pronunciation in phonetic script, the part of speech, and a definition in English ‘The section begins with a phoneticchart, with an Je word from nursing to illustrate each of the sounds,6 Uniti Background Ina busy general hospital there may be several thousand staffoon the payroll. Although they area team that works closely together, team members don't have equal but function within a complicated system of ranks and grades. The medical hierarchy is well known forts strict divisions and class structure, hough things are changing itisnow much less rigid than in the past, and the authority tomake decisions is being distributed more widely. Nurses’ responsibilities are expanding into what was oncetthe sole domain of doctors. and paramedics are now doing things that were once done only by nurses The basic hospital chain of command, however, remains unchanged. In British hospitals, for example, itis the consultant~a doctor ~-whose name appears on patients’ notes and who carries ultimate responsibility. Next inline isthe registrar, then senior house officer, and then house officer. In the UK, primary care (the first contact with the Scrub up Sf orking out in the communi medical tean who are doctors nealth visitor: fovided by general practitioners, mridiby nurses called and corrective treatment, comes to recovery ca other members 6 into the picture physiotherapists, occupatio! therapists. Be ancient and modern views of illness, m: n with complementa {Lis now common for acupuncturis havea part to play too, the team with special expertise co hes nf are professionals such as herapists,and speech ause barriers are breaking dow hospitals now y medicine, so nd masseu Hospitals also employ dentists, pharmacists, opticians, laboratory technicians, receptionists, and administrative staff. The whole structure is kept going by the ancillary staff—the porters, cleaners, and kitchen staff who, in their tumnare supported by volunteers ~an important force of individuals whose contribution to the effectiveness of a hospital is often underestimate 1 Check answers with the whole class by giving the number of each pictured job and getting students to say the jobs aloud, Don't correct pronunciation at this stageas exercises 2and 3 deal with this Ow (stressed syllable is shown bold for exercise 3) 1 surgeon 2 pharmacist 3 midwife 4 physiotherapist 5 cardiologist 6 radiologist 7 paramedic 8 paediatrician 9 scrub nurse 10 porter 11 consultant 12 receptionist 13 anaesthetist 14 labtechnician 2 Circulate while students are working to assess how well they can pronounce the names of the jobs Ow as bs ch ai oh €% gn nb vd jo 3. @ Stress is marked with a‘ before the stressed part of the word. Anadmission 1 @ Getstudents to tell you which words in the conversations helped them decide who was speaking Ow 52 4b 1c 3d 2ewe hospital team 7 EL Additional activity (strongerstudents) Get students to write similarsentences forthe obs in Serub up that were no mentio# phys etist, consultant, inerapist eptionist EF Additional activity weaker: din the Vocabulary exercise To provide further practice of the jb: vocabulary. give each student a piece of paper with ashort sent 1c foreach job iforexample porter - move equipment ‘around the hosp isethe specialize in illnesses ofthe heart). Get students to circulate and pr following dialogue A Hello. My nar What's your name B My name’ A Tmove equip B So youvea port A That's right. Whatabout you? Wi * Tip Vocabulary notebooks fully-qualified having passed and courses that you need todo a particular alltheexams sessions that shiftone of the workir 24-hour period is divided int responsibility the duty to deal with ;omething; being in charge of something rewarding tisimportant and interestin Additional activity fr fusther practice with the Present Continuous, mime some everyday action and get students to guess what they ate ourhands taking a for example washing makes you happy because ‘ sample.etc. Students then workin oups to take turns mini g more everyday action @ Get students to try toanswer the questions before they listen again. Get them tocorrect the false statements. Ow 17 27 3F 4F ST 6T Vocabulary Verbs for describing jobs Students work in pais, then report back to the whole class Ow 2 midwife,delivers 7 pharmacist, prepares 3 cardiologist, specializes 8 paramedic, gives 4 porter, moves 9. surgeon, performs 5 radiologist, takes 10 lab technician, examines 6 scrub nurse, supports Listening 2 Ajobinterview icit words like nervous, scared, worri jews. Get individual students to tell you Do this with the whole class. describe feelings about inte about their interview experiences, and write any useful words or ph onthe board, @ Pre-teach fully qualified, shift, responsibility, rewarding. Give stude few minutes to read the questions before they listen, Students compare answers witha partner, then check answers with the whole Ow 1 CityHospital 2 the operating theatres 3 Shewants more responsibility @ check answers by getting students to read the completed sentences aloud after they have listened, taking care to use the appropriate pronunciation and stress. Ow 1 fullyqualified 2 parttime 3 nightshifhlectures & rewarding 6 applying or Language spot Present Simple v Present Continuous students do the two tasks with the listening script in pairs. Check an with the whole class. Or Presentsimple-YourCvsays Whatdoyoudo assist prepare thelp What do you ike Hike want Present Continuous ~you're working 'mdoing working preparing Imworking going why areyou applying Do this individually orin pairs. Get students to re sentences. idout the -ompleted Ow 2 ‘mgettingon 3 ‘enjoying 4 have 5 ‘mworking 6 want 7 make 8 check 9 ‘mleaming 10 goout 11 ‘going 12 ‘mmaking8 Unit 2 Circulate while students are writing and assist ifn confuse the Present Simple and Present Continuous, refer them back tothe notes on ps. cessary.Ifthey Speaking Ask students to read t question could be completed (for example How n How much is it). Ask for suggestions for other questions that could continue the conversation, Then choose another sentence head for a confident student to finish, and encourage students to ask questions to carry on the conversation. As they doo, note down the main information inone or two words on the board. Get students to continue choosing sentence heads for each other in pairs. Circulate and makea note of any difficulties students have with forming questions, When the speaki activity is over, use your notes for remedial teaching if necessary example, and to suggest how the How mu much do they earn / get? or *Tip Writing fosbleiniepeenaiarhann Profile of a student nurse workplacement job that youdoas partof 1. Pre-teach paperwork, work placement, Give students a few minutes to read yourstudiesinoder togainexperienceofa the profilesilently,then get them to lose their books and ask a few particular kind of work questions to check comprehension, for example Why does Rossitza want t . be a nurse? What is she interested in? What doesn't she lke doing? What does *Tip she hope todo one day? What isshe good at? et fep.mateln Do the activity with the whole cla: et students totellyou what theyalready know about Florence Nightingale and 2. When students have written their text they hand itto their partner, who aliscuss what kinds ofthings they hinkshe _eads itand checks it for accuracy of information. dia} toimprove condtionsin fel hasptalsand(}t01mprow fgg They can puts these toplstnd Reading Nightingale and he work bysearching th Asksome general questions related to the topic ofthe article, for examp Internet or reference books, Howis din yourcountry? we nursing profession What do people in your country think about the nursing profession? © additional activity Whatdo people lay y r eben) What do nurses in your country think about their profession? fo extract further information from the Students do 1-3 in pairs, then report back to whole class article, ack the following question What does a psychiatricnurse do? ( Ow 111 2F 31 47 SF 6T afterthe mentally il 2 a2 b1c4 d2 e3 hata stor dor ist 3 1 qualifications 2 pension 3 experience 4 ski peeplein ther 5 payscale 6 overtime 7 basictaiing Whe delivers babies f mid 8 furtherstudes Poaugery hat three adjcti Untrained, unpophe hospitalteam 9 Project 1. Students look for Individuals or groups. Then st Information. 2 Before they start their internet search, get students to think about a nursing job they would find interesting, using the list of bullet points to prompt their idea: Useful websit www jobs4medical co.uk www nursingnetuk.com www.nursefindersuk.com 3 students workin pairsor small groups. Before they begin, get them to form: the questions they will need to ask using the headings in the Student © Additional activity (atttevels) Book, Le. What kind of job are you interested in? {job tite), W i Students compare the in vee grade), Where is it? (location), etc. When they compare ans SSRN Te ean pea tudents to say why they chose this job, rofession in the UK with the nursin profession in thei Checklist n the checklist with students. activities in the unit helped them practise e the points they feel they can perform. Ask practice in any of the area: Key words Gothrough the list of words to check students’ understanding10 Unit2 Background Big general hospitals may have up to fifty special departments. Department names are not consistent fro Some hospitals specialize in a particularcondition (cancer, rehabilitation, tro particular type of patient (children, the elderly, etc.) Others are training hospitals connected to universities, ospital to hospital ~the Children’s Unit in one hospital s,etc}orina might be called Paediatrics in another, for example where patientscan see highly-skilled specialists familiar (@ctifent andemergency), Coronary (heart), Dermatolg with the latest scientificand technical developments. But __(SKin),Gastro-enterology (stomach), Genito-urinar the best-known type of hospital is the general hospital, which deals with a wide range of diseases and injure faematology (blood), Neph renal / kidneys), pstetries (childbirth Neurology (nerv ystem Ophthalmology (eye disorders), and joints), Urology (urinary tract) A patient may have care that involves many of the artments in a general hospital, for example A and Emergency, Administration and Records, Radiology, Surgery, Post-operative Physiotherapy, as well as follow ups in Outpatients or at a GP's surgery Scrub up Dothisas a whole-class activity. Encourage students to use the structu It’sfor-ing when they answer, Write any new words or phrases on the board, Ow a isformonitoring the heart (an ECG) b isforexaminin is or separating substances by spinning them (a centrifuge) d_isfor weighing substances (scales) € is forbuilding strength after injury (an exercise machine) f is forfixing a broken bone (a bone plate) g is for removing damaged skin (a dermab hy isforcleaning the blood when the kidneys don’t work {adialysis machine) {is for testing for sensation in nerves (neurological pin j isa special spoon for children to grip (paediatric spoon k Is for performing surgery (a scalpel) | is for taking photo of bones (an x-ray machine) issues, samples, etc. very closely (a microscope) Vocabulary jothisin airs. Then check answers getting ane student toread the description anda ve thenameo the department,Inand around the hospital 11 *Tip Review the names of the professionals who ‘workin these depar appearedin Unit I) obstetrician, orth poediatrician, patho physiothe Note that thestres iecobstetric poediatvc tments {som for exampl ist, renologist, surgeon ometimes used 2 Getstudents to answerby forms piece of equipment is for m Don't worry about pronunciation of the department thisis dealt with in the next sect Ow Possibleanswers a Cardiology bP: 4 Pharmacy Pathology e Physiotherapy f Orthopaedic g Dermatology fh RenalUnit | Neurology | Paediatr ke Surgery | Radiology Pronunciation Where is the stress? 1 Students do this in pairs. They could quietly tap ou ress patterns on their desks while they say the wor Ow 2c 3d 4e Sg 6F TF Be Od Wa 1H 2. @ Play the recording as many times as students need to fel comfortal with the pronunciation of the word! 3. Get students to give reasons for their a Language spot Prepositions of place and movement Read the notes aloud or get students to ead them silently, Get them do1-2 in pairs, then check answers with the wholecla Ow 1 J onby/nextto 2 in 3 by/nextto/over 4 under 5 6 by/nextto,on 7 outside 8 on/in, 2 1 through,to 2 alongon 3 through 5 oppasite,acrass 6 past,up to, opposi Circulate while students are doing 3 and assist if necessary. To ensure that students practise with the full f prepositions, you could assign sor words to students and instruct them to write sentences using those words, Speaking Get two confident students to demon ne activity to make it clear tha students must find the differences without ble to see their partner's picture, simply by describing and asking questions. Circulate while students are speaking and listen. Make list of any difficulties teaching when the activity is over Give students a time limit activity when the first pair has found ten differer check answers get tudents to form sentences, for examp! A. Inmy picture the cabinet i closed, but in picture Bit’so Ow Inpicture s in picture B thereisajugandabowlon the _ thereisaglassand bowl on bedside cabinet the bedside cabinet12 unit2 Additional activity i) map with landmarks, ana use them fo further practi both prepa: students to practise itions of location and -ment. Alternatively use them to make true /falsestatements and get students tocorrect them f ‘ona map ofa shopping mall Am B Yes, thats right. Na, it's nex fe shop is op *Tip amount of specimen / sample as EX Additional activity Write these wordsand phrases on the board, Without looking at the artiele, get students touse them to mak about William O' ink clearly - wast specimens polite - walk When they have finished, students can heck the article tom sare that their the handle is on the patient's right the cabinet is closed the wall lampis switched on there isa jug on the floor the wheelchairs folded up the curtaimis fully drawn