OXFORD ENGLISH FOR CAREERS Tony Grice and Antoinette Meehan Teacher's Resource BookIntroduction pa Background, teaching notes, tips, and additional activities The hospital team p.6 In and around the hospital p.10 Hospital admissions p.14 Accidents and emergencies p.18 Pain p.22 Symptoms p.26 Caring forthe elderly p.30 eNaunaeune Nutrition and obesity p.34 Grammar tests and commu Instructions for communication acti Grammar tests key p.69 The hospital team p.74 In and around the hospital p.76 Hospital admissions p.78 1 2 3 4 Accidents and emergencies p.80 5 Pain ps2 6 Symptoms p.s4 7 Caring for the elderly p.86 8 Nutrition and obesity p.s8 9 Blood p.38 10 Death and dying p.42 11 Hygiene p.s6 12 Mental health nursing p.50 13 Monitoring the patient p.54 14 Medication p.58 15 Alternative treatments p.62 9 Blood p.so 10 Death and dying p.92 11 Hygiene psa 12 Mental health nursing p.96 13 Monitoring the patient p.98 14 Medication p.100 15 Alternative treatments p.1024 Introduction Scrub up This is designed as a warm up activity to the unit. It usually consists ofa 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 tegulaly, and areall based on authentic interviews and sources. They are designed tobe of interest tothe students as they stand with only minimal tasks students will read about a variety of young people indifferent nursingenvironments and gain insight into the sills required. General focus questions for ‘ts my job are: What do you think his /her job involves? What skills and experience does he /she need? Would you like todo it? Asanongoing project,encourage the class to build upa portfolio of other It’s my job features. Forexample, if students have contact with someone whois fully qualified and works in nursing, they can write their own Tt’s my job’ article or interview, with photos Patient care Increasingly in nursing. it is not enough tohave technical skills, qualifications, and knowledge of the field. Nurses ust also be skilled communicators ~ not only with fellow care professionals, but with patients and theit family and friends -often about difficult or sensitive matters, They also need to be able to convey instructions to patients in a sympathetic but clear way, which can be extremely demanding The Patent care feature gives students practice in these important ‘soft skills’ Body bits This encourages students to focus on a particular part or parts of the body, and extends their repertoire of vocabulary for talking about the body and its functions. Signs and symptoms This fecuses on common diseases and conditions that are relevant tothe particular unit. providing students with the vocabulary for describing common signs and symptoms of illness Top margin Thistop part of the pageontains facts, statistics quotes, These are optional extras and can be used toadd variety arid interest to your tessons,or provide additional material for strony students who are'fast finishers: Way of exploitation include asking whether your students ar surprised by the fac atistics,o1 whether they agree, disagree, orcan identify with the quote “There arc also definitions fo difficult words or pha which are important to understand a text which appests onthe same page. (Words or phiascsinthe text are highlightedin bold) Vocabulary Students mect a large amount of vorabulary during thi course Its important to encourage good learning skills from the start, forexample organizing vocabulary into word sets and word groups rather than simple alphabetical lists lerstanding the rontext of voeabulary and whether it isa key word needed for produc ion or for comprehension, ncjation ora word or checking and leaning the pror hus Language spot This focuses on the grammar that Is genrrated by the topic of the unit and concentrates on its practical application, If your students need revision after completing.the Language spot. direct them tothe Grammar reference which provides ahhandy check There is also one photocopiable Gra unit in this Teacher's Resource Book Listening, Reading, Speaking, Writing ‘These activities give realisticand communicative practic of languageskills needed in nursing In the listening activities students are exposed to situations related to nursing, including dialogues, ‘emergencies, and interviews. They also heara vaniety of English accents, both native-speaker and non-native speakerInthe reading sections students meeta variety of nursing-based texts (see Reading bank). Inthe speaking sections, try toensure use of English during activities, particularly those involving sore 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 iraportance for intelligibility You can repeat the recordings in Pronunciationas oftenas, 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 rolein the learning process, bth in terms of their English language work and the subject of nursing itself Projects can be set as homework assignments but iti worth spending time in class preparing students for the task Students are usually required to use search engines such as www.google.com tofind information. as well as websites dedicated to nursing issues. Help can also be given by brainstorming seme standard places where they can gather information. Checklist ‘This allows students to check their own progress You may want toget students to grade or assess how well they can perform each of the Can do’ statements,e.g. ‘easily, with difficulty;or'notat 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 ol each of these words, ‘appears in the Glossary. You should check students pronunciation, including the stress, of words likely to be used orally. ‘This section also provides students with the opportunity topersonalize the Key words by adding five more words, urexpressions that they think are useful. Introduction 5 Reading bank this isin the midelle of the book and gives specific skills practice in reading. The ability to read and understand texts in English has neverbeen more important in nursing than itis today with the amount of written, 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 bbe used throughout the course, either in class, oras self study orhomework. There isalsoan Answer key in the Student's Book toencourage students te check their work this section contains one or more parts of the information gap activities from the rain units (see Speaking). Grammar reference This can be used together with the Language spot. as a handy check or revision It shows the form of a particular ‘grammar point, briefly explains its use, and provides example sentences as well as indicating likely student Listening scripts ‘This isa complete transcript of all the recordings. Direct students toit for checking answers after they have completed a listening task, or allow weaker students to read it as they listen toa particular recording, perhaps for afinal time Glossary This is an alphabetical list of all the Key words Each word is followed by the pronunciation in phonetic script, the part of speech, and adefinition in English. ‘The section begins with a phonetic chart, with an, example word from nursing to llustrate each of the sounds6 Unit? Background Ina busy general hospitel there may be several thousand staffon the payroll. Although they area team that works closely together, team members don't have equal status, but function within a complicated system of ranks and grades. The medical hierarchy is well known for ts strict divisions and class structure, though things are changing it is now much less rigid than in the past, and the authority tomake decisionsis being distributed more widely. Nurses’ responsibilities are expanding into what was once the sole domain of doctors, and paramedics are medical tearn) often provided by who are doctors workingout in the community. and by