Table of Contents

UNIT 1: THE HUMAN BODY ............................................................................................................. 3

UNIT 2: MEDICAL PROFESSIONS ................................................................................................. 13

UNIT 3: THE PHARMACIST: JOBS AND DUTIES ......................................................................... 16

UNIT 4: HEALTH SYSTEMS .............................................................................................................. 27

UNIT 5: SYMPTOMS AND ILLNESSES ........................................................................................... 32

UNIT 6: MEDICINES AND PRESCRIPTIONS ................................................................................ 42

UNIT 7: ANTIBIOTICS ...................................................................................................................... 61

APPENDIX 1: HOW TO ASK QUESTIONS ................................................................................... 64

APPENDIX 2: PRONUNCIATION AND GRAMMAR: SIMPLE PAST ........................................ 69

APPENDIX 3: PRONUNCIATION: WORD STRESS RULES ......................................................... 70

APPENDIX 4: HOW TO EXPRESS YOUR OPINION ................................................................... 72

APPENDIX 5: SPELLING: BRITISH ENGLISH vs. AMERICAN ENGLISH ................................... 73

SOURCES ......................................................................................................................................... 74

3

UNIT 1: THE HUMAN BODY

I - BRAINSTORMING

In pairs, think of all the body parts / organs that you know. Make as long a list as possible and

organise it. Then compare with another pair of students.

4

II – VOCABULARYi

1. Match the body parts with the appropriate place in the table below.

jaw – loin – calf – heel – forearm – palm –crown – buttock –

hip - thigh – groin – breast – navel – toe – ankle - wrist

upper torso

lower torso

5

2. Fill in the crossword puzzle. See next page.

Across

3. Any of the tubes that carry blood from the heart

to other parts of the body

5. The tube along which food passes after it has

been through the stomach, especially the end

where waste is collected before it is passed out of

the body

7. The tube through which food passes from the

mouth to the stomach

9. The bones of the head that surround and protect

the brain

10. Either of the two organs in the body that remove

waste products from the blood and produce urine

12. The wide basin-shaped set of bones at the

bottom of the body that the legs and spine are

connected to

14. Either of the two organs in a woman's body that

produce eggs

Down

1. A large organ in the body that cleans the blood

and produces bile

2. The structure of bones that supports the whole

body of a person or an animal

4. A passage in the neck through which food and air

pass on their way into the body; the front part of the

neck

6. A collection of cells that form the different parts of

humans, animals and plants

8. Place in the body where bones come together

and movement can occur

11. The joint between the upper and lower parts of

the arm where it bends in the middle

13. The two organs in the chest that you use for

breathing

1

2

3

4

5

6

7

8

9

10

11

12

13

14

6

3. Match the words and their definitions.ii

A. The circulatory system is 1) the system that regulates the body’s responses to internal

and external stimuli.

B. The digestive system is 2) the system that differentiates self from non-self and

neutralizes potentially pathogenic organisms or substances.

C. The endocrine system is 3) the system consisting of the skin and its associated

structures, such as the hair, nails, sweat glands, and

sebaceous glands.

D. The immune system is 4) the system involved in reproduction.

E. The integumentary system is 5) the system of organs that produce, collect, and eliminate

urine.

F. The lymphatic system is 6) the framework of the body, consisting of bones and other

connective tissues, which protects and supports the body

tissues and internal organs.

G. The muscular system is 7) the system of endocrine glands that chemically controls

the various functions of cells, tissues, and organs through the

secretion of hormones.

H. The nervous system is 8) the system of organs and glands responsible for the

ingestion, digestion, and absorption of food.

I. The reproductive system is 9) the system that circulates blood and lymph through the

body.

J. The respiratory system is 10) the system of organs involved in the intake and exchange

of oxygen and carbon dioxide between the body and the

environment.

K. The skeletal system is 11) the system that is composed of skeletal, smooth, and

cardiac muscle tissue and functions in movement of the body

or of materials through the body, maintenance of posture,

and heat production.

L. The urinary system is 12) part of the immune system; the system which circulates

lymph.

7

III – VIDEO: OUR AMAZING BODYiii

A. LISTENING COMPREHENSION

1st viewing:

1. What is the video about?

2. What are the different points mentioned?

3. Take note of anything that you have understood.

8

2nd & 3rd viewings

0’00’’- 1’00’’

1. What numbers do you hear? What do they refer to?

2. Draw a picture illustrating the relationship between tissues – organs – cells – organ systems and

provide examples.

3. How many major organ systems are there in the human body?

4. Which ones are mentioned in this video?

9

1’01’’-3’19’’

5. Fill in the blanks.

The heart is the ______________________ of the ____________________ system. This powerful little organ

works incredibly hard and completely automatically. No other _____________ in the body is as

strong. It beats _________________ times a day, ________________________ times a year, pumping the

blood on a complete trip around the body in _________________________.

In the respiratory system, the _______________ pull in oxygen from the air, delivering _______________

through more than 2,400 kilometres of ________________.

[…]

Digestion begins in the mouth. The act of _________________ sends food down the ________________

or throat into the ______________. Then like a food mixer, the stomach contracts to

________________________________________________, helped by ____________ and _______________.

These nutrients which are now liquid then travel into the small ______________, which can be over

_____ metres long where most nutrients enter the ________________________.

The brain is the ________________________ of the body. About the size of a _____________, this small,

strange looking organ is the most complex object on ____________. It contains up to

_______________________ nerve cells that transmit signals through the brain at over _______ kilometres

an hour. The brain, spinal cord and nerves make up the ___________________________, which all work

together to control the body’s activities.

6. Explain how the reproductive system works.

4th viewing: with subtitles

10

B. VOCABULARY

OESOPHAGUS

RESPIRATORY

AIRWAY

ENZYME

DIGEST

BLUEPRINT

STRAND

Do the vocabulary quiz on http://www.englishcentral.com/video/16270/our-amazing-human-body

C. DISCUSSION

1. Why is it important to know how the human body functions?

2. Which of the organ systems is the most important? Why?

3. Do you find anatomy interesting? Why?

11

IV – READING

Fill in the gaps with the following wordsiv:

blood - brain - buttocks - chest – chin - collar - elbow - eyes - forearm - forehead

hair - intestines - knee - lips - navel - neck - reproductive - spine - stomach

thigh - throat - thumb - toes - tongue - uterus

HUMAN BODY

One of the first things you need to know when working in English is the parts of the body. You will

need to learn the names of the internal (inside the skin) and external body parts. You will also

need to learn the words for the functions of each of these body parts. Here are the basics to get

you started.

Head

Inside the head is the __________ , which is responsible for thinking. The top of a person's scalp is

covered with ________ . Beneath the hairline at the front of the face is the ________________ .

Underneath the forehead are the ________ for seeing, the nose for smelling, and the mouth for

eating. On the outside of the mouth are the ________ , and on the inside of the mouth are the

teeth for biting and the ____________ for tasting. Food is swallowed down the ____________ . At the

sides of the face are the cheeks and at the sides of the head are the ears for hearing. At the

bottom of a person's face is the ________ . The jaw is located on the inside of the cheeks and chin.

The ________ is what attaches the head to the upper body.

Upper Body

At the top and front of the upper body, just below the neck is the ____________ bone. On the front

side of the upper body is the __________ , which in women includes the breasts. Babies suck on

the nipples of their mother's breasts. Beneath the ribcage are the ______________ and the waist.

