UNIVERSIDAD NACIONAL AUTÓNOMA DE

NICARAGUA UNAN-LEÓN
ÁREA DE CONOCIMIENTO DE CIENCIAS DE LA EDUCACIÓN Y
HUMANIDADES
ÁREA ESPECÍFICA DE LENGUA INGLESA

CICLO 03

MEDICAL ENGLISH II

COMPILED BY: ENGLISH PROFESSORS

February, 2024
 Vocabulary
f) Match the words (1-6) with
the definitions (A-F).
1 _ shock 4 _ rescue breathing
2 _ burn 5 _ laceration
3 _ pulse 6 _ CPR

In a medical emergency, always call for assistance
first. The following are basic steps to take to help
an injury victim before medical help arrives.
Assess the victim's condition. Give him or her
plenty of space. Prevent shock by elevating the
legs and covering the victim.
Apply pressure to lacerations or other open
wounds to stop bleeding. If bleeding has stopped,
wounds should be cleaned and wrapped in a
bandage. Cool minor burns with running water.
If the victim's pulse or breathing has stopped,
CPR or rescue breathing can be performed. Be
sure to clear the victim's airway before rescue
breathing is carried out.
Get ready!
0 Before you read the passage, talk about
A a normal, regular heartbeat that can be felt
when an artery is pressed
8 a first aid procedure involving chest compression
and artificial breathing
C an open injury caused by a hard impact to soft
body tissue
D a medical emergency in which the circulatory
system cannot provide oxygen to the body
E a first aid procedure involving providing air for
someone who has stopped breathing, but still
has a heartbeat
F a physical injury that can be caused by heat
Vocabulary
0 Fill in the blanks with the correct words
and phrases from the word bank.
�
BANK

these questions. wound first aid bandage

pressure assess
1 What are some injuries that first aid can help?
2 What are some common first aid techniques? 1 The doctor will need to ______ the
victim's condition.
Reading 2 I am trained in basic ______
techniques.
f) Read the first aid guide. Then, mark the 3 Apply ______ to the injury to stop
following statements as true (T) or false (F).
the bleeding.
1 _ Bleeding wounds should be wrapped with a 4 Wash the injury and wrap a(n) ______
bandage. around it.
2 _ Use running water to cool burns. 5 The nurse used stitches to close the
3 _ Rescue breathing can clear a victim's airway.
1
C, g Listen and read the first aid guide again. Speaking
What are some basic steps in providing
first aid? (i) With a partner, act out the roles below
based on Task 7. T hen, switch roles.

Listening USE LANGUAGE SUCH AS:

0 g Listen to a conversation between a What happened ...

Let me take a look ...
doctor and a patient. Choose the correct
answers. You'll be fine.

1 What is the conversation mainly about?

A treating a burn Student A: You are a doctor. Talk to Student B
B teaching first aid about:
C healing a cut finger • a minor injury
D removing a bandage ... • first aid provided
• how you will treat it
2 What will the woman likely do next?
A cover the injury
B clean the laceration Student B: You are a patient. Talk to Student A
about a minor injury.
C remove the bandage
D apply pressure to the cut

0 g Listen again and complete the Writing

conversation.
0 Use the conversation from Task 8 to fill
out the patient chart.
Doctor: Hello, Bill. 1 ______ __ _
today?
Patient: My finger 2 ___ __ _
Doctor: Let me 3 _______ ___ at it.
Yes, it's all red with a blister. What
happened?
Patient: I touched a hot stove.
Doctor: I see. Did anyone provide 4 __ _ Patient: ______________
___ ?
Patient: Yeah, I 5 ______ cold water Symptoms: _____________
over it.
Doctor: Well, it probably helped. It 6 ___
______ in a few days. Just put
aloe vera on it.
Patient: Thank you, Doctor. I'll try to be more careful. Cause: ______________

Treatment: ----------�--

2
 Common abbreviations

Get ready!
Date: April 12 0 Before you read the passage, talk about these
Patient Name: Christine Gordon questions.
ID Number: 6612431
Sex: Female 1 What are some common abbreviations that medical
Physician: Harold Downs MD professionals use?
Attending Nurse: Susan Smith, RN 2 Why do medical professionals use abbreviations?
Time: 23:15
Patient Condition: Stable Reading
Patient Vital Signs:
T: 100.6 degrees Fahrenheit, as taken by f) Read the patient evaluation. Then, mark the following
oral thermometer statements as true (T) or false (F).
HR: 81 beats per minute 1 _ The patient shows signs of acute lung disease.
BP: 140/90
Respiration: Patient c/o SOB. 2 _ The doctor doubts that the patient has HTN.

