At the"

lios OF

ilfjoc Fir- 11 ' P

A treatment!k
for each.0
ailment
1 . .........

rZ-
,
'-J
L
L"I • Didactic Unit:
1 Culture
!4 Bea donor
Global
LoDaL •Conversations
Corner: Mandela Da 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.

GRUPO
FDIBA
 D 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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CUIflfl Go to www.ediba.com to contact us.
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 F1

ptoosteryour1 presents a hospital

classroom.
throw up.
• feel short of breath.
but let them use their imagination and
make up their own.
Children should know that • sweat for no reason.
when we need help right • have belly pain and it won't go away. Doctor: Come on in! Please have a seat.
away, the best place to go is • have no appetite for more than a day. What's the problem?
the hospital emergency room (ER). It is • have a terrible stomachache.
open 24 hours a day and there is quite a • have poop that looks black or you see Patient: I have a rash on my fare.
tot going on. Nurses and doctors take blood in the toilet. Doctor, Hour long have you had the rash?
care of those who need attention. • feel really bad.
Patient: About 3 days. I put some cream
Show the poster to the class and ask Provide the children with the on it but it didn't help.
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 Doctor: Are you allergic to any
and what happens in each one, with the words they already know and medications?
Help them with the vocabulary and have answer the questions. They may go on Patient:! don't think so.
them write a list of new words with an with the reading comprehension exercise
example. Tell them that when we have on page 8, where they will learn about a Doctor: I'm going to give you a
to stay in the hospital overnight or for story of a child who had a hard fall. prescription for some ointment. Please
some days, we are admitted. Later, when For more advanced students, there are apply it twice a day. You should avoid
we are sent home we are discharged. prompt cards to practise conversations scratching your skin. Make an
at the doctor's office (page 9). Show the appointment to see me next week if it
When we get to the ER they make a
chart, that is a sheet of paper that following model dialogue to the students doesn't get better.
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...
Co
, ''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.
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
o 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
4' 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
48
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.
A treatment for each ailment
't Now that the students are familiar with health problems, teach
f 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.
 Level: Elementary + Age: All

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.
0 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.
C ----=c.
: Here is the list of events but you will have to put them in the right order.

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

I
bI Its siren cleared the way through traffic.

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

dl It showed that he had a broken arm.

el 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.

tu . 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.

i) 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
p hone mended. Two hours later, he was ready to leave the ER. His mum helped him into the car and rook him home.
8
Level: Elementary + 9e: All

CONVERSATIONS WITH MY DOCTOR

iA iB
Student A: You are the doctor. Listen to Student B: You are the patient. Tell your
your patient and give a prescription doctor what is going wrong with you.
according to their ailment. Don't forget to
give some advice.
Ailment: indigestion
Ailment: indigestion Duration: four days
Prescribe: antacid, Take after meals. Previous medication: antacid but it didn't 0
Extra Advice: Avoid spicy food and alcohol, help.

A
Student A: You are the doctor. Listen to
your patient and give a prescription
2B
-t
Student B: You are the patient. Tell your
according to their ailment. Don't forget to doctor what is going wrong with you.
give some advice.
Ailment: flu : Ailment: flu.
Prescribe: antibiotic. Take three times a
day.
Duration: 48 hours.
Previous medication: aspirins.
C.
Extra Advice: stay in bed, drink lots of
water,

3B
I
Student A: You are the doctor. Listen to
your patient and give a prescription Student B: You are the patient. Tell your
according to their ailment. Don't forget to doctor what is going wrong with you.
give some advice.
Ailment: sore throat Ailment: sore throat
Prescribe: syrup, lozenges. Take every 6 Duration: one day
hours. Previous medication: lozenges
Extra Advice: drink warm tea with ginger
and honey.

Student A: You are the doctor. Listen to 4B

your patient and give a prescription
according to their ailment. Don't forget to
give some advice.
Ailment: sprained ankle
Prescribe: pain killers.Take every 6 hours.
Extra Advice: keep ice on it and keep foot
elevated.
Student B: You are the patient. Tell your
doctor what is going wrong with you.
Ailment: sprained ankle
Duration: yesterday
Previous medication: pain killer

Now prepare more cards to go on practising.

9
10
 Level: Elementary + Age: All
WHAT'S WRONG
A) Match the pictures with the problem.

I was playing football andoneofmyo~~

I!
:::i::L::ihave atoOth&he cant

I cl was chopping potatoes and got a bad cut in my

forefinger. Ouch! It hurts!
0

d. I've been on the computer too long! Now I have a 'r

[splitting headache.
o
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
13
 Level: Pre-Intermediate + Age: All
OUCH! IT HURTS!
A) Match the expressions with the words in the box and complete the sentences.