The __________ , more commonly referred to as the belly button, is located here as well. On the

inside of the upper body are the heart for pumping __________ and the lungs for breathing. The

rear side of the upper body is called the back, inside which the __________ connects the upper

body to the lower body.

Upper Limbs (arms)

The arms are attached to the shoulders. Beneath this area is called the armpit or underarm. The

upper arms have the muscles known as triceps and biceps. The joint halfway down the arm is

called the __________ . Between the elbow and the next joint, the wrist, is the ______________ .

Below the wrist is the hand with four fingers and one __________ . Beside the thumb is the index

finger. Beside the index finger is the middle finger, followed by the ring finger and the little finger.

At the ends of the fingers are fingernails.

12

Lower Body

Below the waist, on left and right, are the hips. Between the hips are the ________________________

organs, the penis (male) or the vagina (female). At the back of the lower body are the

________________ for sitting on. They are also commonly referred to as the rear end or the bum

(especially with children). The internal organs in the lower body include the ____________________

for digesting food, the bladder for holding liquid waste, as well as the liver and the kidneys. This

area also contains the woman's ____________ , which holds a baby when a woman is pregnant.

Lower Limbs (legs)

The top of the leg is called the __________ , and the joint in the middle of the leg is the ________ .

The front of the lower leg is the shin and the back of the lower leg is the calf. The ankle connects

the foot to the leg. Each foot has five ________ . The smallest toe is often called the little toe while

the large one is called the big toe. At the ends of the toes are toenails.

V – VOCABULARY LISTS FOR SELF-STUDY

See Quizlet.

VI – PRESENTATIONS ABOUT AN ORGAN

Homework: In pairs, prepare a short presentation (10-15 lines) about 1 organ:

. location

. functions

. how it works

. diseases

Following week: Correct each other’s text and then record your own text on Voicethread.

13

UNIT 2: MEDICAL PROFESSIONS

I - VOCABULARY

1. What do these people do? Match the picture and the profession.

doctor – lab(oratory) assistant – midwife – nurse - pharmacist

physio(therapist) – researcher – surgeon – veterinarian

14

2. Write 1-2 sentences about each picture.

15

II – PRONUNCIATION & VOCABULARYv

Medical specialists are experts in certain fields of medicine. They either treat specific parts of

the body, such as the back or the brain, or they specialize in certain diseases, such as cancer.

Family doctors keep a list of local specialists and can help patients choose the right specialist

for each medical issue. In many cases specialists require a referral from a family doctor before

they will see a patient.

Here is a list of the most common types of specialists.

1. Listen to these words and underline the stressed syllable.

allergist gynecologist oncologist

anaestesiologist massage therapist ophthalmologist

cardiologist midwife paediatrician

chiropractor naturopath physical therapist

dentist neurologist podiatrist

dermatologist obstetrician psychiatrist

fertility specialist occupational therapist radiologist

2. Associate the specialist with what (s)he does/is. You may need to adapt the article (a/an).

a. A ______________________ is a back specialist

b. A ______________________ is a brain specialist

c. A ______________________ is a foot specialist

d. A ______________________ is a heart specialist

e. A ______________________ helps people who have difficulty getting pregnant

f. A ______________________ helps women deliver babies in a natural way

g. A ______________________ is a skin specialist

h. A ______________________ is a specialist for babies and children

i. A ______________________ is a specialist for pregnant women

j. A ______________________ is a specialist in mental health

k. A ______________________ specializes in determining food and environmental

allergies

l. A ______________________ specializes in eye diseases

m. A ______________________ specializes in imaging tests

n. A ______________________ specializes in muscle relaxation

o. A ______________________ specializes in natural cures and remedies

p. A ______________________ specializes in pain prevention during surgery

q. A ______________________ specializes in the body's movement

r. A ______________________ specializes in women's needs

s. A ______________________ specializes in workplace health

t. A ______________________ is a tooth specialist

u. A ______________________ is a tumour specialist, including cancer

2. Do the online referral quiz. See following URL: www.englishclub.com/english-for-

work/medical-specialists.htm

16

UNIT 3: THE PHARMACIST: JOBS AND DUTIES

Note: I – IV will be done at the language lab. You will find the same text on the wiki.

I – PRE-LISTENING

1. Do as homework before the session: Verify you understand the key words for the article 'The

Pharmacist'. Open the hyperlink and look at the first section on your screen. Click on the

words to hear how they are pronounced and underline the stressed syllable in the words listed

below.

accessible

counsel

deal with…

dispense

drug interactions

drug interactions

healthcare professional

medication

medication profiles

pharmaceutical

pharmacist

prescribe

prescription

regimen

side-effect

Use the Word Reference or Oxford Advanced Learners dictionary if necessary.

Activities to verify and solidify key vocabulary: matching, crossword.

2. In pairs, try to answer the following questions, speaking out loud:

- What is a pharmacist?

- Where does a pharmacist work?

- What are the main roles of a pharmacist?

- What does a pharmacist check when reviewing medication profiles?

17

II - LISTENING

Listen to the audio file as many times as you need: The Pharmacist: pharmacist audio.mp3

1st listening (without stops)

Try and understand the gist. Take notes of any word that you understand.

18

Following listenings (you can pause the recording any time)

Answer the questions below:

1. What are the 2 main roles of the pharmacist?

2. What are 2 more responsibilities of the pharmacist?

3. What information does the pharmacist counsel the patient about?

4. What does a pharmacist check for when they monitor medication profiles?

5. Name different types of pharmacists.

III - READING

1. Here is the transcript of 'The Pharmacist'. Compare your answers with the text. If you have

any problem with the vocabulary check the dictionary: Word Reference or Oxford Advanced

Learners

2. You can listen to the recording while reading the transcript: 'The Pharmacist' pharmacist

audio.mp3

3. Tests for Article 1: multiple choice questions, fill in the blanks

IV - DISCUSSION: FOLLOW-UP TO THE ARTICLE

Answer the following questions.

1. What are some features of a pharmacist's role that this article didn't mention?

2. What are some ways pharmacists improve patient care?

3. How does the information differ from the roles of pharmacists in your country?

4. If you were going to rewrite this article, what information would you add or remove?

5. Without the article, explain what a pharmacist is, what a pharmacist does, and any other

useful information.

19

V – VOCABULARY: JOBS AND DUTIES

1. Fill in the gaps with the following words:

advise - ascertain - collaborate - dispensing - ensure - hiring - maintain

manage - prescribed - prevent - provide - publish - purchase - refer - teach

Job Duties and Tasks for: "Pharmacist"vi

1) Assay radiopharmaceuticals, verify rates of disintegration, and calculate the volume

required to produce the desired results, to ensure proper dosages.

2) Manage pharmacy operations, ____________ and supervising staff, performing

administrative duties, and buying and selling non-pharmaceutical merchandise.

3) Work in hospitals, clinics, or for HMOs, ____________________ prescriptions, serving as a

medical team consultants, or specializing in specific drug therapy areas such as oncology or

nuclear pharmacotherapy.

4) Assess the identity, strength and purity of medications.

5) __________ pharmacy students serving as interns in preparation for their graduation or

licensure.

6) ______________ educational information for other pharmacists, doctors, and/or patients.

7) Review prescriptions to assure accuracy, to ______________ the needed ingredients, and to

evaluate their suitability.

8) ______________ information and advice regarding drug interactions, side effects, dosage

and proper medication storage.