Notes: XR shows no acute lung disease. 3 _ The patient complains of high anxiety.
Blood sugar levels are WNL. O/e patient
appears to have high levels of anxiety. Vocabulary
The patient is a smoker and has a high
stress profession/lifestyle. f) Match the words (1-7) with the definitions (A-G).
Dx: The patient likely has HTN. But 1 _ HR 3 _ Dx 5 _ c/o 7 _ o/e
further testing and lifestyle analysis will
2 _ BP 4 _T 6 _ WNL
be required. Rx options will include
diet/lifestyle adjustment and medicine. A to describe uncomfortable symptoms
B the amount of internal body heat measured
C the identification of an illness or disease
D the amount of force applied on blood vessel walls by
circulating blood
E the number of heartbeats in a given amount of time
F to be at an average level
G discovered while investigating a patient's health

C, Read the sentence pair. Choose where the words best

fit the blanks.
1 SOB/ XR
A The ______ clearly showed that bone was
broken.
B The asthmatic patient complained of ______
2 Rx/ HTN
A ______ for the infection included antibiotics.
B The patient with high blood pressure was diagnosed with
C, g Listen and read the patient evaluation Speaking
sheet again. What does the patient
complain of? Ci) With a partner, act out the roles below
based on Task 7. T hen, switch roles.

Listening USE LANGUAGE SUCH AS:

0 g Listen to a conversation between two Can you take a look at ...
I think it says ...
nurses discussing a doctor's notes.
Choose the correct answers. That makes sense ...

1 Why does the man ask the woman for help?

A He cannot read the doctor's writing. Student A: You are a nurse. Talk to Student B
B He does not know the patient's condition. ab.,out:
C He needs her authorization for a prescription. • a doctor's note
D He had not seen one of the abbreviations • abbreviations
before. • a diagnosis
2 What does the note say?
A the patient's hypertension has gone away Student B: You are a nurse. Talk to Student A
B the patient complains of muscle pain about what a doctor's note says.
C the patient complains of shortness of breath
D the patient is diagnosed with asthma
Writing
0 g Listen again and complete the 0 Use the conversation from Task 8 to filI
conversation.
out the patient evaluation form.
Nurse 1: Hey, Susan. Can you take a look at
these notes from Dr. Downing? I just
can't 1 ___ ______
Nurse 2: It is pretty messy sometimes. 2 ___

Nurse 1: Look. Is this 3 ___ or o/e?

Nurse 2: It's hard to tell. But I think it says, "patient
c/o4 ___
1 Dr. _____________
Nurse 1: Ah. That makes sense. I can see it now.
And this is the 5 ___ here? Patient Name: _______
Nurse 2: Yes. It says, Ox 6 ___ Date: ____________
Nurse 1: So the patient has hypertension?
Nurse 2: That's right.
T: -------------
HR: _____________
BP: _____________
Respiration: __________

Ox: _____________

4
 Measurements ,,
,
ccVa ' \
, 11 ,,,,,),l,',J,l),W,lu
,,,,,
Get ready!
0 Before you read the passage, talk about
these questions.
1 What are some metric units used to measure
out medicine?
2 Why is familiarity with medicinal measurements
important?

Reading
f) Read the medications list for patients.
Then, choose the correct answers.
1 What is the purpose of the medication list?
A to describe different medications and their
effects
B to show safe dosages of different medications
C to list patients' medications and doses
D to explain what medications treat different
illnesses

2 Which of the following patients does NOT get

multiple medications?

MEDICATION
A R. Roberts C D. Pascale
B K. Harrison D F. Holmes

LIST/PROCEDURES FOR 3 Which of the following is equal to one ml?

