Teachers Book

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Dental technicians

Pr

ev

en

tion

Prevention

Pr

ev

en

tion

First aid

Pain

R

adiother

ap

y

R adiother ap y R adiother ap y

Radiotherapy

Anatomical pathology

Drugs

D

rugs

D

rugs

Drugs

D

rugs

D

rugs

D

rugs

D

rugs

D

rugs

D

rugs

D

rugs

D

rugs

Drugs

A

udiolo

gists

Audiologists

A

udiolo

gists

A

udiolo

gists

A

udiolo

gists

Audiologists

A

udiolo

gists

Audiologists

A

udiolo

gists

Audiologists

A

udiolo

gists

Clinical laboratory

D

iagnostic imaging

H

ealth c

en

tr

e

H

ealth c

en

tr

e

Health centre

H

ealth c

en

tr

e

Health centre

Radiotherapy

Health centre

H

ealth c

en

tr

e

Illness

D

iet

etics

D

iet

etics

Dietetics

D

iet

etics

Dietetics

D

iet

etics

D

iet

etics

Dietetics

Dental technicians

D

en

tal t

echnicians

Emer genc y M edic al S er vic es

Emergency Medical Services

Dental technicians

Orthotics

Or

thotics

Or thotics

Orthotics

Or

thotics

Or

thotics

Or

thotics

Or

thotics

Orthotics

Injuries

Injur

ies

Injuries

Injur

ies

Injur

ies

Injuries

Phar

mac

y

Pharmacy

Phar

mac

y

Nursing assistant

N

ursing assistan

t

Pharmacy

Phar mac y Phar mac y

Phar

mac

y

Pharmacy

Phar

mac

y

Alcohol

A

lc

ohol

A

lc

ohol

Patients

Pa

tien

ts

Patients

Pa

tien

ts

Pa

tien

ts

Patients

Pa

tien

ts

Pa

tien

ts

Patients

Pa

tien

ts

Patients

Hospital

Emer genc y

R

adiother

ap

y

Clinical laboratory

Pharmacy

Dental technicians

Emer

genc

y M

edic

al S

er

vic

es

Nursing assistant

Diagnostic imaging

Or

al h

ygienist

English for

health-care

providers

Teacher’s

book

José A. Mompeán González

Francisco Serra Alcaraz

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ENGLISH

FOR

HEALTH-CARE

PROVIDERS

Teacher’s book

José A. Mompeán González

Department of English. University of Murcia

Francisco Serra Alcaraz

Translator and Teacher of English for Emergency Medical Technicians

This QR code will automatically redirect users to our website at www.aranformacion.es, where you can find a variety of contents related to Grado Medio (Middle Grade) and Grado Superior (Higher Grade)

vocational/professional training. It also has several areas of interest and possible alternatives to the QR-code videos in this book.

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Castelló, 128, 1º - 28006 Madrid Tel. 917820030 e-mail: [email protected]

http://www.grupoaran.com Reservados todos los derechos

Esta publicación no puede ser reproducida o transmitida, total o parcialmente, por cualquier medio, electrónico o mecánico, ni por fotocopia, grabación u otro sistema de reproducción de información

sin el permiso por escrito de los titulares del Copyright. El contenido de este libro

es responsabilidad exclusiva de los autores. La Editorial declina toda responsabilidad sobre el mismo.

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Preface

English for Health-care Providers is a textbook for teachers and learners of English for the

health-care-providing professions, from traditional ones such as GPs to the various allied health professions.

As an English language textbook, English for Health-care Providers addresses the four traditional skills language educators have long identified, i.e. listening, speaking, reading, and writing, as well as important aspects of language learning such as grammar and vocabulary. Given this, each unit follows a similar structure, with seven subsections:

❱

Introduction.

❱

Grammar.

❱

Reading.

❱

Vocabulary.

❱

Listening.

❱

Speaking.

❱

Writing.

Each unit begins with a short introduction presenting the topic of the unit. The introduction is followed by a grammar section. After a reading section, a vocabulary-building section can be found. The book finishes with three sections: listening, speaking, and writing.

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As can be observed, receptive skills (reading, listening) appear before productive skills (speaking, writing).

Given the comprehensive treatment of grammar, vocabulary and language skills, the book should ideally be used over the course of a whole academic year, with (a variable number of) weekly lessons of 45 to 60 minutes. However, shorter sections of this book can be used and adapted to shorter teaching periods. The level of students should be intermediate or above. Maximum class size should be around 30 students.

Apart from the four sections of the book, i.e. LIFESTYLE and HEALTH, DEALING with

PATIENTS, SAFETY and PREVENTION, and HEALTH-CARE PROVIDERS, this book contains

an APPENDICES section that contains a set of further materials for specific health-care professions. These materials are a set of reading texts that students interested in those specific professions can use in order to familiarise themselves with vocabulary relevant to their fields of interest.

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Teacher’s book

1. INTRODUCTION

The introduction section of each unit introduces the topic of the unit with a brief description of its contents. This helps students see what topics will be covered in the unit.

2. GRAMMAR

Grammar is an essential part of students’ linguistic competence. Because of this, each unit begins with a grammar section featuring key verb tenses or grammatical topics such as adjectives, reported speech, conditional sentences, or phrasal verb grammar. The sec-tions are typically sketchy, and should be completed with well-known and widely available grammar books if necessary. The grammar component in the books is supported by “gram-matical tips” based on the readings of each unit addressing topics such as prepositions, derivational suffixes, or the passive voice.

To check students’ grasp of basic grammar points, each units contains at least one gram-mar exercise that typically asks students to fill in gaps by putting the verbs or adjective in brackets into a correct form. When the verb should be in the negative, “not” accompanies the verb inside the brackets. Most items in the exercises contain vocabulary that is relevant for the topic of each unit and the book in general.

3. READING

The textbook contains two readings per unit. These deal with topics relevant to the units in which they are included. The texts draw on various sources of information and a wide range of examples to do with health-care providers.

The texts are meant to exemplify some of the most common vocabulary used in the areas each unit deals with, as well as providing other useful vocabulary. The texts also exemplify, variably some of the grammar points explained at the beginning of each unit.

Texts may be considered to differ in the linguistic difficulty they may pose to students, and some of them are linguistically challenging, using abundant technological jargon. Despite this, teachers should reassure students that it is not always necessary to read and under-stand each and every word in the text. Students should be encouraged to look at the context in which words are used and made aware that, in many cases, they may be able to figure the meaning of a word out from the context. It is up to each teacher to decide which words should be remembered by the students or groups. However, teachers should encourage them to keep at hand and use a traditional or an online dictionary during the exercise to dis-cover what the words mean, rather than wait until teachers explain or translate the words. There are several types of exercises based on the readings, apart from the grammatical tips mentioned above. Some of the exercises focus on students’ skimming skills, or students’ ability to understand the “gist” or main idea. Some other activities focus on students’ “scanning” skills to find a particular piece of information.