across there is medication on the top shelf ofthe trolley there are syringes and bandageson the bottom shelf ofthe trolley the nurse is taking the patient's blood pressure the nurse is wearing a fob wati Listening1 Directions the handle is on the patient's left the cabinet isopen the wall lamp is switched off there's a pot on the floor the wheelchair is opened out the curtain is half drawn across there are sheets on the top shelf ofthe trolley there are syringes and scissors on the bottom shelf of the trolley the nurse is taking the patient's temperature the nurse isn’t wearing fob 1-4 © Do1-2with the whole class. While students are listening in 2g them to trace the route with their finger as they listen. Students doin pairs before they listen ar Ow 11A 2 38 2.1 Pharmacy 31Go 2 just,here 5 all theway Writing Giving directions via email check their a students to take turnsasking and answering, 2 Physiotherapy 3 into, through vhen they are doing 4 3 Obstetrics 4 take,onyourleft 1. students work in pairs, Check answers with the whole class by getting individual students to read sentences aloud Ow 1 right 2 across 2. when students have writt who 3 along /down 4 first 5 right 6 next xn their email, get them to swap it with a partner awsa simple map showing the directions given in the ernail. They then hand it back to the original writer, who checks it. It’s my job 1 Get students to brainstorma list and write doit. Pre-tea .d the text silently or aloud wih the list that are mentioned in the text 2. Dothis with the whole class. Ow 1F 27 317 4F SF 6 tospell the word: stretcher, mortuary, specimen, san ile you or a student ticks off th sdo this in pairs, then report back to the whole cl n the board lentsto ntsto get ple. Then get st the false statements, s. Get studentInand around the hospital 13 Ow 1 transport 2 lift,carry 3 dispose 4 collec 5 produces 6 deliver,bring 4 While students read, get them to circle the verbs as they find them, © Additional activity Listening 2 Forfurherspeaking practice give The porter’ office students some prompts, for example @ With lower-level classes, pause the recording after each conversation to empty cardboard boxes~ Pharmacy by getting students toread the complete sentence wheelchair ~Gynaecology — Ward 10 and get them touse them to make Ow 1 disposable syringes 2 awheelchair 3 conversations similar tothe ones they 4 Cardiology 5 swing doors 6 maincorridor 7 stretcher have just listened to, They should a their own ideas 8 Radiology *Tip Reading Top margin Wheelchairs Get students to search the Internet to find bout more about Jedrze) Jaxa-Rozen andi Before students read the article, tell them that they are going to read ai flying wheelchair (in 1998 he became article about wheelchairs. Get them to think about the difficulties that paraplegic asa result of a paragliding disabled wheelchair user might have and makea li as and useful accident. However since 2000 he h vocabulary on the board continued flying and designed flying Wheelchair) Students could alsoresearch ‘1 With the whole class, discuss some questions they might want to ask about ‘opportunities for disabled people to tak each of the headings in the list, for example sport (What kinds of sports ca part inother adventure them of wheelchairs (When was the £1 additional activity issimplyay ietronseratuaen Ow 1,3,5,and7are mentioned Get students to recreate parts ofthe hey made c Acceptany ideas as thi y of getting students to think about the topic article by making sentences using words 2-8 Students do these exercises in pairs, then report back to the them forecampe Ow 21 wood the same strong, light metal as aircraft users don't need to use their arms or have someone to push voice commands, the head, hand, tongue, and breath travel up stats, raise the user up high, balance on two wheels armrests 2 commands 3 able-bodied 4 self propelled manoeuvrability 6 all-purpose gameby dividing the class into tean : farms the first correct sentence for each prompt Checklist Go through the checklist activities in the unit helped them the points they feel they can perform. Ask the practice in any of the area nts. Get them to tell you factise each point. Asks ifthey need n Key words Go through the list of words to check students’ understanding14 Unit istof material Background who can have access to them. They cons Apatient can b admitted to hospital in one of three ways as an outpatient (tosee a consultant but not needing a bed) Te asa day patient (needing a hospital bed for tests or minor surgery but not needing to stay overnight) as.an inpatient (needing to stay in hospital) is relatively easy to or come through a Gi asy to predict number who come through A&E (the majority of total admissions). Because of the difficulty in predicting pondence between laboratory reports xray fill 1c beds for patients who z photographs printouts from monitoring equipment | details, the form that is filled in imission contains details of past ‘orevery patient ana hospitalizations and surgeries, the name contact, whether the patient has insurance,and whether here are any advance directives, These are instructions from the patient about what efforts should or should not be made to extend their life and who is to make medical decisions in the event of them being in a coma. Thi information is given a code number, and in many numbers,a hospital has to keepa number of empty beds available, and make estimates based on past statistics for ae ooo the time of year Itisimportant that accurate and clear medical records pany patients fro a n before admission and after discharge, and that they document ll treatment, test results, and communications, Medical records are frequently referred to in law courts, and they are used for hospitals itis written ona plastic bracelet and fixed to the research. In many countries there are laws which govern patient's wrist Scrub up 1. Get feedback from students and write useful vocabulary on the board. not tell them yet whether their ideas are correct 2 @ Checkanswers with the whole class. Get students to tell you wh words helped them todecide on their answers Ow le 2a 3b 445 3 Get students to say what they think the type of problem being (e. possible overdose, pregn ncussion, snake bi face) and to give reasons for the order of answers with jority they choose. Get them to another pair, then get feedback f s to give their reasons, There is no one ‘correct’ answer for this. Ask students if they can name the process that they have just ompleted, ie. sorting illnesses or injuries acco that treatment can be allocated between them, and elicit or teach tr m the whole Vocabulary The admissions procedure 1 Students work in pairs. Check answers with the whole class by getting individual students to read the complete ‘es aloud. Check nunciation of the target vocabular© Additional activity (veaker students) Toch cabulary. gets ‘understanding ofthetarget books and ask them questions, for example Where do patients sit while they wait fo treatment? (waiting room) Which patients are seen frst? (those with fe threatening condition) What k Unacubicl ete *Tip Tohelp student started, tellastory about a time you or some admitted to hospit ne you kro a ‘0 units of alcohol One unit of akcoholis 10m! (ic by volumeor 8g by weight, of purealcohol. Current ‘ommendations ould drink no more than 21units of alcohol pe week (and no more than fou units per day) and that women should drink no more than ‘units of alcohol perweek and ne more nan three unis per day). a ough guide pete arethree units f alcoholina SOOM lassofbeerora 250ml glass of win *Tip Top margin Get students tothinkabout wy hospital nutes mightbe involved Theycan then neck their ideas onthe Inte Hospital admissions 15 On 3 an 6 registration initial assessment 7 cubicle 1 waiting room 2 4 apriotity 5 8 treatment atriage nurse fe-threatening Students work in pairs or small groups to exch tories. Circulate whil students are spea ist where necessary. Get each pair or group t cdback session to the whole class ing anda: lina It’s my job Brainstorm alist of the responsibilities of a hospital receptionist with th whole class, Write any useful vocabulary on the board Get students to cover the text and predict answers tothe questions before they read, Ow 1 Shenceds to be diplomatic, strong, calm, and organized 2 Theyoften have bad handwriting and use too many abbreviations. 3. She knows first aid, and understands medical terminology and abbreviations Vocabulary Patient record Do this with the whole class. Get students to read the admission form quickly and find the patient it thestory Jim Grady (the man sitting in the fers to. Ask students if f chairs rs with the whole class 2. Students work in pairs, then check an: Ow 2 allergies 3 GP 4 nextofkin 5 intake 6 DOB 7 gender & medicalhistory 9 matitalstatus 10 n/a W per 2 no. Listening Apatient record form @ Play the recordingonce.studen then compare answers witha partner. Check a Play the recording agin Ow Surname Hussein First name Mustapha Gender male DOB 1/9/82 Place of birth Karachi, Pakistan Occupation painter Marital status single Next of kin brother, Yusuf Contact no. 07709 401229 ‘Smoking intake 20 per day Alcohol intake n/a Reason for admission fel off 0 ladder and hit his head Family history ment, n/a diabetes: maternal grandparents tuberculosis;n/a HIV/AIDS: n/a16 Unit3 i Additional activity come simple question / ractce, get them to work in pairs nswer questions 2-7 on probably better to omit question @ as this El Additional activity (weaker stud When students have finished get some of them to report back on therpatiet. Provide some prompts help them example My patients mate /femate. His /her nan ete *Tip Top margin mall groups get students toconsie and tights might have caused xample tying to put ther fy fell through a 2. G Before they listen again, get students to try to complete the que Play the 1, then check answers with the whole cla On ding 3 3 Wherewere 4 Areyou 7 Aveyou,anything close, suffer 1 happenedto 2 What’syour 5 Doyou 6 Howmany.day Speaking 1 Getstudents tomake not circulate toassist if necessary. 2-3 while they arespeaking, circulat mation and © of thi and monitor questio arget vocabulary. Make a note of any common mistakes for reme late Language spot Past Simple v Past Continuous he two task Read the notes aloud or get students to read them silently. D with the listening script with the whole class Ow Past simple 1 be-was give-gave_take-took know-didn't know make-made can-could scare-scared 2 be-was worty-worried get-got 3 slip-slipped fall-fell_hit-hit 4 step-stepped bite -bit be- was 5 see-saw check. checked Past Continuous Lwasfeeling 2 waswashing up 3 wasworking 4 waswalking 5 waslooking 1 Students work individually to complete the sentences, Check answers with the whole class by getting students to read the complete sentences aloud On 3 was getting out closed, broke 5 was listening, heard, went 2 was holding, exploded, burnt 4 was getting dressed, fell, hit 6 wasrunning,chased, punched 2 students workin pairs. When they have written their sentences, they exchange them with another at they h he Past Simple and Past Continuous correctly. Too many variations are possible to give a possible answ: 3. Students workin pairs orsmall groups to exchange stories Circulate while students are speaking and assist where necessary. choose one story totell ina feedback session to the whole class, teach pair or group toHospital admissions 17 *Tip Reading Tepmargin Bad handwriting lowingquestions about thequote: 1 Discuss the questions with the whole lass. Teach other useful words wt gree with i Whatarethe reasons collocate with handwniting, for example bad, good, neat, untidy, legible inf pita? What would —— jeg os. 2 whenstudents have exchanged examples of their handwriting, get them. additional activity discuss the problems that unclear handwriting causes for the r ck understandingofthedetailsof 3. Students read the article in pairs and answer the questions. Get themt thearticie, ask the following questions: correct the false statements Ow tf 27 37 4F ST OF TT hewrong @ Dothis with the whole class. Read out the definitions and get students toscan the article for the matching word. When they find it, they s raise their hands. When most of the students have raised their hands, check the answer. andra Kollura fined Ow 1 administrativestaff 2 prescription 3 fined 4 amputate 5 limb 6 fatalerrors Patient summary 1 Get students tolook backat the admission form they completed for ‘Mustapha Hussein in Listening to help them find the mistakes. Ow Mustapha issingle, nat divorced. He smokes 20 cigarettes a day, not 40. There isa family history of diabetes an his mother’s side, nat his, father's 2. circulate whilestudents are writing and assist if necessary. Alter: students could write this summary for homework and bring ito the next class. In either case, students could work in paits and check each other's summary. Additional activity Ow Possible answer Sarah Behr was admitted with a suspected fractured arm. Mrs Behr See ae is married, and works as a teacher. Her next of kin is her father, lan. taining mistakes. They then exchange He can be contacted on o1792-793456. Mrs Behr does not smoke ha partner, who finds and co and drinks about ten units of alcohol per week. She is allergic to nuts. the mistakes Theresa history of heart disease on her father's side. Checklist Go through the checklist with students, Get them to tell you which activities in the unit helped them practise each point, Ask students to tick the points they feel they can perform. Ask the classiif they need more practice in any of the areas, Key words Go through the list of words to check students’ understanding,18 Uni Background Every day, through the doors of A&E departments,come violent crimes, self-harming, contact, the victims of road traffi accidents at home, suicide attempts, with toxic chemical hypothermia, and soon. A&E with people who should not really be there minor injuries like sprains, cuts, and gra: accident an emergency? A&E staff normally consider an emergency to involve one or more of the following: lossofe avy blood loss ected