A 1 teaspoon C 1 drop
KARlTOH AUE. HOUSE B 1 milligram D 1 cubic centimeter

Pascale, D. - 40 mEq KCI by mouth twice a Vocabulary

day. 1 ml (1 cc) Insulin injection, via abdomen,
after dinner. 8 Match the words (1-6) with the definitions
Holmes, F. - 2 gtt saline solution in each eye, (A-F).
every morning. 1 _ mg 3 _ mcg 5 _ tsp
Paulson, G. - 2 tsp of fish oil by mouth every 2 _ mEq 4 _ Tbsp 6 -9
afternoon.
Roberts, R. - 1 Tbsp of Dextromethorphan A a unit of mass equal to one millionth of a gram
(DM) by mouth twice a day. Take for 5 days or B a unit of mass equal to one thousandth of a gram
until cold subsides. 2 g Omega-3 by mouth C 111000th the weight of the minor component of
every morning. a chemical solution dissolved in the major
Francis, H. - 20 mg fluoxetine HCI by mouth component
at breakfast. D a unit of mass which is equal to 1/1000th of a
kilogram
Harrison, K. - 500 mcg Cabergoline by
mouth every night before bed. 1 T bsp of fish E a measure of volume equal to the amount a
oil by mouth every afternoon. standard teaspoon can hold
Tracy, A. - 2.5 oz medicinal toothpaste every F a measure of volume equal to the amount a
morning and night. standard tablespoon can hold or about three
teaspoons
C, Read the sentence pair. Choose where the words best Speaking
fit the blanks.
Ci) With a partner, act out the
1 milliliters / drops roles below based on Task 7.
A Please put 2 _____ of cleaning solution in each T hen, switch roles.
ear. Use a dropper. USE LANGUAGE SUCH AS:
B Half a liter is equal to 500 _____ This note calls for ...
2 grams / ounces They're a little higher ...
A There are sixteen _____ in a pound. That's why there's ...
B One thousand ___ _
_ make up one kilogram.

0g Listen and read the medication list for patients Student A: You are a nurse.
Ask Student B about:
again. How are different dosages measured out?
• a patient's medication

Listening • why a dose has changed

0g
• new medications
Listen to a conversation between a nurse and a
head nurse. Mark the following statements as true (T)
or false (F). Student B: You are a head
nurse. Talk to Student A about a
1 _ The woman thinks a patient's dose is too high. patient's medication.
2 _ The patient must now take antibiotics.
3 _ The man thanks the woman for catching an incorrect
measurement.
Writing
0g Listen again and complete the conversation. 0 Use the conversation from
Task 8 to fill out a patient
Nurse: Hey, Mark. 11 ________ _ medication chart.
about Mr. Paul's medication.
Head Nurse: Yes, Nancy? 2 ___ ___ ?
Nurse: This note calls for three drops in each eye twice a
day. That seems 3 ________ _
Head Nurse: That's right. They're a little
higher than usual. Mr. Paul
has a 4 ___ ___
Dose: __________
Nurse: Oh. So that's why there's this
new antibiotic here. He'll take Number of Doses per day: ---
fifty 5 ___ once a day by
mouth?
Head Nurse: Right. He'll take it until Dose: __________
the eye infection Number of Doses per day: ---
6 _______
Nurse: All right. That's all I
wanted to know.
Head Nurse: Okay. Thanks for
checking with me.

6
 Administering medication

Patient: Catherine
Gates
Medical History
Medications:
05/12
Ms. Gates came in complaining of a rash. She received a
topical ointment to administer to the affected area.
05/17
Ms. Gates was admitted to the hospital with serious Vocabulary
dehydration and breathing trouble. She was given fluids
through an I.V. She was also given a 200 mg dosage of
Q Match the words (1-6) with the definitions
steroids. The route of administration was an
(A-F).
intramuscular injection (IM). 1 _ topical 4 - P.R.
05/19 2 _ sublingual 5 _ I.V.
Ms. Gate's persistent illness has been caused by an
3 _ subcutaneous 6 _P.O.
infection. Serious complications have arisen. Antibiotics are
being given through subcutaneous injections and P.R. A injected into the fatty layer under the skin with
05/26 a syringe
Ms. Gates was discharged today. Her physician B taken orally, or through the mouth
prescribed antibiotic pills to be taken for two weeks.
These should be taken P.O. and can be swallowed or C given beneath the tongue
absorbed sublingually. D taken through the rectum
E injection into a vein using a syringe, often over
a long period of time
F applied to a certain part of the surface of the
Get ready! body
0 Before you read the passage, talk about
these questions. ·vocabulary
1 What are some ways to administer medicine? C, Fill in the blanks with the correct words
2 Why must medical professionals know and phrases from the word bank.
different ways of administering medicine?
BANK