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ENGLISH FOR HEALTH-CARE PROVIDERS

3.1. Matching exercises

These exercises seek to check students’ understanding of some of the key words in the text as well as helping them improve their vocabulary. The target items are words relevant in the area the unit deals with, or important general vocabulary.

Text lines are numbered from top to bottom, counting by 5’s (i.e. 5, 10, 15, 20...). The defini-tions provided in some of the exercises indicate the lines in which students can search for the key words.

In a few texts, students are asked to find synonyms or antonyms in the text and match the ones provided with words from the text.

These exercises make students go through texts again in preparation for reading compre-hension exercises such as true/false, question answering, etc. (see below).

3.2. True or false

This type of exercises tries to assess reading comprehension. Students are supposed to consider whether each of a number of statements is true or false. Students’ answers should be provided according to the information provided in the text, and not on what com-mon sense, knowledge or beliefs may dictate to the students. In some cases, the informa-tion from texts may be in conflict with students’ expectainforma-tions.

3.3. Multiple-choice questions

The multiple-choice questions have four possible answers, labelled A, B, C, and D. The students will choose one answer per question.

3.4. Answering questions

Questions are meant to test students’ understanding of the text and ability to process the information, analyse it, and organise it for the answer. As questions may be demanding, as they require students to write answers, teachers should encourage students to provide long answers, and not very short ones.

3.5. Information-filling exercises

Some exercises ask students to provide information by filling in tables, charts, diagrams, forms, questionnaires, etc., with general and specific information.

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Teacher’s book

4. VOCABULARY

Vocabulary building is a vital part of language learning. Consequently, this book contains a vocabulary section in each chapter, in which words considered to be relevant for the top-ics discussed in the unit are included. These sections intend to familiarise students with terms used in English for health-care providers. Some of the words in the sections will have already been found in the previous grammar and reading sections while some others may be useful for subsequent listening, speaking and writing exercises.

Words within the charts are not unrelated, as they are listed under sub-headings in order to help students develop a kind of semantic map in which words are related to one another. In addition, items are often listed together taking into account collocations, i.e. sequences of words or terms that co-occur more often than would be expected by chance. Semantic connections are also sometimes provided (e.g.).

The vocabulary lists in each unit may look excessively comprehensive to some teachers or incomplete to others. Whatever the teacher’s view, the idea the authors have in mind is that these lists are not in the units to be fully memorised by students, but rather, they should be considered as a repository of relevant health-care-related vocabulary that may come in handy for reading, writing, listening and speaking tasks. It is up to each teacher (or student) to decide which words should be remembered or are more important than oth-ers. Learners need to have both active and passive vocabulary knowledge, that is, English words learners will be expected to use when expressing themselves in original sentences, and those they will merely have to recognise when heard from others or read.

When it comes to teaching in the vocabulary sections of units, the authors’ recommenda-tion is that vocabulary lists not be treated for simple repetirecommenda-tion and memorisarecommenda-tion, as words may then be forgotten quickly by students. Instead, new words have to be introduced in such a way as to capture the students’ attention and place the words in their memories. Teachers can use different strategies to for this. For example, before presenting the cabulary in the unit, teachers may brainstorm –and display items on a board/screen– vo-cabulary around an existing word in the students’ vovo-cabulary or a word related to the issue at hand. In addition, teachers could use Wikipedia or Google to display definitions and pic-tures of objects, places, etc., represented by vocabulary items. Finally, they could point out similarities and differences between words in the students’ source and target languages, particularly in the case of technical terms, which may have similar structural properties in both languages due to a common etymological origin.

Regarding students’ understanding of the vocabulary, this book uses basic common meth-ods to check it. These include:

1. Picture-word matching exercises

These exercises use the visual method of linking images to a word, offering also the ad-vantage of visual recall.

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10 2. Word-definition matching exercises

These exercises help students relate the meaning of a word with a full definition (or expla-nation) of the term.

3. Classification exercises

These ask students to classify a number of items (health-care jobs, pains, etc.) into given categories (healthcare fields, type of pain, etc.).

5. LISTENING

Each unit contains one (or two) listening activities based on videos that have been carefully chosen and transcribed. The duration of the listenings is variably, but most range between 2 and 5 minutes.

The videos are available from YouTube, one of the most popular video-sharing websites on the Internet. YouTube was chosen as the repository for listening activities as it is free, available to students at all times, and it has a wide variety of resources like documentaries, commercials, tutorials, etc. that are relevant for health-care providers. In fact, the selected videos, from a variety of sources, are relevant for the unit they are found in. The appear-ance of videos displayed in the “Related Videos” section can also help teachers and stu-dents visualise other relevant and potentially interesting videos. One disadvantage of using YouTube is that links may cease to be available. Should this happen, teachers and authors should find replacements in their classes/further editions of this book.

The linguistic difficulty of each video varies, with some of them being more challenging than others from a grammatical and vocabulary point of view. As to the pronunciation of the videos, they exemplify a variety of accents, such as different American English accents, several British English accents, Australian English, or English spoken by fluent non-native speakers. This variety aims at helping students familiarise themselves with the inherent variety of accents any language like English exhibits, and which is necessary for students. As is the case with reading text, teachers should reassure students that it is not always necessary to understand every single word in the videos. Instead, students should think instead of the context and the real-life situation that is described as they try to listen for the main ideas and necessary information to complete the exercises based on the listening. Although students should known they are not expected to understand every single word from the videos, it may reassure them to know some things about each video before do-ing the listendo-ing activities. In this respect, teachers could prepare students for the listendo-ing activity before it is carried out by a vocabulary presentation of key words to understanding. A vocabulary presentation of key words, for example, could be one aspect of a necessary step to a listening task, i.e. preparing the students for it. This preparation could also include an introduction to the specific topic of the listening, a discussion, or giving the students the necessary linguistic and cultural information to understand what they will hear.

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11

Teacher’s book

Once the listening task has started, teachers should play the full video once. Then, they could play it a second time, hitting the “pause” button after short chunks (sentences, paragraphs...) containing key ideas/information, to allow the students to process what they hear. This should be repeated if necessary. Student’s should also be given enough time to complete their answers and the playing of the video should continue when all students are ready. Each listening task should be rounded up by playing the full video one final time. There are several types of exercises meant to assess students’ understanding of the vide-os. Many of them are similar to the ones used to check reading comprehension in the read-ing sections. However, the difference with those exercises is that in listenread-ing comprehen-sion exercises it is important that students read and understand the questions before they listen/watch the videos, so that they can listen out for the answers when the listening.

5.1. True or false

As is the case with reading comprehension exercises, this type of exercises tries to assess comprehension. Students are supposed to consider whether each of a number of state-ments is true or false. Students’ answers should be provided according to the information provided in the text, and not on what common sense, knowledge or beliefs may dictate to the students.