9) Analyze prescribing trends to monitor patient compliance and to ______________ excessive

usage or harmful interactions.

10) Order and ________________ pharmaceutical supplies, medical supplies, and drugs,

maintaining stock and storing and handling it properly.

11) ________________ records, such as pharmacy files, patient profiles, charge system files,

inventories, control records for radioactive nuclei, and registries of poisons, narcotics, and

controlled drugs.

12) Provide specialized services to help patients ____________ conditions such as diabetes,

asthma, smoking cessation, or high blood pressure.

20

13) ____________ customers on the selection of medication brands, medical equipment and

health-care supplies.

14) ______________________ with other health care professionals to plan, monitor, review, and

evaluate the quality and effectiveness of drugs and drug regimens, providing advice on drug

applications and characteristics.

15) Compound and dispense medications as ____________________ by doctors and dentists,

by calculating, weighing, measuring, and mixing ingredients, or oversee these activities.

16) Offer health promotion and prevention activities, for example, training people to use

devices such as blood pressure or diabetes monitors.

17) __________ patients to other health professionals and agencies when appropriate.

18) Prepare sterile solutions and infusions for use in surgical procedures, emergency rooms, or

patients' homes.

19) Plan, implement, and maintain procedures for mixing, packaging, and labeling

pharmaceuticals, according to policy and legal requirements, to ____________ quality,

security, and proper disposal.

2. Name the 5 duties and tasks that you find the most interesting. Why?

VI – READING & DISCUSSION: MINOR AILMENT SCHEME

1. Find out information regarding the Minor Ailment scheme:

a. What is it? What does it entail?

b. Where is it available?

c. Which ailments are commonly treated?

d. Who's entitled to free treatment?

You can use the following websites:

http://www.psd.scot.nhs.uk/docs/minor_ailment.pdf

http://www.boots.com/en/Pharmacy-Health/Health-pharmacy-services/Pharmacy-services-

support/I-need-more-information/Minor-ailments-service-NHS/

http://www.patient.co.uk/health/free-or-reduced-cost-prescriptions

2. What do you think about this scheme? Does that exist in Belgium or where you come from?

21

VII – VIDEO: WHAT DO HOSPITAL PHARMACISTS DO?vii

A. BRAINSTORMING

1. What vocabulary do you associate with pharmacists and hospitals?

22

2. Associate the word and its definition.

acutely – chemotherapy – clinic – guidelines – inpatient – to look after - outpatient

query – to review – swine flu – stroke – ward – weight

a. to carefully examine or consider something again, especially

so that you can decide if it is necessary to make changes

______________________

b. very, very strongly

______________________

c. a serious illness spread between humans, that is genetically

similar to the illness in pigs, that in some cases causes death

______________________

d. a person who stays in a hospital while receiving treatment

______________________

e. how heavy somebody/something is, which can be measured

in, for example, kilograms or pounds

______________________

f. a person who goes to a hospital for treatment but does not

stay there

______________________

g. separate room or area in a hospital for people with the same

type of medical condition

eg. maternity/surgical/psychiatric/children's, etc. ________

______________________

h. rules or instructions that are given by an official organization

telling you how to do something, especially something

difficult

i. - a building or part of a hospital where people can go for

special medical treatment or advice (UK) or

- a period of time during which doctors give special medical

treatment or advice or

- a private hospital or one that treats health problems of a

particular kind (UK)

j. a question, especially one asking for information or expressing

a doubt about something

k. to be responsible for or to take care of somebody/something

l. the treatment of disease, especially cancer, with the use of

chemical substances

m. a sudden serious illness when a blood vessel in the brain bursts

or is blocked, which can cause death or the loss of the ability

to move or to speak clearly

_________________

23

B. LISTENING COMPREHENSION

Source of the video: Royal Pharmaceutical Society

1st viewing

1. Five hospital workers speak. Who are they and what do they do?

-

-

-

-

-

2. Take notes of anything that you understand. What topics are covered?

24

2nd & 3rd viewings

Answer the following questions.

0’00’’ – 1’33’’

1. How do hospital pharmacists differ from pharmacists in the high street?

2. What kind of patients do they treat?

3. What is the daily routine of most hospital pharmacists?

4. Fill in the blanks.

Lorraine Ramsay:

“It’s very _____________ having pharmacists _____ ________ _____________, as part of our team,

especially this winter when we had the _____________ __________ _____________ all over the

_____________ period. We were under a lot of _____________. There were very sick patients

requiring a lot of _____________.”

5. Fill in the blanks

Dr Richard Beale:

“With all the best will in the world, there is always a _____________ __________ _____________. So

_____________ _____________, putting in place _____________ and _____________, providing

_____________ to all the staff to minimise and possibly _____________ entirely that potential for

error is really a very important aspect of what pharmacists do. “

25

1’34’’- 3’10’’

6. What is the name of the hospital?

7. What are they specialised in?

8. What are the different roles of a hospital pharmacist that are mentioned here?

9. What is the correct number? The hospital has roughly ___________ inpatient admissions per

year, ____________ outpatients and ___________babies.

10. Who needs injectable or liquid medication? Why?

11. True – false. Children and adults are similar patients for hospital pharmacists. Justify.

26

3’11’’-4’01’’

12. Why is there a 24-hour pharmacy on site?

13. Fill in the blank(s).

Pharmacists play a critical role in ___________________________________________________________

___________________________________________________________________________________________

__________________________________________________________________________________________.

14. Pharmacists in the hospital we see in this video work across all areas. Justify.

27

UNIT 4: HEALTH SYSTEMS

I – WARM-UP DISCUSSION

1. What makes a good health system for you? Which criteria should be considered when

evaluating a health system?

2. The WHO ranked the health systems of 190 countries in 2000.viii

Which country do you think has the best healthcare system?

Which other countries do you think are in the top 5?

Where do you think Belgium and France rank? Are you happy with the health system

(t)here? Justify.

Do you think the current ranking is different from the 2000 ranking?

3. What is your image of healthcare in the USA?

4. What do you know about healthcare in Britain?

5. Now, look up the rankings (projected/handouts). What do you think about them? Justify.

28

WHO (190 countries in 2000):

- http://thepatientfactor.com/canadian-health-care-information/world-health-organizations-

ranking-of-the-worlds-health-systems/

- Article about the top 10 in the WHO ranking: http://www.outstandingcolleges.com/top-10-

healthcare-systems-in-the-world/

Bloomberg ranking (2015): Most efficient healthcare systems:

- http://www.bloombergbriefs.com/content/uploads/sites/2/2015/11/health-care.pdf

- https://en.wikipedia.org/wiki/Euro_health_consumer_index

Euro health consumer index (37 countries in 2014):

- https://en.wikipedia.org/wiki/Euro_health_consumer_index

- http://www.telegraph.co.uk/news/health/expat-health/11384780/Netherlands-tops-health-

care-rankings-with-UK-in-14th-place.html

29

II – HEALTH SYSTEMS IN THE US AND IN THE UK

1. Prepare a Powerpoint presentation about the healthcare system in the UK / US. You should

look up information online (videos, articles) in English.

You should include information about the following:

public and/or private system

do you have to pay for it?

how long has this system existed?

advantages?

disadvantages?

any criticism?

other relevant info

2. In pairs, in turns, present the healthcare system of the UK/US. Discuss what you have learnt

with your partner. The listener should take notes of the key info. See next page.

30

US – UK (circle)

Public - private system?

