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• Didactic Unit: Bea donor •Conversations with my doctor •The Hippocratic Oath

L '4'*:±TI TRIPS CINEMA What about my job? Just relax! While you enjoy your holidays, we are getting everything ready for a happy school-year beginning.

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ear colleague, This edition is mainly about the world of medical care. Poster I shows the picture of a hospital with its different sectors and specialists, while the flashcards in poster 2 present common ailments and their corresponding treatment. You will find them useful for practising true-to-life dialogues and generating interactive speaking and writing activities. The rest of the materials offer plenty of possibilities to cater for different ages and language proficiency levels while working on the topic. Among them, we include a unit about blood and organ donation that will help to raise awareness about the importance of being a donor and also a reading exercise about the ethics and morality involved in the Hippocratic Oath. We hope you make the most of this issue! The Teachers Magazine team

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F1 a hospital ptoosteryour1 presents classroom. Children should know that when we need help right away, the best place to go is the hospital emergency room (ER). It is open 24 hours a day and there is quite a tot going on. Nurses and doctors take care of those who need attention.

throw up. • feel short of breath. • sweat for no reason. • have belly pain and it won't go away. • have no appetite for more than a day. • have a terrible stomachache. • have poop that looks black or you see blood in the toilet. • feel really bad.

Show the poster to the class and ask Provide the children with the your students to describe what they see, photocopiabte activity on Ask them to identify the different rooms page 7. Ask them to label the picture and what happens in each one, with the words they already know and Help them with the vocabulary and have answer the questions. They may go on with the reading comprehension exercise them write a list of new words with an on page 8, where they will learn about a example. Tell them that when we have story of a child who had a hard fall. to stay in the hospital overnight or for some days, we are admitted. Later, when For more advanced students, there are we are sent home we are discharged. prompt cards to practise conversations at the doctor's office (page 9). Show the When we get to the ER they make a following model dialogue to the students chart, that is a sheet of paper that contains important information about us, for example, temperature, heart rate and our treatment plan. Nowadays, this information is. recorded and saved in a computer. According to our problem, we may need a shot, that's an injection or some stitches or sutures which are strong strings to help close deep cuts we may get when we fall down or cut ourselves with a knife. They will make the cut heal faster. In some cases, we may also need an IV, that is an intravenous catheter, which is a thin plastic tube inserted into our vein to pass medicine quickly. Ask the children to write a list of symptoms they should tell their parents or teachers right away. Some suggestions are: 'tell your parents or your teacher in case you are at school when you...

but let them use their imagination and make up their own. Doctor: Come on in! Please have a seat. What's the problem? Patient: I have a rash on my fare. Doctor, Hour long have you had the rash? Patient: About 3 days. I put some cream on it but it didn't help. Doctor: Are you allergic to any medications? Patient:! don't think so. Doctor: I'm going to give you a prescription for some ointment. Please apply it twice a day. You should avoid scratching your skin. Make an appointment to see me next week if it doesn't get better.

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''he purpose of poster 2 in this edition is to get the to practise true-to-life conversations in English. They will go to the doctor's, describe their ailment, get a prescription and get some advice. In turn, doctors will listen to their patients, ask questions about ailments and prescribe medicine or give some advice. There will be a fair amount of vocabulary in the activities suggested below, so it may be wise to have the students ready for class with some activities you will find in the next pages.

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As preparation for the class, cut out the cards in poster 2, laminate them and divide them into two sets: ailment cards and treatment cards. These cards are the beginning of what we hope will be some extensive resources on teaching the language of health. Here you have some suggestions which we are sure will trigger further activities. Start by standing in front of the class doing the actions for one of the ailments. For example, hold your head with both hands and groan a little for your terrible/splitting headache. Lead the students to ask, What's unnng?/ What's the matter? Say, Oh. no! I have a terrible/splitting headache. Ask the students to pick up the picture and stick the card on the board. Once you have presented all the ailment cards, in pairs, the students act out and identify each ailment. Provide help if needed. Next, take the ailment cards and elicit the vocabulary, What's this? A headache. Then, turn the card over and stick it back on the board so that blank side is shown. Point to the card again and ask one more lime, What's this? and elicit the word for the hidden image. Follow the same procedure with the rest of the cards until you have all the blank cards on the board. Then, go through all the cards again asking the same question. Allow some time for the students to remember what the ailment is as a son of memory test. You might turn this activity into a game which can be played by the students divided into small groups. The winners are the students who remember the biggest number of cards. You will be surprised how easy the students remember what each card is! At random, take a card oil the board and give it to a student. Ask, What's wrong? /What's the matter? Have the student answer your question. Follow this activity until you finish with all the cards. Then, distribute copies of the Ailment Cards on page tO and tell the students to practise the previous dialogue, Once they have finished, they should swap the cards with another group.