Reading dosage intramuscular injection

8 Read the patient chart. Then, mark the route of administration administer
following statements as true (T) or 1 Is the ______ for this medicine
false (F). sublingual or P.O.?
1 _ Ms. Gates was given fluids through an 2 Please get me a syringe so I can give this
intramuscular injection.
2 _ Ms. Gates received antibiotics P.O. while in 3 How should we ______ Mr. Smith's
the hospital. medicine?
3 _ Ms. Gates' antibiotic pills can be taken 4 For this patient, the correct ______ is
sublingually. 200 milligrams per day.
7
0 g Listen and read the patient chart again. Speaking
How did Ms. Gates receive medicine?
0 With a partner, act out the roles below
based on Task 7. T hen, switch roles.
Listening USE LANGUAGE SUCH AS:
0 g Listen to a conversation between a Let's review ...
doctor and nurse. Choose the correct
Should that be ...
answers.
He'll want to ...
1 What are the speakers mainly talking about?
A differences between antibiotics and aspirin
B how to perform an intramuscular injection Student A: You are a doctor. Talk to Student B
C a mistake involving routes of administration about:
D what medications to give to two patients • what medications to give to two patients
• how they should be administered
2 Why should Mr. Brown be given aspirin
• why one route is better than another
sublingually?
A He can only have 600 mg per day.
B He does not like to swallow pills. Student B: You are a nurse. Talk to Student A
about what medications to give to two patients.
C He is afraid of getting injections.
D He is unable to chew tablets.

8 g Listen again and complete the Writing

conversation.
0 Use the conversation from Task 8 to fill
out the patient charts.
Doctor: Cindy, let's review these patients' meds
1 ______ _______
Nurse: Sure thing, Doctor. T Heortlond Hospital
Doctor: Ms. Fulton should receive 150 mg of

Patient Ct,1arts
antibiotics 2______
Nurse: 3 ______ ___ administered
P.O. or through an injection?
Doctor: An IM 4 _______ ___
Second, Mr. Brown can have
aspirin if he asks for it, but not Patient: _____________
more than 600 mg per day.
Nurse: Okay. 5___ Medication: ____________

take that sublingually, Route of administration: ________

right?
Doctor: Yes, he can't
6 ___
Patient: _____________
Nurse: Got it. Thanks,
Doctor. Have a Medication: ____________
good night.
Route of administration: _______ _

7
 Describing frequency

Ward 4F Patient Medications

BILL FOSTER: Give Mr. Foster 200 mg of heart disease pills
TID. These should be taken pc with water.
JILL RICHARDS: Mrs. Richards can have ibuprofen PRN. It should be
taken ac though, so give her a snack with it. At night, she should also
take her antibiotic pill qhs.
CARRIE EDMONDS: Ms. Edmonds needs steroid injections BID, in the
G)
a. morning and night. Her IV. drip should be exchanged qh.
0
m "!
G)
0 ALEX DAVIES: Mr. Davies must have his injections frequently - QID. If his
heartbeat is irregular, give him a 25 cc injection of lidocaine stat and
notify the physician on call right away.
G)
LUCAS SIMPSON: Mr. Simpson requires hydrocortisone QOD.

Get ready!
0 Before you read the passage,
talk about these questions.
1 What are some different ways of dosing for
administering medicine?
2 Why should medical professionals know all the Vocabulary
abbreviations for dosing frequencies? 6) Match the words (1-6) with the definitions
(A-F).
Reading 1 _ QID 4 _BID
@ Read the medication list for patients. 2 _ QOD 5 _ TID
Then, mark the following statements as 3 _ PRN 6 _QH
true (T) or false (F).
A given three times per day
1 _ Mr. Foster should take his heart disease
B given every other day
pills after eating.
C given twice per day
2 _ Ms. Edmonds needs steroid injections three
times per day. D given as needed
3 _ Mr. Davies has a condition that could require E given four times per day
immediate attention. F given every hour
8
0 Write a word that is similar in meaning to Speaking
the underlined part.
0 With a partner, act out the roles below
1 I need 50 cc's of lidocaine immediately! based on Task 7. T hen, switch roles.
_t __
USE LANGUAGE SUCH AS:
2 You should take this antibiotic when you go to
He needs a ...
bed. __ s
How often ...
3 T he patient should take this medication before
he eats. These should be taken ...
4 You will need to take a pill once every hour
until you start to feel better.
Student A: You are a doctor. Talk to Student B
5 Take two of these after you eat.
about:

0 g Listen and read the medication list for • what medications a patient should take
• how often to take the medication
patients again. How often do the patients
need their medications? • what time of day to take the medication

Listening Student B: You are a nurse. Talk to Student A

0g Listen to a conversation between a about what medications a patient should take.
doctor and a nurse. Choose the correct
answers.
1 When should the patient have his antiviral pills? Writing
A before meals C at bedtime 0 Use the conversation from Task 8 to fill
B after meals D in the morning out the patient medication chart.

