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Didactic Unit:
Global
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Beado no r
L o DaL Culture
Co rner: MandelaDa
Co nversatio ns
with my do c to r
TheHippo c ratic
Oath
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T R I P S
C I N E M A
Whatabo utmy jo b?
Just relax! While you enjoy your holidays,
we are getting everything ready for a happy school- year beginning.
GR UP O
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
9 i
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II
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C ontac t: www.send.c z
but let them use their imagination and
make up their own.
Doctor: Come on in! Please have a seat.
What's the problem?
P atient: I have a rash on my fare.
Doctor, Hour long have you had the rash?
P atient: About 3 days. I put some cream
on it but it didn't help.
Doctor: Are you allergic to any
medications?
P atient:! 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.
F1
p
oster 1 presents a hospital
to your classroom.
C hildren should know that
when we need help right
away, the best place to go is
the hospital emergency room (E R ). I t is
open 24 hours a day and there is quite a
tot going on. N urses 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.
S how the poster to the class and ask P rovide the children with the
your students to describe what they see, photocopiabte activity on
A sk them to identify the different rooms page 7. A sk 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. T hey may go on
them write a list of new words with an
with the reading comprehension exercise
example. T ell them that when we have
on page 8, where they will learn about a
to stay in the hospital overnight or for
story of a child who had a hard fall.
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
When we get to the E R they make a
at the doctor' s office (page 9). S how the
chart, that is a sheet of paper that
following model dialogue to the students
contains important
information about us, for
example, temperature, heart
rate and our treatment plan.
N owadays, this information is.
recorded and saved in a
computer.
A ccording 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. T hey will make the cut
heal faster.
I n some cases, we may also
need an I V, that is an
intravenous catheter, which is
a thin plastic tube inserted
into our vein to pass
medicine quickly.
A sk the children to write a
list of symptoms they should
tell their parents or teachers
right away. S ome suggestions
are:
' tell your parents or your
teacher in case you are at
school when you. . .
C o
,
' ' he purpose of poster 2 in this edition is to get the
- to practise true- to- life conversations in
- '

E nglish. T hey will go to the doctor' s, describe their
ailment, get a prescription and get some advice. I n turn,
doctors will listen to their patients, ask questions about
ailments and prescribe medicine or give some advice.
T here 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.
A s preparation for the class, cut out the cards in poster 2,
laminate them and divide them into two sets: ailment cards and
treatment cards. T hese 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.
S tart 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? S ay, Oh.
no! I have a terrible/splitting headache. A sk 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. P rovide help if needed.
N ext, take the ailment cards and elicit the vocabulary,
What's this? A headache. T hen, turn the card over and
stick it back on the board so that blank side is shown.
P oint 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. T hen, go through all the
cards again asking the same question. A llow 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. T he winners are the students who
remember the biggest number of cards. You will be
surprised how easy the students remember what each
card is!
A t random, take a card oil the board and give it to a
-

student. A sk, What's wrong? /What's the matter? Have

the student answer your question. Follow this activity until you
finish with all the cards.
T hen, distribute copies of the A ilment C ards 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 eac h ailment
't
f