nurses called health visitor ‘eral practitione When it comes tn recovery care and conective treatment other members af the team with special expertise come intothe picture These ate professionals such a physiotherapists, occupational therapists, and spect therapists Because barriers are breaking down between ancient and modem views of illness, any hospitals now encourage interaction with complementary medicine, so itis now common for acupuncturist and masseurs te have « partto play too now doing things that were once done only by nurse The basic hospital chain of command, however, remains unchanged. In British hospitals, forexample. it isthe consultant ~adoctor~ whose name appearscon patients’ notes and who carries ultimate responsibility. Next in line is the registrar, then senior house officer, and then house officer.In the UK, primary cae (she first contact with the Hospitals also employ dentists, pharmacists, opticians, Taboratory technicians, receptionists, and adrninistrative staff. The whole structure is kept going by the ancillary staff the porters, cleaners, and kitchen staff who, in therr turn are supported by volunteers ~ an important force of Individuals whose contribution to the effectiveness hospital isoften underestimated Scrub up 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 atthis stage as exercises 2 and3 deal with thi On (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 scrubnurse 10 porter 11 consultant 12 receptionist, 1B anaesthetist 14 labtechnician 2 Circulate while students are working to assess how well they can pronounce the namesof the jobs On bS ci di c4 €% gn ht iB ag 10 3 @ Stressis marked with a" efor the stressed part of the word. Listening1 Anadmission 1 @ Getstudents totell you which words in the conversations helped them decide who was speaking Ow 5a 4b 1c 3d Zemal activity (stronger students) Get students townite similar sentences forthe jobs in Serub up that were not ‘mentioned in the Vocabulary exercise ie anaesthetist. consultant phystotheropis. ‘Additional activity (over students) To provide further practice of the jobs vocabulary, give each student apiece of papet vith short sentence foreach ob ((orexarple porter-Lmeve equipnient ‘around the hospital,cardiologist -1 speacize initinesses of the heart) Get eptionsst studen's to circulate and practise the following dialog A Helle: Mynamn What's vour nau B myname ¥ nd A Finove equipment a he spat B Soyou'reat porter A Thats night What about you? What de i *Tip Vocabulary notebooks fully qualified having pascedallthe ‘and courses that you neeo toda a particular jot shift oneof thework ata LLhour petied is divided responsibility the n smething: being. something rewarding that mak appy bee Gi additional activity (weaker student For further practice with the Pr Continuous, mime some everyday action aac pet stuconts atthey ar for example washing your hares takin blood sample,ete Stidlents then work inal group to take turns miming. ind essing more everyttay actions The hospital team 7 2 @ Get students to try to answer the questions before they listen again. Get them tocorreet the false statement On it 27 3F 4F ST OT Vocabulary Verbs for describing jobs Students work in pairs, then report back to the whole ele Ow 2 midwife, detivers 3 cardiologist, specializes 4 porter, moves 5 radiologist, takes 6 scrub nurse, supports 7 pharmacist, prepares 8 paramedic, gives 9. surgeon, performs 10 lab technician, examines Listening 2 Ajob interview 1 Dothis with the whole class. Plicit words like nervous, seared, worried to describe feelings about interviews, Get individual students to tell you about their interview experi and wale any nsef onthe board 2 @ Pre-teachfully-qualified shift. swat a few minut ad the question n Student onswiers with a partner, then rheck answers with the whale Ow 1 CityHospital the operating theatres, 3. She wants more responsibilty. 3 G@ Check answers by getting students to tead the completed sentences aloud after they have listened, taking care to use the appropriate pronunciation and stress On 1 fully-qualified 2 parttime & rewarding 6 applying for 3 night shifthlectures Language spot Present Simple v Present Continuous Students dothe two tasks with the | with the whole ¢ ptin paite Cheek answers Ow Present Simple Your CV says help What doyou ike ike Present Continuous youre working Inn doing mworking going whyare you applying What do you do Iwant assist Iprepare working f'n preparing 1 Dothis individually orin pairs Get rentences, ints toread out the completed Ow 2 ‘mgettingon 3 ‘menjoying 4 have 6 want 7 make 8 check 9 ‘mlearning 11 ‘mgoing 2 mmaking 5 ‘mworking 10 goout8 Unit *Tip paperwork rms recor eps that Jourovetocompleteas part eye Nodeplacements jo hat youco.sfatof your ses nord toga expenenceot a Forte tind of werk *Tip Topmargin Get students totellyou know about Florence Nigh discuss what hinds of things they think she (3) to improve conditions field hospitals and (0) te impreve standardset frygiene. They can pursuethese topics and eaten thei browledge cf Florence nat they already gale and ‘Nightingale and her work by searching the Internet or reference book: hadditional activity (weakerstudent) Toextact further information fromthe article. nek the following questions What dee. sychicticrurse do? (looks after the mentally ih What does a health vitor co? (visits peoplein thetr hom Who delivers babies? (amidwife) Where does a triage nurse work? (in A&E) Where does o practice nurse work? ina GPS surgery) oes a nursing officer work on the wards (no) Wht threeadjectves are used todeseribe hurses before Florence Nightingale 1 ‘nursing into profession? (unpaid, untrained, unpopult) 2 Circulate while students are writing and assist it necessary. Ifthey confuse the Present Simple and Present Continuous, refer them back tothe noteson p6. Speaking Ask students to read theexample, and to suggest how the How m {question could be completed (for example How much do theyearn ‘get? or How much is it?). Ask for suggestions for other questions that could continue the conversation Then choose another sentence head fora confident student to finish, and encourage students to ask questions to carry on the conversation. As they doso, 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 make difficulties students have with forming questions. When th activity is over, use your notes for remedial teaching if note of any speaking essary, Writing Profile of a student nurse 1. Pre teach paperwork, work placement. Give students a few minutes toread the profile silently, then get them to close their books and ask a few questions tocheck comprehension, for example Why does Rossitza want to bea nurse? What is she interested in? What doesn'tshe like doing? What does she hope to do one day? What is she good at? etc Do the activity with the whole class hen students have written their text, they hand it readsit and checks it for accuracy of information »their partner, who Reading Ask some general questions related to the topic of the article, for example How is the nursing profession organized in your country? What do people in your country think about the nursing profession? What do nurses in yource intry think about thetr profession? Students do1-3 in pairs, then report back to whole class. Ow 1 1T 2F 37 aT SF 2 a2 bl c4 d2 3 3-1 qualifications 5 payscale 6 overtime 8 furtherstudies 6T 2 pension 3 experience 4 skills 7 basic trainingospitalteam 9 £3 Additional activity (cilteve Students compare the information they foundoutin this uritabout the nursing profession nthe UK with the nurs profession in their own country. Project Students look for answers to all of the questions or allocate questions dividuals or groups. Then students form smalll gro