..,..
Blood 39
� Additional activity
(weaker student.<)
Play lht> f!'rntding agaiu and ask the
tollowing qu<'\l1ons
What happen, if you mix typt· A anc/ type B
b/ood? (Ili, tPd blood Lclb join togcthPt 01
·c1unip')
I clumpmg goocl or /Jad? {bnd il nwnn'
the blood 1s not mov111g, .1nd thP pnt1ent
wouldd1e)
/< ,t OK In rm" lypP O wit/1 'Yf"' /1> H0w do
you know> (yc� - l>e, lll�l' I he red blood
celb kl'l'P moving. lhey don'l dump)
W/wt term ,s used tode „c nb1 typpO? (lh,'
uniw1�<1l donor)
Whot do you t/1,nk ·u111versa/' meam heff >
(,t', for "VPryore, you ,·a11 ," 1v1 ,t t0 .iii li ,
ol11Pr blood lype. J
f'efo1 �tudc>nts to the nN, 1 n th, p
111a1gmu11 p.70fu, ""'" ,nlo,11,.11,.,11,111
bi, ,od gruup,
Listening 1
Bloodtypes
1-2 (i;) Play the recording through so that students can awwe, Lu
questions.
0-,,.. 1 a= type A+ type B
2 type O
b = type O I type A
Writing
Describing blood cells
1 Get studcnts to descnbc what they se< m the p1cturc� and 1dentify the
types of hlood cdb
0-,,..
=
platelets
b - white blood cells
a=' red blood cel Is
2 De111onstralP I ile mcan1ngs of cirrnlm. recta119ulw rlnd ova/ by drawinp, thf.-'
�h,1pt>� on I he board Ex pia in plasma {the al most colourlcss part of blood tn
which thP blood cells float). Read the dcscnpt1on aloud whlie studcnts look
at the diagram. Gct students to raise their hands when they hear a m1stakc
and call on individuals to correcl it
0-,,.. ł+ghl
�
�
dark
irregular
<,rnaller
3 Studenls could do th1s alone or in pairs_ Circulale wh1le sludents are writing
and ass1st i f necessary. Gcl some student s Io read lheir descriptions aloud
white the rest of the class checks !hat il is t !ear by checking il aga inst the
diagram as thcy listen_
O-W Possible answer
There are many red blood cclls in the diagram There are more white
blood cells than normal. The centres of some ofthese cells are irregular
in shape.There cire no platelets in this drop ofblood
40 Unii 9
With weJker students, pract1s1 �.=iying th<'
dates in the< nart before tl,ey�t,irl thP
,1cl1v1ty
C Additional activity
(ull leve/r'
l ,,, thl'cornplcted 111lormat1on cha,t Io
I tild a cl tss qtJl7 [l1vicl<' ..tudt·nt� 111to two
t�.1ms (;1w· tlv m 1 fpw 1Prnuh• ln rP,1cl
thP mformation. tlwn closr• t�1P1r book�
/\sk que tmns aboul 1t, to, P>..-ir11p lf' Wł111/
did Willmm Osi lt:r 1dentify> W/1n1 welf'
1 last1L blood ba,Js dC's1u11ed? W/wt
hapµened to tl1e µut,ent., ,n tli!' f,r�t b/uo.1
transftmon>Ptr Tcam�Wll'd po,ntfm
1°1, hcmrect,,n�werllwyi
C Additional activity
( lronqe, \ludent·;
uli
A��1gn �tud,•111 to hnd 011
,ornr otthP intorm«t1u11 vero 111 tlw
jp1::okmg clk,rt. ,me! wnti ;lą,rt r�·po, tur
! IV(
I
t,�)11(1 Il
Speakingl
Read the instructions with the whole class to make sure thcy undersland
whrJt to do WhilP studen!s ;ue drawingtheir p1ctures,circulate and assisl if
necess,ny /\ltow students to use their dictionanes to help them with any
new vocabulary Make sure students use thrir drawings. rather than the
words in the Speaking section,to help them rememher their mlormat10n
Listening 2
Abloodtest
1 Studenls usP dictionaries il rwcessr1ry to hPlpthern complete the text
O.,..
l red blood cells 2 oxygen 3 haemoglobin
4 white blood c_eils 5 infec_tion 6 plateletc,
7 ciot
2 (;i Studrnb lL!>trn and takr notrs Chrck answrn, hy grtling students to
m.ikt. cornpletc �entencrs. for Lxc1mpk Th<' pntient]<'eis t,red. rlc
O.,..
i..
l tired 2 five millilitres :S She is a lilt le bit anaemic.