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A treatment for each ailment Now that the students are familiar with health problems, teach the vocabulary for each possible treatment. This time, stick the

Treatment Cards of the poster on the board and have the students discuss which one corresponds to the problem you mention. Instead of mentioning the ailment, you can have a student act it Out, for instance, an earache. The class should look for the appropriate treatment, point at it and say, S/he goes to the doctor.

Doctor-patient role play Prepare the students to act out dialogues at the doctor's. This first time, you will play the doctor's role. Have a volunteer to play the patient's. If you happen to have a white coat and a toy stethoscope, it will be more realistic. Have the patient knock at the door to enter your office. Tell them to sit down and ask, What's the matter with you?/ What's wrong? The patient will say, I have a toothache. Then, examine the patient, look into their mouth, take their pulse and say, It seems you have a cavity. Well, take an aspirin and visit your dentist. Divide the students in pairs and have them act out dialogues like this one. Walk around to give any hint if it is necessary. If the level of your students allows, you may want to give them the prompt cards on page 9. Make sure the students know the vocabulary beforehand.

Doctor-patient's talk Let's go further on and practise complete dialogues at the doctor's office using the following expressions:

• What's the problem? What's wrong? What's the problem with you? • How long have you been feeling like this? When did the symptoms start? How tong have you had this pain? Are you taking anything for Are you allergic to any medication? You should slay in bed/ rest /have this medicine. You'd better stop eating too mach chocolate. It's been a week. /1cc had it for a week. • Could you give me something for the time being? Should I stay in bed? • late fish and I have a rash on my face. I sprained my ankle. I have indigestion / a bad cut / a sore throat / flu. You will find a guide for these dialogues on page 4. Just photocopy the page 9, cut Out the cards and distribute them among the students assigning the roles of doctor and patient. Don't forget to make them change cards for them Is rehearse both roles.

Age: All

Level: Elementary +

HARRY NEEDS YOUR HELP -:

A) Harry needs to put his story together.

Harry is a 6-year-old boy who likes to play Superhero. He is always jumping and climbing up places in his special red costume. He wants to fight evil and do justice, just as superheroes do. One day, not so long ago, when he was climbing up a tree, he missed a branch and had a very bad fall. His left arm got puffy (swollen) almost immediately after the fall. Ouch, ouch! It hurt a lot! So, mum said, Mr Superhero, we have to go to the hospital. He was so scared! Now he doesn't remember what happened that day very well.

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C : Here is the list of events but you will have to put them in the right order.

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When they got into the ER, his mum signed in at the front desk.

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Its siren cleared the way through traffic.

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In the ambulance there were trained people who helped him during the ride.

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It showed that he had a broken arm.

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Harry didn't have to sit in the waiting room; he was taken right into the doctors office because his problem needed super-fast attention.

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f) .....................The doctor talked to his mum about Harry's problem.

, gi..................Two hours later, he was ready to leave the ER. His mum helped him into the car and nook him home. h)

He decided to send Harry to the X-ray room to have his arm X-rayed.

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An ambulance took him quickly to the ER.

jI ...j......... His mum couldn't take him to the ER in their car, so she called 91 1. k)

Somebody called his name and guided him to an examining room.

I) ..............The doctor explained he was going to have his arm in a plaster cast while his bone mended.

KaytOrdertj, I, b.c.e k, of. h. A 1g. His ever couldn't sake hire tothe ER or theircar, so she called 911. An arebulonretook hire qoicklytothe ER. Its siren cleared the waythroogh traffic. In she ambulance there were trained people who helped him during the ride. When they got into the ER. his reuse signed in at the front desk. Somebody called his name and guided hire no an examining room. Harry didn't have to sit in the waiting roorrrl he was taken right into the doctor's office because his problem needed super-fast attention. The doctor talked to his mum about Harry's problem, He decided to send Harry to the X-ray mom to have his arm X-rayed. It showed that he had a broken arm. The doctor explained he was going to have his arm tea plaster cast while his hone mended. Two hours later, he was ready to leave the ER. His mum helped him into the car and rook him home.

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Level: Elementary +

9e: All

CONVERSATIONS WITH MY DOCTOR

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iA Student A: You are the doctor. Listen to your patient and give a prescription according to their ailment. Don't forget to give some advice.

Student B: You are the patient. Tell your doctor what is going wrong with you. Ailment: indigestion Duration: four days Previous medication: antacid but it didn't help.

Ailment: indigestion Prescribe: antacid, Take after meals. Extra Advice: Avoid spicy food and alcohol,

A Student A: You are the doctor. Listen to your patient and give a prescription according to their ailment. Don't forget to give some advice. Ailment: flu Prescribe: antibiotic. Take three times a day. Extra Advice: stay in bed, drink lots of water,

2B Student B: You are the patient. Tell your doctor what is going wrong with you. :

Ailment: flu. Duration: 48 hours. Previous medication: aspirins.