Do you have to pay for it?

How long has it existed?

Advantages?

Disadvantages?

Any criticism?

Other info?

3. Write a summary about your partner’s healthcare system and record it on Voicethread.

31

III - DISCUSSION

1. Do you think healthcare should be provided by the government or by private health and

insurance companies?

2. How would you feel if you had no money to pay for healthcare? Do you think it is a

government’s duty to provide free healthcare for poor people?

3. How often do you use your country’s healthcare system?

4. Should your healthcare include the option of treatment overseas?

32

UNIT 5: SYMPTOMS AND ILLNESSES

I - VOCABULARY: MEDICAL SYMPTOMS

1. In groups, brainstorm and fill in the boxes.

INJURY AND TRAUMA

I have hurt my

I have been

I think I might have

ILLNESS

I have pain in my

I feel

I can’t

33

LIST OF MEDICAL SYMPTOMSix

INJURY OR TRAUMA

I have hurt my:

abdomen

back

chest

head

limb - arm, hand, foot or leg

neck

I have been:

assaulted

hit by a bomb

in a traffic accident

shot

stabbed

I think I might have:

a broken bone or fracture

a nosebleed

a sprain

a torn cartilage (of the knee)

ILLNESS

I feel pain in my:

abdomen

stomach

back

chest

ear

head

pelvis

teeth

I have got:

backache (U)

earache (U)

a stomachache

a headache

a toothache

34

My back aches

My stomach / head / foot / chest… hurts

I feel:

cold

feverish - hot

light-headed

dizzy

o dizzy - about to black out

o dizzy - with the room spinning around me

my mouth is dry

nauseated

sick

like I have the flu

like I have to vomit

short of breath

sleepy

sweaty

thirsty

tired

weak/knackered/exhausted

down

I can't:

breathe

hear

move one side - arm and/or leg

pass a bowel action (number 1 vs. number 2)

stop passing watery bowel actions

pass urine

remember

see properly

o blindness

o blurred vision

o double vision

sleep

smell things

speak

stop scratching

stop sweating

swallow

taste properly

walk

write

35

2. Medical problems role playsx: In pairs or in groups of 3: in turn, pick one card and tell

your partner(s) what your symptoms are. They have to guess your problem.

II – LISTENINGxi

1st listening

Take notes of anything you understand.

36

2nd & 3rd listenings

Answer the questions.

1. Why does the patient go to the pharmacy? Describe her problem in detail.

2. How/when did the problem start?

3. What is the pharmacist’s diagnostic?

4. What does the pharmacist recommend?

- what to do?

- products (name + advice):

5. Where can the patient find the recommended medication?

37

III – READING & VOCABULARYxii

Match the diseases and their symptoms.

1. flu A.

swollen glands in front of ear

earache

pain on eating

2. pneumonia B. burning pain in abdomen

pain or nausea after eating

3. rheumatism C. throbbing headache

sensitivity to light and noise

nausea (feeling sick)

vomiting (being sick)

lethargy (lack of energy)

4. chickenpox D. extreme tiredness (fatigue)

mild fever

headache

loss of appetite, nausea, and vomiting

constant discomfort on the right side of the

belly under the rib cage. (that's where the liver

is located)

diarrhea or constipation

muscle aches or joint pain

skin rash

jaundice

5. mumps E. rash starting on body

slightly raised temperature

6. ulcer F. dry cough

high fever

chest pain

rapid breathing

7. hepatitis G. headache

aching muscles

fever

cough

sneezing

38

8. appendicitis H. swollen, painful joints

stiffness

limited movement

9. migraine I. fever

severe, persistent headache

neck stiffness and pain that makes it difficult to

touch your chin to your chest

nausea and vomiting

confusion and disorientation (acting "goofy")

drowsiness or sluggishness

sensitivity to bright light

poor appetite

more severe symptoms include seizure and

coma

can be confused with the flu

10. meningitis J. dull pain near the navel or the upper or lower

abdomen that becomes sharp as it moves to

the lower right abdomen; this is usually the first

sign, but it occurs in less than half of __________

cases.

loss of appetite

nausea or vomiting soon after abdominal pain

begins

abdominal swelling

temperature of around 37.8 degrees celsius

constipation or diarrhea with gas

inability to pass gas

IV – VIDEO: EBOLA

BRAINSTORMING

What words/info do you associate with Ebola?

39

VIDEO 1: EBOLA EXPLAINEDxiii

A. LISTENING COMPREHENSION

1st listening (WITHOUT picture)

2nd – 3rd listenings (WITHOUT picture)

Dictation

Final listening (WITH picture and subtitles)

40

B. VOCABULARY

1. Fill in the table below.

Noun Adjective Verb Other words that you associate

with these words

fever

weak

to infect

deadly

fatality

to rise

2. Online exercise: Quiz vocabulary.

Go to : http://www.englishcentral.com/video/23257/ebola-explained

VIDEO 2: A TRAVEL BAN TO FIGHT EBOLA?xiv

A. LISTENING COMPREHENSION

1st viewing

Take notes of the gist of the video.

41

2nd & 3rd viewings

Answer the following questions.

1. Which event has triggered discussion about a travel ban?

2. Which countries would be affected by this ban?

3. What are the factors at play in this debate?

4. What is Prof Earnest Perry’s opinion?

5. Give the correct numbers:

. people who have died of the virus?:

. cases so far :

C. DISCUSSION

1. What is the current situation with Ebola?

2. What other deadly disease is as well-known as Ebola? What are its symptoms?

3. Do you think a deadly disease could affect your country? Why or why not?

4. How can you protect yourself from catching infectious diseases / Ebola?

5. Do you think a travel ban can stop the spread of a deadly disease such as Ebola? Why

or why not?

6. How can governments help prevent the spread of these diseases?

42

UNIT 6: MEDICINES AND PRESCRIPTIONS

MEDICINES

VOCABULARY: MEDICINES

1. Match the picture and the medication. capsule - cream - drip - drops - inhaler - injection - ointment - pill - spray - suppository - syrup - tablet

43

2. Write a sentence explaining what these medicines do/ they are used for.

a. Antiseptics

b. Statins

c. Analgesics (painkillers)

d. Antipyretics

e. Oral contraceptives

f. Stimulants

g. Tranquilizers

h. Antimalarial drugs

i. Hormone replacements

j. Antibiotics

k. Mood stabilizers

l. Antishistamines

m. Antidepressants

n. Vitamins

o. Antacids

p. Sleeping pills

44

MEDICAL EQUIPMENT

I – VOCABULARY

1. Here is a list of some of the most common supplies found in doctor's offices, operating rooms,

and medical kits. Match the word with its definition.xv

antiseptic – bandage - bandage scissors – blood pressure monitor – dressing – elastic tape –

eye chart – forceps – gauze – hypodermic needle – IV bag – medicine cup – microscope –

otoscope – oxygen mask – privacy screen – scales - stethoscope – syringe –

table and head-rest paper – test tube – thermometer - vial

a cloth covering that is placed over a wound to prevent bleeding, swelling

and infection

a cylinder-shaped piece that attaches to a needle and can be filled with

liquid

a device that measures a person's weight

a device used for looking into a patient's ears

a poster of letter, word, and number combinations of various sizes used to test

a person's eyesight

a thin roll of stretchy material that is sticky on one side

a tool that measures the force of blood flow through a person's body

an object that is used to separate the doctor and patient from others in an

open room

equipment for listening to a person's heart and lungs

equipment that fits over the nose and mouth and supplies oxygen

equipment that makes small things appear larger than they are

glass cylinder that is filled with blood or other liquids and can be capped and

placed in a storage area

instrument used during operations and medical procedures (assists the doctor

in pulling, holding, and retrieving)

liquid used to sterilize (clean) the surface of the skin

45

paper that is placed on an examining table or head-rest to prevent the

spread of germs

protective covering that is placed over a wound

sharp pointed metal piece that pricks the skin (attached to a syringe), used for

taking blood or administering medicine

small plastic measuring cup

the pouch that contains liquids to be pumped into a patient's body

thin, netted material used for dressing wounds

tool used to cut bandages

an instrument used to check a person's body temperature

a small bottle or container used for storing liquids

2. Match the comments with the supplies that are needed:

1) I can't catch my breath. a. table and head-rest paper

2) Prepare the examining table for the next

patient.