4 3.9 miIlion 5 She can take iron supplementc, 6 normal
7 a little high 8 norma I
Language spot
Zero and First Conditional
Work through the notes with studeuts, getting them to read the example
sentences aloud. Students do the underlmmg task w1lh the hstcnmg scnpt
in pairs. Check answers with the whole class.
O.,.. Zero Conditionaf I want to show you what happens ifyou m1x the
wrong types of blood;Wh.1t happens ifyou g1ve type A to type B1; Now the
blood stops moving if the red cells clump; ... ifthe blood stops moving, the
patient dies; ...ifwe have an emergPncy, we u<,ually use type O.
First Conditional lfyou add a drop oftype A,you'II see how they react
together; if we put a little of blood type O into more type A, we'II see the
difference.
1 Studenb do th1s indiv1dually or in pairs. Get students to read the completed
:,C'ntences aloud.
O.,..
1 'li tell 2 stops
6 lake,'11 sleep
3 'li help
4 have. is
5 doesn't get. 'li die
2 CirculatP whiIP sludenls are wril111g and assisl ifnecess..iry.
" kL·L'p t11L' fows on tlle topK of th.., unit ,11
f ,r wcake1 ·;t ud,·nb. gl'I ,tutlcnh tu wril!•
f 1t ls only aboul bloocl. Alter11,1llvely, gLI
, t .1dc11l•, wnlP only <11Joul ,,!11e, lopiL,
,0ve1,•d 111 p1c-v10... unit
3 Gd sturlPnts to shr1re I hPir scntPnces with the whole class
Body bits
The heart
Sludenls wmk m pairs, using dictionaries if neces<;ary. rheck answt'fs with
the whole class. Practisr pronunciat1on of the key word . for ex,nnple aorta
c,':u';,,,atrium \·nri:,m ,pulmo11ary pu1'1110"11,,r1 venllicif' ,�·n1nl.J
tricuspid t r,11 · 1-. ,spid,. etc. Thf'n gel students to rnwr the tex! and use only
the diagram Io explain the workings ot the hc<lrl
42 Unit 10
Background
Palliative care or hospice care, which supports dyi ng
pcople and thei1 rclat1vcs but docs not lry to curc. is a
rclatively new devclopmcnt in rnccticinc. ln lhc past. to
conccntratc not on cunng but on rnaking a terminally iii
paticnl com fortable was scen as'giving up·. Now the
apprnach is Lo acccpl the dy111g proclaSs, a1 ,ci to focus on
supporting pahcnt And f<1mily tornpt· with the rt'dJifo,,; of
a terminal condition fiorn ciiagnos1s through treatment.
death, and hercavernent
An importanl aspect of palliative rarc is the allev1ation of
µain, and prnctihoneis who work u1 th1sfield have
dC'velopcci ways of usmg cirugs such as Morphine to
rcliC'vP pain whdc at the same time maintammg a
paliC'nl's full facult,es. Pall1ativc care also make!> use of
;1Jternattve treatrnents that can help w1th pain
management, such as relaxalion therapy, rna�sage. and
music the, apy
The reality of long. clcb1litating te, mina I illncsses raises
the issue of euthanasia, ,rnd tht· <.juestions are always
l>eing askecl: bit a morał ad to help a suffe,i ng person end
their life. or is il immoral? Should some form of
Puthanasia be permitteci, or should it be regarctec\ as
rnurder?
The moml'nl of clt•ath has always bee n difficull lo dl'fint·
because therc arf' so many arcounts of people'dy,ng' and
then roming back to lite. One ctefinition of death is when
!wart ,rnc\ hreathmg stop. but some meciical tra111mg
rnanuals �tatc that a person Lannol be assumeci to be
deaci un)p•�s 1t 1s peitectly obv1ow, for example, in the
case of dccapitation, or the onset of rigo1 mortis (the
harciening ot rnuscles). This means that ernergency
paramedics fm example. 111ust contmue all attempts to
rcsusc1late unlil death on arrival is confi1 med by a
hospital doctor.