Heartland Hospital �
2 How often can the patient take ibuprofen?
A twice per day C before any meal
B three times per day D as often as needed

8g Listen again and complete the

conversation. Patient
Medication Chart
Doctor: Sharon, Mr. Walker is a new patient.
Let's review his meds.
Nurse: Okay, Doctor. 1 _________
___ ? Patient: Ed Walker
Doctor: He needs a 150 mg dosage of these
2 ______ Medication 1: ___________
Nurse: Sure. And 3 ______ should he Frequency: ____________
get those?
Doctor: They 4 ______ ___ TID. Medication 2: ___________
Preferably pc, before they bring his food.
Frequency: ____________
Nurse: I understand. 5 ______ ?
Doctor: He can also have two tablets of ibuprofen
PAN for his pain, but 6 _______
___800 mg per day.
Nurse: Got it. I'll add it to his chart.

9
 Maintaining hygiene
From: Bernard Tobin - Hospital Director
To: All Staff
Sent: Sat, Nov 15
Subject: Hygiene Standards
Attention hospital staff: T he flu season is
approaching. I want to remind everyone of the
importance of maintaining strict hygiene standards.
Contagious new virus strains and drug-resistant
bacteria cause problems every year. I do not want
that happening here.
Regular hand washing with antimicrobial soap is
imperative. All surfaces must be cleaned with
disinfectant according to the maintenance
schedule. We must always store antibiotic drugs in
the proper cabinets. Biohazards should be mindful!
disposed of.
Should drug resistant flu strains appear, we must
quarantine all infected persons. To avoid
transmitting further infections, no one will be
allowed in quarantine areas without a facemask.
Thank you for your help,
Bernard Tobin MD
Hospital Director

Get ready!
0 Before you read the passage,
talk about these questions.
1 Why is cleanliness important in a hospital?
2 What are some ways to prevent infections?

I
Reading
f) Read the email on hygiene standards.
Then, choose the correct answers.
Vocabulary
1 What is the purpose of the email?
A to promote the use of antibiotic drugs
8 Match the words (1-7) with the
definitions (A-G).
B to limit the use of antimicrobial soap
C to remind the staff about hygiene standards 1 _ infection 5 _ transmit
D to announce a new maintenance schedule 2 _ facemask 6 _ antibiotic
3 _ quarantine 7 _ contagious
2 Which of the fallowing is NOT recommended 4 _ bacteria
by the director?
A hand washing with antimicrobial soap A to relay an illness from one person to another
B quarantining infected individuals B single celled organisms responsible for many
C storing biohazards in proper cabinets human infections
D cleaning surfaces with disinfectant C a manifestation of parasitic micro-organisms in
the body
3 What is required to enter quarantine areas? D a covering worn over the mouth and nose
A a facemask E to isolate an individual to prevent transmission
B antimicrobial soap of microbes
C disinfectant F something that kills bacteria in the body
D antibiotic drugs G moving easily from one person to another
10
0 Read the sentence pair. Choose where the Speaking
words best fit the blanks.
0 With a partner, act out the roles below
1 antimicrobial / biohazard based on Task 7. Then, switch roles.
A Dr. Wu washed his hands with a(n) USE LANGUAGE SUCH AS:
_____ soap.
You should recover ...
B The used syringes are a(n) ______
Make sure to ...
2 virus / disinfectant Is there anything else ...
A Daniel cleaned the counters with

Student A: You are a doctor. Talk to Student B

B The quarantined man did not transmit the
about:
_____ to anyone.
• an illness or infection
0 g Listen and read the email on hygiene • hand washing
standards again. What can be worn to • another way to prevent spreading the
prevent transmission of infectious illness or infection
microbes?

Student B: You are a patient. Talk to Student A

Listening about preventing the spread of an illness or
0 g Listen to a conversation between a infection.
doctor and a patient. Mark the following
statements as true (T) or false (F).
1 _ The man's illness is not contagious. Writing
_ The man will recover in a few days.
2
3 _ The doctor will send the man home with
0 Use the conversation from Task 8 to fill
out the doctor's notes.
antibacterial soap.