N ow that the students are familiar with health problems, teach

the vocabulary for each possible treatment. T his time, stick the
T reatment C ards of the poster on the board and have the students
discuss which one corresponds to the problem you mention.
I nstead of mentioning the ailment, you can have a student act it
Out, for instance, an earache. T he class should look for the
appropriate treatment, point at it and say,
S/he goes to the doctor.
Doc tor-patient role play
Prepare the students to act out dialogues at the doctor' s. T his
first time, you will play the doctor' s role. Have a volunteer to
play the patient' s. I f 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. T ell them to sit down and ask,
What's the matter with you?/ What's wrong? T he patient will say, I
have a toothache. T hen, 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. I f the level of your students
allows, you may want to give them the prompt cards on page 9.
M ake sure the students know the vocabulary beforehand.
Doc tor-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 I s rehearse
both roles.
Level: Elementary + Age: All
HARRY NEEDS YOUR HELP
-:
A) Harry needs to pu t his story together.
Harry is a 6- year- old boy who likes to play
S uperhero. 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! I t hurt a
lot! So, mum said, Mr Superhero, we have to go to
the hospital. He was so scared!
N ow he doesn' t remember what happened that -
day very well.
C
----=c.
: Here is the list of events bu t you w ill have to pu t them in the right order.
a) When they got into the ER, his mu m signed in at the front desk.
I
bI Its siren cleared the w ay throu gh traffic.
C) In the ambu lance there w ere trained people w ho helped him du ring the ride.
dl It show ed that he had a broken arm.
el Harry didn't have to sit in the w aiting room; he w as taken right into the doctors office becau se his problem
:
needed su per-fast attention.
tu . f) .....................Thedoctor talked to his mu m abou t Harry's problem.
, gi..................Tw o hou rs later, hew as ready to leavetheER. His mu m helped him into thecar and nook him home.
h) Hedecided to send Harry to theX-ray room to havehis arm X-rayed.
i) An ambu lance took him qu ickly to the ER.
jI ...j......... His mu m cou ldn't takehim to theER in their car, so shecalled 9 1 1.
k) Somebody called his name and gu ided him to an examining room.
I) ..............Thedoctor explained hew as going to havehis arm in a plaster cast w hilehis bonemended.
KaytOrdertj, I, b.c.ek, of. h. A1g. His ever cou ldn't sakehiretotheER or theircar, so shecalled 9 11. An arebu lonretook hireqoicklytotheER. Its siren
cleared thew aythrooghtraffic. In sheambu lancetherew eretrained peoplew ho helped him du ring theride. When they got into theER. his reu sesigned
in at thefront desk. Somebody called his nameand gu ided hireno an examining room. Harry didn't haveto sit in thew aiting roorrrl hew as taken right into
thedoctor's officebecau sehis problem needed su per-fast attention. Thedoctor talked to his mu m abou t Harry's problem, Hedecided to send Harry to the
X-ray mom to havehis arm X-rayed. It show ed that hehad a broken arm. Thedoctor explained hew as going to havehis arm tea plaster cast w hilehis
p
honemended. Tw o hou rs later, hew as ready to leavetheER. His mu m helped him into thecar and rook him home.
8
Level: Elementary + 9 e: All
CONVERSATIONS WITH MY DOCTOR
iA
iB
Stu dent A: You are the doctor. Listen to Stu dent B: You are the patient. Tell you r
you r patient and give a prescription
doctor w hat is going w rong w ith you .
according to their ailment. Don't forget to
give some advice.
Ailment: indigestion
Ailment: indigestion
Du ration: fou r days
Prescribe: antacid, Take after meals.
Previou s medication: antacid bu t it didn't
0
Extra Advice: Avoid spicy food and alcohol,
help.
A
-t
Stu dent A: You are the doctor. Listen to
2B
you r patient and give a prescription
Stu dent B: You are the patient. Tell you r
according to their ailment. Don't forget to
doctor w hat is going w rong w ith you .
give some advice.
Ailment: flu
: Ailment: flu .
Prescribe: antibiotic. Take three times a
Du ration: 48 hou rs.
C.
day.
Previou s medication: aspirins.
Extra Advice: stay in bed, drink lots of
w ater,
I
Stu dent A: You are the doctor. Listen to
3B
you r patient and give a prescription
Stu dent B: You are the patient. Tell you r
according to their ailment. Don't forget to
doctor w hat is going w rong w ith you .
give some advice.
Ailment: sore throat
Ailment: sore throat
Prescribe: syru p, lozenges. Take every 6
Du ration: one day
hou rs.
Previou s medication: lozenges
Extra Advice: drink w arm tea w ith ginger
and honey.
Stu dent A: You are the doctor. Listen to
4B
you r patient and give a prescription
Stu dent B: You are the patient. Tell you r
according to their ailment. Don't forget to
doctor w hat is going w rong w ith you .
give some advice.
Ailment: sprained ankle
Ailment: sprained ankle
Prescribe: pain killers.Take every 6 hou rs.
Du ration: yesterday
Extra Advice: keep ice on it and keep foot
Previou s medication: pain killer
elevated.
Now prepare more cards to go on practising.
9
10
Level: E lementary + A ge: A ll
WHA T ' S WR ON G
A ) M atch the pictures with the problem.
I was playing football andoneofmyo~~
I!
:::i::L::i have atoOth& he cant
I
cl was chopping potatoes and got a bad cut in my
0
forefinger. Ouch! I t hurts!
d. I ' ve been on the computer too long! N ow I have a ' r
o
[splitting headache.
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 I n 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
1 3

Level: P re- I ntermediate +Age: A ll

OUC H! I T HUR T S !
A ) M atch the expressions with the words in the box and complete the sentences.