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Student A: You are the doctor. Listen to your patient and give a prescription according to their ailment. Don't forget to give some advice.

3B Student B: You are the patient. Tell your doctor what is going wrong with you.

Ailment: sore throat Prescribe: syrup, lozenges. Take every 6 hours. Extra Advice: drink warm tea with ginger and honey.

Ailment: sore throat Duration: one day Previous medication: lozenges

Student A: You are the doctor. Listen to your patient and give a prescription according to their ailment. Don't forget to give some advice.

4B Student B: You are the patient. Tell your doctor what is going wrong with you.

Ailment: sprained ankle Prescribe: pain killers.Take every 6 hours. Extra Advice: keep ice on it and keep foot elevated.

Ailment: sprained ankle Duration: yesterday Previous medication: pain killer

Now prepare more cards to go on practising.

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Level: Elementary +

Age: All

WHAT'S WRONG A) Match the pictures with the problem.

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cl was chopping potatoes and got a bad cut in my forefinger. Ouch! It hurts!

d. I've been on the computer too long! Now I have a [splitting headache.

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Key: A) 1) You should take an aspirin; 21 You'd better pot some antibacterial create and tightly put a bandage on/pot a bandage on; 31 You should put some ice on the bump, 4)You'd better go to the dentisrh; 5)You should stay In bed and call the doctor, 6)You should diet and take some drops;7lYou should go to the hospital to have an x-ray; 8) You'd better go to the doctor's

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Age: All

Level: Pre-Intermediate +

OUCH! IT HURTS! A) Match the expressions with the words in the box and complete the sentences. I feel.., My ankle

ankle - knee collarbone backache - toothache

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My leg,..

my finger - stomachache my heel - a fever m y foot - headache leg - hurts - thumb aches - arm swollen boe d

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my ankle - wrist

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31 I've broken my ..................................................................................................... - ............................ 41 I've got a blister on my..................................................................................................................................

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5ll cut ................................................................................. .................................................................................... 61 I've got............................................................................................................................................................... 7lMyleg .................................................................................................................................................................. 811 burned my.......................................................................................................................................................

...AND NOW I'M NOT FEELING WELL j B) Complete these sentences. 11 Last weekend I went to the beach. I fell asleep while sunbathing and now ................................................ 211 carried two heavy suitcases full of clothes and books and now ................................................ 31 As I was very hungry, late four packets of cookies and now ................................................ 411 caught my forefinger on the car door. As it was puffy, I had it x-rayed; now ................................................ 5) As I was very thirsty, I drank three bottles of beer and now ................................................ 611 bought these beautiful stilettos. They were so posh! I put them onto go to the party, and now

711 bought three hot dogs on the street. late them all and now ................................................ 81 Playing volleyball on the beach,) fell down and now ................................................ .It's really swollen. 91 late up all those chocolates that were in the box and now ................................................all over my body. 101 Last night, I was eating pork chops. I bit a piece of bone and now ................................................ Ker,A) 1) sick, dli; 2) broken, svanllev; 3)10g. arm, wrist, collarbone; 4) my foot try heel, my finger, 5) my finger, anymore) stomachache, backache, sunburn, a fever, toothache, a headache; 7) hugs, aches; 8) hand, thumb. B) suggested answers, 1) I've got sunburn; 2) I've got backache; 3)1 feel sick, 4)1:15 broken; nil have terrible headache; 6) I have blisters on my feet; 7) I've got indigestion; 8) I sprained my ankle; 9) I have a rash; 10) roe got broken tooth. 14

Level: Intermediate

Age: Adolescents /Adults

HEALTH PROBLEMS Nil

AT THE DOCTOR'S A) Work with a partner and complete the chart. B) Role play a dialogue. Student A: You are the doctor. Student B: You are the patient. Problem / symptom

Part(s) of body affected

Cause(s)

Treatment / advice

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Age: Children

Level: Beginner

MY DOCTOR AND MY DENTIST

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Teacher's Notes In this unit, students will read a text about how blood donation saved a life, compare different posters, watch an advertisement about organ donation and read an advert about marrow donation. As a final task, they will design their own poster to raise awareness of the importance of being a donor. The tasks in this project are mainly aimed at developing reading and speaking skills as well as expressing one's opinions and commenting on the texts.

Objectives • Make students aware of how blood, marrow or organ donation can save a life. • Comprehend different types of texts (a story, posters, adverts, a video). • Improve speaking skills. • Read and write persuasive tents. • Respect others' ideas and beliefs.

Working with the posters Cl So analyse a poster and answer some questions. Dl So work on another poster and answer some questions. El So watch a video in which a mother explains her son's illness, they answer some questions and decide who says some phrases from the video. F) So work on all the posters and adverts they have seen and analyse them an kinds of texts.