5.2. Answering questions

Questions are meant to test students’ understanding of the ideas and facts that talks and conversations in the texts contain.

5.3. Multiple-choice questions

As is the case with similar exercises in the reading sections, multiple-choice questions in listening sections have four possible answers, labelled A, B, C, and D. The students will choose one answer per question. One difference with reading comprehension questions is that in listening comprehension, students should be advised not to let their listening be guided by the options, but by the question itself.

After the exercise, teachers may decide to make the transcripts, found in section 10 of this teacher’s book, available to students. Reading texts as they are listening to them may help students’ listening skills after they have been working with the text. The availability of the transcripts can also encourage some teachers to customise their reading comprehension activities and create other kind of exercises –e.g. cloze tests– to check comprehension of ideas, expressions in the text, etc.

6. SPEAKING

Speaking exercises aim to help learners use the language essential to real-life health-care-related situations. These exercises are useful to consolidate the linguistic input students

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12

have been given in the units and provide students with a context in which to reinforce the use of appropriate communicative formulas, conventional approaches to making speech acts, and other language forms characteristic of spoken language.

Many adult learners and late-teenager learners are self-motivated and really grateful for the time they are given to talk in the target language. However, speaking activities may be a challenge in certain teaching contexts even if the topics are relevant for health-care provid-ers and even if they can choose from a number of options.

To help students talk, it is also useful to make a friendly environment where English is not considered as a linguistic barrier, but as a means to communicate. In this respect, teachers should be understanding with students when they may occasionally slip into their mother tongue. It is also useful not to observe students talking with a view to further structural (e.g. grammatical, lexical, phonological correction), but simply actively participating in communicative exchanges. Some students it may be liberating to know mistakes are allowed.

The textbook proposes two different types of exercises based on the number of students taking part in them: a) pair work; and b) group work (three or more students). All of them aim to encourage students to use critical thinking, permitting interaction, cooperation and exchange of knowledge between classmates/peers, and promoting students’ con-trol and responsibility for their learning. Their main disadvantage is that it can be hard for the teacher to monitor and can lead to domination by a few. Because of this, it may be a good idea to set a time limit to each participation –as some students may speak more than others.

Pair-work exercises increase the opportunity for student talking time and student to stu-dent interaction. They also give stustu-dents a safe environment to try out ideas and thoughts before sharing with the group. Most pair-work exercises ask students to think about specif-ic topspecif-ics such as smoking, physspecif-ical exercise, measures for home safety, etc., and provide binary answers (yes/no, good/bad, healthy/unhealthy, urgent/non-urgent, etc.) to a number of items. Some pair-work exercises ask to students to carry out role-play activities in which member of the pair performs a different role (patient, doctor, etc.). For these, teachers could do well to provide students with useful conversational formulas and common struc-tures to introduce themselves and topics, as well as to maintain the listener’s attention and turn-taking.

Group work, like pair-work, can visibly increase student talking time and student to student interaction, and it encourages students to cooperate and negotiate in English. Most exer-cises require students to work together to make a collaborative report that should be deliv-ered at the end of the exercise to the rest of the class. Some activities even take the form of “form and against” debates or intend the groups to work towards the preparation of a collaborative report to deliver to the rest of the classroom. For this kind of task, teachers would do well to teach students efficient ways to structure speech which, in many cases, may be similar to the ones used in writing exercises.

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13

Teacher’s book

.

WRITING

Each unit presents two writing options that are relevant for the unit they are included in. The options are also meant to elicit pieces of written work of variable formality, ranging from informal and personal descriptions of experiences and events to more formal styles such as professional letters.

One important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. The choice between options is meant to make students chose the topic they feel most comfortable with. In addition, the writing tasks require of students to write in pairs in role-play writing tasks. Writing can be much more motivating if each student is given a chance to play a role.

In preparation for the writing activities, teachers could try to introduce, when considered appropriate, writing tips or techniques. These include writing structure (introduction, body paragraphs, and conclusion) and the wide range of discourse markers that can be used to organise a composition. Teachers should also help students with their writing by eliciting vocabulary before students start writing, as well as making connections with other sec-tions in the unit or book.

Teachers should expect each piece of writing to be between 50 and 100 words, although longer pieces can be requested if considered appropriate. Teachers should also remind stu-dents to use vocabulary and grammar structures as much as they can from the unit. Finally, it is up to each teacher to decide on which type of correction should be applied to each writing task, for which thinking of the overall target language area or areas of the exercise may help.

.

KEYS

.1.

Grammar

Unit 1.

2.1.

a) eats b) are c) doesn’t drink, drinks d) is e) do/lead f) eats g) don’t/go h) helps i) is j) recom-mend k) are

Unit 2.

2.1.

a) hate, eat b) cleans c) am cleaning d) do/like e) don’t/study, am learning f) is crying g) is spending h) is getting i) works, is working j) go k) isn’t getting along

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14 Unit 3.

2.1.

a) practiced b) participated c) overtrained, had d) began e) won f) was born, started g) joined, got h) skipped, used i) stretched, warmed up j) was, played k) sprained l) did/play, were m) was, had, stopped n) wasn’t, went, were

Unit 4.

2.1.

a) have broken b) have/been c) have/been d) has/bought e) have/worked f) has been

2.2.

a) have/visited b) was, twisted c) have argued d) have had, was e) left, didn’t feel, have felt f) have/finished, told g) didn’t feel, was h) have placed i) haven’t had j) have/finished k) has/relieved l) operated, failed m) hasn’t had n) have become

2.3.

a) for b) since c) for d) since e) for f) since g) since

2.4.

a) yet b) just c) still d) just e) still f) already g) yet h) already

Unit 5.

2.1. a) tall/taller/tallest b) stocky/stockier/stockiest c) curly/curlier/curliest d) small/smaller/smallest

e) careful/more careful/most careful

f) aggressive/more aggressive/most aggressive g) young/younger/youngest

h) big/bigger/biggest i) tidy/tidier/tidiest j) wavy/wavier/waviest

k) reliable/more reliable/most reliable l) clumsy/clumsier/clumsiest

m) friendly/friendlier/friendliest n) skinny/skinnier/skinniest

o) sensitive/more sensitive/most sensitive p) old/older/oldest (also elder/eldest) q) sensible/more sensible/most sensible

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15

Teacher’s book

r) shabby/shabbier/shabbiest s) gentle/more gentle/most gentle t) smart/smarter/smartest

2.2.

a) oldest b) more expensive c) longer d) most common e) better f) taller g) hotter h) more painful i) more urgent j) best k) most dangerous l) most difficult

Unit 6.

2.1.

a) can’t b) shouldn’t c) can, could d) would e) can, may f) should g) can h) can’t i) can’t, shouldn’t, mustn’t j) should, must k) shouldn’t

2.2.