8 g Listen again and complete the

conversation.
Patient Nam e:
Doctor: Well Mr. Larson, you have a cold. It's a
fairly common strain. You should -- - -
---
recover in 1 ______ __ _ Diagnosis: --

Patient: Okay. I hope I don't 2 ___ ___ to

my granddaughter. - - -- ---
concerns: --
Doctor: It is a 3 _______ illness. Do you
live in the same house?
Patient: Yes. She's visiting for the holidays. stions:
Treatm ent Sugge
Doctor: Well, make sure to wash your hands
regularly. And use 4 ___ soap.
Patient: I will. Is there 5 _______ I can
do?
Doctor: You could wear a 6 ___ for a few
days. I'll give you a few to take home.

11
 Silverton Community Blood Bank
Donor Introduction
Donor Name: Ann Lee Blood Type: �
Dear Donor,
Thank you for giving blood. Your blood may save the
life of someone in
need.
At SCBB, we provide blood for transfusions to need
Donor Blood Eligible Recipients y recipients. Not
everyone can receive every type of blood. Each perso
Type n's red blood cells
carry different antibodies. We are always looking for dono
rs with Type 0,
Type A Type A, Type AB since everyone's blood is compatible with Type 0. If you
are one of these
Type B Type B, Type AB universal donors, we encourage you to donate
blood frequently.
Recipients with rarer types like Type B and Type AB are
Type AB Type AB especially in need
of your help. Of course we also accept Type A since plenty
Type 0 All Types of people can
use that type, too.
Our on-site labs analyze each sample of plasma to ensur
e we're providing
safe blood. We know that giving recipients the wrong type
can cause blood
clots. While some clotting is necessary to form plate
Get ready! blood vessels can be very dangerous. We also scree
lets, clotting within

O Before you read the passage, infectious diseases like Hepatitis and HIV.
n all donors for

talk about these questions.

1 W hat is the purpose of blood Vocabulary
donation?
8 Fill in the blanks with the correct words and phrases
2 W hat different blood types are from the word bank.
there?
BANK

Reading Type o compatible Type AB

f) Read the donor information
letter. Then, mark the
following statements as true
(T) or false (F).
1 _ Donor Ann Lee is a universal
donor.
2 _ The blood bank mostly needs
donors with Types B and AB.
3 _ Donors risk clots in blood
vessels when -they give blood.
12
universal donor transfusion
1 This man needs a(n) ____ now or he'll bleed to death.
2 It's okay to give Type A blood to someone who has
3 The blood bank encourages every ------- to
donate as often as possible.
4 If your blood is _______ , you can give blood to
anyone.
s The hospital does not have any blood that is
------- with the patient's blood.
I Place the words and phrases from the word bank Speaking
under the correct heading.
0 With a partner, act out the
BANK roles below based on Task 7.
� T hen, switch roles.
platelet plasma Type A
red blood cell Type B clot U SE LANGUAGE SUCH AS:
We're almost done ...
What happens if ... ?
Blood Parts Blood Groups Stop Blood Loss
That can be ... or even ...

Student A: Student A: You are a

nurse. Talk to Student B about:
0 g Listen and read the donor information letter again. • a blood donation
What is the danger of using the wrong blood type for • his or her blood type
a transfusion? • who can receive the blood

Listening
0 g Listen to a conversation between a nurse and a Student B: You are a blood
donor. Talk to Student A about
blood donor. Choose the correct- answers. your blood donation.
1 What is the conversation mainly about?
A receiving a blood transfusion
B determining the man's blood type Writing
C explaining compatible blood types
D describing how platelets form clots
0 Use the conversation from
Task 8 to complete the donor
2 Who is likely to receive the man's blood? profile.
A recipients with Type AB
B recipients with Type B
C recipients with Type 0
------------- -
D recipients with any type

0g Listen again and complete the conversation.

Name:__________ _
Nurse: Okay, Mr. Lewis, we're almost done taking your blood.
1 _______ for a little longer. Blood Type:_________
Donor: Sure. So, where will my blood go?
Nurse: Our facility provides blood to local hospitals and surgical Eligible Recipients: ______
centers for 2 ___
Donor: I see. So 3 ______ receive my blood.
Nurse: Not quite. Your blood is Type A, which means that it's
only compatible with other people who have Types A
and AB. We can't give your blood to someone with Ineligible Recipients:
4 ___ _________
Donor: Really? What happens if someone gets a transfusion with
5 ___ ___ ___ ?
Nurse: That can be 6 ___ ___, or even fatal.