inforrnation sstoexchange lefore they start their internet search, get students to think about anursing job they would find interesting, using the list of bullet points to prompt hetr ideas. iseful websites www jobs4medical.co.uk ww wenursingnetuk.cor wow.nursefindersuk com Students workin pairs orsmall groups. Before they begin, et them to for he questions they will need to.ask using the headings in the Student Book, ie. What kind of jobare you interested in? (job title) (grade), Where sit? location),cte Wr tudents tosay why they chose this jot Mhat grade is it? n they compare answers, g Checklist Gothrough the checklist with students, Get them to tell you whic activities in the unit helped them practise each point Ask students totick the points they feel they can perform. Ask the cl ractice in any of the area fthey need Key words Go through the list of words tocheck students’ understanding.10 Unit? Background Some hespitals specialize ina particular condition (cancer rehabilitation, tropical diseases, etc) orina particulartype of patient (children, the elderly, etc) thers are training hospitals connected to universities Big general hospitals may have up to fifty specialist departments Department names are not consistent from hospital to hospital -the Children’s Unit in one hospital might be called Pa sin another, for exampl Common hospital department names include Casua y alology nito-urinary ‘ergency),Coronaty (heart). Dern astro-enterology (stomach). G (sexual diseases), Gynaecology {women’s health), Hacrvatology (blood), Nephrology (renal / kidneys), Neurology (nervous system), Obstetrics (childbirth), Ophthalmology (eye disorders), Rheumatology (muscles and joints), Urology (urinary tract) where patients can see highly skilled specialists familiar with the latest scientificand technical developments. But the best known type of hospital is the general hospital, which deals with a wide range of diseases and injuries. Apatient may have care that involves many ofthe departments in a general hospital, for example Accident and Emergency, Administration and Records, Radiology, ‘Surgery, Post-operative Physiotherapy, as well as follow. ups in Outpatients or at 2 GP's surgery. Scrub up Do this as.a whole class activity. Encourage students to u It’sfor-ing when they answer Write any new words orp se the structure ases on the board Om a isformonitoring the heart (an ECC) b is forexamining tissues, samples, etc, very closely (a microscope) € is for separating substances by spinning them (acentrifuge) 6 isfor weighing substances (scales) € for building strength after injury (an exercise machine) fis for fixing a broken bone (a bone plate) £ Isforremoving damaged skin (a dermabrader) hr is forcleaning the blooé when the kidneys don't work {a dialysis machine) is for testing for sensation in nerves (neurological pinwheel) isa special spoon for children to grip (paediatric spoon) is for performing surgery (a scalpel) is for taking a photo of bones (an x-ray machine) i k ' Vocabulary 1 students do this im patrs. Then check answers with the whole dass by getting one student toread the deseription and another togive the name o the department Ow 2d 3k De 4a 5i 61 Te 8] OF Wb Whand around the hospital 11 *Tip workin these departments ome ct them appeaedin Unt fren vedic doctor/ surgeon (orthopaedistis also sometimes used) paediatrician pathologist, phar physiotherapist renologist, surgeon Note that the stress shifts in some cases, e.obstetican @a@e paediatrician eoe@ 2 Gotstudents toanswer by forming complete piece ofequipment isfor monitoring the heart ar its used in Cardiology, etc Don't worry about pronunciation of the department nanws al thisstapea thisis dealt with in the next section. Ow Possibleanswers a Cardiology b Pathology © Haematology Pharmacy /Pathology ¢ Physiotherapy f Orthopaedic fg Dermatology hh RenalUnit 1 Neurology | Paediatrics k Surgery | Radiology Pronunciation Whereis the stress? 1 Students do this in pairs. They could quietly tap out thestiess patterns on their desks while they say the word! Ow 2c 3d 4e Sg 6F Tf Se 9d Wa Tb De 2 @ Play therecording as many times as students need to feel comfortable with the pronunciation of the words 3. Get students to give reasons forthelr answer Language spot Prepositions of place and movement Read the notes aloud or get students to read ther do1-2 in pairs, then check answers with the whole On 1 slently Get them to 1 on,by/nextto 2 in 3 by/nextto/over 4 under al 6 by/nexttoon 7 outside 8 on/in.o! 2 1 through,to 2 along,on 3 through 4 5 opposite,across al the bottom of 6 past.upto, opposite Circulate while students are doing 3 and students practise with the full range of prepos ary To ensure that you could assign some words tostudents and instruct them to write sentences ising those word Speaking Get two confident stuctents todemonstrate-the activity tomakeit clear that students must find the differences without beme sble to see thei partner's picture, imply by desentbing and asking questions Circulate while students are speaking and listen, Make a list of any difficult for remedial teaching when the activity is over ive students atime limit,or stop the activity when the firs students to form sentences. fc pair has found ten differences To check answers get example A Innyy picture the cabinet isclosed, but in p reBitsoper Om Inpicturea there is a juganda bowl onthe bedside cabinet InpictureB there isa glass and a bowl on the bedside cabinet12 Unit2 thehandleison the patient’s the handle ison the patient’s right left the cabinet is closed thecabinet is open thewalllampisswitchedon _ the wall lamps switched off there is ajugon the floor there sa pot on the floor the wheelehairis folded up thewheelehairis opened out thecurtain sfullydrawn across the curtain shalf drawn across thereismedicationonthetep _thereare sheetson the top shelfof the tolley shelf ofthe trolley there are syringes and there aresysinges and scissors bandages on the bottom shelf on the bottom shelFof the of the trolley trolley the nurse is taking the the nurses taking the patient'sblood pressure patient's temperature the nurse is wearing a fob the nurse isn't wearing fob watch watch Listening 1 Directions Additional activity 1-4 G 001-2with the whole class While students are listening in 2,get fattevets) them to trace the route with theirfingeras they listen, Students do 3 Bring other maps toss. for example pairs before they listen and check their answers. When theyare doing 4. get ashopping mall.a theme students to take tums asking and answerin map with landmarks, and use them for : 7 further practice. Get students to practise Ow 11A 2¢ 36 both prepositionseflecztionana 21 Pharmacy 2 Physiotherapy 3 Obstetrics novernent. Alternatively use them te 31Go 2 justhhere 3 into,through 4 take,onyoureft ke true/false statersentsand get 5 allthe way tudents to conrect ther forexample cnamapera shopping wall A inecefeeshopropposte the deertmentstor w B lesthat Sight ‘Nos nextothe ing Giving directions via email 1. Students work in pairs, Check answers with the whole class by getting individual students to read sentences aloud *Tip Ow I right 2 across 3 along/down 4 first 5 right 6 next stretcher device fering neeanying . npr. or dead person 2. Whenstudents have written their email, get them to swap it with a partner me ru aap Woretea ho drawsa simple map showing the directions given in the email They Se aeiaes then hand itbackto the original writer. who cheeks it thse or boty Mud [blcodurine,ete that Isosedtrt . It’s my job ‘Additional activity . , , (nema 1 Get students to brainstorm list and write it on the board or get students to Wate titae exasatapiiasepn it doit. Pre-teach stretcher, mortuary specimen, sample Then get students