b. thermometer

3) We'll have to get a blood sample. c. oxygen mask

4) I need to sterilize the wound. d. hypodermic needle

5) We'll have to feed him with liquids. e. bandage scissors

6) Let's find out your weight. f. scales

7) I need to examine the patient in private. g. eye chart

8) Let's check your vision. h. antiseptic

9) Let's see if you are running a fever. i. IV bag

10) Can you cut this gauze for me? j. privacy screen

46

II – VIDEO: ‘WHAT TO PUT IN YOUR FIRST AID BOXxvi

1. In pairs: List the items you should find in a first aid box/kit.

2. Listen to the video and check your answers: without the picture

3. Watch the video: with the picture.

47

PRESCRIPTION FORMS

I – READING: PRESCRIPTIONS

1. What sections/information do you expect to find on a prescription?

48

2. Observe the UK prescription form. How does it differ from prescription forms in your country?

49

50

II – READING: PROCEDURE TO FILL YOUR PRESCRIPTIONxvii

Your doctor just gave you a prescription, what should you do? Put the following steps in the correct

order. First practise with the slips that your teacher will give you, then write down your answers here.

A. Then, you will need to wait a few minutes. The pharmacist will

prepare the prescription bottle and count the pills.

B. The pharmacist will need the prescription. In order to fill a

prescription, the pharmacist must have the name, city, state,

phone and fax number of the doctor that prescribed it.

C. The pharmacist calls your name when the prescription is ready.

D. Take your prescription to a nearby pharmacy or drug store.

E. In the US: The pharmacist will ask if you have an insurance card.

Show your insurance card to the pharmacist.

F. The pharmacist will also ask about any allergies and general

medical conditions.

G. The pharmacist may ask if you have questions. This is a good time

to ask for a generic brand if possible.

H. Take home the prescription. Follow all the directions. If you have

a question, call the pharmacy or your doctor.

I. Pay for the prescription.

J. The pharmacist will make a patient profile in the computer by

recording information about you. You will need to give your

name, your address, your phone number, your gender, and your

date of birth.

K. Walk up to the counter and talk with the pharmacist. Make sure

you understand all the instructions. How many pills to take…when

to take the pills…to eat food with the pills or not…to finish the

whole prescription or not…possible side effects, etc. Ask the

pharmacist any questions you have about the medicine.

51

III – VOCABULARY: QUESTIONS YOU SHOULD ASK A PHARMACIST

Fill in the blanks.

1. What is the medicine’s ___________?

2. Is there a __________________ available? (They save money compared to branded

medicines.)

3. Why am I taking this ___________________?

4. When should I _______________ it?

5. Should I take this _______________ food or _______________ food?

6. Is it _______________ to drink alcohol with it?

7. If I _______________ to take it, what should I do?

8. How _______________ should I take?

9. How many _______________ should I take it?

10. What _______________ should I watch for?

11. Is this okay for _______________ women?

12. Will/Could I have an _______________ reaction?

13. Can I take this medicine with other _______________ I already take?

14. Does this medication require special _______________ conditions (for example, at room

temperature or in a refrigerator)?

15. Are there special s_______________ that I should look for? What should I do if I notice any of

these?

16. Is it OK to _______________ pills in half or _______________ them to mix into foods?

52

2. Fill in with the correct preposition.

A Dozen Questions to Help Vou

Understand Your Medicines

Print this page and lake it with you on your next visit

to your doctor or pharmacist.

1. What are the brand and generic names of the

medicines?

2. What is the medicine supposed to do?

3. How should I use the medicine?

• ______ mouth

• ______ the eye or ear?

• ______ the skin?

• ______ injection?

• other?

• how much?

• how often and what time?

(e.g., morning, ______ bedtime)

• ______ how long?

• with meals or without food?

4. What should I do if I miss a dose?

5. When will the medicine begin to work?

6. How will I know if the medicine is working and what

should I do if it doesn't seem to work?

7. What tests, if any, will be needed once I start taking

this medicine? When will my first test be?

8. What side effects should I watch ______?

• How long will they last?

• What should I do if they occur?

• How can I lessen the side effects? 9. While using this medicine, should I avoid:

• driving, operating machines, lawnmowers, etc?

• drinking alcohol?

• eating certain foods?

• taking certain medicines (prescription,

over-the-counter, and/or dietary supplements?

• Are there any other precautions? 10. How should I store the medicine?

• ______ room temperature?

• ______ the refrigerator?

• ______ from heat, sunlight, or humidity?

• can the medicine be put ______ another container? 11. Can I get a refill? When? 12. Are there special instructions ______ how to use

the medicine?

General Information ______ Using

Medicines ... BEFORE YOU USE ANY NEW MEDICINE

Before you use any new medicine, you should tell

your doctor, pharmacist, or nurse if you:

• are pregnant or plan to become pregnant

• are breast-feeding

• have any allergies

• are taking any other medicines, including over­

the-counter medicines such as aspirin, cold

medicines, if you are taking any vitamins,

minerals, nutritional supplements, herbals, or

alternative drugs

• have any other medical problem. Take your medicines exactly as you are told by your

doctor, pharmacist, or nurse. It is also a good idea to

carry with you a list of all the medications that you

take, along with their directions. (For a

Persona! Medication Organizer Form visit:

www.usp.org/pdf/patientSafety/personaiMedûrg.pdf) Do not share your medicines with anyone, even if

they have the same symptoms or condition that you

have. It may hurt them. Do not leave your medicines where children or pets

can get them. Discard unused and expired medicines. Know what to

do if you think you have taken an overdose or if a child

has taken a medicine ______ accident. Keep the

telephone numbers of your doctor, pharmacist, nurse

or poison control center (1-800-222-1222) handy so

you can call them ______ once if needed.

53

IV – VIDEO: BUYING MEDICINE AT A PHARMACYxviii

1. What questions does the patient/customer ask? What answers does he get?

2. What kind of medicine does he need?

V - ROLE-PLAY

Divide into pairs. One person will be the pharmacist; the other will be a patient/customer. Role play

a visit to a pharmacy. You have 10 minutes to prepare.

Partner A: Patient/Customer:

Fill in your name, address, date of birth (d.o.b.), and today’s date on the prescription.

Take your prescription (see page 48) to the pharmacist. Answer all his/her questions.

Ask at least 4 questions about the medicine.

Partner B: Pharmacist:

You have a new customer. Ask all the necessary information for a patient profile

(name, address, date of birth, allergies,…). Ask if they have any questions. Fill the

prescription and go over all the directions. Use the patient information leaflet provided

(see the next pages).