When a patient dies in hospital, 11ursing staff providc
post-mortem care. This is a set proccdurc which inductes
makmg rccorcis and prepanng the body for rclativcs Post
rnortem care vanes accord,ng to cullure and rehgion, and
whether or not there is going to be an autopsy to get rnorc
informalion abo ut the eause of death
Scrub up
!�
"1h11 I\.
·meni
1ft
n .łv1111dt
burial<.1L rt·n,011 1
J" 1tul I lh1 �,o u '
crernation d lC'll lllOlly wł·· ..
ł·
I ,,,·J
fu nera I a n,rernr,11y wrł•11nrd n, t111n
J
cl• "' t,n,1y,
f: rl,llP th.1l „m, llWllV•� il r·uph(•llli<;tn
,., •'xpr... «•nn lh.it ",oftpr or I, -� dm•r I.
.-1 r1 IS ,.,,.,1 In rdt'r tn <;nnll'lt,lflf; rl1ffic 11lt
I ,mr"'••· l nt)
u ,11„1y WISh t0 rl,,c u,
,nil r1t Llłphl·n11•.111'", 111 ,,1uh·r1t·, c1vvn
"1.
I HlL llcl�L'\�\
Pre teach fJuncd, cremal,on.Juneml Write a ny useful vocabulary on the
board. for example qmve, cemetery. cremntorium
Vocabulary
Talking about dying
1 Rcc1d thf' worcls on the left aloud and get �tuclents to repeat Lhem after you,
thccking for appropriat€' stress arni pronunciation
0-,..
le
2a
36
4g
5d
6h
7f
8c
2 Stucl(•11ts mmplt'l<' tht· sentcnces in rairs. Check answers by getting
�l uc\en ts to read the com pleted scntences alouct.
0-,.. 1 coma 2 life-support 3 mortuary 4 passed away
6 post mortem 7 went downhill 8 Lcrmtnal
5 fata[
3 Sturlcnts work in pa,rs or groups. lf possible, start by telhng a story yoursclf
l::arh g10up then chooses one story to report back to the whole class.
l
46 lJnit 11
Background
Long betore lcnses rnadc 1t po�s1hl1· tu :,l'L ancl undersl;rnd
rmcroscopir organisrns, di:; ,i�c wr1• 1 · xµla11 w<l in tt-'rrns of
the supPrnatural Thmgs he< arne morf' ,ucntifit durmg
the Middle Age� with Hv· w1cl 1•spn >cl a r P)'l:mr<' ot the
Miasma theory ot discas, l'h1s Wd., tł e bC:'licl lhc1l .. rnelly
gases frnm dc>raying n'att ,avt ni I > 111 ncss, ,rnd
t-xplairwd the eprckn , t h:1I ll,rn°d up m the filthy.
,;tinking pia,,, inh,1brkd hy I ht· pour Wile n /\nton van
Lccuwenhot'k (161" 1 /, dPvi--lPpect ITIH w rnpL·:-., he
mtrodun•cl tlH· w01 lcl tu 1111cro organ1 rn� and lhl'lf rolt-' lll
d1seasP, ;rnd prepared I he way fot I hr: mode1 n Germ
1heory 1 hat brougilt about rnajor changc>s to medical
pract1ccs
GPrrn theory b considered lhC:' smglc> most 1mportant
rontribution hy ł he science of m1crob1ology to the generał
weli aIP ot the wortd's people The story of how f, lorence
Nightingale applied knowledge of the ex1stence of micro
organisms has hecorne .111 rmhlem fot hospital prartices
She clcmonstralcd how hyg1e1w rule dcctn sewers. and
wnt 1laterl wards could 1.hdmdtically tPduce hosp1tal
* Tip
hyg1ene th, pt,l (il,, nf kt•1·plllf
, 1,.,111,n riro.-, lrJ prPvt'nl 1llrw,, ,1 (I ,.,..,_
C Additional activity
c t �tufh-11t� tu .te�, ni"·, .,, h 11L:111 ,11Hl
I ew 1t b «�<'cl. for, Ą,1r1pl,· T/1cv·1,- m,•d
1 11 d, y111q yow /land, aftl'r y,,u ·ve wmlred
tllL ni (p;i per towd ). ft' <ł /rmp w11twr1u
1l.:1thol<i 1vr1trr{buck!'ll,Ptc B1·•n1•c11Jlr Ir
t!Pvr1 bł' �ornPt hmg whc>n I h,'y dnn'f
know th1 ex act wor<I 1� .ł usr·f rd si " tor
•,t11d1:nh lv d..,velup.