to eata.Withectlecunpincamtcteget ead the text silently or aloud while you ora student ticks off the things on fudentstowsethen: torte ventenecs the list that are mentioned inthe text pboub Val CNEINE ic )o this with the whole class Get students to correct the false statements ere Ca 2 Dothis with the whole class Get students ti 1 the false statement specimens polite -watk Ow if 27 an 4F SF oT When they have finished studentscan check the article tomake sure that their 3 Students do this in pairs, then report back to the whole class. Get students wll rasEE Additional activity faMevels) For further speaking practice give students son prompls, for example specimens Renal Unit Fath lab empty cardboard boxes ~Pharmacy wheelchoir- Gynoecology- Ward 10 and get them to use them to make conversationsssimilar to the ones they have just listened to They should add their own ideas where necessary *Tip Top margin students to search the intent to find 1 moreaboutledae axa-Rozen and flying wheelcha (i 1998 fe became paraplegicasa result ofa paragling cedert However since 2000 he has continued tying and designed ati wheelhair) Students could algo re portunities for disable people to tak pat inthe adventure sports Get them ti prepare a short oral or written presentation of what they find ou Additional activity {stronger student Get students to recreate parts ofthe article by making sentences using word and phrases fr Lier, for example climbstaurs—hughly advanced ~belance strong, light metal voice conmanals nit which you give to You could get students to write the sentences or youcould turn it into ame by dividing the class into teams andawarding. othe team that forms the test correct sentence for each prompt given Inand around the hospital. 13 Om 1 transport 4 collect, take 5 produces 2 lift,cary 3 dispose 6 deliver. bring 4 While students read, get them to circle the verbs us they find them Listening 2 The porter’s office @ With lower level classes, pause the recording after each conversation to allow students time to write the notes. Check answers with the by getting students to read the complete sentence Ow 1 disposable syringes 4 Cardiology 5 sw 8 Radiology 2 awheelchair 3 empty bottles foors 6 maincorridor 7 stretcher Before students read the article, tell them that they are going to read an articleabout wheelchairs Get them to think about the difficulties that a disabled wheelchair user might have and make a hst of ide vocabulary on the board. ‘and useful 1. With the whole class, discuss some questions they tmght want toask about cach of the headings in the hst,fo1 example sport (WWhat kinds of sports car you do froma wheelchair’), children (How mught a childs whcelchat be different from an adult's wheelchair?) history of wheelchairs (When was the first wheelchair used? What were they made of?}ete Accept any ideas as this ‘ssimplya way of getting students to think about the topic Om 1,3,5,and7arementioned 2-3 students do these exercises in pairs, then report back to the whole class Ow 21 wood 2 thesame strong, light metal as aircraft 3. usersdon't need to use their arms or have someone to push 4 voice commands, the head, hand, longue, and breath 5 travel up stairs raise the user up high, balance on two wheels 3 | armrests 2 commands 3 able bodied 4 self-propelled 5 manoeuvrability 6 all-purpose Checklist Cothrongh the checklist with students. Get ther to tell you w activities in the unit helped them practise each point, Askstudents to tick the points they feel they can perforsm. Ask the class if they need more practice in any of the areas ich Key words Go through the list of words to check students’ understanding,14 units Background whocan have access tothem They consist of materia suchas; Apatient can be mitted to hospital in one of thee way handwritten medical note computerized files correspondence between health professionals Iaboratory reports x-ray films and scans photographs printouts from monitoring equipment. ‘As well as basie personal details, the form that is filled in for every patient on ad hospitalizations ancl surgeries, the name of a person to intact, whether the patient has insurance. and whether there areany advance directives. These are instructions from the patient about what efforts should or should not be made to extend their life and who isto make medical decisions in the event of them being ina coma. This information is given acode number.andin many hospitals itis written on a plastic bracelet and fixed to the patient's wrist. as an outpatient (to seca consultant but not needing bed) asia day patient (needing a hospital bed for tests or minor surgery bul not needing to stay overnight) san inpatient (nceding to stay in hespital) Itis relatively easy to organize beds for inpatients who come through a GP, but not so easy to predict numbers who come through A&é (the majority of total admissions). Because of the difficulty in predicting, numbers, a hospital has to keep a number of empty beds available, and make estimates based on past statistics for the time of year isston contains details of past Itisimportant that accurate and clear medical records accompany patients from before admission and after discharge, and that they document all treatment, test results, and communications, Medical records ate frequently referred to in law courts, and they are used for research. In many countries thete are laws which govern Scrub up 1. Get feedback from students and write useful vocabulary on the board Do not tell them yet whether their ideas are correct 2 @ Checkanswers with the whole dass. Get students to tell you which words helped them todecide on thetr answers. Ow le 2a 3b 4d Se 3 Getstudents to say what they think the type of problem being presented is (i.possible overdose, pregnancy, possible concussion, snake bite, spot on {ace) and to give reasons for the order of priority they choose, Get them to compare answers with another pair, then get feedback from the whole class, getting students to give their reasons. There isno one ‘correct’ answer for this, Ask students if they can name the process that they have just completed, ie. sorting illnesses or injuries according to their seri that treatment can be allocated between them, and elicit ar teach triage Vocabulary The admissions procedure 1 students workin pairs. Check answers with the whole lass by getting, rndividual students to read the complete sentences aloud Check pronunciation of the target vocabulary.additional activity {weaker stucents) Tocheckunderstancing lary, get students toclose thei fete books andlask them questions, or example Where do patients it while they wa for treatment? (waiting room) Which patients areseen first (those witha life threatening condition) What kid of information goes on a hospital registration form? (personal details) Where does the (imacubice) et *Tip Tohelp students get started te or treat the potent? story about a time you or someor'eyou know: admitted to hosp *Tip Unit reer to units ofakohol One unt of echo is Ort ( ‘weight,of pure alcohol. Current volume, or recommendations are that men should {rink nomore than 21 units of alcohol per week (and no more than fourunitsperday) and that wore should drinknomerethan units of alcohol per week (and no more han thrce units perday).As a rough guide there are thee units ef alcebel ma 500mt glass of ber ora 250ml glassof wine *Tip Top margin Cetatudentstothink about why hosp situations and what kinds of linesses or Injuries might be involved 1 cheek their ideas on the internet Hospital admissions 15 Om 1 waiting room 4 aprionty 8 treatment 2 atriage nurse 3 aninitialassessment 5 life-threatening 6 registration 7 cubicle 2 Students work in pairs or small groups to exchange stories. Circulate while students are speaking and assist where necessary. Get each pair or group to choose one story to tell in.a feedback session tothe whol It’s my job 1 Bai whole class Write with the rma list of the responsibilities of a hospital receptionist rly useful vocabulary on the board 2 Got students to cover the text and predict answers to the questions before they read, Ow 1 Sheneeds tobe diplomatic, strong, calm,and organized. 