Final task Students design their own poster related to donation and share it with the rest of the groups at school by placing it in the school's hall.

Lexico-grammatical and pragmatic contents

Geraldina Salaberry Serrano, Karl na tJzeltinger

• Vocabulary related to hospitals, being in hospital and being ill. • Linking words. • Collocations. • Use of passive voice. • Thrn.taking when speaking.

Thinking skills • Knowledge: identifying, recalling, memorising, recognising new vocabulary and grammar structures. • Comprehension: explaining, expressing, discussing and describing oral and written texts. • Application: interpreting, organising, showing, • Analysis: analysing, comparing, contrasting. • Synthesis: producing, creating. • Evaluation: selecting, evaluating.

Note 2: All the phrases are in the passive voice' This is net an activityto practise passive voice per Se, but its aim is to present Passive voice use: the (aces is on the recipient of the action, not the dser. Ask students, What do oil phrases hoer in common?Leok at the form.

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Activities Presenting the topic • Write on the board: DONATE LIFE and ask students (So) to explain how this could be possible. • Present the poster downloaded from who.int/campaigns/worldblood-donor-day/2013/posters/en/ and ask So to relate both topics. • Ask what other ways of donating life they can think of.

Reading the text Al So scan the text and circle the correct option. BI Ss read the text Donate life: a true story and do the activities. Note 1: According to the theory of Noticing (Schmidt, R. (2001). 'Attentinri'rn P. Robinson (Ed.). Cognition andSerormdLongoage Instruction (Pp. 3-32). Cambridge, CUP) students can learn what they actually see for themseloes (notice). Taking this into account, we have decided to highlight the linking words in the tent. If, and only if, a student notices there highlighted words/phrases, then we may explain their meaning and usage.

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Level: Pre-Interrnediate

Age: Adolescents /Adults

BE A DONOR

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A) Scan the text and circle the correct option. 1) Who wrote this text? a) A sister b) A doctor c)A mother 2) What type of text is it? a) A legend b) A story cIA newspaper article 3)10w does It end? a) In a tragic tone b)lna comic tone ci In an optimistic tone B)

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Doii ate life.

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Read the text and do the activities below.

a true story

both in our hometown and in Buenos Aires. People travelled exclusively to donate blood, and not only from our city, but also from People went on donating blood under my daughter's name almost a year after the operation. We got nearly 200 donors, and we have never met most of them. Once my daughter felt better, she wrote a thank-you note, which she posted in my sister's social network. She ended the note saying: "For all those who donated blood, I thank you from the bottom of my heart. For all those who weren't able to, remember you can save a life by giving blood" Fortunately, my daughter is fully recovered now.

A few years ago, my daughter had a very complex brain surgery. It could not be done in our hometown, so we had to take her to Fleni Hospital in Buenos Aires, the capital city of Argentina. During the eight-hour surgery my daughter lost a lot of blood; she was given 72 units of blood to keep her alive. While she was in recovery, we were asked to replace the blood from the community supply. We were not in our hometown and we knew very few people in Buenos Aires. Besides, my husband and) could not donate because we had had hepatitis in our youth. To make things worse, my daughter is 0- (oh negative), a blood type which is not easily found. My sister came up with an idea: she published a request in social networks, The request was ------------------------------------shared by different people nearly a thousand times. Mothers phoned their sons and daughters living in Buenos Aires, asking them to volunteer as donors. The media also echoed the message and published or broadcasted j

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Age: Adolescents /Adults

Level: Pre-Intermediate

BE A DONOR 1) Imagine you are the editor of a magazine which is going to publish the text. You don't like the title. Change it.

2) Find in the text words that have a similar meaning to: al blood bank b)difficult cI not dead dl give back e)called f) near 91 later 61 approximately il completely

3) Highlight all the words related to the hospital/being in hospital.

4) Match the halves. a) She was... b) It could not be... c) She was... dl A blood type which is sot... e) We were... I) The request was...

1) ...hospitalised. 21 given 72 units. 3) easily found. 41 done in our hometown. 51 asked to replace the blood. 61 ..shared by different people.

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5) Complete the phrases with the words in the box. network

- recovery - surgery - published - a life - bLood

a) in b)save c) dooate __________________ d)social el message 1) brain __________________

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6) Answer the following questions. a) When did the story happen? b) Why did they have to travel to Buenos Aires? cI Why couldn't the author or her husband donate blood? d)Why did they need donors? el How did they find the donors they needed? f) Would you have donated blood? Why/Why not?

C) Visit the website: www.cafepress.es/+donate-blood+posters and choose two posters. Work with a partner and decide who it is aimed at and if it would be effective in your town. Would you make any changes? Which ones? Tell the class.