Free answers

Unit 7.

2.1.

a) was mopping, slipped, broke b) was speaking, saw c) burned (burnt), was frying d) broke out, were playing e) were cycling, fell f) was cooking, flooded g) was repairing, walked h) heard, were watching i) had to, was spreading

Unit 8.

2.1.

a) wear, avoid b) respect c) plug d) store e) leave, unplug f) panic, call g) inform h) check i) use j) smoke k) deal with

Unit 9.

2.1.

a) will check b) drove, wouldn’t crash c) won’t/use d) wear/are wearing, won’t hurt e) will/do f) will avoid g) will hear, take h) crash, will need i) did up, wouldn’t be j) drink, will/become k) don’t get up, take, will develop l) will/have to m) will see, wears off n) will go

Unit 10.

2.1.

a) arrived, had had b) started, had been c) had been, was, had seen d) worked, was, hadn’t worked e) came in, didn´t find, had taken f) was, hadn’t had g) arrived, had destroyed, couldn’t h) was, had fallen i) found, had been hit j) threw up, had gone k) arrived, had finished

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16 Unit 11.

2.1.

a) The nurse said that she had had a bad cold the previous week.

b) The receptionist said that they were receiving patients in their clinic that day. c) The manager said that the new ICU would be open the following day.

d) The nurse said that the traumatologist was examining a patient then/at that moment. e) The patient’s husband said that she hadn’t taken her pills the week before/the previous

week.

f) The EMT said that she had forgotten to take her first-aid kit.

g) The nurse said that the paediatrician would come the following day/the next day. h) He added that the hospital bill had to be paid soon.

i) The nurse told the assistant that she wanted him to take those samples to the labora-tory then/at that moment.

j) The supervisor pointed out that the delivery rooms were busy then/at that moment.

Unit 12.

2.1.

a) catch up with b) picked up c) blocked up d) went down with e) come out in f) give up/cut down on g) fill in h) turned up i) had gone on j) put on k) put out, throw away l) woke up m) broke down n) give up/cut down on

2.2.

a) take in b) checked up on c) warm up d) going round e) get over f) swelled up g) ruled out h) broke out i) passed down j) lie down k) scrub up l) wore off m) turned around

.2.

Reading

Unit 1.

3.1.

a) beverages b) preheated c) take-away d) major e) preservatives f) intake g) grateful

3.2.

a) It often contains high levels of calories from sugar or fat with little protein, vitamins or minerals.

b) They serve it in a packaged form for take-out/take-away.

c) It typically contains more than 1,000 Kj of calories, over half of your body needs for a day. d) They should drink a lot of water and exercise regularly.

e) People who eat plenty of fruit and vegetables have a lower risk for heart disease and some cancers.

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1

Teacher’s book

3.3.

a) naturally b) carefully c) comfortably d) chronically

3.4.

a) taste b) thin c) stuff yourself (with) d) crunchy e) raw f) handy g) treats h) calorie

3.5.

a) false b) true c) true d) false

3.6.

a) she, I b) they, us c) her, my d) she, us e) herself f) he, he g) himself h) our i) itself

Unit 2.

3.1.

a) so-called b) harm c) dangerous d) illicit e) engage in f) deadly

3.2.

a) Because using the adjective “soft” may convey the idea that “soft” drugs cause no or insignificant harm.

b) Because tobacco cause a high percent of all hospital illnesses.

c) It is gaining a similar status to cigarette smoking or excessive drinking.

d) According to the text, there is no consensus as studies differ widely as to whether can-nabis use is the cause of those mental problems or whether the problems have a differ-ent origin and are simply augmdiffer-ented by cannabis use.

e) They take them at the week-end for recreational purposes.

3.3.

a) intimately linked with b) profile c) killer drug d) taking up e) binge drinking f) non-spiritu-ous g) supportive h) accurate i) prospective

3.4.

a) False. It is increasing.

b) False. There are far more health problems and drug-related deaths from legal drugs than there are from illegal drugs.

c) False. It may be so, but the text doesn’t specify. d) True.

3.5.

a) Example: The book is about a doctor who is accused of murder. b) Tim will never forget the day when/in which he became an EMT. c) We heard the speech that shocked the whole country.

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1

d) This is the book (that) I’ve read hundreds of times.

e) This is the uniform which/that wasn’t available in the shop. f) The dentist, who had used the wrong anaesthetic, apologised.

g) I met a former university colleague, whose daughter is a vet, last week. h) Tom hired a translator, who is very expensive.

i) Here is a postcard of the city where/in which we spent three days. j) John is going to marry a woman whose sister works with me.

Unit 3.

3.1.

a) flexibility b) short-term c) reduce d) weak

3.2.

a) overall b) endurance c) life-threatening d) risk e) worldwide f) side effects

3.3.

a) false b) true c) false

3.4.

a) made up my mind b) hidden c) stretch d) strain, sprain e) fat f) hydrated g) sharp

3.5.

a) He found it in books, on the Internet. He also went to his primary care physician.

b) Because he didn’t want to have any injuries, muscle strain/sprain or discomfort at the very beginning, as many people who start a running programme become overconfident or enthusiastic and tend to over-train, which leads to the problems mentioned above. c) He ate a protein shake or protein bar.

d) He had a rest.

Unit 4.

3.1.

a) routine b) breathing c) hurts d) avoiding e) contractures f) sleepiness g) quality time

3.2.

a) They have in common that they are as frequent and can often be traced back to inad-equate daily habits.

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1

Teacher’s book

c) They have stomach problems because of the things they eat or drink as well as they way they do these things.

d) Apart from sleepiness, they can have a negative effect on people’s energy, emotion-al bemotion-alance, productivity, and heemotion-alth, as well as many physicemotion-al problems and pain epi-sodes.

3.3.

a) lifting b) to do c) eating d) to help e) to do/doing

3.4.

a) loosely b) inhibiting c) generic d) packaging e) over-the-counter (OTC) f) contraceptive g) mouthwash h) dosage i) absorbed j) bypasses

3.5.

a) False. Analgesics are used to reduce pain. Antibiotics are used instead to reduce germ growth.

b) True.

c) False. A company can also name the same medicines differently in different countries. d) False. Strong painkillers can only be obtained if one has a prescription from a doctor. e) False. Intravenous means administered into the blood through a vein.

Unit 5.

3.1.

a) anxious b) friendly c) shame-free d) foster e) recall f) improve g) comfortable

3.2.

d) they find a friendly environment

3.3.

a) False. The test says that communication can be improved by speaking slowly, and by spending just a small amount of additional time with each patient.

b) True. Communication can be more useful if non-medical language is used.

c) False. One strategy is to limit the amount of information provided and repeat it. Repeti-tion enhances recall.

d) True. It can be very helpful to encourage questions.