I feel. . , ankle - knee

M y ankle is. .
collarbone backache - toothache
j
I ' ve broken my. . .
my finger - stomachache
I I 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
M y leg,. .
swollen
boe d
I burned my-
my ankle - wrist
lilfeel . . . . . . . . . . . . . . . . .
:I I I . I . I I r. I . I I ' I ' rI I ;. I I :I I I lI I ' . lI I rI I I I I I rI I rI I I 21 M y ankle is
31 I
've broken my . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41 I ' ve got a blister on my. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C.

5ll cut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61 I ' ve got. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7lM yleg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
81 1 burned my. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
j
. . . A N D N OW I ' M N OT FE E LI N G WE LL
B) C omplete these sentences.
1 1 Last weekend I went to the beach. I fell asleep while sunbathing and now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21 1 carried two heavy suitcases full of clothes and books and now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31 A s I was very hungry, late four packets of cookies and now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41 1 caught my forefinger on the car door. A s it was puffy, I had it x- rayed; now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5) A s I was very thirsty, I drank three bottles of beer and now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61 1 bought these beautiful stilettos. T hey were so posh! I put them onto go to the party, and now
71 1 bought three hot dogs on the street. late them all and now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
81 P laying volleyball on the beach,) fell down and now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I t' s really swollen.
91 late up all those chocolates that were in the box and now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . all over my body.
1 01 Last night, I was eating pork chops. I bit a piece of bone and now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ker,A ) 1 ) sick, dli; 2) broken, svanllev; 3)1 0g. 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 :1 5 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; 1 0) roe got
broken tooth.
1 4
Level: I ntermediate A ge: A dolescents /A dults
HEALTH PROBLEMS
A T T HE DOC T OR ' S N il
A ) Work with a partner and complete the chart.
B) R ole play a dialogue. S tudent A : You are the doctor. S tudent B: You are the patient.
P roblem / symptom P art(s) of body affected C ause(s) T reatment / advice
1 )
2)-
3).crcaai.& -
4) ,A
5 _
6A
7)
8)k
9) su4
1 0)
Yr
LL
Key: 1 1 annack/disease, smoking/lifestyle, change lifestyle; 2) headache/toothache/earache/ stomachache/ backache, p/rysica I effort, painkiller; 3) bone,
accidenn/faI I , 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, I on on/cream/ointment; 91 nose cod/f
stay in water; 1 0) throat/eyes/skin, infection/burn/sunburn, cyrupflconrrgns/lodon ill wrist/ankle, fell/accident bandage/ice.
15
Level: Beginner Ag e: Children
MY DOCTOR AND MY DENTIST
A) Complete
1 1
B7 the ht boxes.
0
3oim ....................................... tc.tUair
El Ea
El
.,. 1
!
C) Complete
El
Truf
at ........................
j
3 Lk
E HdT , d tS5
I