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Level: Pie-Intermediate

Age: Adolescents /Adults

BEADONOR D) Visit the website: www.designrelated.com/portfolio/sconus/entry/6939/bone-marrow-donation-poster, look at the poster and answer: 1) What is this poster about? 2) Why should you become a donor? 3) Can anyone donate? What are the requirements/conditions?

E)You are going to watch a video in which a mother explains her son's illness and hew an organ transplant would help him.

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Before watching 1) What transplant does the child need? Discuss with a partner and come up with three options. 2) Watch the video at: vimeo.com/65569350 and check if you were right. After watching 3) Who says this? Write M (mother) arT (Tony) a) I/Tony was born with an intestinal disease. b) I'm / He's in the transplant list.

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C) I need / he needs a stomach, intestine and liver transplant dli wear / He wears a special backpack for 18 hours a day. e) It sucks.

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4) Do you think the advert is effective? Why /Why not?

:F) Compare the posters and adverts we have seen in this unit. What do they have in common? How do they differ? Are they persuasive, emotional or informative? Explain.

FINAL TASK • Find out about blood, marrow and organ donation in you town or country. Is there a registry? What are the requirements to register?

4

• Choose one and make a poster with information to make people aware of the importance of becoming a donor. Include contact information to your local/national registry. You can invent your own slogans for your poster or find some at: www.angelfire.com/sc/avbdwb/slogan_booklet.

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• Place your poster in the school's hall.

Links for further ideas • Poster + story: www.ohmyachesandpains.info/2009/Ofl/my-heroes-bone-marrow-and-organ-donors.html • Article: funnymama.blogspotcom.ar/201 3/08/life-saving-eagle-scout-project.html • Donation FAQS: bethematch.org/support-the-cause/donate-bonemarrow/donation-faqs/ ( • Poster: www.pula5kiacaderny.org/podium/push/default.aspx?s=261 &i=44271

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..lco...../...............ve.. ...t....t........... community supply rep lace, e.I .honed; . . neighbouring; ..after; h) neatly; ii fully; 31 Highlighted words: surgery, hospitalised, in recooeny, community supply, (hepatitis), blood type, blood. units of blood; 41 all or 2; b14;c( t or 2; d) 3; .1 5;f16; slat in recovery; bI save a life: xl donate blood, dl social nels'sxrlc C) message published; fIbrain surgery; 61 ofbfew years ago; b) Because the surgery could not be done In their hometown; xl Because they had had hepatitis; dl Possible answers: Because their daughter was given 72 units of blood; because they had to replace the blood from the community supply; el They used social networks and lots of povylo volunteered; CI students'answens;CI Stsdents'onswens; DI 1) Marrow donation; 2lYou can be the one to save a life; 3) Not anyone. You should be between 10 and,60, be willing to donate to any patient in need and meet the health guidelines. Eli) Accept any reasonable answers; 31 a) M; b) T, cIT;d( M; cli. F) students'

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Level: Pre Intermediate

Age: Adolescents

EATING DISORDERS Complete the passage with these words.

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bodies - burn - develop - happy - huge hungry - kidneys - little - much - attention

Humans need food and water to live. Kids and teenagers especially need to eat enough and healthily in order to grow and 11 But some kids might think that food makes them fat, so they worry about how their 21 look some kids may eves stop eating, eat too 31 _______________.or induce vomiting after they eat. Many kids or adolescents pay 4)

to thin models and TV stars. They see their bodies on

TV, the Internet, or in a magazine and they want to look like them too, because they seem to be beautiful and 51 ________________ all the time. But that is not so true. We can mention two eating disorders: one is anorexia, or anorexia nervosa. People who have this problem, diet too 6) -

or just stop eating. They usually deny feeling 7)

.they exercise too much, they feel fat and don't get involved in social activities. The other disorder is bulimia. It implies secretly eating a$) -

amount of food, and then try

to get rid of it by vomiting or taking laxatives and exercising a lot to 9) _the calories. These disorders may damage the heart, the liver, and the 101 _______________: also teeth may get stained or fall because of vomit acidity. Talking about having a problem and getting help is the first step to getting back to being healthy again. It is essential to remember that celebrities'looks are not real and that we are all beautiful in different

Source: adapted

Keys 1) develop, 21 bodies, SI little, 4) attention, 51 happy, 61 ,nauh, 71 hungry, 81 huge, 91 burn, 10) kidneys.