3.4.

a) difficult b) large/big c) complex/complicated

3.5.

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3.6.

a) True.

b) False. Requests should be accepted if considered necessary by the health-care profes-sional.

c) False, giving patients time to speak freely and vent their feelings can help to diffuse them and avoid further unpleasant situations.

d) True. If a patient starts to get aggressive, walk away politely, and call for help.

Unit 6.

3.1.

a) unprovoked b) damage c) pierced d) venom e) inflammation f) risk g) swollen h) itchy

3.2.

c) people or animals

3.3.

a) In self-defence or apparently unprovoked. b) Spiders, insects, vertebrates like dogs and cats.

c) Generalised tissue damage, serious haemorrhage, infection by bacteria/pathogens, in-troduction of venom (poison), inin-troduction of irritants.

d) It depends on the situation. In case of serious bites, a doctor should be consulted. e) If the stings are not very serious, red bumps on the skin, swelling, itchiness, pain.

3.4.

a) PPE is used at all times (by doctors and nurses when working).

b) The X-ray technician was advised (by the chief physician) not to go into the X-ray suit without the leaded apron.

c) The letter was posted by the director yesterday. d) Gloves should always be used for my work.

e) All the explanations that patients want should be given.

3.5.

a) gashes b) environment c) home-made d) expiry date e) sterile f) scissors

3.6.

a) Broken ankles, nasty gashes, first-degree burns, children falling over. b) At the local drug store or discount store.

c) Yes. They may be useful whenever children are around (e.g. visiting young family mem-bers).

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3.7.

a) False. The text doesn’t specify.

b) False. They may be very useful for a first intervention, but not be sufficient for large injuries.

c) True. d) True.

Unit 7.

3.1.

a) sprains b) measures c) unsteady d) appointment e) improve f) well lit g) sturdy h) slippery i) edge j) uneven k) glare

3.2.

d) comfortable shoes with low heels.

3.3.

a) False. The text doesn’t specify. The text says that most falls are a major cause of injury for older people but it doesn’t compare older and younger people.

b) True. In this way, the severity of injuries may be reduced.

c) True. Exercises may improve the older person’s balance, strength and flexibility and help lessen the impact of injuries derived from falls.

d) True. The text recommends keeping paths well swept, repair broken, uneven or cracked paths, patios and other walking surfaces.

3.4.

a) bleach b) outlets c) healing time d) ooze e) blood vessels f) grafting g) clothing h) wiring

3.5.

Type of burn Layers of skin _involved _symptomsSigns and Healing time Treatment

First-degree top layer – redness – pain

– minor swelling – skin dry without

blisters

3-6 days – Immersion in

water

– No removal of clothing stuck to the burnt area – Do not use butter, oil, lotions, creams – No adhesive dressing or bandages (Continues)

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22 Unit 8.

3.1.

a) case, receptacle b) staff c) accessories

3.2.

a) needles b) case c) gloves d) prone

3.3.

a) Putting used needles in their plastic case again should be avoided because workers could injure themselves, which often happens when they handle sharp objects.

b) Personal Protective Equipment (PPE) is the specialized clothing or equipment worn by employees for protection against health and safety hazards and designed to protect many parts of the body, i.e. eyes, head, face, hands, feet, and ears.

c) After using patient care gloves, they should never be washed and used again because it may not be possible to eliminate all microorganisms. Therefore, gloves should be dis-carded and thrown away in the nearest appropriate receptacle.

3.4.

d) on all occasions, as they may not be safe.

Type of burn Layers of skin _involved Signs and symptoms Healing time Treatment

Second-degree top layer of skin as well as part of the layers underneath

– blisters that may ooze, severe pain, and redness – blisters sometimes break

open and the area is wet looking with a bright pink to cherry red colour

– depends on the severity of the burn – can take up to 3 weeks or more Same as in first-degree burns

Third-degree all the layers of the skin and underlying tissue

burnt area is white, yellow, black or cherry red. The skin will be dry and leathery – little or no pain

– the area may feel numb at first

depends on the

severity of the burn – Call for emergency

medical assistance – Go to ER

Fourth-degree all the layers of the skin and down into the muscle and the bone

– little pain – stiff and charred

Extended time of

healing – Call for emergency

medical assistance – Go to ER

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3.5.

a) regardless of b) secretion c) sterilizing d) droplet e) drainage f) pathogen g) airborne

3.6.

Type of precautions Patients Specific precautions

Standard precautions All patients irrespective _{of situation}

Personnel: Hand hygiene Use of gloves Use of gown

Use of eye protection Safe injection practices Equipment:

Clean, disinfect and sterilize reusable equipment

Transmission-based precautions

Patients suspected to be infected or colonized with infection

For contact precautions: Wear a gown and gloves Single-patient room

Spatial separation in multi-patient room Droplet precautions:

Single-patient room

Curtain between beds in multi-patient room Wear a mask Airborne precautions: Single-patient AIIR Mask/respirator

Unit 9.

3.1.

Causes of accidents: a) drivers themselves b) bad weather c) complicated road conditions d) drinking & driving e) trying to grasp for things f) road rage

Measures: a) regular car maintenance b) appropriate mirrors c) correct distance between vehicles d) wear a seatbelt e) use zebra crossings f) use better cars g) respect rules

3.2.

a) developed b) countless c) mishaps d) amount e) impaired f) under the influence g) servic-ing h) steer clear (of) i) grasp j) temper k) go down

3.3.

conscious > unconscious, fit > unfit, healthy > unhealthy, fear > fearless, help > helpless, helpful, hope > hopeless, hopeful, harm > harmful, harmless, peace > peaceful, pain > painful, painless

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3.4.

a) blazing b) paramount c) timber d) handy e) licence

3.5.

d) Make a bonfire in public places.

3.6.

a) False. Guy Fawkes didn’t create it. In celebration of his failed plot, people throughout Britain set throughout Britain each year on the same day that Guy Fawkes’ plot was discovered. b) False. The risk may be reduced, but it will not disappear.

c) True. Wearing protective clothing on Bonfire Night helps you avoid burns.

d) False. It is an offence to set off fireworks in the street or public places without a licence.

3.7.

a) on b) at c) at d) in e) on, in

Unit 10.

3.1.

Card Meaning Patients’ conditions Risk

High Medium Low Dead

Red immediate third- and fourth-degree burns, important trauma, acute traumatic

brain or even heart attacks x

Yellow urgent not at risk, are in great pain x

Green delayed less important injuries x

White D.O.A. (or almost) x

3.2.

A4, B3, C5, D1, E2

3.3.

a) seen b) paediatric c) Consent to Treat d) bearable e) ordered f) squeamish g) signing out h) subsequent

3.4.