Germ theory led to the developmenl ot publ1c<·anitał1on
and anl1biotics. /\ntlbiotJcs kill badcria and have saved
mili 1ons of live:-.. but the problem w1th them is lhal they
don't k1ll ,dl bactena and the survivors rcproduce, passing
on thci1 rcs1stancc Thb bccome, a cydc in wtnch ever
more powcrtul anlilnot1rs have to be use<l against ever
morc powcrful bacte11.1
A„ long ��go ,1s 194'>. ..,, 1enl ist, !ikt: Alt0xancler Fleming
warned lhat the> rni,use of ant1b10t1r<: coulct lead lo a
s1tuation in wh1ch modern rncdic11w would be unahic to
treał common 1nfcct1ow diseases.Ovc·rusi ofłhcrnan<I
misuse of them (aga inst viruses. for example) a long wił h
their presence m the human foorl chain via meat arni fruit
(pul I herc by modern agricull ural pract1ces) have led to
the sprcad of bacleria which can rcsist presc>nt antibiotic:-..
These bacteria are collectively known as Metluc1llin
res1stant Staphylococcus aureus (MRS/\) MRS/\ 1s a major
thrcat. ll is potentially fata! an<l sprea<ls fast through
hospitals.
Scrub up
Fxplai n or clint łhL: rnca111ng of hygzen('.
.,tudf'nb rornpl<'te thf' qu12 111 p�11rs. Check answers wrth the whole class
Ask if students are surprrsed by any of the answers
O-W
111/1 /c V('/ '
deal hs. arni her approac:h I o hyg1c1w I orrn:. the bas1s of
modern nursing.
b
7 d
2 h
8 a
3 c{ltiscauscdby avirus.)
4 b
5 a
6 a
Vocabulary
Hygiene equipment
1 Say the worcls aloucl and gct st1rdcnts to rcpcał them aflcr you. Do the
rn,:1tch1ng łask with the whole das�.
O-W bin - b bucket = ( cloth = J mop= d sink = a
clinical wa�te di�posal bag = f detergent= 1
disposablc gloves = h paper towcls = e soap dispcnscr = g
Hygiene 47
� Additional activity
(all /eve/s)
Get studt>nts to think about personal
hyg1erw and hygtenc around the home
for ex:imple in the kitchen. b;ithroom. etL.
Workmg 1n pairs or small groupi.. studc:nls
prepme a Ibi of hygl!'ne gL,iddmes for
wehsile tor llw P,f'llt'I I p11hli
:-i
;i
2 Students com pl etc the exercise, using the1r dictionaries 1f ncccssary. Chcrk
answeis by getting sludents to read the complctcrl senknccs aloud Chcck
!hat sludents strcss the target vocabulary corrcctly hy wntmg the words 011
l l1e board and marking the stress, for example
contam,nal wn •••••
O,.. l antirnicrobial agent 2 swab 3 pathogen,
5resistanl 6 contamination 7 disinfectant
4 susceptible
8 '>polles'>
Listeningl
A hygiene report
1 � Bcfore sludents listen. gc>l then1 to bramstorm the kmd of thmgs thai
need to happcn on a hospital ward cvery day in order to keep 1t clea11.Then
rcad the qucstions aloud and play the rccording through once Check
answers with the whole class.
O-W
1 The ward got a bad score.
2The sister says that the ward was inspected mid-rnorning, which is
a bad time, and that they arc short staffed.
2 � Students try to complete the senlences betore they hsten again. Play the
recor<ling once morc. then check answers with the whole class
O-W l are not 2arc not 3 once
4 once
5more than 30 6 good 7 always
� Additional activity
'w,·nkn .,t11rln,t.•,1
Wlwn �lud..-nts kwe f1nishc-J 2
• ·vtsror. y.el th, m to clo,c tlw1 r b,-"'k
c•e",l thett·xt alOL,d sentc11ce by enknc1
l•,tvinga pausC' 1n the pl,1n· ol one· wc>rd
· tuderL t„I1 yot1 what t IIC' m1,,i11e worcl
r • �nr Pl<iHll plr I d<u·veryt h111g pm�1b/e Ir;
[pau ] and cu1l10I in/l'ctro11 (prevent)
lt's my job
1 Check answers 1n a whole class feedback session. Jl students have any
pt>rsonal expcrience of hygiene procedures on a ward, get them to share
the,c w1th the whole class.