0 d.w,.
..................
.........................
ama 3
f
tk I
Teac her's No tes
I n 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. A s a final task, they will design their own
poster to raise awareness of the importance of being a donor.
T he 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
M ake students aware of how blood, marrow or organ
donation can save a life.
C omprehend different types of texts (a story, posters,
adverts, a video).
I mprove speaking skills.
R ead and write persuasive tents.
R espect others' ideas and beliefs.
Lexico- grammatical and pragmatic contents
Vocabulary related to hospitals, being in hospital and
being ill.
Linking words.
C ollocations.
Use of passive voice.
T hrn. taking when speaking.
T hinking skills
Knowledge: identifying, recalling, memorising,
recognising new vocabulary and grammar structures.
C omprehension: explaining, expressing, discussing and
describing oral and written texts.
A pplication: interpreting, organising, showing,
' 1 -
A nalysis: analysing, comparing, contrasting.
S ynthesis: producing, creating.
E valuation: selecting, evaluating.
Ac tivities
P resenting the topic
Write on the board: DON A T E LI FE and ask students (S o) to
explain how this could be possible.
P resent the poster downloaded from who. int/campaigns/world-
blood- donor- day/201 3/posters/en/ and ask S o to relate both topics.
A sk what other ways of donating life they can think of.
R eading the text
A l S o scan the text and circle the correct option.
BI S s read the text Donate life: a true story and do the
activities.
Note 1 : A ccording to the theory of N oticing (S chmidt, R . (2001 ).
' A ttentinri' rn P . R obinson (E d. ).
Cognition andSerormdLongoage
I nstruction
(P p.
3- 32). C ambridge, C UP ) students can learn what they
actually see for themseloes (notice). T aking this into account, we have
decided to highlight the linking words in the tent. I f, and only if, a
student notices there highlighted words/phrases, then we may explain
their meaning and usage.
N ote 2: A ll the phrases are in the passive voice' T his is net an activityto
practise passive voice per S e, but its aim is to present P assive voice use:
the (aces is on the recipient of the action, not the dser. A sk students,
What do oil phrases hoer in common?Leok at the form.
Working with the posters
C l S o analyse a poster and answer some questions.
Dl S o work on another poster and answer some questions.
E l S o 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) S o work on all the posters and adverts they have seen and
analyse them an kinds of texts.
Final task
S tudents 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.
Geraldina Salaberry Serrano, Karl na tJzeltinger
Level: P re- I nterrnediate A ge: A dolescents /A dults
BE A DON OR
-
A ) S can the text and circle the correct option.
1 ) Who wrote this text?
a) A sister
I .
b) A doctor
c)A mother
2) What type of text is it?
a) A legend
0
b) A story
cI A newspaper article
3)1 0w does I t end?
a) I n a tragic tone
b)lna comic tone
ci I n an optimistic tone
B) R ead the text and do the activities below. -
0
both in our hometown and in Buenos A ires.
Do life ii ate
.
P eople travelled exclusively to donate blood,
and no to nly from our city, but also from
true a
sto ry
P eople 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. I t 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 A ires, the capital city of thank- you note, which she posted in my sister' s
A rgentina. During the eight- hour surgery my social network. S he 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 A ires. Besides, my now.
husband and) could not donate because we
had had hepatitis in our youth. T o make things
worse, my daughter is 0- (oh negative), a blood
type which is not easily found.
M y sister came up with an idea: she published
a request in social networks, T he request was
shared by different people nearly a thousand
ell
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
times. M others phoned their sons and
daughters living in Buenos A ires, asking them
to volunteer as donors. T he media also echoed
the message and published or broadcasted j
Level: P re- I ntermediate
Age:
A dolescents /A dults
BE A DON OR
1 ) I magine you are the editor of a magazine which is going to publish the text. You don' t like the title.
C hange 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) M atch the halves.
a) S he was. . . 1 ) . . . hospitalised.
b) I t could not be. . . 21 given 72 units.
c) S he was. . . 3) easily found.
C
dl A blood type which is sot. . . 41 . . done in our hometown.