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3.5.

a) False. The text says that parents should make a list of ERs available in the area, particu-larly those staffed best for paediatric care, but not that parents should take their children exclusively to those ERs.

b) True.

c) False. They don’t have to. However, younger children can be helped by the use of sim-plified explanations and language.

d) True. They should make sure they have a copy of your discharge instructions with any prescriptions.

Unit 11.

3.1.

a) resources b) acute c) failure d) deemed e) outcome f) prime g) condition

3.2.

a) False. It is a specialized department.

b) False. They are often admitted during the crucial hours after major surgery.

c) False. It is usually only offered to those whose condition is potentially reversible and have a good chance of surviving.

d) True. Since the critically ill are so close to dying, the outcome of this intervention is dif-ficult to predict.

3.3.

a) bloodstream b) procedures c) spread d) quarantine e) reservoir f) must g) refrain from h) contracting

3.4.

Professionals:

a) Isolation or quarantine of infectious persons or materials. b) Sterilization of surgical instruments.

c) Use of protective clothing.

d) Proper bandaging and injury dressing. e) Safe disposal of medical waste. f) Disinfection of reusables.

g) Scrubbing up and hand-washing after using premises.

Visitors:

a) Hand-washing after a hospital visit. b) Limit contact with the patient.

c) Refrain from touching patient’s wounds, drips or things. d) Stay at home if feeling unwell.

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26 Unit 12.

3.1.

a) facilities b) overnight c) take in d) risky e) cases f) managed

3.2.

d) patients with lower risk of deaths.

3.3.

Hospitals: Large capacity (more facilities, more treatments, even specialised ones) admit inpatients for overnight stays; have specialised units.

Clinics: Small capacity (fewer facilities and specialisation areas); care of outpatients; cover only primary health-care needs; general medical practice.

3.4.

a) premises b) vaccination c) house-bound d) appointment e) assess f) smear test g) family planning h) handicapped

3.5.

a) They may do as consultations take place on site but they can also make home visits for those who are genuinely house-bound.

b) Appointments can be made in person, by telephone or online. c) GPs will refer patients to proper specialists.

d) Nurses typically do it.

e) Apart from their GP, they can consult midwives, who offer maternity care and discuss all matters relating family planning, pregnancy and child birth.

.3.

Vocabulary

Unit 1.

4.1.

From left to right: hot dog, fizzy drink/popcorn, eggs, fruit, coffee, vegetables, cheese, sweets, milk, (portion of) pizza

4.2.

a) beef b) oil c) seasonal d) unsalted e) chamomile f) ale g) non-caloric

4.3.

Australia - Anzac biscuit Singapore - bak chang Jamaica - Ackee & saltfish

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USA - hamburgers UK - Yorkshire pudding Ireland - colcannon

India - chicken tikka masala Canada - bacon with maple glaze Cameroon - fufu/foofoo in sauce

Unit 2.

4.1.

a) personality disorder b) sleep disturbance c) cold turkey d) drowsiness e) depression f) mental retardation g) delusion

4.2.

a) nervousness/wakefulness b) depression c) delusions d) mental retardation e) addiction

Unit 3.

4.1.

a) cycling b) swimming c) basketball d) gymnastics e) running f) football/soccer g) hockey h) water polo i) tennis j) horse riding

4.2.

Free answers.

4.3.

a) contusion b) strained c) dislocated/luxated d) sprained e) (muscle) cramp f) contracture g) stitch

Unit 4.

4.1.

a) chest pain b) backache c) swollen ankle d) toothache e) headache f) earache g) stomach-ache h) fever

4.2.

A3 B7 C6 D1 E4 F5 G2

4.3.

Gnawing pain: backache, labour pains, abdominal pain (appendicitis), wasp sting, dislocated shoulder, twisted ankle (unbroken but inflamed), bone pain (once broken, when weather changes).

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Throbbing pain: headache, in-growing nail.

Stabbing pain: backache, toothache (wisdom tooth), labour pains, duodenal ulcer, abdomi-nal cramps.

Burning pain: stomach-ache, sore throat, duodenal ulcer.

Pressing pain: chest pain (heart attack), headache, toothache (wisdom tooth).

Unit 5.

4.1.

Normal data (medium-level protection): fines, criminal records, creditworthiness, tax infor-mation, basic personality features to evaluate behaviour.

Sensitive, personal data (high-level protection): religion, sexual health, sexual orientation, racial and ethnic origin, disabilities, health history.

4.2.

Physical appearance (“looks”): fat, medium-height, plump, short, skinny, slim, stocky, strong, tall, thin, weak, well-built.

Psychological description: aggressive, cheerful, clumsy, curious, energetic, frail, friendly, gen-erous, intelligent, naive, open-minded, peaceful, reliable, secretive, shy, stubborn, tough. Clothes: casual, close-fitting, colourful, comfortable, designer, formal, ill-fitting, old-fash-ioned, smart, tidy, trendy.

Age: elderly, middle-aged, old, teenage, young. Hair: bald, curly, spiky, straight, wavy, white.

4.3.

a) passive b) careless c) treacherous d) intolerant e) lazy f) dull g) unreasonable h) selfish i) immodest j) carefree k) unsure l) insensitive/unreactive

4.4.

Open answers.

Unit 6.

4.1.

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4.2.

Face:

a) left side (from top to bottom): eyebrow, eye, cheek, lip, chin. b) right side (from top to bottom): forehead, nose, mouth, tooth.

Body:

a) left side (from top to bottom): face, shoulder, chest, arm/forearm, wrist, finger, leg, foot. b) right side (from top to bottom): head, ear, neck, abdomen/stomach, elbow, hand, knee, toe.

4.3.

Hand:

a) left side (from top to bottom): ring finger, little finger (“pinky”), knuckle, wrist. b) right side (from top to bottom): nail, index/fore finger, thumb.

c) top: middle finger or knuckle.

Foot:

a) left side (from top to bottom): toe nail, (big) toe, (small) toe. b) right side (from top to bottom): ankle, heel.

4.4.

a) blackheads, sebum/skin oil b) wart c) spider veins, varicose veins d) snot/(nasal) mucus e) ribs f) hip bone g) spine/backbone h) spot/mole

4.5.

Left side (from top to bottom): oesophagus, gallbladder, large intestine, small intestine, appendix.

Right side (from top to bottom): stomach, pancreas, bladder, rectum.

4.6.

(from left to right): brain, heart, lungs, liver, intestines, stomach.

Unit 7.

4.1.

a) fire extinguisher b) cabinet with safety lock c) poisoning d) toddler e) ladder f) drawn g) plug

4.2.

a) tweezers b) choking/suffocation c) outlet adapter d) sticking plaster e) gauze

4.3.

(upper row): thermal/burning, boiling water, climatic/snow, chemical/toxic material, climatic/sun (lower row): thermal/barbecue, chemical/toxic gas, thermal/fire, chemical/toxic fumes

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4.4.

a) utility room b) cupboard c) vacuum cleaner d) dishcloth e) sheet

4.5.

a) living room b) bath mat c) deodorant d) floor e) wardrobes

Unit 8.