2 �ludents rcad the lext and underlrnc the a11swers to the queslions, then
cnrnp::ire lhPir :rnSWt'fS w1th a partner Check a11swers with the whole class.
f'ocus atlcnt1on on the cxprcssion set o goocl Pxomple and gct :-.tudents to
explai11 what they undersland by this (she hehaves in a way that othcr
people can copy, 1 c. �he always follows hygiene proc-edures herself).
O-W
l �ister 7 hand hygiene 3 Because she controls the ward budgets.
4 By encouraging staff to think abo ut infection and by settinp, a
good example.
Language spot
C Additional activity
(weuk:c, ,tudn1t,)
Studcr.b work in 111,111 f:ru,q,. ami
1 "re two lh1np,.., ll'<'Y hr/w
and twe
llrrng· tlr!'ydon'llwvc todotoday. willi
., short< xplaniltron. Io• t'X,IP ple/ /111w In
:JO tn 1/1, /,nnA• 1 łwve no 1110111•v., , t ,/c>11·1
/iovr, rn walk finnw /'n, C)0/1111 . ,tc/1 /Iw
t111u1., lt _
Talking about obligation
1 Students work in pairs. Chec-k answP,� wtlh the whole d:is!0-,..
lt
2a
3b
4d
5c.
Ge
Medicat1on 59
Vocabulary
� Additional activity
{:;I ronge, � I udenl.\}
Get studcnb. for hom!'work. to rc�c;i,d,
rnore typc of drug�. for l'xampk NSAllh
(non �tieruid,d .mti mflar11111dtu1y dr ugs)
d1urect1cs. hf't<1 hlocker�.cll"
Thcy can expla,n the funrt1011 of lllbc in
ll1l' ncxl cła��
� Additional activity
(weake, studcnts}
S0111e students may t1nd thC'1< 1· ,i k)l o t
new vorabulary hen:· ro pr<'v1tk .c,1111
ron�ol1dJl1on iJlld <'Xll�l pr,111,c, """li(
thr·vcw;:ibulary .1rt1v1t 11 beluv. Jłknl
' 1111
,_;111 pldy lhl'III d g;111,
w1nn111g potni kll lor,,,, .111 ,v,
Tr,, hc•lk�µelhng,w11lc .u 1rnblnl
versIon� ol 1111 w(1rd< 11 t I u• h,i,ml and gPI
�ludcnt� 10 u11 <r:J.n1l>1< ..<•111
G1vt ,tudcnl�dd1111tu ni thc·wnn.b,Jncl
er-I ll1Pm to gue� I he 111:1tcl11111� wnnl. 101
cxctrnple /111, •� a kmJ ojrr,·am lu pul o/I
.
Clił.\ \Olfllmenl): t/11s , ,,, tJU!G!.f<'.\ howl'!
mnvement., (laxal ivc). t/11, bi/� hodr·, ia
(anlibiolic) you use tfHs to rpvc ,njl'Ction,
1<ynnge). c•lr
Wn te• ,on w n1 I hf' I clrgct voca l>u l.11 y ,>r1
tlw hnar<.l ,md g<'I �tu,krll, Io 11•;c 1t 111,1
Jt:nlt-11C, . lln.:y must pro/lott1ltt· the wurd
umt•clly and U'i<: ,t <1ppropnal<>ly lo will ,1
pmnt
•
1
\1\/rlh WP,1 k,•r �t, 10,-,nt<., p,H1'!' tf1f, rt'corrlir1g
.lftcr l'dtlJ rlll'l' l>f lllfol'tll,IIIOll Io grvP
-;tuJ<·rlh 1110rl lin Il' t<,WI 1k 1 h('11 ,111·,wrr�.
Types and forms of medication
1 Do I h ,�asa whole class activrly
O,..