from http://kidshealth.org/

Level: Intermediate

Age: Adolescents / Adults

THE HIPPOCRATIC OATH An oath is known as a spoken promise taken during a ceremony. Its origins are found in religious passages and oral legends in which a sacred statement was made in order to swear to god that something would be done or omitted. Different cultures and historical characters have taken oaths to different gods, according to their beliefs and customs. This is the case of the original Hippocratic Oath, which is believed to have been written by Hippocrates of Kos, a Greek intellectual who practised medicine and kept a record of his experience. Hippocrates lived approximately between 460 and 370 BC, and in those times his oath represented the responsibility that a conscious physician should have when facing an ill person. In this case, the Hippocratic Oath consisted of a promise made to the Greek gods that the activity would be : performed with ethics and morality, knowing that the destiny of the patient was it the hands of the physician. This oath has been recited for more than twenty centuries. It has suffered some adjustments according to the customs of : different cultures, but in the end it respects the core of the original message. In the present day, numerous universities in the world suggest their graduated doctors to proclaim the oath before receiving their diplomas.This is way of beginning their duties being aware of the responsibility that they hold towards the rest of the society.The following tent is a 20th century version of the Hippocratic Oath, used in many medical schools in universities of the United States: jI swear tofuifill, to the best covenant:

of my ability and judgment, this

I will respect the hard-won scientific gains of those physicians in whose steps I walk, and gladly share such knowledge as is mine with those who are to follow. I will apply, for the benefit of the sick, all measures which are required, avoiding those twin traps of overtreatment and therapeutic nihilism.

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I will remember that there is art to medicine as well as science, and that warmth, sympathy, and understanding may outweigh the surgeon's knife or the chemist's drug.

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I will not be ashamed to say '1 know not, nor will Ifail to call in my colleagues when the skills of another are needed for a patient's recovery.

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I will respect the privacy of my patients, for their problems are not disclosed to me that the world may know. Most especially must I tread with care in matters of life and death. If it is given me to save a life, all thanks. But it may also be within my power to take a life; this awesome responsibility must be faced with great humbleness and awareness of my own frailty. Above all, I must not play at God.

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I will remember that I do not treat a fever chart, a cancerous growth, but a sick human being, whose illness may affect the person's family and economic stability. My responsibility includes these related problems, if I am to care adequately for the sick. I will prevent disease whenever I can, for prevention is preferable to cure.

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I will remember that I remain a member of society, with special obligations to all my fellow human beings, those sound of mind and body as well as the infirm.

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If I do not violate this oath, may I enjoy life and art, respected while I live and remembered with affection thereafter. May I always act so as to preserve the finest traditions of my calling and may I long experience the joy of healing those who seek my help. Written in 1964 by Louis Lasagna, Academic Dean of the School of Medicine atlufts University.)

Level: Intermediate

Ages Adolescents/ Adults

THE HIPPOCRATIC OATH A) Lookup in the dictionary the meaning of the following words which might help you to complete the next exercise nihilism (noun) sound (adjective)

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- frailty (noun) - infirm (adjective) - sympathy (noun) - outweigh (verb)

B) Read again the modern version of the Hippocratic Oath and decide whether the next sentences are true (T) or false IFI. In each case, indicate which sentence of the oath has helped you to figure out the answer. 11 Doctors mutt bear in mind that they are not treating diseases, but they are treating people.

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2) Doctors must never say that they don't know. 31 It isn't natural for doctors to seek advice from their colleagues. 41 It is always better to prevent a disease than to cure it. 51 The matters of health must be kept in secret between the patient and the professional.

'HIPPOCRATIC OATH

6) Doctors roust be proud of their responsibility of saving and taking lives, as their knowledge is flawless. 7) Doctors have responsibilities only towards ill people

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8) A close and warm relationship with a patient might have the same value as other techniques used in medicine, 91 Doctors must avoid saying, There is nothing to be done. 10) Overtreatment is an honest way of practising medicine.

References Bainh.Jaiie (201 1). The HippoerotirOathanerhionoMvinghinroekai soriol,andrelig/ooa conflict. Wostvirginia University, Robert C. Byrd Health Sciences center, School of Medidne. httys/fioedicine.hsu.wvu.odu/Students/Aboot-toM/Adrrrission-Procnee/Eesayslthe • Lasagna, Loaie.1in641. HippocraticOath lModerovereiool. John Hopkins Sheridan Libraries, Guide to finding inforrrration oboist bioethics and related subjects. htcpWnoides.likrare.ihu.odu/ssneent.plrp?pid=23699&sid=190964

Keys lt True, 2) False; ) Faire; 4) True, 5) True; 6) False; 7) False; SlTrue; 9) True; 15) False.

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p p 0 C R AT I C OATH

117 Level: Pre Intermediate

Age: Adolescents/Adults

IN THE WAITING ROOM

A) Join the sentences paying attention to the different medical specialties and decide which relative pronoun should be used: who, which or that. I Dermatology is the medical Specialty ...............a) studies the diseases of the eye. 2) Ophthalmology is a branch of medicine ...............bI focuses on the respiratory tract. 3) A dentist is a doctor ...............

cI works with clinical problems related to bones and soft tissues.