e) We were. . . 51
asked to replace the blood.
I ) T he request was. . . 61 . . . shared by different people.
o
5) C omplete 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) A nswer the following questions.
a) When did the story happen?
b) Why did they have to travel to Buenos A ires?
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? T ell the class.
1 9
Level: Pie-Intermediate
Age: Adolescents /Adu lts
BEADONOR
D) Visit the w ebsite: w w w .designrelated.com/portfolio/sconu s/entry/69 39 /bone-marrow -donation-poster, look at the
poster and answ er:
1) What is this poster abou t?
2) Why shou ld you becomea donor?
3) Can anyonedonate? What aretherequ irements/conditions?
E)You are going to w atch a video in w hich a mother explains her son's illness and hew an organ transplant w ou ld
I
help him.
Before w atching
1) What transplant does the child need? Discu ss w ith a partner and come u p w ith three options.
2) Watch the video at: vimeo.com/65569 350 and check if you w ere right.
After w atching
3) Who says this? WriteM (mother) arT (Tony)
a) I/Tony w as born w ith an intestinal disease.
:
b) I'm / He's in the transplant list.
C) I need / he needs a stomach, intestine and liver transplant
dliw ear / Hew ears a special backpack for 18 hou rs a day.
e) It su cks.
I
4) Do you think the advert is effective? Why /Why not?
I
:F) Compare the posters and adverts w e have seen in this u nit. What do they have in common? How do they
differ? Are they persu asive, emotional or informative? Explain.
FINAL TASK
Find ou t abou t blood, marrow and organ donation in you tow n or cou ntry. Is there a registry? What are the
requ irements to register?
4
Choose one and make a poster w ith information to make people aw are of the importance of becoming a donor.
Inclu de contact information to you r local/national registry.
Q
You can invent you r ow n slogans for you r poster or find some at: w w w .angelfire.com/sc/avbdw b/slogan_booklet.
Placeyou r poster in theschool's hall.
Links for further ideas
Poster + story: w w w .ohmyachesandpains.info/2009 /Ofl/my-heroes-bone-marrow -and-organ-donors.html
(
Article: fu nnymama.blogspotcom.ar/201 3/08/life-saving-eagle-scou t-project.html
Donation FAQS: bethematch.org/su pport-the-cau se/donate-bonemarrow /donation-faqs/
Poster: w w w .pu la5kiacaderny.org/podiu m/pu sh/defau lt.aspx? s=261 &i=44271
.
K
.... ...;.........
...t....t........... commu nity su pply
..lco...../...............ve..
rep lace, e.I . honed; . . neighbou ring; ..after;
h) neatly; iifu lly; 31 Highlighted w ords: su rgery, hospitalised, in recooeny, commu nity su pply, (hepatitis), blood type, blood. u nits of blood; 41 all or 2;
b14;c( t or 2; d) 3; .1 5;f16; slat in recovery; bI savea life: xl donateblood, dl social nels'sxrlc C) messagepu blished; f
I brain su rgery; 61 ofbfew years
ago; b) Becau sethesu rgery cou ld not bedoneIn their hometow n; xl Becau sethey had had hepatitis; dl Possibleansw ers: Becau setheir dau ghter w as
given 72 u nits of blood; becau sethey had to replacetheblood from thecommu nity su pply; el They u sed social netw orks and lots of povylo volu nteered;
CI stu dents'answ ens;CI Stsdents'onsw ens; DI 1) Marrow donation; 2lYou can betheoneto savea life; 3) Not anyone. You shou ld bebetw een 10 and,60,
bew illing to donateto any patient in need and meet thehealthgu idelines. Eli) Accept any reasonableansw ers; 31 a) M; b) T, cIT;d( M; cli. F) stu dents'
20
Level: P re I ntermediate Age: A dolescents
E A T I N G DI S OR DE R S
C omplete 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 1 1
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.
M any kids or adolescents pay 4) to thin models and T V stars. T hey see their bodies on
T V, the I nternet, 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. P eople who have this
problem, diet too 6) -or just stop eating. T hey usually deny feeling 7)
. they exercise too much, they feel fat and don' t get involved in social activities. T he
other disorder is bulimia. I t 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.
T hese disorders may damage the heart, the liver, and the 1 01 _______________: also teeth may get
stained or fall because of vomit acidity.
T alking about having a problem and getting help is the first step to getting back to being healthy again.
I t is essential to remember that celebrities' looks are not real and that we are all beautiful in different
S ource: adapted from http://kidshealth. org/
Keys 1 ) develop, 21 bodies, S I little, 4) attention, 51 happy, 61 ,nauh, 71 hungry, 81 huge, 91 burn, 1 0) kidneys.