2 They often have bad handwriting and use too many abbreviations 3. She knows first aid,and understands medical terminology and abbreviations. Vocabulary Patient record 1 Dothis withthe whole class. Get students to read the admission form quickly and find the patient it refers to Ask students if they can remember the story Jim Grady (the man sitting in the front row of chairs) told. 2 Students work in pairs, then check answers with the whole class Ow 2 allergies 3 GP 4 nextofkin 5 intake 6 DOB 7 gender 8 medicalhistory 9 maritalstatus 10 n/a W per 12 no Listening A patient record form 1G Play the recording once. Students complete the form individually then compare answers with a partner Check answers with the whole class Play the recording again, f necessary Ow Surname /tusscin First name Mustopha Gender male 108 1/9/82 Place of birth Karachi, Pakistan Occupation painter Maritalstatus single Next of kin brother, Yusuf Contact no.07709 401229 ‘Smoking intake 20perday Alcohol intake n/a Reason for admission fel off ladder and hit his head Family history mental llness:n/o diabetes: matemal grandparents tuberculosis: n/a HIVIAIDS:n/a16 Unit3 B additional acti (weakerstudents) Togive students some simple que answer practice, get ther to work in patis toaskand answer questions 2-7on the acinission form about themselves probably better toomit question Bas this informations wer personal) Ei additional activity {weaker studs) When students have finished getsome of them toreport backon ther patient Providesome prompts tobelp ther, lor example -My patient is male /emole. is her name His herdate of births He/Shewas torn in tc *Tip Top margin small groups. get students to consider sw socks and tights might have caused icciderts (for evamplettryng to put them Conor take them off causes falls) They could alsocensider the dangersof other items of clothing, for example Lousees or shoes.and invent stories about what happened. for ‘example [wa putting on my trousers when Hest ry balance {ell through a @ before theylisten Pray the recording again, then check answerswith the whole lass igain, get students to try to complete the que Om 1 happenedto 2 What's your 5 Doyou 6 How many.day 3 Wherewere 4 Areyou 7 Areyou,anything 8 close, suffer Speaking Get students to make notes about theit invented personal details and citculate to assist if necessary 3. while they are speaking,citculateand monitor question formation and use ofthe target vocabulary. Makea note of any common mistakes for nglater remedial teach Language spot Past Simple v Past Continuous ks Read the notes aloud or get students to read them silently. Dothe two ta with the listening script with the whol Ow Pastsimple 1 be-was give-gave take-took know didn’t know make-made can -could scare-scared 2 be-was worry-worried get-got 3 slip-slipped fall-fell hit hit 4 step-stepped bite bit be-was 5 see-saw check. checked Past Continuous 1 was feeling 4 waswalking 5 waslooking 2 waswashingup 3 was working. Students work individually to complete the sentences. Check answers with the whole class by getting students to read the completed sentences aloud, Ow 2 washolding, exploded, burnt 4 was getting dressed, fell hit 6 wasrunning, chased, punched 3 was getting out, closed, broke 5 was listening, heard, went Students work in pais When they have written their sentences, they exchange them with another pair, who check that they have used the Past Simple and Past Continuous correctly Too many variations are possible to pivea possible answer. Students workin paits or small groups to exchange stories. Circulate while students are speaking and assist where necessary. Get each pair or group to choose one story totell in a feedback session to the whole classHospital admissions 17 *Tip Top margin nefollowing questions about the quote Do they agree with iP What ore the eesons Jorpiting mores m hospital What would hhoppen ifnoforms were filled in? additional activity ‘0 check understanding of thedetails of the article ask the following questior According to the articie, why ts do handwriting unclear Why do patients sometimes get the wrong Why was Ramachandra Kellan fi rt from fatalenors, what ether problems can be caused by poor honduwriting, aecording tothe what satients at Charing Cross Hospital Additional activity {stronger students) After they have written their summary, get ther to writea second version containing mistakes. They thenexchange ntwitha partner, who finds and corrects the mistakes 4 Reading Bad handwri ing Discuss the questions with the whale class Teach other useful words whic collocate with handwriting, for example bad, good, neat untidy, legibe iegibe When students have exchanged examples of their handwriting, get them tc discuss the problems that unclear handwriting causes for the reade Students read the article in pairs and answer the questions. Get ther contect the false statements Ow lf 27 37 4F ST OF TT Do this with the whole class, Read out the definitions and get stu toscanthe article forthe matching word. When they find it, they shou! raise their hands. When most of the students have raised their han check the answer. Ow 1 administrativestaff 2 prescription 3 fined 4 amputate 5 limb 6 fatalerrors Writing Patient summary Get students to look back at the admission form they completed for Mustapha Hussein in Listening to help them find the mistakes ‘Ow Mustaphais single,not divorced. He stmokes 20 cigarettes a day. not 40. There isa family history of diabetes on his mother's sice.not his father. Circulate while students are writing and assist if necessary. Alternatively students could write this summary for homework and bring it to the next class. Ineither case, students could workin pairs and check each other's summary. Ow Possible answer Sarah Behr was admitted with a suspected fractured arm. Mrs Behr is married, and worksasa teacher Her next of kin isherfathes, lan Hecan be contacted on 01792-793456..Mrs Behr does not smoke, and drinks about ten units of alcohol per week She is allergic to nuts There sahistory of heart disease on her father's side. Checklist Go through the checklist with students. Get them totell you which activities in the unit helped them practise each point, Ask students to tick the points they feel they can perform. Ask the classif they need more practice inany of the areas. Key words Go through the list of words to check students’ understanding,18 Unité Background very day, though the door of AE departments, come the victims of road traffic accidents vilent crimes, aceidentsat home, sueide attempts sll-harming contact with toxic chemicals and radiation burns near drowning, hypothermia, and soon. AB&E departments alsofillup wath people who should not realy be there~ peopl with rnlnofinjurles ike sprains cus, and gazes So when isan accidentan emergency? There are established procedures for dealing with casualties of major incidents such as terrorist attacks large fires, and multiple road traffic accidents. One of the first things isto determine who tsa priority and needsto be treated immediately, and who can wait This is called riage, One method is to colour code patients like this blue (patients who are red (patients life-saving action) vverely injured and will dic) joneed immediate surgery or othe yellow (patients who arestable but whe will need hospital