broken bones chest pain lasting fifteen minutes or more difficulty breathing overdose or poisoning ion, burns, near drowning, partments also fill up There are casualt res for dealin, es of major inci errorist attacks arge fires, and multiple road traffic accidents, One of the first things is to determine who is a priority and needs to be treated immediately,and who can wait, This is call triage. One method is to colour code patients like thi people wit blue (patients who are severely injured and will die es.Sowhenisan red (patients who need immediate surgery or oth life-saving action) yellow (patients who are stable but w ed hospital care) green (patients who will need to immediately) white (patients who only require first aid and home care} Working in A&E can be very stressful, andit is no} uncommon forstaffto suffe rauma, nightmares, and the anxiety asa result of the alw igenc Scrub up El Additional activity (stronger students) After the lass discussion, draw up single list of items for the whole class by On gelting students to vote on the ones that ‘they would take 2 Additional activity Use the tems o review countableand ‘uncountable nouns,forexample get tudents to say whether they would uuse aor some with each ofthe item: Toset the scene, ask students what they can se instructions and the two: in the picture, Read the ists of items aloud, Explain any new vocabulary. Possible answers Medical adhesive tape~_many uses, not just medical disposable gloves — useful for storing water, for example Morphine there is nathing else to relieve a sick or injured person hypodermicneedles— to administer the Morphine afirst aid manual General a box of matches ~ essential fr cooking, heating, and signalling ‘a compass ~ necessary in any featureless environment aknife~a blade is necessary for all kinds of purposes a cooking pot—heavy, but without it you'd be restricted to unboiled water and raw food soap- keeping clean is essential for health and morale\cidentsand emergencies 19 8 Additional activity et stud 10 prepare three separate hecklists for each condition. They could visually more intere *Tip Before students do thi them toinvent aname for the helplin -xample Health Hotine, Em Hotline} Review some basic telephone anguage by teaching following phrases Helplinenurse ad morning. et Patient et £3 Additional activity (weaker students) Students write down onect the conversations they practised Speoking activity get for eliciting the orative headings, and simple illustrations to make the lists look Vocabulary First aid After students have discu: feedback session and compare answ ed the questions in pairs, doa whole-class 2 students work alone to complete the sentences, using a dictionary to help them ifnecessary. Ow 1 Steriize 2 Makesue 3 pu 6 Keep 7 immobilize 8 Teat 9 immerse 10 M1 Swab 12. Apply ure 4 remove 5 Squeeze Check for 3. Check answers by getting students to read the completed sentences aloud. Ow Possible answers aL3M2 b 489,10 ¢ 25,67 4 Check answers with the whole class, Students can discuss whether they ‘with suggested instruction: agree or disagre Language spot Instructions Read the notes aloud and get indiv sentences. Refer them back to Vocal 1 Totumnthis intoa fast-paced activ yet students to raise their hand appropriate ending, and then read italoud. Then get another student to read the complete sentence ad out the beginning of the sentence and hen they have found the Ow 2) 3a de Sf Gi Th Bb 9g We 2 When they have finished, get students to read their instructions aloud Speaking 1. Give students a few minutes to read the in think about or make note 0 hhould read their notes and think about how they will formulate their responses, Circulate while students are speaking and monitor appropriate ‘of the Imperative and the target vocabulary. ructions. Student A should they will need to ask, Student B son the q When students have finished speaking, get one or two pair heir conversation. The rest of the class should listen and be prepared to comment on one positive thing about the presentation, for examplea used, and one thing that could be improve present useful word or phrase tha 2 Repeat the procedure in20 Unita *Tip Listening Topmargin Instructions 1 the information about a defibrillator and look atthe picture, Explain that the 1 Students work in paits or small groupsto put the pictures in order. Do th abbreviation AED (automated external description stage with the whole class, writing any useful vocabulary or defibrillator) salsa used, Students wil hea he board his abbreviation in the Listening activi Ow id 2b 30 4a 5 2 @ studentslisten ar again what is happening in each picture 3 @c ick their answers, Then get studen rib students to try toanswer the questions before they listen again n, check answers by getting students to rea x they have listened ag: the sentences aloud with the correct option in pl Ow 1 two 2 four 3 fifteen 4200 5 and be #Tip 6 second 7 Lidocaine § 100 mlovertwo minutes possible usea CPR ainingdummyta 4 @ check that students know what CPR stands for (cardiopulmonat gets ee et eee uscitation),Students do this exercise in paits,Check answersby geting emer aera studentsto read the complete sentence a the dummy. Ow 1Give 2 Give 3 Support 4 hold 5 Put 6 Stand 7 press 8 Check 9 repeat 10 setup *Tip Reading Top margin 1 Get students to discuss some questions Reto sround this topic, for example What other se poats people could have thistraining? (for 2. Afterstudents have discussed the questions in pairs, do a whol example bus drivers, police affcers). feedback session tiling tofeorn how to help w 3. Read the questions aloud one by one and get students tosean the article fo birth? why /why not? Students could theanswers. Then get them to read it again more slowly. azo search theinternet for mi eae Ow ino 2anurse 3 thebaby 4 well sting similar stores 4 Get students to read paragraph 5 again, then close their books. Get them t write the instructions in the correct order, then check answers with th whole class, Students can then open their books and re-read paragraphAccidents and er jergencies 21 Additional activity It’s my job poem tate memento Before students look at the text and the questions, get them to, wh class ta givea short talk, even ifthe talk they know about the work ofa paramedic, forexample What kinds of given in the students’ own la Students could be asked to prepar they get? igs sage do they do? What skills and qualities do they need? What k questions beforehand and make note ringthetalk They thenwritea short 1 Students read the text silently and underline the words which answer the ammary ofthe alin English questions. Then check answers with the whole ca Ei Additional activity Ow 1 When hewas a boy {stronger students) 2 twoand ahalf years Get students tofind out about the 3. Making quick decisions, communicating clearly, and keeping a responsibilities ofa paramedic in thei clear headin difficult situations own country. They then write a brie 4 People under the influence of drugs and alcahol ons 2 students work in pairs to form the word combinations. *Tip Ow 2e 3d 4f Sa 6b focus on the phrase paramedic 3. Students work in small groupsto discuss this question, making notes on twice. This mearsthat they don't hesitate their answers and giving reasons for them. Then share their ideas with the or delay but actimmediately whole class *Tip Signs and symptoms Topmargin Shock Get student 0 find out the tafficaccident statisti for their county and comparei Allow students plenty of time to read the introduction and to complete the with othercountres around theworld.They sentences, using dictionaries if they need to. When they have finished, get could also research what are the mos students to read the completed sentences aloud, checking for appropriate common causes of trafficaccidents and pronunciation of any unknown word: heir country. Ow 1 centralnervous system 2 coma 3 abnormally /dangerously 4 Cardiovascular 5 respiratory 6 Blood pressure 7 dangerously / abnormally 8 Gastrointestinal 9 intesti 10 abdominal es *Tip Writing ; Information poster dents could write the sentencesin class, and then prepare the posteritself for homework, using a varity of fonts con: Fitst get students to decide what instructions they would like and illustrations for visual inte Remind them to use Imperatives and refer them back to earlier exercises and texts to help them with vocabulary. Checklist igh the checklist with students. Get them to tel activities in the unit helped them practise each point. Ask students to tick the points they feel they can perform. Ask the class ifthey need m practice in any of the area: Gothro Key words Go through the list of words to check students’ understanding,jents and emergencies 21 £3 Additional activity lass to give asor take vinthestu could rif the talk nts’ own language questions beforehand and make note dui thetalk. They then writeashor nararvary ofthe talkin English Additional activity dents tofind out about the responsibilities of paramedic in their own country. They then waite brief report or make an otal presentation tothe «Tip *Tip Top margin et students tofind out the traffic acc tistics for their countryand com ould also at are the most ‘ommon cat offic accidents and *Tip stuentscould It’s my job Before students look at the text the questions, get them todiscuss what medic, for example What kinds of things kind of training do they know about the work of a pa do they do? What skills and qualities do they need? W theyget? Students read the text silently and underline the words which answer the nen check answers with the whale class. Ow 1 Whenhewasaboy two anda half years 3. Making quick decisions, communicating clearly,and keepinga clear head in difficult situations 4 People under the influence of drugs and alcohol Students work in pairs to form the word combinat Ow 3d 4f Sa 6b Students work in small groups to discuss this question, making notes their answers and giving reasons for them. Then share their ideas with the whole class Signs and symptoms Shock Allow students plenty of time to read the introduction and to complete the sentences, using dictionaries if they need to. When they have finished, get students to read the completed sentences aloud, checking for appropriate pronunciation of any unknown words. Ow 1 centrainervoussystem 2 coma 3 abnormally / dangerously 4 Cardiovascular 5 respiratory 6 Blood pressure 7 dangerously / abnormally 8 Gastrointestinal 9 int 10 abdominal Writing Information poster First get students to decide wha instructions they would like to gi Remind them to use Imperatives and refer them back to earlier exerci and texts to help them with vocabulary Checklist through the checklist with students. Get them to tell you which, activities in the unit helped them practise each point. Ask students to tick the points they feel they can perform. Ask the class if they need more practice in any of the areas. Key words Go through the list of words to check students’ understanding22 Units Background method is the McGill Pain Questionr ofalist of adjectives which the patient choose Pain is an essential survival mechanism, forit warns us that something is wrong, Pain has an emotional omponent andl is not the same for everyone, which makes it notoriously difficult to measure and compare. ‘Tolerance of pain is influenced by genes, culture, conditioning, and education. Children, for example, havea greater sensitivity to pain than adults, and despite the common view to thecontrary,many studies show that The fact that we instinetiv men have a higher pain threshold than women the part that hurts suggests to touch signals closes a‘g paina Pa 1d 10 is the worst pain you eis another method wh Painis either acute or chronic. Acute pain is short-t and chronic pain lasts longer than the injury that, caused it and acupuncture take advantag The gate can also be shut by thy The body's organs contain few pain- receiving nerve endings, so internal injuries often cause referred pain, where pain is felt in another, unrelated part of the body. ‘Thisis why, for example, the pain of a heart attack is felt the left shoulder, arm,or hand, Aspirin and Morphine. Psycholoy N may continue to play despite inju to fight despite wound Assessing pain is an important part of diagnosing an illness and measuring the progress of treatment. One x*Tip Scrub up emind students that we use the 1. Before they do this, point to the parts of the body r before partsof the body students know where they ar 2. The aimof this exerc eis to measure how sensit pody are, Demonstrate the activity with a studi heir hand with the two points of the bent papercl apart, and tell them to say how many points they f first). Gradually reduce the distance and repeat When this happens, measure the distance between th the distance on the board, Tell students to work in pa parts of the body in the same way. The lower the distan« points, the more sensitive the part 3. Find out from students how their results compared many nurses and doctors prefer a nume opioids, either produced naturally introduced artificially in the form of analgesics like ntred ly feel \d write ferentPain 23 Additional activity Get students to think back ta thelr own hich they discussed in]. Which of these expressions and experiences of pair adjectives would they useto describe th pain they felt? For example After th operation on my h Lfelta throb pain for days afterwal * Tip kor students pause after each versation toallow them time toanswer inland 2 © Additional activity Get students toread the conversations in vain, for example it never ‘ Students can also underl ara wwaysin which the nur about pain, Additional activity stronger students} should refer back to the words an: xpressions practised in Vor Listening Ito help them. Get some pairs present their conversation to the whole lass, Forhomework, students write theirconversation Additional activity entences about the pail decide ifthey are true or false and correct 15 Additional activity Students compare three otheriter either everyday items (for example their Vocabulary Describing pain Start students off by answering the first two questions yourself