4.1.

Clothing: coat, gonadal shield, coverall, disposable gloves, high visibility waistcoat, leaden apron

Hand protection: wrist support, hand wipes, gauntlet

Face, eyes, neck and head protection: mask, goggles, helmet, thyroid collar, lens, respira-tor, specs

Foot protection: anti-fatigue insoles, safety boots

4.2.

a) wrist support b) anti-fatigue insoles c) helmet d) lead apron e) coat

4.3.

Craftsmanship: painter, bricklayer, plumber, carpenter, builder Offices: secretary, call handler, tax advisor, journalist, solicitor Selling & food services: cook, waiter, sales-manager, shop-assistant Transport: flight assistant, bus driver, taxi driver, pilot

Education: head teacher, student, teacher, janitor

Security, defence and law: policeman/policewoman, fire-fighter, soldier, judge

Health-care: dietician, General Practitioner (GP), emergency medical technician (EMT), ra-diation therapist, dental hygienist, paramedic, vet, druggist/chemist, surgeon, nurse

4.4.

a) General Practitioner (GP) b) emergency medical technician c) dental hygienist d) surgeon e) paramedic f) radiation therapist

4.5.

A6 B2 C5 D4 E3 F1

Unit 9.

4.1.

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4.2.

Car (clockwise, starting at the left top): boot, steering wheel, headlight, bumper, bonnet, door, wheel, tyre

Bike (clockwise, starting at the left top): saddle, handlebars, brakes, spokes, pedal, chain, reflector

4.3.

a) stop sign, crashed into/bumped into b) zebra crossing, run over c) helmet d) fasten, seatbelt

4.4.

From left to right, top to bottom: no left turn • no right turn • no u-turns • no overtaking • no entry for vehicular traffic • maximum speed • priority over oncoming vehicles • right hand curve • school crossing • crossroads • road narrows (right) • two way traffic • roundabout • slippery road • stop • priority over traffic in opposite direction • ahead only • turn left ahead • minimum speed • no through road for vehicles

4.5.

a) beach b) hill c) department store d) tram e) countryside

Unit 10.

4.1. A3 B8 C4 D1 E2 F5 G6 H7 4.2. A4 B7 C6 D5 E8 F3 G2 H1 4.3. Arrival at hospital

Triage and initial treatment

Category I

Priority surgery No surgery

Category II Category III

Wait for surgery

Direct to surgery or close

supervision near operating theatre Dischargehome Admit to a quiet place to wait for surgeryAdmit to ward Surgery

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4.4.

a) intubation b) IV therapy c) stable vital signs d) improvement

Unit 11.

4.1.

A3 B6 C5 D14 E1 F2 G4 H10 I8 J9 K7 L13 M12 N15 O11

4.2.

a) lancets b) scalpel c) crutches d) otoscope e) stethoscope f) gown g) rollator h) shoe cover

4.3. A3 B4 C1 D6 E2 F5

Unit 12.

4.1. A4 B10 C3 D5 E1 F8 G7 H9 I6 J11 K2 4.2.

a) weight, height b) ear syringing c) health check/check-up d) prescription, referred e) make/ book, appointment

.4.

Listening

Unit 1.

5.1.

a) People with a busy schedule, like busy mums and fathers, people at school, etc.

b) Go to the grocery store and buy all fruit that you need for that week. In that way, you can challenge yourself to try to get those pieces of fruit in every day.

c) He says they are kept in a pantry.

d) Keep a cup by your bathroom and sink, and in the morning drink one glass when you wake up, and before you go to bed at night drink another glass and enjoy/during the day.

Unit 2.

5.1.

a) False. Speaker 2 says that the phenomenon is nothing new and statistics prove it. b) False. The average American boy would take as first sip of alcohol when he is eleven,

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c) False. These ages are the ones in which girls and boys take their first sip of alcohol. It is the age of sixteen when the average teen starts drinking regularly.

d) True.

e) False. Taking drugs at any age can lead to addiction but teenagers are even at greater risk. The younger you are when you start using drugs, the greater your chances of de-veloping a dependency.

f) True.

g) False. Peer-group pressure can also play a big role in substance abuse. h) False. Parents should talk to their children immediately.

Unit 3.

5.1.

a) Brent says men need to know when o stop, or when to slow down, or when to change their exercise pattern. Listen to their bodies.

b) They can use a lightweight racket, look at how their racket is strung (it shouldn’t be very tightly strung; looser strings are better), and play on softer surfaces –clay or grass–. c) People need to do it for about 30 seconds.

d) You can use ice, probably the best pain relief. You can also resort to massages and rest. e) No he doesn’t. That would mean you are sedentary, which he doesn’t recommend for

anybody.

5.2.

a) No. He believes in physical activity more than exercise, but he doesn’t think that one is more important than the other.

b) Dancing is a great physically active form of recreation.

c) No. He doesn’t think people can life without stress, and that stress is a part of human life. d) No. According to him, there is an array of options out there, though his favourite ones

are breathing techniques.

e) Because they are so simple, they don’t require equipment, they’re extremely time-ef-fective and they are free.

Unit 4.

5.1.

a) It is produced by the brain. b) It is called acute pain.

c) It is called persistent or chronic pain. d) 1 in 5 people have it.

e) Yes, it can; but to a limited extent. It is the more active approaches that are necessary to retrain the brain.

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g) Yes. Thoughts, beliefs, emotions are brain impulses. If patients learn ways to reduce stress and wind down the nervous system, this may help them with their emotional well-being and can reduce pain as well.

h) Yes. It may help gradually restore patient’s body’s tissues.

Unit 5.

5.1.

a) They specialize in implant, cosmetic and general dentistry.

b) It describes itself as attentive, supportive, compassionate and knowledgeable.

c) He uses the patient’s X-ray to demonstrate visually by drawing or highlighting directly on the image.

d) Because he wants patients to understand his diagnosis and treatment recommenda-tions. Understanding allows patients to have peace of mind and trust on the services provided.

e) They can access the clinic’s website and complete the questionnaire forms. They should also be planned and prepared for their procedure, dressing comfortably, and taking any prescribed medication.

f) Yes. The clinic says it will treat them as their invited guests.

g) To ensure comfort and tranquility for the patient, so that he or she can relax and let the staff do what we do the best.

h) The staff will call them to check on them and answer any questions or concerns the patients might have.

Unit 6.

5.1.

a) With the proper use of CPR or “Cardio Pulmonary Resuscitation”. b) They should check for signs of breathing and pulse.

c) They should: a) position the victim on their back; b) turning the victim’s head to the side and remove any foreign objects from the airway; c) tilt the victim’s head back; d) pinch the victim’s nostrils closed; and e) place the rescuer’s mouth over the victim’s to form a tight seal.

d) They should press fifteen times.

e) They should continue rescue breathing.