care} green (patients who will need tosee a doctor, bul not Immediately) white (patients who only require first aid and home care) Working in A&E can be very stressful,and itis not uncommon for staffto suffer trauma, nightmares, and anxiety as. result of the emergencies they deal with ‘A&E staft normally consideran emergency to involve one or more of the following: loss of consciousness heavy blood los suspected broken bone chest pain lasting fifteen minutes or more cifficulty breathing ‘overdose or poisoning, Scrub up Toset the scene, ask students what they can see in the picture, Read the instructions and the two lists of items aloud, Explain any new vocabulary. (stronger students) ‘Mer theclnss discussion, dravrup ist of itemsfor the wholeclassby stuentsto voteon the ones that they would tke Ei Additional activity {weaker students) Use the ters to review countable and uncountable nouns orexarnple get Om Possible answers Medical adhesive tape~ many uses, not just medical disposable gloves—useful for storing water, for example ‘Morphine there is nothing else to relieve a sick or injured person hypodermic needles —toadminister the Morphine a first aid manual students tosay whether they would General use aorsome with eachof the items a box of matches essential for cooking, heating, and signalling inthelist: 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 unboil water and raw food soap —keeping clean is essential for health and moraleAccidentsandemerpencies 19 Get students te prepare th checklists for each condition They could setick boxes, decorative headings.and sirnple illustrations tomake the lists took visually more interesting. * Tip Before students do the Speaking activity, get them to invent a name for the helpline (for ‘example Health Hotline, Hotline).Review some basi language by teaching ore following Helplinenurse ood morning / afternoon / evening. Health Hotline. Nurse Caroline spe Howcanthelpyou? Tell me exectly what happe need to ask you some quest Stay car te Patient Can you help me, please Wsan emergency Should (give him somethin ec additional activity fweaker st Students writedownc conversations they p Speaking activity porate wengy i telephone iting the aking rea tions, igtodnnk? ofthe Vocabulary First aid ‘After students have discussed the questions in pairs, doa whole class feedback session and compare answers 2 students work alone to complete the sentences, using dictionary to help them if necessary. Ow 1 Sterilize 2 Makesure 3 puncture 4 remove $ Squeeze 6 Keep 7 Immobilize 8 Treat 9 immerse 10 Check for 1 Swab 12 Apply 3 Checkanswetsby getting students to read the completed sentences aloud Ow Possibleanswers 2 1BNI2 b 489,10 ¢ 25.6.7 4 Check answers with the whole class. Students can discuss whether they agree or disagree with suggested instruction: Language spot Instructions. Read the notesaloud sentences, Refer them back to Vocabulary for more examples. nd get individual students to read the example 1 Toturnthisintoa fast-paced activity, read out the beginning of the sentence and get students to raise their hands when they have found the appropriate ending, and then readitaloud. Then get anotherstudent read the complete sentence Ow 2) 3a 4¢ 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 instructions. Student A should think about ormake notes on the questions they will need to ask. Student B should read their notes and think about how they will formulate theie responses, Circulate while students are speaking and monitor appropriate use of the Imperative and the target vocabulary When students have finis ed speaking, get one or two pairs to present their conversation. The rest of the class should listen and be prepared to comment on one positive thing about the presentation, for examplea useful word or phrase that was used,and one thing that could be i proved a1 2 Repeat the procedure20 Unit4 *Tip Top margin ead the information about a detibrillator and lockat the picture. Explain that the abbreviation AED (automated external {defibrillator isabo used. Students wil hear this abbeeviation inthe Listening activity *Tip A possible. usea CPR training.dumayy te practise these nstuctons fr example feadthe instructions and get ts tecanry them outon the dummy Cet students todiscuss some questions his topic, fer example What ether people could have this training? (for ‘example bus drivers, police officers) oyu think that ail toi crvers wal be wullng to learn bow to help women give bith? alse seaich the iiternet for more Informationen this quote, or for other interesting similarstoric by / Why rot? Students could Instructions 1 Students workin pairs or small groups to put the pictures in order. Do the description stage with the whole class, writing any useful vocabulary o the board Ow id 2b 3e 4a se 2. G students listen and check theiranswers Then get students to describe again what ts happening in each picture 3 @ Getstudents to try toanswer the questions before they listen a After they have listened again, check answers by getting: the sentences aloud with the correct idents toread n place Ow 1two 2 four 3 fifteen 4 200 5 aboveandbelow 6 second 7 Lidocaine 8 100mlovertworninutes 4 © Check that students know what CPR stands for (caréiopulmonary resuscitation} Students do this exercise in pairs. Check answers by getting tudentstoread the complete Ow 1Give 2 Give 3 Support 4 hold 5 Put 6 Stand 7 press 8 Check 9 repeat 10 setup 1. Discuss the pictures with the whole class. Write any useful vocabulary on the hoard 2. After studentshave discussed the questions in pairs,doa whole cla feedbac 3 Read the questions aloud one by one and get stuclents toscan the article fo the answers. Then get them to read it again more slowly, Ow Ino 2 anurse 3 thebaby 4 well 4 Get students to read paragraph Sagain, then close their books. Get them varite the instructionsin the correct order, then check answers with the whole class. Students can then open their books and te read paragraph 5Badd (atltevets) Ifpossible, mvitea paramedicto your classto give a short talk, even if the talks ‘given in the students'own language Students could beasked to prepare questions beforchand and make notes uring the talk They then writeashort summary of the talkin English 5 Additional activity (etrongerstudents) Get sludentstofindout about the responsibilities ofa paramedic in their ‘own country. They then writea brief report or make an oral presentation tothe dass nal activity * Tip Focuson the phrase paramedics don‘ think {uce This means that they dort hesitate ordelay.but immediately *Tip Top margin Get students to findout the trafic accident statistics for theircountryand compare it other counties around the wrld. They 0 research what are the mest common causes of traffic accidents and find out about road safety campaigns in thelr countey *Tip Students could write the sentences incl an then prepaethe pesteritsel for homework, usinga variety of fens cons id ilustratons for visual interest Accidents and emergencies 21 It’s my job Before students lookat the text and the questions, get them to discuss what they know about the work ofa paramedic, for example What kinds of things do they do? What sillsand qualities do they need? What kind of training do theyget? Students read the text silently and underline the words which answer the questions. Then check answers with the whole class. Om 1 When hewasa boy 2 twoand a half years 3 Making quick decisions, communicating clearly, and keeping a clear head in difficult situations 4. People under the influence of drugsand alcohol Students work in pairs toform the word combinations. Ow 2e 3d 4f Sa 6b Students work in small groups to discuss this question, making notes on their answers and giving reasons for