54

PATIENT INFORMATION LEAFLET (PIL): BOOTS PARACETAMOL 500 MG TABLETSxix

Boots Paracetamol 500 mg Tablets

Read all of this leaflet carefully because it contains important information for you.

This medicine is available without prescription to treat minor conditions. However, you still need to take it carefully to get the best results from it.

Keep this leaflet, you may need to read it again

Ask your pharmacist if you need more information or advice

What this medicine is for

This medicine contains Paracetamol which belongs to a group of medicines called analgesics and antipyretics, which act to relieve pain and reduce fever.

It can be used to relieve mild to moderate pain including headache, migraine, neuralgia, toothache, sore throat, period pain, rheumatic and muscular aches and pains, sciatica, fibrositis, lumbago, joint swelling and stiffness. It can also be used to relieve the symptoms of colds and flu and reduce fever.

Before you take this medicine

This medicine can be taken by adults and children aged 6 years and over. However, some people should not take this medicine or should seek the advice of their pharmacist or doctor first.

Do not take:

If you are allergic to any of the ingredients

Talk to your pharmacist or doctor:

If you have severe kidney problems or liver problems (including a disease caused by drinking alcohol)

If you are pregnant

You can take this medicine if you are breastfeeding.

Other important information

Information about some of the ingredients in this medicine: Sodium metabisulphite (E223) may rarely cause severe allergic reactions, tightness of the chest or difficulty in breathing.

If you take other medicines

This medicine contains paracetamol.

Do not take with any other paracetamol-containing products.

55

Before you take these tablets, make sure that you tell your pharmacist about ANY other medicines you might be using at the same time, particularly the following:

Metoclopramide or domperidone (for feeling sick or being sick)

Colestyramine (to reduce blood fat levels)

Warfarin or other blood thinners – if you take warfarin you can take occasional amounts of this medicine, but talk to your doctor first before your take it on a regular basis

If you are unsure about interactions with any other medicines, talk to your pharmacist. This includes medicines prescribed by your doctor and medicine you have bought for yourself, including herbal and homeopathic remedies.

How to take this medicine

Check the foil is not broken before use. If it is, do not take that tablet.

Adults and children of 12 years and over: Take one or two tablets up to four times a day, if you need to. Don’t take more than 8 tablets in any 24 hours.

Don’t take more often than every 4 hours.

Children of 6 to 11 years: Take half to one tablet up to four times a day, if you need to. Don’t take more than 4 tablets in any 24 hours.

Don’t take more often than every 4 hours.

Swallow each tablet with water.

Do not give to children under 6 years, unless your doctor tells you to.

Do not take more than the amount recommended above.

Do not take this medicine for more than 3 days, unless your doctor tells you to.

If symptoms do not go away talk to your doctor.

If you take too many tablets: Immediate medical advice should be sought in the event of an overdose, even if you feel well, because of the risk of delayed, serious liver damage. Go to your nearest hospital casualty department. Take your medicine and this leaflet with you.

Possible side effects

Most people will not have problems, but some may get some.

If you get any of these serious side effects, stop taking the tablets. See a doctor at once:

Difficulty in breathing, swelling of the face, neck, tongue or throat (severe allergic reactions)

56

These other effects are less serious. If they bother you talk to a pharmacist:

Skin rash

Unusual bruising, or infections such as sore throats - this may be a sign of very rare changes in the blood

If any side effect becomes severe, or you notice any side effect not listed here, please tell your pharmacist or doctor.

How to store this medicine

Keep this medicine in a safe place out of the sight and reach of children, preferably in a locked cupboard.

Use by the date on the end flap of the carton.

What is in this medicine

Each tablet contains Paracetamol 500 mg, which is the active ingredient.

As well as the active ingredient, the tablets also contain pregelatinised maize starch, sodium metabisulphite (E223), magnesium stearate.

The pack contains 16 or 32 white, round, flat bevelled edges tablets with a break-line on one side.

57

MEDICINE LABELS

READING

1. Read the label for some Australian antibiotic capsules. Circle the answers on the label and draw

an arrow as for the example.

Example:

What is the name

of the

medication?

4. How should the

capsules be stored?

1. How many capsules should be taken and how often?

5. When did the patient buy the medicine?

2. Who are the

capsules for?

6. Where did the patient buy the medicine?

3. What is the expiry

date?

7. What is in the

medicine?

8. Is this a prescription medicine or an ‘over-the-counter’ medicine?

58

2. Read the medicine labels. Match the medicines and the problems.

Which medicine would you use for these problems?

a. a headache:

b. a small cut:

c. indigestion:

d. a fever:

e. a sore throat:

f. a cold:

g. a blocked nose:

59

3. Read the directions on the Disprin packet and answer the questions.xx

1. How many tablets can adults take at one time?

a. 1-3 tablets

b. 2-4 tablets

c. 1-5 tablets

2. What’s the maximum number of tablets an adult can take in one day?

a. 6 tablets

b. 10 tablets

c. 12 tablets

60

3. What’s the maximum number of tablets a 13 year old can take in one day?

a. 2 tablets

b. 8 tablets

c. 12 tablets

4. In what situation can a 10-year old take this medicine?

a. Only for more than 10 days.

b. Only if a doctor says it’s OK.

c. Only if they have chicken pox, influenza or fever.

5. The medicine should not be taken for longer than how many days without the

doctor’s advice?

a. 10 days

b. 12 days

c. 24 days

61

UNIT 7: ANTIBIOTICSxxi

I – STARTER

In pairs or groups of 3, discuss the following questions.

1. What do antibiotics do?

2. Do antibiotics help with colds and coughs? Explain.

3. What do you know about bacteria?

4. What should a patient know about antibiotics?

II – PRONUNCIATION: KEYWORDS FOR THE ARTICLE

1. How do you pronounce the following words? Underline the stressed syllable in each word.

antibiotic

infection

bacteria

protein

synthesis

characteristic

viral infections

resistant

rash

replicate

swelling

allergic reaction

nausea

vomiting

tolerable

2. In pairs, explain each of these words.

62

III – READING: ANTIBIOTICS

1. Read the article below.

Antibiotics are strong medications that fight infections in the body. There are many classes of antibiotics and they have different effects on bacteria. Some antibiotics weaken cell walls. Some antibiotics block protein synthesis or DNA synthesis. Antibiotics can kill bacteria (bactericidal) or they can stop them from replicating or growing (bacteriostatic). Each antibiotic has specific characteristics and they don’t work against all types of bacteria. It is important that patients know several things about antibiotics:

Antibiotics don’t work against viral infections such as colds and the flu.

Antibiotics don’t work against sore throats and coughs.

It is important to finish all the medication even if you feel better.

If a patient doesn’t finish the prescription, it could be dangerous. Patients will usually feel better after 2-3 days. However, the bacteria might not be completely gone. If a patient stops taking his/her medication, the bacteria may grow, causing the patient to become sick again. Also, the bacteria might become resistant to the antibiotic, making it more difficult to fight. Problems occur with antibiotics. If the patient notices a rash, swelling, or any other allergic reaction, they should stop taking the medication and contact their doctor immediately. Also, if the patient has problems with nausea and vomiting, they should stop the medication and contact their doctor. A more tolerable alternative might be available.

2. Answer the following questions.

a. What do antibiotics do in the body?

b. How do antibiotics fight bacteria?

c. Antibiotics don’t work for many common problems. Give some examples.

d. Why is it important to finish your antibiotic prescription?