is with thede: Students work alone to match the ions,then compare theiran Ow 1f 2h 3g 4e 5b 6c Ta B with a partner tudents work in pairs, using a Adjectives should be approximat tionary to help them ifnecessar ly in the order shown below. Ow Possibleanswer not bad, slight unbearable d, moderate / quite bad, severe, agon Listening 1 Apain chart @ Explain orelicit the meanings of con: ofthe time|, occasional from time to time On 1203 burning v stabbing throbbing v shooting v constant v frequent v occasional v mild vow moderate v v severe v getting better v getting worse viv staying thesame @ When students have completed thistask, check answers individual students to read the completed sentences aloud Ow Tin 2 there's 3 haven 4 gotin 5 keep.down After they y have discussed with a partner, students join with another pair to exchange ideas. Check answers with the whole class Language spot Making comparisons Students work alone toread the examples and match them with the rules Ow le 2a 3b 4c 5d jet students to exchange their own sentences with anather pair for checking, Ow 1 moreeffective 2 cheaper 3 moreside effects 4 themosteffective 5-7 students’ ownanswers,24 Units * Tip g2sand ara mixture breathed in through mouthplece or mask torelieve mild pain duringlabout Pethidine medication torelieve moderate or severe pain during labour epidural medication injected around the spinal cord during labour torelieve pain numb having los all physical fel Additional activity Int the words they have practised in Pronunciation. Seta time limit for students to writeas many sentences as they can. If possible, they should use two or more of the words inone sentence. Teams get one point for each word they useand pronounce correctly. The team sms, students make sentences using with the most points wins, Additional activity (weaker students; Ask further questions to extract more information from the article on pain, for example What happens in the body when we What are the two types of pain calle! What is the difference between them? What other methods are there of relieving pain, apart from drugs? neuropathic pain? Listening 2 Pain relief 1. @ Before listening, ask students what methods of pain reliefin labou they know, and which ones individual! Pethidine, epidural, numb. Afterstudents have listened and underlined th correct words, check answers by getting individual students to say complete sentences aloud. They should also add any further information they can, for example Their re different sexes ~Janice has a gir en hasa boy,ete. Ow 1 differentsexes 2 gasandair 3 didn’tmake 4 all 5 didn’thave 6 all npleted this task, check ans 2 @ Whenstudents have individual students to read the completed se 3 feel 4 beca Ow 1 relieve 2 wearso 6 tookaway 7 got 8 losin ne 5 copewith Pronunciation 1. Make sure that students understand the phonetic symbols befo begin. Get students to say each word quietly to themselves to help the decide which column to putit in 2 @ students listen, repeat, and check theiranswers. Ow i3:) hurt, nurse first, worse fea! air,care, hai, where a/_ulcer,dactor, appointment, tumour Reading Tas udents to make notes of their discussion. Doa whole-class feedback jon, writing any useful words or phrases on the board 2 Get students to correct the false statements, Ow 1T 2F 37 4F ST 3. students do this alone, then compare answers witha partner. Check answers with the whole class by getting students to read the comple sentencesaloud Ow 1 protect 2 treat 3 manage 4 prevent 5 control 6 suffernin 25 Patient care Questions to assess pain Get students to practise saying the questions with the appropriat and intonation, in preparation for the Speakin which follow: Ow 2f 3¢€ 4g 5c 6d Th Ba * Tip Speaking et stad eos tocosn oral swat orans Give students time to read the instructions and think about their an: answers to the questionsin the pain chart, When students have finished, get one o forexample Mt conversations pain isconstont and frequent, etc. This w be helpful preparation follow " Writing Apain report 1 Read the report aloud and get studentsto raise their hands y thir they heara mist On bees began ererabdernen yer the abdome sdetethedbdomes he abdomer Additional activity 2 circulate while students are writing and assist if necessary. Alternatively stronger students) et this task for homework jet students tofind out more about th ron drtig methods of pain reli mentioned inthe article~hypnosi Body bits a Areas of referred pain fer students to the explanation of referred pain in the top margin. Wt pairs have completed the task, get them to compare their answers with anather pai Ow 1k 2a 3¢ 4g Sh 6i Be 9¢ 0b 1 Checklist Gothrough the checklist with students. Get them to tell you whict activities in the unit helped them practise each point. Ask student the points they feel they can perform, Ask the class if they need mor practice in any of the areas, Key words Go through the list of words to check students’ understanding,26 Un Background Symptoms can be classified into the following ‘Symptoms are the physical conditions that indicate an general symptoms such as loss of appetite, tirednes: illness, and are usually described aseitherstrong, mild,or pain, convulsions, and dizzine weak. Many illnesses have symptomsin common,such 5 preyrological / psychological symptoms such a nausea, high blood pressure, etc, whereas other symptoms are raret and specific toa nartow range of diagnosis is called a cardinal symptom, and the Sid ae symptoms that cause a patient to Seek medical help are gastrointestinal symptoms such as bloating, dian referred to as presenting symptoms vomiting, blood in stools, and indigestion Symptamsare the things that are noticed by the patient, _ cardiovascular symptoms such a ° whereas signs are the objective evidence of an illness abnormal heart beat which can be observed by doctors and others.So painisa urological symptoms such as incontinence, difficulty symptom, and a low blood cell count is sign. Some urinating, passinga lat of urine, and impotenc fe tures can therefore be both signsand symptoms. nc RET hyperventilation, chest pain, and shortness of breath integumentary (skin) symptoms such as rashes, itching, blisters, and swelling: Scrub up 1 Check answers with the whole class. Get students to say aloud before they listen. Explain or elicit their meaning © additional activity 2. @ isten and check answers then listen again and repeat the word help students with the vocabulary, Ow 1 diarthoea 2 nausea 3 cough 4 numbness 5 aching hem to give you some examples of any 6 bruising 7 tiredness ic include the 3. Get students to use their dictionaries. Note that many of the answers at farexamplea runny no a matter of opinion, but check that students understand the meaning bite}, sickn of the word istening 1 ee Symptoms 1G Getstudents tote you what kinds of symptoms they think they will hear for each of the three conditions. Pre-teach eal once,and wers with the whole cl 3bmptoms 27 i Additional activity 2. @ Pause aftereach com {weaker students) they heard Forfurther practice with question tag ersation and get students to tell yo: divide the students into we teams Read ceca a) achy out the beginnings ofsome sentences and lump fever dizzy get students to complete them with the bruising redness, red sick [nae Tee swollen tired, tiredness constipated out the correct answer wins a point painful 1 Youaren' feeling sick re you 2 Mrfonesisin he waiting oom 3 @ Check answers with the whole class by getting students toread th isnthe) completed questions aloud, Play the conversations again, geting student 3. Sam Watts has broken his ankle, to focus on the appropriate stress and intonation. 4 Hedidn'thave fever, ——?(didhe) Ow 1 does 2 isntit 3 Is 4 Canyou 5 areyoi 5 Shehasn’t nad an operation befor 6 Haveyougot 7 Any 8 How’sit thasshe) 9 Doyoufee! 10 doyouteel 1 What abou! 6. He takes his medication every day > (daesn'the} 7 She beentothetoilet, 7 {hasn't sha Language spot 8 Helookstired, > {doesn'the) Question forms 9 She's waitingforan x-ray, {isn she) Work through the notes with students, getting them to read the example }0 Ieanusethis wheelchair, 2 (ca sentences aloud additional activity 1 students workin pairs to match the beginnings and endings of th (stronger udent question Play this fast-paced game with stronger students, Divide th nto several e 3a 4g 5h 6f 7d 8 enalte =thenoneer mare 2 @ Play the conversation once so that students can check theirar a ‘words (see below for some examples) then again, to help them prepare for 3, which they must use ina sentence ora question. The first team to formulate a jen students have finished, play the conversation again and get them correct sentence or question point read the Listening scriptas they listen tehes 4 Point out that ther are several possibilities for each question. Accept any orrectly formed nfortable reasonable answer, as long as the question has been 5G Play the conversation so that students can compare the *Tip It’s my job Stu i its work in pairs. Get them to write sentences correcting the false > Which parts hhad an x-ray? sshe taking am statements. Check answers with the whole cla Wt some promt wordson the bad peeps Signs and symptoms *Tip Night coughing Top margin tudents to explore the topic of Get students to skim read the four descriptions to get an idea of the topics, then work in pairs to complete the texts. Explain or elicit the meaning o! wheeze (breathe noisily and with difficulty taking time off workin a class discussion kinds of illnesses that are mast commanly Ow Twheeze 2 occurs 3 hax 4 make 5 get 6 breathe ‘reported. the reasons fr callingin sic, the 7 sounds 8 are 9 accompanied 10 coughing up cost to the economy, what companies are trying todo to reduce the number of sick ays taken, etc28 Unité [Additional activity Students havea brief discuss nin group: asa whole-class activity about the jab fa helpline nurse, using the following Have youever cal iskind of he Would yor /Whyr What do you think are? keto bea helpline nurse? Why 5 Additional activity Get students to write out one of th activity *Tip {ass students exchange thei reports with Listening 2 Ahelpline call @ Check answers by getting students to report the information in complete sentences, for example 7 heezes when he is breathing in Ow 17 2b athingin 3.no 4 yes Sno 6 yes ne information against the descriptions in Signs and th the Get student symptoms, tl tocheck jen check ansv Ow The child may have either a bad cold or pneumonia. Mis lowish temperature makes a bad cold more likely, but the wheezing could Indicate something more serious. Speaking Give students time to read the instructions and think about their answ and to practise formulating the questions. Circulate while students are speaking and makea note of any mistakes in thet remedial teaching later. W to present their conversations symptom report Read the report aloud and get students to raise theirhands when they hear a mistake, and correct it Ow lessappetite lossof appetite poinherlowernghtsie pamninneriowerightsde Read the notes with the whole class. Students write a report, using the tex in1asan example, Students exchange their reports with a partner, w checks it for mistakes and hands it back for correctior Ow Possibleanswer Yesterday lvan Abashev was vomiting, had diarrhoea, and complained of headaches. On admission to hospital, he ha pain and a high fever. Today he is complaining o shivering, He says he has a constant stabbing pain in the left side of his abdomen Project Allow students to choose one disease to research for homework Alternatively, allocate each topic to individual students or pairs of studsymptoms 29 *Tip Reading oseruubelrpa voly seat kota 1. Get students tolist the kinds of symptoms they experienced and the kind recurrent happening often or regularly of things their doctor said. Check answers with the whole cla hypochondtia imagines they areill when they are nc 2 Pret adents first ch overwhelming, recurrent, hypochondri persistent happening frequently orwithout read the whole article to get the gist. Then th interruption e statements, persisten ad itagain and do the tin exercise, correcting the fal *Tip Tat 4F SF 6T Top margin After reading the article on mystery these exercises in paits. Check answers with the whole class, conch sco hixquote witht Or 3 Chronic Fatigue Syndrome~appetite, muscles, neck, sleep, throat whole css -what doyou thinkDave Gulf War syndrome —arms head, mood, skin ‘aries means? Why deyou think he has 42g 3h 4e 5c 6d Ta Bb EF Additional activity Body bits é ee udents) \ Tongue diagnosis portzoneach ess in Projet and Get studentstoreadthe text silently, then close their books,and answer the electronic dacument af comman illnesses What do zetsu shin practitioners look at? (the tongue} which can be added to throughout the course. At the end ofthe course student What aspects of the tongue do they examine todiagr ith,and tg willhave theirowwn mini-teference book af movernent, inesse What else do they say th patient's personality) ind out from looking at the tongue? (U 1 students work in ifnecessary.Chi airs to complete the text, using dictionaries to help them k answers with the whol Ow 1 problems 2 indicates 3 disorder 4 effectively 5 sign 6 condition 7 balance & thinking 9 state 10 aggressive 1-3 Onces session on their response to zetsw shin. Do a quick survey of the whole class getting students to raise their hands iftthey (a) accept it completely, (b) think it’s completely unacceptab \dents have finished pole-class feedback forking in pairs, do others, Get students to give teasons for their answer Checklist Go through the checklist with students. Get them to tell you which activities in the unit helped them practise each point. Ask students to tick the points they feel they can perform. Ask the class if they need more practice in any of the area: Key words Go through the list of words to check students’ understanding,30 Unit? Background Studies show that chronic impairments in elderly people Anyone whois healthy, under 40,and living in a suchas deafness and muscle weakness are frequently mistaken for failing mental abilities. Thus, an elderly