them. Then share their ideas with the whole class Signs and symptoms shock Allow students plenty oftime to read the introduction and tocomplete the sentences, using dictionariesif 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 centratnervous system 4 Cardiovascular 5 respi 7 dangerously / abnormally 10 abdominal 2 coma 3 abnormally / dangerously story 6 Blood pressure 8 Gastrointestinal 9 intestines Writing Information poster First getstudents to decide what instructions they would like to give Remind them to use Imperatives and refer them back to earlier exercises and texts to help them with vocabulary Checklist Go through the checklist with students. Get ther 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 classif they need more practice in any of the areas. Key words Go through the list of words to check students’ understanding,ncies 20 Accidents and emerg El Additional ac ity It possible invite paramedic toyour class togivea her! tall even if the talk given in thestudents’own language Students couldbe asked to prepare {questions beferehand and make note uringthe talk They then write short summary of the talk in English, £1 Additional activity (stronger students) Getstudent to find outabout the responsibilities ofa paramedicin tit own country They then write a brief repartor val prscntation tothe clas ake *Tip Focuson the phase paramedics dont thank {uiceThismeans that they don't hes. Cr delay. but act immediately *Tip Top margin Get students tofind out the tafficacadent statistics for their country and cempareit with other countre the world They could alsoresearch what are the mest find out about oad safety campaignsin their countr *Tip Students could write the sentences in class, ind then prepare the poster itso homework, usinga variety of Fonts, icons, ond illustrations for visual interest It’s my job Before stucients look at the text and the questions, get them to di they know about the work of a paramedic, for example 1 do they do? What skilis and qualities do they need? What kind of training do they get? ss what itkindsof things 1 students read the text silently and underline the words which answer the ‘questions. Then check answers with the whole class. Ow 1 Whenhewasaboy 2 twoanda half years 3. Making quick decisions, communicating clearly.and keeping a clearhead indifficut situations 4. People under the influence of drugs and alcohol 2 Students workin pairs to form the word combinatic Ow 2e 3d 4f 5a 6b 3 Students workin small groups to discuss this question, making notes on their answers and giving reasons for them. Then share their ideas with the wholeclass. 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 senitences aloud, checking for appropriate Pronunciation of any unknown words Ow 1 centralnervous system 2 coma 3 abnormally /dangerously 4 Cardiovascular 5 respiratory 6 Blood pressure 7 dangerously /abnormally 8 Gastrointestinal 9 intestines 10 abdominal Information poster First get students to decide what instructions they would liketo give. Remind ther to use Imperatives and refer them back to earlier exercises and texts to help them with vocabulary. Checklist Go through the checklist with students. Get them to tell you which activities in the unit helped ther practise each point, Ask students to tick the points they feel they can perform, Ask the class if they need more practice inany of the areas. Key words Go through the list of words to check students understanding,22 Units Background Pain is an essential survival mechanism, for it wars us that something is wrong. Pain hasan emotional component and 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, have 2 greater sensitivity to pain than adults, and despite the common view to the contrary, many studies show that men havea higher pain threshold than women, Pain is either acute or chronic. Acute pain is short term, and chronic pain lasts longer than the injury that caused it 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 ofthe body. This is why, for example, the pain of heart attack is felt in the left shoulder, arm.or hand Assessing pain is an important partof diagnosing an illness and measuring the progress of treatreent. One Scrub up 1 Before they students know #Tip Remind stu nts that we use the or your before parts of the body 2 ‘theaimofthis exercise ts to measure how sensitive diffe body are. Demonstrate t their hand with the two points of the bent paperclip one or two {and tell them to say how many points they fee! (it shou! ly reduce the distance When this happens, measure the distance between the p aps first). Grad the distance on the board. Tell students to work in p patts of the body in the same w s the McGill Pain Questionnaire, which consists of alist of adjectives which the patient chooses from to describe their pain. Words are notalway’ reliable, and many nurses and doctors prefer anumerical scale (0is no pain and 10 is the worst pain you can imagine) The Verbal Pain Sc which uses vertical lines in right red le isanother method colours ranging from light blue (no pain) (severe pain] ‘The fact that we instinctively deal with pain by rubbing, the part that hurts suggests to scientists that stimulating touch signals closes a ‘gale’ to pain signals. Physiotherapy and acupuncture take advantage of this phenomenon, The gate can also be shut by the release of pain-relieving, opioids, either produced naturally by the body or introduced artificially in the form of analgesics like Aspirin and Morphine. Psycholog: temporarily shut off pain too, which is why a may continue to play despite injury and a soldier continue otballer tofight despite wounds. to this, pointto the parts of the body mentioned to make sure where they are, ent parts of the e activity witha student first. Touch the back of centimetre: twoat ‘nd repeat until they can only feel one ntsand write testing different y. The lower the dis points, the more sensitive the part 3 Find out from students how their results corPain 23 (allievels) Get students tothunk back to their owr experiences of pain, which they discussed in Whichof these expressions anc adjectives weal pain they felt? Forexample Afterth ‘operation on my hand, Ifelta throbbing pain fordaysafterwards * Tip With weaker students pause aftereach conversation toallow ther time to answer they use todescribe the intand2 Ei Additional activity faitlevels) Get students toread the conversations in thelistening script and underlineany additional words and phrases tode pain. for example i never goes away, ‘comes and goes, it gets worse at night Students can also underline the vanou yin which the nurse asks about pain forexample Are you still pain’, the pat today?, How often do.you ppait?, Does it feel th When dud (it)start? pel the calithe tin additional activity (strongerstents) Get students torole play aconversation betweenanurse anda patient suffering fromone of theconditionsin 3 They should eferbacko the words and Tistening help them Get some parste present theircorversation tothe whle {ass Forhemework.stadents writeup ehott conversation rctised in Vocabulary and ‘Additional activity stronger students) in pais studeotswrite thtee true /fals sentencesabout the painkillers They then exchange them with another pair, who decide f they are true or false andcorvect the false statements © Additional activity lens) compare three other (weaker st Stude cithereveryday iter (for exarnple their lish books, local restaurants, ot coffee shops.ete) orto dewith nursing (for exarnple three othet kings of medication, tice jobs students areintevested in,cte) Vocabulary Describing pain Start students off by answering the first two questions yourself. Students work aloneto match the words with the descriptions, then compare their answers