I feel.., ankle - knee

collarbone backache
- toothache
My ankle is..
j I've broken my... my finger - stomachache
II I've got a blister on my,,. my heel - a fever
m y foot - headache
I cut..,
leg - hurts - thumb
I've got... aches - arm
swollen
My leg,.. boe d
I burned my- my ankle - wrist

lilfeel .................

21 My ankle is :III.I.IIr.I.II'I'rII;.II:IIIlII'.lIIrIIIIIIrIIrIII
31 I've broken my ..................................................................................................... - ............................
41 I've got a blister on my..................................................................................................................................
C. 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

AT THE DOCTOR'S Nil

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

1)

2)-

3).crcaai.& -
4) ,A
5 _
6A
7)
8)k
9) su4

10)

Yr

LL

Key: 11 annack/disease, smoking/lifestyle, change lifestyle; 2) headache/toothache/earache/ stomachache/ backache, p/rysica I effort, painkiller; 3) bone,
accidenn/faII, plaster; 41 skin/finger/leg, accident, bandage/ant septic creem/sttcfres. 5) stomach, stress/food porson:ng/overeating/eating too fast;
6/ear/eye bacteria/vituc, antibiotics, 71 stomach, food poisoning, annibronict 8) skin, allergy/food poisoning, Ion on/cream/ointment; 91 nose cod/f
stay in water; 10) throat/eyes/skin, infection/burn/sunburn, cyrupflconrrgns/lodon ill wrist/ankle, fell/accident bandage/ice.

15
 Level: Beginner Age: Children
MY DOCTOR AND MY DENTIST

A) Complete the ht boxes.

B7

11
0 3oim ....................................... tc.tUair

El Ea

El

.,. 1
! C) Complete
El

Truf
at ........................

3 Lk
j E HdT, d tS5
0 d.w,.
I
..................
.........................
ama 3 f
tk I
Teacher's Notes 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:
In this unit, students will read a text about how blood the (aces is on the recipient of the action, not the dser. Ask students,
donation saved a life, compare different posters, watch an What do oil phrases hoer in common?Leok at the form.
advertisement about organ donation and read an advert about
marrow donation. As a final task, they will design their own Working with the posters
poster to raise awareness of the importance of being a donor. Cl So analyse a poster and answer some questions.
The tasks in this project are mainly aimed at developing Dl So work on another poster and answer some questions.
reading and speaking skills as well as expressing one's El So watch a video in which a mother explains her son's
opinions and commenting on the texts. illness, they answer some questions and decide who says
Objectives some phrases from the video.
F) So work on all the posters and adverts they have seen and
• Make students aware of how blood, marrow or organ
donation can save a life. analyse them an kinds of texts.
• Comprehend different types of texts (a story, posters,
adverts, a video). Final task
• Improve speaking skills. Students design their own poster related to donation and share
• Read and write persuasive tents. it with the rest of the groups at school by placing it in the
• Respect others' ideas and beliefs. 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, '1-
• Analysis: analysing, comparing, contrasting.
• Synthesis: producing, creating.
• Evaluation: selecting, evaluating.

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/world-
blood-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.
 Level: Pre-Interrnediate - Age: Adolescents /Adults
BE A DONOR

A) Scan the text and circle the correct option.

1) Who wrote this text?
I.
a) A sister
b) A doctor
c)A mother

2) What type of text is it?

a) A legend
b) A story
0 cIA newspaper article
3)10w does It end?
a) In a tragic tone
b)lna comic tone

0
B) -
ci In an optimistic tone

Read the text and do the activities below.

Doii ate life.

both in our hometown and in Buenos Aires.
People travelled exclusively to donate blood,
and not only from our city, but also from

a true story People went on donating blood under my

?
U daughter's name almost a year after the
A few years ago, my daughter had a very operation. We got nearly 200 donors, and we
complex brain surgery. It could not be done in have never met most of them.
our hometown, so we had to take her to Fleni Once my daughter felt better, she wrote a
Hospital in Buenos Aires, the capital city of thank-you note, which she posted in my sister's
Argentina. During the eight-hour surgery my social network. She ended the note saying: "For
daughter lost a lot of blood; she was given 72 all those who donated blood, I thank you from
units of blood to keep her alive. While she was the bottom of my heart. For all those who
in recovery, we were asked to replace the weren't able to, remember you can save a life
blood from the community supply. by giving blood"
We were not in our hometown and we knew Fortunately, my daughter is fully recovered
very few people in Buenos Aires. Besides, my now.
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
-------------------------------------

ell 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
Level: Pre-Intermediate Age: Adolescents /Adults
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... 1) ...hospitalised.
b) It could not be... 21 given 72 units.
3) easily found.
c) She was... C
dl A blood type which is sot... ..
41 done in our hometown.
e) We were... 51 asked to replace the blood.
I) The request was... .
61 ..shared by different people.
o
5) Complete the phrases with the words in the box.

network - recovery - surgery - published - a life - bLood j

a) in :JP

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

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.