hance of surviving ‘many people think that developed country now hasa gc past 100. But surveys show ti ‘woman admitted to A&E after a fall may be referred toa social worker to judge if she is able to take care of herself old age means only boredom and mental and physical whereas, if she i ars younger, there would b decay, and do not see any advantage in this full medical investigation. “_— ‘he medical problems associated with old age are — ~ . ase ee eae own Oefontologst argue that tis possible to grow old and die eet without losing faculties to dementia. But while many : believe that ‘lis just a state of mind, in reality factors intellectual impairment /confusion suchas the loss ofa lifetime partner, anda sense of instability make the elderly more prone toapathy and depression, These problemsare seriously disabling.andelderly people rigerly people can be very demanding to nurse. They can areoften highly dependent on nursing care. Many are bedn ind though neurodegenerative diseases are the main areas of research, depression, sleep disorders, problems with eating, and skin breakdown arealso issues forthe elderly and for the people who take care of them >hysical and emotional abuse by relatives and care statis Iso now receiving attention from health authorities and the police ina number of countries. often be inattentive, with disorganized thought an speech, and disturbed behaviour. But geriatric nursing has rewards too, Unlike most other nursing specialisms, th ncaremeans that fact that elderly people are in long nurses do get opportunities to build relationships with their patien meaningful Scrub up 1 Ask students to think of a grandparent or neighbour and to make notes of theiranswersto the questions before exchanging ideas with a partner. Do whole-class feedback and write any useful words or phrases on the board. *Tip 2. Pre teach complication. student do this activity in small groups withone complication 2 new disease or condition student writing down the group's idea pate auine Me Ow Possible answers medication less abe to tolerate medication, may indi ficult to Tip follow regime getting around -may need help picid ree dlagnosis- more complex, may suferfroma whole series of cferthembacktoUnt si they need bel conditions which affecteachother tnt dally tasks ~ mot likely to need help for example wit feeding, washing tlleting, ressing,et, hhome=may not receive the care they need attitude of staff- staff may be patronizing symptoms can be dismissed a elated to ageing, and not ully investigate, younger patients maybe given priority fr treatment food may ack the appetite to take in the nutrition they need, may have difficulty Feeding themselves recovery ~genetallyslower,may not be able to follow treatment, for example medication, physiotherapyCaring for the elderly 31 Additional activity ind outif students have any p s for example if lative lives in one, ifthey h jetthem to describe their experiences and /or get visited or worked in one other students * Tip carehome aplace where elderly people are cated for by trained staff..e.not ina hospital or in their wun home stimulation something interesting or exciting that makes you more active oraler Bl Additional activity Care homes may be relatively uncommon arnot widely accepted in some culture jet students to discuss cultural attitude tothe elderly and care ofthe elderly. *Tip neuron a type of cell that receives an brainand the body *Tip Some simple brain exercises that you could « Start at $00 and count down, subtracting «Think of country. food activity colour eft beginning with different etter the alphabet + Put ten everyday obects onthe tableand nd then lose their eyes. Move an ite 1d get them tolook again and tel you hat decision to mind ~may find it hard to understand what's wrong, make (for example whether or not to have surgery, Boh more likely to suffer from loneliness and depression complications ~ more likely to suffer from these, and they can have a worse effect, also mare likely to suffer pressure sores Listening1 Acare home nts havi son the board 1 Explain orelicit the meaning of care home. After stud the questions, make a list of advantages and disadvant: 2 @ Ge already on the list of advantage students to listen and tick off the things they hear which ai and disadvantages on the board. 3G) Preteach stimulation Ow Edith doesn’t like Barbara, bingo, coach trips, the food Edith wants respect, privacy, more stimulation, independence, togohame Reading 1 Get students to share their answers v he whol and describe how it felt to write with the wrong han 2-3 Pre-teach neuron. Get students to do these exercises in pairs and check answers with the las Ow 217 2F 3F 47 57 3 1 coordinate 2 rewire 3 degenerative brain diseases 4 mentaldecline 5 age-related 6 motorskills, 4 when they have done the ex them. student o explain how it felt tod Signs and symptoms Alzheimer’s disease 1. When students have discussed this question for afew minutes in pa them toshare their ideas with the whole class, Write any useful word: phrases on the board 2. Give students a few minutes to quickly read the listof s Refer them to the explanation of ADL sand symptom nthe top margin. 3. Dothe first three with the whole clas corsymptom aloud and another to decic thought, or behaviour. Then get students to work in pairs. Atthe which ones partners disagreed about ent to read the sign with mo rnd. ask getting on: Om Possible answers forgetting recent conversations or events = minor changes in abilities and behaviour repetition mest32 Unit? needing some help with A wandering loss of interest in other people = 8/T unusual behaviour = B shuffling gait = M. needing constant t forgetting names =T complete loss of memory inability to recognize familiar with ADLs = M ple, objects, or places =T getting easily upset or aggressive = B confusing night and day confinement to bed or a wheelchair = M difficulty in swallowing = M4 loss of speech =1 Language spot will 1. Work through the first three bullet points with the students, getting them toread the example sentences aloud. Then studen Check answers with the whole class. Ow 1 willopen(F) 2 lisleep(P) 3 Shalll(O) 4 ‘Iibeable(F 5 ‘Whave(D) 6 ‘Iiprobably (P) 2 Read the last bullet point and get students to dothe exercise Ow 31 4 sce Swill 6 do 7 will & si on a Tl 12 won't *Tip 3. @ Play the recording so that students can confirm their answers and listen. Weaker stud listen and quietly for pronunciation, stress, and intonation. Circulate while students ar sation befor jeaking and monitor pronunciation, stress, and intonation 4 Forhomework, get students to write one artwos Vocabulary On ome Problems and aids 0 y Topicscould include 1 Check answers with the whole ct jetting students to make complete ping, leisure faci ts, public sentences, forexample An elderly person who cannot leave her bed is bedridden, Check that students us vocabulary 2. Dothis asa whole-class activity, checking that students pronounce the words correctly. Ow tj 2g 3f 4e 5d 6k 7i Bb na wh 3 Circulate while students are speaking and assist if necessary. Do whole class feedback, getting example A walking tudents to explain what each item is used for, fo ne is used for helping people who are immobile toget around, Accept any reasonable rCaring fortheelderly 33 *Tip Listening 2 dizzy feeling that everything isspinning Assessing a patient restricted movement inability to move 1G Pre-teach dizzy and restricted movement. 2. students compare answers with a partner, then check their answers by reading the Listening script Ow 1 2 a deatness v7 (werydeat heating ai) Get students to skim seathe Listening 2 lossof sight O7v (good eyesight forher age glasses) petipt anv 128 andi find the questicns:the restricted movement Ww {usesawalking stick nurse asks which match theheadingsin eee eee the table in They notebooks and memor py them into the them They then sleep disorders Vv (often wakes,sometimes can't work in pairs to reconstruct the dialogue sleep, sleeping pills,naps during between the nurse and the elderly the day) patients daughter, referring only oth problems feeding self 0 (i riswers inthe tab incontinence Vv (doesn'tlike bedpan, can't get to bathroom, needs pad) signsofconfusion ¥ ~——_(confuses people and places) © Additional activity Speaking ees OB While students are speaking, circulateand make notes of any diffic for remedial teaching later. Ge students to present their dialogues. iescribe the patient, using the headings in the bullet point lst. This will beusetal preparation forthe Writingtask yy riting Letter of introduction to a care home which follows *Tip vou couldset the Voting task Students exchange their letters with a partner, who checks it for mistake homework At the beginningo the next and hands it back for correction class students exchange their letters witha partner and checkeach ather's wo Body bits *Tip The effects of ageing With weaker students, do the Writing task alk about what happens to the te Before students do the exercise, get them to whole-clas activity on th n the hairand moving down the body. W body when we e, starting w useful vocabulary on the board. etting students to tell you what to writ ach sentence Ow 1 grey 2 growthrate 3 focus 4 impairment 5 discoloure: 6 wrinkled 7 sensitivity 8 constipation 9 restrict 10 eal 1 fragile Checklist o through the checklist with students. Get them to tell you which activities in the unit helped them practise each point. Ask students to tick the points they feel they can perform. Ask the class iftthey need more practice in any of the areas, Key words Go through the list of words to check students’ w andingBackground The body gets nutrients and known as a balanced diet p nergy from food. What is ‘des for optimal growth unbalanced diet caus: and development, whereas a problems with the maintenance of body tissues, the brain and nervous system, and bones and muscles. Eating a balanced diet means eating foods from all of the four basic food groups: the milk group, the meat (and meat ibstitute) group, the fruit and vegetable group, and the grain group. inactivity is obesity ~a condition in which excess fa accumulated in the body. When a person's weight over the normal bodyweight for height and age, they with the fol ype ll diabet neart disease polesterc osteoarthriti gall bladder disease Scrub up hereare a variety of treatments for obesity, ranging from diet and behaviour therapy to drugs and surgery. Obesity isnot the only eating-related disorder. Others inch nervosa ~ when individuals starve themselves in order to lose weight, when in fact the grossly underweight already bulimia nervosa eating lar ts of food in one sitting (binge eating) and then vorniting (purging), plus atives, diuretics, and vigorous exercise pica—a condition particularly prevalent in ich they eat things like dirt, wood, hair, nd glass Allof these have severe and can even cause death, Today, medicine r. es obesity asa chronic disease and pat whose ints with eating disorder affering is not self int Many people with an eating disorder attempt to hide their abnormal behaviour, do not accept the diagnosis, and will refuse treatment. ‘ed but the result of an 1. Check answers with the whole class, getting students to spell the words as they say them, Write the words on the board and practise promunciati Om The pictured foods are lentils steak, broccoli lamb, eps. pasta oodles, bean sprouts, tofu, soy sauce, tuna, mushrooms olives, beans, 2. students work in pairs to answer the questions, using their dictionaries, Ow Possible answers sources of protein: tuna fish pie, cheese pi ried eggs, baked beans, burgers, amb k a, lentil soup, roast beef, bab sources of carbohydrate: egg noodles, cheese pizza, fried rice, boiled potatoes, doughnut dairy products: cheese pizza, chocolate pudding {if made with milk) yogi milk pulses: beans, lentils ways of cooking food: grill, roast, fry, boil, bake, stir fry,steam foods that are high in fat:cheese pizza, kebab, fried onion rings, doughnut, chocolate puddin illed burgers, fried eggs,lamb fried rice foods containing high levels of vitamin C:orange juice, steamedNutr ion and obesity 35 Additional activity foods that are low in vitamins:doughnut, fried onion her stude junk foods: doughnut, burgers, fried onion rings Forfurther vocabulary practice, get food that is high in calories: doughnut, cheese pizza, chocolate pudding ” ategories men 3 pre teach athlete and diabetic *Tip 1 Checkanswerswith the whole theta ; npet Or The things shown are rice, nuts, fish (mackerel), whea die : Sunlight, red meat, cheese, shellfish (mussels), citrus fuit (oranges). a Fimone 2 { students to try to complete the texts without using a dictionary t them to go through the texts again, looking up any words they ar unsure of in their dictionarie *Tip (Ow iskin) 2/nervoussystem 2 eye eth 5 skin 6 bones ‘ rr 7 blood & immunesystem 9 brain 10. muscles /organs : Jonts wher Ml organs /muscles 12 enzymes 13 cells the wii : 1 14 cardiovascular system : Project ct this as a homework task Vocabulary Diabetes 1 once students have discussed in irs, make a list of points on the board 2. Students do this alone,t ompare their answers with a partner 1 Additional activity Ow 2d 3 4c 5a 6g Th Bb : jortant 3. Get individuals to read completed sentences aloud to check answer he target vocal her 2 childhood 3 overweight 4 obesity 5 balance ing 7 diet 8 snack: Listening1 A diabetic patient 1 @ students listen and take not *Tip Om 1 since childhood 2 typeone 3. no vith weak re 4 checks glucose levelsin the blood 5 yes : move 6 toavoid hypoglycaemi T not enough glucose in the blood36 Unit *Tip © Additional activity x Tip *Tip 2. @ students workcin pairs, then check answers with the whole lass. Play the recording again, Ow 1 inject 2 on 3 linked 4 check 5 count 6 have Reading 1. Pre-teach addictive Write any useful vocabulary on the boar 2. Get studentsto look at the title of the article and the photo and ask ifthe an predict what the article will be Ow lf 27 3F GF F 3. Getonestudent in each g note down the group's answer Speaking Ow (Thestatistics all refer to George Clooney) 1 height inmetres 2. weight in kilogramme 5 height in feet and inches 4 weight in pounds and together use weight and height to calculate BM op margin) 2. @ Play the recordingand write the words on the board. St 1 ase the words from the board and get students to say metre eighty 5 one point eight times one point eight equals three point two four 6 ninety-five point seven dwvided by three point two four equal twenty nine point five fou te and check that students are sayin, t th 4 Refer students to the explanation of Bo index in the top margi Ow Heidi klum =1724 Robert Wadllow = 3014 Walter Hudson = 18 Language spot should / shouldn’ Ow should do / tal should eat / hav 4 shouldn't put S shouldhave/ include € dn'teat /have 7 should ge*Tip *Tip x*Tip skipameal *Tip *Tip fainted £3 Additional activity Writing Advice toa friend via email Pre-teach skip a meal and craving} Ow | feeldepressed 2 badforyou 3 getcravings 4 addictedto 5 fillsmystomach 6 skipmeals 7 cutdown 8 cut oul 9 losing weight set this writing task as homev Listening 2 An eating disorder Write any useful vocabulary on the board. 