4) Pulmonology in the field of medicine ...............dl studies wounds and injuries caused by accidents. 51 A traumatologist is doctor

e) is an expert in the health of babies, infants and adolescents.

61 Gastroenterology is the medical specialty ............f) studies the illnesses of skin, hair and nails. 71 A pediatrician is doctor

g) follows the evolution of pregnancies.

81 A rheumatologist is doctor

h) analyses the digestive system.

91 Radiology is a medical specialty

ii analyses the results of x-ray images.

101A gynecologist is a doctor

jI specialises in studying the diseases of the teeth and mouth.

B) Now that you can recognise some medical specialties, try to guess which patient is waiting for which professional. Complete the sentences for each patient using the following conjunctions: and, because, so. Professionals: Gastroenterologist - Radiologist - Gynecologist - Dentist - Rheumatologist Ophthalmologist - Dermatologist -Traumatologist - Pulmonologist - Pediatrician. Patients: 11 Vanessa is pregnant .....................she must be waiting for a/an ..................... 21 Christian must be waiting for a/an ..........................................he is a football player who had a leg injury. 3) Sandra must be waiting for a/an ..........................................she has worn glasses since she was little. 41 Julia is months old .....................is being held by her mother. Her mother has taken her to the hospital to see a/an ..................... 5) Andy lost two teeth yesterday .....................he must be waiting for a/an ..................... 6) Gregory has a pain on his back and uses a cane .....................he must be waiting for a/an ..................... 7) The .....................is expecting Stephen, a patient who has a rash on his arm .....................looks very worried. 8) Martin can't quit smoking .....................coughs all the time. He is waiting for a/an ..................... 9) Elizabeth is waiting for a/an ..........................................she wants to show him an x-ray radiography of her hand. 10) Jane ate a bag full of candies .....................now she suffers from a stomachache. She is probably waiting for a/an .....................

Level: Pre Intermediate

Age: Adolescents/Adults

IN THE WAITING ROOM

C) Let's assume that all the patients have left the hospital with some pieces of advice given by their doctors. Complete the following sentences with the modal verbs must or should in their afirmative and negative forms. 1) The gynecologist advised Vanessa that she ..................rest every time she feels tired. As she is about to give birth, she ................do any sports and ..................sleep at least 8 hours. 21 The traumatologist told Christian he ..................do any physical exercise for six months. If he takes care of his leg, it .......heal completely in seven months and he ..................feel any pain. 31 The ophthalmologist recommended Sandra that if she decides to go to the gym she ...............wear her regular glasses. Instead she ..................buy a pair of prescribed contact lenses that ..................fit her perfectly. 4) The pediatrician told Julia's mother that the baby ..................be vaccinated as soon as possible. She .................. be exposed to cold weather and ..................be in touch with other small children for a while. 5)The dentist told Andy he ..................wash his teeth after every meal and ..................pay special attention after eating sweets. He doesn't need to worry as his new teeth ..................grow in less than two months. 6) The rheumatologist suggested Gregory that he ..................lift anything heavy. Considering his age, he ..................

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walk without his cane and he ..................never use the stairs. 71 The dermatologist calmed Stephen by telling him that his rash is not serious. It ..................disappear is a few days if houses an ointment that ..................cost him much. However, he ..................avoid scratching that area. 8) The pulmonologist told Martin he ..................stop smoking immediately because he has a severe pneumonia. He ..................be exposed to low temperatures and ..................force his voice. 9) The radiologist told Elizabeth she ..................urgently visit a traumatologist as she has a broken finger. He also explained to her that she ...............move her hand violently and that she ..................probably need some painkillers. 101 According to the gastroenterologist Jane ...............eat so many candies all at once. He advised that she ...............

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run right before eating because she ..................let her digestion take place properly.

Key-.A) ll)lthat/whichl; 21 a (that/which); all (who/that); 4lblthut/whichl; tt d lwho/thutl;6t h (that/which); 7)e(who/shat); 8)nlsvho/thatl; 9) i (that/which); lOig lwhn/thatl, till no/gyneunlngist.2l tra tolgist/becaune. 3) ophthIn ologint/becauso. 4) and/pediatrician. 5) so/dentist. 61 no/rheumatologist. 71 dernsatologisttand. 81 and/pulmnnnloglst. 91 radiologist/because. lot so/gaatrnenterologist Cli) should/mustn't/must; 21 mustn't/should/shouldn't 3) shouldn't/shouldlmntsst;4) rmmust/,etsstn't/shoaldn't 51 nsuutfshuald/must6l shouldet/mrustnt/mnost; 71 should/shouldnt/nsaut 81 mastlnsuutn't/shouldn't; 91 must/mustn't/should; lot mustn't/shouldn't/must