19
 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.

I 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.
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.

I
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

I 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.

Q • 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

.K .......;......... ...t....t........... community supply

..lco...../...............ve..
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'

20
Level: Pre Intermediate Age: Adolescents

EATING DISORDERS
Complete the passage with these words.

r 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 from http://kidshealth.org/

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

covenant:
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.
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.

I :
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.
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.
fl • 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.
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.
If I do not violate this oath, may I enjoy life and art, respected
while I live and remembered with affection thereafter. May I
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) - frailty (noun) - infirm (adjective)

sound (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.

-
MLOWI I1 I1 O KPAi OT.
ocx vu
11 Doctors mutt bear in mind that they are not treating
diseases, but they are treating people. HIPpOCRATIS
IVSIVRANDVM

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
6) Doctors roust be proud of their responsibility of saving and
OATH
taking lives, as their knowledge is flawless.

7) Doctors have responsibilities only towards ill people

61.

8) A close and warm relationship with a patient might have -

the same value as other techniques used in medicine,
HI p p 0 C R AT I C OATH
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.
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 .................. ,
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 ...............
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

$ 25

fr •
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.
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
-
• 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.
Aurea Obeso
References
Gown,, R: Phillips, D; Walters, S; 2005; reschnsgewr!rn
5sdbooMsoiIIa, United Kingdom
• Elicitation: www.tnachingeng ohong.uldknowlodge-
databa se/elicitation
• Ellceisg:www.aecohingeosliaba,gotuartis debit 09
www.fodey.com
CIA
,taJivamecux
a caarptte packet
This website provides
templates to apply text to
This simple idea can help you
create fun clips and resources
children will certainly love.
Apply these features to
almost anything and enjoy a
urful lesson with them.
Step 1: Choose one of the
many options available and
start having fun.
Step 2: If you try a
newspaper, just enter your
text in the fields required and
click on Generate!
poktriq for nLpJ.ruofl
for qeur dae?
Step 3: Once your
newspaper clip is done,
aappe beard .wpardteO you can download the
- iaicrac flacece image and use it as you
taIkura tpmatpes please.
a!ktnosats . talPnp p,pIb
Step 4: It is also possible
to create an animated r,e,,acp,e,.p.acec,,ac
short cartoon with
3iunwttI$ animal characters. Enter
ODiJPAeIt.e.fac'
your text in the box and
then generate it.
You can embed the
image on your website
or blog using the HTML
code below the cartoon.
Hope you enjoy the App!
And let us know how you're doing!
Mariana Boubee
ToRe achonce cmfuid lint
j) CkILEDIBA
Articles, videos, stories, tales and more. MEL-
your ideas, projects and experiences.
with shared experiences.
00€,
 Ill'
It M
a 0
J JB
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.
•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:

What do people do?
• www.brandsouthafrica.com/news/t005-selsos-mandela-a-
Mandela gave 67 years of his life fighting for human rights. photog raphir-trifrate
People are meant to give 67 minutes of their time on this day
helping someone else, whether supporting a charity or •www.masdeladay.com/staticJjois
serving in the local community.

Class Plan Did you know?

Elementary students (10-year-olds +)
• Table Mountain in Cape Town is one of the oldest
Objectives: mountains in the world.

•To learn about Nelson Mandela. • South Africa has deserts, mountains, escarpments,
plateaus, grasslands, bush, wetlands and subtropical
•To review the past simple tense. forests.
• South Africa is the second largest exporter of fruit in the
Activities:
world.
•The teacher shows a picture of Mandela and one of the African South Africa generates two-thirds of Africa's electricity
continent so that the students infer what the clans will be about.

eS
Level: Elementary Age: Children/Adolescents

NELSON MANDELA'S BIOGRAPHY

A) Put the events in Nelson Manclela's life in order. 91!
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.

J 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.

C
•'%.,_..___
..

...................................................................................................................
....................................................................................................................
Key: Alllf;ula,31g,41b,nlh61e7liSld;nle.

$29
711
1 il.,
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