4G Pre-teach fainted, mood swings, obsessed with Ow 1 sixteen 2 48hours 3 388kilos 4 anorexia 5 dieting ‘udents match the words to make symptoms, then check their answers by istening to the dialogue again Ow 2c 3h 4e 5b 6d 7i Ba 9j Wg Project with the whole class, decide on the exact wording of the questions students ask, Students write the report for homework Checklist ‘o through the checklist with students. Get them to tell you whi ivities in the unit helpeci them practise each point. Ask students to tick the points they feel they can perform. Ask the eed more practice in any of the are Key words38 Background 7 i : apa eS bloed transfusion There ar ier pes. haemophilia 5 memophobia 1 i atalso pa haematom A bloo . “ white blood cells (leukoc y mist atelets (throm h ant tell youhowt 2 {that donate is anothe 1 giveand tha t i fulents work in pairs to so *Tip Vocabulary Testing bloodBlood 39 £3 Additional activity Listening 1 Serre Blood types wi 1-2 @ Play the recording through so that students ca What haprensityoumixtype Aandtype® question Ow 1 aqtypeAttypeB b=typeO-+type ; Jorbad mea 2 typeo you kno tage i Writing ke ‘ my Describing blood cells atdo youthin ans her types of blood ce : : Ow c=platel white blood cells a= red blood cel der ' 2. Demonstrate the meanings of rectangular, and oval by drawing th ; apes on the board. Explain plasma (the almost colourless part of blood in nich the blood cells float). Read the description aloud while students look tthe diagram. Get students to raise their hands when they heara mistake nd call on individuals to correct it Ow tight dark forges smaller 3 students could do this alone or in pairs, Circulate while students are writing and assist if necessary. Get some students to read their descriptions alow while the rest of the class checks that it clear by checking itagainst the diagramas th Ow Possible answer ere are many red blood cells in the diagram, Therea blood cells than normal. Thece inshape. There ar tres of some of thes lls are irregular atelets in this drop of blood,40 *Tip Speaking 1 with weaker students, practise sayingth what todo, While students are drawing their pictures,circulateand assist if necessary. Allow students to.use their dictionaries to help them with any Bi additional activity new vocabulary, Make sure students use their drawings, rather than the : cds in the Speaking section, to help them remember their informatic quiz Divide students into Sede ee Listening 2 uti forexample Whe Abloodtest ee OT 1. Students use dictionaries ifnecessary to help them complete the tex pened to the pat i Ow 1 redbloodcells 2 oxygen 3 haemoglobin ransfusion? ete Tears win ap 4 whiteblood cells 5 infection 6 platelets 7 clo El Additional activity 24 ten and take notes. Check an y getting studen 7 | Ow 1 tited 2 fivemillltres 3 sheisalittle bit anaemic a : 4 39million 5 Shecantakeironsupplements. 6 normal : 7 alittlehigh 8 normal Language spot Zero and First Conditional Work through the notes with students, getting them to ead the example nntences aloud. Students do the underlining task with the listening script n pairs. Check answers with the whole class. Ow Zero Conditional | want to show you what happens if you mix the wrong types of blood; What happens ifyou give type Ato type a?; Now the blood stops moving if the red cells clump,..f the blood stops moving, the patient fe have an emergency, we usually use type O First Conditional f you add a drop of type A, you'll se how they eact together... ifwe put alittle of blood type O into more type A, we'llsee the 1. students do this individually or in pairs. Get students to read the completed Ow i litell 2 stops 3 ‘Whelp 4 have.is 5 doesn’tget,'id 6 take, "I slee *Tip 2 circulate while students are writing and assist if necc arene jet students to share their sentences with the whole class. : ee Body bits The heart students work in pairs, using dictionaries f necessary Check answers with the whole class, Practise pronunciation of the key words, for example aorta 1'91'3, atrium Fttriany, pulmonary (pol moonari, ventricle vente tricuspid /arai kaspud etc. Then get students to cover the text and use only the diagram to explain the workings of the heartOw 1 pump 2 enters 3 fills 4 opens 5 valve 6 leave 7 artery 8 atrium 9 flows 10 aorta 1! beat 12 *Tip el , 1 If possible first find a story tote the da eof theta i 2 students dothis in pairs i ont ee Ow iF 27 3F 4 {8 Additional activity 3 “ at won alo “ find the words. Check etting student Ber ath praise they wore! Ow 1 ooze 2 weapon 3 bodilyfluids 4 su 5. wounded it dma manag. © guilty Additional activity pareiuse Project ois risen SRO eee xplain orelicit from students what happens in forensic analysis scientific 4s, and wounded. For exa sed to help the police solve crimes). Explain DNA (it stand e which ik Jeoxyribonucleic acid — it refers to the molecules inside cells that carry blood's movement are flow.d ic information}, Students cauld work in paits todo this research o a eife ne Internet or using reference hooks. Give students a time limit for thei Speaking 2 1. Dothisasa whole-class discussion, Get students to talk about what happened, at kinds of Injuries were sustained, what the emergency fervices did, etc. Use the photo to prompt ideas, Write any useful vocabulary on the boat 2 Explainorget students tog 'U (Intensive Care Unit). Get students to juickly skim read the text and ask any v. Then get them to read the text again more carefully. While students ai working in pairs, circulate with a copy of the book open pulary questions they have that you can prompt students if necessary, When students have finished, call on individuals to retell the story. 3 Circulatew idents are discussing and assist if necessary. Doa whol ass feedback session, getting each group tostate their conclusions, with a Checklist Go through the checklist with students. Get themto tell you which tivities in the unit helped them practise each point. Ask students to tick ints they feel they can perform. Ask the class if they need more ice in any of the area! Key words jugh the list of words to check students’ understandingBackground their life,or iit immoral? should some form c Palliative care or hospice care, which supports dying ea ea and their relativ ut does not try to cur wares relatively new development in medicine. In the past, to The moment of death h een difficult to, yncentrate not on curing but on maki minally ill because there at many accounts of people an atient comfortable was seen as'giving up’ Now the hen coming back to life. ne definition of death is whe ipproach istoaccept the dying process, and ofocuson _heart and breathing stop, but some medical train orting patient and family to cope with the realit manuals state that a person cannot be assumed t terminal condition from diagnosis through treatment, _ dead unless itis perfectly obvious ~ for example, in th death, and bereaver se of decapitation, or the onset of rigor mortis (the tant aspectof palliative cares thealleviation of 2#4ening of muscles). This means that emergency stale al seal paecabina te ye paramedics for example, must continue all attempts to ae eee ree ee ene suscitate until death on artival is confirmed by 1 reat the same time maintaining ital doctor. t 1s, Palliative care also makes use of Wher. patient dies in hospital, nursing staff prov reatments that can help with pain post-mortem care. This is a set procediute which includes i uuchas relaxation therapy,massage,and ‘making records and preparing the bod for relatives. Post : a mortem care varies according to culture and religion, and cteality of long. debilitating terminal itinesses raises Whether ornot there is going tobe an autopsy to get mor issue of euthanasia, and the questions are always jnsonriation eat the cause of death mngasked:Is ita moral acttohelpa suffering personend * Tip Scrub up Pre-teach burial, cremati 1. Write any useful vocabulary on the lis board, for example grave, cemetery atorium, a mp Vocabulary Talking about dying a 1 Read the words on the left aloud and get students to repeat them after you funer checking for appropriate stress and pronunciation Ow le 2a 3b 4g 5d Gh 7F Bc *Tip 2. Students complete the sentences in pairs.Check answers by gettin oe her {udents to tad the completed sentences alou: pe Ow 1 coma support 3 mortuary 4 passedaway 5 fatal : 6 post 7 went dawahill & terminal es 3 Students work in pairs ups. If possible, star ling a story yourselE83 Additional activity EF Additional activity Listening Report of adeath Ow 1 OnMonday 2 Hefell 3 01 2. @ Before students listen again, get them t he lista semember any of the thi tioned. Ow Thenurse mentions 13,5 Body bits The body after death 1 List the folk artsonth ter about: heart 2. students work in pair thetr dictionarie ar Om 1 stops /c cools 3 openenlarge 4 stops/ce 5 slightly 6 Breathing 7 beating 8 release 9 rigid Reading 1 ching task a ass activit On t 2 . On ir it gives'respite care’ which allows them to have a breal They can play with touch-screen computers an 1erapy,and recor. ren have music therapy, and can also record their 6 Childre for in them during and after death, and theirPatient care Breaking bad news El Additional activity ng ngeratidint 1-2 students work in pairs, then compare ideas with another pair. Check Students find answers with the whole class. ais o Ow Possible answers valties ar a 1 ards oft allow a lot of time—the person may need time to understand and den i accept what you are saying, and to ask questions ares available in their a find a private place itis important for personal news to be heard jeatalk froma hospice nurse, or ge only by the person concerned: itis difficult to give somebody a clear ents todoso n non nessage if there isa lot of noise and movement around express sympathy ~ people are very vulnerable at this time specially because they are in a hospital and not at home, so human warmth is important use simpleand honest language —itis vital for the person to clearly her possible tips could includ have a relative or spouse of the person present ifpossible noose a comfortable place that is familiar to the person, if possible give a warning that you are about to give bad news, for example © Additional activity I'm ofraid we have some bad news student repeat important points, to make sure the person understands nd the discussion, get students to jon't give too much information at once what they might do if th be sensitive to the person ~look for non-verbal signs such as body oes eee language, tears, et ee check for understanding after you have given important informat ey encourage the person to talk about their feelings and ask questions Serene eee try toassess how much information the person wants, as this differs thereon from person to person could also discuss wha have all the necessary information to hand ould find dificult about breaking b don't be afraid to show emotion if you feel the need to andt uld cope with th Language spot Expressing possibility Work through the notes with students, getting them to read the exampl entences aloud, 1. students do this individually or in pairs. Check answers by read the completed sentences alo getting them to Ow 1 might /mayhave to 2 might / may /could be 3. might / may go Maybe / Perhaps / It’s possible that,’s 5. Maybe / Perhaps / It’s possible that, has gone 6 Maybe / Perhaps, left 2 Circulateand make a note of any mistakes for remedial teaching later 3 students wr rompts for the discussion in 4 sentences, which they can us 4 circulateand check students are using tenses correctlyDeath and dying 45 *Tip Speaking 1 fines tubes that are inserted intothe body 1 Pre-teach lines, IV, catheter IVinteavenous {- into or within a vein Fettelcomjellyaclearsubstanceusedon _Givestudents a few minutes tomake their drawings and memorize the eae details. Circulate while students are exchanging information. Remind them toaskeach other questions if necessary sheets and tow Writing era ee Death certificate hin pi - 7 eral 41 Refer students to the notes in the top margin explaining death Cee rlificate and coroner. Check answers with the whole class before they jewellery ‘klad P wi | 2 su rk alone to complete te text, then compare their answers wil *Tip part . ‘ . On from for with 4 f fe in 7 3. @ Play therecordingas many times as necessa 4 circulate while students are writing and assist if necessary. Refer then the text about Tariq Khamina on p78 to use asa mode Speaking 2 1 Referstudents tothe explanation ofeu xTip etonestudentinc groups to summarize their views on each questic anasia in the top margin on p78. group to act as secretary and spokesperson. Get s ase, mercy means pity 2-3 students do the task in small groups. Set atime limit of around 10-15 »inutes. Get students to write brief answers to the questions and re . them aloud ata whole-class feedback session at the ¢ *Tip at both sides of the ny Read the judge's decision and get students to comment on i assign some grou Ow the court found the doctor guilty of murder and sentenced him to prison for 30 minutes, [Additional activity Checklist Go through the checklist with students. Get