Unit 7.

5.1.

a) 20,000 deaths on average each year.

5.2.

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Unit 8.

5.1.

c) Routine tasks alternate with emergencies.

5.2.

a) You are the most important person (i.e. the person that safety program is aimed at). b) These are safety rules, policies and procedures.

c) The major type of injuries in the health-care industry is back injuries.

d) Frequent washing of your hands, appropriate protected clothing where required, or avoiding needle sticks.

Unit 9.

5.1.

a) True

b) False. According to him, it is applicable all over the world, not something for developed countries.

5.2.

According to Etienne Krug (speaker 1), the Plan for the decade on Road Safety will take into account: creating a lead agency, improve trauma care, changing people’s behaviour, improving infrastructures, creating a data collection system.

5.3.

a) better roads b) seatbelts c) crash-helmets d) actions against speeding and drinking

Unit 10.

5.1.

a) False. It is between 9 and 13 per cent. b) True.

c) False. In the last seven days, not weeks. d) True.

e) False. The best thing to do, according to her, is always try to get out of the situation if you can.

5.2.

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5.3.

a) The critical care medical personnel work in the Pacific.

b) Teams are made up of three personnel typically a critical care physician, critical care nurse, and a respiratory therapist or a paramedic.

c) LtCol. Linda Vue says they use the ventilator, suction, monitor, defibrillator, blood ana-lyzer and then triple-channel ID pump.

d) Courses help her know what to prepare for and how to prepare for patient transfers.

Unit 11.

5.1.

a) The Australian health system has 2 parts. These are the public system and the private system.

b) The public system is paid for by people’s taxes.

c) You can’t choose which hospital, which doctors treat you, and when you are treated (you may have to go on a waiting list).

d) No. Patients may have to pay some money towards them.

e) They pay for it themselves or get private health insurance to help cover the cost. f) You can choose which hospital or which doctors treat you. You can also skip public

hos-pital waiting lists.

Unit 12.

5.1.

a) While they are pregnant, during the birthing experience, and when the new family re-turns home. At every step of the way.

b) The classes are: basic childbirth education, breastfeeding, tobacco cessation and infant/ child CPR and choking prevention.

c) The Stork Club is a program at Kettering Medical Center for those who are planning to deliver there.

d) It includes monthly newsletters, ‘Moms in Motion’ exercise class, a child care class, the mommy network series, a gift bag during the stay at the center, and a gift certificate for a postpartum massage.

e) Mothers can have an epidural 24 hours a day.

f) “Doula” is a Greek word that refers to a woman experienced in childbirth who provides continuous physical, emotional and informational support before, during and just after childbirth.

g) The special care nursery provides 24-hour neonatology coverage to care for those ba-bies needing extra care and attention.

h) Mothers can talk to a lactation consultant.

i) Parents can use the new parents’ 24-hour Answer Line, which can assist them with questions or concerns that arise after they return home.

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5.2.

a) The main advantage of the WPCC is that it is local.

b) What does it mean for the WPCC to be a walk-in center? It means that patients can just walk in, so they don’t need to phone up and arrange an appointment (which is difficult for some patients).

c) Yes, it does. In fact, patients find it very useful being able to pull in until eight o’clock in the evening.

d) Yes. They integrate their services with others such as renal dialysis and chemotherapy services.

e) An average sessions for Patient 2 last for four hours.

f) Patient 2 fills in his time reading a book and watching the telly.

.5.

Speaking

Speaking activities, by their very nature, contain exercises with multiple outcomes. How-ever, teachers could prepare these activities by making bullet-point lists of things students could mention.

For example, exercise 6.2. in Unit 10, asks students to discuss why people and patients often wait for so long in emergency departments. In this respect, teachers could make a list of possible reasons (e.g. the triage process itself, lack of capacity, boarding of patients, on-call physician shortages, local crises and disasters, etc.) to help students arrive at if they get stuck at some point during the exercise.

.6.

Writing

As is the case with listening exercises, writing exercises cannot have model “answers”, as their very nature implies that there will be endless possible outputs in students’ work. Despite this, teachers could make a list of possible points students should make or exam-ples they could give in an attempt to help students with feedback.

By way of example, in Unit 5, writing option “a” asks students to write about the qualities students think good health professionals should have to approach and treat patients –as well as comparing those qualities with those of bad health professionals–. In preparation for these exercises, teachers could make a list of qualities (e.g. excellent communication and interper-sonal skills, emotional stability, empathy for the pain and suffering of patients, flexibility with regards to working hours and responsibilities, strong physical endurance, etc.). Another ex-ample is option “b” in Unit 11, which asks students to write a letter to a hospital’s authorities. Two of the options students can choose from are A job application letter and CV and a com-mercial letter offering products to a hospital. Teachers would do well to explain the structure of commercial letters to students, with their parts (heading, date, inside address, greeting, subject line, body paragraphs, complimentary close, signature and writer’s identification). In addition, the parts of a CV should also be outlined by teachers to help students practice writ-ing a CV in English. These parts include the student’s name, address, profile/personal state-ment, employstate-ment, education, skills, and personal details as well as references.

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3 .

KEYS TO FURTHER MATERIALS

Anatomical pathology

a) gross examination b) histopathology c) cytopathology d) fine needle aspiration e) cysts a) Anatomical pathology is the diagnosis of disease based on the gross, microscopic,

chemical, immunologic and molecular examination of organs, tissues, and whole ies. Clinical pathology is the diagnosis of disease through the laboratory analysis of bod-ily fluids and/or tissues. However, the distinction between anatomic and clinical pathol-ogy is increasingly blurred by the introduction of technologies

b) It involves the gross and microscopic examination of surgical specimens, as well as biopsies submitted by non-surgeons.

c) Autopsies are not carried out very frequently. In fact, they represent less than 10% of the workload of typical pathologists.

Audiologists

a) hearing loss b) hearing aid c) hearing test d) late-deafened e) ear plug a) They treat hearing loss and they proactively prevent related damage.

b) They provide recommendations as to what options (e.g. hearing aid, cochlear implants, surgery, appropriate medical referrals) may be of assistance.

c) They work with a wide range of clientele, including newborn babies, children (paediatric) and adult populations.

Clinical laboratory

a) specimen b) haematology c) vacutainer tube d) sticker e) centrifuged

a) No, they aren’t. Their distribution in health institutions varies greatly from one place to another.

b) They are performed at research laboratories.

c) Competent professionals verify results. In some countries lower-rank staff do the ma-jority of this work, with results only referred to the relevant pathologist when they are abnormal.

Dental technicians

a) dentures b) dental braces c) dental stone d) prosthesis e) inlay f) occlusion