Level: IntermediateAge: Adolescents / Adu lts

THE HIPPOCRATIC OATH
An oathis know n as a spoken promisetaken du ring a ceremony. Its origins arefou nd in religiou s passages and oral
legends in w hich a sacred statement w as made in order to sw ear to god that something w ou ld be done or omitted.
Different cu ltu res and historical characters havetaken oaths to different gods, according to their beliefs and cu stoms. This
is thecaseof theoriginal Hippocratic Oath, w hichis believed to havebeen w ritten by Hippocrates of Kos, a Greek
intellectu al w ho practised medicine and kept a record of his experience. Hippocrates lived approximately betw een 460
and 370 BC, and in thosetimes his oathrepresented theresponsibility that a consciou s physician shou ld havew hen facing
an ill person. In this case, the Hippocratic Oath consisted of a promise made to the Greek gods that the activity w ou ld 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 tw enty centu ries. It has su ffered some adju stments according to the cu stoms of
: different cu ltu res, bu t in the end it respects the core of the original message. In the present day, nu merou s u niversities in
the w orld su ggest their gradu ated doctors to proclaim the oath before receiving their diplomas.This is w ay of beginning
their du ties being aw are of the responsibility that they hold tow ards the rest of the society.The follow ing tent is a 20th
centu ry version of theHippocratic Oath, u sed in many medical schools in u niversities of theUnited 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
I
the surgeon's knife or the chemist's drug.
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 19 64 by Lou is Lasagna, Academic Dean of theSchool of Medicineatlu fts
University.)
Level: I ntermediate
A ges A dolescents/ A dults
T HE HI P P OC R A T I C OA T H
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) R ead again the modern version of the Hippocratic Oath and decide

whether the next sentences are true (T ) or false I FI . I n each case,
indicate which sentence of the oath has helped you to figure out the
M LOW
answer.

- KP A i OT .
I I 1 I 1 O
ocx 1 1 Doctors mutt bear in mind that they are not treating vu
diseases, but they are treating people.
HI P pOC R A T I S
2) Doctors must never say that they don' t know.
I VS I VR A N DVM
31 I t isn' t natural for doctors to seek advice from their
colleagues.