them to tell you whi a ivities in the unit helped them practise each point, Ask students to tick the points they feel they can perform. Ask the classif they need morc practice in any of the area: Key words Jo through the list of words to check students’ understandingBackground heory that brought abo *Tip EF Additional activity jeaths, and her approach to hygiene forms the basis fang modern nursing inte Germ theory led to the development of publicsanitati ntfie dur nd antibiotics. Antibiotics kill bacteria and have sav ance of th lions of ives, but the problem with them is that they fthatsmelly don'tkillall bacteria and the reproduce, passing i heir resistance. This becom ich ever ity more power bioties hi dagainstev nied that th tibiotics could lead to a misuse of them (against viruses, for example) along wit morcieponant heir presence in the human food chain via meat and fr ay tothe general (putthere by modem agricultural practices) have led tc nowFlorence_ thespread of bacteria which can resist present antibicti these bacteria are collectively known as Methicillin pital practices, resistant Staphylococcus aureus (MRSA). MRSA isa major fisewers, and. th¥eat. Its potentially fatal and spreads fast through ari hospitals Scrub up in orelieit the meaning of yg) adents complete the quit in palrs.Ch with the who if students are surprised by any ofthe answers Ow 1b 2b Sefitiscausedbyavirus) 4b Sa 6a Vocabulary Hygiene equipment say the words aloud and get students to repeat them after you. Do the patching task with the whole cla Ow bin=b bucket=c cloth=j mop=d sink=a nical waste disposalbag -f detergen disp able gloves =h papertowels=e soap dispense{1 Additional activity 2 Get students to think about personal ample inthe kitchen bathroom, 1 2 £2 Additional activity - 1 a ace of 2 [2 Additional activity , 1 students complete the exercise, using their dictionaries if necessary. Check answers by getting students to read the completed sentences aloud. ch hat students stress the target vocabulary correctly by writing the wor he board and marking the stress, for example Ow 1 antimicrobiatagent 2 swab 3 pathogens 4 suse 5 resistant 6 Listening 1 Ahygiene report @ fore students listen, get them to brainstorm the kinds of things tha to happen on a hospital ward every day in order to keep itciea xdthe questions aloud and play the recording through 7 aswers with the whole cla Om 1 Theward got abad scox 2 The sister says that the ward was inspected mid-morning, whichis 4 bad time, and that they ate short statfec @ Students ry to complete the sentences before they listen again. Play t recording once more, then check answers with the whole cla Ow J arenot 2 arenot 3 once 4 once 5 morethan30 6 good 7 always It’s my job peck: answers ina whole-class feedback session. If students have any personal experience of hygiene procedures on a ward, get them to share eth wers with a partner. Check answers with the whole cla attention on the expression set a good example and get students hat they understand by this (she behaves ina way that other y, ie,she always follows hygiene procedures hersel). 1 Siste nnd hygiene 3 Because she controls the ward budgets 4 By encouraging staff to think about infection and by setting good example Language spot Talking about obligation stud ein pairs. Check ar the whole cla2 check answers by getting students to read the completed sentences aloud oe ee Ow 2 mustchange 3 needemptying 4 don’thavetocut i 7 er 5 mustn'tuse 6 hasto/mustcomplete 7 needs cutting nthe hygiene inspector and t 8 need to/ must order Th follow th ation ee iculate and check that students are using the structures correctly "Speaking Read the instructions through with students to make sure they understa the whole activity Circulate while students are doing part one ofthe activity and assist i ry. Check that students are using the target slant thet performanextin term tivity. Circulate while students are speaking, and make a note of any ney, aecuracy,and pronunciation common mistakes for remedial teaching lat «Ti On Thepicture shows the following hygiene hazards P 1 dustbin overflowing with surgical gloves and disposable towels Topmargin 1 pool of liquid on the floor ue 1 washbasin with cloth towel and a bar of soap ce patients'visitorssittingon bed i small child with dirty ha 2 porter sneezing over a food trolley mesure Anotice Students work together ona draftlist of rules and instructions, Then they ‘exchange theis list with another pa t arn it for revisions. Circulate while students an nis and assist if necessary . Signs and symptoms *Tip MRSA Topmargin assign studer arcithereasons for allow students to use specialist dictionaries to check any of the medical : peisomMRSAintheUK terms they are unfamiliar with. Check answers with the whole class. eae Ow (Ticks represent possible answers) abscesses neumonia boils rednes: ne infections eptic wounds” septicaemia tenderness v toxic shock syndrony impetigow urinary tract infections headachs heart-valve infectionHygiene 49 additional activity ractice te letters ofthe alphabet ngstudents namesto spel th , *Tip Top margin Doctors es In pals get student bacteria doctors’ Pau dArco tree Stacents esearch this EE Additional activity tening 2 Test results @ students read the headings in th lab report sot ow what isten for Students try to pronounce the names of the dr kansv by getting students to form complete sentences, for example The pati name is Sandra Browning; the identified bacterium is MRS/ 5, Ow 1 Sandra Browning 2 MRSAclone 15 3 right hip 4 urine,bload,thraat,nose 5 high 6 B The bacterium is resistant to Penicillin, Cefazolin, Methicillin, negative 7 positive Erythromycin, Clindamycin, and Tetracycline. It is susceptible to ‘Mupirocin. tis not resistant to Vancomycin and Oxacyllin, Students work in paits, using dictionaries to help them, if necessary. Check check students’ understanding, get them to identify the part of speech each option, ie. verb, adjective, ar nou Ow 1 suspect 2 aninfection 3 resistance 4 susceptibh 5 resist 6 contamination 7 disinfected Reading Students work in pairs to answer the questions. Check answers with t whole class, Get students to correct the false answer Ow 11 2F 3F 4F ST 6T Makes sure that students can pronounce any new words correctly. Ow 1 crawling 2 exposure 3 faecal matter 4 spotless 5 survive 6 weapon 7 useless Checklist activities in the unit helped them practise each point, Ask students to tick the points they feel they can perform. Ask the class if practice in any of the areas, Key words through the list of words to check student 750. Unit2 Background individual to individual, and a disordercan be episodic with flare-ups’ and periods of remission Unlike other diseases, there is no objective way to make a diagnosisof mental ilness,and very oflen adiagnosis is Nurses work with the mentally illin making assessments based on observations of behaviour and scores in and diagnoses, planning care, and helping patients regain psychological tests. The dividinglines between madness, oF improve the skills they need to cope. Important in their eccentricity, and normality arein fact rarely clear, though Work isthe therapeutie relationship. This is th trange behaviour and impulsesare usually associated _elationship between patient and therapist, which i th mental ilness if suffering s involved. based on non: judgemental empathy, and which provide the security to be able to speak with honesty. Therapeutic ‘Mental relationships develop under the most difficult conditions, emotional instability not just because of the nature of a patient's mental illness, behavioural disorders but also because the patient is often being give cognitive dysfunction treatment against their will There are almost 400 recognized and named mental ‘Medicine is rarely successful at curing mental ilines sorders, Including common ones suchas depression completely, but it can treat it with varying degrees of chizophrenia, hyperactivity, Tourette syndrome and 1ecess, Options include: medication, psychotherapy, and obsessive compulsive disorder. The origins of mental lifestyle adjustments, Certain treatments, such as disorders can be biological (chemical or genetic} or electroshock and lobotomy, ate controversial, and psychological (trauma and conflict), The disorders, treatments used in the past, such as cold water, restraint themselves vary widely in kind and degree from and isolation, are now viewed as barbaricand crue Scrub up 1. Get students to make brief notes des ibing the behaviour of each person, for example using adjectives or descriptive ph aggressive, lonely, bored, etc. Take whole:cla hy they think the person is or isn't mentally il feedback, getting students to ell you 2. Following the class discussion in1, students s centally ill! Then put pai: what they have written. Take whole class feedback and write a definition nthe board tha ould be able to writea simple of students together to compare weryone agrees with Vocabulary Mental illness 1 Check answers by getting students to make completesentences, for xample Posture’ means « way of standing or sitting, etc Ow 2f 3] 4e Sa 6b 7c Bi 9d 0hMental health nursing 51 Pronunciation Stress patterns 1. Students do this in pairs. They could quietly tap out the stress patterns on their desks while they say the words 2. @ Play the recording as many times asstudents need to feel comfortable with the pronunciation of the words.To check, call out a number -10 and get students tosay the word aloud. Ow a=5 b=810 c=7 d=3 e=2 f=9 g-6 held Language spot Present Perfect v Past Simple Work through the notes with students, getting them to read the example tences aloud 1 Students dothe exercises in pairs. Check answers by getting them toread pleted sentences aloud Ow 1 ve(have)finished 2 ‘s(has}seen 3 started 4 's (has) gone 5 ‘ve (have) written,hasn't(nasnot) replied 6 studied 7 's{hasjattended 8 ‘s(has)been 9 Have,ha 2 © check answers by asking or gettinga student toask the question and another student to give a short answer, for example Has Paula changed the patients’ dressings yet? No, she hasn't Ow change patients'dressings x [Mrs Eriksson blood pressure w Mr Sissoko— temperature w” clean up spillage X ‘Mes Wong —urine specimen x 3. Circulate while students are writing and check that they are writing the target language correctly. Alternatively, set this for homework Ow Possibleanswers She hasn’t changed the patient's dressings yet. She's taken Mrs Eriksson's blood pressure. She's taken Mr Sissoko’s temperature. xTip She hasr't cleaned up the splage. st the poets She's hasnt taken a urine specimen from Mrs Wong ye questions Flt keastiomtheclass,and— Dothisasa whole class activity. : enitheoardinsteadol gay watch—watched —_—_work-worked bowhoe-clss at we jorgetforgotten —_talktalked ting diferent clasp take—taken try-—tiied give elven Additional activity stud 5 Circulate while students are writing and check that they are writing the er further practice, get students owe target language correcly. Alternatively set this for homework eee ere eens fermampleMeriahas © Citculate while students are working and make a noteof any common watched hed rnistakes, When the activity is over, write the incorrect phrases or sentences on the board, without identifying the tocorrect them udent who made them, and get the52 Unit 12 *Tip Beethoven (composer bipolar disorder) Vincent Van Gogh artist ~ bipolar disorder ‘Marilyn Monroe (actress ~ depression Kurt Cobain singer john Nash (math the film a Bec *Tip placement taspeak to your class about tening Acase conference @ Got students to describe what they can see in the picture and explain or elicit that thisis a case conference. Read thelist of symptoms uudents of the vocabulary work they did on p 87 Pre-teach frustat Check answers make complete sentenk y getting students example Delroy is confused and disoriented, and get them to add any further details that they heard ir Ow The symptoms mentioned are b,¢,d,e,g,i,) Speaking Give students formulate the questions ck that they are ad the textand tudents cheek a king and c they need to ask. Circulate while U using the target structures correctly their completed text Project set students to cover the top margin and ask them if they have heard of or know anything about André Malraux and Virginia Woolf. Then get them td read the texts in the top margin. Find out if they know of any other famous people who have suffered from mental illness. Set a word limit for the students’ texts, depending on their level and skill Reading 1 Check answers with the whole lass statements, Ow iF 2T 2-Dothis first with th looking for the ward combinations in the art tling students to correct the f aes check their answers by and underlining them le class, then studen Ow 2e 3g 41 Sd 6j 7c Ba 9b WE It’s my job 1. After the pair discussion, get students to ork with another pair and exchange stories. Take whole class feedback, eliciting from students the main concerns and difficulties, and also the ways in which they coped with them. 2 Students read the article and answer the questions in pairs. Get students to tell you how they might have felt or reacted in the situations described in the text Ow 1 terrified (very scared) 2 arelaxation group, and a walk with a patient 3 In the group, relaxation started a psychotic episode in one of the patients. On the walk, the patient ran offsental health nursing $3 © Additional activity mental health natsing in their area, for imple about qualifications. faci nd available, ancl job © Additional activity nmental health nursing, with theaim of andthe kil i 2 Writing Email job application tudents complete the letter, then check a the completed letter aloud swers by getting them toread Ow | toapplyfor 2 relevantwork experience 3 | believe 4 skillsand qualifications 5 tomeetwith you 6 lamattaching Signs and symptoms Tourette syndrome Explain orelicit the meaning of syndrome (a combination of signs and mptoms that forma clinical picture of a particular illness or disorder) heck answers with the whole class Ow | inchildhood 2 tiredness and stress 3 motor, vocal, simple, complex Check answers some of the actions involved (although