A
4
l
a
c
i
Med
What Do These Abbreviations Stand For?
T
EQUIPMEN
MRI
CAT
PET
AED
EKG
EEG
omography Scan
Computerized T
nal Defibrillator
Automated Exter
ography
Electroencephal
DISEASES
HIV Human Immunodeficiency Virus
AIDS
STD Sexually Transmitted Disease
PTSD
TERMS
HOSPITAL
IV
oom
Emergency R
ER
ICU
y Mass Index
BMI Bod
BP
aecology
etrics and gyn
st
b
O
OB/GYN
OR
nt
ed Blood Cou
RBC R
MISCELLANEOU
S
NIH
WHO World Health
Organ
ization
Q: Does the (1st, 2nd, 3rd...) initial stand for ( __________ ) ?
A: Yes, it does. / No, it doesn’t.
Q: What’s the (2nd, 3rd, 4th...) letter of the (1st, 2nd, 3rd...) initial?
A: It’s an (a, e, f, h, i, l, m, n, o, r, s, x).
a (b, c, d, g, j, k, p, q, t, u, v, w, y, z).
Q: How do you spell _________ ?
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World Health Organization
Abbreviations 5 (A) Medical - Lesson Collection Set #5
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B
4
l
a
c
i
Med
What Do These Abbreviations Stand For?
T
EQUIPMEN
MRI
CAT
PET
AED
EKG
EEG
ance Imaging
Magnetic Reson
on Tomography
Positron Emissi
Electrocardiogram
DISEASES
HIV
AIDS Acquired Immune Deficiency Syndrome
STD
PTSD Post Traumatic Stress Disorder
TERMS
HOSPITAL
nous
Intrave
IV
ER
nit
tensive Care U
In
U
IC
BMI
Blood Pressure
BP
OB/GYN
om
Operating Ro
OR
RBC
NIH National Institu
tes of Health
WHO
MISCELLANEOU
S
Q: Does the (1st, 2nd, 3rd...) initial stand for ( __________ ) ?
A: Yes, it does. / No, it doesn’t.
Q: What’s the (2nd, 3rd, 4th...) letter of the (1st, 2nd, 3rd...) initial?
A: It’s an (a, e, f, h, i, l, m, n, o, r, s, x).
a (b, c, d, g, j, k, p, q, t, u, v, w, y, z).
Q: How do you spell _________ ?
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World Health Organization
Abbreviations 5 (B) Medical - Lesson Collection Set #5
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Teachers’ Instructions (1/2)
Abbreviations 4
1. Student ability: Intermediate ~ Advanced
2. Approximate length of lesson: 30+
3. Number of students necessary: 2+
4. Preferred age/maturity: College, Adult
5. Type of lesson: Pair Work Activity
*****
Language Target: Learning the meanings
of common medical abbreviations. Most
students will have heard of the majority
of abbreviations printed on the worksheets, but many may not know what the
initials stand for. In addition, this lesson
is a natural way to practice ordinal
numbers.
Setting Up: W r i t e a f e w o f t h e m o r e
familiar abbreviations on the board such
as CAT (scan), ER and HIV. Ask
students if they know what the initials
stand for. If they don’t, encourage them
to ask for the second, third, fourth, (etc)
letters that spell out the words. (See the
bottom of the worksheets.)
Getting Started: G i v e o n e s t u d e n t a
co p y o f W o r k s h e e t A and the other
W o r k s h e e t B . In the first box, both
students see a list of six abbreviations
beginning with MRI. Student B has the
meaning of MRI printed on the
worksheet, but there is nothing written
on Worksheet A. If Student A does not
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know the meaning of “M” in MRI,
he/she refers to the sample questions at
the bottom of the worksheet. A typical
Q&A dialogue sounds like this:
Student A: What’s the 2nd letter of the
first initial?
Student B: It’s an “A.”
Student A: Does the first initial stand for
Maximum?
Student B: No it doesn’t.
Student A: What’s the third letter of the
first initial?
Student B: It’s a “G.”
Student A: What’s the fourth letter?
Student B: It’s an “N.”
Student A: Does the first initial stand for
Magnetic?
Student B: Yes it does. What does the
“R” stand for?
At this point, Student A writes
“Magnetic” on the worksheet then gets
started on the second initial: “R” by
following a similar dialogue.
After Student A writes in all of the
words for MRI (Magnetic Resonance
Imagining), students reverse roles and
get to work on the second abbreviation
CAT.
They continue in this manner until
all of the abbreviations have been
correctly identified.
Variation 1: Don’t hand out the worksheets
at first. Divide the class into teams of
three, four or five students. Write each
abbreviation on the board, one at a time
and offer a point to the team that first
identifies the abbreviation correctly.
If no team can correctly identify the
words, students ask questions following
those at the bottom of the worksheet and
the teacher (or another student) offers the
answers.
Students could also ask for hints.
For example, BMI (Body Mass Index).
The teacher could say, for example, the
first initial stands for something we all
have (a body), etc.
Abbreviations 5 [Lesson Collection Set #5 – Lesson 12d]
©EFL4U.com
!
Teachers’ Instructions (2/2)
Variation 2: Using the same method as
above, play a version of Believe Me!
(Lesson Collection Set 2 – Lesson 11a).
If no one knows the correct answer, tell
the students a possible answer, which
may be correct or incorrect. Students cast
their votes as to how much they believe
the answer.
For example, if no one knows that
BP stands for Blood Pressure, the teacher
could tell the class that BP stands for
Body Pulse, Back Pain, Brain Paralysis
or any other whacky combination of BP
that students might fall for.
Each team votes unanimously;
either Yes or No. The teacher gets one
point from each team that believes the
bogus answer.
Similar Lessons:
Abbreviations 1
(Lesson Collection Set #5 - Lesson 12a)
Abbreviations 2
(Lesson Collection Set #5 - Lesson 12b)
Business Abbreviations
(Lesson Collection Set #5 - Lesson 12c)
Contributed by Kurt Scheibner
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Abbreviations 5 [Lesson Collection Set #5 – Lesson 12d]
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