1 An antibiotic 2 An inoculation 3 /\ painkiller
4 Ar 1 ,inf 1-i11flamrn,:itory 5 /\ laxative 6 A supplemcn1
7 /\n antihistaminc 8 A stimulant 9 An antidepressant
10 A sedat1ve
2 ::,trPssed syllables are marked ::tbove.
3
O,..
Possible answers
a -inoculation (used in advance to prevent the dise ase),
b-a ntibiotic / anti-infla rnmatory, c- antih1staminc, d- st1mulant,
e-painkiller, f- laxative, g- supplement {vitamin C), h- antihistamine
4 Check answers by getting students to say the word and the number of the
rnatching piclure_ Get them to thmk about whi,h syllable is stressed_ Help
lhern if necessary and gel them to pronounce the words wilh exaggcrated
si l'PSS.
0-,..
Id
2b
3a
4c
5
6f
7e 8g
9h
Listening
Patient medication
1 <c,> Re;icl the lilble with sludents before lhey listen. Check answers by
gett ing :-.I ud<-'nls tu make cnrnplele se::ntences, for ex<1mple {Mr Gupta) has
{abdnminal r10,n). Ile is be,119 trealed with {a pmnk,1/n).
o,..
2
MrGupta
MrGill
M r Sawyer
MrThomas
MrCheong
abdominal pain
respiratory traci infection
constipation
skin infection
allergy
pai nkiller
antibiotic
laxative
antibiotic
antihislarnine
(,i Chcd answers by askmg students Whal is MrCupta's rlosage? etc. They
should be able to read the name ol lhe medicalion and the arnount dcarly
and tluently. lf necrssilry, play the recording again so that students can hear
the tcrrns in contexl
O-w
1 30,4
2 600,4 315,3 4 250,6
5 10,8
Alternative treatrnents 65
Bodybits
Mind and body therapies
Students work in pai rs, using dictionaries if necessary. Cl 1eck answers with
the whole dass by getting them to read the completed sentences aloud
Check pronunciation of the treatme nts.
0-,,.
homeopathy a sy�tc.:rn uf tre.lt1ng d1�t•,1w;
or condit1on'> us111gvery small ,1r11ounts of
the subslan(t' thal c<1uses the di',<'<l'>I.: or
c ond,t 1011. /\ horncop;t! li 1nlervwws the
r,aticnt In det.1: 1I tof111d out .1tJout tlie11
co11dit1on and o:11.>oul the11 life'>Lyle.
personality, etc ht:>fore rlec 1d111g nn tIw
trealmt'nt Thl' I r1::,:1trne11t w11l ,1tlL'mpt tu
deal w1th the causc of the problem in order
to cure the syn1ptorn;.
conventional medicine tht:' methocb of
lrliltment ot disc-a'>t' <111d 1111ury that arc
Laught ,-tnd used 111 the W<-;I Dr ugs, �11rgcry,
.ind a 1a11g1: of therap,es ;11c 11�•:tl. ,ind
praclit1on1.:,s 111u„t havea qu,1: l1tic ,:1[1011
from d recogn,lcd mt·dic.al college.
lf students 11eerl to find oul more ,:1boul
ho111cop<1thy and/ or conwnt1onc1I
1necliune, �et th1s JS J homcwork task
l1efo1 <' the le��o11
1 scent 2 concentrate 3 wrinkles 4 fingers 5 pressure
6 beneficial 7 contact 8 posture 9 habits 10 rnental
11 scalp 12 hair 13 Arljustrnents 14 operation
15 herbs 16 properties 17 pressure 18 practitioner
Speaking 2
1 Get studl:nts to look at the picture and dcscribe wh:-it they c.:1n see Get them
to tell yo11 bncfly what horncopathy ts.
Whilc students are completing the table. ci reulate and assist if necessary
Tr1kc whole cla�s feedback on studcnts' ideas.
2 Circulate while students a re speaking ;:ind make a note orany common
rnistakes for rcrnedial leaching later. At the end of the discussion. take a
class vote on whether the patient should see a doctor, a homeopath, or both.
Checklist
Go th rough the checklisl w1th students. Get them to tell you wtnch
::ictiv1t1es ,n tht• uni1 helped them pract1se each point. Ask students to tick
the points they 1eel they can perform. Ask the class if they need more
practice in any of the areas.
Keywords
Go through the hst of words to check students' understand,ng.
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