not pethaps spitting, offensive gestures, or belching! with the whole class. You could get students to demonstrate Ow v= muttering, hiccuping, swearing, belching, stuttering, shouting others are M Get students to write the new verbs in their vocabulary books, with sxample sentences or drawings to help them remember the n Checklist Go through the checklist with students. Get them to tell you which tivities in the unit helped them practise each point, Ask students to tick the points they feel they can perform, Ask the class ifthey need more Key words gh the list of words to check students’ understandingBackground tomography (CT) scans, mag Tomakeadiag how well orhow badly a patient is responding to treatment, medical practitioners have a range of tests to make measurements. The best known are readingsof the four standard vital signs - temperature, heart rate (pulse), blood pressure, and respiratory rate. The only equipment needed to take these isa thermometer, a blood pressure cuff,anda watch. Vital signs have their sment of nosis and get an objective a: remove tissue, Biopsy, w! include Limitations in detecting important changes in the body, and stable vital signs da not necessarily mean that life is not indanger Testsare g ally one pf shel Bea With rising costs, staff shortages Monitoring of body functions, which includes the vital population with its associated hig signsand bowel and bladder habit responsiveness, and the electrical activity of the heart and resonance imaging (MRI, and positron emission tomography (PET) seans, Endoscopy, which is the use of a flexible viewing tube (endoscope) to look inside the body. An endoscope has a lightand acamera,and sometimes a tool tocut and ich is the removal of tissue samples for on. Tissues that are comm kin, breast, ung, liver, kidney, a Analysis of genetic material in cell and bone marrow to look for abnor chromosomes and genes. Foetuses may ur testing todetermine whether they have a genetic disorder. from skin, blood, th,movement, disease, telemedicine alternatives to hospital admission are becoming more and more attractive for hospitals and brain clinics, Using devices operating with mobile telephone Analysis of body fluids such as blood, urine,and spinal technology, nurses and doctors can monitor patients from and brain fluid. a distance. Remote monitoring has it Imaging, which generally involves getting pictures of what After all, t's not getting t isgoingoninsidethe body. Themostcommonare x-rays,but it’s what you do with it that cou othersinclude ultrasound, radioisotope scans, computed Scrub up 1. Dothisas.a whole-class activity. Writeany use boaud, for example cuff oral thermometer stethose blood pressure limitations too. information that saves lives — ve 1, take a patient’s 2 Students work together to match the data with the vital signs. 3G) When students have listened and checked thei nswers, play the recording again, pausing to allow students to repeat it quietly Ow 1c 2a 3b 4d Eh Additional activity 4 Students work in pairs. Check answers with the whole c (weaker students) Ow 1 bpmcan mean‘beats per minute’ or breaths per minute Writes numt the boardand get st -aying them aloud until they can da so zB 3 Normal values 384°C, 120/80,ete Note thal when givin TS readings, hundred and’ is usually omitted, Nee eee , for example One twenty over eighty. Also. theunltof measurement woukt rol Farenheit) blood pressure = 90/60-140/90 normally benecessary, or temperature isthrty eight po 2. 150s the systolic sis tnlik’ pressure, when the heart contracts and dents practising forces out blood: 90 is the diastolic data’stolik’ pressure, when the heart relaxes and ills with blood between beats temperature = 36.5-37.2 degrees Celsius (97.8-99.1 degrees, respiratory rate = 12-20 breaths per minuteMonitoring the patient 55 EF Additional activity ate phrases, tude t understandingor th king some concept * Tip cP 7 onl ville for EF Additional activity Point out the di timeson the board and get studen 5 Elicit ortell students that the maximum heatt rate when exercising should be 220 minus your age Pronunciation Taking readings 1 students work in pairs saying the phonetics aloud to themselv 2 @ Afterthey have checked their answers, get students tolistenand repeat the words and expressions as they hearther Ow Theartrate 2 temperature 3 pulse 4 respiratory rate 5 blood pressure 6 vital sign Patient care Taking vital signs Or 1 Just pop this under your tongue. (temperature) Can you rol up your sleeve? (blood pressure 3 This may feela bit cold on your chest. (heart rate 4 just breathe in and out normally. respiratory rate) 5. Relax your arm for me. (blood pressure) 6 Could you undo your shirt for me, please? (heart rate) 2G After students have listened, ask them to close thetr books and play the recording again, getting students to repeat each sentence in tum, focusing on stress and intonatic Vocabulary Describing readings ‘udents work in pairs. Check answers b graph, for example Graph b shows night... ete getting students to describe ea Ow 1b upanddown,stable 2c fell,ising 3 f went up 4d sup Se varies 6 a backto Listening 1 Acoma patient 1G Pre-teach ICP andon cai Ow iF 27 3F 47 2 G) Before they listen again, get studer table and read the times aloud. Ifnecessary, pre-teach ho ck Ow Time BP cp 2000 50/90 20 50/90 25 2200 60/110 26 2300 ;arn20 256 Unit 13 *Tip hypothermia EF Additional activity ©3 Additional activity Signs and symptoms Hypothermia 1 Explain hypothermia i board, sssary and make a list of students’ ideas on thi 2 Students use dictionaries to help them complete this exercise, ifnecessary Ow Moderate hypothermia violent shivering, slurred speech, trational Severe hypothermia shivering stops, inability to walk, rigid muscles shallow breathing, pale kin, falling pulse rate Speaking 1 Circulateand ake a note of mistakes for remedial teaching later Language spot The Passive rk through the notes with students, getting them to read the example esaloud 1 ils do this individually or in pairs. Check answers by getting them to ad the completed sentences aloud Ow 2 wasn'tgiven 3 wasbrought 4 wasprepared 5 shaved 6 becut 7 puton & were removed 2. Circulate while students are writing and check that students are using the target structures correctly Students exchange notebooks with a partner, ‘who checks what they ha fewritten and underlines any possible errors. Om 1 Hewasgivenageneralanaesthetic (by the anaesthetist). 2. Anappendectomy was performed (by the surgeon). 3 Stitches were inserted in the wound (by the surgeon). 4 He was prescribed painkillers /Painkillers were prescribed (by the doctor. 5. Hewas discharged from hospital (by the consultant) Reading rite some question words on the board to guide the discu: don't have any personal experience of anaesthesia, they could talk about the experience of meone they know. Take whole-class feedback 2. Read the questions and then uickly looking just ve students a few minutes ta read the article he answers. Check answers with the whole class. Ow | three 2 One that puts you to sleep, one that paralyses your muscles, and » painkiller 3 Changesin the brain waves 4 Because the muscles 5 Theheart and the brain /e paralysed, o you can't breathe by yourselfMonitoring the patient 57 *Tip Top margin *Tip abnormality feature thats diferent from what is normal or expected especialy ina 1 Additional activity : ¢s forthe main partsc nts should takin Check answers with the whole class before students re-read the article. Get tudents to try to explain the meanings of some of the key vocabulary in the article, for example paralyse, ventilator, function, prevent, alarm. Ow 1 prevent 2 given 3 rm 4 paralyses. 5 sound 6 functions Speaking 2 Check answers with the whole class. Make sure th pictures in the correct order before they start 2.Get them to describe briefly intheir own words what they can see inthe pict much time on this as this is covered in? Ow 1b 2g 34 4a 5c GF Ih 8 tudents have the Circulate while students are speaking and assist if necessary ‘udents time to look up any words they are unfamiliar with of any mistakes in the target language for remedial teaching later. Check answers with the whole clas Writing Describing a procedure Students can do this in class or for homework, Remind them to use the Passive where possible Listening 2 Ascan Get students to describe what they see in the picture. Write any useful vocabulary on the board @ Pre-teach abnormality and transducer.Getstuden statements. correct the false Ow lf 27 3F 4F SE 6F Students work alone, then cor have checked their answ pare their answers with a partner. After they with the recording, get students tolisten and repeat the sentence quietly to themselves, focusing on stress and intonation, Ow | lieback 2 putting 3 work 4 stopped 5 makes 6 shows up 7 passing 8 looks tudents could al his activity in groups or asa whole-class activity. Checklist activities in the unit helped them practise each point. Ask st the points they feel they can perform, Ask the class if they need more Key words jothrough the list of words to check stud anding58 Uniti Background tarly in human history, our ancestors di certain plants could ‘overed that agiccame into it too, and symbolic actions such a: drinking the blood of a warrior to take his strength and roo .edicine for body parts th ofthe produced in 3,500BC hy the Chinese emperor Shen Nung, and herbal remedies remained the basis for medicin nturies. In the eighteenth and nineteenth centurie they were supplemented by frightening preparations o phosphorous, and used alongside bleeding, and axatives, This period was many inventionsand meraway iron itecoats, stethoscopes,and i nfectant that characterize medical care today. However velopments that went on did give i derstanding of the chemistry and biology ie natural world, and eventually generated medicines at could be said to have changed the way people I analgesics like Aspirin, anaestheties, vaccination: cillin and antibiotics, contraceptives,and Viagra Scrub up Scientists who design and p hat a drug'seffects are directly rela tructure, and either synthesize medicines by nduce new drugs assum reproducing the medicinally active parts of plants, or extract the medicinally active partsof plants and use them. Medicines are classified by. their chemical properties. The opioids are a well-known example of a chemical group of medicines, as are enzod nd barbiturate their mode of administration. Medications can be tak orally, for example, in th Ina variety of different way formoof pills, capsule ugh the skin via patches, by subeuta intravenous (int njectio the biological system affected. For example, there are veatives and antacids for the blockers and anticoagulants for the cardiovascul: ystem. Medicines are either over the counter (bought from pharmacies), or prescription only (prese and they often have two names~a generiename anc brand name ‘Paracetamol, for example, isa generic name, but itis sold by different companies under different brand names (Panadol, alpol, Anadin, etc. bed by a docto 1 Check answers with the whole class. Get students to repeat the medical problem stude 2 afterstudent after you, focusing on appropriate stress and pronunciation. Get Is to tell you what they know about these conditions Ow 1b 2 3c 4f 5d GR 7a Bh have discussed in paits, take whole-class feedback, getting few students to tell their stories. At this stage, do not correct vocabulary to do with treatments or pronunciation, hich or which follow. Simply note which words student they have difficulty w: this will bed alt with in the already knowMedication 59 [5 Additional activity Vocabulary mework Types and forms of medication i | Ke NAPS 1. Do thisasa whole-class activity blocker Om 1 Anantibiotic 2 Aninoculation 3 Apainkile y 4 Anantrinflammatory 5 Alaxative 6 Asupplement 7 Anantihistamine 8 Astimulant 9 Anantidepressant 0 Asedative © Additional activity 2 stressed syllables are marked abou . 3 Ow Possibleanswers . culation used in advance to prevent the disease) ~ antibiotic / antiinflammatory, c— antihistamine, d stimulant painkiller laxative, supplement (vitamin C).hantinistamin 4 check answers by getting students tosay the word and the numberof te matching picture. Get them tothink about which syllable is stiessed. Help em ifnecessary and get them to pronounce ith exaggerated f Ow id 2b 3a 4c 5i OF Te BB ON Patient medication 1G Read thetable with students before they listen. Ch by : setting students to make complete sentences, for examp upta) ha Ow MrGupta abdominal pain painkiller Mr Gill cespiratory tract infection antiioti *Tip MrSawyer constipation laxative MrThomas _ skininfection antibioti MrCheong allergy antiistamin 2. @ check answers by asking students What is Mr Gupta’s dosage? etc. They Id be able to read the name of the medication and the amount clearly and fluently. Ifnecessary, play the recording again so that students can hear Ow 1 30,4 2 600,4 3153 4250.6 5 10.8*Tip *Tip Tepmargin 2 3 1 2 int care Dosages (Check answers with the whole class. After students have listened, ash them to close their books and play the recording again, getting students to repeat each sentence in turn, focusing on appropriate pausing, stress, and intonation and on saying the numbers clearly and confidently Ow 1 She needs to take two tablets twicea day fora week 2 What dosage of Penicillin is Mr Oliver on: 3. Howoften does he need his medicine? n one 0.5ml drop in each eye every four hour hw ablets three times a day with water at mealtimes, Speaking Before students begin. clicit the questions youd need to ask to find out ng pairs of student mumbers accurately. Check answers by Language spot be going to v Present Continuous for future read the completed sentences aloud, Ow 2 weseeing 3 ‘egoingtofeel 4 areyou starting 5 'spoing tatalk 6 ‘mvisiting 8 Areyou having Circulate while students are speaking and check that students are using th ruget structures correctly. veck answers by getting students to read their sentences aloud Reading Do this with the whole class, writing any useful vocabulary on the board tudents read the text, using their dictionaries to help them, if necessary