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ritciting refers to the technique by which the teacher brings out not only students' knowledge but also their ideas, suggestions, impressions or guesses. Eliciting is, next to motivation, the greatest task a teacher should undertake. •

This technique consists mainly in asking, guiding, encouraging, prompting, giving the students options for them to choose, or just a visual stimulus. It involves making the students think and discover the meaning of something new, based on previous knowledge or experience. In one word, eliciting implies working Out the way towards understanding by building a bridge between what learners already know and what is new. Teachers may use this technique in many stages of the class: During the teaching moment: teachers may ask questions to make the students think about what is being expressed, guide students to discover a notion or function, including the structure of a new teaching point. It is a good opportunity to remember that what students discover by themselves is easy to remember and hard to forget. During practice stage: it is useful to find out what students already know about a specific situation or to get a few ideas about a particular context or even vocabulary related to the activity.

Through1ltation, teacllrs make students involved in any practice constructively. During pre reading/listening practice: it is extremely necessary and convenient to make the students guess or predict the meaning of certain words, characters' reactions and profiles, or different courses of action taken into account within the context of the reading passage. In this case, elicitation upgrades a plain reading/listening activity into a more complete and integrative task. During pre writing stage: Elicitation changes an old fashioned individual activity into a modern collective task. Teachers may elicit specific words to improve writing, such as linking words, adjectives and adverbs as well as relevant thoughts, concepts or images.

• It improves rapport. • The teacher-centered class drifts into a complete student-centered class. • It helps teacher assess learners' true proficiency. • Is the long run it proves to be a wise investment of time and energy. Ideally, it fosters the notion of an exchange of information, helps to break down the traditional teaching model, and it succeeds in establishing a variety of interaction patterns in the classroom. It is also a key element in inductive approaches to leaching language and learning through tasks and self-discovery, and a simple and effective way of getting learners to produce language. Eliciting is also fun, since learners provide diverse and creative output that boosts and refreshes any ESL class.

The advantages of this technique are numerous and very valuable: • Students get involved as active agents of their own learning. • The amount of student talking time is increased. • It fosters encouragement and good rhythm in • It brings class. • Students that what and consit

Aurea Obeso References Gown,, R: Phillips, D; Walters, S; 2005; reschnsgewr!rn 5sdbooMsoiIIa, United Kingdom • Elicitation: www.tnachingeng ohong.uldknowlodgedataba se/elicitation • Ellceisg:www.aecohingeosliaba,gotuartis debit 09

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Nelson Mandelds Bthda, South Aca lo

This celebration honours the late Mr Mandela in the year that marks South Africa's 20th anniversary of democracy.

Background Nelson Mandela was She first black South African president in office from 1994 to 1999. Due to his many achievements for South Africa and his people, Nelson Mandela's birthday has become a major event on the country's calendar. The main goal of Mandela Day is to inspire individuals to take action to help change the world for the better, and so help build a global movement for good. Its ultimate objective is 10 empower communities everywhere.

What do people do? Mandela gave 67 years of his life fighting for human rights. People are meant to give 67 minutes of their time on this day helping someone else, whether supporting a charity or serving in the local community.

Class Plan Elementary students (10-year-olds +) Objectives: •To learn about Nelson Mandela. •To review the past simple tense. Activities: •The teacher shows a picture of Mandela and one of the African continent so that the students infer what the clans will be about.

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•The teacher presents vocabulary the students will need for the reading activity. Suggested words: law degree - prison apartheid - freedom - campaign • Students work in groups to put the events in Mandela's life in order. Then the whole class will check orally. •The teacher provides students with a list of activities for them to do over the neon few days. For example, they may be asked to write a short report of what they did to honour Mandela's life. Teachers can get get many more ideas from: www.mandeladay.csm/static/ioie Extra reading for teachers: • www.brandsouthafrica.com/news/t005-selsos-mandela-aphotog raphir-trifrate •www.masdeladay.com/staticJjois

Did you know? • Table Mountain in Cape Town is one of the oldest mountains in the world. • South Africa has deserts, mountains, escarpments, plateaus, grasslands, bush, wetlands and subtropical forests. • South Africa is the second largest exporter of fruit in the world. South Africa generates two-thirds of Africa's electricity

Level: Elementary

Age: Children/Adolescents

NELSON MANDELA'S BIOGRAPHY

91!

A) Put the events in Nelson Manclela's life in order.

a) He attended school and later college at the College of Fort Hare and the University ofWitwatersrand. b) Nelson Mandela became a leader in the African National Congress (ANC). c) He got his freedom after 27 years. dl Nelson Mandela won the election and became president of South Africa. el He received the Nobel Peace Prize. f) Nelson Mandela was born on July t8, t918 in Mvezo, South Africa.

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Mandela got his law degree. The South African government sent him to prison. 1 Nelson continued his campaign to end apartheid.

B) Write Nelson Mandela's biography.

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