41 I t is always better to prevent a disease than to cure it.
51 T he matters of health must be kept in secret between the
patient and the professional.
' HI P P OC R A T I C
6) Doctors roust be proud of their responsibility of saving and
OA T H
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,
H I
p p
0 C R A T I C OA T H
91 Doctors must avoid saying, There is nothing to be done.
1 0) Overtreatment is an honest way of practising medicine.
R eferenc es
Bainh. Jaiie (201 1 ). T he HippoerotirOathanerhionoMvinghinroekai soriol,andrelig/ooa
conflict. Wostvirginia University, R obert C . Byrd Health S ciences center, S chool of M edidne.
httys/fioedicine. hsu. wvu. odu/S tudents/A boot- toM /A drrrission- P rocnee/E esayslthe
Lasagna, Loaie.1in641. HippocraticOath lM oderovereiool. John Hopkins S heridan
Libraries, Guide to finding inforrrration oboist bioethics and related subjects.
htcpWnoides. likrare. ihu. odu/ssneent. plrp?pid=23699& sid=1 90964
Keys lt T rue, 2) False; ) Faire; 4) T rue, 5) T rue; 6) False; 7) False; S lT rue; 9) T rue; 1 5) False.
117
Level: P re I ntermediate Age:
A dolescents/A dults
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 S pecialty . . . . . . . . . . . . . . . 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) P ulmonology 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 R adiology is a medical specialty ii analyses the results of x- ray images.
1 01 A gynecologist is a doctor jI specialises in studying the diseases of the teeth and mouth.
B) N ow that you can recognise some medical specialties, try to guess which patient is waiting for which
professional. C omplete the sentences for each patient using the following conjunctions: and, because, so.
P rofessionals: Gastroenterologist - R adiologist - Gynecologist - Dentist - R heumatologist -
Ophthalmologist - Dermatologist - T raumatologist - P ulmonologist - P ediatrician.
P atients:
1 1 Vanessa is pregnant . . . . . . . . . . . . . . . . . . . . . she must be waiting for a/an . . . . . . . . . . . . . . . . . . . . .
21 C hristian must be waiting for a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . he is a football player who had a leg injury.
3) S andra 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) A ndy 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) T he . . . . . . . . . . . . . . . . . . . . . is expecting S tephen, a patient who has a rash on his arm . . . . . . . . . . . . . . . . . . . . . looks very worried.
8) M artin can' t quit smoking . . . . . . . . . . . . . . . . . . . . . coughs all the time. He is waiting for a/an . . . . . . . . . . . . . . . . . . . . .
9) E lizabeth is waiting for a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . she wants to show him an x- ray radiography of her
hand.
1 0) Jane ate a bag full of candies . . . . . . . . . . . . . . . . . . . . . now she suffers from a stomachache. S he is probably waiting for
a/an . . . . . . . . . . . . . . . . . . . . .
Level: PreIntermediateAg e:
Adolescents/Adu lts
IN THE WAITING ROOM
C) Let's assu me that all the patients have left the hospital w ith some pieces of advice given by their doctors.
Complete the follow ing sentences w ith 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 abou t to give birth, she
................do any sports and ..................sleep at least 8 hou rs.
21 The trau matologist 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 ...............w ear her regu lar
glasses.
Instead she ..................bu y a pair of prescribed contact lenses that ..................fit her perfectly.
4) The pediatrician told Ju lia's mother that the baby ..................be vaccinated as soon as possible. She ..................
be exposed to cold w eather and ..................be in tou ch w ith other small children for a w hile.
5) The dentist told Andy he ..................w ash his teeth after every meal and ..................pay special attention after
eating sw eets. He doesn't need to w orry as his new teeth ..................grow in less than tw o months.
6) The rheu matologist su ggested Gregory that he ..................lift anything heavy. Considering his age, he ..................
,
w alk w ithou t his cane and he ..................never u se the stairs.
71 The dermatologist calmed Stephen by telling him that his rash is not seriou s. It ..................disappear is a few days if
hou ses an ointment that ..................cost him mu ch. How ever, he ..................avoid scratching that area.
8) The pu lmonologist told Martin he ..................stop smoking immediately becau se he has a severe pneu monia. He
..................be exposed to low temperatu res and ..................force his voice.
9 ) The radiologist told Elizabeth she ..................u rgently visit a trau matologist 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 ...............
)
ru n right before eating becau se she ..................let her digestion take place properly.
Key-.A) ll)lthat/w hichl; 21 a (that/w hich); all (w ho/that); 4lblthu t/w hichl; tt d lw ho/thu tl;6t h(that/w hich); 7)e(w ho/shat); 8)nlsvho/thatl; 9 ) i(that/w hich);
lOig lw hn/thatl, till no/gyneu nlngist.2l tra tolgist/becau ne. 3) ophthIn ologint/becau so. 4) and/pediatrician. 5) so/dentist. 61 no/rheu matologist.
71 dernsatologisttand. 81 and/pu lmnnnloglst. 9 1 radiologist/becau se. lot so/gaatrnenterologist Cli) shou ld/mu stn't/mu st; 21 mu stn't/shou ld/shou ldn't
3) shou ldn't/shou ldlmntsst;4) rmmu st/,etsstn't/shoaldn't 51 nsu u tfshu ald/mu st6l shou ldet/mru stnt/mnost; 71 shou ld/shou ldnt/nsau t 81 mastlnsu u tn't/shou ldn't;
9 1 mu st/mu stn't/shou ld; lot mu stn't/shou ldn't/mu st
$
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. E liciting is, next
to motivation, the greatest task a teacher
should undertake.
T his technique consists mainly in asking,
guiding, encouraging, prompting, giving
the students options for them to choose,
or just a visual stimulus. I t involves
making the students think and discover
the meaning of something new, based on
previous knowledge or experience. I n one
word, eliciting implies working Out the
way towards understanding by building a
bridge between what learners already
know and what is new.
T eachers may use this technique in many
stages of the class:
During theteac hing mo ment: 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. I t 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.
T hrough1 ltation, 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. I n this
case, elicitation upgrades a plain
reading/listening activity into a more
complete and integrative task.
During pre writing stage: E licitation
changes an old fashioned individual
activity into a modern collective task.
T eachers may elicit specific words to
improve writing, such as linking words,
adjectives and adverbs as well as relevant
thoughts, concepts or images.
T he advantages of this technique are
numerous and very valuable:
S tudents get involved as active agents
of their own learning.
T he amount of student talking time is
increased.
I t fosters encouragement and good
rhythm in
I t brings
class.
S tudents
that what
and consit
I t improves rapport.
T he teacher- centered class drifts into a
complete student- centered class.
I t helps teacher assess learners' true
proficiency.
I s the long run it proves to be a wise
investment of time and energy.
I deally, 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. I t 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. E liciting is
also fun, since learners provide diverse
and creative output that boosts and
refreshes any E S L class.
Aurea Obeso
R eferences
Gown,, R : P hillips, D; Walters, S ; 2005; reschnsgewr!rn
5sdbooM soiI I a, United Kingdom
E licitation: www. tnachingeng ohong. uldknowlodge-
databa se/elicitation
E llceisg:www. aecohingeosliaba,gotuartis debit 09