63

IV – VIDEO: ANTIBIOTICS: THE SEVEN WONDERS OF THE MICROBE WORLDxxii

LISTENING COMPREHENSION

1st viewing

Take notes of the gist. What are the various points discussed in the video?

64

2nd and 3rd viewings

Fill in the blanks.

COMM

Microbes, mostly _________ ______________, make up around 90% of the cells in a typical

human body – and 10% of our _________ ___________. Most of them are in our ________ and on

our _______.

Many microbes are ______________, for example helping us to ___________ _______ __________.

Only a tiny fraction __________ ______________ – and are usually kept _____ ___________ by our

_____________ ______________. But when they aren’t, microbes also help us to ___________

___________.

______________ cause disease when they are able to ______________ in the body. They produce

______________ ______________ called toxins, which ______________ ______________ and

______________. But in nature microbes can also produce ______________ called ______________

to protect themselves against ______________.

CHARLES

It’s a tough world out there. And you might think that you just see competition in the

savannahs of Africa but in fact the microbes ___________ each other as well. In fact, like

martial arts, they have ways of fighting other microbes with ______________ __________ and one

move they have is to ________________ ______________. These are ______________ that allow

them to ____________ ____________ _________________ and take all the food for themselves, or

the ______________ that they need. And so the competition between microbes ______________

______ these very sophisticated ______________ ______________.

COMM

The ______________ of antibiotics and their ______________ _____ ____________ ______________

______________ began with Alexander Fleming. He observed the ______________ Penicillium

Notatum accidently growing on a ______________ of Staphylocci – and saw that it had killed

the ______________ colonies of _____________-______________ bacteria.

PAULA

All antibiotics work by ______________ a critical function in the ______________ ____________. For

example, Penicillin discovered in ______________ prevents the cell from ______________ its cell

wall during ______________. Eventually the cell wall ______________ and ______________.

COMM

_____ _________ ______________, the use of antibiotics had ______________ the treatment of

______________ ______________ ______________ ______________. In _________ the Surgeon

General of the United States of America, William Stewart declared: “The time has come to

close the book on infectious diseases… We have basically _________ _______ infection in the

United States.” But Stewart’s optimism ______________ ______________ …

65

CHARLES

The bad news is that microbes can become ______________ ______ ______________ and they

can ______________ ___________ ______________ in order to ______________ to these antibiotics

and ______________ the antibiotics ________ ______________ _______ _________.

COMM

It’s ______________ ______________ ______________. When bacteria reproduce, ______________

______________ occur. Most will be ______________, but sometimes there’ll be one that will

protect the ______________ against a particular antibiotic. While most of the bacteria

______________ to the antibiotic, the one that ______________ goes on to ______________ and

replicate the resistance. And bacteria reproduce _________ _________.

______________ are on an ____________ ____________ to develop new antibiotics to

______________ resistant bacteria – so called ______________ - but they must be used properly.

CHLOE MCIVOR

______________ use or ______________ of antibiotics for ______________ ______________ means

that more bacteria become ______________, and so there’s more chance of resistance

______________ and ______________ through the microbe world.

COMM

_______ prescribe ______________ ______________ of antibiotics every year. It’s estimated that

___________ of these prescriptions are ______________ – by taking antibiotics that you don’t

need you could be could be making yourself __________ ______ __________ from the disease.

If you don’t ______________ your antibiotic course, you ______________ the microbe to

______________ of antibiotic, which don’t kill it.

Some bacteria, such as ______________ have become ______________ ____________________.

These ‘superbugs’ aren’t some complex and new set of diseases, merely ______________ of

______________ bacteria that we used to find easy to control.

PAULA

The good news is that scientists are developing new ______________ antibiotics that

______________ resistant bacteria.

COMM

But who knows whether one day a ______________ bacterium might be resistant to all

synthetic antibiotics ….a __________ __________________ …

64

APPENDIX 1: HOW TO ASK QUESTIONS

I - THEORY

WORD ORDER1

In questions, the word order subject-verbs-object is the same as in affirmative sentences. The

only thing that’s different is that you usually have to put the auxiliary verb (or the main verb

“be”) before the subject. Interrogatives are put at the beginning of the sentences:

interrogative auxiliary

verb subject

other

verb(s)

indirect

object

direct

object place time

What would you like to tell me

Did you have a party in your

flat

yesterday?

When were you here?

You don’t use an auxiliary verb if you ask for the subject. In this case the interrogative simply

takes the place of the subject.

interrogative verb(s) object

Who asked you?

Other useful website: http://www.englisch-hilfen.de/en/grammar/frage.htm

1 Source : http://www.ego4u.com/en/cram-up/grammar/word-order/questions

65

QUESTION WORDS2

We use question words to ask certain types of questions. We often refer to them as WH words because they include the letters WH (for example WHy,

HoW).

question word function example sentence

what asking for information about

something

What is your name?

asking for repetition or confirmation What? I can't hear you.

You did what?

what...for asking for a reason, asking why What did you do that for?

when asking about time When did he leave?

where asking in or at what place or position Where do they live?

which asking about choice Which colour do you want?

who asking what or which person or people

(subject)

Who opened the door?

whom asking what or which person or people

(object)

Whom did you see?

whose asking about ownership Whose are these keys?

Whose turn is it?

why asking for reason, asking what...for Why do you say that?

why don't making a suggestion Why don't I help you?

2 Source: https://www.englishclub.com/vocabulary/wh-question-words.htm

66

how asking about manner How does this work?

asking about condition or quality How was your exam?

how + adj/adv asking about extent or degree see examples below

how far distance How far is Pattaya from

Bangkok?

how long length (time or space) How long will it take?

how many quantity (countable) How many cars are there?

how much quantity (uncountable) How much money do you

have?

how old age How old are you?

how come

(informal)

asking for reason, asking why How come I can't see her?

Other useful website: http://www.anglaiscours.fr/poser-une-question-en-anglais-what-where-

who-why-how-whose-when-which-etc.html

67

II – EXERCISES

1. CLOSED QUESTIONS: YES-NO QUESTIONS

Transform the following sentences into questions.

a. She is a student → _______________________________________________________

b. It’s snowing → _______________________________________________________

c. I speak Spanish → _______________________________________________________

d. I went to Paris last week → _______________________________________________________

e. I’m going to the party → _______________________________________________________

f. I should study more → _______________________________________________________

g. I will try to come → _______________________________________________________

h. She has gone to London → _______________________________________________________

with ‘to be’ :

with other verbs :

68

2. OPEN QUESTIONS: WHAT – WHY – WHEN – WHERE – HOW – WHO

Ask questions with what, why, when, where, how and who. The answers are underlined.

a. She is at university during the week → ____________________________________________

b. The students are in building 6 → ____________________________________________

c. I am leaving at 6 → ____________________________________________

d. I am at university to study science → ____________________________________________

e. She is feeling terrible → ____________________________________________

f. I am studying my physics lesson → ____________________________________________

g. He starts to work at 8 am → ____________________________________________

h. He studies in Mons → ____________________________________________

i. He lived in Brussels for 3 years → ____________________________________________

j. He gave a presentation yesterday → ____________________________________________

k. She has gone to London → ____________________________________________

l. He should study more → ____________________________________________

m. Paul loves someone → ____________________________________________

n. Paul loves someone → ____________________________________________

with ‘to be’ :

with other verbs :

.