with a partner On if 2h 3g 4¢ Sb 6c 7a Bd 3. Students work in pairs, usinga dictionary to help them if necessary Adjectives should be approximately in the order shown below. Or Possibleanswer not bad, slight / mild, moderate / quite bad, severe, agonizing / unbearable Listening 1 Apain chart @ txplan oretct the meaningsof constantall the time) frequent (most ofthe time) oceasionaltromtime tote) On 1 23 4 : burning v stabbing throbbing, v shooting v constant v frequent v sional v iqh s mild vou moderate v v x severe v getting better v getting worse viv staying thesame v7 @ when students have completed this task, check answers by getting ravidua students to read the completecsentencessloud Ow Tin 2 there's 3 haven 4 got.in 5 keep,down After they have discussed with a partner, students join with another pair te exchange tdeas. Check answers with the whole class Language spot Making comparisons Students work alone tore: the examples and match thera with the rules Ow te a db 4c Sa Get students toexchange their own sentences with another pair for checking. Ow 1 moreefiective 2 cheaper 3 moresideetiects 4 themosteffective 5-7 students’ ewnanswers24 Units *Tip gasand air a mixturebreathed in through mouthpiece or mask oreeve nile pain duringlabour Pethidine ‘orsevere pain during labour epidural medication injected around the spinal cord during labour to relieve pain numb having lost al physical feeling sdication to relieve moderate addi (alltevets) Inteam Sentences using the words they have practised i Pronunciation, Set atime limit for students towrite as many sentencesas they can.If possible, they shoul use two or mate of the words in one sentence Teams get one point for each word they conectly. The teat «with the most points wins, useand pronoun Ei Additional activity (weer students Ask further questions toextractere information frm the atile on pain fo eample What happens in the body when we feelpain? What are the two types of pain called? What i the difference between them? Howdo drugs relieve pain? What other methods are there of relieving pain, apart from drugs? What is neuropathicpain? Listen Pain relief ig 2 @ Before listening, ask students they know,and which ones indi Pethidine, epidural, numb. After students have listened and underlined the correct words, check answers by getting individual students to say complete sentences aloud. They should also add any further informati they can, for example Their babies are different sexes ~ Janice has a girl, Karen hasa boy, ete: at methods of pain relief in labour duals would choose. Pre-teach gas and air Ow 1 differentsexes 2 gasandair 3 didn’tmake 4 all 5 didn’'thave 6 all @ When students have completed this task, check answers individual students toread the completed sentences aloud, by gettin, Ow relieve 2 wearsoff 3 feel 4 became 6 tookaway 7 gol 8 losing 5 cope with Pronunciation fa:/, leat, lal ‘Make sure that students understand the phonetic symbols before they begin. Get students to say each word quietly to themselves to help them. decide which column to put it in @ Students listen, repeat, and check their answers. Om fx! hurt nurse, first, worse fea! air, care, hair, where fal ulcer,doctor, appointment, tumour Reading Ask students to make notes of their discussion. Do a whole class feedback session, writing any useful words or phrases on the board, Get students to correct the false statements, Ow 1T 2F 37 4F 5ST ‘Students do this alone, then compare answers witha partner Check answers with the whole class by getting students to read the completed sentences aloud, Ow 1 protect 2 treat 3 manage 4 prevent 5 control 6 suffer*Tip Get students todoan eral summaryot the inthe pain char forexample Maria spain aftera fll answersto the question: pain isconstant and frequent,etc. This wil be helpful preparation, especialy for weaker students forthe Wnting task which follows. 8 Additional activity (stronger students Get students te find out mote about th non-dnugrnethodsof pain elif icnedin the articlehypnosis acupuinctre, massage. stimulation of nerves. Get t brictsurnrany ofeach one Patient care Questions to assess pain Get students to practise saying the questions with the appropri ind intonation, in preparation for the Speaking activity which fol Ow 2f de 4g 5c 6d Th Ba Speaking Give students time to re When students have finished, conversations, the instructions and think about their answers get one or two pairs to present their Writing Apainreport eal the report aloud and get students to rasethetr hands when they think they hears mistake Ow besin began ererabdemen over the abdomen smoebed worse siletotheahdonen ide of the abdomen hasworse is gets worse Lif necessary. Alternatively, Circulate while students are writing a set this task for homework Body bits Areas of referred pain Referstudents to the explanation of ref pairs have completed the task, get them. another pair Ow 1k 2a 3c 4g 5h Gi Th Be 9 red pain in the top margin. When (o compare their answers witk wb ou Checklist Go through the checklist with students. Get them to tell you whict tudents totick activities in the unit helped them practise each point. Ast the points they feel they can perform, Ask the class if the practice in any of the areas, Key words Co through the list of words to check students’ understanding.26 Unit6 Background ‘Symptoms are the physical conditions t illness, and are usually described as either strong, mild, or ‘weak. Many illnesses have symptoms in common, such as high blood pressure, ete, whereas other symptoms are rarer and specific toa narrow range of illnesses. The most important symptom that leads toa diagnosis is called a cardinal symptom, and the symptoms that cause patient to seck medical help are referred to as presenting symptoras, symptoms are the things that are noticed by the patient, whereas signs are the objective evidence of an illness which can be observed by doctors and others. So pain isa symptom, and a low blood cell count isa sign. Some features can therefore be both signs and symptoms. indicatean Scrub up 1 Check answers with the whole cl ‘Symptoms can be classified into the following general symptoms such as loss of appetite, tiredness, pain, convulsions, and dizziness neurological / psychological symptoms suchas anxiety, insomnia, and unsteadiness ocular symptoms such as blutred vision, double vision, and loss of vision in one eye gastrointestinal symptoms such as bloating, diarrhoea, vomiting, blood in stools, and indigestion cardiovascular symptoms suclias chest pain and abnormal heart beat urological symptoms such as incontinence, difficulty urinating, passing a lot of urine, and impotence pulmonary symptoms such as coughing hyperventilation, chest pain, and shortness of breat integumentary (skin) symptoms such as rashe itching, blisters, and swellings Get students to say the seven words aloud before they listen. Explain or elicit their meaning Get students to use their dictionaries. a matter of opinion, but check that stuclents understand the meaning answers, then listen again and repeat the word! 2 nausea 3 cough 4 numbness $ aching, 7 tiredness Note that many of the answers are 2 Additional activity 2 @ listen and che (weaker stuxtents) fohelp stuch ith the vocabulary. get Ow 1 diarrhoea them to give you some examples of ay 6 bruising itvessez oF mjuries they have experienced or know of which include these 3 symptoms, forexamplea runny nose (aco). tehing( ite} sickness ofthe word: (ood poisoning). *Tip Listening 1 moan tosay that you are unkappy Symptoms anneyed about something 1G Getstudentsto tell you what kinds of symptoms they think they will hear for Ow te 2 .ch of the three conditions. Pre-teach moan Play the recording once, and check answers w h the whole class. 3b