www. fodey. com
C IA
T his website provides
templates to apply text to
T his simple idea can help you
create fun clips and resources
children will certainly love.
A pply these features to
almost anything and enjoy a
urful lesson with them.
S tep 1 : C hoose one of the
many options available and
start having fun.
S tep 2: I f you try a
newspaper, just enter your
text in the fields required and
click on Generate!
aappebeard .w pardteO
,taJivamecu x
- iaicrac flacece
a caarpttepacket taIku ra tpmatpes
a!ktnosats . talPnp p,pIb
3iunwttI $
ODiJPAeIt.e.fac'
S tep 3: Once your
newspaper clip is done,
you can download the
image and use it as you
please.
S tep 4: I t is also possible
to create an animated r,e,,acp,e,.p.acec,,ac
short cartoon with
animal characters. E nter
your text in the box and
then generate it.
You can embed the
image on your website

or blog using the HT M L
code below the cartoon.

Hope you enjoy the App!
And let us know how you're doing !
Mariana Boubee
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Nelson Mandelds
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T his celebration honours the late M r M andela in the year
that marks S outh A frica' s 20th anniversary of democracy.
Bac kg round
N elson M andela was S he first black S outh A frican president
in office from 1 994 to 1 999. Due to his many achievements
for S outh A frica and his people, N elson M andela' s birthday
has become a major event on the country' s calendar.
T he main goal of M andela 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. I ts ultimate objective
is 1 0 empower communities everywhere.
What do people do?
M andela gave 67 years of his life fighting for human rights.
P eople 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.
C lass Plan
E lementary students (1 0- year- olds +)
Objectives:
T o learn about N elson M andela.
T o review the past simple tense.
A ctivities:
T he teacher shows a picture of M andela and one of the A frican
continent so that the students infer what the clans will be about.
T he teacher presents vocabulary the students will need for the
reading activity. S uggested words: law degree - prison -
apartheid - freedom - campaign
S tudents work in groups to put the events in M andela' s life in
order. T hen the whole class will check orally.
T he 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 M andela' s life.
T eachers can get get many more ideas from:
www. mandeladay. csm/static/ioie
E xtra reading for teachers:
www. brandsouthafrica. com/news/t005- selsos- mandela- a-
photog raphir- trifrate
www. masdeladay. com/staticJjois
Did you know?
T able M ountain in C ape T own is one of the oldest
mountains in the world.
S outh A frica has deserts, mountains, escarpments,
plateaus, grasslands, bush, wetlands and subtropical
forests.
S outh A frica is the second largest exporter of fruit in the
world.
S outh A frica generates two- thirds of A frica' s electricity
eS
Level: E lementary A ge: C hildren/A dolescents
N E LS ON M A N DE LA ' S BI OGR A P HY
A ) P ut the events in N elson M anclela' s life in order.
91 !
a) He attended school and later college at the C ollege of Fort Hare and the University ofWitwatersrand.
b) N elson M andela became a leader in the A frican N ational C ongress (A N C ).
c) He got his freedom after 27 years.
dl N elson M andela won the election and became president of S outh A frica.
el He received the N obel P eace P rize.
f) N elson M andela was born on July t8, t91 8 in M vezo, S outh A frica.
J
M andela got his law degree.
T he S outh A frican government sent him to prison.
1 N elson continued his campaign to end apartheid.
B) Write N elson M andela' s biography.
C
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