. about the subject:

about the object:

69

APPENDIX 2: PRONUNCIATION AND GRAMMAR: SIMPLE PAST Conjugate the following technical and scientific verbs in the simple past and put them in the

right column.

absorb

analyse

attach

boil

calculate

cause

confirm

contain

crush

cure

destroy

dial

eliminate

equip

experiment

fill

flow

guide

heat

improve

infect

insert

intoxicate

limit

lock

pour

process

pump

purchase

reach

react

recycle

risk

search

simplify

solidify

solve

spill

spray

squeeze

stretch

touch

transfer

transmit

unlock

use

warn

worsen

-ed pronounced /d/ -ed pronounced /t/ -ed pronounced /id/

70

APPENDIX 3: PRONUNCIATION: WORD STRESS RULESxxiii

Go to https://www.englishclub.com/pronunciation/word-stress.htm to find this

information with sound files.

There are two very simple rules about word stress:

1. One word has only one stress. (One word cannot have two stresses. If you hear two

stresses, you hear two words. Two stresses cannot be one word. It is true that there

can be a "secondary" stress in some words. But a secondary stress is much smaller

than the main [primary] stress, and is only used in long words.)

2. We can only stress vowels, not consonants.

Here are some more, rather complicated, rules that can help you understand where to put

the stress. But do not rely on them too much, because there are many exceptions. It is better

to try to "feel" the music of the language and to add the stress naturally.

I - STRESS ON FIRST SYLLABLE

Rule Example

Most 2-syllable nouns PRESent

Export

CHIna

TAble

Most 2-syllable adjectives PRESent

SLENder

CLEVer

HAPpy

II - STRESS ON LAST SYLLABLE

Rule Example

Most 2-syllable verbs preSENT

exPORT

deCIDE

beGIN

There are many two-syllable words in English whose meaning and class change with a

change in stress. The word present, for example is a two-syllable word. If we stress the first

syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second

syllable, it becomes a verb (to offer). More examples: the words export, import, contract and

object can all be nouns or verbs depending on whether the stress is on the first or second

syllable.

71

III - STRESS ON PENULTIMATE SYLLABLE (penultimate = second from end)

Rule Example

Words ending in -ic GRAPHic

geoGRAPHic

geoLOGic

Words ending in -sion and -tion teleVIsion

reveLAtion

For a few words, native English speakers don't always "agree" on where to put the stress. For

example, some people say teleVIsion and others say TELevision. Another example is:

CONtroversy and conTROversy.

IV - STRESS ON ANTE-PENULTIMATE SYLLABLE (ante-penultimate = third from end)

Rule Example

Words ending in -cy, -ty, -phy and -gy deMOcracy,

dependaBIlity,

phoTOgraphy,

geOLogy

Words ending in -al CRItical,

geoLOgical

V - COMPOUND WORDS (words with two parts)

Rule Example

For compound nouns, the stress is on the first part BLACKbird

GREENhouse

For compound adjectives, the stress is on the second part bad-TEMpered

old-FASHioned

For compound verbs, the stress is on the second part underSTAND

overFLOW

72

APPENDIX 4: HOW TO EXPRESS YOUR OPINION

Expressing an opinion

As far as I'm concerned,…

To my mind,…

As I see it, ...

In my opinion,…

In my point of view,…

From my point of view, ...

In my experience,...

As far as I understand / know /can see,…

I think/believe that...

It seems to me “

I am of the opinion “

I take the view “

My personal view is “

Agreeing with an opinion

I agree with this opinion/view.

I completely agree “ “ “

This is absolutely right.

I couldn't /can't agree more.

Disagreeing with an opinion

I'm afraid I can't agree with you.

I disagree “ “

I don't agree “ “

I'm not sure I agree “ “

I think you're wrong.

Partial agreement

I agree with this point of view, but...

This idea is right, “

I agree with you, “

73

APPENDIX 5: SPELLING: BRITISH ENGLISH vs. AMERICAN ENGLISHxxiv

British English

American English

-ISE → -IZE to organISE

to privatISE

to theorISE

to organIZE

to privatIZE

to theorIZE

Exceptions: some words must be spelt –ISE:

eg. to advertISE

to devISE

to compromISE

-OUR → -OR behaviOUR

labOUR

colOUR

behaviOR

labOR

colOR

-TRE → -TER cenTRE

meTRE

theaTRE

cenTER

meTER

theaTER

-AMME → -AM

(and DOUBLE CONSONANTS) progrAMME

(program is used in British

English when referring to IT)

traveLLer

leveLLed

progrAM

traveLer

leveLed

74

SOURCES

i Adapted from: Nada Vukadinovic Beslic, 2007, English for Laboratory Biomedicine Students.

ii Source: http://www.englishforeveryone.org/PDFs/Advanced%20Matching%20-

%20Human%20Body%20Organ%20Systems.pdf

iii Source : http://www.englishcentral.com/video/16270/our-amazing-human-body

iv Source of the text : https://www.englishclub.com/english-for-work/medical-body.htm

v Adapted from: www.englishclub.com/english-for-work/medical-specialists.htm

vi Source of the job description: http://job-descriptions.careerplanner.com/pharmacists.cfm

vii Source: https://www.youtube.com/watch?v=FxqVFchQpco

viii Source : WHO in http://thepatientfactor.com/canadian-health-care-information/world-health-

organizations-ranking-of-the-worlds-health-systems/ ix Adapted from: http://en.wikipedia.org/wiki/list_of_medical_symptoms (04/11/2014)

x Source: http://tefltastic.files.wordpress.com/2008/01/medicalproblemsroleplay.pdf , pp. 1-3.

xi Source of the dialogue: Diaz-Gilbert, M. 2009. English for Pharmacy Writing and Oral communication.

Philadelphia: Lippincott & Wilkins, Chapter 1 Post-assessment dialogue 1.

xii 1. http://is.muni.cz/el/1411/jaro2006/VSAJ0622/REVISION_-_Medical_Vocabulary.pdf

2. http://www.webmd.com/digestive-disorders/understanding-appendicitis-symptoms

xiii Source : http://www.englishcentral.com/video/23257/ebola-explained

xiv Source : http://www.englishcentral.com/video/23268/a-travel-ban-to-fight-ebola

xv Exercises 2 and 3 adapted from: https://www.englishclub.com/english-for-work/medical-supplies.htm

xvi Source of the video: http://www.englishcentral.com/video/21268/what-to-put-in-your-first-aid-box

xvii Adapted from: http://elcivics30.pbworks.com/w/page/15819983/Dialogue%20Practice

xviii Source of the video: http://www.englishcentral.com/video/12290/buying-medicine-at-a-pharmacy

xix Source: http://www.medicines.org.uk/emc/medicine/23302/PIL

xx Source:

http://amepdl.net.au/sites/default/files/attachments/Drafthometutor/P_Health_Emergenciesandtreatm

ent.pdf

xxi I-III adapted from: http://www.hospitalenglish.com/talkingaboutmeds/antibiotics.php

xxii Source of the video: http://www.open.edu/openlearn/science-maths-technology/science/across-

the-sciences/seven-wonders-the-microbe-world?track=5

xxiii Adapted from: https://www.englishclub.com/pronunciation/word-stress-rules.htm

xxiv Adapted from: Blattes, S. (et.al.). 2004. Minimum Competence for Scientific English. Grenoble: EDP,

pp. 179-180.